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ÔËÓãºMany young adults are big spenders. Ðí¶àÄêÇáÈË»¨Ç®´óÊÖ´ó½Å¡£

Àý2£º1949 witnessed the liberation of China.
ÔËÓãºThe dawn of the new century witnessed the increasing popularity of the web.
ÖйúÈËдӢÎľä×Ó¶àϲ»¶ÓõÚÒ»È˳ƿªÍ·£¬Ð´×÷ÎÄʱºò¿ªÍ·Ò²È±·¦±ä»¯¡£ËùÒÔƽʱÔÚ³¬¾«¶Áʱ×ÐϸÑо¿ÎÄÕÂÖеľä×ÓÊÇÈçºÎ¿ªÍ·ÊǺÜÓбØÒªµÄ¡£

Àý3£ºHe got off the plane. Reporters surrounded him. ÕâÁ½¸ö¾ä×ÓûÓÐÓï·¨ÎÊÌ⣬µ«·ÅÔÚÒ»Æð¾ÍÏÔµÃȱ·¦Á¬¹áÐÔ¡£Èç¹û¸Ä³ÉHe got off the plane and was surrounded by reporters »òÕßHe got off the plane. And he was surrounded by reporters ¾Í¿ÉÒÔÁË¡£ËùÒÔƽʱҪ¶àÑо¿Ó¢Îľä×ÓÊÇÈçºÎÏνӵÄ¡£

Àý4£º2002Äê6ÔÂÁù¼¶ÔĶÁµÚ¶þƪ
(29) Our obsession (ÃÔÁµ) with thinness is also fueled by health concerns. ¡­¡­
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29. The author criticizes women's obsession with thinness __________.
[¶¨Î»ÓëÌæ»»] ±¾ÌâѯÎÊ×÷ÕßÊÇÈçºÎÅúÆÀ¸¾Å®¶ÔÊݵÄ×ÅÃԵġ£Óɹؼü´Êobsession with thinness¶¨Î»µ½µÚÎå¶ÎµÚÒ»¾ä¡£µ«¸Ã¾äÖ»¸ø³öÁ˲¿·Ö´ð°¸¡£×¢ÒâalsoÕâ¸ö´Ê£¬±íÃ÷ÈËÃǶÔÊݵÄÃÔÁµ»¹ÓÐÔ­Òò£¬Ó¦¸ÃÔÚÉÏÃæÒ»¶Î¡£ µÚËĶÎ˵ÊÝÏÖÔÚ±»ÈÏΪÊÇеÄÓŵãµÄ±êÖ¾¡£´øÀ´µÄ½á¹ûÊÇ·ÊÅÖ±»ÈÏΪÊDz»ºÃµÄ£¬ÒòΪ·ÊÅÖÒâζ×Åȱ·¦¾«ÉñÁ¦Á¿¡£Õû¸öÉç»áÒÔÊÝΪÃÀ£¬×÷Õ߶ÔÈËÃÇÃÔÁµÊÝÊÇÒòΪÉç»á·çÆøʹȻ£¬ÕâÊÇ´ÓÉç»áµÄ½Ç¶È¡£ µÚÎå¶ÎµÚÒ»¾äµÄ»°Ëµ£¬ÎÒÃǶÔÊݵÄÃÔÁµ²¿·ÖÔ­ÒòÊÇÎÒÃǶԽ¡¿µµÄ¹Ø×¢ÁíÍ⣬´ÓÎÄÖпÉÒÔ¿´³ö×÷ÕßÊÇ´ÓҽѧµÄ¹ÛµãÀ´ËµÃ÷¼²²¡²»Ò»¶¨ÊǺÍÌåÖØÓйØ£¬Ì«ÃÔÁµÊÝÒ²ÓпÉÄÜÔì³É¶Ô½¡¿µµÄË𺦡£ËùÒÔ±¾ÌâÓ¦¸ÃÑ¡B) from sociological and medical points of view´ÓÉç»áѧºÍҽѧµÄ½Ç¶È¡£½â´ð±¾ÌâÐèÒªÕûºÏÁ½¶ÎÄÚÈÝ£¬²¢¾ßÓиÅÀ¨ÄÜÁ¦¡£

