题目内容
（请给出正确答案）
A．dominates
B．manipulates
C．overwhelms
D．prevails
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更多“Nothing is so uncertain as the…”相关的问题
But that is precisely the trouble; for as far as I can see, Mozart's can. Mozart makes me begin to see ghosts, or at the very least ouija-boards. If you read Beethoven's letters, you feel that you are at the heart of a tempest, a whirlwind, a furnace; and so you should, because you are. If you read Wagner's, you feel that you have been run over by a tank, and that, too, is an appropriate response.
But if you read Mozart's—and he was a hugely prolific letter-writer—you have no clue at all to the power that drove him and the music it squeezed out of him in such profusion that death alone could stop it; they reveal nothing—nothing that explains it. Of course it is absurd(though the mistake is frequently made)to seek external causes for particular works of music; but with Mozart it is also absurd, or at any rate useless, to seek for internal ones either. Mozart was an instrument. But who was playing it？
That is what I mean by the Mozart Problem and the anxiety it causes me. In all art, in anything, there is nothing like the perfection of Mozart, nothing to compare with the range of feeling he explores, nothing to equal the contrast between the simplicity of the materials and the complexity and effect of his use of them. The piano concertos themselves exhibit these truths at their most intense; he was a greater master of this form. than of the symphony itself, and to hear every one of them, in the astounding abundance of genius they provide, played as I have so recently heard them played, is to be brought face to face with a mystery which, if we could solve it, would solve the mystery of life itself.
We can see Mozart, from infant prodigy to unmarked grave. We know what he did, what he wrote, what he felt, whom he loved, where he went, what he died of. We pile up such knowledge as a child does bricks; and then we hear the little tripping rondo tune of the last concerto—and the bricks collapse; all our knowledge is useless to explain a single bar of it. It is almost enough to make me believe in — but I have run out of space, and don't have to say it. Put K. 595 on the gramophone and say it for me.
According to Paragraph 1, Cardus observed that ______ .
A．a composer can separate his language and harmonies from his own mind and sensibility
B．a composer can separate his language and harmonies from the mind and sensibility of an artist
C．some people can separate the language and harmonies of a composer from his mind and sensibility
D．the language, harmonies, rhythms, melodies, colors and texture of a composer cannot be separated from each other
As anxiety-makers, examinations are second to none. That is because so much depends oil them. They are the mark of success of failure in our society. Your whole future may be decided in one fateful day. It doesn't matter that you weren't feeling very well, or that your mother died. Little things like that don't count: the exam goes on. No one can give of his best when he is in mortal terror, or after a sleepless night, yet this is precisely what the examination system expects him to do. The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of "drop outs": young people who are written off as utter failures before they have even embarked on a career？ Can we be surprised at the suicide rate among students？
A good education should, among other things, train you to think for yourself. The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to memorize. Examinations do not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming. They lower the standards of teaching, for they deprive the teacher of all freedoms. Teachers themselves arc often judged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques which they despise. The most successful candidates are not always the best educated; they are the best trained in the technique of working under duress.
The results on which so much depends are often nothing more than a subjective assessment by some anonymous examiner. Examiners are only human. They get tired and hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled scripts in a limited amount of time. They work under the same sort of pressure as the candidates. And their word carries weight. After a judge's decision you have the right Of appeal, but not after an examiner's. There must surely be many simpler and more effective ways of assessing a person's true abilities. Is it cynical to suggest that examinations are merely a profitable business for the institutions that run them？ This is what it boils down to in the last analysis. The best comment on the system is this illiterate message recently scrawled on a wall: I were a teenage drop-out and now I are a teenage millionaire.
The main idea of this passage is ______.
A．examinations exert a pernicious influence on education
B．examinations are ineffective
C．examinations are profitable for institutions
D．examinations are a burden on students
Passage Two
I was only eight years old when the Second World War ended, but I can still remember something about the victory celebrations in the small town where I lived on the day when the war in Europe ended. We had not suffered much from the war there. But both at home and at school I had become accustomed to the phrases "before the war" and "when the war's over". "Before the war", apparently, things had been better, though I was too young to understand why, except that there had been no bombs then, and people had eaten things like ice -cream and bananas, which I had only heard of . When the war was over we would go back to London, but this meant little to me. I did not remember what London was like.
What I remember now about VE (Victory in Europe) Day was the May evening. After dinner I said I wanted to see the bonfire (大火堆) , so when it got dark my father took me to the end of the street. The bonfire was very high, and somehow people had collected some old clothes to dress the un- mistakable figure with the moustache (胡子) they had to put on top of it. Just as we arrived, they set light to it. The flames rose and soon swallowed the "guy". Everyone was cheering and shouting, and an old woman came out of her house with two chairs and threw them on the fire to keep it going.
