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+--- 主题： 1999年1月大学英语四级考试试题(二) (/thread-179.html)
1999年1月大学英语四级考试试题(二) - 比电子小 - 2004-2-1
Questions 31 to 35 are based on the following passage.
The appeal of advertising to buying motives can have both negative and positive effects. Consumers may be convinced to buy a product of poor quality or high price because of an advertisement. For example, some advertisers have appealed to people's desire for better fuel economy for their cars by advertising automotive products that improve gasoline mileage. Some of the products work. Others are wo rthless and a waste of consumerr' money.
Sometimes advertising is intentionally misleading. A few years ago a brand of bread was offered to dieters (节食者) with the message that there were fewer calories (热量单位，大卡) in every slice. It turned out that the bread was not dietetic (适合于节食的), but just regular bread. There were fewer calories because it was sliced very thin, but there were the same number of calories in every loaf.
On the positive side, emotional appeals may respond to a consumer's real concerns. Consider fire insurance. Fire insurance may be sold by appealing to fear of loss. But fear of loss is the real reason for fire insurance. The security of knowing that property is protected by insurance makes the purchase of fire insurance a worthwhile investment for most people. If consumerts consider the quality of the insurance plans as well as the message in the ads, they will benefit from the advertising.
Each consumer must evaluate her or his own situation. Are the benefits of the product important enough to justify buying it? Advertising is intended to appeal to cunsumers, but it does not force them to buy the product. Consumers still control the final buying decision.
31. Adverising can persuade the consumer to buy worthless products by _______ .
A)stressing their high quality
B)convincing him of their low price
C)maintaining a balance between quality and price
D)appealing to his buying motives
32. The reason why the bread advertisement is misleading is that _______ .
A)thin slices of bread could contain more calories
B)the loaf was cut into regular slices
C)the bread was not genuine bread
D)the total number of calories in the loaf remained the same
33. The passage tells us that _______.
A)sometimes advertisements really sell what the consumer needs
B)advertisements occasionally force consumers into buying things they don't need
C)the buying motives of consumers are controlled by advertisements
D)fire insurance is seldom a worthwhile investment
34. It can be inferred from the passage that a smart consumer should _______ .
A)think carefully about the benefits described in the advertisements
B)guard against the deceiving nature of advertisements
C) be familiar with various advertising strategies
D)avoid buying products that have strong emotional appeal
35. The passage is mainly about _______.
A)how to make a wise buying decision
B) ways to protect the interests of the consumer
C)the positive and negative aspects of advertising
D)the function of advertisements in promoting sales
Questions 36 to 40 are based on the following passage.
So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for children that which only children can do forth emselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that “reading cannot be taught directly and schools should stop trying to do the im possible.”
Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient syst em for teaching themselves to read. Teaching is also public activity: It can be seen and observed.
Learning to read involves all that each individual does to make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.
If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the quest(探索)for knowledgey Smith has one principal rule for all teaching instructions.“Make learning to read e asy, which meade making reading a meaningful, enjoyable and frequent experience for children.”
When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfil them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of leaning to read by reading.
36. The problem with the reading course as mentioned in the first paragraph is that
_______.
A)it is one of the most difficult school courses
B)students spend endless hours in reading
C)reading tasks are assigned with little guidance
D)too much time is spent in teaching about reading
37. The teaching of reading will be successful if _______.
A)teachers can improve conditions at school for the students
B) teachers can enable students to develop their own way of reading
C)teachers can devise the most efficient system for reading
D)teachers can make their teaching activities observable
38. The word “scrutiny”( Line 3, Para. 3) most probably means“ _______ ”.
A) inquiry B) observation C) control D) suspicion
39. According to the passage,learning to read will no longer be a difficult task when
_______.
A)children become highly motivated
B) teacher and learner roles are interchangeable
C)teaching helps children in the search for knowledge
D) reading enriches children’s experience
40. The main idea of the passage is that _______.
A)teachers should do as little as possible in helping students learn to read
B)teachers should encourage students to read as widely as possible
C)reading ability is something acquired rather than taught
D)reading is more complicated than generally believed