Higher education in China is free but the _______ for entrance is strong．

A . A、3 B . B、6 C . C、7 D . D、10

A . offer greater professional satisfaction B . make graduates more easily employed C . offer easy enrollment D . offer more rewarding jobs in terms of payment

A . Biased. B . Positive. C . Critical. D . Negative.

A . four B . five C . six D . seve

A . opposed-piston engine B . double-acting engine C . two-stroke/cycle engine D . four-stroke/cycle engine

A . 10 B . 20 C . 30 D . 40

A . rejected B . deleted C . neglected D . refused

A．the former is predictable while the latter is not． B．the former is specific while the latter is not． C．the former is a formalized process while the latter is not． D．the former is more open—ended and all-inclusive．than the latter．

A．if customer complaints go unnoticed by the management B．unless foreign companies are introduced in greater numbers C．if there's no competition among companies D．without strict routine training of employees

听力原文： Colleges and universities are degree-granting institutions of higher education. In the original sense of the word, a college was a group of students who gathered to share academic and residential facilities. Each college was a component part of a corporate body called a university. Today, especially in the United States, a college may be affiliated with a university (for example, Bernard College of Columbia University) or independent (for example, Smith College). American undergraduates traditionally have been required to take general survey courses before they specialize in major areas of concentration; the undergraduate program generally is four years, and each year is split into two or three semesters. After receiving a bachelor of arts (BA) or a bachelor of science (BS) degree, those who want additional education enroll in programs leading to a master of arts (MA) or a doctor of philosophy (Ph.D) degree or study at a medical, law, or other professional or technical graduate school at the same or another institution. In contrast, European students begin their higher education with specialized studies because their general education is completed in secondary school. In general, European universities have no prescribed courses, attendance requirements, or course grades. Students may attend lectures, but do their work directly with tutors who prepare them for examinations. Programs may be completed in two or six years. 15.What was the original meaning of the word "college"？ 16.When do American students begin to specialize in their major？ 17.When do American students begin to study at professional or technical graduate schools？ 18.In what way is European higher education different from US higher education？ (35) A．A degree-granting institution of higher learning. B．A group of students sharing academic and residential facilities. C．A component part of a large corporate body. D．An institution affiliated with a university.

But the article is actually quite optimistic, as it outlines a potential solution to this problem, suggesting that an approach(which involves a one-hour, next-to-no-cost program) can close 63 percent of the achievement gap(measured by such factors as grades)between first-generation and other students. The authors of the paper are from different universities, and their findings are based on a study involving 147 students(who completed the project)at an unnamed private university.First generation was defined as not having a parent with a four-year college degree Most of the first-generation students(59.1 percent) were recipients of Pell Grants，a federal g rant for undergraduates with financial need，while this was true only for 8.6 percent of the students wit at least one parent with a four-year degree. Their thesis-that a relatively modest intervention could have a big impact-was based on the view that first-gene ration students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students They cite past resea rch by several authors to show that this is the gap that must be narrowed to close the achievement gap. Many first-gene ration students”struggle to navigate the middle-class culture of higher education，learn the‘rules of the game，’and take advantage of college resources,” they write And this becomes more of a problem when collages don’t talk about the class advantage and disadvantages of different groups of students Because US colleges and universities seldom acknowledge how social class can affect students’ educational experience，many first-gene ration students lack sight about why they a re struggling and do not unde rstand how students’ like them can improve. Recruiting more first-generation students has______ . A.reduced their d ropoutrates B.narrowed the achievement C.missed its original pu rpose D.depressed college students The study suggests that most first-gene ration students______ .A.study at private universities B.are from single-pa rent families C.are in need of financial support D.have failed their collage The author of the paper believe that first-generation students______ .A.a re actually indifferent to the achievement gap B.can have a potential influence on other students C.may lack opportunities to apply for research projects D.are inexperienced in handling their issues at college We may infer from the last paragraph that______ .A.universities often rect the culture of the middle-class B.students are usually to blame for their lack of resources C.social class g realy helps en rich educational experiences D.colleges are partly responsible for the problem in question The author of the research article are optimistic because______ .A.the problem is solvable B.their approach is costless C.the recruiting rate has increased D.their finding appeal to students 请帮忙给出每个问题的正确答案和分析，谢谢！

A．can prevent Alzheimer"s B．are related to greater mental awareness in youth C．are related to lower levels of mental decline in old age D．is only one of many factors that can slow the rate of mental decline

______

Before I say anything else, I want to thank everyone in the room for the work you do every day to make college affordable, available and successful for millions of young people across the country. I want to focus my remarks on a matter of central concern to American families and to the future of the nation -- restoring education to its proper role as a pathway to equal opportunity and excellence in our society. This has been an enduring theme in higher education, with great and creative efforts made by many institutions. Earlier this year, we announced a new initiative at Harvard aimed at the students from families of low and moderate income. Under our new program, families with incomes of less than $ 40,000 will no longer be expected to contribute to the cost of attending Harvard for their children. Families with incomes of less than $ 60,000 will also see their contributions reduced. We are proud of this effort at Harvard, but we are aware that the programs of individual institutions with means can never be a substitute for our shared public responsibility to provide adequate funding for Pell grants and other financial aid, and for the state and community college systems that make higher education accessible and affordable for the broad public. There is something empty about undertaking initiatives that may be right for one institution without attention to their broader impact. Likewise, we fall short if we urge changes in national policy without doing what we can on our own campuses. In this spirit, I want to address today a problem that is emerging with increasing urgency in this nation. I am honored to be here today, (1) Harvard at this celebration of the College Board's half century of working to promote (2) and equal opportunity in higher education. Before I say anything else, I want to thank everyone in the room for the work you do every day to make college (3) , available, and (4) for millions of young people across the country. I want to focus my remarks on a matter of (5) to American familiesand to the future of the nation -- restoring education to its proper role as a (6) to equal opportunity and (7) in our society. This has been an (8) in higher education, with great and creative efforts made by many institutions. Earlier this year, we announced a new (9) at Harvard aimed at the students from families of low and (10) income. Under our new program, families with incomes of (11) will no longer be expected to contribute to the cost of attending Harvard for their children. Families with incomes of less than $ 60,000 will also see their (12) reduced. We are proud of this effort at Harvard, but we are aware that the programs of individual institutions with means can never be a substitute for our shared (13) to provide adequate funding for Pell grants and other financial aid, and for the state and community college systems that make higher education (14) and affordable for the (15) . There is something empty about (16) initiatives that may be right for one institution without attention to their broader impact. (17) , we (18) if we urge changes in national policy without doing what we can on our own campuses. In this spirit, I want to (19) today a problem that is emerging with (20) in this nation. (36)

A．theminimumwageishigherintheUnitedStatesthaninEurope B．U．S．economicpolicyismuchmoreeffectivethanEuropeaneconomicpolicy． C．therearemoreunskilled,uneducatedworkersinEuropethanintheUnitedStates． D．unemploymentbenefitsaremoregenerousinEuropethanintheUnitedStates．

此题为判断题(对，错)。