I stood beside my father until the fire started to go down, not knowing what to say. He said nothing, either. He had fought in the First World War and may have been remembering the end of that. At last he said, "Well, that's it, son. Let's hope that this time it really will be the last one."
40. Where did the author live before the Second World War？
A. In London.
B. In a small town.
C. In Europe.
D. In the countryside.
根据下列文章，回答41～45题。
Directions：In the following article, some sentences have been removed. For Questions 41-45, choose the most suitable one from the list A-G to fit into each of the numbered blanks. There are two extra choices, which do not fit in any of the blanks. Mark your answers on ANSWER SHEET 1. （10 points）The time for sharpening pencils, arranging your desk, and doing almost anything else instead of writing has ended. The first draft will appear on the page only if you stop avoiding the inevitable and sit, stand up, or lie down to write. ______（41）________
Be flexible. Your outline should smoothly conduct you from one point to the next, but do not permit it to railroad you. If a relevant and important idea occurs to you now, work it into the draft. ______（42）________Grammar, punctuation, and spelling can wait until you revise. Concentrate on what you are saying. Good writing most often occurs when you are in hot pursuit of an idea rather than in a nervous search for errors.
______（43）________Your pages will be easier to keep track of that way, and, if you have to clip a paragraph to place it elsewhere, you will nit lose any writing on the other side.
If you are working on a word processor, you can take advantage of its capacity to make additions and deletions as well as move entire paragraph by making just a few simple keyboard commands. Some software programs can also check spelling and certain grammatical elements in your writing.______（44）________These printouts are also easier to read than the screen when you work on revision.
Once you have a first draft on paper, you can delete material that in unrelated to your thesis and add material necessary to illustrate your points and make your paper convincing. The student who wrote： The A &P as a State of Mind wisely dropped a paragraph that questioned whether Sammy displays chauvinistic attitudes toward women.
______（45）________Remember that your initial draft is only that. You should go through the paper many times-and then again- working to substantiate and clarify your ideas. You may even end up with several entire versions of the paper. Rewrite. The sentences within each paragraph should be related to a single topic. Transitions should connect one paragraph to the next so that there are no abrupt or confusing shifts. Awkward or wordy phrasing or unclear sentences and paragraphs should be mercilessly poked and prodded into shape.
A．To make revising easier, leave wide margins and extra space between lines so that you can easily add words, sentences, and corrections. Write on only one side of the paper.
B．After you have clearly and adequately developed the body of your paper, pay particular attention to the introductory and concluding paragraphs. It''s probably best to write the introduction last, after you know precisely what you are introducing. Concluding paragraphs demand equal attention because they leave the reader with a final impression.
C．It's worth remembering, however, that though a clean copy fresh off a printer may look terrific, it will read only as well as the thinking and writing that have gone into it. Many writers prudently store their data on disks and print their pages each time they finish a draft to avoid losing any material because of power failures or other problems.
D．It makes no difference how you write, just so you do. Now that you have developed a topic into a tentative thesis, you can assemble your notes and begin to flesh out whatever outline you have made.
E．Although this is an interesting issue, it has nothing to do with the thesis, which explains how the setting influences Sammy's decision to quit his job. Instead of including that paragraph, she added one that described Lengel’s crabbed response to the girls so that she could lead up to the A&P policy he enforces.
F．In the final
You have nothing to __________ by refusing to listen to our advice.
A) gain B) grasp C) seize D) earn
A．typing
B．typed
C．to be typing
D．to be typed
[A] To imply that he used to be an athlete.
[B] To show that he is in high spirits.
[C] To prove that he is loyal to GM.
[D] To indicate that he is .a tough guy.
Averroёs held that _____.
［A］ Islamic theology was often subordinate to philosophy
［B］ religious truth was nothing but imaginative fantasy
［C］ real truth was inaccessible to many common people
［D］ imperfect expressions were result of flawed religion
M: I'm sorry I know nothing about your story.
what does the man mean？
A．He thinks it interesting.
B．He thinks it dull.
C．He hasn't seen it.
159 Since risk is associated with most projects, the best course of action is to:
A. cover all project risks by buying appropriate insurance
B. ignore the risks, since nothing can be done about them and move forward with the project in an expeditious manner.
C. avoid projects with clear and present risks
D. eliminate all known risks prior to the execution phase of the project
E. identify various risks and implement actions to mitigate their potential impact
