Nowadays the scattering of galaxies and the astounding abundance of stars are forcing those who ponder such matters to a further adjustment of their concept of the place and function of man in the material universe. In the history of the【C1】______human mind, with its increasing knowledge of the surrounding【C2】______, there must have been a time when the philosophers of the【C3】______tribes began to realize that the world was not simply centered on man himself. The geocentric concept, which accepted a universe centered on the earth, then became common【C4】______. The second adjustment in the understanding of man's【C5】______to the physical universe was not generally acceptable【C6】______the sixteenth century. Copernican revolution soundly【C7】______the heliocentric concept—the theory of a universe【C8】______on the sun. Man is a stubborn adherent to official dogma;【C9】______, however, he accepted the sun as the center. Then, forty years ago, came the need for a third adjustment. This【C10】______has deeply exploded man's pride and【C11】______, for it has carried with it the knowledge of the【C12】______number of galaxies. The galactocentric universe【C13】______puts the earth and its life near the【C14】______of one great galaxy in a universe of millions of galaxies. Man becomes peripheral among the billions of stars of his own Milky Way; and, according to the revelations of paleontology and geochemistry, he is【C15】______and apparently transient jin the【C16】______of cosmic time. The downgrading of the earth and sun and the elevation of the galaxies is not the end of this【C17】______of scientific pilgrims through philosophic fields. The need for another【C18】______adjustment now【C19】______—not wholly unexpected by scientists,【C20】______wholly the result of one or two scientific revelations. Our new problem concerns the spread of life throughout the universe. As unsolicited spokesmen for all the earthly organisms of land, sea, and air, we ask the thrilling question; Are we alone?"

As my exams are coming next week

In the second half of each year, many powerful storms are born in the tropical Atlantic and Caribbean seas. Of【C1】______, only about half a dozen【C2】______the strong, circling winds of 75 miles per hour or more that give them hurricane status, and several usually【C3】______their way to the coast. There cause millions of dollars of【C4】______, and bring death to【C5】______numbers of people. The great storms that hit the coast start【C6】______innocent circling disturbances hundreds, even thousands of miles out to sea. As they travel aimlessly over water【C7】______by the summer sun, they are carried westward by the【C8】______winds. When conditions are just【C9】______, warm, moist air flows in【C10】______the bottom of such a disturbance, moves upward through it and comes out at the top. In the【C11】______, the moisture in this warm air produces rain, and with it the heat is converted to energy in the form of strong winds. As the heat increases, the【C12】______hurricane begins to swirl in a counter-clockwise motion. The average life of a hurricane is only about nine days, but it contains almost【C13】______power than we can imagine. The energy in the heat released by a hurricane's rainfall in a(n)【C14】______day would【C15】______the entire electrical needs of the United States for more than six months. Water, not wind, is the main【C16】______of death and destruction in a hurricane. A(n)【C17】______hurricane brings 6- to 12-inch downpours【C18】______in sudden floods.【C19】______is the powerful movement of the sea—the mountains of water moving toward the low-pressure hurricane center. The water level【C20】______as much as 15 feet above normal as it moves toward shore."

迄今为止，科学已经发展了好几百年了，但我们还远未获得对世界的完全认识。也许我们并不能把握世界的终极真理，但会一步步接近它。

The picnic______at last after being twice postponed.

It can be hard to live up to one's______.

The longitudinal study demonstrates that students who receive ESL (English as a second language) instruction are far better than those taught primarily in their native language. A comparison of the three-year exit rates for students in ESL and bilingual programs shows that those who receive ESL instruction test out faster and in higher percentages than those who receive instruction in their native language, regardless of the grade in which they entered school. For example, 79.3 percent of the children who entered ESL programs in kindergarten tested out, while only 51.5 percent of those who received their education in their native languages did. Likewise, 72.9 percent of the LEP (limited English proficiency) students who entered programs in the first grade tested out. while only 38.5 of those in bilingual programs did. For students who entered LEP programs in the ninth grade, 91.6 percent of those in native-language instruction classes still hadn't tested out after three years, as compared with 78.1 percent of those in ESL classes. Furthermore, children who had been in ESL classes tested 4 higher in English and math once they exited LEP programs than those who had received native-language instruction. Of the LEP students who entered in kindergarten or the first grade, 49 percent of those who had been in ESL classes eventually read at grade level, while only 32 percent of those who had been in bilingual classes performed that well. In math, the statistics are even more impressive. Of the children who entered in kindergarten or the first grade, more than 69 percent of those who had been in ESL classes eventually performed at grade level or above, as opposed to 54 percent of those who had been in bilingual classes. Naturally, the study provoked a barrage of criticism from the highly political and vocal bilingual lobby, which prompted the New York City Board of Education to issue a paper in November 1994 mitigating the findings of the study and ignoring the distinction between students in ESL and bilingual education programs. Rather than exit rates, this paper focuses on the achievement of LEP students during the period in which they are in bilingual or ESL classes. The authors show that although the scores of LEP students were below average on the English-language test, their scores in all areas showed improvement; they point out that in math, there were insufficient data on the progress of LEP students to draw valid conclusions. However, a report on citywide mathematics test results in New York in the spring of 1995 deals more fully with the math scores of the 26,248 students who were examined the previous school year in Chinese, Spanish, or Haitian Creole. According to this document, only 16.6 percent of these children performing at or above grade level in mathematics. Although this represents an improvement of 1.1 percent over the scores of the previous year, it discredits the argument that native-language instruction keeps performing at grade level in subject areas. Although LEP students are improving faster than the national norm, they continue to perform far below the norm. This text is mainly ______.

Miss Helen always buys ______ priced clothes.

As the sky lightened even more

The question of salary increase will______at the next general meeting.

The tourists ______ through the fog

em>Questions 14 to 16 are based on the following conversation. At the end of the conversation, you will be given 15 seconds to answer the questions. Now listen to the conversation./em> From the conversation, we can learn the woman is probably ______.

"Do you want to see my ID card or my driver's license?" "______will do. "

A series of border incidents would ______ lead the two countries to war.

His maturity appears in the ______ clear-sightedness with which he could observe his own character.

In 1938 Pearl S

I have a lot of readings ______ before the end of this term.

______ to school life was less difficult than the pupil had expected.

In the wake of 11 September, Visionics

His theories