题目内容
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A.Therefore
B.Nevertheless
C.However
D.Moreover
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更多“【B3】A．ThereforeB．NeverthelessC．HoweverD．Moreover”相关的问题
B．Take the books to the woman.
C．Show the woman where the library is.
D．Give her his books.
The word hero can be confusing, for it has several meanings. It is often applied to ordinary people who happen to perform. an act of great courage—a fireman who saves someone from a burning house at the risk of his own life, for example. Then, the principal character of a play, a novel, or a firm is known as the hero of the story, even if he is not particularly brave. But the heroes and heroines that we are going to consider now constitute a third group. They are the giants, the out-of-the-ordinary figures whose superiority fills our hearts with admiration and awe; the men and women who give us a high example to follow, a purpose in life, or sometimes just a dream, because they represent the person that we would like to be.
Humanity has always had such heroes. Some have been the saviors or the builders of their country, like George Washington, who gave generations of Americans their model of determination, selflessness, and honor. Others have been religious leaders or gorgeous women; conquerors, athletes, or pioneers; characters in novels or revolutionaries; saints, sin nets, likable robbers, or movie stars. Whatever they did, they were all stars—shining, glorious, showing the way to their followers below, wishing to imitate the good characteristics and the virtues of heroes can change the behavior. of their admirers for the better.
Many articles have appeared in recent years, claiming that there are no more heroes in the Western world. The authors say that, particularly in Europe and North America, the young now refuse to admire anyone; that we are living in a world too well informed, too curious and critical for hero worship. The press, books, and television keep showing us the faults of the public figures who could become today's stars, until we lose faith and start looking for defects in any person who seems worthy of respect. In a neighbor or a statesman, we try to discover the weaknesses, failures, or ugly motives that are surely hiding behind his noblest actions.
Is it true that we know too much？ Were our ancestors lucky to be only partly informed？ Those who read the first biographies of Charlemagne, George Washington, Joan of Arc, or other great men and women of the past were not told that their hero had bad breath or disliked his mother; they only found a description of his great accomplishments and their admiration was strengthened. In fact, early biographers didn't hesitate to make up an admirable story or two about their hero. The man who wrote the first biography of Washington, for instance, invented the cherry tree; he admitted later that there was no truth in it, but he said that it was in character and that it would give young men a good example to follow. His readers didn't seem to object; the book was reprinted eighty times—a tremendous success in those days.
Modern biographers do not invent such stories; they respect the facts, as indeed they should. But we pay a price for their truthfulness, for in their efforts to show "the whole person", they tell us more than we really need to know about private lives, family secrets, and human weaknesses. The true greatness of a fine man is often forgotten in the display; and people lose not only their admiration for him, but their willingness to trust any other "star" completely.
This shows clearly in the remarks of a high-school students near Los Angeles, who were asked whom they admired. "Nobody," said a young man, "because the objects of our early admiration have been destroyed. People we wanted to believe in have been described to us with all their faults and imperfections; that makes it hard to trust the 'historical' heroes." Another student, a girl, added, "The people we try to imitate are the unknown adults, the noncelebrities in our lives. In stead of dreaming of being like some famous woman somewhere, I want to be like my mom's best friend, whom no one in thi
A．Y
B．N
C．NG
W: No problem, I thought you might want to go over it together. And anyway, it helps me review, Hope you're feeling better now.
M: I am. Thanks, So, you said she talked about squid？ Sounds a little strange.
W: Well, actually, it was about the evolution of sea life-a continuation from last week. The octopus and the squid descended from earlier creatures with shells. They survived by shedding their shells—somewhere between 200 and 500 million years ago.
M: That's a pretty long span of time.
W: I know. That's what she said, though. To be precise. "Exactly when they emerged is uncertain...and why is still unexplained."
M: Some squid are really huge. Can you imagine something that big if it still had a shell？
W: Actually, it's because they lost their shells that they could evolve to a bigger size.
M: Makes sense. Bat some are really huge. I've read about fisher men that naught squid that weighed over a ton. Did she talk a bout how that happens？
W: Not really. But she did mention some unusual cases. In 1933 in New Zealand they caught a squid.., let's see here...it was twenty-two yards long. Its eyes were eighteen inches across. Can you imagine？
M: Reminds me of all those stories of san monsters.
