题目内容

●CAFE DISPLAY

●OUR JOURNEYS

●12 April-29 May 2008

Young people explore how they have adapted to life in Oxford.

“When I first came here,” says one young African woman, “I just wanted to cry all the time. And now I have learned to laugh again.” Working with photographer Rory Carnegie and writer Nikki van der Gaag, young men and women explore their journey from the time they first arrived in a strange place to where they find themselves today. Organised by The Sunday Times Oxford Literary Festival （10－17 April 2008）. Supported by the Maggie Black Trust and Oxford City Council.

●ACTIVlTlES FOR CHlLDREN AND FAMILIES

●MODERN ART TROLLEY FREE

Art activities for children every weekend during the exhibition in the Entrance Space from 2 p. m. to 4 p. m. Just drop in. Children must be led by an adult.

●WORKSHOP FOR 8 TO 12 YEAR OLDS

Thursday 7 April, 10：30 A．m. to 1：30 p. m. k+s-5#u 

Looking at themes from the exhibition and exploring pictures based ideas through group discussion and using digital cameras. Led by Judie Waldmann.

●BOOK LAUNCH FREE

The Drawing Book by Sarah Simblet is a practical approach to drawing the world around you. Sarah Simblet, who teaches at the Ruskin School of Drawing and Fine Art, University of Oxford, will be present to give a short talk about the development of her book. Special price of￡18 on copies purchased in the evening.

Booking recommended on 01865 813802

●TEACHERS’EVENING FREE

Thursday 21 April, 5 p.m. to 7：30 p. m.

Lecture by Susan Bright, independent writer and lecturer, at 5：30 p. m. followed by an opportunity to view the exhibition. FREE Education Notes will be provided for teachers attending the evening.

●WORKSHOP FOR PRIMARY TEACHERS

Saturday 7 May, 10：30 A．m. to 1：30 p. m.

Workshop for primary teachers who would like to develop their practical art skill as well as gain an understanding of modern art practice. Led by Judie Waldmann, artist and former primary school teacher.

●TALKS AND WORKSHOPS FOR SCHOOL GROUPS

Exhibition talks and artist-led workshops to create work in response to the exhibition are available for pre-booked school groups. Suitable for primary and secondary schools, to check availability and discuss details call Sarah Mossop on 1865 813816.

If you are a teacher and interested in art, you probably would like to go to ________.

       A．TEACHERS’EVENING                                    B．MODERN ART TROLLEY

       C．WORKSHOP FOR PRIMARY TEACHERS        

       D．BOOK LAUNCH

From the passage, we know that _______.

       A．Susan Bright will give a short talk at the launch of the Drawing Book.

       B．Sarah Mossop will teach young people how to take photos. k+s-5#u 

       C．The workshop led by Judie is intended for the university students.

       D．The children who go to the Modern Art Trolley must be led by an adult.

Which of the following is TRUE according to the passage?

       A．if you attend “BOOK LAUNCH”, you can get the book at a low price.

       B．school groups can attend talks and workshops for them at any time.

       C．All the young people have difficulty in adapting to life in Oxford.

       D．TEACHERS’ EVENING is only accessible to teachers.

Which of the following is most probably the best title of the passage？

       A．FREE JOURNEYS                                    B．SPRING EVENTS

       C．WEEKEND ACTIVITIES                                  D．ACTIVITIES FOR TEACHERS

【小题1】C

【小题2】D

【小题3】A

【小题4】B


解析:

【小题1】（解析：根据“WORKSHOP FOR PRIMARY TEACHERS”一栏提供的活动内容可知，

C是正确选项。）

【小题2】（解析：根据句子“Children must be led by an adult.”可知D是正确答案。）

【小题3】（解析：句子“Special price of￡18 on copies purchased in the evening”说明选项A是正确的。）

【小题4】（解析：依据“12 April-29 May 2008”不难确定选项B是最佳标题。）

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The melon the Smiths served at dinner would have tasted _____ if it had been put in the fridge for a little while.

