你叫李华，你的英国笔友John来信说假期要来中国，在你所在的城市逗留十天，希望...

请阅读下列寓言小故事和故事寓意，从所给的六个选项（ A、B、C、D、E和F）中，选出附和各小题要求的最佳选项

下面是几则寓言小故事：

46. An ant went to the bank of a river to quench its thirst, and being carried away by the rush of the stream, was on the point of drowning.  A dove sitting on a tree overhanging the water plucked a leaf and let it fall into the stream close to her.  The ant climbed onto it and floated in safety to the bank.  Shortly afterwards a birdcatcher came and stood under the tree, aiming at the dove.  The ant, perceiving his design, stung him in the foot.  In pain the birdcatcher shouted, and noise made the dove take wing.

47. Two men were travelling together, when a bear suddenly met them on their path.  One of them climbed up quickly into a tree and hid himself in the branches.  The other, seeing that he must be attacked, fell flat on the ground, and when the bear came up and felt him with his snout, and smelt him all over, he held his breath, and pretended to be dead as much as he could.  The bear soon left him, for he will not touch a dead body.  When he disappeared, the other traveler descended from the tree, and asked his friend what it was the bear had whispered in his ear.  “He gave me this advice,” his companion replied.  “Never travel with a friend who deserts you at the approach of danger.”

48. A prince had some monkeys trained to dance.  Being naturally good at learning, they showed themselves excellent pupils, and in their rich clothes and masks, they danced as well as any of the courtiers.  Their performance was often repeated with great applause, till on one occasion a courtier, bent on mischief, took from his pocket a handful of nuts and threw them upon the stage.  The monkeys at the sight of the nuts forgot their dancing and became (as indeed they were) monkeys instead of actors.  Pulling off their masks and tearing their robes, they fought with one another for the nuts.  The dancing spectacle thus came to an end in the laughter and ridicule of the audience.

49. A cock was once strutting up and down the farmyard among the hens when suddenly he noticed something shining in the straw.  “Ho! Ho!” said he, “that’s for me,” and soon rooted it out from beneath the straw.  It turned out to be a pearl that by some chance had been lost in the yard.  “You may be a treasure,” signed the cock, “to man, but for me I would rather have a single barley-corn.”

50. An old man on the point of death summoned his sons around hi to give them some parting advice.  He ordered his servants to bring in a bunch of sticks, and said to his eldest son: “Break it.”  The son tried hard, but with all his efforts was unable to break the bundle.  The other sons also tried, but none of them was successful.  “Untie it,” said the father, “and each of you take a stick.”  When they had done so, he called out to them: “Now, break,” and each stick was easily broken.

请阅读下面的故事寓意，然后匹配与之对应的小故事。

A. Not everything you see is what it appears to be.

B. One man’s pleasure may be another’s pain. / One man’s meat is another’s poison.

C. Misfortune tests the sincerity of friends.

D. One good turn deserves another.

E. Union gives strength.

F. Precious things are for those that can prize them.

Seventeenth-century houses in colonial North American were simple structures that were primarily functional, carrying over traditional designs that went back to the Middle Ages.  During the first half of the eighteen century, however, houses began to show a new elegance.  As wealth increased, more and more colonist built fine houses.

Since architecture was not yet a specialized profession in the colonies, the design of buildings was left either to amateur (业余) designers or to carpenters who were engaged in translating architectural handbooks imported from England.  Inventories of libraries shows an astonishing number of these handbooks for builders, and the houses built during the eighteenth century show their influence.  Nevertheless, most household architecture of the first-quarters of the eighteenth century displays a wide divergence of taste and freedom of application of the rules laid down in these books.

Increasing wealth and growing sophistication (文化修养) throughout the colonies resulted in houses of improved design, whether the material was wood, stone, or brick.  New England still favored wood, though brick houses became common in Boston and other towns, where the danger of fire gave an impetus (推动) to the use of more durable material.  A few houses in New England were built of stone, but only in Pennsylvania and areas nearby was stone widely used in buildings.  An increased use of brick in houses and outbuildings is noticeable in Virginia and Maryland, but wood remained the most popular material even in houses built by wealthy landowners.  In the Carolinas, even in closely packed Charleston, wooden houses were much common than brick houses.

Eighteenth-century houses showed great interior improvements over the former ones.  Windows were made larger and shutters removed.  Large, clear panes replaced the small leaded glass of the seventeenth century.  Doorways were larger and more decorative.

Fireplaces became decorative features of rooms.  Walls were made of plaster or wood.  White paint began to take the place of blues, yellows, greens, and lead colors, which had been popular for walls in the earlier years.  After about 1730, advertisements for wallpaper styles in scenic patterns began to appear in colonial newspapers.

1.What’s the passage mainly about?

2.What was one of the main reasons for the change in architectural style in eighteenth-century

North America?

3.According to the passage, who was responsible for designing houses in eighteenth-century

North America?

4.The passage implies that the rules described in architectural handbooks were ____________.

5.The underlined word “divergence”欧 is closest in meaning to ________.

It’s high time someone spoke up for today’s college students.  They’re probably the most hardworking, ambitious people in America and their problems are not properly appreciated.

People like the Secretary of Education simply don’t know what they’re talking about when they knock students.  Nor do those who complain about falling academic standards.

The vast majority of the nation’s 12 million students are struggling to pay for their educations.  They are part of the invisible workforce.  Many hold down full-time jobs.  They’re frying hamburgers, photographing weddings, working in construction, and waiting on tables.  The fact that they even show up for classes is a wonderful event.

