题目内容
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Why are there still high buildings, or even skyscrapers in many cities？
A．Because they are the symbol of modern time.
B．Because many cities now lack building space.
C．Because high buildings are an important financial source of a city's budget.
D．Because high buildings represent the level of a country's science and technology.
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Girls get better【C5】______at school than boys, and in most developed countries more women than men go to【C6】______. Women will thus be better【C7】______for the new jobs of the 21st century, in which brains【C8】______a lot more than physical strength. In Britain far more women than men are now【C9】______to become doctors. And women are more【C10】______to provide sound advice on investing their parents'nest egg. Surveys show that women consistently【C11】______higher financial returns than men do.
【C12】______, the increase in female employment in the rich world has been the main【C13】______force of growth in the past couple of decades. Those women have【C14】______more to global GDP growth than have either new technology or the new giants, China and India. Add the【C15】______of housework and child-rearing, and women probably account【C16】______just over half of the world output. It is【C17】______that women still get paid less and few【C18】______it to the top of companies, but,【C19】______prejudice fades over coming years, women will have great scope to【C20】______their productivity and in comes.
【C1】
A．seen
B．observed
C．watched
D．noticed
At school he seems only to have been interested in mathematics. In fact, his formal education was surprisingly brief for a gentleman, and incomplete. For unlike other young Virginian of that day, he did not go to the College of William and Mary in the Virginian capital of Williamsburg. In terms of formal training then, Washington contrasts sharply with some other early American Presidents such as John Adams, Thomas Jefferson and James Madison. In later years, Washington probably regretted his lack of intellectual training. He never felt comfortable in a debate in Congress, or on any subject that had not to do with everyday, practical matters. And because he never learned French and could not speak directly to the French leaders, he did not visit the country he admired so much. Thus, unlike Jefferson and Adams, he never reached Europe.
11. Why didn’t Washington go to college？
A. His family could not afford it.
B. A college education was rather uncommon in his time
C. He didn’t like the young Virginian gentlemen.
D. The author doesn’t give any reason.
12. Washington felt uncomfortable in Congress debates because he.
A. lacked practice in public speaking
B. felt his education was not good enough
C. didn’t like arguing and debating with people
D. felt that debating was like intellectual training
13. The reason why Washington didn’t visit France was probably that he.
A. didn’t really care about going
B. didn’t know French leaders
C. couldn’t communicate directly with the French leaders
D. was too busy to travel
14. According to the author,().
A. Washington’s lack of formal education placed him at a disadvantage in later life
B. Washington should have gone to France even though he could not speak French
C. Washington was not as good a president as Adams, Jefferson or Madison
D. Washington was a model for all Virginian gentlemen
15. The main idea of the passage is that Washington’s education.
A. was of great variety, covering many subjects
B. was probably equal to those of most young gentlemen of his time
C. may seem poor by modern standards, but was good enough for his time
D. was rather limited for a president
"It wasn't clear how long children in the first year of life could retain a memory of an event," Liston says. We were interested in testing the hypothesis that neurological developments at the end of the first year and the beginning of the second would result in a significant Enhancement in this kind of memory.
Liston showed a simple demonstration to infants ages 9, 17, or 24 months old. The test results showed a huge difference between the test children Who had been 9 months old when they saw the first demonstration and those who had been older. "Whereas 9-month-olds don't I really remember a thing after four months, 17-and 24-month-olds do," Liston says. "Something is happening in the brain between 9 and 17 months old that enables children to encode these memories efficiently and in such a way that they can be retained and retrieved after a long period of time," Liston says. Researchers believe that changes in certain regions of the brain's frontal lobe and the hippocampus, which axe associated with memory retention and retrieval, drive the rapid expansion of childhood recall. Previous studies have shown that the frontal lobes in humans begin to mature during the last quarter of the first year of life.
Liston's work may help explain why adults can rarely remember anything from before their second birthday or so. Most people simply accept this "infant amnesia" as a fact of life. "But it's not clear why a 40-year-old has plenty of memories for something that happened 20 years ago, but a 20- year-old has basically no memories for something that happened when he was 2 or 3 ," Liston says. He suggests that the same brain mechanisms that were not yet able to encode long-term memories in 9-month-olds may also play some role in adults' inability to remember events of infancy. Researchers still need to look at other areas of cognition -- such as what role language ability plays in memory -- to really fully understand why people can' t remember anything that happened before 2--3 years of age. But one thing is clear: When l-year-old Snookums claims he doesn't remember breaking the heirloom chitin five months ago, he's almost surely telling the truth.
Conor Liston ______.
A．has only a vague understanding of infants' poor memory
B．has found something more about the origin of long-term recall
C．has detected the regions of the brain responsible for memory-processing
D．has established a theory about memory development
The boy began lessons with an old Japanese judo master. The boy did well, so he couldn’t understand why, after 3 months of trains, the master had taught him only one move.“Master,” the boy finally said, “Shouldn’t I be learning more moves？” “This is the only move you know, but this is the only move you’ll need to know,” the master replied. Not quite understanding, but believing in his teacher, the boy kept training. Several months later, the master took the boy to his first tournament. Surprising himself, the boy easily won his first two matches. The third match proved to be more difficult, but after some time, his opponent became impatient and charged; the boy skillfully used his one move to win the match. Still amazed by his success, the boy was now in the finals. This time, his opponent was bigger, strong, and more experienced. For a while, the boy appeared to be outmatched. Concerned about the boy, the referee called a time-out. He was about to stop the match when the master came forward.
“No,” the master insisted, “Let him continue.”
Soon after the match resumed, his opponent made a fatal mistake. He dropped his guard. Instantly, the boy used his move to pin him. The boy won the match. He was the champion.
