It looked like a typical business meeting. Six men, neatly dressed in white shirts and ties filed into the boardroom of a small Jakarta company and sat down at a long table. But instead of consulting files or hearing reports, they closed their eyes and began to meditate, consulting the spirits of ancient Javanese kings. Mysticism touches almost every aspect of life in Indonesia and business is no exception. One of the meditators said his weekly meditation sessions are aimed mainly at bringing the peace of mind that makes for good decision-making. But the insight gained from mystic communication with spirits of wise kings has also helped boost the profits of his five companies.

  Mysticism and profits have come together since the 13th century introduction of Islam to Indonesia by Indian Moslem merchants. Those devout traders, called ‘Wali Ullah’ or ‘those close to God, ’ energetically spread both trade and religion by adapting their appeals to the native mysticism of Java. Legends attribute magic power of foreknowledge to the Wali Ullah. These powers were believed to be gained through meditation and fasting.

  Businessman Hadisiko said his group fasts and meditates all night every Thursday to become closer to God and to contact the spirits of the great men of the past. ‘If we want to employ someone at the managerial level, we meditate together and often the message comes that this man can’t hole onto money or he is untrustworthy. Or maybe the spirits will tell us he should be hired.’  Hadiziko hastened to add that his companies also hold modern personnel management systems and that formal qualifications are essential for a candidate even to be considered. Perspective investments also are considered through mystic meditation. ‘With the mind relaxed and open, it is easier to be objective in judging the risk of a new venture. Meditation and contact with the wisdom of the old leaders sharpens your own insight and intuition. Then you have to apply that intuition to the information you have and work hard to be successful. ’ Mystic meditation helped reverse a business slide his companies experienced in the mid-1980. Operating with normal business procedures, he lost more than $ 3 millions in that year alone. Meditation brought back his peace of mind. Putting the right persons in the right jobs and gaining confidence in his business decisions were the keys to a turning around that has brought expansion and profitability. The mysticism in Handspike’s boardroom is part of a growing movement in Indonesia called Kebatinan – the ‘search for the inner self.’

  One of his managers, Yusuf Soemado, who studied business administration at Harvard University, compared the idea of mystic management to western system of positive thinking. ‘Willpower and subconscious mind are recognized as important factors in business. Such approaches as psycho-cybernetics, Carnegie’s think and growth rates, or the power of positive thinking are western attempts to tap the same higher intelligence that we contact through meditation,’ he said.

1.What is the most important factor in their doing business?

[A] Mysticism.

Religion.

[C] Meditation.

[D] Investment.

2.Whom do they consult?

[A] The spirits of ancient Javanese kings.

Wali Ullah.

[C] Old Kings.

[D] Carnegie.

3.Why did Hadisike hasten to add ‘his companies also hold modern personnel management systems…’?

[A] He thought Mysticism was not so good as expected.

To show they too focused on qualifications.

[C] To show they hired qualified persons.

[D] To show the possibility of combination of the scientific management with religion.

4.According to the passage, the function of the meditation is

[A] to gain profit from the god.

to gain peace of mind to make decision.

[C] to gain foreknowledge.

[D] to gain objective conclusion.

5.What does ‘operating with normal business procedures’ refer to?

[A] Adopting the western way of doing business.

Ordinary way of doing business without meditation and fasting.

[C] Contact with God.

[D] Putting right persons in the right jobs.

