5. Passage Twenty-Four Social change is more likely to occur in societies where there is a mixture of different kinds of people than in societies where people are similar in many ways. The simple reason for this is that there are more different ways of looking at things present in the first kind of society. There are more ideas， more disagreements in interest， and more groups and organizations with different beliefs. In addition， there is usually a greater worldly interest and greater tolerance in mixed societies. All these factors tend to promote social change by opening more areas of life to decision. In a society where people are quite similar in many ways， there are fewer occasions for people to see the need or the opportunity for change because everything seems to be the same. And although conditions may not be satisfactory， they are at least customary and undisputed. Within a society， social changes is also likely to occur more frequently and more readily in the material aspects of the culture than in the non-material， for example， in technology rather than in values; in what has been learned later in life rather than what was learned early; in the less basic and less emotional aspects of society than in their opposites; in the simple elements rather than in the complex ones; in form rather than in substance; and in elements that are acceptable to the culture rather than in strange elements. Furthermore， social change is easier if it is gradual. For example， it comes more readily in human relations on a continuous scale rather than one with sharp dichotomies ( 一分为二). This is one reason why change has not come more quickly to Black American as compared to other American minorities， because of the sharp difference in “appearance between them and their white counterparts” .Social change is less likely to occur in a society where people are quite similar in many ways because ( ) .

5. Passage Twenty-Seven Out of all the students who enroll in a massive open online course 【MOOC】， only about 5 percent complete the course and receive a certificate of accomplishment. This statistic is often cited as evidence that MOOCs are fatally flawed (有缺陷的) and offer little educational value to most students. Yet more than 80 percent of students who fill out a post-course survey say they met their primary objective. How do we look at these two facts? We’re used to focusing on completion rates in higher education， but they’re not the only—or even the most meaningful—indicator of engagement in open online courses. With no cost to enroll， no punishment for dropping out， and little reward for actually earning a certificate， MOOCs are fundamentally different from traditional classes—and students use them in fundamentally different ways. Data from more than 1.8 million students enrolled in 36 MOOCs offered by the University of Pennsylvania show that students treat MOOCs like a buffet (自助餐)， sampling the material according to their interests and career goals. Some are curious about the subject matter and just watch one or two video lectures; others use the discussion forums to connect with their intellectual peers around the world. Of all enrolled students， nearly 60 percent watch at least one video， complete at least one assignment， or post at least once in a forum. So focusing on the tiny fraction of students who complete a MOOC is misguided. The more important number is the 60 percent engagement rate. Students may not finish a MOOC with a certificate of accomplishment， but the courses nonetheless meet the educational goals of millions. What is the author’s attitude toward MOOCs?

A. Critical.

B. Supportive.

C. Indifferent.

D. Neutral.

46. (_____)__ is interested in the job may apply for it.

A. 　 Who

B. 　 Whomever

C. 　 Whoever

D. 　 He that

50.If you are happy and enjoying life, you are automatically (_____), and people around want to be with you.

A. 　 creative

B. 　 attractive

C. 　 humorous

D. 　 honest

32.His scientific discoveries have been as important as (_____)_ of Sir Isaac Newton.

A. 　 ones

B. 　 that

C. 　 those

D. 　 these

4. Passage Six We find that bright children are rarely held back by mixed-ability teaching. On the contrary， both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming (把 …按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all， it can be quite discouraging to be at the bottom of the top grade! Besides， it is rather unreal to grade pupils just according to their intellectual (智力的) ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full， not just their academic ability. We also value personal qualities and social skills， and we find that mixed-ability teaching contributes to all these aspects of learning. In our classrooms， we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate， to share， and to develop leadership skills. They also learn how to cope with personal problems as well as how to think， to make decisions， to analyze and evaluate， and to communicate effectively. The pupils learn from each other as well as from the teacher. Sometimes the pupils work in pairs. Sometimes they work on individual tasks and assignments， and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library， and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work. It doesn’t matter what age the child is. We expect our pupils to do their best， not their least， and we give them every encouragement to attain this goal. The pupils often work in groups: this gives them the opportunity to learn ( ) .

