We know that in early times messengers carried letters from place to place.（1)In Europe, h

es and his tragedies？ Did he really write the【C1】______, or was he just a man that got confused？ There is not even a correct【C2】______of this man's name. Shakspere, Shakespeare, and Shaxpere are【C3】______of variations. Shakespeare was both fact and fiction. He was nobody's concern【C4】______nearly two hundred years after he perished, and there is still no definite conclusion【C5】______this mystery. There is another man that can be【C6】______to the works of Shakespeare. His name is Edward DeVere, the 17th Earl of Oxford. The man known as Shakespeare does not【C7】______perfectly into the necessary criteria to【C8】______the author of these works. Thomas Looney established a series of criteria that had to be fulfilled【C9】______be a possible candidate for the authorship of the Shakespearean works. To have all the knowledge that is【C10】______in the works, the author must have accomplished many things, e.g. a superior education. However, from what we know of Shakespeare, this was not a【C11】______We do not even know【C12】______Shakespeare has ever written anything.【C13】______do we know that he was paid for writing. The man Shakespeare does not even make a【C14】______that he is the author. It's not how【C15】______we know about Shakespeare that【C16】______confusion and difficulty now;【C17】______it's the things that we do know. We know Shakespeare's father, a glover, could not write. When he【C18】______documents, he simply made an X. This is【C19】______it is believed that Shakespeare could not write as well, because his education probably was passed【C20】______from his father.

【C1】

A．comedies

B．plays

C．tragedies

D．operas

A.A.an early bird

B.B.a wet blanket

C.C.a lucky dog

D.D.a tough nut

etter send for the doctor.

A.Are you OK

B.How do you do

C.Is it you

D.What can I do

tainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education—not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren't difficult to find.

"Schools have always been in a society where practical is more important than intellectual," says education writer Diane Ravitch. "Schools could be a counterbalance." Ravitch's latest book, Left Back. A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.

But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, "We will become a second-rate country. We will have a less civil society."

"Intellect is resented as a form. of power or privilege," writes historian and professor Richard Hofstadter in Anti-Intellectualism in American life, a Pulitzer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.

Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: "We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing." Mark Twain's Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized—going to school and learning to read—so he can preserve his innate goodness.

Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines.

School remains a place where intellect is mistrusted. Hofstadter says our country's educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise".

What do American parents expect their children to acquire in school？

A．The habit of thinking independently.

B．Profound knowledge of the world.

C．Practical abilities for future career.

D．The confidence in intellectual pursuits.

entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education —— not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren’t difficult to find.

“Schools have always been in a society where practical is more important than intellectual,” says education writer Diane Ravitch. “Schools could be a counterbalance.” Razitch’s latest bock, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.

But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, “We will become a second-rate country. We will have a less civil society.”

“Intellect is resented as a form. of power or privilege,” writes historian and professor Richard Hofstadter in Anti-Intellectualism in American life, a Pulitzer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.

Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children:“We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing.”Mark Twain’s Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized —— going to school and learning to read —— so he can preserve his innate goodness.

Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines.

School remains a place where intellect is mistrusted. Hofstadter says our country’s educational system is in the grips of people who “joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise.”

第56题：What do American parents expect their children to acquire in school？

A The habit of thinking independently.

B Profound knowledge of the world.

C Practical abilities for future career.

D The confidence in intellectual pursuits.

tainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education—not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren't difficult to find.

"Schools have always been in a society where practical is more important than intellectual", says education writer Diane Ravitch. "Schools could be a counterbalance". Ravitch's latest book, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.

But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, "We will become a second-rate country. We will have a less civil society".

"Intellect is resented as a form. of power or privilege", writes historian and Professor Richard Hofstadter in Anti-Intellectualism in American Life, a Pulitzer Prize winning book on the roots of anti-intellectualism in U.S. politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.

Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put un natural restraints on children: "We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing". Mark Twain's Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized—going to school and learning to read, so he can preserve his innate goodness.

Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines.

School remains a place where intellect is mistrusted. Hofstadter says our country's educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual premise".

What do American parents expect their children to acquire in school？

A．The habit of thinking independently.

B．Profound knowledge of the world.

C．Practical abilities for future career.

