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My father was very keen that should go to Oxford or Cambridge. He himself had gone to University College. Oxford, so he thought I should apply there, because I would have a greater chance of getting in. At that time, University College had no fellow in mathematics, which was another reason he wanted me to do chemistry: (1) I could try for a scholarship in natural science rather than in mathematics.The rest of the family went to India for a year, but I had to stay behind to do A levels and university entrance. (2) My headmaster thought I was much too young to try for Oxford, but went up in March 1959 to do the scholarship exam with two boys from the year above me at school. I was convinced I had done badly and was very depressed when during the practical exam university lecturer’s carne around to talk to other people but not to me. Then a few days after I got hack from Oxford. I got a telegram to say I had a scholarship.I was seventeen, and most of me other students in my year had done military service and were a lot older. (3) I felt rather lonely during my first year and part of the second. It was only in my third year that I really felt happy there. The prevailing attitude at Oxford at that time was very anti-work. You were supposed to be brilliant without effort, or to accept your limitations and get a fourth-class degree. (4) To work hard to get a better class of degree was regarded as the mark of a gray man—he worst epithet in the Oxford vocabulary.At that time, the physics course at Oxford was arranged in a way that made it particularly easy to avoid work. I did one exam before I went up, and then had three years at Oxford with just the final exams at the end. I once calculated that I did about a thousand hours’ work in the three years I was there, an average of an hour a day. (5) I’m not proud of his lack of work. I’m just describing my attitude at the time, which I shared with most of my fellow students: an attitude of complete boredom and feeling that nothing was worth making an effort for. One result of my illness has been to change all that: When you are faced with the possibility of an early death itm8kes you realize that life is worth living and that there are lots of things you want to do.

In the 1960s, many young Americans were dissatisfied with American society. They wanted to end the Vietnam War and to make all of the people in the U.S. equal. Some of them decided to drop out of American society and form their own societies. They formed utopian communities, which they called “communes”, where they could follow their philosophy of “do your own thing”. A group of artists founded a commune in southern Colorado called “Drop City”. Following the ideas of philosopher and architect Buckminster Fuller, they built dome-shaped houses from pieces of old cars. Other groups, such as author Ken Kesey’s Merry Pranksters, the followers of San Francisco poet Steve Gakin, and a group that called itself the Hog Farm, lived in old school houses and traveled around the United States. The Hog Farm became famous when the y helped organize the Woodstock Rock Festival in 1969. Steve Gaskin’s followers tried to settle down on a farm in Tennessee, but they had to leave when some members of the group were arrested for growing marijuana (大麻).Not all communes believed in the philosophy of “do your own thing”. However, Twin Oaks, a commune founded in Virginia in the late 1960s, was based on the ideas of psychologist B.F.Skinner. The people who lived at Twin Oaks were carefully controlled by Skinner’s “conditioning” techniques to do things that were good for the community. In 1972, Italian architect Paolo Soleri began to build Arcosanti, a utopian city Arizsona where 2500 people will live closely together in one large building called an “archeology”. Soleri believes that people must live closely together so that they will all become one.1. Why did some young Americans decide to “drop out” of society during the 1960s?2. Where did the members of the Hog Farm commune live?3. Who gave the people of Drop City the idea to build dome-shaped house?4. What was the Twin Oaks commune based on?5. What is an “archeology”?

Another common type of reasoning is the search for causes and results. We want to know whether cigarettes really do cause lung cancer. What causes malnutrition, the decay of cities, or the decay of teeth? We are equally interested in effects: what is the effect of lead in the atmosphere, of staying up late on the night before an examination.Causal reasoning may go from cause to effect or from effect to cause. Either way, we reason from what we know to what we want to find out. Sometimes we reason from an effect to a cause and then on to another effect. Thus, if we reason that because the lights have gone out, the refrigerator won’t work, we first relate the effect (lights out) to the cause (power off) and then relate that cause to another effect (refrigerator not working). This kind of reasoning is called, in short, effect to effect. It is quite common to reason through an extensive chain of causal relations. When the lights go out we might reason in the following causal chain: lights out—power off—refrigerator not working—temperature will rise—milk will sour. In other words, we diagnose a succession of effects from the power failure, each becoming the cause of the next.Causes are classified as necessary, sufficient, or contributory. A necessary cause is one which must be present for the effect to occur, as combustion (燃烧) is necessary to drive a gasoline engine. A sufficient cause is one that can produce an effect unaided (as an empty gas tank is enough to keep a car from starting), though there may be more than one sufficient cause. A contributory cause is one which helps to produce an effect but cannot do so by itself, as running through a red light may help cause an accident, though other factors must also be present.1. What the author discussed in the previous section is most probably about .2. According to the passage, to do the “effect to effect” reasoning is to reason .3. A necessary cause is .4. Your refrigerator is not working and you have found that the electric power has been cut off. The power failure is a .5. This passage mainly discusses .