Vocabulary

file into                  魚貫而入，排隊(duì)進(jìn)去

Jakarta                  雅加達(dá)

meditate                  沉思，冥想，反省

Java                  爪哇

Javanese                  爪哇的

mysticism                  神秘主義

boost                  促進(jìn)，增加，提高

devout                  虔誠(chéng)的，熱誠(chéng)的

appeal (to)            向……呼吁，求助于，魅力

legend                  傳說(shuō)，神話

fasting                  禁食，齋戒

hold onto                  抓緊，保住

personnel management system      人事管理制度

perspective investment      遠(yuǎn)景投資

venture                  （商業(yè)）投機(jī)，風(fēng)險(xiǎn)

sharpen                  使……敏銳/尖銳，磨尖

business slide            買賣/企業(yè)滑坡，下滑

turn around            （生意）好轉(zhuǎn)，轉(zhuǎn)變

subconscious            下意識(shí)的，潛意識(shí)的

cybernetics            控制論

Carnegie                  卡耐基

tap                  開拓，選擇

Alex London Research Laboratory (ALRL) is part of Alex Co., Ltd., a major Australian medicine-making company. Opened in 1992, ALRL specializes in the development of new medicines for the treatment of heart diseases．

A position is now open for a Research Operations Manager(ROM) to support our growing research team at the new laboratories in Hatfield，due to open in the autumn of 2010．

Reporting to the Director，you will help set up and run the technical and scientific support services of our new laboratories now under construction．You will be expected to provide expert knowledge about and be in charge of all areas of ALRL’S Health and Safety，and to communicate (溝通)with support employees at ALRL’S laboratories based at University College London．Working closely with scientists and other operations and technical employees，you will manage a small number of research support employees providing services to help with the research activities to be carried out at the new laboratories．

Candidates(申請(qǐng)人) will have experience of both management and research support／technical services．Knowledge of research operations and excellent communication skills are necessary. Education to degree level is also desirable．

If you are interested in this position，please send your CV(簡(jiǎn)歷)to Alex London Research

Laboratory，University College London，Hatfield，London，W1E 6B7 or by email to ALRL@alex.co.uk．

For more Information．please visit www.alex.co.uk．

1. What can be learnt about the new laboratories from the text?

A. They have not yet been set up．

B. They are in Hatfield，Australia．

C. They belong to University College London．

D. They are new workplaces for Australian researchers only．

2. What are the duties of a ROM，according to the text?

A. a，b，c． B. a，b，d．

C. b，c，d． D. a，c，d．

3.. What does the fourth paragraph mainly talk about?

A. The technical skills of a would—be ROM．

B. The practical experience of a would—be ROM．

C. The personal information of a would—be ROM．

D. The necessary requirements for a would—be ROM．

4. What is the purpose of the text?

A. To describe the job of a ROM．

B. To provide information about ALRL．

C. To announce an open position at ALRL．

D. To make known the opening of the new laboratories．

How I Turned to Be Optimistic

I began to grow up that winter night when my parents and I were returning from my aunt's house, and my mother said that we might soon be leaving for America. We were on the bus then. I was crying, and some people on the bus were turning around to look at me. I remember that I could not bear the thought of never hearing again the radio program for school children to which I listened every morning.

I do not remember myself crying for this reason again. In fact, I think I cried very little when I was saying goodbye to my friends and relatives. When we were leaving I thought about all the places I was going to see-—the strange and magical places I had known only from books and pictures. The country I was leaving never to come back was hardly in my head then.

The four years that followed taught me the importance of optimism, but the idea did not come to me at once. For the first two years in New York I was really lost—having to study in three schools as a result of family moves. I did not quite know what I was or what I should be. Mother remarried, and things became even more complex for me. Some time passed before my stepfather and I got used to each other. I was often sad, and saw no end to "the hard times."

My responsibilities in the family increased a lot since I knew English better than everyone else at home. I wrote letters, filled out forms, translated at interviews with Immigration officers, took my grandparents to the doctor and translated there, and even discussed telephone bills with company representatives.

From my experiences I have learned one important rule: almost all common troubles eventually go away! Something good is certain to happen in the end when you do not give up, and just wait a little! I believe that my life will turn out all right, even though it will not be that easy.

1.How did the author get to know America?

