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We can (class) ______ nouns in a variety of ways, such as countable and uncountable nouns.
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We can learn from the passage that______.
A．the upper class is powerful and influential
B．the upper class collects rare books to make money
C．the upper class holds all top government positions
D．the “old rich” makes much more money than the “new rich”
A.the author was the best in class
B.the author didn’t have confidence in himself
C.the author wasn’t good at expressing himself
D.the author needed to be motivated
Large lecture classes are frequently regarded as a necessary evil. Such classes (21) be offered in many colleges and universities to meet high student (22) with limited faculty resource, (23) teaching a large lecture class can be a (24) task. Lecture halls are (25) large, barren, and forbidding. It is difficult to get to know students. Students may seem bored in the (26) environment and may (27) read newspapers or even leave class in the middle of a lecture. Written work by the students seems out of the (28) .
Although the challenges of teaching a large lecture class are (29) , they are not insurmountable. The solution is to develop (30) methods of classroom instruction that can reduce, if not (31) , many of the difficulties (32) in the mass class. In fact, we have (33) at Kent State University teaching techniques which help make a large lecture class more like a small (34) .
An (35) but important benefit of teaching the course (36) this manner has involved the activities of the teaching assistants who help us mark students' written work. The faculty instructor originally decided to ask the teaching assistants for help (37) this was the only practical way to (38) that all the papers could be evaluated. Now those (39) report enjoying their new status as "junior professors", gaining a very different (40) on college education by being on the other side of the desk, learning a great deal about the subject matter, and improving their own writing as a direct result of grading other students' papers.
A．should
B．will
C．can
D．have to
An【69】but important benefit of teaching the course【70】this manner has involved the activities of the teaching【71】who help us mark students' written work. The faculty instructor originally decided to ask the TAs for help【72】this was the only practical way to【73】that all the papers could be evaluated. Now those【74】report enjoying their new status as junior professors, "gaining a very different【75】on college education by being on" the other side of the desk, "learning a great deal about the subject matter, and improving their own writing as a direct result of grading other students" paper.
(56)
A．made
B．taken
C．selected
D．offered
Our confession surely stands: white folks have been gobbling up the welfare budget while blaming someone else. But it's worse than that. If we look at Social Security, which is another form. of welfare, although it is often mistaken for an individual insurance program, then whites are the ones who are crowding the trough. We receive almost twice as much per capita, for an aggregate advantage to our race of $10 billion a year—much more than the $3.9 billion advantage African American gain from their disproportionate share of welfare. One sad reason: whites live an average of six years longer than African Americans, meaning that young black workers help subsidize a huge and growing "over-class" of white retirees. I do not see our confession bringing much relief. There's a reason for resentment, though it has more to do with class than with race. White people are poor too, and in numbers far exceeding any of our more generously pigmented social groups. And poverty as defined by the government is a vast underestimation of the economic terror that persists at incomes—such as $20,000 or even $40,000 and above—that we like to think of as middle class.
The problem is not that welfare is too generous to blacks but that social welfare in general is too stingy to all concerned. Naturally, whites in the swelling "near poor" category resent the notion of whole races supposedly frolicking at their expense. Whites, near poor and middle class, need help too—as do the many African Americans.
So we white folks have a choice. We can keep pretending that welfare is black program and a scheme for transferring our earnings to the pockets of shiftless, dark-skinned people. Or we can clear our throats, blush prettily and admit that we are hurting too—for cash assistance when we're down and out, for health insurance, for college aid and all the rest. Racial scapegoating has its charms, I will admit: the surge of righteous anger, even the fun—for those inclined—of wearing sheets and burning crosses. But there are better, nobler sources of white pride, it seems to me. Remember this: only we can truly, deeply blush.
White folks in U.S. are at a greater advantage in that
A．they obtain more benefits from welfare.
B．they show contempt for African Americans.
C．they blame the blacks for welfare theft.
D．they have a choice to their best interests.
The way to answer the first question is to find the best conditions, external and internal, which have in the past helped the progress of science and to anticipate the changed needs of the present and future. The answer to the second question, which depends on the first, is set out towards the end of this chapter. Some of the external conditions for the flourishing of science in the past have already been discussed. 72. In essence they are provided only in periods of social and economic advance, when science is given social importance and material means and is continually stimulated to new activity by problems presented to it from the economic and social spheres.
73. Now these problems have been essentially, as we have seen, those that touched the interests of the ruling class of the time, whether real, like navigation, or imaginary, like astrology. The opportunity and the honor given to the practitioners of science at any time are a measure of the degree to which they serve at these interests. They are greatest in periods of active advance, because then the people who are occupied with science are closely in touch with the main economic interests, and are often drawn from the directing classes themselves or are brought into their counsels because of their abilities. We have had many examples in these pages such as: Archimedes, Grosseteste, Leonardo, Galileo, Boyle, Davy, Pasteur, Kelvin.
