She cannot buy daily necessities, ______ luxuries.A. no less thanB. many moreC. much lessD. less than

Here is a piece of good _(2)__for you . The Russian National Ballet Troupe will give a performance in the Beijing Grand Theater tomorrow evening . I am sure that you will be happy to watch it . The performance will begin at_ (3)__ . I will wait for you at the ( 4 )___ . Please let me know whether you can come as soon as possible.26、（10分）A AliceB news C trulyD entranceE 7 p.m.

The clothes a person wears may express his ______ or social position.A. curiosityB. statusC. determinationD. significance

But for the help of my English teacher，I _____ the first prize in the English Writing Competition．（ ）A. would not winB. would not have wonC. would winD. would have won

All classes of fires can be safely combated using .A.foamA. foamB. CO2C. low velocity water fogD. high velocity water fog

It is the world’s fourth-most-important food crop, after maize, wheat and rice. It provides more calories, more quickly, using less land and in a wider range of climates than any other plant. It is, of course, the potato. The United Nations has hoped that greater awareness of the merits of potatoes will contribute to the achievement of its Millennium Development Goals, by helping to reduce poverty and promote economic development. The potato promoted economic development by supporting the Industrial Revolution in England in the 19th century. It provided a cheap source of calories and was easy to cultivate, so it liberated workers from the land. Potatoes became popular in the north of England, as people there specialized in livestock farming and domestic industry, while farmers in the south concentrated on wheat production. By a happy accident, the concentrated industrial activity in the regions where coal was readily available, and a potato-driven population boom provided ample workers for the new factories. Friedrich Engels even declared that the potato was the equal of iron for its "historically revolutionary role". In the form of French fries, served alongside burgers and Coca-Cola, potatoes are now a symbol of globalization. This is quite a change given the skepticism which first greeted them on their arrival in the Old World in the 16th century. They were variously thought to be fit only for animals, to be associated with the devil or to be poisonous. They took hold in 18th- century Europe only when war and famine meant there was nothing else to eat; people then realized just how useful and reliable they were. As Adam Smith, one of the potato’s many admirers, observed at the time, "The very general use which is made of potatoes in these kingdoms as food for man is a convincing proof that the prejudices of a nation, with regard to diet, however deeply rooted, are by no means unconquerable." Mashed, fried, boiled and roast, a humble potato changed the world, and people everywhere should celebrate it.What Adam Smith said could be used to demonstrate the potato’s ().A. general useB. main featuresC. success storyD. bright future

After ( ) the Ping-Pong player felt tired out.A. work of a dayB. a day's workC. day's workD. a-day work

It is not always right to judge a person on the __ of the first impression.A. basicB. basisC. baseD. basement

-Would you like some __________？-Oh，yes，just a little．A. applesB. carrotC. pearsD. chicken

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—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—going to school and learning to read—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 in 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".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 abilities for future career.D.The confidence in intellectual pursuits.We can learn from the text that Americans have a history of .A.undervaluing intellectB.favoring intellectualismC.supporting school reformD.suppressing native intelligenceThe views of Ravish and Emerson on schooling are .plementaryD.oppositeEmerson, according to the text, is probably .A.a pioneer of education reformB.an opponent of intellectualismC.a scholar in favor of intellectD.an advocate of regular schoolingWhat 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.

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