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¡¡¡¡I. Reading Comprehension:

¡¡¡¡Text 1

¡¡¡¡(2004 RC 4 )

¡¡¡¡Americans today don¡¯t place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education ¨C not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren¡¯t difficult to find.

¡¡¡¡Schools have always been in a society where practical is more important than intellectual,¡± says education writer Diane Ravitch. ¡°Schools could be a counterbalance.¡± Ravitch¡¯s latest book, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.

¡¡¡¡But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, ¡°We will become a second-rate country. We will have a less civil society.¡±

¡¡¡¡¡°Intellect is resented as a form of power or privilege,¡± writes historian and professor Richard Hofstadter in Anti-Intellectualism in American Life, a Pulitzer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.

¡¡¡¡Ralph Waldo Emerson and other transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children:¡± We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing.¡± Mark Twain¡¯s Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized ¨C going to school and learning to read ¨C so he can preserve his innate goodness.

¡¡¡¡Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines.

¡¡¡¡School remains a place where intellect is mistrusted. Hofstadter says our country¡¯s educational system is the grips of people who ¡°joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise.¡± (414 words)

¡¡¡¡Notes£ºintellect ²ÅÖÇ£¬ÖÇÄÜ£¬Àí½âÁ¦£¬Ë¼Î¬ÄÜÁ¦£»ÖªÊ¶·Ö×Ó¡£entertainers ±íÑݼÒ¡£entrepreneurs ÆóÒµ¼Ò¡£pervasive ÃÖÂþµÄ£¬Éø͸µÄ£¬±é²¼µÄ¡£intellectualism (ÕÜ)Ö÷ÖªÖ÷Òå(Ö÷ÕÅ֪ʶΪ´¿ÀíÐԵIJúÎï)¡£counterbalance ƽºâÁ¦£¬Æðƽºâ×÷ÓõÄÒòËØ¡£distaste (for) n. Ñá¶ñ£¬²»Ï²»¶¡£vulnerable adj. ´àÈõµÄ¡£populist adj. Ãñ´âµÄ¡£elitism ½Ü³öÈËÎïͳÖÎÂÛ£¬¸ßÈËÒ»µÈµÄÓÅÔ½¸Ð¡£complementary ²¹³äµÄ£¬»¥²¹µÄ¡£civil ¹«ÃñµÄ£»ÎÄÃ÷µÄ¡£transcendentalist ÏÈÑéÂ۵ġ£rigorous ÑϸñµÄ£¬ÑÏÀ÷µÄ¡£a bellyful of Âú¸¹µÄ¡£innate ÌìÉúµÄ£¬ÏÈÌìµÄ¡£contemplative ³Á˼µÄ¡£

¡¡¡¡1. What do American parents expect their children to acquire in school?

¡¡¡¡A. The habit of thinking independently.

¡¡¡¡B. Profound knowledge of the world.

¡¡¡¡C. Practical ability for future career.

¡¡¡¡D. The confidence in intellectual pursuits.

¡¡¡¡2. We can learn from the text that Americans have a history of

¡¡¡¡A. undervaluing intellect.

¡¡¡¡B. favouring intellectualism.

¡¡¡¡C. supporting school reform

¡¡¡¡D. suppressing native intelligence.

¡¡¡¡3. The views of Ravitch and Emerson on schooling are

¡¡¡¡A. identical. B. similar.

¡¡¡¡C. complementary. D. opposite.

¡¡¡¡4. Emerson, according to the text, is probably

¡¡¡¡A. a pioneer of education reform.

¡¡¡¡B. an opponent of intellectualism.

¡¡¡¡C. a scholar in favor of intellectualism.

¡¡¡¡D. an advocate of regular schooling.

¡¡¡¡5. What does the author think of intellect?

¡¡¡¡A. It is second to intelligence.

¡¡¡¡B. It evolves from common sense.

¡¡¡¡C. It is to be pursued.

¡¡¡¡D. It underlies power.

