We（）here for twenty years by the end of next month.

er twenty years ago. During the war, I was at school in the north of England. As soon as it ended, my family returned to London. There were not enough schools left for children to go to and my father had to go from one school to another, asking them to【22】me as a pupil. I used to go with him but he had such a【23】time trying to persuade people even to see him that I seldom had to do any tests. We had been to all the schools near we lived, but the more my father argued, the more【24】it became. In the end, we went to a school about five miles away from home. The headmaster kept us waiting for【25】an hour. While we were waiting, I【26】around at the school building, which was one of those old Victorian structures, completely out of date but still standing. I could hear the boys playing in the playground outside when the headmaster's secretary finally【27】us into his office. Mr. Andrews spoke to me first. "Why do you want to come here？" he asked. I had been thinking of saying something about studying but I couldn't【28】remembering the boys outside. "I don't know anyone in London," I said. "I like to play with the other boys. I like to read a lot of books too." I【29】. "All right," Mr. Andrews said. "We have one place【30】, in fact."

My two years at that school were the happiest of my life.

(56)

A．if

B．despite

C．although

D．since

The size of the audience, ______ we had expected, was well over twenty thousand.

A．whom

B．which

C．as

D．that

We met him in the park at ______.

A) twenty past eleven o'clock B) twenty past eleven

C) twenty eleven o'clock D) eleven past twenty o'clock

We can infer from the experience of Michell that

A．he has shown the gifts as an actor when he was a child.

B．he was a drama major at Cambridge and produced many works there.

C．he still made great achievements when reverting to TV career.

D．he had worked as a resident director for more than twenty years.

r the night.

A．senseless

B．sensitive

C．sensational

D．sensible

By the time he arrives in Beijing, we ______ here for two days.

A．have been staying

B．have stayed

C．shall stay

D．will have stayed

al analysis, both for solving everyday problems and for theoretical developments of many disciplines. For example, economics, biology, geography and medicine have all seen a considerable increase in the use of quantitative techniques. Twenty years ago applied mathematics meant the application of mathematics to problems in mechanics and little else—now, applied mathematics, or as many people prefer to call it, applicable mathematics, could refer to the use of mathematics in many varied areas. The one unifying theme that these applications have is that of mathematical modeling, by which we mean the construction of a mathematical model to describe the situation under study. This process of changing a real life problem into a mathematical one is not at all easy, we hasten to add, although one of the overall aims of this book is to improve your ability as a mathematical modeler.

There have been many books written during the past decade on the topic of mathematical modeling; all these books have been devoted to explaining and developing mathematical models, but very little space has been given to how to construct mathematical models, that is, how to take a real problem and convert it into a mathematical one. Although we appreciate that we might not yet have the best methods for teaching how to tackle real problems, we do at least regard this mastery of model formulation as a crucial step, and much of this book is devoted to attempting to make you more proficient in this process.

Our basic concept is that applied mathematicians become better modelers through more and more experience of tackling real problems. So in order to get the most out of this book, we stress that you must make a positive effort to tackle the many problems posed before looking at the solutions we have given. To help you to gain confidence in the art of modeling we have divided the book into four distinct sections.

In the first section we describe three different examples of how mathematical analysis has been used to solve practical problems. These are all true accounts of how mathematical analysis has helped to provide solutions. We are not expecting you to do much at this stage, except to read through the case studies carefully, paying particular attention to the way in which the problems have been tackled—the process of translating the problem into a mathematical one.

The second section consists of a series of real problems, together with possible solutions and related problems. Each problem has a clear statement, and we very much encourage you to try to solve these problems in the first place without looking at the solutions we have given. The problems require for solution different levels of mathematics, and you might find you have not yet covered some of the mathematical topics required. In general we have tried to order them, so that the level of mathematics required in the solutions increase as you move through the problems. Remember that we are only giving our solutions and, particularly if you don't look at our solution, you might well have a completely different approach which might provide a better solution.

Here, in the third section, we try to give you some advice as to how to approach the tackling of real problem solving, and we give some general concepts involved in mathematical modeling. It must, though, again be stressed that we are all convinced that experience is the all-important ingredient needed for confidence in model formulation. If you have just read Sections I and 11 without making at least attempts at your own solutions to some of the problems set, you will not have gained any real experience in tackling real problems, and this section will not really be of much help. On the other hand, if you have taken the problem solving seriously in Section Ⅱ, you might find the general advice give

A．solving problems in real life with mathematics

B．the application of mathematics in problems related to mechanics

C．its ability to describe various situations

D．the construction of mathematical modeling

By the time he arrives in Beijing, we ______here for two days.

A．will have stayed

B．shall stay

C．have been staying

D．have stayed

e do your utmost to expedite the same to reach here before the end of this month so that shipment may be effected without delay.

often stir up vehemence and animosity. Evidently it is dearer to us than we realize. Men will take almost any kind of criticism except the observation that they have no sense of humour. A man will admit to being a coward or a liar or a thief or a poor mechanic or a bad swimmer, but tell him he as a dreadful sense of humour and you might as well have slandered his mother. Even if he is civilized enough to pretend to make light of your statement, he will still secretly believe that he has not only a good sense of humour but are superior to most. He has, in other words, a completely blind spot on the subject. This is all the more surprising when you consider that not one man in ten million can give you any kind of intelligent answer as to what humour is or why he laughs.

One day when I was about twelve years old, it occurred to me to wonder about the phenomenon of laughter. At first I thought it is easy enough to see what I laugh at and why I am amused, but why at such times do I open my mouth and exhale in jerking gasps and wrinkle up my eyes and throw back my head and halloo like an animal？ Why do I not instead rap four times on the top of my head or whistle or whirl about？

That was over twenty years ago and I am still wondering, except that I now no longer even take my first assumption for granted, I no longer clearly understand why I laugh at what amuses me nor why things are amusing. I have illustrious company in my confusion, of course, Many of the great minds of history have brought their power of concentration to bear on the mystery of humour, and, to date, their conclusions are so contradictory and ephemeral that they cannot possibly be classified as scientific.

Many definitions of the comic are incomplete and many are simply rewording of things we already know. Aristotle, for example, defined the ridiculous as that which is incongruous but represents neither **er nor pain. But that seems to me to be a most inadequate sort of observation, for of at this minute I insert here the word rutabagas, I have introduced something in congruous, something not funny. Of course, it must be admitted that Aristotle did not claim that every painless in congruity is ridiculous but as soon as we have gone as far as this admission, we begin to see that we have come to grips with a ghost when we think have it pinned, it suddenly appears behind us, mocking us.

An all-embracing definition of humour has been attempted by many philosophers, but no definition, no formula had ever been devised that is entirely satisfactory. Aristotle's definition has come to be known loosely as the "disappointment" theory, or the "frustrated expectation", but he also, discussed another theory borrowed in part from Plato which states that the pleasure we derive in laughing is an enjoyment of the misfortune of others, due to a momentary feeling of superiority or gratified vanity in appreciation of the fact that we ourselves are not in the observed predicament.

第36题：Which of the following can be inferred from the first paragraph？

[A] People don't like to be considered as one with no sense of humour.

[B] People will give you a satisfactory answer to what humour is.

[C] People would like to be a liar or a coward.

[D] People can make light of other's comment on their sense of humour.

re and as we can not ______ on regular sales we do not feel able to make purchases on our own

A．account, count B．count, account

C．comment, accountant D．accountant, comment