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单选题
请阅读 Passage 2,完成第 26~30小题。Passage 2Americans today don't place a very highvalue on intellect. Our heroes are athletes, entertainers ,and entrepreneurs, not scholars. Even our schools are where we send ourchildren to get a practical education-not to pursue knowledge for the sake ofknowledge. Symptoms of pervasive anti-intellectualismin our schools aren't difficult to find. Schools have always been in a societywhere practical is more important than intellectual,says education writerDiane Ravitch. Schools could be acounterbalance. Ravitch ' s latest book,Left Back: A Century of FailedSchool Reforms, traces the roots of anti-intellectualism in our schools,concluding they are anything but a counterbalance to the American distaste forintellectual pursuits. But they could and should be. Encouraging kids to reject the life of themind leaves them vulnerable to exploitation and control. Without the ability to think critically, todefend their ideas and understand the ideas of others, they cannot fullyparticipate in our democracy. Continuingalong this path, says writer Earl Shorris, We will become a second-ratecountry. We will have a less civil society. Intellect is resented as a form ofpower or privilege, writes historian and professor Richard Hofstadter inAnti-Intellectualism in American Life, a Pulitzer-Prize winning book on theroots 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 smellsof elitism. Practicality, common sense,and native intelligence have been considered more noble qualities than anythingyou could learn from a book. Ralph Waldo Emerson and otherTranscendentalist philosophers thought schooling and rigorous book learning putunnatural restraints on children: We are shut up in schools and college recitation rooms for 10 0r15 years and come out at last with a bellyful of words and do not know a thing. Mark Twain ' s Huckleberry Finn exemplified Americananti-intellectualism. Its hero avoids beingcivilized-going to school and learning to read-so he can preserve his innategoodness. Intellect, according to Hofstadter, isdifferent from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, andcontemplative side of the mind. Intelligence seeks to grasp, manipulate,re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizesand imagines. Schoolremains a place where intellect is mistrusted. Hofstadter says our country ' s educational systemis in the grips of people who joyfully and militantly proclaim theirhostility to intellect and their eagerness to identify with children who showthe least intellectual promise. We can learn from the text that Americans have a history of .
A
undervaluing intellect
B
favoring intellectualism
C
supporting school reform
D
suppressing native intelligence
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解析：
更多 “单选题请阅读 Passage 2,完成第 26~30小题。Passage 2Americans today don't place a very highvalue on intellect. Our heroes are athletes, entertainers ,and entrepreneurs, not scholars. Even our schools are where we send ourchildren to get a practical education-not to pursue knowledge for the sake ofknowledge. Symptoms of pervasive anti-intellectualismin our schools aren't difficult to find. Schools have always been in a societywhere practical is more important than intellectual,says education writerDiane Ravitch. Schools could be acounterbalance. Ravitch ' s latest book,Left Back: A Century of FailedSchool Reforms, traces the roots of anti-intellectualism in our schools,concluding they are anything but a counterbalance to the American distaste forintellectual pursuits. But they could and should be. Encouraging kids to reject the life of themind leaves them vulnerable to exploitation and control. Without the ability to think critically, todefend their ideas and understand the ideas of others, they cannot fullyparticipate in our democracy. Continuingalong this path, says writer Earl Shorris, We will become a second-ratecountry. We will have a less civil society. Intellect is resented as a form ofpower or privilege, writes historian and professor Richard Hofstadter inAnti-Intellectualism in American Life, a Pulitzer-Prize winning book on theroots 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 smellsof elitism. Practicality, common sense,and native intelligence have been considered more noble qualities than anythingyou could learn from a book. Ralph Waldo Emerson and otherTranscendentalist philosophers thought schooling and rigorous book learning putunnatural restraints on children: We are shut up in schools and college recitation rooms for 10 0r15 years and come out at last with a bellyful of words and do not know a thing. Mark Twain ' s Huckleberry Finn exemplified Americananti-intellectualism. Its hero avoids beingcivilized-going to school and learning to read-so he can preserve his innategoodness. Intellect, according to Hofstadter, isdifferent from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, andcontemplative side of the mind. Intelligence seeks to grasp, manipulate,re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizesand imagines. Schoolremains a place where intellect is mistrusted. Hofstadter says our country ' s educational systemis in the grips of people who joyfully and militantly proclaim theirhostility to intellect and their eagerness to identify with children who showthe least intellectual promise. We can learn from the text that Americans have a history of .A undervaluing intellectB favoring intellectualismC supporting school reformD suppressing native intelligence” 相关考题
考题
64. Which is true according to (根据)the passage?A. The “Olympic Mathematics” is too difficult for kids.B. The grandfather thinks playing is more important than learning.C. Teachers often give students useless homework.D. The parents don’t want their kids to do lots of homework.
考题
请教:2005年12月大学英语三级考试真题第1大题第3小题如何解答?
【题目描述】
第3题：According to this passage, gestures are__________
A. spoken words
B. a non-language element
C. pictures in a language
D. written language
考题
28． What has happened to students these years according to the passage?A． The students don't have to think anymore．n school．B． The students use calculators in math class．C．The students used to walk to school，but now they don't．D．All of the above．
考题
I t can be inferred from the passage that in the writer’s opinion,A.. people waste too much money on camerasB. cameras have become an important part of our daily lifeC. we don’t actually need so many choices when buying a productD. famous companies care more about profit than quality.
考题
The passage suggests that______.A. most people don't realize how important passports areB. passports aren't important once you are in the country you've chosen to visitC. passports are simple to obtain through the mailD. passports are obtained at the embassy once you enter a country
考题
When could the risk of asbestos disappeared according to the passage?A) When we adopt the researchers' advice.B) When we don't use asbestos.C) For many years from now, it will not disappear.D) The council have already find ways to prevent the risk.
