Passage Three
Everything has a name. All people, places, and things have names. For example, Jenny is the name of a student from England. England is the name of her country. Cities and towns have names, too. Schools and office buildings also have names. All things have names. For example, tomato, potato and bean are names of vegetables. Apple, orange and banana are names of fruits. Names are important.
We use names every day. When we meet a new person, we usually ask, "What’s your name" It is important to learn a person’s name. Most people have two names. Some people have more names. Names are different all over the world. In Jenny’s class, Jenny must learn the names of students from all over the world. This is very difficult because the names are very different.
In the United States, most people have a first name, a middle name, and a last name. Parents, choose the first and middle names for their baby. There are names f
A. It is very interesting to have a name.
B. It is very easy to be remembered.
C. It is very easy to be told from others.
D. Both B andC.
Passage Three Everything has a name. All people, places, and things have names. For example, Jenny is the name of a student from England. England is the name of her country. Cities and towns have names, too. Schools and office buildings also have names. All things have names. For example, tomato, potato and bean are names of vegetables. Apple, orange and banana are names of fruits. Names are important. We use names every day. When we meet a new person, we usually ask, "What’s your name" It is important to learn a person’s name. Most people have two names. Some people have more names. Names are different all over the world. In Jenny’s class, Jenny must learn the names of students from all over the world. This is very difficult because the names are very different. In the United States, most people have a first name, a middle name, and a last name. Parents, choose the first and middle names for their baby. There are names for boys ’and names
A. George, Linda, Susan.
B. Tom, Jill, Cindy.
C. Elizabeth, Lisa, Mary.
D. Peter, Jeff, Jack.
Passage Three
Oceanography has been defined as "The application of all sciences to the study of the sea".
Before the nineteenth century, scientists with an interest in the sea were few and far between. Certainly Newton considered some theoretical aspects of it in his writings, but he was reluctant (不愿意) to go to sea to further his work.
For most people the sea was remote, and with the exception of early intercontinental travellers or others who earned a living from the sea, there was little reason to ask many questions about it, let alone to ask what lay beneath the surface. The first time that the question "What is at the bottom of the oceans" had to be answered with any commercial consequence was when the laying of a telegraph cable from Europe to America was proposed. The engineers had to know the depth profile (起伏形状) of the route to estimate the length of cable that had to be manufactured.
It was to Maury of the U. S.
A. for oceanographic studies
B. for military purposes
C. for business considerations
D. for investigating the depths of the oceans
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