第三部分：阅读理解（共20小题；第小题2分，满分40分）
+ i- m$ U: ~# i, V 阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项。* h7 B$ X6 F6 T. \
（A）
4 N! r: }& N5 G F One fine afternoon I was walking along Fifth Street, when I remembered that it was necessary to buy a pair of socks．Why I wished to buy only one pair was unimportant．I turned into the first sock shop that caught my eye, and a boy clerk who could not have been more than seventeen years old came forward, “What can I do for you, sir?” “I wish to buy a pair of socks.” His eyes shone．There was a note of excitement in his voice, “Did you know that you had come into the finest place in the world to buy socks?” I had no idea of that, as my entrance had been accidental．“Come with me,” said the boy, eagerly．I followed him to the back of the shop, and he began to pull down from the shelves box after box showing their contents for my choice.
' [' }5 s6 \/ T* L' M- @4 t g “Hold on, lad, I am going to buy only one pair!” “I know that,” said he, “but I want you to see how beautiful these are．Aren’t they wonderful!” There was on his face an expression of seriousness and pride and delight as if he were showing to me the secrets of his religion．I became far more interested in him than in the socks．I looked at him in amazement．“My friend,” Said I, “if you can keep this up, if this is not merely from having a new job, if you can keep up this high spirit and excitement day after day, in ten years you will own every sock in the United States.”& [( A+ v3 \5 F) E' s
56．What did the writer want to buy one fine afternoon?
2 E+ e5 ~( t4 v/ ] A．A pair of shoes． B．A pair of socks.( X5 [ w2 v' i6 `, z8 J6 @
C．Two pairs of socks． D．A set of books.3 H' H4 @& N q, x% z
57．Which is true according to the passage?+ W) z) k$ I: \# Q! {
A．The shop was on the Second Road.4 a! [) T6 n1 ?' }: ^& q, A
B．The boy was 18 years old./ |9 f$ ]% c% O* ?* @: ]
C．The boy was not in high spirits.
9 s% h- ~3 ?; W. A+ z D．The writer entered the shop by chance." u3 y" P3 a: E* Y0 ~8 P7 q8 y
58．What the writer said in the last paragraph means that.: Q* Q, m" A" x3 v, C; g0 {, e
A．if you don’t work hard, you will lose the job
- g5 z j* H: w/ j e; }+ M, J w B．you should keep on following your customs5 u+ D* Q& \7 A$ n- _+ _0 U. v
C．if you keep up your great interest in your work, you will succeed in the future
0 W* F$ N7 Z" Y( I- m3 \' L D．if you are to hardworking, you will fail
0 q5 Z2 W4 [8 ~8 e; S' q （B）
/ q# p' m6 A# f, ^1 c$ Z4 t Besides this question of the time given to pronunciation, there are two other requirements for the teacher：the first, knowledge; the second, technique.6 i: G2 k1 X' P; s0 F; I! c/ ^ T, K6 S
It is important that the teacher should be in possession of the necessary information．This can generally be got from books．It is possible to get from books some idea of the speech, and of what we call general phonetic rules．It is also possible in this way to get a clear mental picture of the relationship between the sounds of different languages, between the speech habits of English people and those, say, of your students．Unless the teacher has such a picture, and explanations he makes on his students’ pronunciation are unlikely to be of much use, and lesson time spent on pronunciation may well be wasted. C) ^* }( q# S6 S
But it does not follow that you can teach pronunciation successfully as soon as you have read the necessary books．It depends, after that, what use you make of your knowledge; and this is a matter of technique.1 b) y4 w( Q# E: n8 V
Now the first and most important part of a language teacher’s technique is his own performance, his ability to show off the spoken language, in every detail of sound as well as in fluent speaking, so that the student's ability for imitation (模仿) is given the fullest space and encouragement．The teacher, then, should be as perfect a model in this field as he can make himself．And to make his own performance better, however satisfactory this may be, the modern teacher has in his hand recordings and a radio, to supply the real voices of native speakers, or, if the teacher happens to be a native speaker himself, or speaks just like one, then to change the method of presenting the language material.+ n- ~1 ?" P6 D) O% x* j
However, the process of showing pronunciation, whether by personal example or with the help of machines, is only the beginning of teaching pronunciation．The technique of teaching each sound also needs to be considered.$ [' X: `5 |( z; }, U
59．How might the teacher find himself wasting lesson time?! r7 V: k+ O! F- F8 v I
A．By spending lesson time on pronunciation.0 o* z5 D' o8 ], A
B．By making ill-informed explanations upon pronunciation.
