3．A.pitiful B．nervous

　　C．hopeful D．familiar

　　4．A.unless B．though

　　C．but D．or

　　C．given D．exposed

　　6．A.qualities B．services

　　C．tools D．roles

　　7．A.status B．confidence

　　C．energy D．appearance

　　8．A.bad B．great

　　C．new D．popular

　　9．A.reading B．fighting

　　C．singing D．dancing

　　10．A.kind B．curious

　　C．strong D．polite

　　11．A.office B．studio

　　C．home D．cinema

　　12．A.promised B．permitted

　　C．forbidden D．pushed

　　13．A.safety B．equality

　　C．guidance D．respect

　　14．A.surprisingly B．basically

　　C．fortunately D．gradually

　　15．A.jokingly B．never

　　C．strangely D．seldom

　　16．A.assistants B．children

　　C．fans D．companions

　　17．A.education B．history

　　C．life D．marriage

　　18．A.left B．praised

　　C．judged D．met

　　C．rely on D．laugh at

　　20．A.smiling B．writing

　　C．growing D．listening

　　Ⅳ.阅读理解

　　The recent publication of autobiographies by two of Britain's greatest scientists, biologist Richard Dawkins and physicist Stephan Hawking, is a wonderful opportunity to compare and contrast these two remarkable men.Surprisingly, they have rather more in common than we think.

　　Most striking is the similarity in their backgrounds.They were born in the early 1940s to middle class families - not wealthy but comfortably off, with a strong commitment to academic excellence and public service.Both families were keen to send their boys to Oxford University - and both succeeded, Dawkins studying zoology and Hawking physics.

　　Neither man has a very positive view of his early university 1ife.Hawking describes the attitude at Oxford in the 1950s and 1960s as very anti­work, "You were supposed to either be brilliant without effort or fail.Hard work was looked down upon by students and we all pretended that nothing was worth making an effort for." He estimates that he studied for no more than an hour a day as an undergraduate student (本科生)．

Undergraduate life was somewhat more rewarding for Dawkins.Like Hawking, he wasn't particularly hard­working and never attended his lectures.But he found Oxford's system of weekly essay­based lessons with an academic tutor useful, "It was really only the tutorial system that