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填空题RedCrosswasestablished______.

填空题Audi A3 Most of our drivers said the A3 was their definite favourite in this group. They described it as refined and comfortable with good handing characteristics and light, precise steering. All the seats were comfortable and the front ones were easy to adjust. Most drivers liked the driving position, helped by a good range of steering wheel and seat height adjustments. The main instruments were clear and dashboard controls were well positioned. Mirror coverage was excellent but our drivers complained that the view out of the rear was badly hindered by the high rear window line and thick pillars. Getting into the back seats was easy, thanks to a clever seat mechanism, which moves the seat up and forward as well as tilting the backrest. Rear legroom was reasonable but the rear seat was only barely wide enough for three adults. Luggage space was average for this class of car but you have to remove the rear head restraints to fold the rear seat. There were plenty of useful interior storage spaces. All A3s come with an alarm and immobilizer as standard. Our "thief" got in through the doors in 20 seconds. But the radio was a non-standard fit, which is probably to deter thieves. The hinges of the rear seats could release in an accident, allowing luggage to crash through into the passenger compartment. Also, the driver's knees could be damaged by stiff structures under the dash. Some parts of the fuel system and electrics would be vulnerable to damage in a frontal collision. Honda Civic Honda says its special VTEC engine has a winning combination of economy and performance, but our drivers found it a bit of a curate's egg. It was the most economical of the car on test, but drivers found it sluggish at low revs, and its acceleration in the fifth gear was slow, so overtaking normally meant having to shift down to the fourth gear. The driving position was acceptable, but our panel criticized the restricted rear visibility— the rear window was quite small. Drivers found the back rest supportive but it was not available to make fine adjustments to the angle. The ride comfort was acceptable, but it wasn't as good as the Audi's or Rover's. The driver's seat didn't slide forward when it was tilted, making rear access awkwardly from this side. In the back, headroom and legroom was excellent but testers didn't find the seats particularly comfortable. The luggage space was small for this class of car, especially with the rear seats in place. However, folding the rear seat to increase luggage space was easy. Other points proved by our panel included well-placed minor controls, good mirror coverage, but fiddly radio controls. All Civics come with an immobilizer but no alarm. You may want to consider paying extra for an alarm, as our "thief" broke into through the doors in 13 seconds, and into the engine bay in just five seconds. There were stiff structures under the dash which could damage the driver's knees in an accident, though there was no problem on the passenger's side. The handbook (like the Audi's) provided suggestion on Using child restraints. Rover 216 The 1.6-litre engine had good power delivery at both high and low revs but some drivers complained that it was noisy at high revs. The brakes didn't have very good progression, but drivers like their positive feel. Ride comfort and the handling were recommended. But drivers found it difficult to achieve a comfortable driving position, The driver's seat was not height-adjustable, and there was only limited space to rest your clutch foot. Some testers also found the seat backrest uncomfortable. Visibility was married by the small mirrors. The rear view was also restricted by thick pillars and the small rear window, Getting into the back was tricky because the front seats did not slide forward when tilted. Once in the back, legroom and headroom were poor, and testers complained that their rear seat base was unsupportive. Luggage space was smaller than average for this class of car—this was compounded by a high boot sill and difficulties in folding the rear seat. But there were large pockets in the doors and rear side panels. The main radio controls were more convenient; they were mounted on the steering wheel so drivers didn't have to take their hands off the wheel to use them. Our Rover 200s came with an alarm, though this isn't standard on all versions. Our "thief" broke in through the doors in 15 seconds. Some of the electrics would be vulnerable in a frontal impact. The rear seat hinges could release in an accident, allowing luggage to crash through into the passenger compartment. Also, information in the handbook on using child restrains was not adequate.

