专四阅读理解附带答案.docx
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专四阅读理解附带答案.docx
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专四阅读理解附带答案
26)
Most of us are taught to pay attention to what is said—thewords. Words do provide us with some information, butmeanings are derived from so many other sources that itwould hinder our effectiveness as a partner to a relationshipto rely too heavily on words alone. Words are used todescribe only a small part of the many ideas we associatewith any given message. Sometimes we can gain insight intosome of those associations if we listen for more than words.We don’t always say what we mean or mean what we say. Sometimes our words don’t meananything except “ I’m letting off some steam. I don’t really want you to pay close attention towhat I’m saying. Just pay attention to what I’m feeling.” Mostly we mean several things atonce. A person wanting to purchase a house says to the current owner,“This step has to befixed before I’ll buy.” The owner says,“ It’s been like that for years.” Actually, the step hasn’tbeen like that for years, but the unspoken message is:
“ I don’t want to fix it. We put up withit. Why can’t you?
” The search for a more expansive view of meaning can be developed ofexamining a message in terms of who said it, when it occurred, the related conditions orsituation, and how it was said.
When a message occurs can also reveal associated meaning. Let us assume two couples doexactly the same amount of kissing and arguing. But one couple always kisses after anargument and the other couple always argues after a kiss. The ordering of the behaviors maymean a great deal more than the frequency of the behavior. A friend’s unusually docilebehavior may only be understood by noting that it was preceded by situations that required anabnormal amount of assertiveness. Some responses may be directly linked to a developingpattern of responses and defy logic. For example, a person who says “No!
” to a serials ofcharges like “You’re dumb,”“You’re lazy,” and “You’re dishonest,” may also say “No!
” and tryto justify his or her response if the next statement is “And you’re good looking.”
We would do well to listen for how messages are presented. The words,“If sure has been niceto have you over,” can be said with emphasis and excitement or ritualistically. The phrase canbe said once or repeated several times. And the meanings we associate with the phrase willchange accordingly. Sometimes if we say something infrequently it assumes more importance;sometimes the more we say something the less importance it assumes.
1.Effective communication is rendered possible between two conversing partners, if ___.
A.they use proper words to carry their ideas.
B.they both speak truly of their own feelings.
C.they try to understand each other’s ideas beyond words.
D.they are capable of associating meaning with their words.
2.“I’m letting off some steam” in paragraph 1means___.
A.I’m just calling your attention.
B.I’m just kidding.
C.I’m just saying the opposite.
D.I’m just giving off some sound.
3.The house-owner’s example shows that he actually means___.
A.the step has been like that for years.
B.he doesn’t think it necessary to fix the step.
C.the condition of the step is only a minor fault.
D.the cost involved in the fixing should be shared.
4.Some responses and behaviors may appear very illogical, but are justifiable if___.
A.linked to an abnormal amount of assertiveness.
B.seen as one’s habitual pattern of behavior.
C.taken as part of an ordering sequence.
D.expressed to a series of charges.
5.The word “ritualistically” in the last paragraph equals something done___.
A.without true intention.
B.light-heartedly.
C.in a way of ceremony.
D.with less emphasis.
25)
We can begin our discussion of “population as global issue”with what most persons mean when they discuss “thepopulation problem”:
too many people on earth and a toorapid increase in the number added each year. The facts arenot in dispute, It was quite right to employ the analogy thatlikened demographic growth to “a long, thin powder fuse thatburns steadily and haltingly until it finally reaches the chargeand explodes.”
To understand the current situation, which is characterized by rapid increases in population, itis necessary to understand the history of population trends. Rapid growth is a comparativelyrecent phenomenon. Looking back at the 8,000 years of demographic history, we find thatpopulations have been virtually stable or growing very slightly for most of human history. Formost of our ancestors, life was hard, often nasty, and very short. There was high fertility inmost places, but this was usually balanced by high mortality. For most of human history, it wasseldom the case that one in ten persons would live past forty, while infancy and childhoodwere especially risky periods. Often, societies were in clear danger of extinction because deathrates could exceed their birthrates. Thus, the population problem throughout most of historywas how to prevent extinction of the human race.