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We can see how the product life cycle works by looking at the introduction of instant coffee. When it was introduced, most people did not like it as well as ¡°regular¡± coffee and it took several years to gain general acceptance (introduction stage). At one point, though, Instant coffee grew rapidly in popularity and many brands were introduced (stage of rapid growth). After a while people became attached to one brand and sales leveled off (stage of maturity). Sales went into a slight decline£¨Ë¥ÍË£©when freeze-dried coffees were introduced (stage of decline).¡¡  

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1. instant coffee grew rapidly in popularity.
ÎÒÃÇ¿ÉÒÔÕâÑùÄ£·Â£ºthe mobile phone has grown rapidly in popularity.
2. sales leveled off.
»òÕßÒ²¿ÉÒÔÕâÑù˵:sales remained constant / steady / stable / much the same
3. sales went into a slight decline.
»òÕßÒ²¿ÉÒÔÕâÑù˵: sales declined slightly / Èç¹ûϽµ·ù¶È´ó¿ÉÒÔ˵sales declined dramatically / substantially / sharply / greatly / hugely.
 
¡¡¡¡µÚËIJ½£º×ܽáÎÄÕÂÖ÷ÒªÌÖÂÛ¶ÔÏ󡢹ؼü´Ê£¬×÷Õß¡¢×¨¼ÒµÄ¹ÛµãÒÔ¼°Óïƪ¼°¶ÎÂ䷢չģʽ¡£¶ÔöλÔÓéÀֵǼÈë¿ÚÏÂÔØÀàÎÄÕ¶øÑÔ£¬»¹Òª×ܽáÎÄÕµĿ¼µã¡¢ÌâÄ¿µÄ¶¨Î»¡¢´ð°¸µÄÌæ»»¡¢ÕýÈ·ºÍ¸ÉÈÅÏîµÄ¹æÂÉ¡¢ÌØÕ÷¡£
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Passage Three
 (31) Throughout the nation's more than 15,000 school districts, widely differing approaches to teaching science and math have emerged. Though there can be strength in diversity, a new international analysis suggests that this variability has instead contributed to lackluster (ƽµ­µÄ) achievement scores by U.S. children relative to their peers in other developed countries.£¨×¢Òâ±¾¶ÎµÄdiffering / diversity / variability¼¸¸öͬÒåÌæ»»£¬±íÃ÷±¾¶ÎÇ¿µ÷ÁËÃÀ¹ú¸÷¸öµØÇøµÄ¿ÆѧºÍÊýѧ½ÌÓý²îÒìºÜ´ó¡´¶àÑùÐÔ£¬¶àÔª»¯¡µµÄÊÂʵ¡£ÎÄÕµڶþ¾ä£¬×÷Õß»°·æһת£¬¾¡¹Ü¶àÔª»¯Óкô¦£¬µ«ÓзÖÎö±íÃ÷Õâµ¼ÖÂÁËÃÀ¹úµÄº¢×ÓÓëÆäËü·¢´ï¹ú¼ÒµÄͬÁäÈËÏà±È£¬Ñ§Ï°³É¼¨±È½Ïƽµ­¡£ÕâÒ»¾äÌá³öÁËÃÀ¹ú½ÌÓý´æÔÚµÄÎÊÌ⣬Ԥ²âºóÎÄ¿ÉÄÜ»á×÷Ïêϸ²ûÊö»òÌá³ö½â¾öÎÊÌâµÄ°ì·¨£¬×¢ÒâÕⶼÊÇ¿ÉÄܵĿ¼µã¡£Æ½Ê±¸´Ï°Ê±Ò»¶¨ÒªÅàÑø×Ô¼º¹éÄÉ¡¢Ô¤²âÔ­ÎĵÄÄÜÁ¦£¡£©

