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In some countries where racial prejudice is acute, violence has so come to be taken for granted as a means of solving differences, that it is not even questioned. There are countries where the white man imposes his rule by brute force; there are countries where the black man protests by setting fire to
cities and by looting and pillaging. Important people on both sides, who would in other respects appear to be reasonable men, get up and calmly argue in favor of violence – as if it were a legitimate solution, like any other. What is really frightening, what really fills you with despair, is the realization that
when it comes to the crunch, we have made no actual progress at all. We may wear
collars and ties instead of war-paint, but our instincts remain basically
unchanged. The whole of the recorded history of the human race, that tedious
documentation of violence, has taught us absolutely nothing. We have still not
learnt that violence never solves a problem but makes it more acute. The sheer
horror, the bloodshed, the suffering mean nothing. No solution ever comes to
light the morning after when we dismally contemplate the smoking ruins and
wonder what hit us. The truly reasonable men who know where the solutions lie
are finding it harder and herder to get a hearing. They are despised, mistrusted
and even persecuted by their own kind because they advocate such apparently
outrageous things as law enforcement. If half the energy that goes into violent
acts were put to good use, if our efforts were directed at cleaning up the slums
and ghettos, at improving living-standards and providing education and
employment for all, we would have gone a long way to arriving at a solution. Our
strength is sapped by having to mop up the mess that violence leaves in its
wake. In a well-directed effort, it would not be impossible to fulfill the
ideals of a stable social programme. The benefits that can be derived from
constructive solutions are everywhere apparent in the world around us. Genuine
and lasting solutions are always possible, providing we work within the
framework of the law. Before we can even begin to contemplate peaceful
co-existence between the races, we must appreciate each other's problems. And to
do this, we must learn about them: it is a simple exercise in communication, in
exchanging information. "Talk, talk, talk," the advocates of violence say, "all
you ever do is talk, and we are none the wiser." It's rather like the story of
the famous barrister who painstakingly explained his case to the judge. After
listening to a lengthy argument the judge complained that after all this talk,
he was none the wiser. "Possible, my lord," the barrister replied, "none the
wiser, but surely far better informed." Knowledge is the necessary prerequisite
to wisdom: the knowledge that violence creates the evils it pretends to
solve.
1. What is the best title for this passage?
[A] Advocating Violence.
[B] Violence Can Do Nothing to Diminish Race Prejudice.
[C] Important People on Both Sides See Violence As a Legitimate Solution.
[D] The Instincts of Human Race Are Thirsty for Violence.
2. Recorded history has taught us
[A] violence never solves anything. [B] nothing. [C] the bloodshed means
nothing. [D]everything.
3. It can be inferred that truly reasonable men
[A] can't get a hearing.
[B] are looked down upon.
[C] are persecuted.
[D] Have difficulty in
advocating law enforcement.
4. "He was none the wiser" means
[A] he was not at all wise in listening.
[B] He was not at all wiser than nothing before.
[C] He gains nothing after listening.
[D] He makes no sense of the argument.
5. According the author the best way to solve race prejudice is
[A] law enforcement. [B] knowledge. [C] nonviolence. [D] Mopping up the
violent mess.
Passage 2
Questions 6 to 10 are based on the following passage:
There are two kinds of memory: shot-term and long-term. Information in
long-term memory can be remembered at a later time when it is needed. The
information may be kept for days or weeks. However, information over and over.
The following experiment shows how short-term memory has been studied.
Henning studied how students who are learning English as a second language
remember vocabulary. The subjects in his experiment were 75 college students.
They represented all levels of ability in English: beginning, intermediate, and
native-speaking students.
To begin, the subjects listened to a recording of a native speaker reading a
paragraph in English. Following the recording, the subjects took a 15-question
test to see which words they remembered, each question had four choices. The
subjects had to circle the word they had heard in the recording. Some of the
questions had four choices that sound alike. For example, weather, whether,
wither, and wetter are four words that sound alike. Some of the questions had
four choices that have the same meaning. Method, way, manner, and system would
be four words with the same meaning. Finally the subjects took a language
proficiency test.
Henning found that students with a lower proficiency in English made more of
their mistakes on words that sound alike; students with a higher proficiency
made more of their mistakes on words that have the same meaning. Henning’s
results suggest that beginning students hold the sound of words in their
short-term memory, and advanced students hold the meaning of words in their
short-term memory.
6. Henning made the experiment in order to study .
A. how students remember English vocabulary by short-term memory
B. how students learn English vocabulary
C. how to develop students’ ability in English
D. how long information in short-term memory is kept
7. Which of the following statements is TRUE according to the passage?
A. Information in short-term memory is different from that in long-term
memory.
B. Long-term memory can be achieved only by training.
C. It is easier to test short-term memory than long-term memory.
D. Henning gave a separate test on vocabulary to his students.
8. From Henning’s result we can see that .
A. beginners have difficulty distinguishing the pronunciation of words
B. advanced students remember words by their meaning
C. it is difficult to remember words that sound alike
D. it is difficult to remember words that have the same meaning
9. The word “subjects” in the passage means .
A. memory B. the theme of listening material
C. a branch of knowledge studied D. the students experimented on
