civics-and-moral-education-primary-chinese-2007

教通［2007］22号文化素质教育讲座选修通知根据教育部教高［1998］2号文件精神和高等教育人才培养的要求，为加强文化素质教育，提高大学生综合素质，结合学院的实际情况，经研究决定，特对全院文化素质选修课作如下规定：一、学生在校学习期间，本科学生必须修满6个学分，每门讲座为1个学分，专科学生选修五门，成绩合格方可毕业。

二、文化素质讲座成绩不及格，无补考制度，只能在下一学期重选重修。

三、严格考勤制度，旷课一次或请假二次以上(含二次)者，无讲座考核资格。

四、本学期文化素质教育讲座，分两组开设，每个学生可在第一组、第二组各选一门课。

选课时间为第十三周星期一（11月26日）上午9：00开始，星期第三（11月28日）下午5：00结束。

上课时间第一组从第十三周星期六上午开始，第二组从第十三周星期六下午开始，每门课为15学时，地点请到教务管理系统查询，请同学们按时从学院主页“教务管理”选修讲座。

（选课网址：/jwmis/)附：1.文化素质教育讲座一览表2.文化素质教育讲座简介湖南工程学院教务处二ОО七年十一月十六日附件1:2007/2008学年第一学期文化素质教育讲座一览表一、第一组(第十三周星期六开始上课，上午)选课讲座表：附件2:文化素质教育讲座简介文学欣赏主讲教师：谢卫平你想穿越时间的遂道和李白同饮月下，和杜甫同忧苍生吗？你想感受哈姆雷特的忧郁、巴尔扎克的落寞吗？《文学欣赏》这一讲座，能使你实现自己的梦想，能让你领略古今中外灿烂的文化，能让你提升自己的品位，提高自身的修养，你通过自己独特的审美欣赏力、审美感受力创造另一个精彩的文学空间。

中国文学史主讲教师：熊国玲一部文学作品展现一个人生活的历程，一部文学史则展示一个民族文化传统、思维方式形成的过程。

身为炎黄子孙，你了解我们民族几千年优秀文化的精髓吗?你知道为什么我们东方民族的思维方式与西方民族不同吗?从中国文学的产生、发展中，你或许可以得到答案。

“中国文学史”讲座不需要你探究枯燥无味的“之乎者也”，也不要你死记硬背哪朝哪代的大家名篇，只要你从他们的故事中了解人生的喜怒哀乐，知道我们祖先是怎样对待生活，打发时光的。