A. to cooperate， to share and to develop leadership skills

B. to cope with personal problems

C. to learn how to think， to make decisions， to analyze and evaluate， and to communicate effectively

D. to do all the above things

1. Passage Seven A few centuries ago， people looked at the birds and wondered what it would be like to fly like them. There were stories of heroes who glued bird feathers on their arms and flew up into the sky. About 500 years ago， some people dreamed a different dream. Instead of flying up to the sky， they dreamed of falling from the sky! In the 15th century， Italian inventors designed a cone-shaped (雏形) device that was supposed to bring a man down safely from a great height. The operator held on to a handle with straps strapped to his waist. This was the first known design for a parachute (降落伞) . Even the great inventor Leonardo da Vinci sketched a type of parachute. His parachute design was in the shape of a pyramid (金字塔). Other inventors also sketched their own designs for a parachute. Unfortunately， these were only designs on paper and no one tested them . A Croatian inventor named Fausto Veranzio looked at Leonardo da Vinci’s parachute design and replaced the pyramid shape with one that looked like a sail from a ship. When Veranzio was 65 years old， he fell ill. Thinking he would not live longer， he decided to try out his parachute invention. He built his parachute using wood and cloth. Strapping his invention to his waist， he jumped off the tall bell tower in his city. He landed safely! He was supposedly the first man to successfully use a parachute. However， some people thought this story was not true. If that was the case， then the first person to successfully use a parachute would go to a Frenchman named Louis-Sebastien Lenormand in 1783 . The first known parachute was designed by ( ) .

A. Frenchmen

B. Italians

C. Croatians

D. Englishmen

48. Though we hadn't met each other for 30 years, I recognized him(_____)I saw him.

A. 　 the moment

B. 　 the moment when

C. 　 for the moment

D. 　 at the moment when

38. The police put the blame (_____)_ the accident (_____)_ the driver of the truck.

A. 　 for ...about

B. 　 about...on

C. 　 for...on

D. 　 of...at

1. Passage Eight Wisdom teeth are normally the last teeth to appear. This usually happens when people are in their late teen years or early twenties—in other words， when they are older and wiser. Wisdom teeth are chewing teeth， at the back of the mouth. They can grow into place normally and never cause a problem. But often there is not enough room for them in the mouth. They might crowd other teeth. Sometimes they even push sideways through the gums (牙床). An impacted wisdom tooth is one that fails to completely rise through the gum—the term is 【erupt】. Wisdom teeth that only partially erupt can leave space for bacteria to enter around the tooth. Infection is a risk in these cases. Wisdom teeth that are not well in place and become impacted are often removed. People should have the placement of their wisdom teeth examined between the ages of sixteen and twenty. X-rays can show wisdom teeth that are below the gums. The American Dental Association says removal is generally advised when wisdom teeth only partly break through the gums. Removal is also advised if there is a chance that poorly placed wisdom teeth will damage other teeth. And removal is called for in cases where fluid collects around a wisdom tooth that is partly or fully below the gum. But why do we have wisdom teeth if we often need to get them removed? One theory has to do with our diets. Scientists say the diet of prehistoric humans probably required more chewing teeth. Life was probably alittle rougher on the teeth back then， too. So it was good to have extras. The American Association of Oral and Maxillofacial (上颌面的) Surgeons says young adults are the best candidates for wisdom teeth removal. The group says older patients may be at greater risk for disease in the tissue surrounding the teeth. After surgery， there can be swelling of the gums and face and some pain. Both can be treated with cold wraps and medication (药物治疗). Wisdom teeth will cause problem when ( ) .

A. they are below the gums

B. they have erupted from the gums

C. they don’t have place to grow normally

D. people are at their late teens or early twenties

35.When I look at myself (_____)_ the mirror, sometimes I get frightened.

A. 　 On

B. 　 in

C. 　at

D. 　 within