单选题He peered over at the writhing blackness that jerked convulsively with the jerking nerves. It grew quieter. There were small twitches from the mass that still looked vaguely【C1】______the shape of a small animal. It came【C2】______his mind that he could shoot it and end its pain; and he raised the gun. Then he lowered【C3】______again. The buck could no longer feel;its fighting was a mechanical protest of the nerves. But it was not that which made him【C4】______the gun. It was a swelling feeling of rage and misery and protest that【C5】______itself in the thought: if I had not come it【C6】______like this, so why should I interfere? All over the bush things like this happen;they happen all the time;this is how life goes on, by living things dying in anguish. I can't stop it. There is nothing I can do. He was glad that the buck was unconscious and had gone past suffering【C7】______he did not have to make a decision to kill it. At his feet, now,【C8】______ants trickling back with pink fragments in their mouths, and there was fresh acid smell in his nose. He sternly controlled the【C9】______convulsing muscles of his empty stomach, and reminded himself: the ants must eat too. The shape had grown small. Now it looked like nothing recognizable. He did not know how long it was【C10】______he saw the blackness thin, and bits of white showed through, shining in the sun — yes, there was the sun just up, glowing over the rocks. Why, the whole thing could not have taken longer【C11】______a few minutes. He strode forward, crushing ants with each step, and brushing them【C12】______his clothes till he stood above the skeleton. It was clean-picked. It might have been lying there for years,【C13】______on the white bone there were pink fragments of flesh. About the bones ants were ebbing away, their pincers【C14】______meat. The boy looked at them big black ugly insects.【C15】______were standing and gazing up at him with small glittering eyes. "Go away!" he said to the ants very coldly. "I am not【C16】______you not just yet, at any rate. Go away. "And he fancied that the ants turned and went away. He bent over the bones and touched the sockets in the skull: that was where the eyes were, he thought incredulously,【C17】______the liquid dark eyes of a buck. That morning, perhaps an hour ago, this small creature had been stepping【C18】______through the bush, feeling the chill on its skin even as he himself had done, exhilarated by it. Proudly stepping the earth,【C19】______a pretty white tail, it had sniffed the cold morning air. Walking like kings and conquerors it had moved freely through this bush, where each blade of grass grew for it【C20】______and where the river ran pure sparkling water for it to drink.

单选题{{B}}Passage 4{{/B}} The history of responses to the work of the artist Sandro Botticelli (1444-1510) suggests gests that widespread appreciation by critics is a relatively recent phenomenon. Writing in 1550, Vasari expressed an unease with Botticelli's work, admitting that the artist fitted awkwardly into his evolutionary scheme of the history of art. Over the next two centuries, academic art historians defamed Botticelli in favor of his fellow Florentine, Michelangelo. Even when anti-academic art historians of the early nineteenth century rejected many of the standards of evaluation adopted by their predecessors, Botticelli's work remained out side of accepted taste, pleasing neither amateur observers nor connoisseurs. (Many of his best paintings, however, remained hidden away in obscure churches and private homes. ) The primary reason for Botticelli's unpopularity is not difficult to understand: most observers, up until the mid-nineteenth century, did not consider him to be noteworthy, because his work, for the most part, did not Seem to these observers to exhibit the traditional characteristics of fifteenth-century Florentine art. For example, Botticelli rarely employed the technique of strict perspective and, unlike Michelangelo, never used chiaroscuro. Another reason for Botticelli's unpopularity may have been that his attitude toward the style of classical art was very different from that of his contemporaries. Although he was thoroughly exposed to classical art, he showed little interest in borrowing from the classical style. Indeed, it is paradoxical that a painter of large-scale classical subjects adopted a style that was only slightly similar to that of classical art. In any case, when viewers began to examine more closely the relationship of Botticelli's work to the tradition of fifteenth-century Florentine art, his reputation began to grow. Analyses and assessments of Botticelli made between 1850 and 1870 by the artists of the Pre-Raphaelite movement, as well as by the' writer Pater (although he, unfortunately, based his assessment on an incorrect analysis of Botticelli's personality), inspired a new appreciation of Botticelli throughout the English-speaking world. Yet Botticelli's work, especially the Sistine frescoes, did not generate worldwide attention until it was finally subjected to a comprehensive and scrupulous analysis by Home in 1908. Home rightly demonstrated that the frescoes shared important features with paintings by other fifteenth-century Florentines-features such as skillful representation of anatomical proportions, and of the human figure in motion. However, Home argued that Botticelli did not treat these qualities as ends in themselves-rather, that he emphasized clear depletion of a story, a unique achievement and one that made the traditional Florentine qualities less central. Because of Home's emphasis crucial to any study of art, the twentieth century has come to appreciate Botticelli's achievements.

