DAY45
    Reading comprehension
    Direction： In this part， there are four passages followed by questions or unfinished statements， each with four suggested answers marked A， B， C and D. Choose the one that you think is the correct answer.
    Passage 1 Who was to blame for starting the Cold War？ For nearly a generation after World War II， American historians generally agreed that the suspicious and grasping Soviets were almost solely responsible. This is “Orthodox” appraisal fitted comfortably with the traditional view of the United States as a God blessed land with an idealistic foreign policy. But in 1960s another interpretation began to flower， powerfully reinforced by an objection against what Americans were doing in Vietnam. People who held this view attempted to reverse the orthodox view. They argued that the Soviets had understandably defensive intentions at the end of World War II and that the United States had behaved aggressively and irresponsibly. Some of these critics pointed accusing finger at Truman. They declared that he had abandoned Roosevelts conciliatory approach and adopted a bulling attitude， emboldened by Americans atomic monopoly. The more radical of those people like the Kolkos found the roots of American aggression before Trumans time in longstanding policies of economic expansion.
    In the 1970s a “neoorthodox” interpretation emerged. Historians of this school， like John L. Gaddis， still place most of the blame for the Cold War on the Soviet Union， but they admit that American policies helped worsen the conflict. They also note how the constraints of domestic policies of economic expansion.
    This historical debate over the origin of the Cold War has compelled the recognition that the United States did have vital interests at stake in postwar diplomacy， and that policy makers pursued those interests with eagerness. But are selfinterests necessarily immoral？ Is security a oneway street？ Can the blame ever be exclusively with one side in a complex international dispute？1. People of the “orthodox” view placed the blame for starting the Cold War on the Soviet Union because
    A. They did not want American to take sole responsibility.
    B. They supported America in its foreign policy in Vietnam.
    C. They believe that America is always right in its foreign policy.
    D. They could find peace of mind in such a belief.
    2. By saying that “people who held this view attempted to reverse the orthodox view” （the fifth sentence in paragraph 1）， the author means that those people
    A. did not quite agree to the “orthodox” view
    B. held an opposite view to the “orthodox” view
    C. considered the “orthodox” view unworthy of notice
    D. were faithful supporters of the Soviet Union foreign policy
    3. The “neoorthodox” view held that school take responsibility for the Cold War.
    A. the Soviet UnionB. the United States
    C. neither of those two countriesD. both of those two countries
    4. In the last paragraph， the author seems to imply that
    A. the Soviet Union should take the sole responsibility
    B. the United States should take the sole responsibility
    C. the Cold War was not started on one side only
    D. neither side started the Cold War
    5. The underlined word “orthodox” in the first paragraph means
    A. 正統(tǒng)的B. 傳統(tǒng)的
    C. 正派的D. 主流的
    Passage 2As the American school term ends， New York is no closer to solving its acute shortage of certified teacher than it was earlier in the year.
    The citys attempt to resolve its education plight is aptly illustrated by the story of Peter DeMarco， formerly an aspiring comedian， who was recruited to teach English in the citys high schools.
    Mr. DeMarco and 300 other people joined the teaching ranks under the New York Teaching Fellows program， an initiative set up to fill numerous “technical vacancies” that are usually filled by teachers lacking full certification.
    The program was aimed at what Harold Levychancellor of the states board of education， which sponsored the initiative — calls “career changers”。 These are people who may once have thought about teaching but were “too late to get certified”， including former Peace Corps volunteers， “people with subject matter expertise and some idealism，” he says.
    Some 2，300 people from as far away as South Africa and Nigeria applied for the scheme. The successful candidates underwent an intensive induction program at the City University of New York during the summer and were sent to classrooms at the beginning of the school year. Most were sent to schools in troubled parts of the city.
    For many， including Mr. DeMarco， becoming a teacher meant a pay cut. “But Im not doing this for some lives，” he says. Now， at 38， after a variety of jobs — including standup comedy and acting roles — he says he is “finally where I want to be”。
    In one of his classes he asked students to discuss Robert Cormiers The Chocolate War， a book about life in a boarding school（寄宿學(xué)校）， conforming and peer pressure. His 14 — to 16yearold students， who live in one of New Yorks toughest neighborhoods， recounted their own experiences of witnessing stabbings， street fights and even a shooting in a theatre. “And I used to throw eggs when I was a kid，” he told them.
