题目内容
Mrs. Jones has invited her friends to dinner this evening. She went shopping in the supermarket this afternoon. She drove to the supermarket, got a cart (手推车) at the entrance (人口)and went in. After she had picked all she needed, she went to the cashier’s and paid the bill. It took Mrs. Jones almost 3 hours to prepare the meal, even with the help of her daughter Jane. The guests arrived at about 7:30. The meal was wonderful. Everyone had a good time this evening. Mrs. Jones went shopping in the evening.
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B1型题 窦房结细胞动作电位0期去极化是由于（）.
我这个无可救药的中国丈夫喜欢吃中餐，更乐于挽袖下厨。从前在欧洲当留学生时我就喜欢在自己的蜗居里玩锅碗，弄瓢盆，演奏个人打击乐音乐会，并常常请一帮穷留学生分享我的杰作。不过妻子精于法式烹饪并且酷爱维持室内清洁。中国疱丁总是喜欢什么都油煎油爆，是一个大油耗子和大污染源，因此妻子根本不理会中国疱丁的一厢情愿并毫不留情地请其下岗。有一天，下岗厨师终于忍不住请妻子让贤：“亲爱的，今天我想做中国菜，做一桌川菜，让咱们一饱口福。你把厨房借给我好吗”“没问题!不过油烟不要太大。”习惯于清水煮菜的夫人叮嘱道，显得有些兴奋，也有些担心。我这位厨师关好厨房门，然后就在里面兴高采烈丁零当啷地演奏起锅碗瓢分别打击乐并跳起了锅边舞。菜谱早在一周前就已经定好，很快浓烈的川菜香在房子里弥漫开来。我端出第一道香喷喷的“哆来咪发嗦”——几盘凉莱：撒满香菜的松花蛋、撒满辣椒面的凉拌猪耳朵丝、四川泡菜。“快来，亲爱的!”我得意洋洋地大叫。
TEXT C Opinion polls are now beginning to show a reluctant consensus that, whoever is to blame and whatever happens from now on, high unemployment is probably here to stay. This means we shah have to find ways of sharing the available employment more widely. But we need to go further. We must ask some fundamental questions about the future of work. Should we continue to treat employment as the norm Should we not rather encourage many other ways for serf-respecting people to work Should we not create conditions in which many of us can work for ourselves, rather than for an employer Should we not aim to revive the household and the neighbourhood, as well as the factory and the office, as centres of production and work The industrial age has been the only period of human history in which most people’s work has taken the form of jobs. The industrial age may now be coming to an end, and some of the changes in work patterns which it brought may have to be reversed. This seems a daunting thought. But, in fact, it could offer the prospect of a better future of work. Universal employment, as its history shows, has not meant economic freedom. Employment became widespread when the enclosures of the 17th and 18th centuries made many people dependent on paid work by depriving them of the use of the land, and thus of the means to provide a living for themselves. Then the factory system destroyed the cottage industries and removed work from people’s homes. Later, as transport improved, first by rail and then by road, people commuted longer distances to their places of employment until, eventually, many people’s work lost all connection with their home lives and the places in which they lived. Meanwhile, employment put women at a disadvantage. In preindustrial times, men and women had shared the productive work of the household and village community. Now it became customary for the husband to go out to pay employment, leaving the unpaid work of the home and family to his wife. Tax and benefit regulations still assume this norm today, and restrict more flexible sharing of work roles between the sexes. It was not only women whose work status suffered. As employment became the dominant form of work, young people and old people were excluded -- a problem now, as more teenagers become frustrated at school and more retired people want to live active lives. All this may now have to change. The time has certainly come to switch some effort and re sources away from the utopian goal of creating jobs for all, to the urgent practical task of helping many people to manage without full times jobs. The word "revive" in paragraph 2 meant that
TEXT B An invisible border divides those, arguing for computers in the classroom on the behalf of students career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few write on the subject: have explored this distinction -- indeed, contradiction -- which goes to the heart of what is wrong with the campaign to put computers in the dark. An education that aims at getting a student a certain kind of job is a technical education, justified for reasons radically different from why education is universally required by law. It is not simply to raise everyone’s job prospects that all children are legally required to attend school into their teens. Rather, we have a certain conception of the American citizen, a character who is incomplete if he cannot competently asses how his livelihood and happiness are affected by things outside of himself. But this was not always the case, before it was legally required for all children to attend school until a certain age. It was widely acteristic of all industrialized countries, we came to accept that everyone is fit to be educated. Computer education advocates forsake this optimistic notion for a pessimism that betrays their otherwise cheery out-look. Banking on the confusion between educational and vocational reasons for bringing computers into schools, computer advocates often emphasize the job prospects of graduates over their educational achievement. There are some good arguments for a technical education given the right kind of student. Many European schools introduce the concept of professional training early on in order to make sure children are properly equipped for the profession they want to join. It is, however, presumptuous to insist that there will only be so many jobs for so many scientists, so many businessmen, so many accountants. Besides, this is unlikely to produce the needed number of every kind of professional in a country as large as ours and where the economy is spread over so many states and involves so many international corporations. But, for a small group of students, professional training might be the way to go since well-developed skills, all other factors being equal, can be the difference between having a job and not. Of course, the basics of using any computer these days are very simple. It does not take a life-long acquaintance to pick up various software programs. If one wanted to become a computer engineer, that is of course, an entirely different computer skills are only complementary to the host of great skills that are necessary to becoming any kind of professional. It should be observed, of course that no school, vocational or not, is helped by a confusion over its purpose. According to the author, basic computer skills should be ______.
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