题目
题型：不详难度：来源：
How is petroleum formed? Scientists believe petroleum comes from the remains of plants and animals (Remains are what is left after a plant or animal has died.)
What exactly is petroleum? Petroleum is a mineral that is a mixture of hydrocarbons. It is an oily liquid, which may be brown, green, or black in colors. The word “petroleum” comes from Greek. It means “rock oil”.
Crude (天然的, 未加工的) oil is petroleum that comes directly from deep in the ground. It is then taken to a refinery. a refinery is a kind of factory to refine oil. At a refinery the crude oil is separated into many parts. From the refined petroleum we get important things, such as gasoline, kerosene, fertilizer, detergents and a lot of other useful things. In fact, there are thousands of such things that we can get. Petroleum really is of great value!
小题1:Which of the following is Not true?
| A．“ Petroleum” is a German word. | B．“Petroleum” suggests “ coming from rocks”. |
| C．“ Petroleum” isn’t an English word in the original. | D．“Petroleum” is of Greek origin. |
| A．We can kill animals and plants, and get petroleum by burning them us. |
| B．Over a very long period of time, under certain conditions, dead trees and bodies of animals were turned into petroleum under great pressure. |
| C．Petroleum is a kind of metal mineral like copper（铜）or iron. |
| D．Petroleum has three states. |
| A．get unmixed with other substances | B．divide into separate parts |
| C．get mixed with other substances | D．choose the best substance |
| A．An Important Source of Energy. | B．Petroleum and Its Uses. |
| C．Where Does Petroleum Come From? | D．A Special Rock Oil. |
| A．a fairy tale | B．a novel | C．a popular science magazine | D．a scientist’s diary |
答案
小题1:A
小题2:B
小题3:A
小题4:A
小题5:C
解析
小题1:.推测题。根据文章对 “Petroleum” 一词词源的解说即源于希腊，故选 A。
小题2:概括题。根据原文油形成的原理，即数千万年前的植物和动物的尸体，故选B。
小题3:猜词题。“refine” 一词根据本文为“提纯”意为不与其他物质混合，故选A。
小题4:主旨大意题本文主要叙述了石油是当今人们的重要能源和提炼出不同的对人类有用的许多物质，故选A 。
小题5:推测题。本文属科普文章，故选 C。
核心考点
试题【Petroleumis a very important mineral. It gives us heat and light. It gives us po】；主要考察你对题材分类等知识点的理解。[详细]
举一反三
The explanation which has become commonplace, that the ancients employed deduction chiefly in their scientific inquiries, while the moderns employ induction, proves to be too narrow, and fails upon close examination to point with sufficient distinctness the contrast that is evident between ancient and modern scientific doctrines and inquiries. For all knowledge is founded on observation, and proceeds from this by analysis, by synthesis and analysis, by induction and deduction, and if possible by verification, or by new appeals to observation under the guidance of deduction—by steps which are indeed correlative parts of one method; and the ancient sciences afford examples of every one of these methods, or parts of one method, which have been generalized from the examples of science.
A failure to employ or to employ adequately any one of these partial methods, an imperfection in the arts and resources of observation and experiment, carelessness in observation, neglect of relevant facts, by appeal to experiment and observation—these are the faults which cause all failures to ascertain truth, whether among the ancients or the moderns; but this statement does not explain why the modern is possessed of a greater virtue, and by what means he attained his superiority. Much less does it explain the sudden growth of science in recent times.
The attempt to discover the explanation of this phenomenon in the antithesis of “facts” and “theories” or “facts” and “ideas”—in the neglect among the ancients of the former, and their too exclusive attention to the latter—proves also to be too narrow, as well as open to the charge of vagueness. For in the first place, the antithesis is not complete. Facts and theories are not coordinate species. Theories, if true, are facts—a particular class of facts indeed, generally complex, and if a logical connection subsists between their constituents, have all the positive attributes of theories.
Nevertheless, this distinction, however inadequate it may be to explain the source of true method in science, is well founded, and connotes an important character in true method. A fact is a proposition of simple. A theory, on the other hand, if true has all the characteristics of a fact, except that its verification is possible only by indirect, remote, and difficult means. To convert theories into facts is to add simple verification, and the theory thus acquires the full characteristics of a fact.
小题1: The title that best expresses the ideas of this passage is
[A]. Philosophy of mathematics. [B]. The Recent Growth in Science.
[C]. The Verification of Facts. [C]. Methods of Scientific Inquiry.
小题2:According to the author, one possible reason for the growth of science during the days of the ancient Greeks and in modern times is
[A]. the similarity between the two periods.
[B]. that it was an act of God.
