单选题Lucy's response to the weather might be described as

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单选题{{B}}TEXT B{{/B}} It was eleven o' clock that night when Mr. Pontellier returned from Klein' s hotel. He was in an excellent humor, in high spirits, and very talkative. His entrance awoke his wife, who was in bed and fast asleep when he came in, He talked to her while he undressed, telling her anecdotes and bits of news and gossip that he had gathered during the day. From his trousers pockets he took a fistful of crumpled bank notes and a good deal of silver coin, which he piled on the bureau indiscriminately with keys, knife, handkerchief, and whatever else happened to be in his pockets, she was overcome with sleep, and answered him with little half utterances. He thought it very discouraging that his wife, who was the sole object of his existence, evinced so little interest in things which concerned him, and valued so little his conversation. Mr. Pontellier had forgotten the bonbons and peanuts for the boys. Notwithstanding he loved them very much, and went into the adjoining room where they were resting comfortably. The result of his investigation was far from satisfactory. He turned and shifted the youngsters about in bed. One of them began to kick and talk about a basket full of crabs. Mr. Pontellier returned to his wife with the information that Raoul had a high fever and needed looking after. Then he lit a cigar and went and sat near the open door to smoke it. Mrs. Pontellier was quite sure Raoul had no fever. He had gone to bed perfectly well, she said, and nothing had ailed him all day. Mr. Pontellier was too will acquainted with fever symptoms to be mistaken. He assured her the child was consuming at that moment in the next room. He reproached his wife with her inattention, her habitual neglect of the children. If it was not a mother' s place to look after children, whose on earth was it? He himself had his hands full with his brokerage business. He could not be in two places at once; making a living for his family on the street, and staying at home to see that no harm befell them. He talked in a monotonous, insistent way. Mrs. Pontellier sprang out of bed and went into the next room. She soon came back and sat on the edge of the bed, leaning her head down on the pillow. She said nothing, and refused to answer her husband when he questioned her. When his cigar was smoked out he went to bed, and in half a minute he was fast asleep. Mrs. Pontellier was by that time thoroughly awake. She began to cry a little, and wiped her eyes on the sleeve of her peignoir; Blowing out the candle, which her husband had left burning, she slipped her bare feet into a pair of satin mules at the foot, of the bed and went out on the porch, where she sat clown in the wicker chair and began to rock gently to and fro. It was then past midnight. The cottages were all dark. A single faint light gleamed out from the hallway of the house. There was no sound abroad except the hoofing of an old owl in the top of a water-oak, and the everlasting voice of the sea, that was not uplifted at that soft hour It broke like a mournful lullaby upon the night. The tears came so fast to Mrs. Pontellier's eyes that the damp sleeve of her peignoir no longer served to dry them. She was holding the back of her chair with one hand; her loose sleeve had slipped almost to tile shoulder of her uplifted arm. Turning, she thrust her face, steaming and wet, into the bend of her arm, and she went on erying there, not earing any longer to dry her face, her eyes, her arms. She could not have told why she was crying. Such experiences as the foregoing were not uncommon in her married life. They seemed never before to have to have weighed much against the abundance of her husband' s kindness and a uniform devotion which had come to be tacit and self-understood. An indescribable oppression, which seemed to generate ill some unfamiliar part of her consciousness, filled, her whole being with a vague anguish. It was like a shadow, like a mist passing across her soul' s summer day. It was strange and unfamiliar; it was a mood, She did not sit there inwardly upbraiding her husband, lamenting at Fate, which had directed her footsteps to the path which they had taken. She was just having a good cry all to herself. The mosquitoes made merry over her, biting her firm, round arms and nipping at her bare insteps. The little stinging, buzzing imps succeeded in dispelling a mood which might have held her there in the darkness half a night longer.