    Teaching is difficult but satisfying， Mr. DeMarco says. He liked the job a week into it and still likes it now， months later. He plans to teach through the two years required by the program， and possibly even longer.
    “Tough as they are， the kids are clever …… some of their writing and creativity， its just phenomenal.
    People like Mr. DeMarco demonstrated concern for the quality of teaching. New York will need 40，000 to 55，000 more teachers than it expects to get over the next five years. Colleges are not producing enough teachers， he says.
    Teacher shortages are a national problem in the US， an issue highlighted in this years presidential election.
    New York is not the only state to recruit “alternatively certified” teachers， as those without education degrees and states certificates are also called. Thirteen states have adopted legislation allowing similar programs， according to the National Centre for Education Information， a think tank in Washington D.C.
    Critics accuse the program of lowering the requirements for teacher education in New York and being a shortterm quick fix to a longterm problem.
    “As long as New York City teachers make 3040per cent less money each year than their colleagues in the suburbs， were going to have a teacher shortage in the city，” says Ron Davis， a spokesman for the United Federation of Teachers （UFT）， the largest teachers union in the city.
    The UFT is in deadlocked negotiations with City Hall over the terms of the teachers expired contract with the city.
    But Mr. DeMarco feels he and his colleagues make up for their lack of education training in life experiences， which a 22yearold education graduate cant do.
    1. According to the passage， what is not true about the New Yorks “Career Changers”？
    A. “Career Changers” may have thought of being a teacher but failed.
    B. “Career Changers” teach without education degrees and state certificates.
    C. “Career Changers” will teach in New York without any training.
    D. It is the sufficiently varied life experience that makes the Career Changers qualified.
    2. How do the education critics think of the New York Teaching Fellows Program？
    A. The program is a fastpaced solution.
    B. The program can only be a shortterm solution to the problem.
    C. The program should be a longterm one.
    D. The program is such a short term that cant solve the problem of certified teachers.
    3. Which following statement is not true？
    A. The Presidential election illuminated the issue of teacher shortages.
    B. The teacher shortages occur not only in New York but also in the whole nation.
    C. Alternatively certified teachers are legal in 13 states.
    D. Teachers in New York earn less money than that in suburbs.
    4. What will happen to the successful candidates of New York Teaching Fellows program except ？
    A. They will be sent to schools at the beginning of the school year.
    B. They will have to take teaching certificates later on.
    C. They will not teach in universities.
    D. They will stay in New York for teaching.
    5. Why did Mr. DeMarco like his job so soon？
    I. Teaching is by no means difficult.
    II. He dreams to influence the young generation by teaching.
    III. He found teaching very much satisfying.
    IV. The creativity of children is remarkable.
    A. I， II.B. III， IV
    C. I， II， III.D. II， III， IV
    Passage 3 Computer scientists are doing just that， and they say the humble insect heralds a revolution in software design.
    Rather than relying on complex， centralized logic systems that mimic（模仿） ant behavior uses many small， independent software agents. Each action on the simplest of rules， these agents together can solve problems that are enormously complex when viewed as a whole. Higherlevel， or “swarm”， intelligence emerges from those rudimentary （簡單的，初期的） rules in ways that would be difficult to program into conventional software.
    Such autonomous systems have no single point of failure. Like ants that repair their nest if its disturbed and columns of ants that route around obstructions， these systems adapt to unanticipated problems in a way that ordinary centralized systems cant.
    Today， such systems are typically used for optimization applications such as factory scheduling and vehicle routing（路由選擇）。 For example， General Motor Corp.s Saturn subsidiary uses distributed systems to control the flow of part assemblies. Instead of having each factory machines actions preprogrammed and unvarying， Saturns machines can sense the type and state of a part and adapt their actions on the fly.
    Other applications draw on different ant behaviors. For example， researchers are working on a way to analyze financial transactions based on the way ants sort and cluster their brood and their dead.
    The technology is a decade old， but its just beginning to blossom， says Doug Currie， president of Flavors Technology Inc.， a Londonderry， N.H.based company that sells agentbased systems. “Its a great way to leverage （杠桿）technology， because of the surprise factorit does things you dont expect， but in a way thats natural，” Currie says.
