42. A. compile 44. A. cater to 46. A. Cease
B. compensate C. compose B. welfare B. react to B. Evolve B. produce B. temporary B. interfere B. pulls out B. until B. system B. out
B. permanent
C. essay C. take to
C. Crush C. explore
D. consist D. poetry D. correspond to D. setback D. Escape D. erase D. manual D. induce
D. comprehensively D. throws into D. before D. dilemma D. around D. conservative
43. A. tale 45. A. disadvantage 47. A. exploit 48. A. dynamic 49. A. interact 50. A. seemingly 51. A. appeals to 52. A. because 53. A. punctuation 54. A. on
55. A. ridiculous
B. shortcoming C. edge
C. compulsory C. initiate
B. apparently C. artificially
C. but C. choice C. to C. optional
C. depends on
第三部分：阅读理解（共15小题；每小题2分，满分30分）
阅读下列短文，从每题所给的ABCD四个选项中，选出最佳选项。
A
The concept of peace is a very important one in cultures all over the world. Think about how we greet people. In some language, the phrases for greetings contain the word for peace. In some cultures we greet people by shaking hands or with another gesture to show that we are not carrying weapons --- that we come in peace. And there are certain symbols which people in very different cultures recognize as representing peace. Let’s look at a few of them.
The rainbow
The rainbow is another ancient and universal symbol, often representing the connection between human beings and their gods. In Greek mythology it was associated with Iris, the goddess who brought messages from the gods on Mount Olympus. In Scandinavian mythology the rainbow was a bridge between the gods and the earth. In the Bible a rainbow showed Noah that the Biblical flood was finally over, and that God had forgiven his people. In the Chinese tradition, the rainbow is a common symbol for marriage because the colours represent the union of yin and yang. Nowadays the rainbow is used by many popular movements for peace and the environment, representing the possibility of a better world in the future and promising sunshine after rain.
Mistletoe
This plant was sacred in many cultures, generally representing peace and love. Most people know of the tradition of kissing under the mistletoe at Christmas time, which probably comes from
Scandinavian mythology. The goddess Freya’s son was killed by an arrow made of mistletoe, so, in honour of him, she declared that it would always be a symbol of peace. It was often hung in doorways as a sign of friendship. The ancient Druids believed that hanging mistletoe in your doorway could protect you from evil spirits. Tribes would stop fighting for a period of time if they found a tree with mistletoe. But you will never see mistletoe in a Christian church - it is banned because of its associations with pagan religion and superstition.
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The ankh
The ankh is an ancient symbol which was adopted by the hippie movement in the 1960s to
represent peace and love. It was found in many Asian cultures, but is generally associated with ancient Egypt. It represented life and immortality. Egyptians were buried with an ankh, so that they could continue to live in the ―afterworld‖. The symbol was also found along the sides of the Nile, which gave life to the people. They believed that the ankh could control the flow of the river and make sure that there was always enough water.
56. The rainbow represents the connection between human beings and their gods in all the following countries EXCEPT _________. A. Sweden B. Greece C. Finland D. China 57. Which of the following is the best title for the passage? A. Concept of Peace. B. Origin of Peace Symbols. C. Popular Peace Symbols. D. Cultural Difference of Peace.
B
Neuroscientists have explained the risky, aggressive or just plain confusing behavior of teenagers as the product of a brain that is somehow compromised. Groundbreaking research in the past 10 years, however, shows that this view is wrong. The teen brain is not defective. It is not a half-baked adult brain, either. It has been forged by evolution to function differently from that of a child or an adult.
Foremost among the teen brain’s feature is its ability to change in response to the environment by modifying the communication networks that connect brain regions. It allows teenagers to make
enormous strides in thinking and socialization. But the change also makes them sensitive to dangerous behavior and serious mental disorders.
The most recent studies indicate that the riskiest behavior arises from a mismatch between the maturation of networks in the limbic system, which drives emotions and intensifies at adolescence, and the maturation of networks in the prefrontal cortex, which occurs later and promotes sound
judgment and the control of impulses. Indeed, we now know that one’s prefrontal cortex continues to change prominently until his 20s. And yet puberty seems to be starting earlier, extending the ―mismatch years‖.
The plasticity of networks linking brain regions--- and not the growth of those regions, as previously thought--- is key to eventually behaving like an adult. Understanding that, and knowing that a widening gap between the development of emotional and judgment networks is happening in young people today, can help parents, teachers, counselors and teenagers themselves. People will better see that behavior such as risk-taking, sensation-seeking, and turning away from parents and toward peers are not signs of cognitive or emotional problems. They are a natural result of brain development, a normal part of adolescents learning how to negotiate a complex world.