项目负责人A0401中国中小学英语师资培训研究福建师范大学外国语学院黄远振山东省临沂市罗庄区罗庄办事处初级中学A0403自主探究合作学习在英语写作教学中的运用湖南省浏阳市第十中学熊　焱A0404西部地区中学生英语学习的成功策略和误区研究兰州市教育科学研究所晁生荣A0405中学英语课堂教学中的师生互动之研究江苏省常州高级中学薛国民A0406小学英语循环实践教学法的实验研究青岛李沧区教体局教研室赵　宁香港中文大学英文系北京师范大学外文学院A0408高中生英语学习观念、学习策略与自主性英语学习能力相关性研究四川省成都市新都区中小学教学研究室邓　林A0409中国中小学英语高效教学法研究河北安新中学梁艳芳A0410英语专业小学师资培养中存在的问题及对策研究郑州师范高等专科学校秦莉莉B0401小学英语教与学的评价体系的构建扬州市广陵区教育局龚海平B0402小学英语教材编写与教学实践清华附小赵　颖B0403英语特色学校与英语新课标研究江苏省东台市安丰镇中学陈　进B0404中学英语听说语言技能目标实现的策略研究四川省洪雅中学陈大伟B0405中学英语教师课堂教学科研模式和方法研究贵州省黄平民族中学李小平B0406英语教辅报刊杂志与中小学英语教学研究江苏省平潮高级中学张　斌中国中小学英语师资培养研究---B0407河南省新乡市教育学院邓一琳A0402“自主—体验”式外语教学研究田树涛A0407中小学英语九级测试理论与实践罗少茜2004－2007年度中国基础教育英语教学研究立项课题编号申请课题承担单位项目负责人编号申请课题承担单位中部地区(豫、冀、鄂、皖)中小学英语教师现状调查及教师继续教育的培养建议B0408基于多媒体和网络技术的高中英语教学模式研究湘西自治州民族教科所龙光宇B0409阳江市小学英语教与学现状调查研究广东省阳江市江城区教育局教研室罗明慧B0410The Acquisition of Academic Literacy by Chinese StudentsDepartment of English The Chinese University ofHKGeogre Btaine B0411中国中学生英语高效教学法研究江苏省运河中学王士克B0412计算机辅助高中英语课堂教学初探河北省献县第一中学马庆良C0401建构民主型、互动型、研究型、创造型和自主型的英语课堂教学模式上海市进才中学裴昌义中国中小学英语高效教学法研究---英语直接拼音教学法C0403基于模块下英语课堂教学设计与评价研究佛山南海教育局教研室郑兰桢C0404高中英语任务型教学初探浙江省绍兴市第一中学楼立青C0405基于互联网中国（西部）中学生英语学习的成功策略和误区研究嘉峪关市第二中学郭军银C0406《高中英语词汇创新学习》编写及应用重庆市奉节中学何朝平C0407新课程下英语作业类型与作业批改方法的研究宁夏彭阳县第二中学景桂芳C0408非重点中学英语教学模式河北省鹿泉市第五中学王红福C0409小学英语课堂教学模式与策略福建师范大学附属小学林泰昌C0410山区示范性高中新课标下英语听说教学模式探索河南省淅川县高级中学周延芬C0411语法在高中英语教学中的地位研究湖南浏阳六中肖雪梅河北省石家庄市长安区教育局教研室C0412学生中心原则和中小学英语教学李梅玺河南省新乡市教育学院邓一琳C0402华东师范大学章兼中项目编号申请课题承担单位负责人C0413高中学生英语学习策略研究浙江省新昌中学俞跃卿C0414中学英语课堂教学活动研究河北省沽源县第三中学刘喜博C0415中学生英语学习成功策略和误区研究都江堰外国语实验学校李晓玉C0416中学英语整体语言教学实验与研究甘肃省白银市实验中学王振强C0417中学英语教学现状研究湖南省浏阳市第五中学刘雄姿C0418中学生英语学习的成功策略和误区研究陕西省三原县北城中学张宝军C0419新教材全新活动课研究湖南省浏阳市浏阳河中学徐慧中C0420信息技术与中学英语教学改革辽宁省实验学校李兰芬C0421英语教辅报刊杂志与中小学英语教学研究湖南省中方县第一中学郭　健C0422以教学活动为主线培养发展学生英语听说能力枣庄外国语实验学校高思荣C0423中国中小学英语评估与测试研究河北承德实验中学王贵福C0424中学英语教学现状研究山东聊城东昌府区教委赵长庆C0425中学英语课堂教学活动研究湖南省怀化市第三中学姚新军C0426中学英语高效教法研究山西吕梁柳林县联盛中学刘建平C0427认识东西方文化差异培养学生跨国文化交际能力赤峰市翁县乌丹一中梁淑芬C0428中学英语课堂教学活动研究四川省西昌市第一中学马庆国C0429中学英语课堂教学活动研究石家庄市第四十中学冯藏璞C0430初中生英语课堂教学组织形式研究广东河源市教育局教研室赖曼珍C0431设疑、导读、赏析式英语阅读教学研究黑龙江双城市周家镇一中陈昌宏C0432高中新课标下的师生心智模式改善的研究哈尔滨师范大学附属中学金晓杰C0433普通中学“费时低效”现状的原因及对策安徽省含山中学童良栋C0434小学英语任务型教学理论与实践安徽安庆教育教学研究室陈　俊项目编号申请课题承担单位负责人C0435任务型教学模式在高中英语课中的应用黑龙江省宾县第三中学罗洪军C0436中国高中英语课堂教育改革黑龙江省双城市兆麟高中房鸿雁T0401西方新兴外语教学理论与中国英语教学太原师范学院李慧珍T0402国内英语教学新流派新实验太原师范学院赵　平T0403中国中小学英语师资培训研究浙江理工大学外国语学院潘月明T0404中国农村中小学英语师资现状及培养措施周口职业技术学院王国炎。

2007年四川大学英语专业（语言学）真题试卷及答案一、名词解释1 productivity(design feature of language)2 phatic function of language3 descriptive study of linguistics4 bilabial consonant5 minimal pairs6 morpheme7 inflection8 compound9 stem10 back-formation二、词汇题11 rational12 moral13 regular14 political15 effective16 human17 relevant18 legal19 proportionate20 resistible三、简答题21 How is the relation between sound and meaning classified?22 What is the distinction between inflectional affixes and derivational affixes?四、分析题23 They are moving sidewalks.24 Tom said Marl would go yesterday.25 the synthetic buffalo hides26 the fat mayor's wife27 old man and women一、名词解释1 【正确答案】 By productivity,language is designed to make its users form and understand infinitesentences，most of which are never before produced or heard．【试题解析】本题考查语言的定义特点之一——多产性，答案从《语言学教程(第三版)》(胡壮麟主编)(以下简称《教程》)第7页可以找到，同时，考生也应掌握语言的任意性、二层性和移位性。

