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Medieval ghettoes were probably like the Jewish quarters in Marrakech--overcrowded,thousands of people living in a narrow street, houses completely windowless, and the whole area dirty and unhygieni()
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Children today not only exist; they have taken more attention, in no place more than in America, and at no time more than now. It is always Kids' Country here. Our civilization is child-centered, child-obsessed. A kid's body is our physical ideal. In Kids' Country we do not permit middle age. Thirty is promoted over 50, but 30 knows that soon his time to be overtaken will come.
We are the first society in which parents expect to learn from their children. Such a topsy-turvy (颠倒)situation has come about at least in part because, unlike the rest of the world, ours is an immigrant society, and for immigrants the only hope is in the kids. In the Old Country, that is Europe, hope was in the father, and how much wealth he could accumulate and pass along to his children. In the growth pattern of America and its ever-expanding frontier, the young man was ever advised to go west; the father was ever inheriting from his son. Kids' Country may be the inevitable result.
Kids' Country is not all bad. America is the greatest country in the world to grow up in because it is Kids' Country. We not only wear kids' clothes and eat kids' food, we dream kids' dreams and make them come true. It was, after all, a boys' game to go to the moon.
If in the old days children did not exist, it seems equally true today that adults, as a class, have begun to disappear, condemning all of us to remain boys and girls forever, jogging and doing push-ups against eternity.
The author uses the example of the Renaissance painting to show that ______.
A．adults were smaller and smaller now because they had many things to do
B．adults expressed less concern for their children
C．children looked and acted like adults at that time
D．children were not allowed to appear in family paintings
Satellite studies indicated that additional cloud cover would moderate any warming trend. Highly ac curate satellite data for the last nineteen years show a slight cooling of the atmosphere. Most of the one-half-degree Centigrade of warming that has occurred in the last one-hundred years took place before 1940—before humanity put very much CO2 into the air. Thus there is strong evidence that the two are unconnected.
Research has only recently produced a computerized climate model able accurately to mimic the weather the world has accurately had. This more-accurate model projects only a 2-degree Centigrade increase in temperatures.
Between 900 AD and 1300 AD, the earth warmed by some 4 to 7 degrees Fahreheit—almost exactly what the models now predict for this century. History books call it the Little Climate Optimum. Written and oral history tells us that the warming created one of the most favorable periods in human history, crops were plentiful, death rates diminished, and trade and industry expanded—while art and architecture flourished,
Researchers tell us that we need not fear a return of the Little Climate Optimum. If there is any global warming in the 21th century, it will produce milder weather that marked the medieval Little Optimum—with the added benefit of more CO2 in the atmosphere and therefore a more luxuriant natural environment.
(30)
A．The earth will get warmer in the next century.
B．Some researchers wish the weather to become warmer.
C．Any warming up of the earth's atmosphere will be limited.
D．The earth's atmosphere will cool significantly.
A．designated
B．descended
C．originated
D．created
听力原文：W: Excuse me. Do you live here？
M: Yes, I've lived here in Edinburgh all my life. My name's Rory McDonald. How do you do？
W: Hi, I'm Chris Hudson from Phoenix, Arizona. I'm an oil engineer. I'm on my way to London on business.
M: How long are you staying in Edinburgh？
W: Just a day. What can I see here in twenty-four hours？
M: Well, most tourists want to visit the Castle. It's on Castle Rock. It's where the Scottish government used to be. From there you can walk down the Royal Mile.
W: What's the Royal Mile？
M: It's a narrow street of medieval houses. It's worth seeing. Then you really should visit Holyrood Palace.
W: Who lives in the Palace？
M: No one, except the Queen when she comes to Edinburgh, which is usually once a year. But the kings and queens of Scotland used to live there be fore Scotland was united with England.
W: When was that？
M: That was...er, let me see 2. in 1603.
W: You seem to know a lot about Scottish history.
M: Aye, well, I'm a McDonald of the McDonald clan. You know there are clans in Scotland, and we're all proud of our history.
W: I'd like to buy something as a souvenir of the trip. What should I buy？
M: Why don't you buy some sweaters？ Scottish sweaters are famous for their quality. And you must buy some whiskey. Of course you know that's our national drink.
W: Yes, I've already bought the whiskey.
M: Good. But remember you mustn't put ice in it. That spoils the flavor!
W: Oh, we Americans put ice in everything!
(23)
A．She comes to visit this famous town.
B．She comes to visit her friend.
C．She comes to Edinburgh on business.
D．She is on her way to London on business.
A．creditable
B．imaginable
C．credible
D．conceivable
On line courses (also called distance learning) are a hot new trend in American education. According to the nonprofit Distance Education and Training Council, about 400 US colleges and schools offer some portion of their programs on the We b. At the university level, they cost the same as traditional classes and requir e similar weekly assignments and textbook reading, the difference is in class pa rticipation. Generally speaking, students congregate(使聚集) on line throughout each week to explore topic with the professor, but these discussions occur “asynchronously(不同时发生地)”rather than in real time. (You read others’ comments and post your own whenever you get a chance.) Written assignments are posted, you email in your work periodically, and you’re required to take a proctored exam in order to receive degree credit. Career boosting business administration and information technology programs are the most popular, but you’ll also find a variety of literal arts offerings, from film theory to medieval history and foreign lang uage study. While you still can’t get an Ivy League degree on line, a growing number of elite(卓越的) institutions, including Stanford and New York Univer sity are beginning to offer on line courses. The benefits for busy people are obvious. “I always get a front row seat,” says one student studying at the State University of New York Learning Network. “I can get up in the middle of class, grab a cup of coffee. The class is waiting for me when I get back, and I haven’t missed a thing.” On the other hand, some students miss the face to face interaction that often sparks interest and involvement. Generally speaking, on line education costs ____.