单选题During the rainy season the Mississippi River may carry away hundreds of acres of valuable top soil from one area and arbitrarily deposit it in another.

单选题The most urgent thing is to find a dump for those toxic industrial wastes.

单选题Although this theory was never rigidly disproved, the doctrine was generally abandoned ______the opposing view.

单选题Her panic was {{U}}transient{{/U}}, and ceased when she began to speak.

单选题The principle of the social character of the school as the basic factor in the moral education given may be also applied to the question of methods of instruction, not in their details, but in their general spirit. The emphasis then fells upon instruction and giving out, rather than upon absorption and mere learning. We fail to recognize how essentially individualistic the latter methods are, and how unconsciously, yet certainly and effectively, they react into the child's ways of judging and of acting. Imagine forty children all engaged in reading the same books, and in preparing and reciting the same lessons day after day. Suppose this process constitutes by far the larger part of their work, and that they are continually judged from the standpoint of what they are able to take in a study hour and reproduce in a recitation hour. There is next to no opportunity for any social division of labor. There is no opportunity for each child to work out something specifically his own, which he may contribute to the common stock, while he participates in the productions of others. All are set to do exactly the same work and turn out the same products. The social spirit is not cultivated, in fact, in so far as the purely individualistic method gets in its work, it atrophies for lack of use. The child is born with a natural desire to give out, to do, to serve. When this tendency is not used, when conditions are such that other motives are substituted, the accumulation of an influence working against the social spirit is much larger than we have any idea of, especially when the burden of work, week after week, and year after year, falls upon this side. But lack of cultivation of the social spirit is not all. Positively individualistic motives and standards are inculcated. Some stimulus must be found to keep the child at his studies. At the best this will be his affection for his teacher, together with a feeling that he is not violating school rules, and thus negatively, if not positively, is contributing to the good of the school. I have nothing to say against these motives so far as they go, but they are inadequate. The relation between the piece of work to be done and affection for a third person is external, not intrinsic. It is therefore liable to break down whenever the external conditions are changed. Moreover, this attachment to a particular person may become so isolated and exclusive as to be selfish in quality. In any case, the child should gradually grow out of this relatively external motive into an appreciation, for its own sake, of the social value of what he has to do, because of its larger relations to life, not pinned down to two or three persons. But, unfortunately, the motive is not always at this relative best, but mixed with lower motives which are distinctly egoistic. Fear is a motive which is almost sure to enter in, not necessarily physical fear, or fear of punishment, but fear of losing the approbation of others; or fear of failure, so extreme as to be morbid and paralyzing. On the other side, emulation and rivalry enter in. Just because all are doing the same work, and are judged (either in recitation or examination with reference to grading and to promotion) not from the standpoint of their personal contribution, but from that of comparative success, the feeling of superiority over others is unduly appealed to, while timid children are depressed. Children are judged with reference to their capacity to realize the same external standard. The weaker gradually lose their sense of power, and accept a position of continuous and persistent inferiority. The effect upon both self-respect and respect for work need not be dwelt upon. The strong learn to glory, not in their strength, but in the fact that they are stronger.

单选题 Hurricanes are violent storms that cause millions of dollars in property damage and take many lives. They can be extremely dangerous, and too often people underestimate their fury. Hurricanes normally originate as a small area of thunderstorms over the Atlantic Ocean west of the Cape Verde Islands during August or September. For several days, the area of the storm increases and the air pressure falls slowly. A center of low pressure forms, and winds begin to whirl around it. It is blown westward, increasing in size and strength. Hurricane hunters then fly out to the storm in order to determine its size and intensity and to track its direction. They drop instruments for recording temperature, air pressure, and humidity (湿度), into the storm. They also look at the size of waves on the ocean, the clouds, and the eye of the storm. The eye is a region of relative calm and clear skies in the center of the hurricane. People often lose their lives by leaving shelter when the eye has arrived, only to be caught in tremendous winds again when the eye has passed. once the forecasters have determined that it is likely the hurricane will reach shore, they issue a hurricane watch for a large, general area that may be in the path of the storm. Later, when the probable point of landfall is clearer, they will issue a hurricane warning for a somewhat more limited area. People in these areas are wise to stock up on nonperishable foods, flash light and radio batteries, candles, and other items they may need if electricity and water are not available after the stoma. They should also try to hurricane-proof their houses by bringing in light-weight furniture and other items from outside and covering windows. People living in low-lying areas are wise to evacuate their houses because of the storm surge, which is a large rush of water that may come ashore with the storm. Hurricanes generally lose power slowly while traveling over land, but many move out to sea, gather up force again, and return to land. As they move toward the north, they generally lose their identity as hurricanes.