[C]. that both tried to develop the inductive method.
[D]. due to the decline of the deductive method.
小题3: The difference between “fact” and “theory”
[A]. is that the latter needs confirmation.
[B]. rests on the simplicity of the former.
[C]. is the difference between the modern scientists and the ancient Greeks.
[D]. helps us to understand the deductive method.
小题4: According to the author, mathematics is
[A]. an inductive science. [B]. in need of simple verification.
[C]. a deductive science. [D]. based on fact and theory.
小题5: The statement “Theories are facts” may be called.
[A]. a metaphor. [B]. a paradox.
[C]. an appraisal of the inductive and deductive methods.
[D]. a pun.
At the yearly conference of the Professional Association of Teachers in Southport, northwest England, one person suggested properly trained dogs be able to keep order in primary schools. They can round up lost children and protect those who experience unfortunate “accidents”. Wendy Dyble, a Sheetland Islands woman who teaches children up to age seven, made it clear to her fellow friends that she was not “barking mad”. They obviously believed her, supporting her idea by 16 votes to 13, with a total of 63 abstentions（弃权）.
She said big dogs could help round up children, keep them in line, lick up the milk they spill on the floor and provide the extra eyes that a teacher needs to keep order. “A big dog would also be helpful for stopping flights and look for lost property, like gym shoes or dolls,” Dyble said at the conference. “The dog will also be useful in sniffing out(find out) smells that children do not own up to,” she added. “It would be nice for the teacher not to have to go round sniffing each child to find the criminal.”
The idea was welcomed by the Dog Defense League but less by bigger teaching unions. A spokesman for Education Secretary, David Blunkett, who is blind, said his guide dog was always popular with pupils when he visited schools. The Professional Association of Teachers, with around 35,000 members, is the smallest teaching union in Britain. It has an honor for occasional strange ideas.
Earlier this week, its yearly conference here suggested stopping exams because they lead to stress and introducing selection at the age of 12 based on physical coordination（调整）and manual（手工的）skill.
小题1:According to the writer’s opinion, to employ dogs as classroom assistants ________.
| A．is not a good idea |
| B．can improve the relation between children and animals |
| C．is beyond ordinary people’s imagination |
| D．can make some teachers lose jobs |
| A．gained some support from the members |
| B．frightened everyone present |
| C．interested everyone present |
| D．caused some trouble to trained dogs |
| A．has nothing to do with the topic of this passage |
| B．shows there are too many exams in British school |
| C．provides further facts about the teaching union |
| D．shows the writer’s anger to the union |
The animals’ great threat used to be sailors who, hundreds of years ago, robbed the islands for food. They wiped out about 250,000 Giant Tortoises. For example, on Pinta, one of the smallest islands, there are no Giant Tortoises left at all. The last survivor, an 80-year-old Giant Tortoise called Lonesome George, lives under the protection of naturalists at the Darwin Centre.
Today, the island’s animals are no longer hunted for food. But other dangers have replaced the threat from sailors. Goats, for example, introduced over the years by man, have gone wild. With no natural enemies, their number has reached 10,000 on the largest of the Galapagos islands, Isabella. They are eating huge quantities of plants, and robbed the remaining Giant Tortoises of food. The problem is now so bad that the National Park Service has hired hunters to kill the goats in order to save the Giant Tortoise from dying out.
小题1:Today, you can find the Giant Tortoises on the island of _______.
| A．Santa Cruz | B．Pinta | C．Isabella | D．Galapagos |
| A．The Galapagos>Pinta>Isabella>Santa Cruz |
| B．Isabella>Santa Cruz>the Galapagos>Pinta |
| C．The Galapagos>Isabella>Santa Cruz>Pinta |
| D．Isabella>the Galapagos>Pinta>Santa Cruz |
| A．sailors | B．hunters | C．goats | D．the local people |
| A．the naturalists try to help the local people with their interest. |
| B．The local people pay more attention to the economic growth than the wildlife there, |
| C．The animals and plants are of great importance to the local. |
| D．The naturalists don’t care about the local people at all |
Educators are seriously concerned about the high rate of dropouts among the doctor of philosophy candidates and the consequent loss of talent to a nation in need of Ph. D. s. Some have placed the dropouts loss as high as 50 percent. The extent of the loss was, however, largely a matter of expert guessing. Last week a well-rounded study was published. It was published. It was based on 22,000 questionnaires sent to former graduate students who were enrolled in 24 universities and it seemed to show many past fears to be groundless.
The dropouts rate was found to be 31 per cent, and in most cases the dropouts, while not completing the Ph. D. requirement, went on to productive work. They are not only doing well financially, but, according to the report, are not far below the income levels of those who went on to complete their doctorates.
