题目内容
In recent years, more and more foreigners are involved in the teaching programs of the United States. Both the advantages and the disadvantages【C1】______using foreign faculty(教师总称)【C2】______teaching positions have to be【C3】______, of course. It can be said that the foreign【C4】______that makes the faculty member from abroad an asset also【C5】______problems of adjustment, both for the university and for the individual. The foreign research scholar usually isolates【C6】______in the laboratory as a means of protection;【C7】______, what he needs is to be fitted【C8】______a highly organized university system quite different from【C9】______at home. He is faced in his daily work【C10】______differences in philosophy, arrangements of courses and methods of teaching. Both the visiting professor and his students【C11】______a common ground in each other's cultures, some【C12】______of what is already in the minds of American students is【C13】______for the foreign professor. While helping him to【C14】______himself to his new environment, the university must also【C15】______certain adjustments in order to【C16】______full advantage of what the newcomer can【C17】______It isn't always known how to make【C18】______use of foreign faculty, especially at smaller colleges. This is thought to be a【C19】______where further study is called【C20】______. The findings of such a study will be of value to colleges and universities with foreign faculty.
【C1】
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听力原文：M: Hi, Sarah. What's up？
W: Oh, hi. I just got out of a history class. I had to give a presentation.
M: How did it go？
W: Terribly. I'm sure I made a fool of myself.
M: Why？ Weren't you prepared？
W: No, it's not that. 1 just get so embarrassed and nervous whenever 1 have to speak in front of a group of people. I stand up and my Pace gets red and...then I get even more nervous because I know everyone can see me blushing.
M: It is not so bad to blush.
W: But it happens all the time. If the professor asks a question and I know the answer, I'll blush like crazy if he calls oil me. Doesn't that ever happen to you？
M: No, not really. Maybe you should try to forget about the people. Look at something else in the room, like the exit sign.
W: I guess I could try that. But I doubt that it'll help.
M: You know we talked about this in psychology class. Blushing, even though it's involuntary, is more or less a learned behavior.
W: What do you mean？
M: Oh, children hardly ever blush at all. And, among adults, supposedly women blush more than men.
W: I wonder why.
M: l don't know. But I had a friend in high school, Brian Smith. It was really easy to make him blush. He turned red whenever a waitress would ask him for his order.
W: I'm not that bad. Well, I've got to get going for my next class. I'll talk to you later.
(20)
听力原文：W: Fasten your belts, and we will take off soon.
M: But Would you like to tell me how to fasten it？
Q: Where did the conversation take place？
(18)
Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.
That experiences influence subsequent behavior. is evidence of an obvious but nevertheless remarkable activity called remembering. Learning could not occur without, the function popularly named memory. Constant practice has such an effect on memory as to lead to skilful performance on the piano, to recitation of a poem, and even to reading and understanding these words. So-called intelligent behavior. demands memory, remembering being a primary requirement for reasoning. The ability to solve any problem or even to recognize that a problem exists depends on memory. Typically, the decision to cross a street is based on remembering many earlier experiences.
Practice (or review) tends to build and maintain memory for a task or for any learned material. Over a period of no practice what has been learned tends to be forgotten; and the adaptive consequences may not seem obvious. Yet, dramatic instances of sudden forgetting can be seen to be adaptive. In this sense, the ability to forget can be interpreted to have survived through a process of natural selection in animals. Indeed, when one's memory of an emotionally painful experience leads to serious anxiety, forgetting. may produce relief. Nevertheless, an evolutionary interpretation might make it difficult to understand how the commonly gradual process of forgetting survived natural selection.
In thinking about the evolution of memory together with all its possible aspects, it is helpful to consider what .would happen if memories failed to fade. Forgetting clearly aids orientation in time, since old memories weaken and the new tend to stand out, providing clues for inferring duration. Without forgetting, adaptive ability would suffer, for example, learned behavior. that might have been correct a decade ago may no longer be. Cases are recorded of people who (by ordinary standards) forgot so little that their everyday activities were full of confusion. This forgetting seems to serve that survival of the individual and the species.
Another line of thought assumes a memory storage system of limited capacity that provides adaptive flexibility specifically through forgetting. In tiffs view, continual adjustments are made between learning or memory storage (input) and forgetting (output). Indeed, there is evidence that the. rate at which individuals forgets is directly related to how much they have learned. Such data offers gross support of contemporary models of memory that assume an input-output balance.
From the evolutionary point of view.
Jeremy Fox, a retired businessman in a small city in England, recently bought an old farmhouse with a yard and a small field, some five miles out of the town. There he planned to lead a simple life with his wife, Amelia.
It was while clearing out the old ham on the far side of the yard that he made an interesting discovery. In a corner, under some old sacks, he found some large fragments (碎片) of an antique bowl. Out of curiosity, he took them into the kitchen and, much to the anger of his wife, washed the mud off them. That evening he spread newspapers over the kitchen table and carefully stuck the fragments together. However, two pieces were found missing.
Two days later, having pulled down the ham, Mr. Fox was digging over the ground in preparation for the installation of a greenhouse, when he discovered the two missing pieces. When he had stuck them in position, the bowl looked so fine that Amelia agreed to its being placed on a table in the living room, in front of the window.
"We might have something a bit special here," he said to his wife. A few days later, Jeremy took several photographs of the bowl, which he sent off to Sotheby's in London.
Unexpectedly, Sotheby's was extremely interested in the bowl and sent an expert to inspect it. It. turned out that it was a Chinese Ming fish bowl, dating back to around 1590, and might be expected to get a five-figure sum at an auction (拍卖).
A week later, still more unexpectedly, two police officers called and told the Foxes the bowl was stolen property.
So the bowl never reached the auction room, and Mr. Fox never received the five figure sum that had been mentioned. However, he framed one of the photographs he had taken and hung it on the wall.
At first Mrs. Fox seemed to be______.
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