    He adds that antlike systems will increasingly be used to design production lines， not just to control them. He predicts they could also have a use in medicine， where antlike agent could mimic the interactions of simple chemicals in the body and in drugs.
    Individually， ants have primitive brains， yet collectively they run surprisingly sophisticated and efficient operations. With no central direction， they divide responsibilities among themselves， find to their young and respond to attacks.
    Using a few simple rules of logic， ants can find the shortest path to a food source. They lay down chemical scents， called pheromones（信息素）， and over time the most successful path — originally by the repeated deposit of pheromones.
    Similarly， multiagent systems can solve routing problems by reinforcing good routing problems by reinforcing good routes with “digital pheromones” and discouraging the choice of poor routes by allowing the pheromones to “evaporate”。 Londonbased British Telecommunications has developed a method for routing data packets around a network that way.
    Tucker Belch， a robotics researcher at Carnegie Mellon University in Pittsburgh， says the thousands of ants in his laboratory amount to a “l(fā)ibrary” of logic that can be applied to solving human problems
    “A multiagent system could be the stock market or anything where there are thousands of individuals interacting with one another，” he says.
    Today， most agents have program logic built in form the beginning. But Belch says agents will become much more powerful as computer scientists enable them to learn form their environments. “These agents will empower us，” he says.
    1. What is special about the antlike systems？
    A. They foresee the revolution in software design.
    B. They adopt the complex and centralized logic systems.
    C. They would adapt to unanticipated problems unlike ordinary systems.
    D. They would easily and correctly program the rules ahead.
    2. The distributed systems in General Motors Corp.s Saturn subsidiary
    A. can control part of the assemble lines
    B. are always preprogrammed and unchangeable
    C. can sense the important information of a part.
    D. can carry out its actions while flying
    3. What does Doug Currie mean when he mentions “in a way thats natural”？ （Para 6）
    A. The technology is natural.
    B. It can finish a job that the nature itself can accomplish.
    C. The surprise factor of leverage technology is beyond natural.
    D. The system can solve the difficult problems by imitating the ways that ants use.
    4. How does the antlike system solve the complex problem？
    I. It uses many small and independent software agents， each of which acts on simple rules.
    II. It would route around the obstructions when there is failure.
    III. They would carry out surprisingly operation when view as a whole.
    A. I， IIIB. II， III
    C. I， IID. I，II， III
    5. What is false about the “digital pheromones”？
    A. The successful path would be strengthened by the repeated deposit of pheromones.
    B. They imitate the ants pheromones.
    C. They are made of the ants chemical scents.
    D. It leads to the development of routing data packets.
    Passage 4Christmas Island is a dot in the India Ocean， located 2600 km northwest of Perth， Western Australia. Even though it is an Australian territory， its closest neighbor is Java， 360 km away.
    If you love nature， you will love Christmas Island！ 63% of it is national park containing species of flora & fauna found nowhere else in the world！ Probably the most noticeable local is the Red Crab（紅蟹） with over 100 million of these vivid red creatures living on the forest floor.
    For centuries， Christmas Islands isolation and rugged coasts provided natural barriers to settlement. British and Dutch navigators first included the island on their charts starting in the early seventeenth century， and Captain William Mynors of the East India Ship Company vessel， arrived on Christmas Day， 25th December， 1643. He was unable to land， however， and it was not until 1688， when Captain William Dampier on the British Ship Cygnet， landed at the Dales （on the West Coast） that he and two of his crewmen were the first recorded people to set foot on Christmas Island.
    Christmas Island is the summit of a submarine mountain， rising steeply to a central plateau dominated by stands of rainforest. This plateau reaches heights of up to 361 meters and consists mainly of limestone and layers of volcanic rock.
    Geologists believe that about 60 million years ago the cone of an undersea volcano surfaced， forming a basin on which a coral atoll（環(huán)狀珊瑚島） then began to form. More than 20 million years ago， the atoll appears to have sunk slowly and limestone was deposited as the coral began to build up. Ten million years later， this process stopped and island began to emerge from the sea in a series of uplifts. Each of the island terraces was formed by the development of the fringing reef and sea cliff erosion before being uplifted. The lagoon drained and the central plateau was formed. Evidence of these volcanic origins can be seen at the Dales， and Dolly Beach where the basalt rock is exposed， forming the bad of freshwater streams.