单选题Most of us find the forgetting easier, but maybe we should work on the forgiving part. "Holding on to hurts and nursing grudges wear you down physically and emotionally," says Stanford University psychologist Fred Luskin, author of Forgive for Good. "Forgiving someone can be a powerful antidote." In a recent study, Charlotte, assistant/associate professor of psychology at Hope College in Holland, Michigan; and this colleagues asked 71 volunteers to remember a past hurt. Tests recorded the highest blood pressure, heart rate and muscle tension—the same responses that occur when people are angry. Research has linked anger and heart disease. When the volunteers were asked to imagine empathizing, even forgiving those who had wronged them, they remained calm by comparison. What's more, forgiveness can be learned, insists Luskin, director of the Stanford Forgive- ness Project, "We teach people to rewrite their story in their minds, to change from victim to he- m. If the hurt is from a spouse's infidelity, we might encourage them to think of themselves not only as a person who was cheated on, but as the person who tried to keep the marriage together. Two years ago, Luskin tested his method on 5 Northern Irish women whose sons had been murdered. After undergoing a week of forgiveness training, the women's sense of hurt, measured using psychological tests, had fallen by more than half. They were also much less likely to feel depressed and angry. "Forgiving isn't about forgetting what happened," says Luskin. "It is about breaking free of the person who wronged us." The early signs that forgiving improves overall health are promising: A survey of 1,423 adults by the University of Michigan's Institute for Social Research in 2001 found that people who had forgiven someone in their past also reported being in better health than those who hadn't. However, while 75% said they were sure God had forgiven them for past mistakes, only52% had been able to find it in their hearts to forgive others. Forgiveness; it seems, is still divine.

单选题When you watch a football game on a Saturday afternoon, you feel secure in your knowledge of what will happen when a player boots the ball. It first goes up and then it comes down. That's how it is, was, and will be--unless.... if the kicker someday should kick the ball such that at the instant it left his toe it were travelling upward at a rate of 11.2 kilometers per second (25 000 mhr). We would find that we would not have to worry about a punt return, because the ball simply would not come down. This particular speed is the escape velocity of an object from the earth. At this speed, any object, large or small, will escape from the earth to soar forever upward until captured by the gravitational attraction of some other planet or heavenly body. At first thought it might seem that a heavy object might require a greater initial speed to escape from the surface of the earth than a lighter one, remember that the way objects fall (or move upward against gravity) is independent of the mass of the object. As a result, if a velocity of 11.2 kilometers per second is enough to cause a football to escape from the earth, it is also enough to send a bowling ball (or a freight car) on its way. The concept of escape velocity applies to objects as small as atoms and molecules. The earth's atmosphere is composed primarily of oxygen and nitrogen, and it contains practically no trace of hydrogen or helium, the lightest elements. All the atoms of a gas travel in random motion at very high speeds, and the less massive atoms and molecules travel at the greatest speeds. In fact, the lighter gases go so fast that their speeds are greater than the critical speed of 11.2 kilometers per second. Thus they have long ago left our comfortable home and are now wandering through space in search of a more hospitable gravitational field. The moon has a weaker gravitation field than the earth. The escape velocity of an object on the moon is about 2.4 kilometers per second, and even the heavier gases have enough speed to escape the moon. This explains why we find no atmosphere there; any gases that may be released near the moon quickly escape.