A.more than the traditional one
B.less than the traditional one
C.as much as the traditional one
D.the author hasn’t mentioned
A．It's a narrow street of medieval houses.
B．It's the palace where the Queen lives when she comes to Edinburgh.
C．It's where the Scottish government used to be.
D．It's where the Scottish kings and queens used to live.
Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked [A], [B], [C] and [D]. You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
Passage One
Questions 52 to 56 are based on the following passage.
Sustainable development is applied to just about everything from energy to clean water and economic growth, and as a result it has become difficult to question either the basic assumptions behind it or the way the concept is put to use. This is especially true in agriculture, where sustainable development is often taken as the sole measure of progress without a proper appreciation of historical and cultural perspectives.
To start with, it is important to remember that the nature of agriculture has changed markedly throughout history, and will continue to do so .medieval agriculture in northern Europe fed, clothed and sheltered a predominantly rural society with a much lower population density than it is today. It had minimal effect on biodiversity, and any pollution it caused was typically localized. In terms of energy use and the nutrients（营养成分）captured in the product it was relatively inefficient.
Contrast this with farming since the start of the industrial revolution. Competition from overseas led farmers to specialize and increase yields. Throughout this period food became cheaper, safe and more reliable. However, these changes have also led to habitat（栖息地）loss and to diminishing biodiversity.
What’s more, demand for animal products in developing countries is growing so fast that meeting it will require an extra 300 million tons of grain a year by 2050.yet the growth of cities and industry is reducing the amount of water available for agriculture in many regions.
All this means that agriculture in the 21stcentury will have to be very different from how it was in the 20th.thiswill require radical thinking. For example, we need to move away from the idea that traditional practices are inevitably more sustainable than new ones. We also need to abandon the notion that agriculture can be “zero impact”. The key will be to abandon the rather simple and static measures of sustainability, which centre on the need to maintain production without increasing damage.
Instead we need a more dynamic interpretation, one that looks at the pros and cons（正反两方面）of all the various way land is used. There are many different ways to measure agricultural performance besides food yield: energy use, environmental costs, water purity, carbon footprint and biodiversity. It is clear, for example, that the carbon of transporting tomatoes from Spain to the UK is less than that of producing them in the UK with additional heating and lighting. But we do not know whether lower carbon footprints will always be better for biodiversity.
What is crucial is recognizing that sustainable agriculture is not just about sustainable food production.
52. How do people often measure progress in agriculture？
A) By its productivity C) By its impact on the environment
B) By its sustainability D) By its contribution to economic growth
How did things get this way？ To answer that we have to go back almost a thousand years. Around 1100, Europe at last began to catch its breath after centuries of chaos, and once they had the luxury of curiosity they rediscovered what we call "the classics." The effect was rather as if we were visited by beings from another solar system. These earlier civilizations were so much more sophisticated that for the next several centuries the main work of European scholars, in almost every field, was to assimilate what they knew. During this period the study of ancient texts acquired great prestige. It seemed the essence of what scholars did. As European scholarship gained momentum it became less and less important; by 1350 someone who wanted to learn about science could find better teachers than Aristotle in his own era. But schools change slower than scholarship. In the 19th century the study of ancient texts was still the backbone of the curriculum. What tipped the scales, at least in the US, seems to have been the idea that professors should do research as well as teach. This idea was imported from Germany in the late 19th century. Beginning at Johns Hopkins in 1876, the new model spread rapidly. Writing was one of the casualties. Colleges had long taught English composition, But how do you do research on composition？ The professors who taught math could be required to do original math, the professors who taught history could be required to write scholarly articles about history, but what about the professors who taught rhetoric or composition？ What should they do research on？ The closest thing seemed to be English literature.
And so in the late 19th century the teaching of writing was inherited by English professors. This had two drawbacks: (a) an expert on literature need not himself be a good writer, any more than an art historian has to be a good painter, and (b) the subject of writing now tends to be literature, since that's what the professor is interested in.
It' s no wonder if this seems to the student a pointless exercise, because we' re now three steps removed from real work: the students are imitating English professors, who are imitating classical scholars, who are merely the inheritors of a tradition growing out of what was, 700 years ago, fascinating and urgently needed work.
The other big difference between a real essay and the things they make you write in school is that a real essay doesn't take a position and then defend it. That principle, like the idea that we ought to be writing about literature, turns out to be another intellectual hangover of long forgotten origins.
It's often mistakenly believed that medieval universities were mostly seminaries. In fact they were more law schools. And at least in our tradition lawyers are advocates, trained to take either side of an argument and make as good a case for it as they can. Whether cause or effect, this spirit pervaded early universities. The study of rhetoric, the art of arguing persuasively, was a third of the undergraduate curriculum. And after the lecture the most common form. of discussion was the disputation. This is at least nominally preserved in our present-day thesis defense: most people treat the words thesis and dissertation as interchangeable, but originally, at least, a thesis was a position one took and the dissertation
A．Y
B．N
C．NG