A. good        B. better       C. best     D. well

How about taking ___ short break?I want to make ___ call.

A.the;a                                                            B.a;the

C.the;the                                                         D.a;a

When next year’s crop of high-school graduates arrive at Oxford University in the fall of 2009, they’ll be joined by a new face: Andrew Hamilton, the 55-year-old provost(教务长) of Yale, who’ll become Oxford’s vice-chancellor——a position equal to university president in America.

Hamilton isn’t the only educator crossing the Atlantic. Schools in France, Egypt, Singapore, etc. have also recently made top-level hires from abroad. Higher education has become a big and competitive business nowadays, and like so many businesses, it’s gone global. Yet the talent flow isn’t universal. High-level personnel(人员) tend to head in only one direction: outward from America.

The chief reason is that American schools don’t tend to seriously consider looking abroad. For example, when the board of the University of Colorado searched for a new president, it wanted a leader familiar with the state government, a major source of the university’s budget. “We didn’t do any global consideration,” says Patricia Hayes, the board’s chair. The board finally picked Bruce Benson, a 69-year-old Colorado businessman and political activist(活动家) who is likely to do well in the main task of modern university presidents: fund-raising. Fund-raising is a particularlly American thing, since U.S. schools rely heavily on donations. The fund-raising ability is largely a product of experience and necessity.

Many European universities, meanwhile, are still mostly dependent on government funding. But government support has failed to keep pace with rising student numbers. The decline in government support has made fund-raising an increasingly necessary ability among administrators (管理人员), and has hiring committees hungry for Americans.

In the past few years, well-known schools around the world have joined the trend. In 2003, when Cambridge University appointed Alison Richard, another former Yale provost, as its vice-chancellor, the university publicly stressed that in her previous job she had overseen “a major strengthening of Yale’s financial position.”

Of course, fund-raising isn’t the only skill outsiders offer. The globalization of education means more universities will be seeking heads with international experience of some kind to promote international programs and attract a global student body. Foreigners can offer a fresh perspective(视角) on established practices.

What is the current trend in higher education discussed in the passage?

A.Institution worldwide are hiring administrators from the US.

B.A lot of activists are being hired as administrators

C. American universities are enrolling more international students.

D. University presidents are paying more attention to funding-raising.

What is the chief consideration of American universities when hiring top-level administrators?

A. The political correctness.              B. Their ability to raise funds.

C. Their fame in academic circles.         D. Their administrative experience.

What do we learn about European universities from the passage?

A. The tuitions(学费) they charge h ave been rising considerably.

B. Their operation is under strict government control.

C. They are strengthening their position by globalization.

D. Most of their money comes from the government.

In what way do top-level administrators from abroad contribute to university development?

A. They can improve the university’s image.

B. They will bring with them more international personnel.

C. They will view a lot of things from a new angle.

D. They can set up new academic subjects.

Which of the following would make the best title of the passage?

 A. Higher Education Globalization         B.Global Headhunting In Higher Education

C. Global Higher Education Cooperation    D. Universal Higher Education Development

—I believe we've met somewhere before.

　—No, _________.

　　A. it isn't the same　　　　B. it can't be true

　　C. I don't think so　　　　　D. I'd rather not

—Each of the students, working hard at his or her lessons, _________to go to university.

—So do I.  

A. hope        B. hopes         C. hoping        D. hoped

The evidence for harmony may not be obvious in some families. But it seems that four out of five young people now get on with their parents, which is the opposite of the popularly-held image （形象）of unhappy teenagers locked in their room after endless family quarrels.

An important new study into teenage attitudes surprisingly shows that their family life is more harmonious than it has ever been in the past. “We were surprised by just how positive today’s young people seem to be about their families,” said one member of the research team. “They’re expected to be rebellious（叛逆的）and selfish .but actually they have other things on their minds: they want a car and material goods, and they worry about whether school is serving them well. There’s more negotiation（商议）and discussion between parents and children, and children expect to take part in the family decision-making process. They don’t want to rock the boat.”

