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How do you think the author feels about these long-lived people()

A. He is much impressed with them.
B. He doesn’t care a bit about them.
C. He hopes that they will live a still longer lif

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CONVERSATION 1(Questions 1-4)John and Sue: the (1) wedding anniversaryThe present Sue likes: a (2) ringThe present Sue guesses her husband will give her: the (3) earringsThe present Paul guesses John will give Sue: a mink (4) (4) should be filled in ()

Part 3Questions 1-7Directions: Read the following passage and choose the correct answer from A, B, C and D.At the time Jane Austin’s novels were published — between 1811 and 1818 — English literature was not part of any academic curriculum. In addition, fiction was under strenuous attack. Certain religious and political groups felt novels had the power to make so-called immoral characters so interesting that young readers would identify with them; these groups also considered novels to be of little practical use. Even Cole ridge, certainly no literary reactionary, spoke for many when he asserted that "novel-reading occasions the destruction of the mind’s powers."These attitudes toward novels help explain why Austin received little attention from early nineteenth-century literary critics. (In any case, a novelist published anonymously, as Austin was, would not be likely to receive much critical attention.) The literary response that was accorded her, however, was often as incisive as twentieth-century criticism. In his attack in 1816 on novelistic portrayals "outside of ordinary experience", for example, Scott made an insightful remark about the merits of Austin’s fiction. "Her novels", wrote Scott, "present to the reader an accurate and exact picture of ordinary everyday people and places, reminiscent of seventeenth-century Flemish Painting." Scott did not use the word "realism", but he undoubtedly used a standard of realistic probability in judging novels, the critic Whately didn’t use the word realism either, but he expressed agreement with Scott’s evaluation, and went on to suggest the possibilities for moral instruction in what we have called Austin’s realistic method. "Her characters", wrote Whately, "are persuasive agents for moral truth since they are ordinary persons so clearly evoked that we feel an interest in their fate as if it were our own." "Moral instruction", explained Whately, "is more likely to be effective when conveyed through recognizably human and interesting characters than when imparted by a sermonizing narrator". Whitely especially praised Austin’s ability to create characters who "mingle goodness and villainy, weakness and virtue, as in life they are always mingled." Whitely concluded his remarks by comparing Austin’s art of characterization to Dickens’, stating his preference to Austin’s.Yet the response of nineteenth-century literary critics to Austin was not always so laudatory, and often anticipated the reservations of twentieth century critics. An example of such a response was Lewes’ complaint in 1859 that Austin’s range of subjects and characters was too narrow. Praising her verisimilitude, Lewes added that nonetheless her focus was too often upon only the unlofty and the commonplace. (Twentieth-century, Marxists, on the other hand, were to complain about what they saw as her exclusive emphasis on a lofty upper-middle class.) In any case, having been rescued by some literary critics from neglect and indeed gradually lionized by them, Austin steadily reached, by the mid-nineteenth century, the enviable pinnacle of being considered controversial. The passage suggests that twentieth-century Marxists would have admired Jane Austin’s novels more if the novels, as the Marxists understood them, had ().

A. described the values of upper-middle class society
B. portrayed characters from more than one class of society
C. avoided moral instruction and sermonizing
D. anticipated some of the controversial social problems of the twentieth century

Part 2Questions 1-8·Read the following passage and answer questions 9-18.1. People have been painting pictures for at least 30,000 years. The earliest pictures are painted by people who hunted animals. They used to paint pictures of the animals they want to catch and kill. Pictures of this kind have been found in walls or caves in France and Spain. No one knows why they were painted there. Perhaps painters thought that their pictures would help them to catch these animals. Or perhaps human beings have always wanted to tell stories in picture.2. About 5,000 years ago the Egyptians and other people in the east began to use pictures as a kind of writing. They drew simple pictures or signs to represent things and ideas, and to represent the sounds of their language. The signs these people used become a kind of alphabet.3. The Egyptians used to record information and tell stories by putting picture writing and pictures together. When an important person died, scenes and stories from his life were painted and carved on the walls of the place where he was buried. Some of these pictures are like modem comic-strip stories. It has been said that Egypt is the home of the comic strip. But, for the Egyptians, pictures still had magic power. So they did not try to make their way of writing simple. The ordinary people could not understand it.4. By the year 1000 BC, people who lived in area around the Mediterranean Sea had developed a simpler system of writing. The signs they used were very easy to write, and there were fewer of them than in the Egyptian system. This was because each sign, or letter, represented only one sound in their language. The Greeks developed this system and formed the letters of Greek alphabet. The Romans copied the idea, and the alphabet is now used over the world.5. These days, we can write down a story, or record the information without using pictures. But we still need pictures of all kinds: drawings, photographs, signs and diagrams. We find them everywhere: in books and newspapers, in the street, and on the walls of the places where we live and work. Pictures help us to understand and remember things easily, and they can make a story much more interesting.Questions 9-13·For questions 9-13, choose the best title for each paragraph from below.·For each numbered paragraph (1-5), mark one letter (A-G) on the Answer Sheet.·Do not mark any letter twice.A. Picture used to record information and tell story.B. Pictures used as writing and language.C. The old pictures of Egypt.D. People have been painting pictures since long ago.E. Pictures are much more useful these days.F. Pictures developed to a writing system.G. Roles pictures played nowadays. Paragraph 5: ()

A. Picture used to record information and tell story.
B. Pictures used as writing and language.
C. The old pictures of Egypt.
D. People have been painting pictures since long ago.
E. Pictures are much more useful these days.
F. Pictures developed to a writing system.
G. Roles pictures played nowadays.

Part 1·Read the following passage. Eight sentences have been removed from the article.·Choose from the sentences A-H the one which fits each gap.·For each gap (1-8) mark one letter (A-H) on the Answer Sheet..Most people associate inflation with price increases on specific goods and services. (1) We must be careful to distinguish the phenomenon of inflation from price increases for specific goods. (2) Suppose you wanted to know the average price of fruit in the supermarket. (3) You might have some success, however, if you sought out the prices of apples, oranges, cherries, and peaches. Knowing the price of each kind of fruit, you could then compute the average price of fruit. The resultant figure would not refer to any particular product, but would convey a sense of how much a typical basket of fruit might cost. (4) On occasion, you might even notice that apple prices rose while orange prices fell, leaving the average price of fruit unchanged.The same kinds of calculations are made to measure inflation in the entire economy. We first determine the average price of all output—the average price level—then look for changes in that average. (5) The average price level may fall as well as rise. (6) The deflation occurs when price decreases on some goods and services outweigh price increases on all others.(7) We already noted, for example, that the price of apples can rise without increasing the average price of fruit, so long as the price of some other fruit (e.g. oranges) falls. (8) An increasing in the relative price of apples, for example, simply means that apples have become more expensive in comparison with other fruits (or any other goods or services). (4) should choose ()

A. Because inflation and deflation are measured in terms of average price levels, it is possible for individual prices to rise or fall continuously without changing the average price level.
B. A decline in average price is called deflation.
C. A rise in the average price level is referred to as inflation.
D. In such circumstances, relative prices are changing, but not average prices.
E. The economy is not necessarily experiencing an inflation, however, every time the price of a cup of coffee goes up.
F. Surely you would not have much success in seeking out an average fruit — nobody would be quite sure what you had in mind.
G. Inflation is an increase in the average level of prices, not a change in any specific price.
H. By repeating these calculations every day, you could then determine whether fruit prices, on average, were changin

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