题目内容
PART C
Directions: You will hear three dialogues or monologues. Before listening to each one, you will have 5 seconds to read each of the questions which accompany it. While listening, answer each question by choosing A, B, C or D. After listening, you will have 10 seconds to check your answer to each question. You will hear each piece ONLY ONCE.
听力原文： During the early years of this century, wheat was seen as the very lifeblood of Western Canada. When crops were good, the economy was good; when the crops failed, there was depression. People on city streets watched the yields and the price of wheat with almost as much feeling as if they were growers. The marketing of wheat became an increasingly favorite topic of conversation.
War set the stage for the most dramatic events in marketing the western crop. For years, farmers mistrusted speculative grain selling as carried on through the Winnipeg Grain Exchange. Wheat prices were generally low in the autumn, but farmers could not wait for markets to improve. It had happened too often that they sold their wheat soon after harvest when farm debts were coming due, only to see prices rising and speculators getting rich. On various occasions, producer groups asked for firmer controls, but governments had no wish to become involved, at least not until wartime wheat prices threatened to run wild.
Anxious to check inflation and rising living costs, the federal government appointed a board of grain supervisors to handle deliveries from the crops of 1917 and 1918. Grain Exchange trading was suspended, and farmers sold at prices fixed by the board. To handle the crop of 1919,the government appointed the first Canada Wheat Board, with full authority to buy, sell, and set prices.
Which of following is TRUE about the urban people of Western Canada during the early years of the century？
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The main topic of the passage is ________ .
During the 1980s,unemployment and underemployment in some countries was as high as 90 percent.
Some countries did not 【21】______ enough food; basic needs in housing and clothing were not 【22】______ Many of these countries looked to the industrial processes of the developed countries 【23】______ solutions.
【24】______ , problems. cannot always be solved by copying the industrialized countries . Industry in the developed countries is highly automated and very 【25】______ . It provides fewer jobs than labor-intensive industrial processes, and highly 【26】______ workers are needed to 【27】______ and repair the equipment. These workers must be trained 【28】______ many countries do not have the necessary training institutions. Thus, the 【29】______ of importing industry ecomes higher. Students must be sent abroad to 【30】______ vocational and professional training. 【31】______ ,just to begin training, the students must 【32】______ learn English, French, German,
or Japanese. The students then spend many years abroad, and 【33】______ do not return home.
All countries agree that science and technology 【34】______ be shared. The point is: countries 【35】______ the industrial processes of the developed countries need to look carefully 【36】______ the costs, because many of these costs are 【37】______ . Students from these countries should 【38】______ the problems of the developed countries closely. 【39】______ care, they will take home not the problems of science and technology, 【40】______ the benefits.
【21】
Part A
Directions: 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.
Children start out as natural scientists, instinctively eager to investigate the world around them. Helping them enjoy science can be easy—there is no need for a lot of scientific terms or expensive lab equipment. You only have to share your children's curiosity. Firstly, listen to their questions. I once visited a classroom of seven-year-olds to talk about science as a career. The children asked me "textbook questions" about schooling, salary and whether I liked my job. When I finished answering , we sat facing one another in silence. Finally I said, "Now that we've finished your lists, do you have questions of your own about science？
After a long period of pause, a boy raised his hand, "Have you ever seen a grasshopper eat？ When I try eating leaves like that, I get a stomachache. Why？"
This caused a series of questions and discussions that lasted nearly two hours.
Secondly, give them time to think. Studies over the past three decades have shown that, after asking a question, adults typically wait only one second or less for a response, no time for a child to think. When adults increase their "wait time" to three seconds or more, children respond with more logical, complete and creative answers.
Thirdly, watch your language. Once you have a child engaged in a science discussion, don't jump in with "That's right" or "Very good". These words work well when it comes to encouraging good behavior. But in talking about science, quick praise can signal that discussion is over. Instead, keep things going by saying, "That's interesting" or " I'd never thought of it that way before," or coming up with more questions or ideas.
Never urge a child to think. It doesn't make sense, as children are always thinking, without your telling them to. What's more, this can turn a conversation into a performance. The child will try to find the answer you want, in as few words as possible, so he will be a smaller target for your disapproval.
Lastly, show, don't tell. Real-life impressions of nature are far more impressive than any lesson children can extract from a book or a television program. Let them look at their fingertips through a magnifying glass, and they'll understand why you want them to wash before dinner. Rather than saying that water evaporates, set a pot of water to boil and let them watch the water level drop. Thus, children will get a better comprehension of what they have observed.
To foster children's interest in science, the most important things for adults to do is ________.
In the United Stated, most elderly couples would like to live ______.
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