; ~5 i4 b% I8 ?+ f, o M C．By not using books on phonetics in the classroom.) z* O5 ~% r: ^
D．By not giving students a clear mental picture of the difference between sounds.
) [9 u( K: Y* Z9 G$ r 60．Students have an ability for imitation which is__________.
% B4 B; e2 w- {2 s3 R A．plain and obvious- |, _& d: o2 w. s, p2 U8 m. v
B．well developed
' D9 `7 r! }! K! g4 _ C．not yet developed
8 s4 ?. v. R& z) |2 p, `7 @+ a D．too weak to be useful
$ j& C* H8 p! \0 ~; o 61．What is the main point the author makes about imitation of the teacher?
( ]1 Y5 ~0 ~8 P2 a; X3 R0 l A．It is a matter of secondary importance.2 F4 W' q$ i' v! o2 O
B．Students should be given every chance for it.
/ p$ J$ k4 f7 S C．It depends on the student's ability.
! c7 v3 t0 c7 } D．Teachers are perfect models for students to imitate.9 t) H0 ]; @8 l: d9 R ^+ A
62．To someone teaching his own language to foreigners, mechanical aids (技术手段) can______./ w- a- O+ f. m$ L" G( I2 x
A．improve his own performance: r- p, }4 J4 z Z
B．replace his own performance
9 Z3 O# s9 O& ~6 S, F* i6 z. a C．provide examples of native speech
' k* @- c3 v( c% J/ Q; ~+ r) F0 j D．make his voice louder
" W5 A7 Z# b9 @ 63．Showing Pronunciation is to be regarded as__________.
7 V3 ]6 E* c7 F K A．a part of teaching pronunciation
4 Q5 e# A, x+ S4 ? B．an exercise of value in itself7 n: t5 g! W- h, w
C．an example of the use of mechanical aids% t5 }: e. E3 ^" Z2 Y; Y2 M+ j5 E) {
D．a technique for teaching separate sounds( b3 j ?8 q. o, h8 E# E' F
(C)
7 M9 w7 J$ `( |* d In recent years, especially during the l960s, there was much discussion about “the brain drain (排干, 流失),” which dealt with the problem of students and learned people who left their own countries for other countries that offered better chances for study, research, and employment．For example, according to a report from U．N., between 1962 and l966 more than 50 percent of all engineering graduates of Iran and 14 percent of Iranian scientists left their country for work abroad．Over 30 percent of Chilean engineers and 15 percent of Turkish physicians also went to work in other countries．Probably the greatest brain drain occurred among young scientists who had gone abroad to study．Many of them had planned to return to their countries to teach but chose to remain in more industrialized nations where they were able to continue their work and their research in fields in which there were no job possibilities at home．The countries that attracted most of these scientists were the United States, Great Britain, Germany, France, Canada, and Australia.
) U0 j5 |: r8 B: _ Recent studies show that the brain drain to the United States may be decreasing．Many foreign scientists are going home again, and in some cases American scientists are leaving the United States for employment in other countries．The main reasons are that good jobs are becoming fewer here, money for national research has been sharply cut, and university fellowships reduced too．However, in the field of medicine the drain to the United States still goes on．Today more than one of every five American doctors is foreign - born, and several thousand foreign doctors immigrate to the United States each year．Over eighty countries have asked the State Department to send students who are skilled in important fields such as medicine back home when their study programs are over.
" v7 D$ D/ t/ d5 s# t 64．Which of the following is not the reason for “the brain drain”?
" r9 h" u7 s2 j# ~1 ? A．Better chances of study.
- i% G5 U* F: }9 E& z8 | B．Better research condition.
5 C6 ] a& T& j C．Good job possibility." Q e$ h- M7 S' k
D．Good housing.
3 w% C/ E$ m w% X# I 65．The brain drain to the United States may be decreasing mainly because __________.
* S% F' L6 F0 S A．many foreign scientists are ordered to return to their motherlands
3 t; e9 h! a" H! Y( m+ L" P6 [- l B．there are fewer and fewer good jobs in the USA
8 A5 b, F( l6 I" }1 ?6 S C．they don't need any foreign scientists now, L6 m" T% v5 U# B8 ? I, ?
D．the universities refuse to provide money for the foreign scientists
5 s- X. M3 [7 o7 s0 ` 66．How many American doctors are foreign - born?
8 l: D0 Z- i: W4 `0 { A．More than 20 percent.2 ]- ^9 q& U3 O: z- \" Y4 l
B．About half of them.
! l/ l' {% w6 X# W" r5 u& g C．Several thousand., |7 i* `& f* h( U3 F
D．About 15 percent.
