北语18秋《阅读（IV）》作业3答案答案
试卷总分:100 得分:0
一、 单选题 (共 25 道试题,共 100 分)
1.In an Indianapolis neighborhood where some teenage girls flaunt pregnancies like new hairdos, Aisha Fields is unabashedly square: She plans to abstain from sex until she marries. "Most of my friends already have babies," says Aisha, a high school junior and abstinence mentor. "Being pregnant is a fashion. Girls go around bragging:‘I'm three months (pregnant).' They think it's cool." With 1 million US teens becoming pregnant every year, and 13 percent of all American babies born to teens, Aisha's "just-say-no" attitude is a policymaker's dream come true. Federal and state officials are banking on such an attitude as they launch a new campaign to shrink the ranks of unwed teenage moms. On Oct. 1, the government will begin dispensing some of the nearly $850 million earmarked under the welfare—reform law over five years for teaching abstinence and preventing out-of-wedlock births. But experts say there is no research to suggest that abstinence—only education will succeed. In contrast, more comprehensive programs that cover contraception, family planning, and communication skills can help delay sexual involvement by teens, according to a study by the National Campaign to Prevent Pregnancy in Washington. "It seems foolish to be tossing away all this money without knowing whether it will work," says Lisa Kaeser, a senior associate at the Alan Guttmacher Institute, a Washington-based nonprofit group that researches reproductive health. But experts agree the latest campaign against teen pregnancy marks a big improvement over older policies in one fundamental respect: It emphasizes prevention. Question:Lisa Kaiser's attitude towards the National Campaign to Prevent Teen Pregnancy is __________.
A.affirmative
B.negative
C.doubtful
D.prudent
2.To create a supercell, take a storm where wind speed increases with height, while wind direction veers; a situation in which updraughts and downdraughts within the thunderstorm can support each other's existence rather than cancel each other out. It is as winds blow into this turbulent region from three to five kilometers up that a low-pressure section of the storm may begin to rotate. The rotation of this part of the storm (known as a mesocyclone) causes the air pressure to fall some more, prompting wind lower down to flow into the storm and speed up upwards. This creates a spinning updraught which high-level winds in the storm can boost in the same way that wind blowing across the top of a chimney does wonders for drawing up an open fire. You're not yet looking at a tornado, though if you're watching this particular storm develop you might start looking for a getaway car —especially if the storm begins to change shape. When mid-to upper-level winds upwind of the storm encounter the supercell, some are forced to detour round it. They converge again downwind, moulding the storm clouds into an ominous anvil-shape in the process. But while some wind goes round the mesocyclone, some runs full square into this meteorological brick wall and is forced downward, creating a "rear flank downdraught" (RFD) which many experts believe is what makes or breaks a tornadic storm. It's when an RFD tries to swing around the base of the storm, narrowing the area of wind flowing into the updraught and increasing its spin (in the same way figure skaters when their arms are pulled in) that you might want to get into your getaway car. If you're anywhere beneath whirling piece of meteorological give and take—a funnel cloud—you are in a bad, dangerous place known to stormchasers as "the bear cage". It's where, if the funnel cloud sticks around long enough for the updraught to touchdown on terra firma, you will find yourself on the inside of a tornado. Question:What can be inferred from the third paragraph?
A.If an updraught is created, tornado appears.
B.A tornado comes into being when a RFD is created.
C.RFD is created if winds go round the mesocyclone.
D.When meeting supercell, winds will blow in all directions.
3.He stood waving until the train was out of ____.
A.sight
B.glimpse
C.scene
D.reach
4.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
5.The story was said to have been based on the information from a reliable ____.
A.source
B.foundation
C.origin
D.basis
6.Only guests of the hotel enjoy the ____ of using the private beach.
A.privilege
B.possibility
C.favor
D.advantage
7.Education is not an end but a(n) ____ to an end.
A.means
B.solution
C.measure
D.idea
