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3.The case for college has been accepted without question for more than a generation. All high school graduates ought to go, says conventional wisdom and statistical evidence, because college will help them earn more money, become 'better' people, and learn to be more responsible citizens than those who don't go.
But college has never been able to work its magic for everyone. And now that close to half our high school graduates are attending, those who don't fit the pattern are becoming more numerous, and more obvious. College graduates are selling shoes and driving taxis; college students interfere with each other's experiments and write false letters of recommendation in the intense competition for admission to graduate school. Others find no stimulation in their studies, and drop out—often encouraged by college administrators.
Some observers say the fault is with the young people themselves—they are spoiled and they are expecting too much. But that's a c6ndemnation of the students as a whole, and doesn't explain all campus unhappiness. Others blame the state of the world, and they are partly right. We've been, told that young people have to go to college because our economy can't absorb an army of untrained eighteen-year-olds either.
Some adventuresome educators and campus watchers have openly begun to suggest that college may not be the best, the proper, the only place for every young person after the completion of high school. We may have been looking at all those surveys and statistics upside down, it seems, and through the rosy glow of our own remembered college experiences. Perhaps college doesn't make people intelligent, ambitious, happy, liberal, or quick to learn things—maybe it's just the other way around', and intelligent, ambitious, happy, liberal, quick-learning people are merely the ones who have been attracted to college in the first place. And perhaps all those successful college graduates would have been successful whether they had gone to college or not. This is heresy to those of us who have been brought up to believe that if a little schooling is good, more has to be much better. But contrary evidence is beginning to mount up.
What does the author believe according to the passage?______

A.
B.
C.
D.
What
E.People
F.People
G.All
H.Very

5.Most young people enjoy some form. of physical activity. It may be walking, cycling or swimming, or in winter, skating or skiing; it may be a game of some kind: football, hockey, golf, or tennis; it may be mountaineering.
Those who have a passion for climbing high and difficult mountains are often looked upon with astonishment. Why are men and women willing to suffer cold and hardship, and to take risks on high mountains? This astonishment is caused probably by the difference between mountaineering and other forms of activity to which men give their leisure.
Mountaineering is a sport and not a game. There are no man-made rules, as there are for such games as golf and football. There are, of course, rules of a different kind which it would be dangerous to ignore, but it is this freedom from man-made rules that makes mountaineering attractive to many people. Those who climb mountains are free to use their own methods.
If we compare mountaineering and other more familiar sports, we might think that one big difference is that mountaineering is not a 'team game'. We should be mistaken in this. There are, it is true, no 'matches' between 'teams' of climbers, but when climbers are on a rock face linked by a rope on which their lives may depend, there is obviously team work.
The mountain climber knows that he may have to fight forces that are stronger and more powerful than man. He has to fight the forces of nature. His sport requires high mental and physical qualities.

A.hardship
B.cold
C.physical
H.all

9.It is an astonishing fact that there are laws of nature, rules that summarize conveniently (1)_____ qualitatively but quantitatively—how the world works. We might (2)_____ a universe in which there are no such laws, in which the 1,080 elementary particles that (3)_____ a universe like our own behave with utter and uncompromising abandon. To understand such a universe we would need a brain (4)_____ as massive as the universe. It seems (5)_____ that such a universe could have life and intelligence, because being and brains (6)_____ some degree of internal stability and order. But (7)_____ in a much more random universe there were such beings with an intelligence much (8)_____ than our own, there could not be much knowledge, passion or joy.
(9)_____ for us, we live in a universe that has at least important parts that are knowable. Our common sense experience and our evolutionary history have (10)_____ us to understand something of the workaday world. When we go into other realms, however, common sense and ordinary intuition (11)_____ highly unreliable guides. It is stunning that as we go close to the speed of light our mass (12)_____ indefinitely, we shrink toward zero thickness (13)_____ the direction of motion, and time for us comes as near to stopping as we would like. Many people think that this is silly, and every week (14)_____ I get a letter from someone who complains to me about it. But it is virtually certain consequence not just of experiment but also of Albert Einstein's (15)_____ analysis of space and time called the Special Theory of Relativity. It does not matter that these effects seem unreasonable to us. We are not (16)_____ the habit of traveling close to the speed of light. The testimony of our common sense is suspect at high velocities.
The idea that the world places restrictions on (17)_____ humans might do is frustrating. Why shouldn't we be able to have intermediate rotational positions? Why can't we (18)_____ faster than the speed of light? But (19)_____ we can tell, this is the way the universe is constructed. Such prohibitions not only (20)_____ us toward a little humility; they also make the world more knowable.

A.just
B.very
C.just
D.not