31. According to the passage, the teaching of science and math in America is _______.
[¶¨Î»ÓëÌæ»»] ±¾ÌâÎÊÃÀ¹úµÄ¿ÆѧºÍÊýѧ½ÌѧµÄ×´¿ö¡£¸ù¾Ý¹Ø¼ü´Êteaching of science and math¶¨Î»µ½Ô­ÎĵÚÒ»¶Î¡£Ñ¡B) characterized by its diversityÒÔ¶àÑùÐÔΪÌصã¡£½âÌâµÄÖصãÔÚ׼ȷÅжϵÚÒ»¶ÎËùÇ¿µ÷µÄÄÚÈÝ¡£
[¸ÉÈÅÏî·ÖÎö] A) focused on tapping students' potential¼¯Öпª·¢Ñ§ÉúµÄDZÁ¦£¬ÎÄÖÐÎÞÐÅÏ¢Ö§³Ö£»C) losing its vitality graduallyÖð²½Ê§È¥»îÁ¦£¬D) going downhill in recent years×î½ü¼¸Äê×ßÏÂÆ·£¬ÎÄÕÂËäÖ¸³öÁËÃÀ¹úµÄ½ÌÓýÌåϵÓÐȱÏÝ£¬µ«²¢Î´ËµÆäʧȥ»îÁ¦»ò×ßÏÂÆ·£¬¹Ê²»Ó¦Ñ¡C¡¢D¡£
 
Indeed, concludes William H. Schmidt of Michigan State University, who led the new analysis, "no single intellectually coherent vision dominates U.S. educational practice in math or science.'' The reason, he said, "is because the system is deeply and fundamentally flawed." £¨Indeed, ÔÚÕâÀïÊǼÓÇ¿ÓïÆø£¬¡°È·Êµ¡±µÄÒâ˼£¬¾­³£ÔÚÎÄÕÂÖÐÒý³ö×÷Õß»òÕßר¼ÒµÄÖØÒª¹Ûµã¡£×¨¼ÒSchmidtµÄ½áÂÛ£ºÃÀ¹úÊýѧºÍ¿ÆѧµÄ½ÌÓýʵ¼ùȱ·¦Á¬¹áÒ»ÖµÄ֪ʶ¹ÛÄԭÒòÊÇÕâ¸öÌåϵÓÐÉî¿ÌºÍ¸ù±¾µÄȱÏÝ¡£µ½µ×ÊÇʲôȱÏÝÄØ£¿ÕâÀïר¼ÒÖ»ÊÇ×÷Á˳éÏóµÄ¸ÅÀ¨£¬ÏÂÎÄÖпÉÄÜ»áÏêϸ²ûÊö¡£×¢ÒâcoherentºÍµÚÒ»¶ÎdiversityÊÇ·´Òå´Ê¡££©

The new analysis, released this week by the National Science Foundation in Arlington, Va., is based on data collected from about 50 nations as part of the Third International Mathematics and Science Study.£¨±¾¶Î²»ÊǺÜÖØÒª£¬Ö÷Òª½²Õâ¸ö·ÖÎöÊÇ»ùÓÚ50¸ö¹ú¼ÒµÄÊý¾Ý¡££©

Not only do approaches to teaching science and math vary among individual U.S. communities, the report finds (= the new analysis), but there appears to be little strategic focus within a school district¡¯s curricula, its textbooks, or its teachers' activities.£¨Not only ¡­ , but ¡­µ¹×°Ç¿µ÷¾ä£¬ÓïÒâÖØÐÄÔÚbutºóÃæµÄÄÚÈÝ£ºÃÀ¹úµÄ¸÷¸öѧÇøÔڿγ̵ȷ½Ãæȱ·¦Õ½ÂÔÖصã¡£the report findsÊDzåÈëÓ(32) This contrasts sharply with the coordinated national programs of most other countries.£¨ÕâÓë´ó²¿·ÖÆäËü¹ú¼ÒµÄЭµ÷µÄ¹ú¼Ò¼Æ»®ÐγÉÏÊÃ÷¶Ô±È£¬ÊÇ×÷ÕߵĽáÂ۾䡣ThisÖ¸´úÉÏÃæÒ»¾äµÄÒâ˼£¬Ò²¼´ÃÀ¹úÈ˵Ä×ö·¨¡£ÕâÀïÒ²ÊÇÒ»¸öÖØÒªµÄ¶Ô±È¿¼µã¡££©

