北语20秋《阅读（IV）》作业1[答案]满分答案
试卷总分:100 得分:100
一、单选题 (共 25 道试题,共 100 分)
1.English ____ in a new way at my college in the past few years.
A.has been teaching
B.was being taught
C.has been taught
D.had been taught
2.Young people should have the right to control and direct their own learning, that is, to decide what they want to learn, and when, where, how, how much, how fast, and with what help they want to learn it. To be still more specific, I want them to have the right to decide if, when, how much, and by whom they want to be taught and the right to decide whether they want to learn in a school and if so which one and for how much of the time. No human right, except the right to life itself, is more fundamental than this. A person's freedom of learning is part of his freedom of thought, even more basic than his freedom of speech. If we take from someone his right to decide what he will be curious about, we destroy his freedom of thought. We say, in effect, you must think not about what interests and concerns you, but about what interests and concerns us. This right of each of us to control our own learning is now in danger. When we put into our laws the highly authoritarian notion that someone should and could decide what all young people were to learn and beyond that, could do whatever might seem necessary (which now includes dosing them with drugs) to compel them to learn it, we took a long step down a very steep and dangerous path. The requirement that a child go to school, for about six hours a day, 180 days a year, for about ten years, whether or not he learns anything there, whether or not he already knows it or could learn it faster or better somewhere else, is such a gross violation of civil liberties that few adults would stand for it. But the child who resists is treated as a criminal. With this requirement we created an industry, an army of people whose whole work was to tell young people what they had to learn and to try to make them learn it. Some of these people, wanting to exercise even more power over others, or to be even more "helpful," are now beginning to say, "If compulsory education is good for children, why wouldn't it be good for everyone? If it is a good thing, how can there be too much of it?" They are beginning to talk, as one man did on a nationwide TV show, about "womb-to-tomb" schooling. If hours of homework every night are good for the young, why wouldn't they be good for us all—they would keep us away from the TV set and other frivolous pursuits. Some group of experts, somewhere, would be glad to decide what we all ought to know and then very so often check up on us to make sure we knew it—with, of course, appropriate penalties if we did not. Question:The current compulsory education system for children ________ most adults.
A.works well with
B.is not liked by
C.is accepted by
D.is understood by
3.There are of course, the happy few who find a savor in their daily job: the Indiana stonemason, who looks upon his work and sees that it is good; the Chicago piano tuner, who seeks and finds the sound that delights; the bookbinder, who saves a piece of history; the Brooklyn fireman, who saves a piece of life ... But don't these satisfactions, like Jude's hunger for knowledge, tell us more about the person than about his task? Perhaps. Nonetheless, there is a common attribute here: a meaning to their work well over and beyond the reward of the paycheck. For the many, there is a hardly concealed discontent. The blue-collar blues is no more bitterly sung than the white-collar moan. "I'm a machine," says the spot-welder. "I'm caged," says the bank teller, and echoes the hotel clerk. "I'm a mule," says the steelworker. "A monkey can do what I do," says the receptionist. "I'm less than a farm implement," says the migrant worker. "I'm an object," says the high-fashion model. Blue collar and white call upon the identical phrase: "I'm a robot." "There is nothing to talk about," the young accountant despairingly enunciates. It was some time ago that John Henry sang, "A man ain't nothin' but a man." The hard, unromantic fact is: he died with his hammer in his hand, while the machine pumped on. Nonetheless, he found immortality. He is remembered. As the automated pace of our daily jobs wipes out name and face—and, in many instances, feeling—there is a sacrilegious question being asked these days. To earn one's bread by the sweat of one's brow has always been the lot of mankind. At least, ever since Eden's slothful couple was served with an eviction notice, the scriptural precept was never doubted, not out loud. No matter how demeaning the task, no matter how it dulls the senses and breaks the spirit, one must work. Or else. Lately there has been a questioning of its "work ethic" especially by the young. Strangely enough, it has touched off profound grievances in others, hitherto devout, silent, and anonymous. Unexpected precincts are being heard from in a show of discontent. Communiques from the assembly line are frequent and alarming; absenteeism. On the evening bus, the tense, pinched faces of young file clerks and elderly secretaries tell us more than we care to know. On the expressways, middle management men pose without grace behind their wheels as they flee city and job. Question:The word "sacrilegious " in paragraph three means ________.
A.religious
B.pious
C.profane
D.free
4.____ was not the way the event happened.
A.Which the press reported
B.That the press reported
C.What did the press report
D.What the press reported
5.Move up a little, I haven't any ____ to sit.
A.area
B.room
C.place
D.space
