题目内容
___ of us can do everything, but all of us can do ___ .
A. None, something B. Some, everything C. Few, something D. Few, nothing
A
(共5小题：每小题2分，满分10分)
根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
If you do not use your arms or your legs for some time, they become weak; when you start using them again, 1 . Everybody knows this, and nobody would think of questioning this fact. Yet there are many people who do not seem to know that the memory works in the same way. When someone says that he has a good memory, he really means that he keeps his memory in practice by exercising it regularly, either consciously or unconsciously. 2 , he really means that he does not give it enough opportunities to become strong. The position is exactly the same as that of two people, one of whom exercise his arms and legs by playing tennis, while the other sits in a chair or a motor car all day.
If a friend complains that his arms are weak, 3 . But if he tells us that he has a poor memory, many of us think that his parents are to blame, or that he is just unlucky, and few of us realize that it is just as much his own fault as if it was his arms or legs that were weak. Not all of us can become extremely strong or extremely clever; but all of us can, if we have ordinary bodies and brains, improve our strength and our memory by the same means—practice.
Have you ever noticed that people who cannot read or write usually have better memories than those who can? 4 ? Of course, because those who cannot read or write have to remember dates, time and prices, names, songs and stories; so their memory is the whole time being exercised.
5 , learn from the poor; practice remembering.
| A．So if you want a good memory |
| B．When someone else says that his memory is poor |
| C．When someone else says that he is poor in health |
| D．Why is this |
F. we know that it is his own fault
G. they slowly become strong again
Education is not an end, but a means to an end. In other words, we do not educate children only for the purpose of educating them. Our purpose is to fit them for life.
In some modern countries it has for some time been fashionable to think that by free education for all whether rich or poor, clever or stupid - one can solve all the problems of society and build a perfect nation. But we can already see that free education for all is not enough; we find in such countries a far larger number of people with university degree；they refuse to do what they think "low" work; and, in fact, work with hands is thought to be dirty and shameful in such countries. But we have only to think a moment to understand that the work of a completely uneducated farmer is far more important than that of a professor; we can live without education, but we die if we have no food. If no one cleaned our streets and took the rubbish away from our houses, we should get terrible diseases in our towns…
In fact, when we say that all of us must be educated to fit us for life, it means that we must be educated in such a way that, firstly, each of us can do whatever work suited to his brains and ability and, secondly, that we can realize that all jobs are necessary to society, and that it is very bad to be ashamed of one's work. Only such a type of education can be considered valuable to society.
1.The writer of the passage thinks that _______.
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A．education can settle most of the world's problems |
|
B．free education for all probably leads to a perfect world |
|
C．free education won't help to solve problems |
|
D．all the social problems can't be solved by education |
2.The writer wants to prove that _______.
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A．our society needs all kinds of jobs |
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B．our society needs free education for all |
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C．a farmer is more important than a professor |
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D．work with hands is the most important |
3.The purpose of education is _______.
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A．to choose officials for the country |
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B．to prepare children mainly for their future work |
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C．to let everyone receive education fit for him |
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D．to build a perfect world |
4.The passage tells us about _______ of the education.
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A．the means |
B．the system |
C．the value |
D．the type |