7 Q3 ~3 N; t: _ E& X( A 67．Which is the best title for this passage?
7 c5 p( [( |" S* T; u' V A．How to seek a job in the USA.
1 v8 |" ]- y( `, C# O! u B．Doctors' immigration to the USA.
: M# r) p; N% }- _+ D C．The brain drain.
4 O# t" K/ ]3 Z0 T; B9 H j D．A strange case.
. Q6 l7 G f9 g+ I: F$ w2 y (D)8 e5 i4 E) A: C# O# p- Y6 ~% b# c/ n
Listening to music while you drive can improve your speed and ability to get away from accidents, according to Australian psychologists (心理学家)．But turning your car radio up to full volume could probably make you end up in an accident．The performance of difficult tasks can be affected if people are subjected to loud noise．The experience of pulling up at traffic lights alongside care with loud music made some psychologists in the University of Sydney look into whether loud music has something to do with driving.7 d" ~, G( O5 [8 x2 \% z0 ?
The psychologists invited 60 men and women aged between 20 and 28 as subjects and tested them on almost the same driving tasks under three noise conditions：silence, rock music played at a gentle 55 decibels (分贝), and the same music at 85 decibels.
' f* r$ h+ [' x For l0 minutes the subjects sat in front of a screen operating a simple machine like a car．They had to track a moving disk on screen, respond to traffic signals changing color, and brake (刹车) in response to arrows that appeared without warning.
$ N3 e- m) i, P' ] On the tracking task, there was no difference in performance under the three noise conditions．But under both the loud and quiet music conditions, the performers “braked” at a red light about 50 milliseconds sooner than they did when there was no rock music at all．That could mean a reduction in braking distance of a couple of meters actually, the difference between life and death for a pedestrian(行人)./ `" y; S% A4 c' v2 \$ N f
When it came to the arrows that appeared across the visual field, the psychologists found that when the music was quiet, people responded faster to objects in their central field of sight by about 50 milliseconds．For the people listening at 85 decibels, response times dropped by a further 50 milliseconds - a whole tenth of second faster than those “driving” with no music.
6 ?& B& U: R6 ~) l* s “But there’s a trade - off,” the psychologists told the European Congress of Psychology．“They lose the ability to look around the whole situation effectively.” In responding to objects that suddenly appeared, people subjected to 85-decibel rock music were around 100 milliseconds slower than both the other groups．Since some accidents - such as children running into the road -take place without any notice, drivers listening to loud music must be less safe as a result. k3 A' W+ g/ x) ~% U
68．Which of the following is the best way to make driving safer?
& B2 j5 o; g6 R* G% a% f A．Loud music.
$ R$ l- @ e( g B．Quiet music.. R( f' {6 g/ m- n+ n c9 R
C．Silence., G4 K, \ ?2 H/ J( V
D．Heavy metal music.. q* `$ n8 b9 m0 G/ o* x
69．What does the phrase “pulling up” in paragraph two mean?
' R: a3 J0 {# u8 m. N A．Stopping.
! |# p: c3 r5 `# i+ f2 t) D! s3 n B．Giving somebody a lift.
, r* ~& n) U) o C．Putting up with.
/ \7 l& m; ?' O5 W7 z D．Driving.
, h; j" o ~! a; Q 70．Where did the researchers do the experiment?
6 N/ J* g8 n* z/ _ A．At crossroads.
4 U4 E6 M7 {* L- d2 p B．At a police traffic station.
5 [% i7 R* y: D* A; Y$ z+ p C．In a crowded street.
4 r5 C7 p2 h {7 `) a" _ D．Under the same conditions as those of the streets.7 ]% a. I, z7 f0 V2 t
71．Which of the following didn't help the performers to “brake” sooner at red lights? H) V3 t& a3 w( @( w0 W
A．Silence.
# f; H- _* L) M0 g+ T6 ] B．Loud music.
# C- O6 c; U* o5 p n8 h C．Quiet music.2 J4 F0 h* Z J/ i1 @5 |
D．Rock music.
4 a1 H6 c( [0 o* i 72．Which of the following is NOT true of loud music?0 w" O: j7 n+ X7 ?6 N# L
A．It helped the performers to brake sooner at red lights.
8 {& p$ ~/ L$ q7 `& `7 q, u B．lt helped the performers to be more careful.; v" h2 F9 | [
C．It helped the performers to respond faster to objects suddenly stepping in the way.1 A/ Z, n+ Z; o) E2 o& S3 n
D．It can do more good than harm to drivers.