There are two factors which determine an individual’s intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more capable than others. But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual-the sort of environment in which he is reared. If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable.The importance of environment in determining an individual’s intelligence can be demonstrated by the case—history of the identical twins, Peter and Mark X. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were three months old, their parents died, and they were placed in separate foster homes. Peter was reared by parents of low intelligence in an isolated community with poor educational opportunities. Mark was reared in the home of well-to-do parents who had been to college. He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually. This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence. Mark’s I.Q. was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level.1. This selection can best be titled .2. The best statement of the main idea of this passage is that .3. According to the passage, the average I.Q. is .4. The case history of the twins appears to support the conclusion that .5. This passage suggests that an individual’s I.Q. .

Oceanography has been defined as “The application of all sciences to the study of the sea”.Before the nineteenth century scientists with an interest in the sea were few and far between. Certainly Newton considered some theoretical aspects of it in his writings, but he was reluctant to go to sea to further his work.For most people the sea was remote, and with the exception of early intercontinental travelers or others who earned a living from the sea, there was little reason to ask many questions about it, let alone to ask what lay under the surface. The first time that the question “What is at the bottom of the oceans?” had to be answered with any commercial consequence was when the laying of a telegraph cable from Europe to America was proposed. The engineer had to know the depth profile of the route to estimate the length of cable that had to be manufactured.It was to Maury of the US Navy that the Atlantic Telegraph Company turned, in 1853, for information on this matter. In the 1840s, Maury had been responsible for encouraging voyages during which soundings were taken to investigate the depths of the North Atlantic and Pacific Oceans. Later, some of his findings aroused much popular interest in his book The Physical Geography of the Sea.The cable was laid, but not until 1866 was the connection made permanent and reliable. At the early attempts, the cable failed and when it was taken out for repairs it was found to be covered in living growths, a fact which defied contemporary scientific opinion that there was no life in the deeper parts of the sea.Within a few years oceanography was under way. In 1872 Thomson led a scientific expedition, which lasted for four years and brought home thousands of samples from the sea. Their classification and analysis occupied scientists for years and led to a five-volume report, the last volume being published in 1895.1. The passage implies that the telegraph cable was built mainly .2. It was that asked Maury for help in oceanographic studies.3. The aim of voyages Maury encouraged in the 1840s was .4. “Defied” in the 5th paragraph probably means .5. This passage is mainly about .

The director was critical______ the way we were doing the work.

He is ______ about his chances of winning a gold medal in the Olympics.

Between 1974 and 1997, the number of overseas visitors expanded______ 27%.

We agreed to accept ______ they thought was the best tourist guide.

The words of his old teacher left a ______ impression on his mind. He is still influenced by them.

A lot of ants are always invading my kitchen. They are a thorough ______.

The computer revolution may well change society as ______ as did the Industrial Revolution.

She cooked the meat for a long time so as to make it ______ enough to eat.

I’d ______ his reputation with other farmers and business people in the community, and then make a decision about whether or not to approve a loan.

______ she realized it was too late to go home.

These books, which you can get at any bookshop, will give you ______ you need.

Young people are not ______ to stand and look at works of art; they want art they can participate in.

These surveys indicate that many crimes go ______ by the police, mainly because not all victims report them.

The clothes a person wears may express his ______ or social position.

You will see this product ______ wherever you go.

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