单选题Ask an American schoolchild what he or she is learning in school these days and you might even get a reply, provided you ask it in Spanish. But don't bother, here's the answer: Americans nowadays are not learning any of the things that we learned in our day, like reading and writing. Apparently these are considered fusty old subjects, invented by white males to oppress women and minorities. What are they learning? In a Vermont college town I found the answer sitting in a toy store book rack, next to typical kids' books like "Heather Has Two Mommies and Daddy is 'Dysfunctional'". It's a teacher's guide called "Happy To Be Me", subtitled "Building Soft-Esteem". Serf-esteem as it turns out, is a big subject in American classrooms. Many American schools see building it as important as teaching reading and writing. They call it "whole language" teaching, borrowing terminology from the granola people to compete in the education marketplace. No one ever spent a moment building my self-esteem when I was in school. In fact, from the day I first stepped inside a classroom my self-esteem was one big demolition site. All that mattered was "the subject", be it geography, history, or mathematics. I was praised when I remembered that "near", "fit", "friendly", "pleasing", "like" and their opposites took the dative case in Latin. I was reviled when I forgot what a cosine was good for. Generally, I lived my school years beneath a torrent of castigation so consistent I eventually ceased to hear it, as people who live near the sea eventually stop hearing the waves. Schools have changed. Reviling is out, for one thing. More important, subjects have changed. Whereas I learned English, modem kids learn something called "language skills". Whereas I learned writing, modem kids learn something called "communication". Communication, the book tells us, is seven per cent words, twenty three per cent facial expression, twenty per cent tone of voice, and fifty per cent body language. So this column, with its carefully chosen words, would earn at most a grade of seven per cent. That is, if the school even gave out something as oppressive and demanding as grades. The result is that, in place of English classes, American children are getting a course in "How to Win Friends and Influence People". Consider the new attitude toward journal writing: I remember one high school English class when we were required to keep a journal. The idea was to emulate those great writers who confided in dimes, searching their soul and honing their critical thinking on paper. "Happy To Be Me" states that journals are a great way for students to get in touch with their feelings. Tell students they can write one sentence or a whole page. Reassure them that no one, not even you, will read what they write. After the unit, hopefully all students will be feeling good about themselves and will want to share some of their entries with the class. There was a time when no self-respecting book for English teachers would use "great" or "hopefully" that way. Moreover, back then the purpose of English courses (an antique term for "Unit") was not to help students "feel good about themselves". Which is good, because all that reviling didn't make me feel particularly good about anything.

单选题There is nothing in science (stating) that it is good to attempt to save human lives. Saving human lives (seems) to be a (generally held) value in most cultures of the world, but it is not (in some sense) scientifically derived.

单选题Don't tell Mary your plans or she'll tell everybody. She is always ______ her mouth off. A. shooting B. speaking C. talking D. throwing

单选题Telecommuting—substituting the computer for the trip to the job—has been ______ a solution to all kinds of problems related to office work.

单选题The English language contains a(n) ______ of words which are comparatively seldom used in ordinary conversation.

单选题The terrible noise is ______ me mad. A. turning B. setting C. driving D. putting

单选题In the second paragraph, the author gives two examples to show ______.

单选题At all ages and at all stages of life, fear presents a problem to almost everyone. "We are largely the playthings of our fears," wrote the British author Horace Walpole many years ago. "To one, fear of the dark; to another, of physical pain; to a third, of public ridicule; to a fourth, of poverty; to a fifth, of loneliness — for all of us our particular creature waits in a hidden place." Fear is often a useful emotion. When you become frightened, many physical changes occur within your body. Your heartbeat and responses quicken; your pupils expand to admit more light; large quantities of energy-producing adrenaline(肾上腺素)are poured into your bloodstream. Confronted with a fire or accident, fear can fuel life-saving flight. Similarly, when a danger is psychological rather than physical, fear can force you to take self-protective measures. It is only when fear is disproportional to the danger at hand that it becomes a problem. Some people are simply more vulnerable to fear than others. A visit to the newborn nursery of any large hospital will demonstrate that, from the moment of their births, a few fortunate infants respond calmly to sudden fear-producing situations such as a loudly slammed door. Yet a neighbor in the next bed may cry out with profound fright. From birth, he or she is more prone to learn fearful responses because he or she has inherited a tendency to be more sensitive. Further, psychologists know that our early experiences and relationships strongly shape and determine our later fears. A young man named Bill, for example, grew up with a father who regarded each adversity as a temporary obstacle to be overcome with imagination and courage. Using his father as a model, Bill came to welcome adventure and to trust his own ability to solve problem. Phil's dad, however, spent most of his time trying to protect himself and his family. Afraid to risk the insecurity of a job change, he remained unhappy in one position. He avoided long vacations because "the car might break down". Growing up in such a home, Phil naturally learned to become fearful and tense.