On the way home, the boy and his master reviewed every move in each and every match. Then the boy summoned the courage to ask what was really on his mind.
“Master, how did I win the tournament with only one move？”
“You won for two reasons,” the master answered. “First, you’ve almost mastered one of the most difficult throws in judo. And second, the only known defense for that move is for your opponent to grab your left arm.
16. Judging from the context, what happens when a referee calls a “time-out”(Line2, Para 7)？
A. The time for the game has run out
B. The game stops for a short time
C. Either side can claim victory
D. The game ends in a tie
17. Why did the master insist on continuing the match？
A. Because the time-out would give the opponent an advantage
B. Because the boy was confident of winning
C. Because he had confidence in the boy’s skill
D. Because all he cared about is winning the final
18. What caused the defeat of the boy’s opponent in the final？
A. Over-confidence
B. Impatience
C. Inexperience
D. The time-out
19. Why did the master only teach the boy one move？
A. The boy could not do other moves with only one arm
B. It was the only move the master knew well
C. It was the move his opponents were not good at
D. His opponent would be helpless when he made this move
20. What does the story show？
A. One can turn his weakness into an advantage
B. It is very important to have a good teacher
C. Even a disabled person can win in a judo match
D. To master judo one only needs to learn one difficult move
So much is certain: that we would have doctors and preachers, lawyers and defendants, marriages and births—but our spiritual outlook would be different. We would lay less stress on "facts and figures" and more on a good memory, on applied psychology, and the capacity of a man is to get along with his fellow-citizens. If our educational system were fashioned after its bookless past we would have the most democratic form. of "college" imaginable. Among tribal people all knowledge inherited by tradition is shared by all; it is taught to every member of the tribe so that in this respect every- body is equipped for life.
It is the ideal condition of the "equal start" which only our most progressive forms of modern education try to regain. In primitive cultures the obligation to seek and to receive the traditional instruction is binding to all. There are no "illiterates"—if the term can be applied to peoples without a script—while our own compulsory school attendance became law in Germany in 1642, in France in 1806, and in England in 1876, and is still non-existent in a number of "civilized" nations. This shows how long it was before we deemed it necessary to make sure that all our children could share in the knowledge accumulated by the "happy few" during the past centuries.
Education in the wilderness is not a matter of monetary means. All are entitled to an equal start. There is none of the hurry, which, in our society, often hampers the full development of a growing personality. There, a child grows up under the ever-present attention of his parents' and therefore the jungles and the savannahs know of no "juvenile delinquency". No necessity of making a living away from home results in neglect of children, and no father is confronted with his inability to "buy" an education for his child.
Why do modern states invest in institutions of learning？
A．To get a repayment for what an individual's education has cost.
B．To get rewards for what they have spent.
C．To charge interest.
D．To give all the children free education.
B. since 1370
C. before the seventeenth century
D. since the time of Cardinal Richelieu
At the time of its fall, the Bastille housed __________ . `A.a large number of prisoners
B.a lot of writers who had been against the government
C.some dozens of people who believed in free speech and free thinking
D.only a few prisoners
According to the passage, which of the following statements is FALSE？A.Anyone who did something wrong could find himself suddenly in the Bastille
B.The Bastille was only for those who were opposed to the King
C.Things done in the Bastille were hardly known to people outside
D.Voltaire was twice put in the Bastille
This passage mainly __________ .A.tells how the prisoners were controlled by the King
B.tells how little was known about the Bastille
C.shows the inner workings of the Bastille
D.gives a brief history of the Bastille
Which of the following statements is TRUE according to the passage？A.All prisoners in the Bastille had to stay there for life
B.Over the years the number of prisoners in the Bastille was getting more and more
C.The King could put people in, or let them go out, as he wanted
D.At the time it was captured, there were so few prisoners in it that it meant little to the people
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A.the author was the best in class
B.the author didn’t have confidence in himself
C.the author wasn’t good at expressing himself
D.the author needed to be motivated
The more important he was or thought he was, the bigger the wig he wore. Some wigs were so large that they covered the man's shoulders or back. Today the expression "big wig" is used to make fun of a person who feels important. People never tell someone he is a big wig. They only use the expression behind his back. "Big wheel" is another way to describe an important person. A big wheel may be the head of a company, a political leader, a famous movie star. They are big wheels because they are powerful. What they do affects many people. Big wheel gives the orders and other people carry them out.
As in many machines, a big wheel makes the little wheel turn. "Big wheel" became a popular expression after World War Ⅱ. It probably comes from an expression used for many Years by people who fit parts of the cars and trucks. They said a person whirled a big wheel if he was important or had influence.
The top of something is the highest part of something. So it is not surprising that top is part of another expression that describes an important person. The expression is "top banana". A top banana is the leading person in a comedy show.
The funniest comedian is called the "top banana". The next is second banana, and so on. Why a "banana"？ A comedy act in earlier days often included the part where one of the comedians would hit others over the head with a soft object. The object was shaped like the yellow food — the banana. "Top banana" is still used mainly in show business. Yet the expression can also be used to describe a top person in any area,
A "kingpin" is another word for an important person. The expression comes from the game of bowling. The kingpin is the No. one pin. If it is hit correctly by the bowling ball, the kingpin will make all the other nine pins fall. And that is the object of the game. So the most important person in a project or business is the kingpin. If the kingpin is removed, the project or business is likely to fail. Kingpin is often used to describe an important criminal or the leader of a criminal gang. A newspaper may report, for example, that the police have arrested the suspected kingpin of a car stealing operation.
This passage is mainly about______.
A．important people
B．how to describe important people
C．important expressions
D．expressions for important people
