Because the game requires logical reasoning, chess would seem to be perfectly suited to the computer .all a programmer has to do is give the computer a program evaluating the consequences of every possible response to every possible move, and the computer will win every time. In theory this is a sensible approach; in practice it is impossible. Today, a powerful computer can analyze 40 000 moves a second. That is an impressive speed. But there are an astronomical number of possible moves in chess—literally trillions. Even if such a program were written (and in theory it could be ,given enough people and enough time), there is no computer capable of holding that much data.
Therefore, if the computer is to compete at championship levels, it must be programmed to function with less than complete data. It must be able to learn from experience, to modify its own programm, to deal with a relatively unstructured situation—in a word, to “think” for itself . In fact, this can be done. Chess-playing computers have yet to defeat world champion chess players, but several have beaten human players of only slightly lower ranks. The computers have had programs to carry them through the early, mechanical stages of their chess games. But they have gone on from there to reason and learn, and sometimes to win the game. There are other proofs that computers can be programmed to learn, but this example is sufficient to demonstrate the point. Granted , winning a game of chess is not an earthshaking event even when a computer does it . But there are many serious human problems which ban be fruitfully approached as games. The Defense Department uses computers to play war games and work out strategies for dealing with international tensions. Other problems—international and interpersonal relations , ecology and economics , and the ever-increasing threat of world famine—can perhaps be solved by the joint efforts of human beings and truly intelligent computers .
1 The purpose of creating chess-playing computers is __________
A to win the world chess champion B to pave the way for further intelligent computers
C to work out strategies for international wars D to find an accurate yardstick for measuring computer progress
2 Today , a chess-playing computer can be programmed to ________
A give trillions of reponses in a second to each possible move and win the game B function with complete data and beat the best players
C learn from chess-playing in the early stage and go on to win the game
D evaluate every possible move but may fail to give the right response each time 3 For a computer to “think” , it is necessary to ________ A mange to process as much data as possible in a second B program it so that it can learn from its experiences C prepare it for chess-playing first
D enable it to deal with unstructured situations
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4 The author’s attitude towards the Defense Department is____ A critical B unconcerned C positive D negative 5 In the author’s opinion,______
A winning a chess game is an unimportant event
B serious human problems shouldn’t be regarded as playing a game C ecological problems are more urgent to be solved D there is hope for more intelligent computers
The establishment of the Third Reich influence events in American history by starting a chain of event, which culminated in war between Germany and the United states. The complete destruction of democracy, the persecution of Jew, the war on religion, the cruelty and barbarism of the Nazis, and especially, the plans of Germany and her allies, Italy and Japan, for world conquest caused great indignation in this country and brought on fear of another world war. While speaking out against Hitler’s atrocities, the American people generally favored isolationist policies and neutrality. The Neutrality Acts of 1935 and 1936 prohibited trade with any belligerents or loans to them. In 1937 the President was empowered to declare an arms embargo（禁运）in wars between nations at his discretion.
American opinion began to change somewhat after president Roosevelt’s “quarantine the aggressor” speech at Chicago (1937) in which he severely criticized Hitler’s policies. Germany’s seizure of Austria and the Munich Pact for the partition of Czechoslovakia (1938) also aroused the American people. The conquest of Czechoslovakia in March 1939 was another rude awakening to the menace of the Third Reich. In August 1939 came the shock of Nazi-Soviet Pact and in September the attack on Poland, the outbreak of European war. The United States attempted to maintain neutrality in spite of sympathy for the democracies arrayed against the Third Reich. The Neutrality Act of 1939 repealed the arms embargo and permitted “cash and carry” exports of arms to belligerent nations. A strong national defense program was begun. A draft act was passed (1940) to strengthen the military service. A Lend Lease Act (1941) authorized the President to sell, exchange, or lend materials to any country deemed necessary by him for the defense of the United States. Help was given to Britain by exchanging certain overage destroyers for the right to establish American bases in British territory in the Western Hemisphere. In August 1941, President Roosevelt and Prime Minister Churchill met and issued the Atlantic Charter that proclaimed the kind of a world which should be established after the war. In December 1941, Japan launched the unprovoked attack on the United States at Pearl Harbor. Immediately thereafter, Germany declared war on the United States.