The same understanding can also help adults decide when to intervene. A 15-year-old girl’s
departure from her parents’ taste in clothing, music or politics may be a source of anxiety for Mom and Dad but does not indicate mental illness. A 16-year-old boy’s tendency to skateboard without a helmet or to accept risky challenges from friends is not unimportant but is more likely a sign of short-range thinking and peer pressure than a desire to hurt himself. Other exploratory and aggressive actions might be red flags, however. Knowing more about the unique teen brain will help all of us learn how to
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separate unusual behavior that is age-appropriate from that which might indicate illness. Such awareness could help society reduce the rates of teen addiction, motor vehicle accidents and depression.
58. How is Paragraph 1 mainly developed? A. By drawing a comparison B. By confirming a prediction. C. By making an assumption D. By correcting a misunderstanding 59. What can we know about the changeability of teen’s brains?
A. It is predictable and avoidable B. It is a double-edged sword
C. It is related to brain development D. It results from functional disorders.
60. The limbic system and the prefrontal cortex are mentioned in Paragraph 3 to ______.
A. show the mismatch between the maturation of networks B. explain the relationship between early puberty and them C. explain the reasons that leads to teens’ riskiest behavior
D. show the functions of the limbic system and the prefrontal cortex 61. What are the last two paragraphs mainly about?
A. The important role of adults in teenagers’ development B. Long-term prospects for the research of teenagers’ brains C. Possible cognitive and emotional problems of teenagers D. The significance of the new discovery
C
I was a second-year medical student at the university, and was on my second day of rounds at a nearby hospital. My university's philosophy was to get students seeing patients early in their education. Nice idea, but it overlooked one detail: second-year students know next to nothing about medicine.
Assigned to my team that day was an attending - a senior faculty member who was there mostly to make patients feel they weren't in the hands of amateurs. Many attendings were researchers who didn't have much recent hospital experience. Mine was actually an arthritis specialist. Also along was a resident (the real boss, with a staggering mastery of medicine, at least to a rookie like myself). In addition there were two interns(住院实习医生). These guys were just as green as I was，but in a scarier way: they had recently graduated from the medical school, so they were technically MDs.
I began the day at 6:30 am. An intern and I did a quick check of our eight patients; later, we were to present our findings to the resident and then to the attending. I had three patients and the intern had the other five - piece of cake.
But when I arrived in the room of 71-year-old Mr. Adams，he was sitting up in bed, sweating heavily and panting . He'd just had a hip operation and looked terrible. I listened to his lungs with my stethoscope, but they sounded clear. Next I checked the log of his vital signs and saw that his
respiration and heart rate had been climbing, but his temperature was steady. It didn't seem like heart failure, nor did it appear to be pneumonia. So I asked Mr. Adams what he thought was going on.
\
So I attributed his condition to the stuffy room and told him the rest of the team would return in a
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few hours. He smiled and feebly waved goodbye.
At 8:40 am., during our team meeting, \froze.
That was Mr. Adams's room.
When we arrived, he was motionless.
The autopsy (尸体解剖) later found Mr. Adams had suffered a massive pulmonary embolism (肺部栓塞). A blood clot had formed in his leg, worked its way to his lungs, and cut his breathing capacity in half. His symptoms had been textbook: heavy perspiration and shortness of breath despite clear lungs. The only thing was: I hadn't read that chapter in the textbook yet. And I was too scared, insecure, and proud to ask a real doctor for help.
This mistake has haunted me for nearly 30 years, but what's particularly frustrating is that the same medical education system persists. Who knows how many people have died or suffered harm at the hands of students as naive as I, and how many more will? 62. Why was the author doing rounds in a hospital? A. He himself wanted to have practice. B. Students of all majors had to do so. C. It was part of his medical training. D. He was on a research team. 63. We learn that the author’s team members had __. A. much practical experience B. adequate knowledge C. long been working there D. some professional shortage
64. While the author was examining Mr. Adams, all the following symptoms caught his attention EXCEPT______.
A. moving difficulty B. steady temperature C. faster heart rate D. breathing problem
65. At the end of the passage, the author expresses ____ about the medical education system. A. optimism B. hesitation C. concern D. support
D
In her novel of \a sentimental journey. It is also a way of answering the question that lies at the back of nearly all our minds. Did they do better than I?\
Jaffes observation may be misplaced but not completely lost. According to a study conducted by social psychologist Jack Sparacino, the overwhelming majority who attend reunions aren’t there invidiously to compare their recent accomplishments with those of their former classmates. Instead, they hope, primarily, to relive their earlier successes.
Certainly, a few return to show their former classmates how well they have done; others enjoy observing the changes that have occurred in their classmates (not always in themselves, of course). But the majority who attend their class reunions do so to relive the good times they remember having when they were younger. In his study, Sparacino found that, as high school students, attendees had been more popular, more often regarded as attractive, and more involved in extracurricular activities than those classmates who chose not to attend. For those who turned up at their reunions, then, the old times were also the good times!
It would appear that Americans have a special fondness for reunions, judging by their popularity.
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