1CLASS NEWS UPDATE Spring 20052005 US Educators’ Delegation to China美国初高中教育行政主管访华圆满告成Under the invitation of the National Office for Teaching Chinese as a Foreign Language (NOCFL) in China, CLASS and the Hope Education Foundation collaboratively organized an US educators’ trip to China. The group consisted of 33 superintendents, principals, vice-principals, foreign language program directors and supervisors from nine states. They visited Beijing, Shanghai and Suzhou from February 19 to February 25. Please see page 30 through page 34 for a detailed report and the reflections from some of the participating educators.应国家汉办的邀请，经本协会和美国希望基金会的共同策划，来自美国九个州的初高中教育主管访华团一行46人 （33 位教育主管和13位家属）于2月19日至25日访华, 进行了为期一周的参观访问。

协会胡家兴会长亲自带团赴北京、上海两地分别访问了教育部、国家汉办、北师大附中、北京语言大学、华东师范大学、华东师范大学第二附属中学等。

有关报导， 请参阅本刊第三十页至三十四页。

Greetings from balmy San Francisco! From the snowy severe winter to the fresh spring air 从雪霁天晴朗，腊梅处处香到春城无处不飞花，daffodils are showing their glorious color and multi-color blooming trees fill the city streets. We can feel their energy and driving power bursting up gradually. Similarly, the seeds of theChinese language learning in U.S sowed by many dedicated veteran Chinese educators in the past twenty years are bearing fruit. The growing interest in learning Chinese language and culture around the country is overwhelming. Many news media outlets have published articles and interviews on the development of Chinese programs around the nation. Is CLASS ready to accept the challenges of providing the information and service to the Chinese language field and served as a role of mediator between teachers and other resources? By looking at the following activities planned out or have already executed, we, the CLASS Board believe our promotion of the teaching and learning Chinese at K-12 schools will be ever more rigorous. However, we cannot do this work alone.I would like take this opportunity to thank our members, former and present board members, and our collaborators, such as the American Council of Teaching Foreign Language, the College Board, the National East Asian Language Center at Ohio State University, Chinese Language Teachers’ Association, the Council of Chinese Heritage Schools, the Northeast Conference, Global Knowledge Exchange (GKE), and etc. Our greatest thanks go to the National Office for Teaching Chinese as a Foreign Language (Welcome new Director General Xu Lin 许琳!), the Ministry of Education, the Chinese Embassy and its education counsels for providing financial support, teaching materials and teachers’ training programs in the United States and in China. I would also like to extend special thanks to Golden Yuan, President of the Hope Education Foundation for his behind-the-scenes coordination and arrangements of all CLASS overseas events.2005 is the Year of Languages (YOL) 语言文化年. All the language organizations in the United States engage in different activities to build up greater public awareness of other languages and cultures through the YOL campaign. CLASS produced one of the best posters for display during the ACTFL conference in Chicago, and made plans for subsequent activities throughout the year. At last November’s conference, the CLASS panel on Standards-based Teaching Units for K-12 Chinese Classes presented by Yuanchao Meng, Jeannine Subisak, Chih-Wen Su was well-received. The Chinese Language Teaching Materials Swap Shop session has become more popular year after year. There were over 80 teachers from the US, Singapore, Hong Kong and China in attendance. Fifteen teachers from different regions had the opportunity to present their teaching strategies, to demonstrate their favorite classroom activities, and to share their resources used in the K-12 Chinese language classrooms.The 2005 US Educators’ Delegation美国初高中教育行政主管访华团visited Beijing, Shanghai and Suzhou from February 19 to February 25. Thirty-three US educators from K-12 schools were invited by the National Office for Teaching Chinese as a Foreign Language (NOCFL) in China. Those US educators and 13 of their family members had the opportunity to witness in person a dynamic modern Chinese society and the hospitality of Chinese people. They came to realize the significance of teaching Chinese to young Americans after interacting with Chinese students fluent in English. They promised to render their full support to create or extend their existing Chinese programs. During the trip, they visited schools and interacted with students. At the Ministry of Education, they learned about new reforms in the Chinese educational system, international cooperation and exchange programs, the rise of E-learning in courses for Chinese language and culture, as well as new programs developed in tandem with the US Department of Education. At the NOCFL office, the newly appointed Director General, Madame Xu Lin extended her welcome to our distinguished guests. Other Deputy Directors presented their projects regarding textbook development, HSK Chinese Proficiency Test, teacher training workshops and Volunteer Program, ChenGo e-language program. Please see pages 30-34 for a detailed report and the reflections from the participants.AP Chinese中文进阶先修课将作为全面中文教育的媒介及未来中文课程设计的蓝图。