A. From her relatives. B. From her mother.

C. From books and pictures. D. From radio programs.

2. Upon leaving for America the author felt_______.

A. confused B. excited

C. worried D. amazed

3. For the first two years in New York, the author _________.

A. often lost her way B. did not think about her future

C. studied in three different schools D. got on well with her stepfather

4. What can we learn about the author from Paragraph 4?

A. She worked as a translator.

B. She attended a lot of job interviews.

C. She paid telephone bills for her family.

D She helped her family with her English.

5. The author believes that______.

A. her future will be free from troubles

B. it is difficult to learn to become patient

C. there are more good things than bad things

D. good things will happen if one keeps trying

  Educators are seriously concerned about the high rate of dropouts among the doctor of philosophy candidates and the consequent loss of talent to a nation in need of Ph. D. s. Some have placed the dropouts loss as high as 50 percent. The extent of the loss was, however, largely a matter of expert guessing. Last week a well-rounded study was published. It was published. It was based on 22,000 questionnaires sent to former graduate students who were enrolled in 24 universities and it seemed to show many past fears to be groundless.

  The dropouts rate was found to be 31 per cent, and in most cases the dropouts, while not completing the Ph. D. requirement, went on to productive work. They are not only doing well financially, but, according to the report, are not far below the income levels of those who went on to complete their doctorates.

  Discussing the study last week, Dr. Tucker said the project was initiated ‘because of the concern frequently expressed by graduate faculties and administrators that some of the individuals who dropped out of Ph. D. programs were capable of competing the requirement for the degree. Attrition at the Ph. D. level is also thought to be a waste of precious faculty time and a drain on university resources already being used to capacity. Some people expressed the opinion that the shortage of highly trained specialists and college teachers could be reduced by persuading the dropouts to return to graduate schools to complete the Ph. D.’

  “The results of our research” Dr. Tucker concluded, “did not support these opinions.”

Lack of motivation was the principal reason for dropping out.

Most dropouts went as far in their doctoral program as was consistent with their levels of ability or their specialities.

Most dropouts are now engaged in work consistent with their education and motivation.

  Nearly 75 per cent of the dropouts said there was no academic reason for their decision, but those who mentioned academic reason cited failure to pass the qualifying examination, uncompleted research and failure to pass language exams. Among the single most important personal reasons identified by dropouts for non-completion of their Ph. D. program, lack of finances was marked by 19 per cent.

  As an indication of how well the dropouts were doing, a chart showed 2% in humanities were receiving $ 20,000 and more annually while none of the Ph. D. ‘s with that background reached this figure. The Ph. D. ‘s shone in the $ 7,500 to $ 15,000 bracket with 78% at that level against 50% for the dropouts. This may also be an indication of the fact that top salaries in the academic fields, where Ph. D. ‘s tend to rise to the highest salaries, are still lagging behind other fields.

  As to the possibility of getting dropouts back on campus, the outlook was glum. The main condition which would have to prevail for at least 25 % of the dropouts who might consider returning to graduate school would be to guarantee that they would retain their present level of income and in some cases their present job.

1.The author states that many educators feel that

[A] steps should be taken to get the dropouts back to campus.

the fropouts should return to a lower quality school to continue their study.

[C] the Ph. D. holder is generally a better adjusted person than the dropout.

[D] The high dropouts rate is largely attributable to the lack of stimulation on the part of faculty members.

2.Research has shown that

[A] Dropouts are substantially below Ph. D. ‘s in financial attainment.

the incentive factor is a minor one in regard to pursuing Ph. D. studies.

[C] The Ph. D. candidate is likely to change his field of specialization if he drops out.

[D] about one-third of those who start Ph. D. work do not complete the work to earn the degree.

3.Meeting foreign language requirements for the Ph. D.

[A] is the most frequent reason for dropping out.

is more difficult for the science candidate than for the humanities candidate.

[C] is an essential part of many Ph. D. programs.

[D] does not vary in difficulty among universities.