    The islands 80 km coastline is an almost continuous sea cliff， of up to 20 meters in height. In a few places， the cliff gives way to shallow bays with small sand and coral shingle beaches. The largest of these bays forms the islands only port： Flying Fish Cove.
    Christmas Island has a unique population with a blend of Chinese， Malay and Caucasians from the Australian mainland. A visit here is a diverse cultural experience with numerous temples， festivals and a variety of cuisines.
    Though English is the official language， there are many residents who generally communicate in Malay or one of the four Chinese dialects. The earliest settlers spoke English & Cocos Malay， a unique version of Bahasa Indonesia which has been isolated from the mainstream language for over 150 years. Early arrivals from China mainly spoke Cantonese（粵語）。 Many early place names around the island are Cantonese words，such as Poon Saan.
    Post war arrival who came from Penang introduced other Chinese languages including Hakka， Hainese， Hokkien and Teochew， whilst those from Singapore introduced Mandarin. Bahasa Malayu is widely spoken by the Malay Community.
    Because English was not a prerequisite for employment， a sizeable proportion of todays community is not fluent in English and many residents still speak in their native tongue. The influx of tourists has had an impact on the islands language. Indonesian is frequently spoken along with many of the Chinese languages. Thai， Japanese， German and a few other European languages are sometimes heard.
    1. What is true about the Christmas Island？
    A. Christmas Island is isolated from the Australian Continent with only two neighbor countries — Australia and Java.
    B. Christmas Island is unknown until the Christmas Day， 25th December， 1643.
    C. Christmas Day is the Island Day of Christmas Island.
    D. Christmas Island belongs to Australia.
    2. No one could set foot on Christmas Island until 1688 because
    A. Captain William Mynors failed to locate it in 1643.
    B. No map had the secluded island on before 1688.
    C. The isolation as well as rugged coastline made it hard to be reached.
    D. Captain William Dampier had arrived at island in1643 but failed to land until 1688.
    3. How is the Christmas Island formed according to the geologists？
    Ⅰ。 The limestone was deposited while the coral built up.
    Ⅱ。 A coral atoll was forded within the cone of volcano.
    Ⅲ。 The plateau was formed in the dry lagoon.
    Ⅳ。 A series uplifts began.
    A. Ⅳ、Ⅲ、Ⅰ、Ⅱ B. Ⅰ、Ⅲ、Ⅱ、Ⅳ
    C. Ⅱ、Ⅰ、Ⅳ、ⅢD. Ⅲ、Ⅰ、Ⅱ、Ⅳ
    4. The population of Christmas Island is from
    A. Australia.B. China.
    C. Caucasian.D. Malaysia.
    5. According to the passage， which language can you speak when you are in Christmas Island？
    A. English & Indonesian.B. Chinese & Malay.
    C. Your own native language.D. All above.
    Keys and notes for the passage reading：Passage 1
    此文主要介紹了不同時期、不同流派的歷史學(xué)家就發(fā)動冷戰(zhàn)的責(zé)任在蘇聯(lián)還是美國的問題上提出的不同觀點。
    1. They argue that the Soviets had understandably defensive intentions at the end of World War II and that the United States had behaved aggressively and irresponsibly. 他們認為在二戰(zhàn)末期蘇聯(lián)采取一種防范意圖是理所當然的，同時，美國當時表現(xiàn)得野心勃勃和無所顧忌。
    2. This historical debate over the origin of the Cold War has compelled the recognition that the United States did have vital interests at stake in postwar diplomacy， and that policy makers pursued those interests with eagerness. 有關(guān)冷戰(zhàn)起源的歷史爭議也使人不得不承認：在戰(zhàn)后外交中，美國要維護其切身利益，政策制定者在謀求這些利益時表現(xiàn)得過急。
    3. But are selfinterests necessarily immoral？ Is security a oneway street？ Can the blame ever be exclusively with one side in a complex international dispute？ 追求自身利益是不是不道德的呢？安全的維護是單方面的（one way street意思是：單行道）嗎？在復(fù)雜的國際爭端中，是否受責(zé)備的僅是一方呢？
    1. 「C」第一段第二三句指出，在五十年代中期，美國歷史學(xué)家繼承了美國的傳統(tǒng)觀點，認為美國是受到上帝庇護之地。因此，他們認為在外交政策上永遠都是正確的。
    2. 「B」本句中“reverse”意思是“顛倒”。第一段第四句指出，在六十年代，另一種觀點開始流行。從第一段第四句（意思見難句講解）可知，這群人將冷戰(zhàn)的責(zé)任歸之于美國，這與正統(tǒng)的觀點是截然相反的。C的意思是：認為對正統(tǒng)觀點的不屑一顧。
    3. 「D」第二段說明了“新正統(tǒng)”觀點。第二段闡述了“新正統(tǒng)”的觀點，認為冷戰(zhàn)責(zé)任應(yīng)由蘇聯(lián)和美國兩者共同承擔(dān)。由此，答案選D.
