9.Chaucer There was no printed book in Chaucer's t...

Ants have outsmarted me on more than one occasion.In particular, there was a weekend last summer when an ant scientist was a guest at our cottage.I boasted to my naturalist friend that I could store food in an open container for a whole week and keep it safely out of the reach of house ants.Sunday night the experiment got under way.I put a large wooden tub on the kitchen floor of our cottage.After filling it to about the three-quarters mark with water, I placed a high wooden stand in the middle of it.On top of the stool, I put a saucer containing the bait: three or four pieces of rich chocolate candy.Then I painted a wide band of very slow-drying glue around the outside of the wooden tub.With that, I stood back and admired my ant trap, fully confident that the bait would be untouched upon my return to the cottage the following weekend.When my naturalist friend and I entered the cottage just six days later, ants were swarming over the bait! Here's how they put me to shame.Single files of ants had marched head-on into the band of glue around the outside of the wooden tub.A handful of them had endured martyrdom, for they had embedded themselves end to end, and made causeways of their bodies.The tempting bait on top of the stool must have caused the little creatures to use their brains to the limit.Ants hate water, but they had been courageous enough to build a highway across the stretch of water to a leg of the stool.They had assembled tiny pieces of grass and bits of wood no longer than a thirty-second of an inch, and had glued them together with saliva until their bridge extended from shore to island.Once they reached the leg of the wooden stool, traffic was almost all one way toward the chocolate bait.But there were some show-off fellows around, too; they were doing things which ants have been known to do very rarely.We noticed that a half dozen or so were walking across the ceiling, and when they came directly over the bait they let themselves fall squarely into the middle of their merry brothers.It is little wonder that I have been on the trail of ants ever since, trying to trip them up or at least learn some of the special tactics that they use.

1.The writer wanted to convince his friend that().

A.he knew more about ants than the scientist

B.he could keep ants away from food

C.ants are more intelligent than human beings

D.he could make experiments with ants

2.The experiment was carried out in().

A.the laboratory

B.an unused shed

C.the kitchen

D.the living-room

3.When the writer and his friend entered the cottage six days later, they found().

A.a lot of ants eating the chocolate candy

B.dead ants everywhere

C.swarms of ants marching around the tub

D.swarms of ants walking across the ceiling

4.The bait was().

A.in the middle of the water

B.kept on the water

C.at the top of the tub

D.on a stool in the tub

5.The ants managed to get over glue by().

A.marching courageously across it

B.going round it in single files

C.covering it with their bodies

D.making a bridge with grass and wood

听力原文：M: Oh, Anna, that was a wonderful dimmer. That's the best meal that I've had in a long time.

W: Oh, thank you, thank you very much.

M: Can I give you a hand with the dishes?

W: Oh-oh, don't bother. I'll do them myself later. Oh, would you like me to make some coffee?

M: Oh, thanks a lot. I'd love some. Oh, would you mind if I smoke?

W: Why, not at all. Here, let me get you an ashtray.

M: Oh, thank you very much. Anna, I didn't realize you were such a good cook.

W: Actually, I just learned how, you know. It's because I've been taking these courses.

M: why, I can't cook at all. Can't even boil au egg.

W: Are you joking? Well, you know, if you want to, you could take a couple of courses and learn how to do it, too.

M: Thanks a lot. But I'm pretty busy these days. Oh, I just remembered. I wonder if I could possibly use your phone.

W: Oh, I'm tarry. But it's out of order. Is it really important?

M: Well, you see. I have to .call my boss about tomorrow's work schedule. Excuse me, I will go out for a few minutes. I'll call him at the phone booth on the corner.

W: Oh. But you must remember your way back.

M: Ok. I'll be right beck.

(20)

A．At a restaurant.

B．At the woman's apartment.

C．At a canteen.

D．At the man's house.

According to a survey, which was based on the responses of over 188, 000 students, today' s traditional- age college freshmen are "more materialistic and less altruistic (利他主义的)" than at any time in the 17 years of the poll.

