We have no choice in （) we should do next.

asion we have no choice but to do so.

A.way

B.choice

C.possibility

D.selection

We’ve missed the last bus. I’m afraid we have no ____ but to take a taxi.

A. selection

B. possibility

C. choice

D. way

A.to choose from

B.to be chosen

C.to choose

D.to choice

Due to lack of fund and equipment, we have ______ choice than to give up the experiments.

A、some other

B、other

C、another

D、no other

A. action

B. chance

C. course

D. choice

——I‘d like to buy an expensive camerA．

——Well， we have several models for you__________

A.to be chosen from

B.of choice

C.to choose from

D.for choosing

disbelieved—as if beliefs were like a light switch with only two positions, on or off. My use of the bathtub hoax is intended to illustrate that belief does not have to operate as a simple yes or no choice, all or nothing. Belief can be more conditional; it can be something that we decide to have "up to a point" or "to a degree". And so, the question we might ask ourselves while reading does not have to be "Should I believe 'it or not？" but instead can be "How much should I believe it？" This later question implies that the belief we have in any given fact, or in any given idea, is not determined by whether it sounds right or whether the source is an authority. It means that our beliefs are determined by the reasons that justify them.

Belief is not a mechanical action, brought about by invariable rules of nature. It is a human activity, the exercise of judgment. With this in mind, we might say that we perform. this action better when we know what the reasons are that have led to our belief, and why they are good reasons. These observations do not deprive us of our ability to believe in what we read. They are not intended to transform. you from credulous believers into stubborn doubters.

The process of weighing beliefs against the quality of reasons is one that you already go through all the time, whether you are aware of it or not. We all do. The practice of critical reading is the exercise of this kind of judgment on purpose. By doing it, we protect ourselves from being led into belief for inadequate reasons, but at the same time we open up our minds to the possibility of arriving at belief for adequate ones. If we decide to grant or withhold consent based on the quality of the reasons that we are given, we admit at the same time that two things are possible: We admit that we might consent less in the future if we discover that the reasons are not so good after all; and we admit that we might consent more if we are ever presented with better reasons than we had formerly known. This attitude is not pure skepticism any more than it is pure credulity. It is somewhere in between. It is the attitude of an open-minded thinker, of someone who wishes to be responsible for deciding for herself or himself what to believe.

The author's use of the bathtub hoax is meant to suggest that ______.

A．belief is nothing but a light switch

B．facts must be believed unconditionally

C．nothing should be believed or disbelieved

D．belief is more than a simple yes or no choice

o，then they have a wrong notion of what the real，the ultimate security is. No one who is dependent on anything outside himself，upon money，power，fame or what not(难归类的事物；难描写的事物)，is or ever can be secure. Only he who possesses himself and is content with himself is actually secure. Too much is being said about the importance of adjustment and “participation in the group. ”Even cooperation. to give this thing its most favorable designation(名称，称号；指明)，is no more important than the ability to stand alone when the choice must be made between the sacrifice of one's own integrity(正直，诚实)and adjustment to or participation in group activity.

he years since the Second World War？ Naturally, as it is the world language, more and mere people are taught it and use it. But do they speak it or write it or understand it better than their patents' or grandparents' generations？

Have standards declined？ There is no objective way of answering this question. Tests of the traditional sort— compositions, pr6cis writing, and so on—have always been subjective, so they cannot be used to judge whether people have got better or not over the years. But so-called objective tests are useless as a measure of progress too. They have not been used consistently in the same "concentration" over the period they have been in use, so there is no way of comparing exams "now" and "then". Moreover, usually in the form. of multiple choice questions, they do not, by and large, test the things that really count in mastering a language. Even comprehension is a partly "creative" activity in real life, as we have to think of possible meanings for ourselves rather than have them suggested for us from outside. And people can be trained in the techniques of multiple choice, while others fail the tests because they have been led astray precisely by their "suggestive" nature, so they are not really objective at all. We are left with only personal impression to go on.

My own is that, if anything, standards have declined somewhat in the last thirty or forty years, despite all the new theories, tools and techniques that have been developed. I am not alone in this judgment In Sweden, for instance, Professors Johannes Hedberg and Gu.slav Kofien, two of the most experienced workers in the field; have on several occasions drawn attention to the lack of progress in the teaching of foreign languages since the late fifties. Yet Sweden is a sophisticated society with extremely high educational and academic standards, and very concerned not to be cut off from the rest of the world. If such a country cannot achieve advances in the study of foreign languages, it is unlikely that many, if any, others have done so.

Japan is another community where remarkably little progress has been made in the learning of English. It is probably as important for Japan as for Sweden to master that language, and there is much academic effort put into linguistic research of various kinds. Yet the average standard of language learning is abysmally low, particularly for such a highly literate and educated society. This is no doubt in part the result of a vicious circle: many of the professors of English at Japanese universities are themselves incapable of speaking or writing or even understanding the language well.

Which of the following is TRUE according to the passage？

A．Multiple choice questions are objective because people cannot be trained any techniques.

B．Sweden emphasizes the teaching of English without paying attention to other countries.

C．We have to depend on our own impression to judge the English standards.

D．Compositions are useful to test people's English ability because people have to write out their viewpoints.