4.After reading the article, one would refrain from concluding that

[A] optimism reigns in regard to getting Ph. D. dropouts to return to their pursuit of the degree.

a Ph. D. dropout, by and large, does not have what it takes to learn the degree.

[C] colleges and universities employ a substantial number of Ph. D. dropouts.

[D] Ph. D. ‘s are not earning what they deserve in nonacademic positions.

5.It can be inferred that the high rate of dropouts lies in

[A] salary for Ph. D. too low.

academic requirement too high.

[C] salary for dropouts too high.

[D] 1000 positions.

Vocabulary

dropout                  輟學(xué)者，中途退學(xué)

well-rounded            全面的

attrition                  縮/減員，磨損

drain                  枯竭

bracket                  一類人，（尤指按收入分類的）階層

lagging behind other fields      落后于其它領(lǐng)域

glum                  陰郁的

Somali pirates(海盜) robbed three Thai fishing ships with 77 sailors on board nearly l，200 Miles off the Somali coast，the farthest-off-shore attack to date，an officer said Tuesday.

Pirates have gone farther south and east in answer to increased patrols(巡邏)by warships off the Somali shore. The robbing of the three ships Sunday was about 600 miles outside the normal operation area for the international force，said a spokesman．

The spokesman said the attack so far out at sea was a clear sign that the international patrols against pirates were having a “marked effect on pirate activity in the area”.

“Once they start attacking that far out，you’re not even really talking about the Somali basin or areas of water that have any connection with Somalia,” said an officer，Roger Middleton. “Once you’re that far out，it's just the Indian Ocean，and it means you’re looking at trade going from the Gulf to Asia，from Asia to South Africa.”

"This is the farthest robbing to date. They are now operating near the Maldives and India,” said another officer.

The three ships--the MV Prantalay 11，12，and l 4—had 77 members on board in total．All of them are Thai, the spokesman said. Before the Sunday robbing，pirates held l l ships and 228 sailors.

Pirates have increased attacks over the past year in hopes。f catching more dollar payments. Because of increased patrols and defenses on board ships，the success rate(率)has gone down，though the number of successful attacks has stayed the same year over year.

1. The pirate attack reported in the text happened .

A. far out in the Indian Ocean

B. in the normal patrol area

C. near the Somali, coast

D. in the south of Africa

2. According to the text, which can best describe the situation of the pirate problems?

A. More goods on board are lost.

B. Pirate attacks happen in a larger area now.

C. The number of attacks has stayed the same these years.

D. Pirate attacks are as serious as before along the Somali coast.

3. Which is true about the warship patrols according to the text?

A. The patrols are of little effect.

B. The patrols are more difficult.

C. More patrols are quite necessary even in Asia.

D. The patrols only drive the pirates to other areas.

4.. How many sailors were held by the pirates up to the time of the report?

A. 228. B. 77. C. 383. D. 305.

Dear Friend,

The recent success of children's books has made the general public aware that there's a huge market out there.

And there's a growing need for new writers trained to create the $3 billion worth of children's books bought each year ... plus stories and articles needed by over 650 publishers of magazines for children and teenagers.

Who are these needed writers? They're ordinary folks like you and me.

But am I good enough?

I was once where you might be now. My thoughts of writing had been pushed down by self-doubt, and I didn't know where to turn for help.

Then, I accepted a free offer from the Institute to test my writing aptitude（潛能）, and it turned out to be the inspiration I needed.

The promise that paid off

The Institute made the same promise to me that they will make to you, if you show basic writing ability:

You will complete at least one manuscript（手稿） suitable to hand in to a publisher by the time you finish our course.

I really didn't expect any publication before I finished the course, but that happened. I sold three stories. And I soon discovered that was not unusual at the Institute.

Since graduation, I have authored 34 nationally published children's books and over 300 stories and articles.

Free test and brochure

We offer a free aptitude test and will send you a copy of our brochure describing our recognized home-study courses on the basis of one-on-one training.