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填空题{{B}}A = Developing Reading SkillsB = Better College ReadingC = Reading and Thinking in EnglishWhich course book ...{{/B}} {{B}}Developing Reading Skills{{/B}} Developing Reading Skills: Intermediate is designed for adults who want to strengthen their reading skills for academic, personal, or career purposes. These materials have been tested successfully with both native and non-native speakers of English. This text also emphasizes guided reading practice and the development of reading speed. The readings come from current non-fiction, magazine, and newspaper writing, and they cover a wide subject range in order to expose the reader to the content demands of different types of reading material. We have tried to select the readings with great care so that we would have to make as few changes as possible from the original text. We have occasionally simplified structures and vocabulary in the earlier readings. In later readings, we have used margin glosses to help the reader out. The readings are arranged in order of difficulty, and the exercises deliberately build upon vocabulary and structures introduced in earlier chapters. We recommend that the chapters be presented in the given order if possible. As in the development of any other skill, guided practice over an extended period of time is essential. In the beginning, many students will have difficulty in finishing the articles in the time you suggest. We have given reading speeds (words per minute) after every reading. You can choose the most appropriate time limit for your class. The students must learn to stop reading word by word and, instead, read to grasp the general ideas of the article. They should try to guess the probable meanings of unfamiliar words from their contexts rather than look these words up in the dictionary. {{B}}Better College Reading{{/B}} Better College Reading aims to intrigue and improve. It intrigues by gathering in one place thirty relatively short articles -- collected from scores of mass media sources — on lively, interesting subjects, ranging from how movie stunt men work, to the awakening of prejudice in children, to police decoys, to the importance of the name one bears, and more. It improves by arranging the articles according to length and difficulty and by providing exercises and scorekeeping devices designed to challenge the student to enlarge his/ her vocabulary and to increase his/her reading-speed and comprehension. The selections in Better College Reading also provide good models for students struggling to write beginning short compositions. Each article is followed not only by objective questions but also by suggestions fox' writing and questions designed to stimulate thought and discussion. The articles range in length from 350 to 2500 words, each succeeding article a little longer than the one preceding it. The exercises grow in length and difficulty to match the length and difficulty of the articles. The articles include words ranging from the somewhat familiar decoy and baffled to the relatively abstruse androgynous, odyssey, and anachronism. The vocabulary exercises following each article present some of the more difficult words in the context of their sentences. The students should look these words up in the dictionary and, after selecting the appropriate definition from the several to be found for any given word, write it in the blank provided. This will help the student understand the article better and help fix those words in his/her memory. {{B}}Reading and Thinking in English{{/B}} Reading and Thinking in English is an integrated course in reading comprehension for students of English as a foreign language. It is based on the belief that a special kind of course is required for students of English whose main need is to gain access to information through English. The course has been designed for a wide range of learners whose needs can be described as "English for Academic Purposes" — advanced secondary school pupils preparing for tertiary education, students in universities and other tertiary institutions, adults whose profession requires them to make use of material in English. It is therefore intended to help students and others read textbooks, works of reference and general academic interest, sourcebooks and journals in English. 'You must be able to understand basic English grammar and vocabulary in order to use the book successfully. This book can be used by students working with a teacher in a class. It can also be used by students working individually and independently. The practice activities are all designed to develop reading strategies and the ability to understand how information is organized in passages. They involve answering questions, completing tables and diagrams, making summaries, etc. The activities are not mechanical. A reader has to think carefully in order to read with understanding. So reading and thinking are part of the same process. It is better to work regularly for a short time than to work occasionally for a long time. It is not a good idea to study more than one part of a unit in one study period. It is a good idea to go back to a previous unit and do a difficult exercise again.