1.One item occurring before 1937 that the author does not mention in his list of actions that alienated the American public was ___. A.Nazi barbarism B.The pacts with Italy
C.German plans for conquest D.The burning of the Reichstag 2.The Neutrality Act of 1939 ___.
A.restated America’s isolationist policies B.proclaimed American neutrality
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C.permitted the selling of arms to belligerent nations D.was a cause of our entrance into World War Ⅱ 3.An event that did not occur in 1939 was the ___. A.invasion of Poland
B.invasion of Czechoslovakia C.passing of the Neutrality Act
D.establishment of the University of Leipzig in Germany 4.The Lend Lease Act was blueprinted to ___. A.strengthen our national defense B.provide battleships to the Allies C.help the British
D.promote the Atlantic Charter
5.The Neutrality Act of 1939 favored Great Britain because ___. A.the British had command of the sea
B.the law permitted us to trade only with the Allies C.it antagonized Japan
D.it led to the Lend Lease Act
If we look at education in our own society, we see two sharply different factors. First of all, there is the overwhelming majority of teachers, principals, curriculum planners, school superintendents, who are devoted to passing on the knowledge that children need in order to live in our industrialized society. Their chief concern is with efficiency, that is, with implanting the greatest number of facts into the greatest possible number of children, with a minimum of time, expense, and effort.
Classroom learning often has as its unspoken goal the reward of pleasing the teacher. Children in the usual classroom learn very quickly that creativity is punished, while repeating a memorized response is rewarded, and concentrate on what the teacher wants them to say, rather than understanding the problem.
The difference between the intrinsic and the extrinsic aspects of a college education is illustrated by the following story about Upton Sinclair. When Sinclair was a young man, he found that he was unable to raise the tuition money needed to attend college. Upon careful reading of the college catalogue, however, he found that if a student failed a course, he received no credit for the course, but was obliged to take another course in its place. The college did not charge the student for the second course, reasoning that he had already paid once for his credit. Sinclair took advantage of this policy and not a free education by deliberately failing all his courses
In the ideal college, there would be no credits, no degrees, and no required
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courses. A person would learn what he wanted to learn. A friend and I attempted to put this ideal into action by starting a serials of seminars at Brandeis called “Freshman Seminars Introduction to the Intellectual Life.” In the ideal college, intrinsic education would be available to anyone who wanted it—since anyone can improve and learn. The student body might include creative, intelligent children as well as adults; morons as well as geniuses (for even morons can learn emotionally and spiritually). The college would be ubiquitous—that is, not restricted to particular buildings at particular times, and teachers would be any human beings who had something that they wanted to share with others. The college would be lifelong, for learning can take place all through life. Even dying can be a philosophically illuminating, highly educative experience.
The ideal college would be a kind of education retreat in which you could try to find yourself; find out what you like and want; what you are and are not good at. The chief goals of the ideal college, in other words, would be the discovery of identity, and with it, the discovery of vocation.
1.In the author’s opinion, the majority of education workers
A.emphasize independent thought rather than well-memorized responses
B.tend to reward children with better understanding rather than with a goal for credits
C.implant children with a lot of facts at the expense of understanding the problem D.are imaginative, creative and efficient in keeping up with our industrialized society
2.Children in the usual classroom learn very quickly when ___. A.they are required to repeat what teacher has said B.they read books that are not assigned by the teacher
C.they know how to behave themselves in face of the teacher
D.they can memorize the greatest number of facts in the shortest period of time 3.An extrinsically oriented education is one that ___. A.focuses on oriented education
B.takes students’ need into account C.lays emphases on “earning a degree” D.emphasizes learning through discussion
4.To enter the author’s ideal college, a student ___. A.has to pass an enrollment exam B.should be very intelligent C.needn’t worry about homework
D.can be best stimulated for creative work
5.The author’s purpose of writing the article is ___. A.to advocate his views
B.to criticize college students C.to stress self-teaching attitude
D.to put technological education to a later stage
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Work is a very important part of life in the United States. When the early Protestant immigrants came to this country, they brought the idea that work was the way to God and heaven. This attitude, the Protestant work ethic, still influences America today. Work is not only important for economic benefits, the salary, but also for social and psychological needs, the feeling of doing something for the good of the society. Americans spend most of their lives working, being productive. For most Americans, their work defines them; they are what they do. What happens, then when a person can no longer work? Most Americans stop working at age sixty-five or seventy and retire. Because work is such an important part of life in this culture, retirement can be very difficult. Retirees often feel that they are useless and unproductive. Of course, some people are happy to retire; but leaving one’s job, whatever it is a difficult change, even for those who look forward to retiring. Many retirees do not know how to use their time or they feel lost without jobs.