单选题 As a Canadian immersion teacher, I was enthused to see the letter from John Whelpton about the Canadian immersion experience (South China Morning Post, June 11). 1 would like to take this opportunity to expand upon and challenge some of his views. I agree that the Canadian immersion and bilingual schools have been successful in producing functionally bilingual students. In the province of Manitoba, there are French, Ukrainian, and German immersion schools; Hebrew bilingual schools; and a school for native Indian students. English immersion programmes are popular for students from the province of Quebec as well as from countries such as Libya and Japan. However, Mr.Whelpton's suggested condition that teachers in these schools must be fully bilingual may be unnecessary. For example, primary teachers can and do function with a smaller vocabulary than secondary teachers. Secondly, it is doubtful that students will use English because they "understand and accept the objective of making English the language of the classroom", which is a rather sterile motive. One reason that Canadian immersion programmes work is because of the commitment to Whole Language Learning, that is, children learn a language, (first or second,) by using it to transmit or receive meaningful messages that are interesting, real and important. They want to make their needs and desires known and to understand the world around them. Immersion programmes integrate language and content in an activity-based, child-centred manner so that the child is motivated to use the second language as a tool to transmit and receive messages related to social and academic interests. In addition the second language is modeled throughout the school, is encouraged and rewarded, and thus becomes the language of choice. It is not necessary to "abandon" Cantonese; an immersion programme should provide some daily instruction in the first language. Mr.Whelpton's third argument that all the students in one class need to be at approximately the same level of English proficiency when they switch to English is unrealistic and unprofitable. How does a teacher group children who have a huge vocabulary but poor grammar skills and others who have correct grammar but a poor vocabulary? Also, suppose the students have similar language abilities but different learning styles! The odds are that a teacher, at any point in time, will be teaching at a level that is too difficult for one-third, too easy for one-third and appropriate for the final one-third of the students. Hence the concept of co-operative learning, students in heterogeneous groups with a mixture of personalities, talents and weaknesses (a more realistic reflection of life) learn better as they co-operate, instead of compete, and depend on each other for support and information. This type of learning environment frees the teacher from the traditional lecturing mode in favor of circulating, monitoring and challenging the students to make use of their different experiences to expand their knowledge and skills. I support immersion programmes not simply so that Hong Kong SAR remains "competitive as an international business centre", but because children who learn a second language partake in an educational experience that expands their horizons in addition to their cognitive, social and affective capabilities; important goals of education indeed.

单选题Alexander Pope was the representative writer of ______. A. Transcendentalism B. Romanticism C. Modernism D. Neo-Classicism

单选题Landes believes that ______

单选题Which king in British history defeated the Danes and forced them to accept Peace of Edington, thus considered as the first national hero?[A] Julius Caesar.[B] Edward.[C] Alfred.[D] Harold Ⅱ.

单选题{{I}}Question 8 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the following questions. Now listen to the news.{{/I}}

单选题With Howells, James, and Mark Twain active on the scene, ______ became the major trend in the seventies and eighties of the nineteenth century.

单选题Who does not belong to the writers of the Realistic Age?A. Mark Twain B. Henry JamesC. Jack London D. James Fenimore Cooper

单选题What does "brainchild" in the paragrapth 4 mean?

单选题Martin Luther King, Jr. who delivered a famous speech named I Have a Dream was the leader of ______in U.S.A.[A] Bus Boycott[B] the Progressive Movement[C] Civil Rights Movement[D] the Westward Movement

单选题The experiment with the juice glass illustrates ______.

单选题Queensland lies in ______.

单选题______ is generally regarded as the beginning of modern world history. A. The English Civil War B. The American Civil War C. The World War Ⅰ D. The World War Ⅱ

单选题British ______ is one of the four major news agencies in the west.

单选题Chaucer's English belongs to the period of ______.