填空题Children who grip their pens too close to the writing point are likely to be at a disadvantage in examinations, (31) to the first serious investigation into the way in which writing technique can dramatically affect educational achievement. The survey of 643 children and adults, ranking from pre-school to 40-plus, also suggests (32) pen-holding techniques have deteriorated sharply over one generation, with teachers now paying far (33) attention to correct pen grip and handwriting style. Stephanie Thomas, a learning support teacher (34) findings have been published, was inspired to investigate this area (35) he noticed that those students who had the most trouble with spelling (36) had a poor pen grip. While Mr. Thomas could not establish a significant statistical link (37) pen-holding style and accuracy in spelling, he (38) find huge differences in technique between the young children and the mature adults, and a definite (39) between near-point gripping and slow, illegible writing. People who (40) their pens at the writing point also show other characteristics (41) inhibit learning, (42) as poor posture, leaning too (43) to the desk, using four fingers to grip the pen (44) than three, and clumsy positioning of the thumb (which can obscure (45) is being written). Mr. Thomas believes that the (46) between elder and younger writers is (47) too dramatic to be accounted for simply by the possibility that people get better at writing as they grow (48) . He attributes it to a failure to teach the most effective methods, pointing out that the differences between (49) groups coincides with the abandonment of formal handwriting instruction in classrooms in the sixties. "The 30-year-old showed a huge diversity of grips, (50) the over 40s group all had a uniform 'tripod' grip./

填空题 In the debate over genetically-altered foods, proponents Nike Senator Richard Lugar argued that such products will be essential{{U}} (31) {{/U}}we are to feed the world. {{U}} (32) {{/U}}this claim rests on two persistent misconceptions about hunger. First,{{U}} (33) {{/U}}people are hungry because of high population density,{{U}} (34) {{/U}}second, that genetic engineering is the best or only way to meet our future needs. In{{U}} (35) {{/U}}, there is no relationship between the prevalence of hunger in a given country and its population.{{U}} (36) {{/U}}every densely populated and hungry nation like Bangladesh, there is sparsely populated and hungry nation like Brazil. The world today produces more food per{{U}} (37) {{/U}}than ever before. Enough is available to provide 2 kilograms to every person every day. The real problems,{{U}} (38) {{/U}}, are poverty and inequality. Too many people are too poor{{U}} (39) {{/U}}buy the food that is available{{U}} (40) {{/U}}lack land on which to grow it{{U}} (41) {{/U}}. As a matter of fact, some researchers have shown that{{U}} (42) {{/U}}of the genetically-engineered seeds significantly increases the{{U}} (43) {{/U}}of crops. Far from{{U}} (44) {{/U}}a solution to the world's hunger problem, the rapid introduction of genetically-engineered crops{{U}} (45) {{/U}}actually threaten agriculture and food security. {{U}} (46) {{/U}}, widespread adoption of herbicide-resistant seeds may{{U}} (47) {{/U}}to greater use of chemicals{{U}} (48) {{/U}}kill weeds. And biological pollution from genetically-engineered organisms may be another problem. A true solution{{U}} (49) {{/U}}the problem of hunger depends on attacking poverty and inequality among both producers and consumers of food.{{U}} (50) {{/U}}food system increasingly dependent on genetically altered seeds takes us in the wrong direction.

填空题The children participate in the parent's studying.

填空题AccordingtotheFBI,howmanyrobberiesweresolvedbythepolicelastyearintermsofpercentage?