The financial situation of most students explains a lot about what is happening in schools.  Why are the traditional courses so unpopular?  Why are students flocking to accounting and computer science and any professional programs that seem to lead to careers?

Answer: Today’s working student has been forced into a kind of premature matter-of-fact way of viewing things.  Romance is gone.  The notion of transforming one’s self through study alone has disappeared.  Today’s students seek freedom from manual labor, and the status conferred by a good job.

There are other consequences.  Today’s students don’t have much time or energy to be devoted, and carry out independent research or even do serious homework.  That’s the secret behind falling academic standards.  Students have become consumers.  They want grades and certifications.  Their professors can’t be expected to give a grade of failure to students who are clearly tired from the effort to pay their bills.

There’s a lot wrong with this situation.  It’s twisting the definition of education out of shape.  Worse, it’s creating a generation that is totally unpleasant.  The brightest students turn out to be yuppies (雅皮士).  The vast majority are, at least, good-natured semi-literates.

The time has run out for philosophical debates about fixed courses of study.  What this country needs is someone to stand up and say that being a full-time student during one’s formative years is an honorable calling worthy of support.  If families can’t or won’t give it to their children, then the government should.

1.The author’s purpose in writing this article is to __________.

2.The most suitable word to describe the author’s feelings about today’s college students  is _________.

3.Which of the following cannot be learned from the passage?

4.By saying “Romance is gone” in paragraph 5, the author means ____________.

5.Which of the following suggestions will the author not agree with?

The teacher was leaving the village, and everybody seemed sorry.  The miller at Cresscombe lent him the small cart and horse to carry his goods to Christminster, the city of his destination, such a vehicle proving of quite enough size for the teacher’s belongings.  For his only article, in addition to the packing-case of books, was a piano that he had bought when he thought of learning instrumental music.  But the eagerness having faded, he had never acquired any skill in playing, and the purchased article had been a permanent trouble to him.

The headmaster had gone away for the day, being a man who disliked the sight of changes.  He did not mean to return till the evening, when the new teacher would have arrived, and everything would be smooth again.

The blacksmith, the farm bailiff and the teacher were standing in confused attitudes in the sitting room before the instrument.  The teacher had remarked that even if he got it into the cart he should not know what to do with it on his arrival at Christminster, since he was only going into a temporary place just at first.

A little boy of eleven, who had been assisting in the packing, joined the group of men, and said, “Aunt has got a fuel-house, and it could be put there, perhaps, till you’ve found a place to settle in, sir.”

“Good idea,” said the blacksmith.

The smith and the bailiff started to see about the possibility of the suggested shelter, and the boy and the teacher were left standing alone.

“Sorry I am going, Jude.” said the latter gently.

Tears rose into the boy’s eyes.  He admitted that he was sorry.

“So am I,” said Mr. Phillotson.

“Why do you go, sir?” asked the boy.

“Well ----- don’t speak of this everywhere.  You know what a university is, and a university degree?  It is the necessary hallmark of a man who wants to do anything in teaching.  My scheme, or dream, is to be a university graduate.  By going to live at Christminster, I shall be at headquarters, so to speak, and if my scheme is practicable at all, I consider that being on the spot will afford me a better chance.”

The smith and his companion returned.  Old Miss Fawley’s fuel-house was practicable; and she seemed willing to give the instrument standing-room there.  So it was left in the school till the evening, when more hands would be available for removing it; and the teacher gave a final glance round.

At nine o’clock Mr. Phillotson mounted beside his box of books, and waved his friends good-bye.

1.It can be inferred that the teacher _______.

2.The motivation of the teacher’s moving lay in his _________.

3.The boy named Jude may be described as _________.

4.From the passage, we could get a general idea of the teacher’s ______.

5.Which person does the underlined “his companion” refer to?

Susan Sontag (1933 ------ 2004) was one of the most noticeable figures in the world of literature.  For more than 40 years she made it morally necessary to know everything----- to read every book worth reading, to see every movie worth seeing.  When she was still in her early 30s, publishing essays in such important magazines as Partisan Review, she appeared as the symbol of American culture life, trying hard to follow every new development in literature, film and art.  With great effort and serious judgment, Sontag walked at the latest edges of world culture.

Seriousness was one of Sontag’s lifelong watchwords (格言), but at a time when the barriers between the well-educated and the poorly-educated were obvious, she argued for a true openness to the pleasure of pop culture.  In Notes Camp, the 1964 essay that first made her name, she explained what was then a little-known set of difficult understandings, through which she could not have been more famous.  Notes on Camp, she wrote, represents “a victory of ‘form’ over ‘content’, ‘beauty’ over ‘morals’”.

By conviction she was a sensualist (感觉论者), but by nature she was a moralist, and in the works she published in the 1970s and 1980s, it was the latter side of her that came forward.  In Illness as Metaphor ------published in 1978, after she suffered cancer ------ she argued against the idea that cancer was somehow a special problem of repressed (被压抑的) personalities, a concept that effectively blamed the victim for the disease.  In fact, re-examining old positions was her lifelong habit.

In America, her story of a 19^th century Polish actress who set up a perfect society in California, won the National Book Award in 2000.  But it was as a tireless, all-purpose cultural view that she made her lasting fame.

“Sometimes,” she once said, “I feel that, in the end, all I am really defending… is the idea of seriousness, of true seriousness.”  And in the end, she made us take it seriously too.

1.It is implied but not stated in the first paragraph that Sontag _________.

2.She first won her name through _________.

3.From the works Susan published in the 1970s and 1980s, we can learn that ________.

4.According to the passage, Susan Sontag would agree to the ideas except _________.

5.What is the passage mainly about?