美国作为一个分权制的国家，社会团体及公 众参与国家公共事业管理有着很长的历史且形成了传统。

就教育事业而言，公众参与是美国中小学教育一大亮点，从教育政策制定、学校课程开发、学校管理、教学质量监督与评价等各个环节，无不体现“公众参与”的显著特征。

本文通过对美国公众参与教育现象分析，希望能为促进我国中小学教育的健康发展提供有益的启示与借鉴。

一在美国，公众参与一直被视作民主社会自治精神的基本体现。

托克维尔在《论美国的民主》一书中指出，民主制度的核心要素之一是公民参与。

参与社会管理、平等行使政治权利是民主社会的重要特征，公民的参与使社会充满生机与活力。

[1]在现代资本主义国家中，美国往往被看成是地方分权的最高典范。

“管理最少的政府是最好的政府”，在这种理念的支配下，联邦政府的权力较弱，而各种社区、永久性组织和特别组织等社会机构的权力最强。

在很大程度上，美国的公共事业是依靠社会有意识创建起来的，而在公共事业中，教育无疑是美国人最关注的工作，学校教育最容易受到社会和构成它的各种团体及个人的影响。

当前，公众参与是美国中小学校教育管理的一项重要内容，并被认为是教育民主化原则的一个重要方面和重要表现形式。

进入二十世纪八十年代，为了进一步发扬教育民主，保护公众学校教育参与的积极性，促进公众更好地参与到学校教育过程之中，使学校教育获得最大程度的社会支持，联邦政府和很多州在法律上给予了公众参与教育权利的保障。

1994年月，美国国会通过了《年目标：美国教育32000法》，其中“社会参与”的思想得到进一步的重视。

在“州和地方教育体制改革”一章中，明确指出“各州在其教改计划中应说明教育机构将如何使家长和其他社区代表参与州教改计划的策划、设计和实施活动”。

[2]不仅规定了社会参与 教育管理的权利，而且也明确了参与的范围、方式、职能等内容。

根据年修改的联邦宪法第1791条规定：“凡本宪法未授予联邦而又未禁止各10州行使的权限，分别保留给各州或人民”。

小学英语教学中社会主义核心价值观的培育与践行发布时间：2021-07-02T14:29:09.897Z 来源：《比较教育研究》2021年6月作者：郭起云[导读] 社会主义核心价值观在小学学生的发展与成长中起着举足轻重的作用，在小学英语教学中，教师应当通过挖掘英语教材、积极创设教学情境、挖掘课外教学资源、开展第二课堂等方式，将社会主义核心价值观融入小学英语课堂，实现“立德树人”的根本任务。

郭起云广东省深圳市大鹏新区葵涌中心小学 518119【摘要】社会主义核心价值观在小学学生的发展与成长中起着举足轻重的作用，在小学英语教学中，教师应当通过挖掘英语教材、积极创设教学情境、挖掘课外教学资源、开展第二课堂等方式，将社会主义核心价值观融入小学英语课堂，实现“立德树人”的根本任务。

【关键词】小学；英语；社会主义；核心；价值观；培育中图分类号：G652.2 文献标识码：A 文章编号：ISSN1003-7667（2021）06-132-01一、小学英语教学中培育与践行社会主义核心价值观的意义社会主义核心价值观是国内青少年思想道德建设的重要内容。

在小学英语教学中渗透社会主义核心价值观，可帮助学生从小建立正确的人生方向与扎实的文化科学素质基础，进一步推动小学生的身心健康发展。

英语这门学科不仅仅是要让学生打好英语基础，在未来社会生活中借助英语拥有更广阔的舞台，更重要的是要让学生在接受学科教育的同时，受到良好德育教育的熏陶，这符合当前素质教育的发展要求。

二、在小学英语教学中培育与践行社会主义核心价值观的方法（一）充分挖掘英语教材，渗透核心价值观小学英语教材中编写的语言实践活动或语篇等虽然比较简短易懂，可是具备了语言自然、情景真实的特点，可以吸引小学生的英语学习兴趣。

教师要对小学英语教材展开细致分析，尽可能地找到更多可渗透社会主义核心价值观的教材素材，包括教材中蕴含的为人处世的道理、人物精神品质等，并展开合理运用，让学生在情感共鸣中潜移默化地提升自我思想境界，进而更加理解社会主义核心价值观。

2007 Text 4（英语⼀）漏洞百出的公司Text 4It never rains but it pours.不鸣则已，⼀鸣惊⼀Just as bosses and boards have finally sorted out their worst accounting and compliance troubles, and improved their feeble corporation governance, a new problem threatens to earn them - especially in America - the sort of nasty headlines that inevitably lead to heads rolling in the executive suite: data insecurity.正当⼀板和董事⼀终于解决了最糟糕的财务和规章问题并加强其公司的薄弱管理之后，数据安全这个新问题⼀威胁到他们。