填空题A = BOOK REVIEW 1 B = BOOK REVIEW 2 C = BOOK REVIEWS 3 D = BOOK REVIEW 4 Which book review(s) contain(s) the following information? ? Comparison of the significance of two economic books 1 ? Stiglitz"s prestige in the field of economics 2 ? Stiglitz"s criticism of those who exaggerated the power of markets in developing countries 3 ? Stiglitz"s points are convincing in certain areas 4 5 ? Stiglitz"s dedication to the development of poor countries 6 ? Stiglitz"s preference of one type of economic policy over another one 7 ? More people joined Stiglitz in criticizing free trade and globalization. 8 ? Stiglitz"s points have been supported by what actually happened in the country. 9 ? Mainly gives positive comments on Stiglitz and his new book. 10 A. BOOK REVIEW 1 "The main point of the book is simple: globalization is not helping many poor countries. Incomes are not rising in much of the world, and adoption of market- based policies such as open capital markets, free trade, and privatization are making developing economies less stable, not more. Instead of a bigger dose of free markets, Stiglitz argues, what"s needed to make globalization work better is more and smarter government intervention. While this has been said before, the ideas carry more weight coming from someone with Stiglitz" credentials. In some ways, this book has the potential to be the liberal equivalent of Milton Friedman"s 1962 classic capitalism and Freedom, which helped provide the intellectual foundation for a generation of conservatives. But Globalization and Its Discontents does not rise to the level of capitalism and freedom. While Stiglitz makes a strong case for government-oriented development policy, he ignores some key arguments in favor of the market." The book"s main villain is the International Monetary Fund, the Washington organization that lends to troubled countries. Stiglitz" contempt for the IMF is boundless. "It is clear that the IMF has failed in its mission," he declares. "Many of the policies that the IMF pushed have contributed to global instability." B. BOOK REVIEW 2 "While parts of this book are disappointingly shallow, Stiglitz"s critique of the market-driven 90"s still resonates, especially when the business pages are full of stories about white-collar crime and the stock market seems stuck in a perpetual rut. Even the United States cannot blithely assume that financial markets will work on autopilot. It is testament to the salience of Stiglitz"s arguments that many economists—even some Bush administration officials—now embrace his view that economic change in the developing world must evolve more with local conditions, not on Washington"s calendar. Without a thorough makeover, globalization could easily become a quagmire." Stiglitz shared a Nobel Prize last year for his work analyzing the imperfections of markets. His main complaint against Rubin and Summers, who served as Treasury secretaries, and against Fischer, the No. 2 official and de facto chief executive of the International Monetary Fund, is that they had too much faith that markets could transform poor countries overnight. He labels these three men market fundamentalists, who fought to maintain financial stability with the same urgency that an earlier generation struggled to contain communism. Worse, he suggests, they shilled for Wall Street, conflating the interests of the big banks with the financial health of the world. C. BOOK REVIEW 3 "Stiglitz, 58, is hardly the first person to accuse the IMF of operating undemocratically and exacerbating Third World poverty. But he is by far the most prominent, and his emergence as a critic marks an important shift in the intellectual landscape. Only a few years ago, it was possible for pundits to claim that no mainstream economist, certainly nobody of Stiglitz"s stature, took the criticism of free trade and globalization seriously. Such claims are no longer credible, for Stiglitz is part of a small but growing group of economists, sociologists and political scientists, among them Dani Rodrik of Harvard and Robert Wade of the London School of Economics, who not only take the critics seriously but warn that ignoring their concerns could have dire consequences." Over the past several years, Stiglitz, a celebrated theorist who was awarded the 2001 Nobel Prize in economics for his work on asymmetric information, has grown accustomed to being at the center of controversy. From 1997 to 2000, he served as senior vice president and chief economist at the World Bank—a title that did not stop him from publicly criticizing the bank"s sister institution, the International Monetary Fund. Stiglitz"s outspokenness, unprecedented for a high-ranking insider, infuriated top officials at the IMF and US Treasury Department, and eventually led James Wolfensohn, the World Bank"s president, to inform him that he would have to mute his criticism or resign. Stiglitz chose to leave. D. BOOK REVIEW 4 "Stiglitz"s book makes a compelling case that simple-minded economic doctrine, inadequately tailored to the realities of developing countries, can do more harm than good, and that the subtleties of economic theory are actually quite important for sound policy advice. But simplistic political advice—give developing countries more voice and the institutions of global governance will be rendered more legitimate and efficient—is equally problematic. Political reform is as subtle and complex as economic reform. Evidently, the best minds among us have only begun to think about it." Joseph Stiglitz"s memoirs of his years in Washington, D.C.—first as chair of President Bill Clinton"s Council of Economic Advisers and then as chief economist at the World Bank—have the flavor of a morality play. Our goodhearted but slightly naive hero, on leave from Stanford University, sets out for the nation"s capital to serve his country and improve the lot of the developing world. Once there he finds a morass of political opportunism, ideologically motivated decision-making, and bureaucratic inertia. Undeterred, he battles valiantly on behalf of impoverished nations against the unrelenting globalisers of the International Monetary Fund.

