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《高级英语阅读（二）试卷》 B 卷 （请把答案打印在第二页答案卷上）
I Read Lesson 10 ，Text A “The US was Right”， translate the following sentences into Chinese. (阅读教材《高级英语阅读教程（下册） 》第10课课文A，翻译以下句子)
Could we not have warned the Japanese in advance, critics asked, and dropped a demonstration bomb? That alternative was vetoed on the grounds the bomb might not work, or that the plane carrying it might be shot down. Moreover, it is questionable how effective a demonstration bomb might have been.
II Read lesson 8 Text A The Girl in the Fifth Row ,answer the following questions:
TEXT A The Girl in the Fifth Row
On my first day as an assistant professor of education at the University of Southern California, I entered the classroom with a great deal of anxiety. My large class responded to my awkward smile and brief greeting with silence. For a few moments I fussed with my notes. Then I started my lecture, stammering; no one seemed to be listening.
At that moment of panic I noticed in the fifth row a poised, attentive young woman in a summer dress. Her skin was tanned, her brown eyes were clear and alert, her hair was golden. Her animated expression and warm smile were an invitation for me to go on. When I'd say something, she would nod, or say, \emanated the comforting feeling that she cared about what I was trying so haltingly to say.
I began to speak directly to her and my confidence and enthusiasm returned. After a while I risked looking about. The other students had begun listening and taking notes, This stunning young woman had pulled me through.
After class, I scanned the roll to find her name: Liani. Her papers, which I read over the subsequent weeks, were written with creativity, sensitivity and a delicate sense of humor.
I had asked all my students to visit my office during the semester, and I awaited
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Liani's visit with special interest.s. I wanted to tell her how she had saved my first day, and encourage her to develop her qualities of caring and awareness.
Liani never came. About five weeks into the semester, She missed two weeks of classes. I asked the students seated around her if they knew why. I was shocked to learn that they did not even know her name. I thought of Albert Schweitzer's poignant statement: \
I went to our dean of women. The moment I mentioned Liani's name, she winced. \
Liani had driven to Pacific Palisades, a lovely community near downtown Los Angeles where cliffs fall abruptly into the sea. There, shocked picnickers later reported, she jumped to her death.
Liani was 22 years old! And her God-given uniqueness was gone forever.
I called Liani's parents. From the tenderness with which Liani's mother spoke of her, I knew that she had been loved. But it was obvious to me that Liani had not felt loved.
\value of teaching Liani to read, write, do arithmetic, if we taught her nothing of what she truly needed to know: how to live in Joy, how to have a sense of personal worth and dignity?\
I decided to do something to help others who needed to feel loved. I would teach a course on love.
I spent months in library research but found little help. Almost all the books on love dealt with sex or romantic love. There was virtually nothing on love in general. But perhaps if I offered myself only as a facilitator, the students and I could teach one another and learn together. I called the course Love Class.
It took only one announcement to fill this non-credit course. I gave each student a reading list, but there were no assigned texts, no attendance requirements, no exams. We just shared our reading, our ideas, our experiences.
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My premise is that love is learned. Our \If we find no models of love, then we grow up love-starved and unloving. The happy possibility, I told my student, is that love can be learned at any moment of our lives if we are willing to put in the time, the energy and the practice.
Few missed even one session of Love class. I had to crowd the students closer together as they brought mothers, fathers, sisters, brothers, friends, husbands, wives,—even grandparents. Scheduled to start at 7 p.m. and end at 10, the class often continued until well past midnight.
One of the first things I tried to get across was the importance of touching. \many of you have hugged someone—other than a girlfriend, boyfriend or your spouse—within the past week?\went up. One student said, \always afraid that my motives will be misinterpreted.\that many shared the young woman's feeling.
\
\hugging with a more universal kind of love.
\you're hugging. And for people who are really uncomfortable about being embraced, a warm, two-handed handshake will satisfy the need to be touched.\
We began to hug one another after each class. Eventually hugging became a common greeting among class members on campus.
We never left Love Class without a plan to share love.
For Love Class assignment we agreed to share something of ourselves, without expectation of reward. Some students helped disabled children. Others assisted derelicts on Skid Row. Many volunteered to work on suicide hot lines, hoping to find the Lianis before it was too late.
I went with one of my students, Joel, to a nursing home not far from U.S.C. A number of aged people were lying in beds in old cotton gowns, staring at the ceiling. Joel looked around and then asked, \Go say hello,\
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