W: Dr. Simpson thinks there are probably even larger ones that haven't been found because squid are intelligent and fast—so they can easily get away form. humans. Maybe some of those monster stories are true.
(20)
A．Mating habits of squid and octopus.
B．The evolution of certain forms of sea life.
C．The study of marine shells.
D．Survival skills of sea creatures.
Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D.
听力原文： One of the most famous tourist attraction in the State of California is the giant redwood. This redwood might be described as "the tree with the moving foot" because it is not even a native Californian, believe it or not.
These trees, which are among the largest and oldest of all living things, moved to California from the Arctic. Long, long ago they grew in the Arctic, just as enormous and tall as they are today. But the warmer climate drew them southward and it took some seventy-five million years to complete the move.
Carried by birds, winds, and some strong-teethed animals, the seeds of the redwood traveled thousands of miles from what is now the northernmost tip of Alaska to California, their last stand. Only the hardest of seeds survived—a few that visited Europe soon died out. But those that made it to California put down roots, grew into luxuriant forests, anti became camera subjects for the hundreds of thou sands of tourists who visit California's giant redwood each year.
(27)
A．California.
B．Southern Alaska.
C．The arctic.
D．Europe.
Exactly what do you do during a normal day？ How do you spend your time？ Paul T. Rankin very much wanted an answer to that question. To get it, he asked sixty-eight individuals to keep an accurate, detailed record of what they did every minute of their waking hours. When he consolidated his findings, be discovered that the average individual spent 70 percent of his waking time doing one thing only—communication. That meant reading, writing, speaking or listening.
Put that evidence alongside of the research findings uncovered by the Human Engineering Laboratories. In exploring aptitudes and careers involving, among other things, data from 30, 000 vocabulary tests given yearly, they discovered that big incomes and big vocabularies go together. Vocabulary, more than any other factors yet known, predicts financial success.
And it all fits. Each word you add to your vocabulary makes you a better reader, writer, speaker and listener. Furthermore, linguistic scientists are quick to point out that we actually think with words. If that is so, new words make us better thinkers as well as communicators. No wonder more words are likely to mean more money. What better reason for beginning right now to extend your vocabulary？
Take reading. What exactly do you read？ Common sense says you read words. Research confirms that fact. "Vocabulary in context" contributes 39 percent to comprehension. That's more than any other factor isolated and studied—even more than intelligence. And "word in parts" contributes more to speed of reading than any other factor—28 percent. In short, your efforts to improve vocabulary will pay off in both comprehension and speed.
Suppose, as you're reading along, you come across a strange word lumtebs. Did you find yourself stopping for a closer look at lumtebs？ Pardon the spelling slip. That's actually the word stumble(偶然发现). The fetters just got mixed around. Obviously you now know that strange words do slow you down—or even stop you completely. Furthermore, strange words hinder comprehension. Which is easier to understand, "eschew garrulity" or "avoiding talking too much"？
What you need is a vital, dynamic approach to vocabulary building. Hybrid(混合种) corn combines the best qualities of several varieties to ensure maximum productivity. A hybrid approach to vocabulary should, in the same way, ensure maximum results. That's why you should use the CPD formula.
Through Context
When students in a college class were asked what should be done when they came across an unknown word in their reading, 84 percent said. "Look it up in the dictionary." If you do, however, you short-circuit the very mental processes needed to make your efforts most productive.
But there's another reason. Suppose someone asks you what the word fast means. You answer. "speedy or swift". But does it mean that in such contexts as "fast color", "fast woman", or "fast friend"？ And if a horse is fast, is it securely tied or galloping(飞驰) at top speed？ It could be either. It all depends. On the dictionary？ No, on context—on how the word is actually used. After all, there are over twenty different meanings for fast in the dictionary. But the dictionary doesn't tell you which meaning is intended. That's why it makes such good sense to begin with context.
Through Word Parts
Now for the next step. Often unfamiliar words contain one or more parts, which, if, recognized, provide definite help with meaning. Suppose you read that someone "had a predilection for reading mysteries". The context certainly isn't too helpful. But do you see a prefix, suffix or toot that you know？ Well, there's the familiar prefix pre-, meaning "before". Look back at the context and try inserting "before". Reading mysteries apparently comes "before" other kinds of reading. Yes, a predilection—or preference—is something put "
A．Y
B．N
C．NG
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