32. The fundamental flaw of American school education is that ________.
[¶¨Î»ÓëÌæ»»]±¾ÌâÊÇÎÊÃÀ¹úѧУ½ÌÓýµÄ¸ù±¾È±ÏÝÊÇʲô¡£¸ù¾Ý¹Ø¼ü´Êfundamental flaw¿É¶¨Î»µ½Ô­Îĵڶþ¶Î£¬µ«´ð°¸²¢²»ÔÚÆäÖУ¨¶øÊÇÔÚµÚËĶΣ©¡£¸ù¾Ý¶ÔÎÄÕµķÖÎö£¬Ó¦¸ÃÑ¡A) it lacks a coordinated national programÃÀ¹úѧУ½ÌÓýȱ·¦Ò»¸öЭµ÷Ò»ÖµÄÈ«¹úÐԼƻ®¡£´ð°¸ÊÇ´ÓµÚËĶÎThis contrasts sharply with the coordinated national programs of most other countries. ÍƵõÄ¡£±¾Ìâ½âÌâµÄ¹Ø¼üÊÇ¿ç¶ÎÕûºÏÄÚÈÝ¡£
[¸ÉÈÅÏî·ÖÎö] B) it sets a very low academic standard for studentsËü¶ÔѧÉúÉ趨Á˷dz£µÍµÄѧÊõ±ê×¼£¬ÎÄÖÐÎÞÄÚÈÝÖ§³Ö£¨Ö»ÊÇ˵ÃÀ¹úѧÉúѧµÄ¶à¶ø²»¾«£©£»C) it relies heavily on the initiative of individual teachersËü·Ç³£ÒÀÀµ¸÷¸ö½ÌʦµÄÖ÷¶¯ÐÔ£¬ÎÄÖÐÎÞÐÅÏ¢Ö§³Ö£»D) it attaches too much importance to intensive study of school subjects ËüÌ«ÖØÊÓѧУ¿Î³ÌµÄÉîÈëѧϰ£¬ÓëÎÄÕÂÄÚÈÝÏà·´£¬Èç¹ûÑ¡ÏîÊÇattach too much importance to extensive, but not intensive, study of school subjects ²Å·ûºÏÔ­ÎÄ¡£
 
(33) On average, U.S. students study more topics within science and math than their international counterparts do. This creates an educational environment that "is a mile wide and an inch deep," Schmidt notes. £¨³öÏֱȽϼ¶Ê±Ó¦¸ß¶È¹Ø×¢¡£µÚ¶þ¾äThisÖ¸´úµÚÒ»¾ä³ÂÊöµÄÊÂʵ£ºÆ½¾ù˵À´£¬Óë¹ú¼ÊͬÁäÈËÏà±È£¬ÃÀ¹úѧÉúÔÚ¿ÆѧÓëÊýѧ·½ÃæҪѧϰ¸ü¶àµÄ¿ÆÄ¿¡£A mile wide and an inch deepÊôÓÚÐÎÏóÓ÷¨¡¢±ÈÓ÷¿¼µã¡££©

For instance, eighth graders in the United States cover about 33 topics in math versus just 19 in Japan. Among science courses, the international gap is even wider.£¨×÷Õß½ÓמÙÀý˵Ã÷ÃÀ¹úµÄ½ÌÓý»·¾³ÊÇa mile wide and an inch deep¡££©U.S. curricula for this age level resemble those of a small group of countries including Australia, Thailand, Iceland, and Bulgaria. Schmidt asks whether the United States wants to be classed with these nations, whose educational systems "share our pattern of splintered (Ö§ÀëÆÆËéµÄ) visions" but which are not economic leaders.