Retirement can also bring financial problems. Many people rely on Social Security checks every month. During their working years, employees contribute a certain percentage of their salaries to the government. When people retire, they receive this money as income. These checks do not provide enough money to live on, however, because prices are increasing very rapidly. Senior citizens, those over sixty-five, have to have savings in the bank or other retirement plans to make ends meet. The rate of inflation is forcing prices higher each year; Social Security checks alone cannot cover Medicare (health care) and welfare (general assistance) but many senior citizens have to change their lifestyles after retirement. They have to spend carefully to be sure that they can afford to but food, fuel, and other necessities.
Of course, many senior citizens are happy with retirement. They have time to spend with their families or to enjoy their hobbies. Some continue to work part time; others do volunteer work. Some, like those in the Retired Business Executives Association, even help young people to get started in new business. Many retired citizens also belong to “Golden Age” groups. These organizations plan trips and social events. There are many opportunities for retirees.
Americans society is only beginning to be concerned about the special physical and emotional needs of its senior citizens. The government is taking steps to ease the problem of limited income. They are building new housing, offering discounts in stores and museums and on buses, and providing other services, such as free courses, food service, and help with housework.
Retired citizens are a rapidly growing percentage of the population. This part of the population is very important and we must respond to their needs. After all, every citizen will be a senior citizen some day.
1.The early immigrants considered work ___. A.too hard B.important C.pleasant D.dull
2.Why do Americans like working? Because working ___.
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A.doesn’t only mean money but it is also psychological B.can make life more comfortable C.can prove people to be independent D.gives people funny
3.We can safely put forward that retirees who ___.
A.have no financial problems still want to earn more money B.have financial problems still feel lost C.have no financial problems still feel lost
D.have no financial problems feels it’s hard to make ends meet 4.According to the passage the government ___.
A.hadn’t paid attention to the retirees’ problems B.has already solved a lot of retirees’ problems
C.has just begun to pay attention to the retirees’ problems D.won’t pay attention to the retirees’ problems
5.Which of the following is not steps taken for the benefit of senior citizens by the government?
A.New housing has been built.
B.The old are offered discounts in stores.
C.Senior citizens are provided free courses, food service. D.None.
Pronouncing a language is a skill. Every normal person is expert in the skill of pronouncing his own language; but few people are even moderately proficient at pronouncing foreign languages. Now there are many reasons for this, some obvious, some perhaps not so obvious. But I suggest that the fundamental reason why people in general do not speak foreign languages very much better than they do is that they fail to grasp the true nature of the problem of learning to pronounce, and consequently never set about tackling it in the right way. Far too many people fail to realize that pronouncing a foreign language is a skill—one that needs careful training of a special kind, and one that cannot be acquired by just leaving it to take care of itself. I think even teachers of language, while recognizing the importance of good accent, tend to neglect, in their practical teaching, the branch of study concerned with speaking the language. So the first point I want to make is that English pronunciation must be taught; the teacher should be prepared to devote some of the lesson time to this, and by his whole attitude to the subject should get the student feel that there is a matter worthy of receiving his close attention. So, there should be occasions when other aspects of English, such as grammar or spelling, are allowed for the moment to take second place.
Apart from this question of the time given to pronunciation, there are two other requirements for the teacher: the first, knowledge; the second, technique. It is important that the teacher should be in possession of the necessary information. This can generally be obtained from books. It is possible to get from books some idea of the mechanics of speech, and of what we call general phonetic theory. It is also possible in this way to get a clear mental picture of the
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relationship between the sounds of different languages, between the speech habits of English people and those, say, of your students. Unless the teacher has such a picture, any comments he may make on his students pronunciation are unlikely to be of much use, and lesson time spent on pronunciation may well be time wasted.
