00596英语阅读二 全国13年自考 试题Word文档格式.docx

1、 In this part of the test, there are five passages. Following each passage, there are five questions with four choices marked A, B, C and D. Choose the best answer and then blacken the corresponding letter on the Answer Sheet.Passage One Computers should be in the schools. They have the potential to

2、 accomplish great things. With the right software, they could help make science tangible or teach neglected topics like art and music. They could help students form a concrete idea of society by displaying on screen a version of the city in which they live a picture that tracks real life moment by m

3、oment. In practice, however, computers make our worst educational nightmares come true. While we bemoan the decline of literacy, computers discount words in favor of pictures and pictures in favor of video. While we fret about the decreasing cogency of public debate, computers dismiss linear argumen

4、t and promote fast, shallow romps across the information landscape. While we worry about basic skills, we allow into the classroom software that will do a students arithmetic or correct his spelling. Take multimedia. The idea of multimedia is to combine text, sound and pictures in a single package t

5、hat you browse on screen. You dont just read Shakespeare; you watch actors performing, listen to songs, view Elizabethan buildings. Whats wrong with that? By offering children candycoated books, multimedia is guaranteed to sour them on unsweetened reading. It makes the printed page look even more bo

6、ring than it used to look. Sure, books will be available in the classroom, toobut theyll have all the appeal of a dusty piano to a teen who has a Walkman handy. So what if the little nippers dont read? If theyre watching Olivier instead, what do they lose? The text, the written word along with all o

7、f its attendant pleasures. Besides, a book is more portable than a computer, has a higherresolution display, can be written on and dogeared and is comparatively dirt cheap. Hypermedia, multimedias comrade in the struggle for a brave new classroom, is just as troubling. Its a way of presenting docume

8、nts on screen without imposing a linear starttofinish order. Disembodied paragraphs are linked by theme; after reading one about the First World War, for example, you might be able to choose another about the technology of battleships, or the life of Woodrow Wilson, or hemlines on the 20s. This is a

9、nother cute idea that is good in minor ways and terrible in major ones. Teaching children to understand the orderly unfolding of a plot or a logical argument is a crucial part of education. Authors dont merely agglomerate paragraphs; they work hard to make the narrative read a certain way, prove a p

10、articular point. To turn a book or a document into hypertext is to invite readers to ignore exactly what counts the story.Questions 15 are based on Passage One.1. The first paragraph is primarily concerned with _. A. picturing in what ways computers can help in schools B. describing how computers ma

11、ke all subjects easier in schools C. showing what computers have accomplished in schools D. examining how computers are being used in schools2. What is the authors attitude towards the software that will do a students arithmetic or correct his spelling? A. Amazed. B. Reserved. C. Interested. D. Disa

12、pproval.3. What does the author mean by “unsweetened reading” in Paragraph 3? A. Online reading. B. Difficult reading materials. C. Regular books. D. Serious and sad stories.4. The author mentions Shakespeare in order to _. A. illustrate how multimedia presents information in classroom B. cite one o

13、f the most frequently used sources in schools C. introduce the importance of reading classics D. show how multimedia is integrated in traditional teaching5. Which of the following statement is TRUE according to the author? A. Teaching students to understand logical argument is highly ignored. B. The

14、 employment of hypermedia may hurt students learning process. C. Hypermedia exposes students to too much information. D. Students reading skills have drastically dropped.Passage Two One theory that has gained influence among sociologists is that some members of stigmatized groups, when faced with st

15、ressful situations, expect themselves to do worse a prophecy that fulfills itself. These expectations, which can occur even in otherwise fair situations such as, say, a standardized test produce stress and threaten cognitive function. The effect is called “stereotype threat,” and AfricanAmericans, g

16、irls, even jocks have all been shown susceptible to stereotype threat. Now a new study shows that old people are also vulnerable to the phenomenon. Research psychologists recruited 103 volunteers, ages 60 to 82, to perform simple arithmetic and recall tests. The psychologists manipulated about half

17、of the participants into feeling stereotype threat by telling them that the entire purpose of the tests was “to examine aging effects on memory.” That statement was designed to prime the participants worry that their advanced age would affect their performance. By contrast, participants in the contr

18、ol group were told that the tests had been constructed to correct for any biases that might be associated with age, a white lie imparted to damp down stereotype threat. Those in the first group performed significantly worse on the memory tests than those whose internal stereotypes hadnt been trigger

19、ed. Interestingly, people between the ages of 60 and 70 were far more susceptible to stereotype threat than those aged 71 to 82. The authors theorize, persuasively, that people who have just entered their seventh decade are more sensitive to stereotype threat than those who have already been conside

20、red old for a decade. Remarkably, the power of stereotype threat was enough to overcome true aptitude: even people who generally had good working memories and werent prone to anxiety in short, great testtakers performed worse after being reminded of their age. The power of stereotype is so strong th

21、at it can overwhelm many of our other traits. But the good news is that you can flip this particular psychological coin on its opposite side: recent research has found that positive stereotype reinforcement may be just as powerful as any negative threat. Indiana University psychologists found that w

22、omens performance on math tests did not suffer as researchers had expected, even when the typical “women are bad at math” stereotype was invoked, as long as a positive stereotype （say, college students are good at math） was presented at the same time. In this case, that means that the aged are likel

23、y to have betterfunctioning memories when they are told, for instance, that older people “have more experience” or “have seen it all before.”Questions 610 are based on Passage Two.6. What is the first paragraph mainly about? A. Examples of discriminations. B. The concept of stereotype threat. C. A d

24、ominant theory in sociology. D. Stressful situations for the stigmatized.7. The word “vulnerable” in Paragraph 2 is closest in meaning to _. A. weak B. incapable C. insecure D. susceptible8. The psychologist used a white lie to _. A. weaken the participants worry B. monitor the participants reaction

25、 C. increase the difficulty of the tests D. correct biases associated with age9. The difference between the participants in their 70s and those in their 60s was _ . A. the former did better on the tests B. the latter were given easier questions C. the latter took the results less seriously D. the fo

26、rmer showed more concern about age10. What message does the author intend to convev in the last paragraph? A. Negative stereotypes can be turned into positive ones. B. More should be done to help those discriminated. C. Stereotypes can be used as an advantage. D. Discrimination on campus should be e

27、liminated.Passage Three A good reader becomes sooner or later a good book buyer. The sooner, the better. Of course, we all read many more books than we have room for in our homes, even if we could afford to buy them all; yet the reading done in a book drawn from a library cannot be so pleasant at th

28、e moment nor so permanently useful as the reading done in our own copy. A book which is worth reading is likely to be read more than once, and at each reading some idea or some statement makes such an impression that we wish to refer to it again. Some readers underline the page as they read, but I f

29、ind that a page which I have underlined cannot give me so many fresh impressions as one which has no marks on it. If I come on a passage already marked up, I remember the thoughts and feelings which prompted those first markings, and I have them again, with no additions. But a clean page may always

30、give me something new. My habit is to make my own index of a book as I read. I put down the number of the page and a word or two to identify the thought or the fact which I get from it. On a second or third reading I am likely to double or triple the size of this index. This is my substitute for und

31、erlining. Most of the books in my library are so indexed that I can find quickly the passage which from time to time I wish to look up. To use a book in this way, organizing it for continued usefulness year after year, we must, of course, do our reading in a copy which belongs to us. If a reader wer

32、e wealthy enough, he could buy his books always in new and expensive edition, with only best paper and in the kind of binding he prefers. I never could afford such luxury, and I have known few serious and devoted readers who could. The books I buy are chiefly those of less expensive editions. In the last few years a new convenience and economy has come to the Americ