C
Recently, a survey was done among 288,000 students, which shows that today’s traditional-age college freshmen are “more materialistic and less altruistic (利他主义的)” than at any time in the 19 years of the poll (民意调查).
Not surprisingly, in these hard times, the students’ major purpose “is to be financially well off. Developing a meaningful philosophy of life is less important than ever.” It follows then that today the most popular course is not literature or history but accounting.
Interest in teaching, social service and the “altruistic” fields is at a low. On the other hand, enrollment in business programs, engineering and computer science is way up.
That’s no surprise either. A friend of mine (a sales representative for a chemical company) was making twice the salary of her college instructors in her first year on the job---even before she completed her two-year associate degree.
Though it’s true that we all need a career, it is equally true that our civilization has accumulated an incredible amount of knowledge in fields far beyond our own and that it will be better for our understanding of these other contributions—either scientific or artistic.
Similarly, it is true that, in studying the diverse wisdom of others, we learn how to think. More importantly, perhaps, education teaches us to see the connections between things, as well as to see beyond our immediate needs.
Weekly we read of unions who went on strike for higher wages, only to drive their employer out of business. No company; No job. How shortsighted in the long run!
But the most important argument for a broad education is that in studying the accumulated wisdom of the ages, we improve our moral sense. I saw a cartoon recently which shows a group of businessmen looking puzzled as they sit around a conference table; one of them is talking on the intercom (对讲机) : “Miss Baxter,” he says, “could you please send in someone who can distinguish right from wrong?”
From the long-term point of view, that’s what education really ought to be about.
51. According to the result of the survey, college students _______________.
A. take developing a meaningful philosophy of life more seriously
B. have a wide range of knowledge in many aspects
C. pay more attention to the study of literature
D. have never been so materialistic as today
52. The students’ criteria (标准) for choosing their majors today are largely based on _________.
A. their own understanding of the courses
B. the financial goals they seek in life
C. the influence of their instructors
D. the vast potential for the future educational development
53. What does the fifth paragraph imply?
A. Knowledge in other fields has nothing to do with one’s career.
B. Business management should be included in educational programs
C. The importance of a broad education should not be ignored
D. A good understanding of the civilization will make students rich.
54. The author’s attitude to the effect of studying the diverse wisdom of others is ______________.
A. positive          B. indifferent              C. doubtful           D. negative
55. The writer wrote the passage in order to indicate that ______________.
A. college students today are not a diligent generation
B. people engaged in technical jobs lead a more meaningful life
C. career seekers shouldn’t focus on immediate interests only
D. working experience outside college counts a lot to one’s future career

Moral science is taught as a subject in most schools but with little effect. Perhaps part of the problem lies in the fact that morality is not a science, strictly speaking. It is too much of a social phenomenon, and also has too much of the personal and subjective things mixed within. Besides, morality itself changes with generations, so it is impossible to be printed in a normal textbook.
I remember sitting through forty minutes of moral lessons, which told stories about little children who never told lies and were rewarded for their goodness. It had little effect and left no impression on me, though.
If moral science has to be taught as a subject in schools, it needs a participatory approach. When you tell a child about moral, you also have to deal with social norms( 社会规范) and cultural differences. You have to explain that morality can be subjective, and be able to co-exist in society. You will probably have to refer to the morals at the present time.
The best way to tell a child how to live is to show him what is valued. If a child likes his friend, you have to make the child think about why. Once the child notices and recognizes goodness in others, he or she is likely to develop it as well.
In fact, children learn most of their morals by watching people around them. They absorb behaviour patterns from teachers and older students. They watch to see what is rewarded and who is punished. They learn on the sports field and through social work. Moral science lessons should simply consist of letting them live and interact, and watch you support correct values and reward good behaviour.
【小题1】Which is NOT the reason that moral science is taught in schools with little effect?

       Last year my sixth-grader daughter ,Elizabeth ,was forced to put up with science .Her education week after week ,contained mindless memorization of big words like “batholith” and “saprophyte” She learned by heart the achievements of famous scientists who did things like “improved nuclear fu-sion（核聚变） “—never mind that she hasn’t the least idea of what nuclear fusion means .Eliza—beth did very well (she’s good at memorizing things ). And now she hates science .My eighth-grader son ,Ben ,also suffered from science education . Week after week he had to perform lab experiments with answers already known .Ben figured out how to guess the right answers ,so he got good grades .Now he hates science ,too.

       Science can provide an exciting way to develop children’s curiosity .Science education should teach ways to ask questions and week answers .But my children got the mistaken idea in school than science is difficult dull and has no relation to their everyday interests .