该问题以让⼀厌恶的⼀式出现在头版头条新闻中（尤其在美国)，进⼀不可避免地导致管理层的⼀⼀换任。

Left, until now, to odd, low-level IT staff to put right, and seen as a concern only ofdata-rich industries such as banking, telecoms and air travel, information protection is now high on the boss's agenda in businesses of every variety.在这之前，信息保护通常还只是临时的、低层次的值息技术员的⼀作，并且只被诸如银⼀、电信、航空公司等数据量⼀的⼀业重视，可现在这个问题被放在了各⼀各业⼀板的议亊⼀程的重要位置。

2007年全国硕士研究生招生考试英语（一）试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark [A], [B], [C] or [D] on ANSWER SHEET 1. (10 points)By 1830, the former Spanish and Portuguese colonies had become independent nations. The roughly 20 million 1 of these nations looked 2 to the future. Born in the crisis of the old regime and Iberian colonialism, many of the leaders of independence 3 the ideals of representative government, careers 4 to talent, freedom of commerce and trade, the 5 to private property, and a belief in the individual as the basis of society. 6 there was a belief that the new nations should be sovereign and independent states, large enough to be economically viable and integrated by a 7 set of laws.On the issue of 8 of religion and the position of the Church, 9 , there was less agreement 10the leadership. Roman Catholicism had been the state religion and the only one11 by the Spanish crown. 12 most leaders sought to maintain Catholicism 13 the official religion of the new states, some sought to end the 14 of other faiths. The defense of the Church became a rallying15 for the conservative forces.The ideals of the early leaders of independence were often egalitarian, valuing equality of everything. Bolivar had received aid from Haiti and had16 in return to abolish slavery in the areas he liberated. By 1854 slavery had been abolished everywhere except Spain’s 17 colonies. Early promises to end Indian tribute and taxes on people of mixed origin came much 18because the new nations still needed the revenue such policies 19 . Egalitarian sentiments were often tempered by fears that the mass of the population was 20 self-rule and democracy.1.[A] natives [B] inhabitants [C] peoples [D] individuals2.[A] confusedly [B] cheerfully [C] worriedly [D] hopefully3.[A] shared [B] forgot [C] attained [D] rejected4.[A] related [B] close [C] open [D] devoted5.[A] access [B] succession [C] right [D] return6.[A] Presumably [B] Incidentally [C] Obviously [D] Generally7.[A] unique [B] common [C] particular [D] typical8.[A] freedom [B] origin [C] impact [D] reform9.[A] therefore [B] however [C] indeed [D] moreover10.[A] with [B] about [C] among [D] by11.[A] allowed [B] preached [C] granted [D] funded12.[A] Since [B] If [C] Unless [D] While13.[A] as [B] for [C] under [D] against14.[A] spread [B] interference [C] exclusion [D] influence15.[A] support [B] cry [C] plea [D] wish16.[A] urged [B] intended [C] expected [D] promised17.[A] controlling [B] former [C] remaining [D] original18.[A] slower [B] faster [C] easier [D] tougher19.[A] created [B] produced [C] contributed [D] preferred20.[A] puzzled by [B] hostile to [C]pessimistic about [D] unprepared forSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing [A], [B], [C], or [D]. Mark your answers on ANSWER SHEET 1. (40 points)Text 1If you were to examine the birth certificates of every soccer pl ayer in 2006’s World Cup tournament, you would most likely find a noteworthy quirk: elite soccer players are more likely to have been born in the earlier months of the year than in the late months. If you then examined the European national youth teams that feed the World Cup and professional ranks, you would find this strange phenomenon to be ever more pronounced.What might account for this strange phenomenon? Here are a few guesses: a) certain astrological signs confer superior soccer skills; b) winter-born babies tend to have higher oxygen capacity, which increasessoccer stamina;c) soccer-mad parents are more likely to conceive children in springtime, at the annual peak of soccermania; d) none of the above.Anders Ericsson, a 58-year-old psychology professor at Florida State University, says he believes strongly in “none of the above.” Ericsson grew up in Sweden, and studied nuclear engineering until he realized he would have more opportunity to conduct his own research if he switched to psychology. His first experiment, nearly 30 years ago, involved memory: training a person to hear and then repeat a random series of numbers. “With the first subject, after about 20 hours of training, his digit span had risen from 7 to 20,” Ericsson recalls. “He kept impr oving, and after about 200 hours of training he had risen to over 80 numbers.”This success, coupled with later research showing that memory itself is not genetically determined, led Ericsson to conclude that the act of memorizing is more of a cognitive exercise than an intuitive one. In other words, whatever inborn differences two people may exhibit in their abilities to memorize, those differences are swamped by how well each person “encodes” the information. And the best way to learn how to encode information meaningfully, Ericsson determined, was a process known as deliberate practice. Deliberate practice entails more than simply repeating a task. Rather, it involves setting specific goals, obtaining immediate feedback and concentrating as much on technique as on outcome.Ericsson and his colleagues have thus taken to studying expert performers in a wide range of pursuits, including soccer. They gather all the data they can, not just performance statistics and biographical details but also the results of their own laboratory experiments with high achievers. Their work makes a rather startlingassertion: the trait we commonly call talent is highly overrated. Or, put another way, expert performers—whether in memory or surgery, ballet or computer programming—are nearly always made, not born.21. The birthday phenomenon found among soccer players is mentioned to[A] stress the importance of professional training.