In the last paragraph the author indicates that _____________

A．nothing can be done about violence in sports

B．football players are concerned about violence in sports

C．violence in sports is worse now than it ever was

D．athletes are confused about what should be permitted in sports

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答案解析

【设题处】引言处设题
【解析】选[C]。文章末段中的deep trouble困境与情况都是指球场暴力，以前的运动员觉得现在情况变糟，这说明球场暴力比以前任何时候都严重，连足球运动员对此都感到迷惑不解。[C]“球场暴力比以往更严重”与原文一致，故为答案。

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1 According to the author, __________
A．the personalities of athletes produce violent confrontations
B．athletes should not have to accept unnecessary physical abuse
C．athletes salaries are already too high
D．athletes need higher salaries to compensate for their injuries

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2 In the author's opinion _______________
A．violence in sports is illegal
B．finesse is more important than aggression
C．violence in sports is inevitable
D．violence in sports is not necessary

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3 Passage Two
Questions 22 to 26 are based on the following passage.
You don't need to look far for evidence that we Americans today don't place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even schools are where we send our children to get a practical education -- not to pursue knowledge for the sake of knowledge.
　　Symptoms of pervasive anti-intellectualism in our schools aren't difficult to find. "Schools have always been in a society where practical is more important than intellectual," says education historian and wrifer Diane Ravitch. "Schools could be a counterbalance. " Ravitch's latest book, Left Back: A Century of Failed School Reforms, traces what she considers the roots of anti- intellectualism in our schools. Schools, she concludes, are anything but a counterbalance to the American distaste for intellectual pursuits.
　　But they could and should be. When we encourage our children to reject the life of the mind,we leave them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. If we continue along this path, says writer Earl Shorris, our nation will suffer. "We will become a second-rate country," he says. "We will have a less civil society. "
　　"Intellect is resented as a form of power or privilege. " Writes historian and professor Richard Hofstadter in Anti-intellectualism in American Life, a Pulitzer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. Animosity toward intellectuals is in our country's DNA. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.
　　Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on .children: "We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing " Mark Twain's Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized -- going to school and learning to read -- so he can preserve his innate goodness.
　　Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, reorder, and adjust, while intellect examines, ponders, wonders,theorizes, criticizes and imagines.
　　School remains a place where intellect is mistrusted. Hofstadter says our country's educational system is in the grips of people who "joyfully and militantly proclaim their

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