考题
请教:2011年9月计算机二级《VF》考前预测试卷(2)第1大题第26小题如何解答?
【题目描述】
第 26 题 设有如下关系表：
则下列操作正确的是（ ）。
A)T=R/S
B)T=RS
C)T=RS
D)T=RS
考题
29． Which of the following is TRUE according to the passage?A．Parents quarrel because they don't love each other．B．lf your parents often quarrel．don't leave them alone．C． No one wants a family with quarreling or fighting．D． When parents are angry．they think much about children．
考题
30． What is the passage mainly about? 、A． We must make more friends．B． Don-t quarrel with our parents．C． What should we do when our parents quarrel．D． Sometimes we must stay away from our parents．
考题
We can infer from the passage that in England （ ）A． many plays are not for young peopleB． many young people don’t like theatreC． people know little about the planD． children used to receive good arts education
考题
In line with the passage, if you don't like to write a letter, it's simply because ______.A. you are lazy enoughB. you are busy enoughC. you haven't found the advantages of lettersD. you can't afford too many letters
考题
We can learn from the passage that__________.A.recycled tissue products are usually of bad quality
B.few consumers want to buy recycled-toilet paper
C.in Europe west forests are used to product household paper
D.consumers don't like non-recycled products
考题
单选题According to the passage, a white lieseems to be a lie_______.A
that other people believeB
that other people don't believeC
told in order to avoid offending someoneD
told in order to take advantage of someone
考题
单选题From the passage, we know that _____.A
a few years ago. there was no smog at allB
today people don’t have to talk to each other loudlyC
we can drink water from the polluted rivers and lakesD
people are making rules in order to fight pollution
考题
单选题Which best characterizes how the impact of science on chimpanzees is treated in these two passages?A
The author of Passage 1 lauds the benefits science has produced, while the author of Passage 2 speaks hopefully of possible future benefits.B
Both of the passages react with distrust to the idea of using science to assess chimpanzees.C
The first passage lists the studies that showed positive chimp interactions, while the author of Passage 2 refutes their claims,D
The first passage suggests that science can have a positive impact on perceptions about chimps, whereas the second passage views science as almost universally negative.E
The author of the first passage is more apt to justify using chimps in science than the author of Passage 2.
考题
单选题Which of the following best describes the relationship between Passage 1 and Passage 2?A
Passage 2 offers a criticism of the political theory outlined in Passage 1.B
Passage 1 expands upon an argument made in Passage 2.C
Passage 1 refutes the conclusion drawn in Passage 2.D
Passage 2 offers a balanced counterpoint to the biased opinions expressed in Passage 1E
Passage I offers evidence to support the main idea of Passage 2.
考题
单选题The two passages differ in their perspectives on the debate between industrialists and environmentalists mainly in that Passage 1 emphasizes ______.A
mathematics, while Passage 2 emphasizes psychologyB
deficiencies in the debate, while Passage 2 emphasizes progress in the debateC
the irrelevance of externalities, while Passage 2 emphasizes their importanceD
the impact on taxpayers, while Passage 2 emphasizes the views of politiciansE
pollution, while Passage 2 emphasizes recycling
考题
单选题According to the passage, “They don’t talk the same language” (Paragraph 1), can refer to problems in ______.A
understanding metaphor.B
learning foreign languages.C
understanding dialect or style.D
dealing with technological change.
考题
单选题Which of the following is true according to the passage?A
All the adults in the UK are very lazyB
Half of the children are very fat before they go to schoolC
Pets will be in trouble if their owners don’t keep healthyD
All people in Glasgow feel ashamed because they don’t get enough exercise
考题
单选题The passage mainly talks about ______.A
taking a nap during the dayB
the disadvantages of taking a napC
Americans who don’t have a nap during the weekendsD
the advantages of deep sleep
考题
单选题Which of the following best states the main idea of the passage?A
What we don’t know about fever.B
There are benefits to developing fevers.C
Fevers inhibit bacterial growth.D
Lizards can develop fevers.
考题
单选题What’s the central topic of the passage?A
The recruiters and the interviewers.B
Four don’ts when dealing with recruiters.C
Don’t request special treatment.D
Don’t ask for insider information.
考题
单选题Which of the following best describes the relationship between the two passages?A
Passage 2 describes a significant. and discovery that contradicts the argument of Passage 1.B
Passage 2 offers a theory that supports the main point in Passage 1.C
Passage I provides a possible reason for the scientific inquiry presented in Passage 2.D
Passage 1 relates an anecdote that explains the popular misconception in Passage 2.E
Passage 2 provides a historical context for the discovery described in Passage 1.
考题
单选题Unlike Passage 1, Passage 2 discusses ______.A
the procedures of a specific experimentB
a mistaken assumptionC
the work of professional researchersD
social behaviorE
human emotions
考题
单选题Which statement most accurately describes the difference between the two passages?A
Passage 1 deals less directly with the exportation of chimpanzees than does Passage 2.B
Passage 1 is less concerned with the interaction between man and the land than is Passage 2.C
Passage I pertains to a species in its indigenous habitat while Passage 2 addresses the same animal in nonnative settings.D
Passage I ends with an expression of optimism and Passage 2 does not.E
Passage I introduces a species and describes its status worldwide, while Passage 2 limits its discussion of that species to its activities in the Northern Hemisphere.
考题
单选题The passage is mainly written for ______.A
students at schoolB
people who don’t like runningC
students who never have breakfastD
people who want to improve health
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