[B] spotlight the soccer superstars at the World Cup.[C] introduce the topic of what makes expert performance.[D] explain why some soccer teams play better than others.22. The word “mania” (Line 4, Paragraph 2) most probably means[A] fun.[B] craze.[C] hysteria.[D] excitement.23. According to Ericsson, good memory[A] depends on meaningful processing of information.[B] results from intuitive rather than cognitive exercises.[C] is determined by genetic rather than psychological factors.[D] requires immediate feedback and a high degree of concentration.24. Ericsson and his colleagues believe that[A] talent is a dominating factor for professional success.[B] biographical data provide the key to excellent performance.[C] the role of talent tends to be overlooked.[D] high achievers owe their success mostly to nurture.25. Which of the following proverbs is closest to the message the text tries to convey?[A] “Faith will move mountains.”[B] “One reaps what one sows.”[C] “Practice makes perfect.”[D] “Like father, like son.”Text 2For the past several years, the Sunday newspaper supplement Parade has featured a column called “Ask Marilyn.” People are invited to query Marilyn vos Savant, who at age 10 had tested at a mental level of someone about 23 years old; that gave her an IQ of 228—the highest score ever recorded. IQ tests ask you to complete verbal and visual analogies, to envision paper after it has been folded and cut, and to deduce numericalsequences, among other similar tasks. So it is a bit confusing when vos Savant fields such queries from the average Joe (whose IQ is 100) as, What’s t he difference between love and fondness? Or what is thenature of luck and coincidence? It’s not obvious how the capacity to visualize objects and to figure out numerical patterns suits one to answer questions that have eluded some of the best poets and philosophers.Clearly, intelligence encompasses more than a score on a test. Just what does it mean to be smart? How much of intelligence can be specified, and how much can we learn about it from neurology, genetics, computer science and other fields?The defining term of intelligence in humans still seems to be the IQ score, even though IQ tests are not given as often as they used to be. The test comes primarily in two forms: the Stanford-Binet Intelligence Scale and the Wechsler Intelligence Scales (both com e in adult and children’s version). Generally costing several hundred dollars, they are usually given only by psychologists, although variations of them populate bookstores and the World Wide Web. Superhigh scores like vos Savant’s are no longer possible, because scoring is now based on a statistical population distribution among age peers, rather than simply dividing the mental age by the chronological age and multiplying by 100. Other standardized tests, such as the Scholastic Assessment Test (SAT) and the Graduate Record Exam (GRE), capture the main aspects of IQ tests.Such standardized tests may not assess all the important elements necessary to succeed in school and in life, argues Robert J. Sternberg. In his article “How Intelligent Is Intelligence Testing?”, Sternberg notes that traditional tests best assess analytical and verbal skills but fail to measure creativity and practical knowledge, components also critical to problem solving and life success. Moreover, IQ tests do not necessarily predict so well once populations or situations change. Research has found that IQ predicted leadership skills when the tests were given under low-stress conditions, but under high-stress conditions, IQ was negatively correlated with leadership—that is, it predicted the opposite. Anyone who has toiled through SAT will testify that test-taking skill also matters, whether it’s knowing when to guess or what questions to skip.26. Which of the following may be required in an intelligence test?[A] Answering philosophical questions.[B] Folding or cutting paper into different shapes.[C] Telling the differences between certain concepts.[D] Choosing words or graphs similar to the given ones.27. What can be inferred about intelligence testing from Paragraph3?[A] People no longer use IQ scores as an indicator of intelligence.[B] More versions of IQ tests are now available on the Internet.[C] The test contents and formats for adults and children may be different.[D] Scientists have defined the important elements of human intelligence.28. People nowadays can no longer achieve IQ scores as high as vos Savant’s because[A] the scores are obtained through different computational procedures.[B] creativity rather than analytical skills is emphasized now.[C] vos Savant’s case is an extreme one that will not repeat.[D] the defining characteristic of IQ tests has changed.29. We can conclude from the last paragraph that[A] test scores may not be reliable indicators of one’s ability.[B] IQ scores and SAT results are highly correlated.[C] testing involves a lot of guesswork.[D] traditional tests are out of date.30. What is the author’s attitude towards IQ tests?[A] Supportive.[B] Skeptical.[C] Impartial.