Discussing the study last week, Dr. Tucker said the project was initiated "because of the concern frequently expressed by graduate faculties and administrators that some of the individuals who dropped out of Ph. D. programs were capable of competing the requirement for the degree. Attrition at the Ph. D. level is also thought to be a waste of precious faculty time and a drain on university resources already being used to capacity. Some people expressed the opinion that the shortage of highly trained specialists and college teachers could be reduced by persuading the dropouts to return to graduate schools to complete the Ph. D.’
"The results of our research" Dr. Tucker concluded, "did not support these opinions."
1. Lack of motivation was the principal reason for dropping out.
2. Most dropouts went as far in their doctoral program as was consistent with their levels of ability or their specialties.
3. Most dropouts are now engaged in work consistent with their education and motivation.
Nearly 75 per cent of the dropouts said there was no academic reason for their decision, but those who mentioned academic reason cited failure to pass the qualifying examination, uncompleted research and failure to pass language exams. Among the single most important personal reasons identified by dropouts for non-completion of their Ph. D. program, lack of finances was marked by 19 per cent.
As an indication of how well the dropouts were doing, a chart showed 2% in humanities were receiving $ 20,000 and more annually while none of the Ph. D. "s with that background reached this figure. The Ph. D. "s shone in the $ 7,500 to $ 15,000 bracket with 78% at that level against 50% for the dropouts. This may also be an indication of the fact that top salaries in the academic fields, where Ph. D. "s tend to rise to the highest salaries, are still lagging behind other fields.
As to the possibility of getting dropouts back on campus, the outlook was glum. The main condition which would have to prevail for at least 25 % of the dropouts who might consider returning to graduate school would be to guarantee that they would retain their present level of income and in some cases their present job.
小题1: The author states that many educators feel that
[A] steps should be taken to get the dropouts back to campus.
[B] the dropouts should return to a lower quality school to continue their study.
[C] the Ph. D. holder is generally a better adjusted person than the dropout.
[D] The high dropouts rate is largely attributable to the lack of stimulation on the part of faculty members.
小题2: Research has shown that
[A] Dropouts are substantially below Ph. D. "s in financial attainment.
[B] the incentive factor is a minor one in regard to pursuing Ph. D. studies.
[C] The Ph. D. candidate is likely to change his field of specialization if he drops out.
[D] about one-third of those who start Ph. D. work do not complete the work to earn the degree.
小题3: Meeting foreign language requirements for the Ph. D.
[A] is the most frequent reason for dropping out.
[B] is more difficult for the science candidate than for the humanities candidate.
[C] is an essential part of many Ph. D. programs.
[D] does not vary in difficulty among universities.
小题4: After reading the article, one would refrain from concluding that
[A] optimism reigns in regard to getting Ph. D. dropouts to return to their pursuit of the degree.
[B] a Ph. D. dropout, by and large, does not have what it takes to learn the degree.
[C] colleges and universities employ a substantial number of Ph. D. dropouts.
[D] Ph. D. "s are not earning what they deserve in nonacademic positions.
小题5: It can be inferred that the high rate of dropouts lies in
[A] salary for Ph. D. too low.
[B] academic requirement too high.
[C] salary for dropouts too high.
[D] 1000 positions.
| Items | Japan | Korea | U.S.A | Britain | France |
| A.To see oneself continuing in future | 35 | 32 | 31 | 17 | 59 |
| B. To keep the family line | 24 | 68 | 28 | 17 | 26 |
| C. To receive care in old age | 10 | 38 | 8 | 7 | 8 |
| D. To strengthen family ties | 51 | 25 | 50 | 55 | 66 |
| E.To develop oneself through raising one’s children | 60 | 19 | 54 | 69 | 35 |
| F. To enjoy raising one’s children | 20 | 19 | 50 | 71 | 39 |
| G. To raise responsible citizens | 45 | 40 | 46 | 28 | 15 |
| A．continuing their family | B．obtaining care in old age |
| C．strengthening family relationship | D．caring for raising children |
| A．Two. | B．Three. | C．Four. | D．Five. |
| A．B and C | B．D and F | C．E and F | D．F and G |
| A．From the main reasons shown in the form it seems that in every country parents do not expect care from children in their old age. |
| B．Japanese parents share two of their main reasons with the British and American parents, and the third one with Korean parents. |
| C．More than half of the parents from each country chose the reason“tostrengthen family ties”and for each it was one of the three main reasons for having children. |
| D．The percentage of French parents selecting the reason“to see oneself continuing in future”is about as high as that of the other countries. |
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