(71)
Despite its popularity, this view of human nature is wrong. While human beings may have a basic desire to strive towards something, there is nothing inevitable about material goods. There are numerous examples of societies in which things have played a highly restricted rule. In medieval Europe, the acquisition of goods was relatively unimportant. The common people, whose lives were surely poor by modern standards, showed strong preferences for leisure rather than money. In the nineteenth-and early twentieth-century United States, there is also considerable evidence that many working people also exhibited a restricted appetite for material goods.
Materialism is not a basic trait of human nature, but a specific product of capitalism. With the development of the market system, materialism "spilled over", for the first time, beyond the circles of the rich. The growth of the middle class created a large group of potential buyers and the possibility that mass culture could be oriented around material goods. This process can be seen not only in historical experiences but is now going on in some parts of the developing world, where the growth of a large middle class has contributed to extensive materialism and the breakdown of traditional values.
In the United States, the turning point was the 1920s—the point at which the "psychology of shortage" gave way to the "psychology of abundance". This was a crucial period for the development of modern materialism. Economy and discipline were out; waste and excess were in. Materialism flourished—both as a social ideology and in terms of high rates of real spending. In the midst of all this buying, we can detect the origins of modern consumer discontent.
This was the decade during which the American dream, or what was then called "the American standard of living", captured the nation's imagination. But it was always something of an illusion. Americans complained about items they could not afford—despite the fact that in the 1920s most families had telephones, virtually all had purchased life insurance, two-thirds owned their own homes and took vacations, and over half had motor cars.
The discontent expressed by many Americans was promoted—and to a certain extent even created—by manufacturers. The explosion of consumer credit made the task easier, as automobiles, radios, electric refrigerators, washing machines—even jewelry and foreign travel—could be paid for in installments. By the end of the 1920s, 60 percent of cars, radios, and furniture were being purchased this way. The ability to buy without actually having money helped encourage a climate of instant satisfaction, expanding expectations, and ultimately, materialism.
We can learn from the first 2 paragraphs that ______.
A．the quest for material goods is the basic character of human beings
B．there's little we can do about the quest for material goods
C．in many cases, the function of material goods is very limited in the society
D．the common people tend to prefer leisure to money
The American idea that hard work was to be esteemed distinguishes us from Europeans who (1)_____ their gentlemen of leisure. For us, hard work (2)_____ idleness was the way (3)_____ distinction.
Now, (4)_____, like many other traditional values, hard work is coming under (5)_____. In academic journals, conferences and classrooms, the idea of hard work is considered to be another of those notions that the dominant forces of our society (6)_____ on the rest of Us. It (7)_____ advances white-male interests (8)_____ any woman or minority foolish enough to buy into the dominant value system will find out.
In a recent survey, high-school students in the United States and Japan were asked to (9)_____ factors that (10)_____ to success in the classroom. Of the Japanese, 72 percent listed hard work first (11)_____ only 27 percent of Americans agreed.
Many factors contribute to the devaluing of hard work. Thinking that self-esteem is crucial, many parents and teachers (12)_____ to point out the student's failing, even laziness. To make matters (13)_____, Americans place an unusually high value on the idea of innate ability. And (14)_____ inevitably deemphasizes the role that hard work plays in success. (15)_____ if our students fail to see that hard work (16)_____, it is because we are telling them time and again, that it (17)_____. If we want young people to esteem hard work, it is UP to us to show them its worth, its strength and its significance in everyday life.
And while we are at it, we should make sure they know there are many ideas to which we can all (18)_____. The notion that these values cannot (19)_____ class, race more than the idea of hard work. It can call into question (20)_____ there can be an American creed—a public philosophy for us all.
A．admire
B．despise
C．regard
D．enjoy
Using computers, satellite hookups, and telephone hotlines, Eckberg's students have already followed a team of cyclists 11,500 miles across the continent of Africa, sat atop Mount ilimanjaro, and sweltered in the Sahara Desert.
This winter they'll interact with an expedition exploring Central America in search of the classic Maya culture.
You can join them.
How？ By following Eckberg and his class as they track the adventures of Dan and Steve Buettner, two world-class bicyclists from U.S.A. Starting last month these two bicyclists, joined by archaeologists and a technical support team, are interacting with students via the Internet, the worldwide computer network.
From classroom or home computer, students can make research proposals to the Buettners or the archaeologists at the various Central American locations they've been exploring as part of their Maya Quest expedition.
"We hope that someone will ask a question that can't readily be answered," says Hopkins High School student Barry Anderson. "and through the online activities, an answer will be found — a discovery!"
Having students "discover" why a civilization as advanced as the Maya collapsed in the 9th century is one key goal for the leaders of the Maya Quest expedition. The more important goal is using interactive learning to discover the cause of the decline and compare it to issues we face today — natural disasters, environmental problems, and war.
Ten lesson plans — on topics ranging from the Maya language to the Maya creation myth — have been developed for the interactive expedition.
"Through a combination of live call-in television and the Internet," says Eckberg, "we're hoping to build excitement and engagement in learning in our school."
Dan Eckberg and his students learn about Africa by______.
A．reading books.
B．watching video tapes.
C．interacting via the Internet.
D．cycling 11,500 miles.