填空题 Old people are always saying that the young people are not{{U}} (31) {{/U}}they were. The same comment is made{{U}} (32) {{/U}}generation to generation and it is always{{U}} (33) {{/U}}. It has never been truer than it is today. The young are better educated. They have a lot more money to spend and enjoy{{U}} (34) {{/U}}freedom. They grow up more quickly and are not so{{U}} (35) {{/U}}on their parents. Events which the old generation remember vividly are {{U}}(36) {{/U}}more than past history. This is as it should be. Every new generation is{{U}} (37) {{/U}}from the one that preceded it. Today the difference is very marked indeed. The old always assume that they know best for the simple{{U}} (38) {{/U}}that they have been{{U}} (39) {{/U}}a bit longer. They don't like to feel that their values are being questioned or threatened. And this is precisely what the {{U}}(40) {{/U}}are doing. They are questioning the assumptions of their elders and disturbing{{U}} (41) {{/U}}complacency.They take leave to{{U}} (42) {{/U}}that the older generation has created the best of all possible worlds. What they reject more than anything{{U}} (43) {{/U}}conformity. Office, hours, for instance, and nothing more than enforced slavery. Wouldn't people work best{{U}} (44) {{/U}}they were given complete freedom and responsibility? And what {{U}}(45) {{/U}}the clothing? Who said that all the men in the world should{{U}} (46) {{/U}}drab grey suits? If we turn our minds to more serious matters, who said that human differences can best be solved through conventional politics{{U}} (47) {{/U}}by violent means? Why have the older generation so often used violence to{{U}} (48) {{/U}}their problems? Why are they are so unhappy and guilt-ridden in their personal lives, so obsessed{{U}} (49) {{/U}}mean ambitions and the desire to amass more and more material possessions? Can anything be right with the rat-race? Haven't the old lost touch with all{{U}} (50) {{/U}}is important in life?

填空题·has no easy track for the game?

填空题A= Rock painting B= Painting of beauties C= Landscape painting D= New Year painting Which painting(s) ... · drew the daily life of upper classes? 71. ______ · was aimed to invite blessings and ward off disasters? 72. ______ · witnessed the rise of the women painting school? 73. ______ · introduced the western art into China? 74. ______ · depicts scenes of production activities and animal grazing? 75. ______ · was pinned up on doors, walls and windows? 76. ______ · was found in the extreme north of China? 77. ______ · combines the merits of Chinese and Western classicism, romanticism, etc? 78. ______ · has painters to use freehand brushwork in their flower-and-bird painting? 79. ______ · was painted by the painters getting government payroll? 80. ______ A Rock painting Paintings or engravings found on precipitous cliffs in Sichuan, Yunnan and Guizhou in Southwest China; Fujian in East China and Mount Yinshan in Inner Mongolia; Altai in China's extreme west and Heihe in the far north, are even more ancient. Strong visual effects characterize the bright red cliff paintings in southern China that depict scenes of sacrificial rites, production activities and daily life. In comparison, hunting, animal grazing, wars and dancing are then main themes of cliff paintings in northern China. B Painting of beauties The Tang Dynasty (618～907) witnessed the prosperity of figure