45. They are going to have the serviceman (_____)_ an electric fan in the office tomorrow.

35. You don’t have to pay for your flights: they’re (_____)_ in the price of your holiday.

A. 　 concluded

B. 　 held

C. 　 settled

D. 　 included

1. Passage Four Did your mum and dad go to university， or did they leave school and go straight to the Job Centre? The educational experience of parents is still important when it comes to how today’s students choose an area of study and what to do after graduation， according to the Future-track research in the UK. The research was done by the Higher Education Careers Service Unit. It plans to follow university applicants for six years from 2006 through their early careers. The first year’s findings come from a study of 130，000 university applicants. They show significant differences in prospective students’ approach to higher education， depending on whether their parents got degrees 【second-generation applicants】 or didn’t 【first-generation applicants】. First-generation applicants were more likely to say that their career and employment prospects were uppermost in their minds in deciding to go to university. About one-fifth of this group gave “to enable me to get a good job” as their main reason for choosing high education. And 37 percent said that a degree was “part of my career plan” . A young person coming from a non-professional household where finances are stretched may find the idea of learning for its own sake to be a luxury. This explains the explosion in vocational course. At Portsmouth University， first-year student Kim Burnett， 19， says that she specifically chose her degree in health research management and psychology to get a secure， well-paid job. Harriet Edge， 20， studying medicine at Manchester University， also wanted job security. Her parents lacked college degrees， though the fact that her uncle is a doctor appears to have influenced her choice. “Medicine is one of those fields where it’s pretty likely you’ll get a job at the end. That’s a big plus， as the debt levels after five years of study are going to be frightening，” she says. Many experts believe that this situation affects those with no family tradition of higher education far more keenly. The fact that 26 percent of respondents said that they needed more advice implies that some students may end up feeling that their higher education investment was not worthwhile. For those with graduate parents， this lack of guidance may， the researchers suggest， be less of a problem. “But， for those without the advantages， lack of access to career guidance before applying for higher education leaves them exposed to making poorer choices，” the survey concludes. The main idea of the passage is that ( ) .

A. parents’ experiences are more important for their children’s education

B. parents’ careers are vitally important for their children’s degrees

C. students’ approach to higher education correlates with their parents’ educational experience

D. students’ career and employment prospects are decided by their parents

2. 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. If we stream the pupils， it can ( ) .

A. have a good effect on both the bright and not-so-bright child

B. have a bad effect on both the bright and not-so-bright child

C. be really hard for the classroom arrangement

D. be easy for the classroom arrangement

43. I fell down and broke three of my teeth. I wonder how many times I have to come here and get my false teeth (_____)_.

A. 　 fix

B. 　 fixing

C. 　 fixed

D. 　 to fix

44. The picnic () at last after being twice postponed.

A. 　 came off

B. 　 came up

C. 　 put on

D. 　 went on

39. He’s English (_____)_ although he was born in France.

A. 　 at birth

B. 　 from birth

C. 　 by birth

D. 　 in a birth

2. Passage One There are three separate sources of danger in supplying energy by nuclear power. First， the radioactive material must travel from its place of production to the power station. Although the power stations themselves are strongly built， the containers used for the transport of the materials are not. Normally， only two methods of transport are in use， namely road or rail. Unfortunately， both of these may have an effect on the general public， since they are sure to pass near， or even through， heavily populated areas. Second， there is the problem of waste. All nuclear power stations produce wastes that in most cases will remain radioactive for thousands of years. It is impossible to make these wastes nonradioactive， so they must be stored in one of the inconvenient ways that scientists have invented. For example， they may be buried under the ground， or dropped into deserted mines， or sunk in the sea. However， these methods do not solve the problem， since an earthquake could easily break the containers.
Third， there may occur the danger of a leak or an explosion at the power station. Compared with the other two dangers， this is not very likely， so it does not provide a serious objection to the nuclear program. However， it can happen. Separately， these three types of dangers are not a great cause for worry. Taken together， though， the probability of disaster is extremely high. The author thinks that the ways to store nuclear wastes are ( ) .