So it seems that this generation of parents is much more likely than parents of 30 years ago to treat their children as friends. “My parents are happy to discuss things with me and willing to listen to me," says 17-year-old Daniel Lazall. “I always tell them when I’m going out clubbing. As long as they know what I’m doing, they’re fine with it.” Susan Crome, who is now 21, agrees. “Looking back on the last 10 years, there was a lot of what you could call negotiation. For example, as long as I’d done all my homework, I could go out on a Saturday night. But I think my grandparents were a lot stricter with my parents than that.”

Maybe this positive view of family life should not be unexpected. It is possible that the idea of teenage rebellion is not rooted in real facts. A researcher comments, “Our surprise that teenagers say they get along well with their parents comes because of a brief period in our social history when teenagers were regarded as different beings. But that idea of rebelling and breaking away from their parents really only happened during that one time in the 1960s when everyone rebelled. The normal situation throughout history has been a smooth change from helping out with the family business to taking it over.”

41. What is the popular image of teenagers today?

A. They worry about school.                        B. They dislike living with their parents.

C, They have to be locked in to avoid troubles.  D. They quarrel a lot with other family members.

42. The study shows that teenagers don’t want to__________ .

A. share family responsibility                                B. cause trouble in their families

C. go boating with their family                          D. make family decisions

43. Compared with parents of 30 years ago, today’s parents__________ .

A. go to clubs more often with their children          B. are much stricter with their children

C. care less about their children’s life                 D. give their children more freedom

44. According to the author, teenage rebellion__________ .

A. may be a false belief                                    B. is common nowadays

C. existed only in the 1960s                               D. resulted from changes in families

45. What is the passage mainly about?

A. Negotiation in family.                                         B. Education in family.

C. Harmony in family.                          D.Teenage trouble in family.

       Fidenzio Salvatori is determined that the city of Toronto will have an outdoor marketplace for merchants from its immigrant community, complete with dancing and other forms of amusement form their native countries. “Toronto is truly multicultural (多元文化的)，” he said in a newspaper interview. “It’s a city from many places, and multicultural marketplace will help Torontonians to understand and appreciate the rich variety of cultural groups in our city.”

       Salvatori, aged 23, will soon complete his studies at the University of Toronto. He was eleven years old when he came to Canada from Italy with his parents. “Most of Toronto’s immigrants are from lands where the marketplace has always been part of daily life,” he said.

       Salvatori has been interested in getting an open-air market for Toronto for the last three years. This year, with the help of two fellow students, he prepared a proposal on the subject and presented it to the city’s Executive committee, asking for their support. The proposal pointed out Toronto’s rich variety of national groups, “whose customs include market shopping.”

       Under a Canadian government program for multiculturalism, the three students have received two thousand dollars with which they will do a study to find out whether Toronto’s immigrant businessmen would support an open-air market. They hope the merchants will support the plan strongly. “A study done earlier this year showed that 90 percent of shoppers would be in favor of it,” Salvatori said. “At first it would be an experiment. But we think it will prove to be good business for the merchants, as well as tourist attraction.”

61. What is Fidenzio Salvatori’s purpose of having an outdoor marketplace for Toronto?

       A. To provide different forms of amusement.     

       B. To keep the cultural variety of the city.

       C. To inspire its immigrant community.

       D. To satisfy its immigrant merchants.

62.   Fidenzio Salvatori, with two other students, has got two thousand dollars from the government ______.

       A. to make an experiment                                 B. to perform a research

       C. to start a marketplace                                    D. to operate a business

63.According to Salvatori, the marketplace may also help to improve Toronto’s ______.

   A. market management                                       B. travel industry

   C. community service                                         D. city planning

64.It can be inferred from the text that the Canadian government supports ______.

   A. the protection of different cultures                   B. the plan of an open-air market

   C. the request of merchants                                 D. the attitude of shoppers

The theory he had stuck _______ to be true.

 A. proved      B. to proving        C. to prove      D. to proved

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