painting, where the most outstanding painters were Zhang Xuan and Zhou Fang. Their paintings, depicting the life of noble women and court ladies, exerted an eternal influence on the development of Shi Nu Hua (painting of beauties) ,which comprises an important branch of traditional Chinese painting today. Beginning in the Five Dynasties(907～960), each dynasty set up an art academy that gathered together the best painters throughout China. Academy members, who were on the government payroll and wore official uniforms, drew portraits of emperors, nobles and aristocrats that depicted their daily lives. The system proved conducive to the development of painting. The succeeding Song Dynasty (960～1127) developed such academies into the Imperial Art Academy. C Landscape painting During the Yuan Dynasty(1271～1368) the "Four Great Painters" — Huang Gongwang, Nizan, Wei Zhen and Wang Meng — represented the highest level of landscape painting. Their works immensely influenced landscape painting of the Ming(1368～1644) and Qing(1644～1911) dynasties. The Ming Dynasty saw the rise of the Women Painting School, which emerged in Suzhou on the lower reaches of the Yangtze River. Keen to carry on the traditions of Chinese painting, the four women masters blazed new trails and developed their own unique styles. When the Manchus came to power in 1644, the then-best painters showed their resentment to the Qing court in many ways. The "Four Monk Masters" — Zhu Da, Shi Tao, Kun Can and Hong Ren — had their heads shaved to demonstrate their determination not to serve the new dynasty, and they soothed their sadness by painting tranquil nature scenes and traditional art. Yangzhou, which faces Suzhou across the Yangtze River, was home to the "Eight Eccentrics" — the eight painters all with strong characters, proud and aloof, who refused to follow orthodoxy. They used freehand brushwork and broadened the horizon of flower-and-bird painting. By the end of the Qing Dynasty and the beginning of the Republic of China, Shanghai, which gave birth to the Shanghai Painting School, had become the most prosperous commercial city and a gathering place for numerous painters. Following the spirit of the Eight Eccentrics of Yangzhou, the Shanghai School played a vital role in the transition of Chinese traditional painting from a classical art form to a modern one. The May 4th Movement of 1919,or the New Culture Movement, inspired the Chinese to learn from western art and introduce it to China. Many outstanding painters, led by Xu Beihong, emerged, whose paintings recognized a perfect merging of the merits of both Chinese and Western styles, absorbing western classicism, romanticism and impressionism. Other great painters of this period include Qi Baishi, Huang Binhong and Zhang Daqian. Oil painting, a western art, was introduced to China in the 17th century and gained popularity in the early 20th century. D New Year painting The popular folk painting — Chinese New Year pictures pinned up on doors, room wails and windows on the Chinese New Year to invite heavenly blessings and ward off disasters and evil spirits — dates back to the Qin and Han dynasties. Thanks to the invention of block printing, folk painting became popular in the Song Dynasty and reached its zenith of sophistication in the Qing. Woodcuts have become increasingly diverse in style, variety, theme and artistic form since the early 1980s.