A. easy

B. impossible

C. reasonable

D. ineffective.

4. Passage Four Did your mum and dad go to university， or did they leave school and go straight to the Job Centre? The educational experience of parents is still important when it comes to how today’s students choose an area of study and what to do after graduation， according to the Future-track research in the UK. The research was done by the Higher Education Careers Service Unit. It plans to follow university applicants for six years from 2006 through their early careers. The first year’s findings come from a study of 130，000 university applicants. They show significant differences in prospective students’ approach to higher education， depending on whether their parents got degrees 【second-generation applicants】 or didn’t 【first-generation applicants】. First-generation applicants were more likely to say that their career and employment prospects were uppermost in their minds in deciding to go to university. About one-fifth of this group gave “to enable me to get a good job” as their main reason for choosing high education. And 37 percent said that a degree was “part of my career plan” . A young person coming from a non-professional household where finances are stretched may find the idea of learning for its own sake to be a luxury. This explains the explosion in vocational course. At Portsmouth University， first-year student Kim Burnett， 19， says that she specifically chose her degree in health research management and psychology to get a secure， well-paid job. Harriet Edge， 20， studying medicine at Manchester University， also wanted job security. Her parents lacked college degrees， though the fact that her uncle is a doctor appears to have influenced her choice. “Medicine is one of those fields where it’s pretty likely you’ll get a job at the end. That’s a big plus， as the debt levels after five years of study are going to be frightening，” she says. Many experts believe that this situation affects those with no family tradition of higher education far more keenly. The fact that 26 percent of respondents said that they needed more advice implies that some students may end up feeling that their higher education investment was not worthwhile. For those with graduate parents， this lack of guidance may， the researchers suggest， be less of a problem. “But， for those without the advantages， lack of access to career guidance before applying for higher education leaves them exposed to making poorer choices，” the survey concludes. It is implied that ( ) .

A. the cost of a degree in medicine is very high

B. higher education investment in medicine is not worthwhile

C. a student without family medical tradition is less likely to choose medicine

D. medicine is a field where every degree-holder can get a job

36. The men will have to wait all day (_____)_ the doctor works faster.

A. 　 if

B. 　 whether

C. 　 unless

D. 　 that

1. Passage Fourteen For a long time， people have disagreed about whether golf is a sport or a game. On one side of the argument， people say that golf meets the dictionary definition of a sport， because it is a physical， athletic activity. They add that golf is recognized as a sport by sporting goods companies， athletic groups， fans， and the media. Also， golf’s inclusion in the Olympics in 2016 is more proof that it is sport. On the other side， people say that golf is a game， not a sport. They say golf is not a very physical activity and can be played well by people who are overweight or injured. Also， golf was only recently added to the Olympics. For more than 100 years it was not included in the Olympic Games. For many， the Olympic Games serve as a measurement for whether an activity should be called a sport. Golf was first included in the Olympics in 1900. However， it was removed shortly thereafter because of a lack of participation and conflict with other golf events. Through the years， there were several attempts to bring golf back to the Olympics. It wasn’t until the 2016 Summer Olympics in Rio de Janeiro， Brazil that golf returned. Some say the return of golf does not prove that it is a sport. Rather， it only proves that the Olympics wanted to benefit from the star power of famous golfers like Tiger Woods. The disagreement continues today. Those who think golf is a sport point to pro-golfers like Woods， who are strong and fit. Those who disagree point to golfers like John Daly. He is a successful pro-golfer who once had health problems. So is golf a sport? The answer depends on who you ask——and whether that person owns a set of golf clubs. All the following evidence is used to prove that golf is a sport EXCEPT ( ) .

A. professional training

B. Olympic Games

C. dictionary definition

D. media recognition