Realize your writing dream today. There's nothing sadder than a dream delayed until it fades forever.

Sincerely,

Kristi Holly, Instructor

Institute of Children's Literature

1. From the first three paragraphs, we learn that_____.

A. children’s books are usually bestsellers

B. publishers are making $3 billion each year

C. magazines for teenagers have drawn public attention

D. there is a growing need for writers of children's books

2. When finishing the course, you are promised to_____.

A. be a successful publisher

B. become a confident editor

C. finish one work for publication

D. get one story or article published

3. Kristi Holly mentions her experience mainly to_____.

A. prove she is a good instructor

B. promote the writing program

C. give her advice on course preparation

D. show she sold more stories than article

From the health point of view we are living in a marvelous age. We are immunized from birth against many of the most dangerous diseases. A large number of once fatal illnesses can now be cured by modern drugs and surgery. It is almost certain that one day remedies will be found for the most stubborn remaining diseases. The expectation of life has increased enormously. But though the possibility of living a long and happy life is greater than ever before, every day we witness the incredible slaughter of men, women and children on the roads. Man versus the motor-car ! It is a never-ending battle which man is losing. Thousands of people the world over are killed or horribly killed each year and we are quietly sitting back and letting it happen.

It has been rightly said that when a man is sitting behind a steering wheel, his car becomes the extension of his personality. There is no doubt that the motor-car often brings out a man’s very worst qualities. People who are normally quiet and pleasant may become unrecognizable when they are behind a steering-wheel. They swear, they are ill-mannered and aggressive, willful as two-years-olds and utterly selfish. All their hidden frustrations, disappointments and jealousies seem to be brought to the surface by the act of driving.

The surprising thing is that society smiles so benignly on the motorist and seems to condone his behaviour. Everything is done for his convenience. Cities are allowed to become almost uninhabitable because of heavy tragic; towns are made ugly by huge car parks; the countryside is desecrated by road networks; and the mass annual slaughter becomes nothing more than a statistic, to be conveniently forgotten.

It is high time a world code were created to reduce this senseless waste of human life. With regard to driving, the laws of some countries are notoriously lax and even the strictest are not strict enough. A code which was universally accepted could only have a dramatically beneficial effect on the accident rate. Here are a few examples of some the things that might be done. The driving test should be standardized and made far more difficult than it is; all the drivers should be made to take a test every three years or so; the age at which young people are allowed to drive any vehicle should be raised to at least 21; all vehicles should be put through stringent annual tests for safety. Even the smallest amount of alcohol in the blood can impair a person’s driving ability. Present drinking and driving laws (where they exist) should be mad much stricter. Maximum and minimum speed limits should be imposed on all roads. Governments should lay down safety specifications for manufacturers, as has been done in the USA. All advertising stressing power and performance should be banned. These measures may sound inordinately harsh. But surely nothing should be considered as to severe if tit results in reducing the annual toll of human life. After all, the world is for human beings, not motor-cars.

1.The main idea of this passage is

[A] Traffic accidents are mainly caused by motorists.

Thousands of people the world over are killed each year.

[C] The laws of some countries about driving are too lax.

[D] Only stricter traffic laws can prevent accidents.

2.What does the author think of society toward motorists?

[A] Society smiles on the motorists.

Huge car parks are built in the cities and towns.

[C] Victims of accidents are nothing.

[D] Society condones their rude driving.

3.Why does the author say:’ his car becomes the extension of his personality?’

[A] Driving can show his real self.

Driving can show the other part of his personality.

[C] Driving can bring out his character.

[D] His car embodies his temper.

4..Which of the followings is NOT mentioned as a way against traffic accidents?

[A] Build more highways.

Stricter driving tests.

[C] Test drivers every three years.

[D] raise age limit and lay down safety specifications.