[D] Biased.Text 3During the past generation, the American middle-class family that once could count on hard work and fair play to keep itself financially secure has been transformed by economic risk and new realties. Now a pink slip, a bad diagnosis, or a disappearing spouse can reduce a family from solidly middle class to newly poor in a few months.In just one generation, millions of mothers have gone to work,transforming basic family economics. Scholars, policymakers, and critics of all stripes have debated the social implications of these changes, but few have looked at t he side effect: family risk has risen as well. Today’s families have budgeted to the limits of theirs new two-paycheck status. As a result, they have lost the parachute they once had in times of financial setback—a back-up earner (usually Mom) who could go into the workforce if the primary earner got laid off or fell sick. This “added-worker effect” could support the safety net offered by unemployment insurance or disability insurance to help families weather bad times. But today, a disruption to family fortunes can no longer be made up with extra income from an otherwise-stay-at-home partner.During the same period, families have been asked to absorb much more risk in their retirement income. Steelworkers, airline employees, and now those in the auto industry are joining millions of families who must worry about interest rates, stock market fluctuation, and the harsh reality that they may outlive their retirement money. For much of the past year, President Bush campaigned to move Social Security to a savings-account model, with retirees trading much or all of their guaranteed payments for payments depending on investment returns. For younger families, the picture is not any better. Both the absolute cost of healthcare and the share of it borne by families have risen—and newly fashionable health-savings plans are spreading from legislative halls to Wal-Mart workers, with much higher deductibles and a large new dose of investment risk for families’ futurehealthcare. Even demographics are working against the middle class family, as the odds of having a weak elderly parent—and all the attendant need for physical and financial assistance—have jumped eightfold in just one generation.From the middle-class family perspective, much of this, understandably, looks far less like an opportunity to exercise more financial responsibility, and a good deal more like a frightening acceleration of the wholesale shift of financial risk onto their already overburdened shoulders. The financial fallout has begun, and the political fallout may not be far behind.31. Today’s double-income families are at greater financial risk in that[A] the safety net they used to enjoy has disappeared.[B] their chances of being laid off have greatly increased.[C] they are more vulnerable to changes in family economics.[D] they are deprived of unemployment or disability insurance.32. As a result of President Bush’s reform, retired people may have[A] a higher sense of security.[B] less secured payments.[C] less chance to invest.[D] a guaranteed future.33. According to the author, health-savings plans will[A] help reduce the cost of healthcare.[B] popularize among the middle class.[C] compensate for the reduced pensions.[D] increase the families’ investment risk.34. It can be inferred from the last paragraph that[A] financial risks tend to outweigh political risks.[B] the middle class may face greater political challenges.[C] financial problems may bring about political problems.[D] financial responsibility is an indicator of political status.35. Which of the following is the best title for this text?[A] The Middle Class on the Alert[B] The Middle Class on the Cliff[C] The Middle Class in Conflict[D] The Middle Class in RuinsText 4It never rains but it pours. Just as bosses and boards have finally sorted out their worst accounting and compliance troubles, and improved their feeble corporation governance, a new problem threatens to earn them—especially in America—the sort of nasty headlines that inevitably lead to heads rolling in the executive suite: data insecurity. Left, until now, to odd, low-level IT staff to put right, and seen as a concern only of data-rich industries such as banking, telecoms and air travel, information protection is now high on the boss’s agenda in businesses of every variety.Several massive leakages of customer and employee data this year—from organizations as diverse as Time Warner, the American defense contractor Science Applications International Corp and even the University of California, Berkeley—have left managers hurriedly peering into their intricate IT systems and business processes in search of potential vulnerabilities.“Data is becoming an asset which needs to be guarded as much as any other asset,” says Haim Mendelson of Stanford University’s business school. “The ability to guard customer data is the key to market value, which the board is responsible for on behalf of shareholders”. Indeed, just as there is the concept of Generally Accepted Accounting Principles (GAAP), perhaps it is time for GASP, Generally Accepted Security Practices, suggested Eli Noam of New York’s Columbia Business School. “Setting the proper investment level for security, redundancy, and recovery is a management issue, not a technical one,” he says.The mystery is that this should come as a surprise to any boss. Surely it should be obvious to the dimmest executive that trust, that most valuable of economic assets, is easily destroyed and hugely expensive to restore—and that few things are more likely to destroy trust than a company letting sensitive personal data get into the wrong hands.The current state of affairs may have been encouraged—though not justified—by the lack of legal penalty (in America, but not Europe) for data leakage. Until California recently passed a law, American firms did not have to tell anyone, even the victim, when data went astray. That may change fast: lots of proposed data-security legislation is now doing the rounds in Washington, D.C. Meanwhile, the theft of information about some 40 million credit-card accounts in America, disclosed on June 17th, overshadowed a hugely important decision a day earlier by America’s Federal Trade Commission (FTC) that puts corporate America on notice that regulators will act if firms fail to provide adequate data security.36. The statement “It never rains but it pours” is used to introduce[A] the fierce business competition.