    4. 「C」后一段意思難句解釋。很明顯答案應(yīng)該是C.
    5. 「A」Passage 2
    本文提到紐約市的持證教師奇缺，政府部門因此開展了一個旨在解決這個棘手問題的“紐約教學(xué)之友”運動，招聘一些富有專業(yè)知識的“改行者”當老師。
    1. The citys attempt to resolve its education plight is aptly illustrated by the story of Peter DeMarco， formerly an aspiring comedian， who was recruited to teach English in the citys high schools. 要說明該市試圖擺脫它在教育上的困境的努力，彼得德馬科的經(jīng)歷是一個很恰當?shù)睦?。他以前是很有抱負的喜劇演員，現(xiàn)在被招聘到該市中學(xué)教英語。
    2. Mr. DeMarco and 300 other people joined the teaching ranks under the New York Teaching Fellows program， an initiative set up to fill numerous “technical vacancies” that are usually filled by teachers lacking full certification. 在“紐約教學(xué)之友”計劃之下，德馬科先生和其他大約300 人加入了教師隊伍。籌劃這一解困行動的目的是填補大量的“技術(shù)性空缺”，而這些空缺通常是由缺乏正式認定資格的人士填補的。
    3. Critics accuse the program of lowering the requirements for teacher education in New York and being a shortterm quick fix to a longterm problem. 評論家指責(zé)這個計劃降低師資培訓(xùn)要求，對一個長期問題來說是個并不完善的權(quán)宜之計。
    4. The UFT is in deadlocked negotiations with City Hall over the terms of the teachers expired contract with the city. 紐約市UFT所屬教師同市政府簽訂的合同已經(jīng)到期。UFT就合同條款和市政府進行的談判現(xiàn)在陷入了僵局。
    1. 「C」文章第四段提到的這些改行者也許曾考慮過教書，但為時已晚，無法取得資格證書。后一段又說到改行者在教育培訓(xùn)方面的不足可以用生活經(jīng)驗彌補，所以A，B，D都正確。第四段提到成功的應(yīng)聘者（改行者）夏季要經(jīng)過上崗強化課程的嚴格培訓(xùn)，所以C錯誤。
    2. 「B」文章第十三段。見難句解釋5.
