Why didn't you tell me you could lend me the money I ______ it from the bank.A. haven't needed to borrowB. will not need to borrowC. needn't have borrowedD. didn't need to borrow

SECTION 3Questions 21-30Questions 21-25Choose the correct letter,A, B orA.Cities built by the sea1、21. Carla and Rob were surprised to learn that coastal citiesB.contain nearly half the world's population.C.include most of the world's largest cities.D.are growing twice as fast as other cities.2、22. According to Rob, building coastal cities near to riversE.may bring pollution to the cities.F.may reduce the land available for agriculture.G.may mean the countryside is spoiled by industry.3、23. What mistake was made when building water drainage channels in Miami in the 1950s?H.There were not enough of them.I.They were made of unsuitable materials.J.They did not allow for the effects of climate change.4、24. What do Rob and Carla think that the authorities in Miami should do immediately?K.take measures to restore ecosystemsL.pay for a new flood prevention systemM.stop disposing of waste materials into the ocean5、25. What do they agree should be the priority for international action?N.greater coordination of activitiesO.more sharing of informationP.agreement on shared policies6、Questions 26-30What decision do the students make about each of the following parts of their presentation?ChooseFIVE answers from the box and write the correct letter,A-G, next to questions 26-30.DecisionsA use visualsB keep it shortC involve other studentsD check the information is accurateE provide a handoutF focus on one exampleG do online researchParts of the presentation26. Historical background()27. Geographical factors()28. Past mistakes()29. Future risks()30. International implications()

The question of whether our government should promote science and technology or the liberal art in higher education isn't an either / or proposition (命题), although the current emphasis on preparing young Americans for STEM (science, technology, engineering, maths) -related fields can make it see it that way. The latest congressional report acknowledges the critical importance of technical training, but also asserts that the study of the humanities (人文学科) and social sciences must remain central components of America’s educational system at all levels. Both areas are critical to producing citizens who can participate effectively in our democratic society, become innovative (创新的) leaders, and benefit from the spiritual enrichment that the reflection on the great ideas of mankind over time provides. Parents and students who have invested heavily in higher education worry about graduates’ job prospects as technological advances and changes in domestic and global markets transform professions in ways that reduce wages and cut jobs. Under these circumstances, it’s natural to look for what may appear to be the most “practical” way out of the problem: “Major in a subject designed to get you a job” seems the obvious answer to some, though this ignores the fact that many disciplines in the humanities characterized as “soft” often, in fact, lead to employment and success in the long run. Indeed, according to surveys, employers have expressed a preference for students who have received a broadly-based education that has taught them to write well, think critically, research creatively, and communicate easily. Moreover, students should be prepared not just for their first job, but for their 4th and 5th jobs, as there’s little reason to doubt that people entering the workforce today will be called upon to play many different roles over the course of their careers. The ones who will do the best in this new environment will be those whose educations have prepared them to be flexible. The ability to draw upon every available tool and insight—picked up from science, arts, and technology—to solve the problems of the future, and take advantage of the opportunities that present themselves, will be helpful to them and the United States.1 What does the latest congressional report suggest?A STEM-related subjects help students find jobs in the information society.B The humanities and STEM subjects should be given equal importance.C The liberal arts in higher education help enrich students’ spiritual life.D Higher education should be adjusted to the practical needs of society.2 What is the main concern of students when they choose a major?A Their interest in relevant subjects.B The academic value of the courses.C The quality of education to receive.D Their chances of getting a good job.3 What does the author say about the so-called soft subjects?A They benefit students in their future life.B They broaden students’ range of interests.C They improve students’ communication skills.D They are essential to students’ healthy growth.4 What kind of job applicants do employers look for?A Those who have a strong sense of responsibility.B Those who are good at solving practical problems.C Those who are likely to become innovative leaders.D Those who have received a well-rounded education.5 What advice does the author give to college students?A Seize opportunities to tap their potential.B Try to take a variety of practical courses.C Prepare themselves for different job options.D Adopt a flexible approach to solving problems.

C PassageListen to the passage three times and fill in the blanks.Word Tipsevery single day每一天in person亲自over the phone通过电话board game棋盘游戏commitment /kə'mɪtment/ n.承诺，许诺If you want to show your family members how much they ①______ to you, then all you have to do is remember to tell them that you love them every single day, and to show that you ②______ what they have given you. Tell them ③______, in a card, or over the phone. Besides, show them how much they mean to you by giving them your ④______. Make family time when you just watch movies, play board games, or cook together. A time commitment is one way to show you're ⑤______.

Questions 19 to 21 are based on the passage you have just heard.19. _____________A. The nature of relationships between dogs.B. The reason a great many people love dogs.C. Why dogs can be faithful friends of humans.D. How dogs feel about their bonds with humans.20. _____________A. They have an unusual sense of responsibility.B. They can respond to humans' questions.C. They can fall in love just like humans.D. They behave like other animals in many ways.21. _____________A. They have their own joys and sorrows. B. They experience true romantic love.C. They help humans in various ways.D. They stay with one partner for life.

