At the time my son was born in 1956, I shared a hospital room with a young woman who bore a boy on the same day. Partly because my parents  46 a shop selling flowers, the room was soon  47  with the lovely scent of roses.

　  As the seventh floral arrangement was   48  , I was beginning to feel  49 , for no flowers had arrived for my roommate, Ann. She sat on the edge of her bed and leaned forward to admire the  50  bouquet. She was a pretty young woman, yet there was something about her large, brown eyes that made me think she had known too much  51 , too much sadness for one so young. I had the feeling she had always had to admire someone else’  52  .

　 “I’m enjoying every  53 of this”, she said as though she had read my   54  and was trying to reassure me. “Wasn’t I the lucky one to get you for a   55 ？”

　  I still felt uncomfortable, however.  56   there were some magic button I could push to  57   the sadness in her eyes. Well, I thought, at least,I can see that she has some flowers. When my mother and father came to see me that day, I asked them to send  58 some.

　　The flowers arrived just   59  Ann and I were finishing supper.

　　“More flowers for you,” she said,   60  .

　　“No, not this time,” I said, looking at the     61   “These are for you.”

　　Ann stared at the blossoms a long time, not saying anything. She ran her 62  across the pale blue bouquets and  63 touched each of the sweet roses as though trying to engrave（刻画） them on her 64 .

　　“How can I ever thank you” she said softly.

I was almost embarrassed. It was such a little    65  on my part.

(The Guardian)：              More UK universities should be profiting from ideas

　　A repeated criticism of the UK's university sector is its noticeable weakness in translating new knowledge into new products and services.

　　Recently, the UK National Stem Cell Network warned the UK could lose its place among the world leaders in stem cell research unless adequate funding and legislation could be assured, despite an annual £40m spent by the Department of Health on all kinds of research.

　　However, we do have to challenge the unthinking complaint that the sector does not do enough in taking ideas to market. The most recent comparative data on the performance of universities and research institutions in Australia, Canada, USA and UK shows that, from a relatively weak starting position, the UK now leads on many indicators of commercialization activity.

　　When viewed at the national level, the policy interventions (interference) of the past decade have helped transformed the performances of UK universities. Evidence suggests the UK's position is much stronger than in the recent past and is still showing improvement. But national data masks the very large variation in the performance of individual universities. The evidence shows that a large number of universities have fallen off the back of the pack, a few perform strongly and the rest chase the leaders.

　　This type of uneven distribution is not strange to the UK and is mirrored across other economies. In the UK, research is concentrated: less than 25% of universities are receiving 75% of the research funding. These same universities are also the institutions producing the greatest share of PhD graduates, science citations, patents and license income. The effect of policies generating long-term resource concentration has also created a distinctive set of universities which are research-led and commercially active. It seems clear that the concentration of research and commercialization work creates differences between universities.

　　The core objective for universities which are research-led must be to maximize the impact of their research efforts. Their purpose is not to generate funds to add to the bottom line of the university or to substitute other income streams. Rather, these universities should be generating the widest range of social, economic and environmental benefits. In return for the scale of investment, they should share their expertise (expert knowledge or skill) in order to build greater confidence in the sector.

　　Part of the economic recovery of the UK will be driven by the next generation of research commercialization spilling out of our universities. On the evidence presented in my report, there are three dozen universities in the UK which are actively engaged in advanced research training and commercialization work.

　　If there was a greater coordination（协调）of technology transfer offices within regions and a simultaneous (happening at the same time) investment in the scale and functions of our graduate schools, universities could, and should, play a key role in positioning the UK for the next growth cycle.

1.What does the author think of UK universities in terms of commercialization?

A．They have lost their leading position in many ways.

B．They still have a place among the world leaders.

C．They do not regard it as their responsibility.

D．They fail to change knowledge into money.

2.What does the author say about the national data on UK universities’ performance in commercialization?

A．It masks the fatal weaknesses of government policy.

B．It indicates their ineffective use of government resources.

C．It does not rank UK universities in a scientific way.

D．It does not reflect the differences among universities.

3.We can infer from Paragraph 5 that “policy interventions (in Paragraph 4)” refers to _____.

A．concentration of resources in a limited number of universities

B．compulsory cooperation between universities and industries

C．government aid to non-research-oriented universities

D．fair distribution of funding for universities and research institutions

4.What dose the author suggest research-led universities do?

A．Fully use their research to benefit all sectors of society.

B．Generously share their facilities with those short of funds.

C．Advertise their research to win international recognition.

D．Spread their influence among top research institutions.