填空题{{B}} A = Bordeaux B = Burgundy C = Champagne Which region(s)...{{/B}} {{B}}A Bordeaux:{{/B}} An area in southwestern France considered by most wine enthusiasts as the world's greatest W. ine-producing region because of the large quantity (ranging from 700 million to 900 million bottles annually) and the high quality of the wines. This large region has about 280,000 vineyard acres and essentially covers the same territory as the department of Gironde. At its center lies the seaport city of Bordeaux, which sits on the Garonne River upstream from the Gironde estuary, which empties into the Atlantic Ocean. The Bordeaux region's fame dates back some 2,000 years when Romans first sang the praises of its wines. The wide popularity of Bordeaux wines in the United Kingdom (where they're called clarets) can be traced back to the period from 1152 to 1453, when the English owned this region, which was acquired through a royal marriage and then lost in the 100 Years' War. Bordeaux gains most of its fame from its red wines, which generally make up over 75 percent of the production. Nevertheless, the region's rich, sweet white wines from Sauternes are world renowned, and its DRY white wines from Graves have a serious following. Bordeaux's primary appellations, which cover the entire region, are Bordeaux AC--for red, white, and rose wines--and Bordeaux Superieur AC--a designation for red and rose wines that requires lower grape yields and slightly higher alcohol levels than basic Bordeaux. There are over fifty individual appellations in Bordeaux, and, generally, the smallest ACs produce the highest-quality wines. There are also thousands of individual chateaux-some are quite impressive, while others are simply tiny farmhouses. {{B}}B Burgundy:{{/B}} One of the world's most famous winegrowing areas, located in eastern France, southeast of Paris. Bourgogne, as it's called in France, has about 110,000 vineyard acres, which is about 40 percent of what exists in Bordeaux. Burgundy consists of five basic regions. Burgundy and its wines have a long history going back at least to the time when the Romans ruled this region. In the fourteenth and fifteenth centuries, the Grand Duchy of Burgundy flourished, controlling an area that included what are now parts of Belgium, the Netherlands, Luxembourg, and a large portion of northern France. It was a rich and powerful empire, and the great Dukes of Burgundy savored the region's marvelous wines as part of their opulent lifestyle. The Burgundy region has established a reputation over the centuries not only for its fine wines but also for its marvelous food. The wines vary considerably from region to region throughout Burgundy, but the focus is on three grape varieties--Pinot Noir and Gamay for red wines and Chardonnay for whites. Though other varieties are grown, they're being replaced in many areas by the three most prominent grapes. Gamay is the dominant red grape in Beaujolais, while Pinot Noir prevails in the other regions. The very best red wines come from the Grands Crus in the Cote d'Or. Chardonnay is grown throughout the region and reaches its zenith in the C6te de Beaune. Although the wines made of Pinot Noir and Chardonnay get most of the attention, more wines are produced in Beaujolais (where they make Gamay-based wines) than in the rest of Burgundy. In some ways, the Burgundian system for identifying quality wines is much more straightforward than that of Bordeaux. In addition to the Appellation d'Origine Controlee (AC) Bordeaux uses a complex and inconsistent chateau classification system. Burgundy uses only the AC system to classify regions, villages, and individual vineyards into appellations, the theory being that the smaller and more precise the appellation, the higher the general quality of the ' wine. {{B}}C Champagne:{{/B}} This most celebrated sparkling wine always seems to signal "special occasion". Though bubbling wines under various appellations abound throughout the world, true Champagne comes only from the Champagne region in northeast France. Most countries bow to this tradition by calling their sparkling wines by other names such as spumante in Italy, Sekt in Germany and vin mousseux in other regions of France. Only in America do some wineries refer to their bubbling wine as "champagne". Dom Perignon, 17th-century cellarmaster of the Abbey of Hautvillers, is celebrated for developing the art of blending wines to create Champagnes with superior flavor. He's also credited for his work in preventing Champagne bottles and corks from exploding by using thicker bottles and tying the corks down with string. Even then, it's said that the venerable Dom Perignon lost half his Champagne through the bottles bursting. French Champagne is usually made from a blend of chardonnay and pinot noir or pinot blanc grapes. California "champagnes" generally use the same varieties, while those from New York more often are from the pressings of catawba and delaware grapes. Good Champagne is expensive not only because it's made with premium grapes, but because it's made by the methode champenoise. This traditional method requires a second fermentation in the bottle as well as some 100 manual operations (some of which are mechanized today). Champagnes can range in color from pale gold to apricot blush. Their flavors can range from toasty to yeasty and from dry (no sugar added) to sweet.·has a fame dating back to Roman times? 71. ______·is known for its fine wines as well as its wonderful food? 72. ______·produces a wine which is called by different names in other countries? 73. ______·have a long history going back to Roman times? 74. ______ 75. ______·produces a wine created by a cellarmaster blending different wines? 76. ______·was once owned by the English in history? 77. ______·produces a wine that requires a second fermentation in the bottle? 78. ______·is best known for its red wines? 79. ______·uses a more straightforward system to classify its regions, villages and vineyards? 80. ______