¡¡¡¡ÕýÈ·´ð°¸£ºC. A. D. B. C

¡¡¡¡ÎÄ Õ ½â Îö

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¡¡¡¡¶ÔÓ¦µÚ2Ì⣺ϸ½ÚÍÆÀíÌâ¡£×¥¹Ø¼ü´Êhistory(½âÌâ¼¼ÇÉ:Õý»°·´Ëµ£¬·´»°Õý˵)

¡¡¡¡"history"ÐÅºÅ´Ê B.D.Õý·´µßµ¹ C.´ð·ÇËùÎÊ

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¡¡¡¡¶ÔÓ¦µÚ3Ì⣺×ܽá¹éÄÉÌâ¡£(½âÌâ¼¼ÇÉ:»®³öÌâÄ¿ÖеÄÐźŴÊ"Ravitch" "Emerson",»ØÔ­ÎÄÕÒÐźŴʽӹì)

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¡¡¡¡Text 2

¡¡¡¡Could the bad old days of economic decline be about to return? Since OPEC agreed to supply-cuts in March, the price of crude oil has jumped to almost $26 a barrel, up from less than $10 last December. This near¨Ctripling of oil prices calls up scary memories of the 1973 oil shock, when prices quadrupled, and 1979-80, when they also almost tripled. Both previous shocks resulted in double-digit inflation and global economic decline. So where are the headlines warning of gloom and doom this time?

¡¡¡¡The oil price was given another push up this week when Iraq suspended oil exports. Strengthening economic growth, at the same time as winter grips the northern hemisphere, could push the price higher still in the short term.

¡¡¡¡Yet there are good reasons to expect the economic consequences now to be less severe than in the 1970s. In most countries the cost of crude oil now accounts for a smaller share of the price of petrol than it did in the 1970s. In Europe, taxes account for up to four-fifths of the retail price, so even quite big changes in the price of crude have a more muted effect on pump prices than in the past.

¡¡¡¡Rich economies are also less dependent on oil than they were, and so less sensitive to swings in the oil price. Energy conservation, a shift to other fuels and a decline in the importance of heavy, energy-intensive industries have reduced oil consumption. Software, consultancy and mobile telephones use far less oil than steel or car production. For each dollar of GDP (in constant prices) rich economies now use nearly 50% less oil than in 1973. The OECD estimates in its latest Economic Outlook that, if oil prices averaged $22 a barrel for a full year, compared with $13 in 1998, this would increase the oil import bill in rich economies by only 0.25-0.5% of GDP. That is less than one-quarter of the income loss in 1974 or 1980. On the other hand, oil-importing emerging economies --- to which heavy industry has shifted --- have become more energy-intensive, and could be more seriously squeezed.

¡¡¡¡One more reason not to lose sleep over the rise in oil prices is that, unlike the rises in the 1970s, it has not occurred against the background of general commodity-price inflation and global excess demand. A sizable portion of the world is only just emerging from economic decline. The Economist¡¯s commodity price index is broadly unchanging from a year ago. In 1973 commodity prices jumped by 70%, and in 1979 by almost 30%. (429 words)

¡¡¡¡1. The main reason for the rise of oil price was ____________.

¡¡¡¡A. global inflation

¡¡¡¡B. reduction in supply

¡¡¡¡C. fast growth in economy

¡¡¡¡D. Iraq¡¯s suspension of exports

¡¡¡¡2. It can be inferred from the text that the retail price of petrol will go up dramatically if ____________.

¡¡¡¡A. price of crude rises

¡¡¡¡B. commodity prices rise

¡¡¡¡C. consumption rises

¡¡¡¡D. oil taxes rise

¡¡¡¡3. The estimates in Economic Outlook show that in rich countries ____________.

¡¡¡¡A. heavy industry becomes more energy-intensive

¡¡¡¡B. income loss mainly resulted from fluctuating crude oil prices

¡¡¡¡C. manufacturing industry has been seriously squeezed

¡¡¡¡D. oil price changes have no significant impact on GDP

¡¡¡¡4. We can draw a conclusion from the text that ____________.

¡¡¡¡A. oil-price shocks are less shocking now

¡¡¡¡B. inflation seems irrelevant to oil-price shocks

¡¡¡¡C. energy conservation can keep down the oil prices

¡¡¡¡D. the price rise of crude leads to the shrinking of heavy industry

¡¡¡¡5. From the text we can see that the writer seems ____________.

¡¡¡¡A. optimistic B. sensitive C. gloomy D. scared

¡¡¡¡Word Study

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¡¡¡¡swing n. ±ä¶¯£¬²¨¶¯£ºswings in the oil price Óͼ۲¨¶¯¡£

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