       As a physicist ,I am saddened and angered to see “the great science turnoff” I know that science is important in our lives .Yet studies prove that our schools are turning out millions of graduates who know almost nothing about and have almost no interest in science .What’s gone wrong ?Who is to blame ?

58．We learn from paragraph 1 that           .

A．the writer was proud of Elizabeth and Ben

B．both Elizabeth and Ben could become scientists

C．Elizabeth had to learn much about great scientists

D．Ben was good at trying new ideas in lab experiments

59．The writer thinks that in science education we should first        .

A．get students interested in the subject          B．answer students’ questions in delightful ways.

C．smooth out difficulties in lab experiments     D．explain the special terms clearly

60．By writing the text ,the author questions          .

A．the difficulty level of the science texts         B．the way science is taught in school

C．the achievements of famous scientists            D．students’ poor records in science classes

Just as the world’s most respected scientific bodies have confirmed that the world is getting hotter, they have also stated that there is strong evidence that humans are driving the warming． Countless recent reports from the world’s leading scientific bodies have said the same thing． For example, a 2010 summary of climate science by the Royal Society stated that: “There is strong evidence that the warming of the Earth over the last half-century has been caused largely by human activity．”
The idea that humans could change the planet’s climate may be counter-intuitive（与直觉不符的）, but the basic science is well understood． Each year, human activity causes billions of tons of greenhouse gases to be released（释放）into the atmosphere． As scientists have known for years, these gases hold heat that would otherwise escape to space, wrapping the planet in an invisible blanket．
Of course, the planet’s climate has always been changing thanks to “natural” factors（因素） such as changes in solar or volcanic（火山的）activity, or cycles relating the Earth’s going around the sun． According to the scientific literature, however, the warming recorded to date matches the pattern of warming we would expect from a build-up of greenhouse gas in the atmosphere – not the warming we would expect from other possible causes．
Even if scientists did discover another reasonable explanation for the warming observed so far, that would beg a difficult question． As Robert Henson puts it in The Rough Guide to Climate Change: “If some newly discovered factor can account for the climate change, then why aren’t carbon dioxide（二氧化碳）and the other greenhouse gases producing the warming that basic physics tells us they should be?”
The only way to prove with 100% certainty that humans are responsible for global warming would be to run an experiment with two identical Earths – one with human influence and one without． That obviously isn’t possible, and so most scientists are careful not to state human influence as an absolute certainty．
【小题1】In most scientists’ opinion, the global warming is mainly caused by      ．

A．giving typical examples	B．following the order of space
C．analysing a theory and arguing it	D．comparing and finding differences

     Science can't explain the power of pets, but many studies have shown that the company of pets can help lower blood pressure (血压) and raise chances of recovering from a heart attack, reduce loneliness and spread all-round good cheer.

     Any owner will tall you how much joy a pet brings. For some, an animal provides more comfort than a husband/wife. A 2002 study by Karen Allen of the State University of New York measured stress (紧张) levels and blood pressure in people - half of them pet owners –while they performed 5 minutes of mental arithmetic (算术) or held a hand in ice water. Subjects completed the tasks alone, with a husband/wife, a close friend or with a pet. People with pets did it best. Those tested with their animal friends had smaller change in blood pressure and returned most quickly to baseline heart rates. With pets in the room, people also made fewer math mistakes than when doing in front of other companions. It seems people feel more relaxed (放松)around pets, says Allen, who thinks it may be because pets don't judge.

     A study reported last fall suggests that having a pet dog not only raises your spirits but may also have an effect on your eating habits. Researchers at Northwestern Memorial Hospital spent a year studying 36 fat people and their equally fat dogs on diet-and-exercise programs; a separate group of 56 people without pets were put on a diet program. On average, people lost about I1 pounds, or 5% of their body weight. Their dogs did even better, losing an average of 12 pounds, more than 15% of their body weight. Dog owners didn't lose any more weight than those without dogs but, say researchers, got more exercise overall-mostly with their dogs - and found it worth doing.

1．What does the text mainly discuss?

    A．What pets bring to their owners.

    B．How pets help people calm down.

    C．People's opinions of keeping pets.

    D．Pet's value in medical research.

2．We learn from the text that a person with heart disease has a better chance of getting well if

    A．he has a pet companion

    B．he has less stress of work

    C．he often does mental arithmetic

    D．he is taken care of by his family

3．According to Allen, why did the people do better with pets around when facing stressful tasks?

    A．They have lower blood pressure.

    B．They become more patient.

    C．They are less nervous.

    D．They are in higher spirits.

4．The research mentioned in the last paragraph reports that

    A．people with dogs did more exercise

    B．dogs lost the same weight as people did

    C．dogs liked exercise much more than people did

    D．people without dogs found the program unhelpful