5..The attitude of the author is

[A] ironical

critical

[C] appealing

[D] militant

Vocabulary

1.immunise                        使免疫，使免除

2.expectation of life = life expectancy      平均壽命

3.versus = against                       對(duì)頂，反對(duì)

4.mutilate                        傷害

5.wilful                        任性的，固執(zhí)的

6.benign                        寬厚的，仁慈的

7.condone                        寬容

8.desecrate                  褻瀆，玷污

9.code                        法規(guī)，規(guī)定，慣例

10.stringent                  嚴(yán)格的，緊急的，迫切的

11.performance                             演出，成品，這里是指

car’ s behavior such as speed,

function etc.可譯成行為，

汽車行為、功能等。

I grew up in a house where the TV was seldom turned on and with one wall in my bedroom entirely lined with bookshelves, most of my childhood was spent on books I could get hold of. In fact, I grew up thinking of reading as natural as breathing and books unbelievably powerful in shaping perspectives (觀點(diǎn)) by creating worlds we could step into, take part. in. and live in.

With this unshakable belief, I, at. fourteen, decided to become a writer. Here too, reading became useful. Every writer starts off knowing that he has something to say, but being unable to find the right ways to say it. He has to find his own voice by reading widely and discovering which parts of the writers he agrees or disagrees with, or agrees with so strongly that it reshapes his own world. He cannot write without loving to read, because only through reading other people’s writing can one discover what works, what doesn’t and, in the end, together with lots of practice, what voice he has.

Now I am in college, and have come to realize how important it is to read fiction (文學(xué)作品)．As a. law student, my reading is in fact limited to subject matter—the volume (量) of what I have to read for classes every week means there is little time to read anything else. Such reading made it all the clearer to me that I live in a very small part in this great place called life. Reading fiction reminds me that there is life beyond my own. It allows me to travel across the high seas and along the Silk Road, all from the comfort of my own armchair, to experience, though secondhand, exciting experiences that I wouldn't necessarily be able to have in my lifetime.

1. What can be inferred about the author as a child?

A. He never watched TV.

B. He read what he had to.

C. He found reading unbelievable.

D. He considered reading part of his life.

2.The underlined word "voice" in the second paragraph most probably means “ ”.

A. an idea

B. a sound quality

C. a way of writing

D. a world to write about

3. What effect does reading have on the author?

A. It helps him to realize his dream.

B. It opens up a wider world for him.

C. It makes his college life more interesting.

D. It increases his interest in worldwide travel.

4. Which of the following can be the best title of this text?

A. Why do I read?

B. How do I read?

C. What do I read?

D. When do I read?

How would you like to teach yourself, rather than have teachers? According to the UK’s Department of Education and Skills, students will teach themselves in the schools of the future. This means that there will be no more problems such as finding enough teachers.

Estelle Morris, the UK Education Secretary, opened the 2002 Education Technology Conference in London recently. To start the conference, she presented a video showing a computer—generated model of the school of tomorrow.

Greater use of computer technology and classroom assistants will help students develop their own way of learning, Morris said. She added that this is a more exciting as well as a more interesting way of learning.

At the same time, teachers will be “freed from their traditional role as the source of all knowledge”.

Children of all abilities will “form the curriculum(課程)around their individual needs.” They will “l(fā)earn in their own time, at their own speed and in their own environment”.

At home or at school, they will follow their learning programmes by looking at online libraries and watching lessons by world-class teachers and subject experts.

Instead of going on field trips, students will use virtual reality. If they don’t understand something, they can ask other students—“take part in virtual communities with learners with similar needs”—or e-mail their teachers. They will hand in their work electronically to be “auto-marked”.

The classroom of the future is fast becoming a reality.

And the Department of Education will soon produce a guide to help schools adapt buildings for new technology, Morris said. These ideas are based on the UK government’s plan to create an education system that provides students with a strong grounding of knowledge and skills at primary school level. And provides the chance for students to develop their individual skills at secondary school level.

1.According to the UK’s Department of Education and Skills, the school of the future will ______.

