题目内容

Before the nineteenth century, scientists with ah interest in the sea were few and far between. Certainly Newton considered some theoretical aspects of it in his writings, but he was reluctant to go to sea to further his work.
For most people the sea was remote, and with the exception of early intercontinental travelers or others, who earned a living from the sea them was little reason to ask many questions about it, let alone to ask what lay beneath the surface. The first time that the question what is at the bottom of the oceans had to be answered with any commercial consequence was when the laying of a telegraph cable from Europe to America was proposed. The engineers had to know the depth profile of the route to estimate the length of cable that had to be manufactured.
It was to Maury of the U. S. Navy that the Atlantic Telegraph Company turned, in 1855, for information on this matter. In the 1840s, Maury had been responsible for encouraging voyages during which soundings were taken to investigate the depths of the North Atlantic and Pacific Oceans. Later, some of his findings aroused much popular interest in his book The Physical Geography of the Sea.
The cable was laid, but not until 1866 was the connection made permanent and reliable. At the early attempts, the cable failed and when it was taken out for repairs it was found to be covered by living growths, a fact which defied contemporary scientific opinion that there was no life in the deeper parts of the sea.
Within a few years Oceanography was under way. In 1872, Thomson led a scientific expedition, which lasted for four years and brought home thousands of samples from the sea. Their classification and analysis occupied scientists for years and led to a five volume report, the last volume being published in 1895.
The passage implies that the telegraph cable was built mainly ______.

A. for Oceanographic studies
B. for military purposes
C. for business considerations
D. for investigating the depths of the oceans

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What are the students doing when the man arrives in class?

A. Taking an exam.
B. Drawing graphs.
C. Giving reports.
D. Having a class discussion.

听力原文:W: What time does the party start?
M: At 7:30. We have 35 minutes to get there.
What time is it now?

A. 7:05.
B. 6:55.
C. 6:45
D. 7:15

听力原文:M: Well, I'll see you later. My wife is waiting for me to take her shopping.
W: Well, give her my best regards. I look forward to seeing you both on Saturday.
What may be the relationship between the man and woman?

A. Friends.
B. Mother and son.
C. Husband and wife.
D. Shopkeepers and customers.

Part A
Directions: Read the following three texts. Answer the questions on each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.
A person may have an idea about himself that will prevent him from doing good work. He may have the idea that he is not capable of it. A child may think he is stupid because he does not understand how to make the most of his mental faculties or he may accept another person's mistaken estimate of his ability. Older people may be handicapped by the mistaken belief that they are incapable of learning anything new because of their age.
A person who believes that he is incapable will not make a real effort, because he feels that it would be useless. He won't go at a job without the confidence necessary for success. He is therefore likely to fail, and the failure will strengthen his belief in his incompetence.
Alfred Adler, a famous doctor, had an experience which illustrates this. When he was a small boy, he got off to a poor start in arithmetic. His teacher got the idea that he had no ability in arithmetic, and told his parents what she thought in order that they would not expect too much of him. In this way, they too developed the idea, "Isn't it too bad that Alfred can't do arithmetic?" He accepted their mistaken estimate of his ability, felt that it was useless to try, and was very poor at arithmetic, just as they expected.
One day, Adler succeeded in solving a problem which none of the other students had been able to solve. This gave him confidence. He rejected the idea that he couldn't do arithmetic and was determined to show them that he could. His newly found confidence stimulated him to go at arithmetic problems with a new spirit. He now worked with interest, determination and purpose, and he soon became extraordinarily good at arithmetic.
This experience made him realize that many people have more ability than they think they have, and that lack of success is as often the result of lack of knowledge of how to apply one's ability, lack of confidence and lack of determination as it is the result of lack of ability.
According to the passage, which statement is NOT true?

A child may accept another person's underestimate of his ability.
B. He may think that he is too young to make the most of his mental faculties.
C. A person may have the idea that he is incapable of doing good work.
D. Some old people don't believe that they are capable of learning anything new.

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