[B] the feeble boss-board relations.[C] the threat from news reports.[D] the severity of data leakage.37. According to Paragraph 2, some organizations check their systems to find out[A] whether there is any weak point.[B] what sort of data has been stolen.[C] who is responsible for the leakage.[D] how the potential spies can be located.38. In bringing up the concept of GASP the author is making the point that[A] shareholders’ interests should be properly attended to.[B] information protection should be given due attention.[C] businesses should enhance their level of accounting security.[D] the market value of customer data should be emphasized.39. According to Paragraph 4, what puzzles the author is that some bosses fail to[A] see the link between trust and data protection.[B] perceive the sensitivity of personal data.[C] realize the high cost of data restoration.[D] appreciate the economic value of trust.40. It can be inferred from Paragraph 5 that[A] data leakage is more severe in Europe.[B] FTC’s decision is essential to data security.[C] California takes the lead in security legislation.[D] legal penalty is a major solution to data leakage.Part BDirections:You are going to read a list of headings and a text about what parents are supposed to do to guide their children into adulthood. Choose a heading from the list A-G that best fits the meaning of each numbered part of the text (41-45). The first and last paragraphs of the text are not numbered. There are two extra headings that you do not need to use. Mark your answers on ANSWER SHEET 1. (10 points)[A] Set a Good Example for Your Kids[B] Build Your Kids’ Work Skills[C] Place Time Limits on Leisure Activities[D] Talk about the Future on a Regular Basis[E] Help Kids Develop Coping Strategies[F] Help Your Kids Figure Out Who They Are[G] Build Your Kids’ Sense of ResponsibilityHow Can a Parent Help?Mothers and fathers can do a lot to ensure a safe landing in early adulthood for their kids. Even if a job’s starting salary seems too small to satisfy an emerging adult’s need for rapid content, the transition from school to(46)Traditionally, legal learning has been viewed in such institutions as the special preserve of lawyers, rather than a necessary part of the intellectual equipment of an educated person. Happily, the older and more continental view of legal education is establishing itself in a number of Canadian universities and some have even begun to offer undergraduate degrees in law.If the study of law is beginning to establish itself as part and parcel of a general education, its aims and methods should appeal directly to journalism educators. Law is a discipline which encourages responsible judgment. On the one hand, it provides opportunities to analyze such ideas as justice, democracy and freedom. (47) On the other, it links theseconcepts to everyday realities in a manner which is parallel to the links journalists forge on a daily basis as they cover and comment on the news.For example, notions of evidence and fact, of basic rights and public interest are at work in the process of journalistic judgment and production just as in courts of law. Sharpening judgment by absorbing and reflecting on law is a desirable component of a journalist’s intellectual preparation for his or her career.(48) But the idea that the journalist must understand the law more profoundly than an ordinary citizen rests on an understanding of the established conventions and special responsibilities of the news media.Politics or, more broadly, the functioning of the state, is a major subject for journalists. The better informed they are about the way the state works, the better their reporting will be. (49) In fact, it is difficult to see how journalists who do not have a clear grasp of the basic features of the Canadian Constitution can do a competent job on political stories.Furthermore, the legal system and the events which occur within it are primary subjects for journalists. While the quality of legal journalism varies greatly, there is an undue reliance amongst many journalists on interpretations supplied to them by lawyers. (50) While comment and reaction from lawyers may enhance stories, it is preferable for journalists to rely on their own notions of significance and make their own judgments.Thesecan only come from a well-grounded understanding of the legal system.Section III WritingPart A51. DirectionsWrite a letter to your university library, making suggestions for improving its service.You should write about 100 words on ANSWER SHEET 2.Do not sign your own name at the end of the letter. Use “Li Ming” instead.Do not write the address. (10 points)Part B52. Directions:Write an essay of 160-200 words based on the following drawing. In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) support your view with an example/examples.You should write neatly on ANSWER SHEET 2. (20 points)2007年全国硕士研究生招生考试英语（一）答案详解Section I Use of English一、文章结构分析本文主要论述了西班牙和葡萄牙的前殖民地在独立以后面临的各种问题。