33. By saying that the U.S. educational environment is "a mile wide and an inch deep" (Line 2, Para. 5), the author means U.S. educational practice ________.
[¶¨Î»ÓëÌæ»»] ±¾ÌâÎÊ×÷Õ߶ÔÃÀ¹ú½ÌÓýʵ¼ùµÄ¿´·¨¡£¸ù¾ÝÉÏÃæÁ½¶ÎThisÖ¸´úµÄÊÂʵÒÔ¼°For instanceºó¶Ôa mile wide and an inch deepµÄ½øÒ»²½½âÊÍ¿ÉÒÔ¿´³ö£¬ÃÀ¹ú½ÌÓý×¢ÖØËù¿ª¿ÆÄ¿µÄ¹ã¶È¶ø²»ÖØÊÓÉî¶È£¬ËùÒÔÑ¡D) scratches the surface of a wide range of topicsÖ»´¥¼°ÁËÐí¶à¿ÆÄ¿µÄ±íÃæ¡£ÁíÍ⣬education environment = educational practice¡£½âÌâµÄ¹Ø¼üÊÇÒª¿ç¶ÎÕûºÏÄÚÈÝ£¬²¢×¼È·µØʶ±ðÖ¸´úºÍÀýÖ¤µÄº¬Òå¡£
[¸ÉÈÅÏî·ÖÎö] A) lays stress on quality at the expense of quantityÎþÉüÊýÁ¿À´Ç¿µ÷ÖÊÁ¿£¬ºÍÎÄÖÐÄÚÈÝÏà·´£»B) offers an environment for comprehensive educationΪȫÃæ×ۺϽÌÓýÌṩÁË»·¾³£¬ÎÄÖÐÖ»Ìáµ½¿ÆѧºÍÊýѧ½ÌÓý£¬²¢Î´³öÏÖÈ«Ãæ×ۺϽÌÓýµÄ¸ÅÄC) encourages learning both in depth and in scope¹ÄÀø¼ÈÉîÈëÓֹ㷺µØѧϰ£¬ÕâÖ»ÊÇÃÀ¹ú½ÌÓý¸Ä¸ïµÄ·½Ïò£¬ÓëÔ­ÎÄÄÚÈݲ»Ò»Ö¡£
 
The new report "couldn't come at a better time," says Gerald Wheeler, executive director of the National Science Teachers Association in Arlington.£¨±¾¾äÊÇij¸öר¼Ò¶Ôthe new reportËù×÷µÄÆÀ¼Û¡£ÎÄÕÂÖгöÏÖ¸ÅÀ¨ÐÔÆÀ¼ÛÖ®ºóÒ»°ã¶¼»á×÷½øÒ»²½µÄ½âÊÍ˵Ã÷¡¢Ô­Òò·ÖÎöµÈ£¬ÕâÊÇÃüÌâÕß½Ïϲ»¶µÄ¿¼µã¡££©£¨34£©"The new National Science Education Standards provide that focused vision," including the call "to do less, but in greater depth." £¨The new National Education StandardsºÍThe new reportÊôÓÚͬÒå¸ÅÄî¡££©

34. The new National Science Education Standards are good news in that they will ________.
[¶¨Î»ÓëÌæ»»]±¾ÌâÎÊеÄÈ«¹ú¿Æѧ½ÌÓý±ê×¼ÊǸöºÃÏûÏ¢µÄÔ­Òò¡£¸ù¾Ý¹Ø¼ü´ÊThe new National Education StandardsºÍgood news, ¶¨Î»µ½µÚÆ߶Σ¬±¾ÌâËùÎʵÄÔ­ÒòÔÚµÚ¶þ¾ä£¬×¢ÒâbutÒýÆðµÄÇ¿µ÷£¬¹ÊÑ¡A) provide depth to school science educationʹѧУµÄ¿Æѧ½ÌÓý¾ßÓÐÉî¶È¡£½âÌâµÄ¹Ø¼üÔÚÓÚʶ±ð¾ä×ÓÖ®¼äµÄ¹Øϵ¡£
[¸ÉÈÅÏî·ÖÎö] B) solve most of the problems in school teaching½â¾öѧУ½ÌѧµÄ´ó²¿·ÖÎÊÌ⣬ÍáÇú²¢¿äÕÅÁËÎÄÕÂÔ­Ò⣻C) be able to meet the demands of the communityÄܹ»Âú×ãÉçÇøÐèÇó£¬ÎÄÖÐδÌá¼°£¬ÒòΪеÄÈ«¹ú¿Æѧ±ê×¼ÊÇΪÁËÃÖ²¹½ÌÓýÌåÖƵÄȱÏݶøÖƶ¨µÄ£»D) quickly dominate U.S. educational practiceѸËÙÔÚÃÀ¹úµÄ½ÌÓýʵ¼ùÖд¦ÓÚÖ§ÅäµØ룬ÎÄÖÐҲδÌá¼°£¬¶øÊÇÖ¸³öÁËʵÏÖÕâ¸öбê×¼½«ÃæÁÙÌôÕ½¡£