题目内容
听力原文： There are several different kinds of insurance and many people purchase insurance for various purposes. Insurance provides protection against risks. But not all people know a lot about insurance. So I’ll introduce four most common insurance today. They are: automobile insurance, homeowner’s insurance, health insurance, and life insurance.
Automobile insurance: drivers must be financially responsible for any damage done by their vehicles. This means that if you are involved in an accident in which someone is injured or there is significant property damage, you must be able to pay for the damages. You can buy different types of automobile insurance including liability insurance and collision insurance. Because this can be very costly, drivers purchase automobile insurance.
Homeowner’s insurance: because most homeowners could not afford to replace their home if it were destroyed, they carry insurance to cover. the value of the home and its contents. A homeowner’s policy may include protection against any or all of the following: fire, lighting, windstorms, explosions, theft, and flood. Health insurance: health insurance will pay for medical bills in the event of an accident causing injury. There are three basic categories of health-care coverage. Major medical-expense coverage is designed to protect against large unpredictable medical expenses. Disability income insurance provides cash benefits to the policyholder for living expenses if the policyholder is unable to work.
Life insurance: life insurance is purchased to protect dependents of the policyholder in the event of his or her death. There are four basic types of life insurance. Term insurance insures the lite of the policyholder for a specific period of time, usually one to five years. Whole life insurance builds up a cash value over the years. Endowment life insurance provides both protection and savings, with most of the emphasis on savings. The primary purpose of this type is to build up savings for some future purpose such as supplementary income during retirement.
？You will hear an introduction of insurance.
？As you listen, for questions 1--12, complete the notes, using up to three words or a number.
？You will hear the recording twice.
INSURANCE
NOTES
Automobile Insurance:
1. Drivers must be financially responsible for any damage done by their ______
2. Because this can be very costly, drivers______
3. You can buy different types of automobile insurance including liability insurance and______
Homeowner’s Insurance:
4. They carry insurance to cover the value of the home______
5. A homeowner’s policy may include protection against any or all of the following: fire, lighting, windstorms, explosions______
Health Insurance:
6. Health insurance will pay for medical bills in the event of an______
7. There are three basic categories of______
8. Major medical-expense coverage is designed to protect against large ______
Life Insurance:
9. Term insurance insures the life of the policyholder for a specific ______
10. It provides both______
11. With most of the______
12. The primary purpose of this type is to build up savings for some future purpose such as supplementary______
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void main()
{
int i，n；
long sum=0；long cal(int)；
scanf("%d"，&n)；
for(i=1；i＜=n；i++)sum=sum+cal(______)； /*第一空*/
printf("1+(1+2)+…+(1+2+…+n)=%1d\n"，sum)；
}
long cal(______) /*第二空*/
{
static long s=0；
s=s+m：
______；/*第三空*/
}
The relationship between formal education and e(‘onol11lc growth in poor countries is widely misunderstood by economists and politicians alike.Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the
conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it. because new educational systems there an putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak.The U·S.workforce was.and poorly educated and one of primary cause of the poor U.S. economic performance. Japan was. And remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan. and Toyota achieved about 95 percent of the productivity of their
Japanese counterparts-a result of the training that U.S. workers received on the job.
What is the real relationship between education and economic. development&39;？ We have to suspect that continuing economic growth promotes the development of education even when governments don&39;t force it. After all, that&39;s how education got started. When our ancestors were hunters and gatherers 10,000),ears ago, they didn&39;t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other thing.
As education improved, humanity&39;s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance.Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn&39;t constrain the ability of the developing world&39;s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn&39;t developing more quickly there than it is.
A major difference between the Japanese and U.S workforces is that__.
How to find true love？
As a writer of romance novels, I create exotic fantasies. My heroines are beautiful, my heroes gilded with a touch of the legendary, my plots larger than life.
Fans sometimes think of me as an 'expert' on love, but my children never ask my advice. When I try to give it anyway, they roll their eyes. (86) To them, I'm just Morn—too impossibly old-fashioned and ordinary to understand the winds of their times.
Since they have reached their teens, however, their often painful searches for that special someone have left me sleepless many a night. There are so many things I wish for them that I am utterly powerless to provide. Sometimes I imagine a little scene, Robby and Johanna ask me, 'Morn, how do I find true love？' here is what I say:
1. Understand that love is a state of mind and heart.
It is not dependent on beauty, physical strength or the romantic settings I use in my books. Though it may begin with infatuation, it moves from physical attraction in a golden curve, often involving sacrifice, to the deepest bond between two people. 2. Settle for nothing less than total commitment.
(87) A marriage certificate won't solve all your problems, but until you have the guarantee of one, you can't begin the struggle to forge yourselves into one unit against the world—the ultimate goal. A mate is the post you lean on, the person who, when you've really screwed up, loves you anyway. The only way to get that kind of mate is to make the dreadful leap of trust and be that kind of mate.
3. Talk about everything—except divorce.
I was not a talker when I met your dad. In my childhood, I'd learned that it was best to remain silent around my alcoholic father, who could twist any statement into a weapon. But Robert stubbornly refused to accept my silence. It was my first intimation of tile strength of his love. Your father and I learned this the hard way. During a trying period years ago, I found myself calmly saying, 'Maybe we should get a divorce.' He answered, 'Maybe we should.' The day we frankly confronted the divorce option, we were not terribly angry with each other, but we had gradually let divorce become a real choice in our thinking. We made a pact, then and there, never again to mention the word 'divorce' in association with us. We haven't dared break the pact in 17 years.
4. Want the best for each other.
Being married doesn't mean that you are glued together. One of the wonderful things about love is that it binds without crippling. Remember not all your activities, friends or enthusiasm will be the same as your mate' s. When your father went back to college for his teaching degree, it meant starting over, but I wanted him to fulfill his potential. When I decided to abandon paramedical training and become a writer, he encouraged me. (88) Loving someone doesn't mean your goals are always identical. But if you want something then your mate wants it for you too.
5. Only one person can be crazy at a time.
Life is seldom a smooth highway of cooperation. You get angry. Your mate becomes obsessed. Either one of you can become totally obnoxious. But you can't both go wild at the same time. One of you has to stay in adult mode. The real thing has to do with love. And it isn't always glamorous-or easy. Love helps you get to the bathroom when you're sick. Love agrees to disagree on serious subjects. When you walk out the door in a rage, love trails after you, shouting, 'You can't get away from me! I love you, and I'll follow you wherever you go !'
(89) And so in my sleepless hours, Robby and Johanna, I wish for you that moment when you look up and find someone watching you as if you were a candle—as if you were the only light in a world of darkness.
(57)
①emphasis on the teaching of listening and speaking before reading and writing
②emphasis on certain practice techniques: mimicry, memorization and pattern drills
③much use of tapes,language labs and visual aids
④tendency to manipulate language and disregard content
⑤little or no grammatical explanation
B: the advantage or disadvantage associated with the feature
a. The use of language labs will allow each student to work at his own pace.
b. The technique of mim-mem and pattern drills gives students more thorough practice in using grammar patterns.
c. It achieves noticeable success in developing aural comprehension and oral fluency.
d. Students are not expected to make any spontaneous, personal contribution.
e. Students often fail to fully understand the value of language.
①
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