A. cause more problems such as being able to find enough teachers

B. set no homework and no tests for students

C. make good use of the computer technology and classroom assistants

D. enable students to learn by themselves without teachers

2.Estelle Morris thinks that computer technology does good to teachers in ________.

A. helping students develop their own way of learning

B. enabling students to experience interesting and exciting ways of learning

C. providing students with knowledge of all sorts

D. not being considered the source of various knowledge

3. If the students do not understand something, they can _______.

A. go on a field trip

B. go to ask their teachers to help them

C. send e-mail to ask for a teacher’s help

D. have a look at other learners’ homework

4. If s a student is under the UK’s newly-developed education system,he will be ________.

A. provided with a basic knowledge from the beginning

B. given more knowledge at primary school level

C. helped to use computers better

D. supplied chance to develop their basic skills

  Mass transportation revised the social and economic fabric of the American city in three fundamental ways. It catalyzed physical expansion, it sorted out people and land uses, and it accelerated the inherent instability of urban life. By opening vast areas of unoccupied land for residential expansion, the omnibuses, horse railways, commuter trains, and electric trolleys pulled settled regions outward two to four times more distant form city centers than they were in the premodern era. In 1850, for example, the borders of Boston lay scarcely two miles from the old business district; by the turn of the century the radius extended ten miles. Now those who could afford it could live far removed from the old city center and still commute there for work, shopping, and entertainment. The new accessibility of land around the periphery of almost every major city sparked an explosion of real estate development and fueled what we now know as urban sprawl. Between 1890 and 1920, for example, some 250,000 new residential lots were recorded within the borders of Chicago, most of them located in outlying areas. Over the same period, another 550,000 were plotted outside the city limits but within the metropolitan area. Anxious to take advantage of the possibilities of commuting, real estate developers added 800,000 potential building sites to the Chicago region in just thirty years – lots that could have housed five to six million people.

  Of course, many were never occupied; there was always a huge surplus of subdivided, but vacant, land around Chicago and other cities. These excesses underscore a feature of residential expansion related to the growth of mass transportation: urban sprawl was essentially unplanned. It was carried out by thousands of small investors who paid little heed to coordinated land use or to future land users. Those who purchased and prepared land for residential purposes, particularly land near or outside city borders where transit lines and middle-class inhabitants were anticipated, did so to create demand as much as to respond to it. Chicago is a prime example of this process. Real estate subdivision there proceeded much faster than population growth.

1.With which of the following subjects is the passage mainly concerned?

[A] Types of mass transportation.

[B] Instability of urban life.

[C] How supply and demand determine land use.

[D] The effect of mass transportation on urban expansion.

2.Why does the author mention both Boston and Chicago?

[A] To demonstrate positive and negative effects of growth.

[B] To exemplify cities with and without mass transportation.

[C] To show mass transportation changed many cities.

[D] To contrast their rate of growth.

3.According to the passage, what was one disadvantage of residential expansion?

[A] It was expensive.

[B] It happened too slowly.

[C] It was unplanned.

[D] It created a demand for public transportation.

4.The author mentions Chicago in the second paragraph as an example of a city,

[A] that is large.

[B] that is used as a model for land development.

[C] where the development of land exceeded population growth.

[D] with an excellent mass transportation system.

Vocabulary

1.revise                  改變

2.fabric                  結(jié)構(gòu)

3.catalyze                  催化，加速

4.sort out                  把……分門別類，揀選

5.omnibus                  公共汽車/馬車

6.trolley                  （美）有軌電車，（英）無(wú)軌電車

7.periphery            周圍，邊緣

8.sprawl                  建筑物無(wú)計(jì)劃延伸，蔓延，四面八方散開

9.lot                  小片土地

10.underscore            強(qiáng)調(diào)，在下面劃?rùn)M線

11.transit lines            運(yùn)輸線路

12.subdivision            （出售的）小塊土地，再劃分小區(qū)