D．The confidence in intellectual pursuits.

lue on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even schools are where we send our children to get a practical education—not to pursue knowledge for the sake of knowledge.

Symptoms of pervasive anti-Intellectualism in our schools aren't difficult to find. "Schools have always been in a society where practical is more important than intellectual," says education historian and writer Diane Ravitch "Schools could be a counterbalance." Ravitch's latest book. Left Back: A Century of Failed School Reforms. traces what she considers the roots of anti-Intellectualism in our schools. Schools, she concludes, are anything but a counterbalance to the American distaste for intellectual pursuits.

But they could and should be. When we encourage our children to reject the life of the mind, we leave them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. If we continue along this path, says writer Earl Shorris our nation will suffer. "We will become a second-rate country," he says. "We will have a less civil society."

"Intellect is resented as a form. of power or privilege." Writes historian and Professor Richard Hofstadter in Anti-Intellectualism in American Life. a Pulitzer Prize winning book on the roots of anti-Intellectualism in US politics, religion, and education. Animosity toward intellectuals is in our country's DNA. From the beginning of our history, says Hofstadter. our democratic and populist urges have driven us to reject anything that smells of elitism Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.

Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: "We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing." Mark Twain's Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized—going to school and learning to read—so he can preserve his innate goodness.

Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, reorder, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines.

School remains a place where intellect is mistrusted. Hofstadter says our country's educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise."

What do American parents expect their children to acquire in school？

A．Profound knowledge of the world.

B．Practical abilities for future career.

C．The habit of thinking independently.

D．The confidence in intellectual pursuits.

Animation means making things which are lifeless come live and 【S1】______ .

move. Since earliest times, people have always been fascinated by

movement. And not until this century have we managed to capture 【S2】______ .

movement, to record it, and in the case of animation, to reinterpret it 【S3】______ .

and recreate it. To do all this, we use a movie camera and a projector. In

the world of cartoon animation, everything is impossible. You can 【S4】______ .

make the characters you create do exactly that you want them to do. 【S5】______ .

A famous early cartoon character was Felix the Cat, created Pat 【S6】______ .

Sullivan in America in the early nineteen twenties. Felix was a

marvelous cat. He could do all sorts of things no natural cat can do as 【S7】______ .

taking off his tail, using it as a handle and then putting it back. The

famous Walt Disney cartoon characteristics came to life after 1928. 【S8】______ .

Popeye the Sailorman and his girl friend Olive Oyl were born at the

Max Fleischer studios in 1933. But to be an animator, you don't have

to be a professional. It is possible for anyone to make a simple

animated film with using a camera at all. All that you have to do is to 【S9】______ .

draw directly on to blank film and then running the film through a 【S10】______ .

projector.

【S1】

y of ten provide information on the hotel's location (位置) and facilities (设施).

The Dove Hotel, Paddington, W2

Today's traveller quite rightly expects the highest standards of quality, comfort and value. At the Dove it is impossible to be disappointed. Our hotel is located a few minutes'walk from 5 underground lines and bus stops. The Heathrow Express goes directly to Heathrow in 15 minutes from Paddington Station.

Sunset Hotel, Bayswater, W2

Located in a very popular place for shopping, the hotel is open 24 hours a day and all rooms have an suite facilities together with color TV and direct dial telephone. The hotel is opposite Whit ley's indoor shopping centre in Queensway, and only a few minutes'walk from Kensington gar dens—the former home of Princess Diana.

Queen's Hotel, Earls Court, SW5

Queen's Hotel is a small friendly hotel in the Kensington area. The hotel is close to the Earl's Court Exhibition Halls 1 and 2 and the Olympia Exhibition Halls with their many shows in cluding everything from business to boats! We are easy to reach from Heathrow Airport and only a few stops on the underground to central London attractions.

The George Hotel, Kings Cross, N1

The George Hotel has 35 rooms all with central heating, color TV, and tea and coffee-making facilities. The family-run hotel has clean comfortable rooms and many satisfied customers, who have experienced a "home away from h0me" feeling. The big English breakfast will keep you going until dinnertime !

Where is Sunset Hotel located？

A．In Kensington gardens.

B．At Bayswater, W2.

C．Near Earl's Court, SW5.

D．Next to Olympia Exhibition Halls.