Students must apply for a place before attending any class. Applications(申请), either by post or in person, are dealt with strictly in the order they are received at the Adult Education Office.
　　You can apply:
　　BY POST-Use the card provided with the exact fee. You'll be accepted on the course unless it is full, in which case we will inform you. An acknowledgement(承认) will not be made nor a receipt(收据) sent unless you provide a stamped addressed envelope. Receipts will normally be given out at the first class.
　　IN PERSON-Call at the Adult Education Office (ground floor, Block C) between approximately 9:00 a.m. and 3:00 p.m. (2:30 p.m. on Fridays), or at the College Reception Desk (at the main entrance) at the other times (in the evenings until about 7:30 p.m. on Fridays).
　　Students should note that popular classes may be full well before the course is to start, so that early application is strongly advised to avoid disappointment.
　　For the AUTUMN TERM, applications will be accepted by post (preferably) or in person from 1st August.
　　For the SPRING TERM, applications will be accepted from 1st December.
　　For the SUMMER TERM, applications will be accepted from 1st April.
68．Students who apply to the college by post will ________ .
　　A．avoid disappointment
　　B．be sent a bill
　　C．have an advantage over people applying in person
　　D．be informed if they haven't got a place
69．Students applying by post must ________ .
　　A．hand in a stamped addressed envelope in person
　　B．pay at the first class
　　C．bring the receipt to the first class
　　D．send payment with their application
70．Where can students apply in person?
　　A．At the College Reception Desk at 3:30 p.m.
　　B．At the Adult Education Office after about 3:30 p.m.
　　C．At the Adult Education Office at 9:30 a.m.
　　D．At the College Reception Desk at 2:20 p.m. on Fridays.
71．If students want to apply for the AUTUMN TERM, ________ .
　　A．they should check whether the course is full
　　B．they can apply by post or in person
　　C．applications must be received by August 1st
　　D．they must apply in person before August 1

Anna lived on the side of a valley．One summer, there was a very big 　     , and a lot of houses down below Anna＇s were washed away．Anna＇s house was 　   enough to escape the flood, so when the water had      and the other houses were 　    there with no roof and no walls and all covered with mud（泥）, her house was just all right．

 Her house was quite small, her husband was dead, and she had four children,   　 Anna took in one of the families that had lost 　   in the flood and she 　    her home with them until it was 　  　 for them to rebuild their house．

 Anna＇s friends were 　  when they saw Anna do this．They could not understand why Anna wanted to give   so much more work and trouble when she already had quite a few children to 　   ．

 “Well,” Anna  　    her friends, “at the end of the First World War, a woman in the town where I then lived found herself very  　   , because her husband had been killed in the 　   　  and she had a lot of children I have now．The day before Christmas, this woman said to her children, ‘We won’t be able to have much for Christmas this year, so I’m going to 　      only one present to all of us．Now I’ll go and get it．’ She came back with a  　    who was even poorer than they, and who had no parents．‘Here’s our 　   ,she said to her children．

 The children were 　   and happy to get such a present．They 　   the little girl, and she grew up as their sister．Such was that Christmas present．”

1.A．accident    B．flood         C．fire            D．earthquake

2.A．below       B．big           C．high           D．small

3.A．reduced     B．come         C．disappeared      D．appeared 

4.A．rising       B．standing       C．flowing         D．falling    

5.A．so         B．for            C．but             D．since

6.A．nothing    B．anything       C．something        D．everything

7.A．gave       B．shared        C．found           D．built

8.A．necessary  B．important      C．obvious          D．possible

9.A．worried    B．disappointed   C．satisfied          D．puzzled

10.A．them      B．him          C．herself           D．us

11.A．supply     B．grow         C．support          D．educate

12.A．asked for  B．talked with     C．turned up         D．explained to

13.A．sad       B．rich           C．poor            D．happy

14.A．storm     B．rain           C．war            D．flood

15.A．because   B．which         C．that            D．as

16.A．get       B．make         C．send             D．buy          

17.A．boy      B．student        C．teacher          D．girl

18.A．child     B．daughter       C．present          D．sister        

19.A．angry     B．lovely         C．excited          D．sorry

20.A．disliked   B．gained         C．led             D．welcomed

(The Guardian)：              More UK universities should be profiting from ideas
　　A repeated criticism of the UK's university sector is its noticeable weakness in translating new knowledge into new products and services.
　　Recently, the UK National Stem Cell Network warned the UK could lose its place among the world leaders in stem cell research unless adequate funding and legislation could be assured, despite an annual £40m spent by the Department of Health on all kinds of research.
　　However, we do have to challenge the unthinking complaint that the sector does not do enough in taking ideas to market. The most recent comparative data on the performance of universities and research institutions in Australia, Canada, USA and UK shows that, from a relatively weak starting position, the UK now leads on many indicators of commercialization activity.
　　When viewed at the national level, the policy interventions (interference) of the past decade have helped transformed the performances of UK universities. Evidence suggests the UK's position is much stronger than in the recent past and is still showing improvement. But national data masks the very large variation in the performance of individual universities. The evidence shows that a large number of universities have fallen off the back of the pack, a few perform strongly and the rest chase the leaders.
　　This type of uneven distribution is not strange to the UK and is mirrored across other economies. In the UK, research is concentrated: less than 25% of universities are receiving 75% of the research funding. These same universities are also the institutions producing the greatest share of PhD graduates, science citations, patents and license income. The effect of policies generating long-term resource concentration has also created a distinctive set of universities which are research-led and commercially active. It seems clear that the concentration of research and commercialization work creates differences between universities.
　　The core objective for universities which are research-led must be to maximize the impact of their research efforts. Their purpose is not to generate funds to add to the bottom line of the university or to substitute other income streams. Rather, these universities should be generating the widest range of social, economic and environmental benefits. In return for the scale of investment, they should share their expertise (expert knowledge or skill) in order to build greater confidence in the sector.
　　Part of the economic recovery of the UK will be driven by the next generation of research commercialization spilling out of our universities. On the evidence presented in my report, there are three dozen universities in the UK which are actively engaged in advanced research training and commercialization work.
　　If there was a greater coordination（协调）of technology transfer offices within regions and a simultaneous (happening at the same time) investment in the scale and functions of our graduate schools, universities could, and should, play a key role in positioning the UK for the next growth cycle.
【小题1】What does the author think of UK universities in terms of commercialization?