This pattern is important to notice. Not only does it put the current problems of demographicgrowth into a historical perspective, but it suggests that the cause of rapid increase inpopulation in recent years is not a sudden enthusiasm for more children, but an improvementin the conditions that traditionally have caused high mortality.
Demographic history can be divided into two major periods:
a time of long, slow growth whichextended from about 8,000 BC.till approximately AD.1650. In the first period of some 9600years, the population increased from some 8 million to 500 million in 1650. Between 1650 andthe present, the population has increased from 500 million to more than 4 billion. And it isestimated that by the year 2000 there will be 6.2 billion people throughout the world. One wayto appreciate this dramatic difference in such abstract numbers is to reduce the time frame tosomething that is more manageable. Between 8000BC and 1650, an average of only 50,000persons was being added annually to the world’s population each year. At present, this numberis added every six hours. The increase is about 80,000,000 persons annually.
1.Which of the following demographic growth pattern is most suitable for the long thin powderfuse analogy?
A.A virtually stable or slightly decreasing period and then a sudden explosion of population.
B.A slow growth for a long time and then a period of rapid, dramatic increase.
C.Too many people on earth and a few rapid increase in the number added each year.
D.A long period when death rates exceeds birthrates and then a short period with higherfertility and lower mortality.
2.During the first period of demographic history, societies were often in danger of extinctionbecause___.
A.only one in ten persons could live past 40.
B.there was higher mortality than fertility in most places.
C.it was too dangerous to have babies due to the poor conditions.
D.our ancestors had little enthusiasm for more children.
3.Which statement is true about population increase?
A.There might be an increase of 2.2 billion persons from now to the year 2000.
B.About 50,000 babies are born every six hours at present.
C.Between 8000 BC and the present, the population increase is about 80,000,000 personseach year.
D.The population increased faster between 8000BC and 1650 than between 1650 and thepresent.
4.The author of the passage intends to___.
A.warn people against the population explosion in the near future.
B.compare the demographic growth pattern in the past with that after 1650.
C.find out the cause for rapid increase in population in recent years.
D.present us a clear and complete picture of the demographic growth.
5.The word “demographic” in the first paragraph means___.
A.statistics of human.
B.surroundings study.
C.accumulation of human.
D.development of human.
24)
Let children learn to judge their own work. A child learning totalk does not learn by being corrected all the time; ifcorrected too much, he will stop talking. He notices athousand times a day the difference between the languageshe uses and the language those around him use. Bit by bit,he makes the necessary changes to make his language likeother people. In the same way, when children learn to do allthe other things they learn to do without being taught-towalk, run, climb, whistle, ride a bicycle-compare those performances with those of more skilledpeople, and slowly make the needed changes. But in school we never give a child a chance tofind out his own mistakes for himself, let alone correct them. We do it all for him. We act as ifwe thought that he would never notice a mistake unless it was pointed out to him, or correct itunless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Lethim work out, with the help of other children if he wants it, what this word says, what answeris to that problem, whether this is a good way of saying or doing this or not.
If it is a matter of right answers, as it may be in mathematics or science, give him the answerbook. Let him correct his own papers. Why should we teachers waste time on such routinework?
Our job should be to help the child when he tells us that he can’t find the way to getthe right answer. Let’s end this nonsense of grades, exams, marks, Let us throw them all out,and let the children learn what all educated persons must some day learn, how to measuretheir own understanding, how to know what they know or do not know.
Let them get on with this job in the way that seems sensible to them. With our help as schoolteachers if they ask for it. The idea that there is a body of knowledge to be learnt at schooland used for the rest of one’s life is nonsense in a world as complicated and rapidly changingas ours. Anxious parents and teachers say,“But suppose they fail to learn something essentialthey will need to get in the world?
” Don’t worry!
If it is essential, they will go out into theworld and learn it.
1.What does the author think is the best way for children to learn things
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