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填空题·is popular in the south?

填空题WhendoesthefirsttrainoftheLondonUndergroundleave?

填空题A team of American scientists has 1 again that there is no safe cigarette. The scientists said that even cigarettes with low 2 of tar and nicotine are harmful. And they said that the only sure way to 3 the danger of cancer and heart disease is to stop smoking completely. The new report was made by a committee 4 the national research council. The health dangers of tar and nicotine have been well reported and reports appear to 5 helped change American smoking customs. Fifteen years ago only about two percent of the cigarettes sold in the United States were low 6 tar and nicotine. Today more 7 forty percent are low tar and nicotine cigarettes. The new report noted that studies have been made from the years 1955 to 1975. 8 that period the average amount of tar and nicotine in cigarette was reduced by about one half. 9 during the same time lung cancer and other cancers of the breathing system increased 10 seventy percent. 11 fact, male smokers 12 thirty-five or older were more 13 to die 14 lung cancer in 1975 15 smokers of the same age twenty years early.

填空题The multinational cooperation is the best way to stop HIV/AIDS from spreading among the mobile population.

填空题It is not uncommon for distinguished scientists in the twilight of their careers to turn their hand to philosophy. Unfortunately, the failures among such endeavors are generally acknowledged to outnumber the successes, and Wilson's contribution to the genre must on the whole be consigned to the majority. 16. ______ Wilson does, however, intend to present a thesis, the thesis that all knowledge is unified. The key concept he exploits, borrowing from the 19th century philosopher William Whewell, is consilience. For Whewell, consilience meant seeking principles with as wide an explanatory reach as possible. Its meaning in Wilson's text is somewhat indefinable: Sometimes it seems only to mean that different kinds of phenomena have something to do with one another. Sometimes it marks the insistence that there is a seamless web of cause and effect. Quite often it also seems to mean some strong doctrine of physicalist reductionism, though no such doctrine is ever spelled out in any kind of detail. 17. ______ For example, one of the most notorious topics from Sociobiology is the development of the idea that differences in magnitude of contribution to the reproductive purpose will lead to the evolutionary selection of sexually differentiated behavioral dispositions. Broadly, the idea is that males will pursue the maximum volume of reproductive output, whereas females will aim to produce a smaller quantity of high quality offspring. This will lead males to seek as many mates as possible, while females can be expected to look carefully for a high quality mate with the resources to spend on her offspring. 18. ______ Having established the relevance of biology to human concerns, Wilson advances his claim for consilience with science in chapters on the social sciences, on the arts, and an ethics and religion. Some of Wilson's views in these areas seem decidedly eccentric. 19. ______ The chapter on ethics and religion is even more perplexing than I have so far suggested. Wilson sees ethics as involving a fundamental divide between the transcendentalist and the empiricist, the former but not the latter holding moral values to be independent of contingent facts about human nature. Imaginary representatives of these extreme positions are used to present their arguments, but what actually emerges is a debate almost entirely concerned with the existence of God. Although Wilson may be right that "the mixture of moral reasoning employed by modern societies are...a mess," he offers nothing likely to improve this situations. The book concludes with a worthy plea for environmental awareness, but since this had little connection with the earlier themes I will not discuss it. 20. ______ The first printing of this book ran to 56,500 copies, and I was left wondering how people with more rigorously worked out views on such topics might come to command a comparable audience.A. Wilson examines important topics and he writes agreeably, if not always clearly. But the central thesis of the book is vague, the arguments presented generally difficult to discern, and many.of the opinions expressed are quite eccentric.B. When RA. Poucher published in 1867 a large volume modestly entitled The Universe, he explained in the introduction that the title was intended merely to indicate that he "had gathered from creation at large, often contrasting the smallest of its productions with the mightiest." I was reminded of this work while readingE. O. Wilson's book Consilience, much of which struck me as more of a compendium of scientific fact and speculation than any systematically worked out philosophical theme.C. Wilson's well-known book Sociobiology, published in 1975, presented claims for the genetic determination of a wide variety of behavioral traits of humans as well as other animals, and some of its central ideas get rehearsed here. At the same time, Wilson is greatly concerned to refute charges of crude genetic determinism, and he devotes a lot of space to discussing the interactions between genes and environment. But in the end, the lesson does not seem quite to have gotten through.D. In his book, Wilson wants to convince us that biology is a necessary ingredient of the arts, ethics, and so on.There is a very modest thesis possible here that humans do have some kind of nature and that this nature has something to do with why we like certain kinds of art and why certain social structures would not suit us.The problem here is that finding something interesting to say calls for some sophisticated philosophical work, and Wilson does not do the sort of work necessary.E. Thus in the present bookWilson remarks that reproductive asymmetries between the sexes "predict patterns of mate choice and courtship ...," without seeing any need to worry about interactions with culture. But in fact if development is a matter of interaction between genes and environment, it is not clear that any such predictions follow.F. It is important to note, however, that if we were totally different kinds of organisms, we might not mind being enslaved. But it is absurd to suppose that consilience in Wilson's more aggressive sense of reduction has any relevance her