    3. 「A」highlight 意為強調(diào)，不要望文生義地認為是“照亮”。其他選項在十二、十四段找到答案。
    4. 「B」見文章第五段。School 是指中小學(xué)，不包括大學(xué)。
    5. 「D」見文章第六、八、九段。 Make an impact on some lives： 對一些人的人生道路產(chǎn)生影響。
    Passage 3
    本文主要介紹了類螞蟻軟件系統(tǒng)的原理、優(yōu)勢和應(yīng)用。它能對隨時出現(xiàn)的問題做出適當?shù)奶幚?，并很好地解決路由問題。
    1. Like ants that repair their nest if its disturbed and columns of ants that route around obstructions， these systems adapt to unanticipated problems in a way that ordinary centralized systems cant. 像在蟻巢受到破壞時修復(fù)蟻巢的螞蟻和繞過障礙進行的蟻隊一樣，這些系統(tǒng)能以普通集中式系統(tǒng)所不能的方式自適應(yīng)地解決沒有預(yù)見到的問題。
    2. They lay down chemical scents， called pheromones， and over time the most successful path — originally by the repeated deposit of pheromones. 它們（螞蟻）釋放被稱為“信息素”的化學(xué)氣味，隨著時間的推移，原先通過探試法找到的成功的通路因重復(fù)注入信息素而得到強化。
    3. Similarly， multiagent systems can solve routing problems by reinforcing good routing problems by reinforcing good routes with “digital pheromones” and discouraging the choice of poor routes by allowing the pheromones to “evaporate”。 與此類似，多代理系統(tǒng)可以通過增加“數(shù)字信息素”強化好路由和使信息素“蒸發(fā)”抑制差路由的方式解決路由選擇。
    1. 「C」文章第一段提到螞蟻將帶來軟件設(shè)計的革命。Herald 在這里不僅僅是foresee的意思。文章第二、三、四段提到類螞蟻系統(tǒng)不以復(fù)雜的集中式邏輯，隨時自適應(yīng)地解決沒有預(yù)見到的問題。
    2. 「C」part assemblies：零件配置流水線。On the fly：在忙碌之中。文章第四段提到機器可感知零件的類型和狀態(tài)（important information of a part），隨時適應(yīng)地采取動作。
    3. 「D」類螞蟻系統(tǒng)技術(shù)是模仿螞蟻而產(chǎn)生作用的，這句話實際上就指出了類螞蟻技術(shù)的自然本質(zhì)。
    4. 「D」見文章第二、六段。
    5. 「C」見文章第九、十段。“數(shù)字信息素”以螞蟻釋放的信息素為原理來解決問題，具有類似的功能。但它并不具有螞蟻的化學(xué)氣味。
    Passage 4
    本文主要圍繞著地理位置、地質(zhì)構(gòu)造和當?shù)氐娜丝?、語言這三方面來介紹印度洋上的圣誕島。它與眾不同， 別具特色，是熱愛自然者的天堂。
    1. Geologists believe that about 60 million years ago the cone of an undersea volcano surfaced， forming a basin on which a coral atoll then began to form. 地理學(xué)家們認為，大約六千萬年以前， 一座海底火山的頂端浮出了海面并形成了盆地， 然后一座環(huán)狀珊瑚島開始在此形成了。
    2. Each of the island terraces was formed by the development of the fringing reef and sea cliff erosion before being uplifted. 在提升之前，島嶼的每一層都是經(jīng)過珊瑚礁的累積和海崖的腐蝕才形成的。
    3. The lagoon drained and the central plateau was formed. Evidence of these volcanic origins can be seen at the Dales， and Dolly Beach where the basalt rock is exposed， forming the bad of freshwater streams. 礁湖的海水慢慢地排盡之后，便形成了中心高原。這些遠古火山如今在戴爾和多利海灘仍有跡可尋，在此隨處可見玄武巖構(gòu)成的內(nèi)河河床。
    4. Post war arrival who came from Penang introduced other Chinese languages including Hakka， Hainese， Hokkien and Teochew， whilst those from Singapore introduced Mandarin. 戰(zhàn)后，檳榔嶼的來客引進了其他的漢語方言，如客家語，海南語，福建語和潮州話，而新加坡的來訪者又引入了普通話。
    1. 「D」文章第三段提到在17世紀早期，英國和荷蘭的航海家已經(jīng)在航海圖上標出圣誕島的位置。1643年只是威廉麥諾斯船長到達圣誕島的時間。
    2. 「C」文章第三段提到圣誕島的與世隔絕和其蜿蜒的海岸線成為了外界接近的天然屏障。因此1643年威廉麥諾斯船長雖然到達那里卻無法登陸。直至1688年威廉丹姆皮埃爾才首次登陸成功。
    3. 「C」文章第五段介紹了地理學(xué)家們認為的圣誕島的形成過程。
    4. 「A」文章第七段第一句提到，圣誕島的人口有來自澳大利亞內(nèi)陸的中國人，馬來人和高加索人混合組成。
    5. 「D」見文章第八、九、十段有關(guān)圣誕島的語言特點。