every class. Many students now have smart phones that recognise faces right now. There are also ____45____ face recognition apps for Android phones and iPhones. So face recognition is already in our schools.

And I argue that, like earlier technologies such as the motor vehicle and mobile phone, a strategy where adoption is managed to create the most good and least harm is appropriate. We shouldn’t simply ____46____ it. We are now in a golden age of face recognition. The main reason for rapid adoption is that recognition ____47____ has improved significantly in recent years. The simple application of this technology proposed for schools is to collect the student roll call ____48___ for classes. This is a compulsory requirement imposed by the education department.

However, ____49____ is often raised as an objection and this. issue can never be dismissed lightly.Objections are mostly based on the collection and distribution of the photos. But every school ____50____ photos. of their students already and schools have strict control over distribution. Such controls would necessarily be built into any school certified system. The only fundamental ____51____ of the process is whether a teacher or a computer recognizes the student.

Face recognition technologies will become widely adopted across society over the coming years.Concerns over implementation and privacy may ____52____ adoption in some places, but the____53____ will come in and will change business practices right across the world once that happens.

In short, this technology has the ability to free up our time and reduce the costs. As with all new technologies, of course, face recognition ____54____ reasonable concerns. Constructive policies and dialog are the preferred way forward to gain the ____55____ benefit for society at large, and to make sure we do the least harm.

41. A. authority B. approval C. familiarity D. understanding 42. A. monitored B. controlled C. noticed D. managed 43. A. Regardless of B. less than C. other than D. instead of 44. A. ordering B. replacing C. adding D. meeting 45. A. feasible B. flexible C. downloadable D. admirable 46. A. promote B. ban C. upgrade D. advertise 47. A. availability B. difficulty C. accuracy D. rapidness 48. A. steadily B. temporarily C. mechanically D. automatically 49. A. personality B. freedom C. privacy D. humanity 50. A. implements B. collects C. polishes D. ranks 51. A. problem B. advantage C. change D. success 52. A. slow down B. let down C. take up D. move up 53. A. method B. atmosphere C. direction D. dissolves 54. A. raises B. solves C. handles D. tide 55. A. economic B. maximum C. material D. direct

Section B

Directions: Read the following three passages.I Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A,B, C and D. Choose the one that fits best according to the information given in the passage you have just read.

(A)

In university I had a part-time job at a shop that sold doughnuts and coffee. Situated on a block where several buses stopped, it served the people who had a few minutes to wait for their bus.

Every afternoon around four o' clock, a group of schoolchildren would burst into the shop, and business

would come to a stop. Adults would glance in, see the crowd and pass on. But I didn't mind if the children waited for their bus inside. Sometimes I would hand out a bus: fare when a ticket went missing always repaid the next day. On snowy days I would give away some. doughnuts. I would lock the door at closing time, and we waited in the warm shop until their bus finally arrived.

I enjoyed my young friends, but it never occurred to me that I played an important role in their lives - until one afternoon when a man came and asked if I was the girl working on weekdays around four o’clock. He identified himself as the father of two of my favorites.

I want you to know I appreciate what you do for my children. I worry about them taking two buses to get home. It means a lot that they can wait here and you keep an eye on them. When they are with the doughnut lady, I know they are safe. I told him it wasn't a big deal. and that I enjoyed the kids.

So I was the Doughnut Lady. I not only received a title, but became a landmark.

Now I think about all the people who keep an eye on my own children. They become, well,Doughnut Ladies. Like the men at the skating rink (# ж 5) who let my boys ring home; Or the busd river who drove my daughter to her stop at the end of the route at night but wouldn't leave until I arrived to pick her up; Or that nice police officer who took pity on my boys walking home in the rain when I was at work even though the phone rang all the next day with calls from curious neighbors. “Was that a police car I saw at your house last night?” That wasn't a police car. That was a Doughnut Lady.

56. According to the passage, the author sometimes_________. A. called the children's parents to pick them up B. provided schoolchildren with warm shelters C. did business with the children's help. D. sold bus tickets to the children

57. By saying “ ... it wasn’t a big deal” (in paragraph 4) the author meant that________. A. she hadn't found it hard to get along with the children B. she hadn’t made a lot of money from the children C. she hadn’t spent plenty of time with the children D. she hadn't done anything very significant

58. According to the author, those who ________ are Doughnut Ladies. A. are always ready to help others B. provide free doughnuts for the poor C. work in the doughnut store for a while D. are curious about the happenings around

59. The passage suggests that________. A. taking responsibility is a virtue B. devotion co-exists with reward C. running a business requires skills D. acts of kindness are never too small

(B)

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Transport Service

Need a way to get your new home-furnishings home? You can rent a transport or hire us to deliver it for you. Just talk to our Customer Service Department for details.

