Edward rose early on the New-year morning.He looked in every room and wished a Happy N

A.aroused

B.rose

C.raised

D.arose

__________

[A] German-born British scholar Max Müller concluded that the Rig-Veda of ancient India-the oldest preserved body of literature written in an Indo-European language-reflected the earliest stages of an Indo-European mythology. M ller attributed all later myths to misunderstandings that arose from the picturesque terms in which early peoples described natural phenomena.

[B] The myth and ritual theory, as this approach came to be called, was developed most fully by British scholar Jane Ellen Harrison. Using insight gained from the work of French sociologist Emile Durkheim, Harrison argued that all myths have their origin in collective rituals of a society.

[C] Austrian psychoanalyst Sigmund Freud held that myths—like dreams—condense the material of experience and represent it in symbols.

[D] This approach can be seen in the work of British anthropologist Edward Burnett Tylor. In Primitive Culture (1871), Tylor organized the religious and philosophical development of humanity into separate and distinct evolutionary stages.

[E] The studies made in this period were consolidated in the work of German scholar Christian Gottolob Heyne, who was the first scholar to use the Latin term myths (instead of fibula, meaning “fable”) to refer to the tales of heroes and gods.

[F] German scholar Karl Otfried M ller followed this line of inquiry in his Prolegomena to a Scientific Mythology, 1825).

__________

[A] German-born British scholar Max Müller concluded that the Rig-Veda of ancient India-the oldest preserved body of literature written in an Indo-European language-reflected the earliest stages of an Indo-European mythology. M ller attributed all later myths to misunderstandings that arose from the picturesque terms in which early peoples described natural phenomena.

[B] The myth and ritual theory, as this approach came to be called, was developed most fully by British scholar Jane Ellen Harrison. Using insight gained from the work of French sociologist Emile Durkheim, Harrison argued that all myths have their origin in collective rituals of a society.

[C] Austrian psychoanalyst Sigmund Freud held that myths—like dreams—condense the material of experience and represent it in symbols.

[D] This approach can be seen in the work of British anthropologist Edward Burnett Tylor. In Primitive Culture (1871), Tylor organized the religious and philosophical development of humanity into separate and distinct evolutionary stages.

[E] The studies made in this period were consolidated in the work of German scholar Christian Gottolob Heyne, who was the first scholar to use the Latin term myths (instead of fibula, meaning “fable”) to refer to the tales of heroes and gods.

[F] German scholar Karl Otfried M ller followed this line of inquiry in his Prolegomena to a Scientific Mythology, 1825).

Passage Three

Many theories about the origin of the ocean have been proposed by scientists. The most widely accepted one is that the earth at some time in its very early history became hot enough to melt the materials from which it was formed. While in this molten state, lighter rock-forming materials (造岩材料) floated on the surface of the heavier ones. Then, between four and a half four billion (十亿) years ago, the molten earth cooled sufficiently to form. a crust of rock that was many miles thick.

Surrounding the earth was an unbroken canopy of clouds miles thick and made up mostly of water vapor. Rain falling toward the still-hot earth was heated to steam and rose to the clouds again. After many millions of years, as the earth continued to cool, its surface temperature fell below the boiling point of water. Rainwater could now remain on the earth, covering its whole surface except for the higher places on earth that had been formed from the lighter rock materials.

In 1970, scientists had pieced together evidence that the lighter rock materials had formed one huge continent by a vast ocean. Then, about 200 million years ago, the great continent began to break up, the pieces moving slowly apart.

The onrushing waters of the single huge ocean now entered and filled the spaces between the separating continents--and became the several oceans and seas we know today.

41. This passage mainly talks about ______.

A. the origin of the earth

B. the origin of the ocean

C. the history of the earth

D. the forming of the earth's crust

king about the role of public education was the effect of the baby boom of the 1950's and 1960's on the schools. In the 1920's, but especially in the Depression conditions of the 1930's, the United States experienced a declining birth rate-- every thousand women aged fifteen to forty-four gave birth to about 118 live children in 1920, 89. 2 in 1930, 75. 8 in 1936, and 80 in 1940.

With the growing prosperity brought on by the Second World War and the economic boom that followed it, young people married and established households earlier and began to raise large families than had their predecessors during the Depression. Birth rate rose to 102 per thousand in 1946, 106.2 in 1950, and 118 in 1955. Although economics was probably the most important factor, it is not the only explanation for the baby boom. The increased value placed on the idea of the family also helps to explain this rise in birth rates. The baby boomers began streaming into the first grade by the mid-1940's and became a flood by 1950. The public school system suddenly found itself overtaxed. While the number of school children rose because of wartime and postwar conditions, these same conditions made the schools even less prepared to cope with the flood. The wartime economy meant that few new schools were built between 1940 and 1945. Moreover, during the war and in the boom times that followed, large numbers of teachers left their profession for better- paying jobs elsewhere in the economy.

Therefore, in the 1950'S and 1960's, the baby boom hit an old- fashioned and inadequate school system. Consequently, it was impossible to keep youths aged sixteen and older in school as in 1930's and early 1940's. Schools were to find space and staff to teach younger children aged from five to sixteen. With the baby boom, the focus of educators and of laymen interested in education inevitably turned toward the lower grade and back to basic academic skills and discipline. The system no longer had much interest in offering nontraditional, new, and extra services to older youths.

What is the passage mainly concerned with？

A．The impact of the baby boom on public education.

B．Birth rates in the United States in the 1930's and 1940's.

C．The teaching profession during the baby boom.

D．The role of the family in the 1950's and 1960's.

Question 37 to 46 are based on the following passage.

It's our guilty pleasure: Watching TV is the most common everyday activity, after work and sleep, in many parts of the world. Americans view five hours of TV each day, and while we know that spending so much time sitting(37)_____ can lead to obesity(肥胖症)and other disease, researchers have now quantified just how(38)_____ being a couch potato can be.

In an analysis of data from eight large(39)_____ published studies, a Harvard-led group reported in the Journal of the American Medical Association that for every two hours per day spent channel(40)_____, the risk of developing Type 2 diabetes(糖尿病)rose 20% over 8.5 years, the risk of heart disease increased 15% over a(41)_____, and the odds of dying prematurely(42)_____ 13% during a seven-year follow-up. All of these(43)_____ are linked to a lack of physical exercise. But compared with other sedentary(久坐的)activities, like knitting, viewing TV may be especially(44)_____ at promoting unhealthy habits. For one, the sheer number of hours we pass watching TV dwarfs the time we spend on anything else. And other studies have found that watching ads for beer and popcorn may make you more likely to(45)_____ them.

Even so, the authors admit that they didn't compare different sedentary activities to(46)_____ whether TV watching was linked to a greater risk of diabetes, heart disease or early death compared with, say, reading.

A.climbed

B.consume

C.decade

D.determine

E.effective

F.harmful

G.outcomes

H.passively

I.previously

J.resume

K.suffered

L.surfing

M.term

N.terminals

O.twisting