To Help the Kids, Parents Go Back to School For a few years now, every parent of a newborn baby in the South Florida district has received a congratulations packet while still in the hospital that includes, among other things, a colorful animal picture book (in three languages) and a letter from something called the Parent Academy. "Keep in mind that you are, and will always be, your child’s first and most important teacher," the letter reads. "Miami-Dade County Public Schools has many resources and opportunities for you to make the most of that awesome responsibility." You have to admit, it’s a pretty genius interpretation of that old advertising saying "Get’em while they’re young." While the concept of parent academies--in which towns or school districts offer what are essentially classes and workshops on parenting skills--has been around for more than a decade, several larger cities are starting or expanding such programs in an effort to engage parents who are otherwise uninvolved in their child’s education. Philadelphia has invested heavily in this year’s launch of a comprehensive and wide-ranging program for parents. Boston is restoring its Parent University following an earlier version’s shutdown due to budget cuts. And Miami’s Parent Academy, now in its fifth year, offers more than 100 workshops that range from Help Your Child Succeed in Math to Teaching Behavior Skills. Parent academies are particularly helpful for urban communities full of mothers and fathers who for various reasons are disengaged from their children’s education. Many are single parents with second jobs that leave little time to help with schoolwork.Some are immigrants who don’t understand much English.Some are parents uncomfortable with schoolwork--a survey released by Intel found that more than 50% of parents would rather talk to their kids about drugs or drunk driving than about math or science. And then there’s the general confusion that often comes from dealing with a (官僚作风) as complicated as the typical American school district. "There are parents who are just not as well informed about the way schools work," says Karen Mapp, director of the Education Policy and Management Program at the Harvard Graduate School of Education. "The policies, the procedures, what state test scores mean--it’s not that they don’t care; they just don’t know how." Picture yourself in the following supposed situations: you’re a parent who never graduated high school; you’re a parent whose only interactions with schools have been negative ones; you’re a parent who has zero recollection of how to divide fractions; you’re a parent who has no clue as to what the important dates are on the college- application calendar. Now picture yourself experiencing all of the supposed situations at once, and then imagine how your child would suffer from your knowledge deficiency. For as much as the current wave of education reformers like to maintain that quality teachers and schools can help overcome environmental factors, a child’s home life plays an undeniable role in how well they learn, says Mapp. "I’ve been doing research on family engagement for about 16 years now," she says. "And there’s 40 years of research that indicates a pretty positive relationship between families being engaged in their children’s education and positive effects on students in terms of their academic achievement." Mapp is currently helping write a case study on Miami’s Parent Academy program, which is one of the nation’s most successful big-city attempts in this area. Privately funded by local (慈善家) and businesses, the Parent Academy has seen more than 120,000 people participate in its workshops during the past half-decade. It has taught parents everything from how to reinforce reading lessons at home to how to deal with threat and the dangers of sexing. The county has partly adjusted its approach to serve its large non-English-speaking community. "Many of our newly arrived immigrants don’t understand what they can do to support their child’s success,and they don’t understand the system--there’s no point in going to the school board when you’re concerned about your child’s homework," says Anne Thompson, director of the Miami-Dade program. Because of language issues, she often sees students having to do their parents’jobs in terms of navigating school bureaucracy. In Philadelphia, superintendent Arlene Ackerman set up a Parent University this year after expressing concern over low literacy rates for parents and children, as well as a general lack of parental engagement among tow-income families, especially among African-American men. Tasked with cherry-picking the best elements from other programs around the country (and tossing the worst), Karren Dunkley, deputy of the Philadelphia School District’s Office of Parent, Family and Community Services, and her colleagues realized that they needed to ground the program within the context of adult continuing education. That is, if you’re trying to teach adults something, give them the respect of having it resemble a real class, which meets more than once, reinforces lessons and allows parents to form learning-centered relationships with instructors and fellow students--just as their kids do. "When we looked around the country, we found one-hit wonders, where parents would come into schools for daylong workshops," says Dunkley. "That really didn’t produce transformative results, nor did it sustain interest or truly give support to parents." Supported primarily by federal funds, the Philadelphia Parent Academy’s "curriculum" runs the scope from a 10-week math-literacy course to a multipart (社交礼仪) class to a one-day session on attendance and (逃课) that teaches parents about "compulsory education and attendance law." It’s all targeted toward families in need: parents of children at low-performing schools and residents of housing projects and emergency shelters. Of course, there’s no guarantee that the people who need these programs the most will actually take advantage of them--you can’t force parents to care, no matter how many free classes you offer.Still, says Harvard’s Mapp, you have to make progress where you can. "Family engagement is a shared, mutual partnership between educators and parents," she says. "It’s a two-way conversation between home and school.Why do some students have to navigate school bureaucracy by themselves A．No one else cares about that.B．Their parents don’t know English.C．Their parents have limited time.D．Only students are allowed to do that.