1.What does the writer actually say about pronouncing foreign languages? A.Only a few people are really proficient. B.No one is really an expert in the skill.
C.There aren’t many people who are even fairly good.
D.There are even some people who are moderately proficient.
2.The writer argues that going about the problem of pronunciation in the wrong ways ___.
A.an obvious cause of not grasping the problem correctly B.a fundamental consequence of not speaking well
C.a consequence of not grasping the problem correctly D.not an obvious cause of speaking poorly
3.The best way of learning to speak a foreign language, he suggests, is by ___. A.picking it up naturally as a child B.learning from a native speaker
C.not concentrating on pronunciation much D.undertaking systematic work
4.The value the student puts on correct speech habits depends upon ___. A.how closely he attends to the matter
B.whether it is English that is being taught C.his teacher’s approach to pronunciation
D.the importance normally given to grammar and spelling 5.How might the teacher find himself wasting lesson time? A.By spending lesson time on pronunciation.
B.By making ill-informed comments upon pronunciation. C.By not using books on phonetics in the classroom.
D.By not giving students a clear mental picture of the different between sounds.
Until recently, women in advertisements wore one of three things—an apron, a glamorous dress or a frown. Although that is now changing, many women still feel angry enough to deface offending advertisements with stickers protesting, “This ad degrades women.” Why does this sort of advertising exist? How can advertisers and ad agencies produce, sometimes, after months of research, advertising that offends the consumer?
The Advertising Standards Authority (the body which deals with complaints about print media) is carrying out research into how women feel about the way they are portrayed in advertisements. Its conclusions are likely to be what the advertising industry already knows: although women often irritated by the way they are seen in ads, few feel strongly enough to complain.
Women are not the only victims of poor and boring stereotypes—in many TV
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commercials men are seen either as useless, childish oafs who are unable to perform the simplest household tasks, or as in considerate boors, permanently on the lookout for an escape to the pub. But it is women who seem to bear the brunt of the industry’s apparent inability to put people into an authentic present-day context.
Yet according to Emma Bennett, executive creative director of a London advertising agency, women are not infuriated by stereotypes and sexist advertising. It tends to wash over them, they are not militant or angry—they just find it annoying or tiresome. They reluctantly accept outdated stereotypes, but heave a sigh of relief when an advertisement really gets it right. She says that it is not advertising’s use of the housewife role that bothers women, but the way in which it is handles. “Researchers have often asked the wrong questions. The most important thing is the advertisement’s tone of voice. Women hate being patronized, flattered or given desperately down-to-earth commonsense advice.”
In the end, the responsibility for good advertising must be shared between the advertiser, the advertising agency and the consumer. Advertising does not set trends but it reflects them. It is up to the consumer to tell advertisers where they fail, and until people on the receiving end take the business seriously and make their feelings known, the process of change will remain laboriously slow.