单选题On ______ , 1776,the Congress adopted the Declaration of Independence. A. June 4 B. July 4 C. June 14 D. July 14

单选题Rabies is an ordinarily infectious disease of the central nervous system, caused by a virus and, as a rule, spread chiefly by domestic dogs and wild flesh-eating animals. Man and all warm-blooded animals are susceptible to rabies. The people of ancient Egypt, Greece and Rome ascribed rabies to evil spirits because ordinarily gently and friendly animals suddenly became vicious and violent without evident cause and, after a period of maniacal behaviour, became paralysed and died. Experiments carried out in Europe in the early nineteenth century of injecting saliva from a rabid dog into a normal dog proved that the disease was infectious. Preventive steps, such as the destruction of stray dogs, were taken and by 1826 the disease was permanently eliminated in Norway, Sweden and Denmark. Though urban centres on the continent of Europe were cleared several times during the nineteenth century, they soon became reinfected since rabies was uncontrolled among wild animals. During the early stages of the disease, a rabid animal is most dangerous because it appears normal and friendly, but it will bite at the slightest provocation. The virus is present in the salivary glands(腺) and passes into the saliva so that the bite of the infected animal introduces the virus into a fresh wound. If no action is taken, the virus may become established in the central nervous system and finally attack the brain. The incubation(潜伏期) period varies from ten days to eight months or more, and the disease develops more quickly the nearer to the brain the wound is. Most infected dogs become restless, nervous, and irritable and vicious, then depressed and paralysed. With this type of rabies, the dog's death is inevitable and usually occurs within three to five days after the onset of the symptoms. Anti-rabies vaccine(疫苗) is widely used nowadays in two ways. Dogs may be given three-year protection against the disease by one powerful injection, while persons who have been bitten by rabid animals are given a course of daily injections over a week or ten days. The mortality rate from all types of bites from rabid animals has dropped from 9% to 0.5%. In rare cases, the vaccine will not prevent rabies in human beings because the virus produces the disease before the person's body has time to build up enough resistance. Because of this, immediate vaccination is essential for anyone bitten by an animal observed acting strangely and the animal should be captured circumspectly, and examined professionally or destroyed.

单选题{{B}}TEXT C{{/B}} Between the eighth and eleventh centuries A.D., the Byzantine Empire staged an almost unparalleled economic and cultural revival, a recovery that is all the more striking because it followed a long period of severe internal decline. By the early eighth century, the empire had lost roughly two-thirds of the territory it had possessed in the year 600, and its remaining area was being raided by Arabs and Bulgarians, who at times threatened to take Constantinople and extinguished the empire altogether. The wealth of the state and its subjects was greatly diminished, and artistic end literary production had virtually ceased. By the early eleventh century, however, the empire had regained almost half of its lost possessions, its new frontiers were secure, and its influence extended far beyond its borders. The economy had recovered, the treasury was full, and art and scholarship had advanced. To consider the Byzantine military, cultural, and economic advances as differentiated aspects of a single phenomenon is reasonable. After all, these three forms of progress have gone together in a number of states and civilizations. Rome under Augustus and fifth century Athens provide the most obviously examples in antiquity. Moreover, an examination of the apparent sequential connections among military, economic, and cultural forms of programs might help explain the dynamics of historical change. The common explanation of these apparent connections in the case of Byzantium would run like this: when the empire had turned back enemy raids on its own territory and had begun to raid and conquer enemy territory, Byzantine resources naturally expanded and more money became available to patronize art and literature. Therefore. Byzantine military achievements lad to economic advances, which in turn led to cultural revival. No doubt this hypothetical pattern did apply at times during the course of recovery. Yet it is not clear that military advances invariably came first, economic second, and intellectual advances third. In the 860's the Byzantine Empire began to recover from Arab incursions so that by 872 the military, balance with the Abbasid Caliphate had been permanently altered in the empire's favor. The beginning of the empire's economic revival, however, can be placed between 810 and 830. Finally, the Byzantine revival of learning appears to have begun even earlier. A number of notable scholars and writers appeared by 788 and, by the last decade of the eighth century, a cultural revival was in full bloom, a revival that lasted until the fall of Constantinople in 1453. Thus the commonly expected order of military revival followed by economic and then by cultural recovery was reversed in Byzantium. In fact, the revival of Byzantine learning may itself have influenced the subsequent economic and military expansion.