Not surprising in these hard times, the student's major objective "is to be financially well off. Less important than ever is developing a meaningful philosophy of life. " 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 her first year on the job - even before she completed her two- year associate degree.

While 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 removed from our own and that we are better for our understanding of these other contributions- be they scientific or artistic. It is equally true that, in studying the diverse wisdom of others, we learn how to think. More important, 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.

According to the author's observation, college students ______.

A．have never been so materialistic as today

B．have never been so interested in the arts.

C．have never been so financially well off as today

D．have never attached m much importance to moral sense.

According to a survey, which was based on the responses of over 188,000 students, today's traditional-age college freshmen are "more materialistic and less altruistic (利他主义的) " than at any time in the 17 years of the poll.

Not surprising in these hard times, the student's major objective "is to be financially well off. Less important than ever is developing a meaningful philosophy of life." 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 her first year on the job--even before she completed her two-year associate degree.

While 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 removed from our own and that we are better for our understanding of these other contributions--he they scientific or artistic. It is equally true that, in studying the diverse wisdom of others, we learn how to think. More important, 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.

According to the author's observation, college students ______.

A．have never attached so much importance to moral sense

B．have never been so financially well off as today

C．have never been so materialistic as today

D．have never been so interested in the arts

According to a survey, which was based on the responses of over 188,000 students, today's traditional-age college freshmen are "more materialistic and less altruistic (利他主义的)"than at any time in the 17 years of the poll.

Not surprising in these hard times, the student's major objective "is to be financially well off. Less important than ever is developing a meaningful philosophy of life." 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 her first year on the job--even before she completed her two-year associate degree.

While 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 removed from our own and that we are better for our understanding of these other contributions--be they scientific or artistic. It is equally true that, in studying the diverse wisdom of others, we learn how to think. More important, 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.

According to the author's observation, college students

A．have never been so materialistic as today.

B．have never been so interested in the arts.

C．have never been so financially well off as today.

D．have never attached so much importance to moral sense.

According to a survey, which was based on the responses of over 188, 000 students, today's traditional-age college freshmen are "more materialistic and less altruistic (利他主义的) " than at any time in the 17 years of the poll.

Not surprising in these hard times, the student's major objective is to be financially well off. Less important than ever is developing a meaningful philosophy of life. 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 her first year on the job—even before she completed her two-year associate degree.

While 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 removed from our own and that we are better for our understanding of these other contributions—be they scientific or artistic. It is equally true that, in studying the diverse wisdom of others, we learn how to think. More important, 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.

According to the author's observation, college students______.

A．have never been so materialistic as today

B．have never been so interested in the arts

C．have never been so financially well off as today

D．have never attached so much importance to moral sense

According to a survey, which was based on the responses of over 188,000 students, today's traditional-age college freshmen are "more materialistic and less altruistic(利他主义的)"than at any time in the 17 years of the poll.

Not surprising in these hard times, the student's major objective "is to be financially well off. Less important than ever is developing a meaningful philosophy of life". 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 her first year on the job--even before she completed her two-year associate degree.

While 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 removed from our own and that we are better for our understanding of these other contributions--be they scientific or artistic. It is equally true that, in studying the diverse wisdom of others, we learn how to think. More important, 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 j0b. 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.

According to the author's observation, college students ______.

A．have never been so materialistic as today

B．have never been so interested in the arts

C．have never been so financially well off as today

D．have never attached so much importance to mutual sense

According to a survey, which was based on the responses of over 188,000 students, today's traditional-age college freshmen are "more materialistic and less altruistic (利他主义的) than at any time in the 17 years of the poll.

Not surprising in these hard times, the students' major objective "is to be financially well off. Less important than ever is developing a meaningful philosophy of life." 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.

While 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 removed from our own and that we are better for our understanding of these other contributions—be the scientific or artistic. It is equally true that, in studying the diverse wisdom of others, we learn how to think. More important, 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 ages, we improve our moral sense. I saw a cartoon recently which shows a group o 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.

According to the author's observation, college students______.

A．have never been so materialistic as today

B．have never been so interested in arts

C．have never been so financially well off as today

D．have never attached so much importance to moral sense