Return Policy

As long as the items are undamaged, unassembled and unused, you could return them in their original package within 60 days (IKEA FAMILY member within 180 days) together with your original receipt.

Sorry, we cannot accept exchange or return of food,' plants, liquid bathing products, AS-IS products, customized products, kitchen electrical appliance and all products that have already been cut,sewed or painted. The exchange and return policy above applies only to the products purchased from IKEA stores in mainland China.

IKEA Restaurant/Café

The restaurant/cafe serves both classic Swedish dishes and local favorites, and is one of the most popular areas of the whole IKEA store. Shopping at IKEA is fun and offers great value, but can also be hard work, so stop by and treat yourself to a refreshing drink and a bite to eat.

60. Which one of the following items can be returned according to the Return Policy? A. Sausages purchased within a week with the original receipt.

B. An electric light as good as new bought in IKEA stores in Taiwan.

C. Unpacked bookshelf purchased within 60 days with the original receipt. D. An unusual customized bed in its original package bought a month ago.

61. Which of the following is NOT mentioned in the passage? A. One can enjoy delicious food in IKEA.

B. Your new kitchen is available in an easy way. C. The furniture can be transported to your house. D. There are several payment modes to choose from.

62. Where is the passage probably taken from?

A. A travel brochure. B. A food magazine. C.A shopping guide. D. A science journal.

(C)

What do you remember about your life before you were three? Few people can remember anything that happened to them in their early years. Adults memories of the next few years also tend to be unclear. Most people remember only a few events usually ones that were meaningful and distinctive,' such as being hospitalized or the birth of a new baby.

How might this inability to recall early experiences be explained? The passage of time does not account for it, adults have excellent recognition of pictures of people who attended high school with them 35 years earlier. Another seemingly reasonable explanation that infants do not form enduring memories at this point in

development also is incorrect, Children two and a half to three years old remember experiences that occurred in their first year, and eleven month olds remember some events a year later.

However, three other explanations seem more promising. One involves physiological changes relevant to memory. Maturation of the frontal lobes (额叶) of the brain continues throughout early childhood, and this part of the brain may be critical for remembering particular episodes in ways that can be recalled later. Demonstrations of infants and very young children's long-term memory have involved their repeating motor activities that they had seen or done earlier, such as reaching in the dark for objects, putting a bottle in a dolls mouth, or pulling apart two pieces of a toy. The brain's level of physiological maturation may support these types of memories, but not ones depending on clear verbal descriptions.

A second explanation involves the influence of the social world on children's language use.Hearing and telling stories about events may help children store information in ways that will endure into later childhood and adulthood. Through hearing stories with a clear beginning, middle, and ending children may. learn to take out the idea of events in ways that they will be able to describe many years later. Consistent with this view parents and children increasingly engage in discussions of past events when children are. about three years old. However, hearing such stories is not sufficient for younger children to form enduring memories. Telling such stories to two year olds does not seem to produce long-lasting verbalizable memories.

A third likely explanation for infantile memory loss involves mismatch between the ways in which infants encode information and the ways in which older children and adults recall it. Whether people can remember an, event depends critically on the fit between the way in which they earlier encoded the information and the way in which they later attempt to recall it. The better the person is able to reconstruct the perspective from which the material was encoded, the more likely that recall will be successful.

63. In the discussion of children's inability to recall early experiences, paragraph 2 serves to ________.

A. argue that the assumptions in this part have been more thoroughly researched than the theories presented later in the passage

B. explain why some theories about infantile memory loss are wrong before presenting ones more likely to be true

C. explain why infantile memory loss is well worth the efforts of researchers both now and then D. argue that events that are not proved by evidence should generally be considered unreliable

64. What does paragraph 3 suggest about long-term memory in children?

A. Young children have better long-term recall of short verbal exchanges than of long ones.

B. Young children may form long- term memories of actions they see earlier than of things they hear or are told. C. Children long-term recall of motor activities increases when such activities are accompanied by precise verbal descriptions.

D. Maturation of the frontal lobes of the brain is important for the long-term memory of motor activities but not verbal descriptions.

65. According to paragraph 4, what role may telling stories to children play in forming their childhood memories? A. It may speed up the physiological maturing of the brain. B. It may help preschool children to recall the past quickly. C. It may bring about their memory recovery later. D. It may strengthen children' s verbal capacities.

66. What does the passage mainly talk about?

A. It shows how physical maturation affects the memory.