【正文】 others, oftenyoung children, strangled. By week‘s end, Ugandan police had counted 924 victims – including at least 530 who burned to death inside the sealed church – exceeding the 1978 Jonestown mass suicide and killings by followers of American cult leader Jim Jones that claimed 913 lives. Authorities believe two of the cult‘s leaders, Joseph Kibwetere, a 68yearold former Roman 中國最大的資料庫下載 10 Catholic catechism teacher who started the cult in 1987, and his ―prophetess, ‖ Credonia Mwerinde, by some accounts a former prostitute who claimed to speak for the Virgin Mary, may still be alive and on the run. The pair had predicted the world would end on Dec. 31, 1999. When that didn‘t happen, followers who demanded the return of their possessions, which they had to surrender on joining the cult, may have been systematically killed. The Ugandan carnage focuses attention on the proliferation of religious cults in East Africa‘s impoverished rural areas and city slums. According to the institute for the study of American religion, which researches cults and sects, there are now more than 5,000 indigenous churches in Africa, some with apocalyptic or revolutionary leanings. One such group is the Jerusalem Church of Christ in Nairobi‘s Kawangwara slums, led by Mary SnaidaAkatsa, or ―mommy‖ as she is known to her thousands of followers. She prophesies about the end of the world and accuses some members of being witches. One day the brought a ―special visitor‖ to church, an Indian Sikh man she claimed was Jesus, and told her followers to ―repent or pay the consequences.‖ Most experts say Africa‘s hardships push people to seek hope in religious cults. ―These groups thrive because of poverty,‖ says Charles Onyango Obbo, editor of the Monitor, an independent newspaper in Uganda, and a close observer of cults. ―People have no support, and they‘re susceptible to anyone who is able to tap into their insecurity.‖ Additionally, they say, AIDS, which has ravaged East Africa, may also breed a fatalism that helps apocalyptic notions take root. Some Africans turn to cults after rejecting mainstream Christian churches as ―Western‖ or ―nonAfrican.‖ Agnes Masitsa, 30, who used to attend a Catholic church before she joined the Jerusalem Church of Christ, says of Catholicism: ―It‘s dull.‖ Catholic icons. Yet, the Ugandan doomsday cult, like many of the sects, drew on features of Roman Catholicism, a strong force in the region. Catholic icons were prominent in its buildings, and some of its leaders were defrocked priests, such as Dominic Kataribabo, 32, who reportedly studied theology in the Los Angeles area in the mid1980s. He had told neighbors he was digging a pit in his house to install a refrigerator。 。這是第三段講的 不分內容，教師他們自己常由考試結果而不是所教課程優(yōu)劣來評定。 。這酒是最終分析歸納的東西。 。教學生如何應考。第三段第一句話點明：好的教育應該是培養(yǎng)學生自己獨立思考。 。 。答案在第二段，考試是最終憂慮制造者，那是因為許多事情取決于考試：它們是我們社會中成功或失敗的標志。 。但語法不通，因為這是個東西，而 is 后要求是名詞或形容詞。 ，厭惡。最后一句“我過去是一個是來歲的輟學者，現(xiàn)在我是一個年輕的百萬富翁”畫龍點睛地指出，考試指揮下的教育的失敗。第三段說考試最成功的考試者經常不是最佳的受教育者，他們是在脅迫下最佳獲得考試技巧者，而好的教育應能培養(yǎng)人的獨立思考。第一段中作者明確指出，考試方法依舊，不能測出人的能力和水平。 D.考試對學生是一種負擔。 。 。常常以考試結果而不是所教課程來評定老師，是他們不得不以他們所輕視的考試技巧來培訓學生。第三段集中指出：考試不是促進學生廣泛閱讀，反而限制其閱讀；考試不能使學生追求更多的知識，而是誘導學生進行應付考試的突擊 式學習。 答案詳解 1. A 考試對教育具有有害的影響。四是教師或 者說測試人又累又餓，犯錯誤，還得在限定時間披閱成堆的試卷，他們的壓力和考試者一樣很大，而他們的話――分數(shù)有份量，審判官的裁決，你有權上訴，而他們的裁決――一筆定終身。二是考試是憂慮的制造者，因為它決定了人的成敗命運。羅列了考試種種惡果。 6. This is what it boils down to in the last analysis. 【參考譯文】這就是最終分析所歸納的一切。 4. Yet you have to mark stacks of hastily scrawled scripts in a limited amount of time. 【參考譯文】他們不得不在限定的時間內，給一大堆匆忙涂寫而成的筆試答卷批分。 EX: cram for a chemistry test. 中國最大的資料庫下載 9 為應付化學考試而臨時抱佛腳。 3. induce cramming 誘人采用突擊式學習方式。 2. As anxietymakers, examinations are second to none. 【結構簡析】 second to none 固定搭配，義：不亞于任何人或事物。 they make mistakes. Yet they have to mark stacks of hastily scrawled scripts in a limited amount of time. They work under the same sort of pressure as the candidates. And their word carries weight. After a judge‘s decision you have the right of appeal, but not after an examiner‘s. There must surely be many simpler and more effective ways of assessing a person‘s true abilities. Is it cynical to suggest that examinations are merely a profitable business for the institutions that run them? This is what it boils down to in the last analysis. The best ment on the system is this illiterate message recently scrawled on a wall: ?I were a teenage dropout and now I are a teenage millionaire.‘ 1. The main idea of this passage is [A] examinations exert a pernicious influence on education. [B] examinations are ineffective. [C] examinations are profitable for institutions. [D] examinations are a burden on students. 2. The author‘s attitude toward examinations is [A]detest. [B] approval. [C] critical. [D] indifferent. 3. The fate of students is decided by [A] education. [B] institutions. [C] examinations. [D] students themselves. 4. According to the author, the most important of a good education is [A] to encourage students to read widely. [B] to train students to think on their own. [C] to teach students how to tackle exams. [D] to master his fate. 5. Why does the author mention court? [A] Give an example. [B] For parison. [C] It shows that teachers‘ evolutions depend on the results of examinations. [D] It shows the results of court is more effectise. Vocabulary 1. pernicious 有害的，惡性的，破壞性的 2. knack 竅門，訣竅 3. embark 乘船，登記 4. write off 勾銷，注銷。 they do not enable him to seek more and more knowledge, but induce cramming. They lower the standards of teaching, for they deprive the teacher of all freedoms. Teachers themselves are often judged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques which they despise. The most successful candidates are not always