1.Despite recent changes in attitudes, some advertisements still fail to ___. A.change women’s opinions of themselves
B.show any understanding of people’s feelings C.persuade the public to buy certain products D.meet the needs of the advertising industry
2.According to the writer, the commonest fault of present day advertising is to ___. A.condemn the role of the housewife B.ignore protests about advertisements C.present a misleading image of women D.misrepresent the activities of men
3.Research suggests that the reaction of women towards misrepresentation by advertisement is ___. A.apathy B.hostility C.approbation D.unbelief
4.Emma Bennett suggests that advertisement ought to ___. A.give further emphasis to practical advice B.change their style rather than their content C.use male images instead of female ones D.pay more compliments to women than before
5.Ultimately the advertising industry should ___. A.take its job more earnestly B.do more pioneering work
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C.take notice of the public opinion
D.concentrate on the products advertised. 37
The only way to travel is on foot
The past ages of man have all been carefully labeled by anthropologists. Descriptions like ‘ Palaeolithic Man’, ‘Neolithic Man’, etc., neatly sum up whole periods. When the time comes for anthropologists to turn their attention to the twentieth century, they will surely choose the label ‘Legless Man’. Histories of the time will go something like this: ‘in the twentieth century, people forgot how to use their legs. Men and women moved about in cars, buses and trains from a very early age. There were lifts and escalators in all large buildings to prevent people from walking. This situation was forced upon earth dwellers of that time because of miles each day. But the surprising thing is that they didn’t use their legs even when they went on holiday. They built cable railways, ski-lifts and roads to the top of every huge mountain. All the beauty spots on earth were marred by the presence of large car parks. ’
The future history books might also record that we were deprived of the use of our eyes. In our hurry to get from one place to another, we failed to see anything on the way. Air travel gives you a bird’s-eye view of the world – or even less if the wing of the aircraft happens to get in your way. When you travel by car or train a blurred image of the countryside constantly smears the windows. Car drivers, in particular, are forever obsessed with the urge to go on and on: they never want to stop. Is it the lure of the great motorways, or what? And as for sea travel, it hardly deserves mention. It is perfectly summed up in the words of the old song: ‘I joined the navy to see the world, and what did I see? I saw the sea.’ The typical twentieth-century traveler is the man who always says ‘I’ve been there. ’ You mention the remotest, most evocative place-names in the world like El Dorado, Kabul, Irkutsk and someone is bound to say ‘I’ve been there’ – meaning, ‘I drove through it at 100 miles an hour on the way to somewhere else. ’
When you travel at high speeds, the present means nothing: you live mainly in the future because you spend most of your time looking forward to arriving at some other place. But actual arrival, when it is achieved, is meaningless. You want to move on again. By traveling like this, you suspend all experience; the present ceases to be a reality: you might just as well be dead. The traveler on foot, on the other hand, lives constantly in the present. For him traveling and arriving are one and the same thing: he arrives somewhere with every step he makes. He experiences the present moment with his eyes, his ears and the whole of his body. At the end of his journey he feels a delicious physical weariness. He knows that sound. Satisfying sleep will be his: the just reward of all true travellers.
1、Anthorpologists label nowaday’s men ‘Legless’ because A people forget how to use his legs. B people prefer cars, buses and trains.
C lifts and escalators prevent people from walking.
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D there are a lot of transportation devices. 2、Travelling at high speed means
A people’s focus on the future. B a pleasure. C satisfying drivers’ great thrill. D a necessity of life.
3、Why does the author say ‘we are deprived of the use of our eyes’ ? A People won’t use their eyes. B In traveling at high speed, eyes become useless. C People can’t see anything on his way of travel. D People want to sleep during travelling.
4、What is the purpose of the author in writing this passage?
A Legs become weaker. B Modern means of transportation make the world a small place.
C There is no need to use eyes. D The best way to travel is on foot. 5. What does ‘a bird’s-eye view’ mean?
A See view with bird’s eyes. B A bird looks at a beautiful view.
C It is a general view from a high position looking down. D A scenic place. 1：参考答案：B C B C D 2：参考答案：DCDAA 3; 参考答案：CACCA 4: 参考答案：BACCD 5: 参考答案：CCDCB 6: 参考答案：BCABC 7: 参考答案： AACDC
51．I don't mind your_____________(你延期做出决定) the decision as long as it is not too late. 52. I suggested he ____________________（使自己适应）his new conditions. 53. I have no objection_______________________（再听听你的故事）. 54. This popular sports car___________________（正在生产出来）out at the rate of a thousand a week.
55. _____________________________ （请你找张空白纸）and write your name at the top? 41．Frankly speaking, I’d rather you ________________(不采取任何措施) about it for the time being.
42. In the Chinese household, grandparents and other relatives_____________(起着不可缺少的作用) in raising children.
43. John seems a nice person, ___________________(即使这样), I don’t trust him.
44. The fifth generation computers, with artificial intelligence,_____________(正在研制) and perfected now.
45. What a lovely party! It’s worth_________________(牢记一生).
51. delaying making52. should adapt himself to 53. to hearing your story again 54. is now being turned 55. Could you take a blank sheet of paper? 41. didn’t do anything 42. play indispensable roles 43. Even so 44. are being developed 45. remembering all my life
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