2004-2-1 10:53
Questions 56 to 60 are based on the following passage.
Many a young person tells me he wants to be a writer. I always encourage such people, but also explain that there's a big difference between"being a writer "and writing. In most cases these individuals are dreaming of wealth and fame, not the long hours alone at a typewriter. "You've got to want to write, "I say to them, "not want to be a writer".
The reality is that writing is a lonely, private and poor?paying affair. For every
writer kissed by fortune there are thousands more whose longing is never rewarded. When I left a 20-year career in the U. S. Coast Guard to become a freelance writer(自由撰稿人)， I had no prospects at all. What I did have was a friend who found me my room in a New York apartment buiding. It didn't even matter that it was cold and had no bathroom. I immediately bought a used manual typewriter and felt like a genuine writer.
After a year or so, however, I still hadn't gotten a break and began to doubt myself. It was so hard to sell a story that barely made enough to eat. But I knew I wanted to write. I had dreamed about it for years. I wasn't going to be one of those people who die wondering. What if? I would keep putting my dream to the test?even enough it meant living with uncertainty and fear of failure. This is the Shadowland of hope, and anyone with a dream must learn to live there.
56. The passage is meant to _______.
A) warn young people of the hardships that a successful writer has to experience
B) advise young people to give up their idea of becoming a professional writer
C) show young people it's unrealistic for a writer to pursue wealth and fame
D) encourage young people to pursue a writing career
57. What can be concluded from the passage?
A) Genuine writers often find their work interesting and rewarding
B) A writer's success depends on luck rather than on effort.
C) Famous writers usually live in poverty and isolation.
D)The chances for a writer to become successful are small.
58. Why did the author begin to doubt himself after the first year of his writing
career?
A) He wasn't able to produce a single book.
B) He hadn't seen a change for tlie berter.
C) He wasn't able to have a rest for a whole year.
D) He found his dream would never come true.
59. "... people who die wondering. What if?"(Line 3, para. 3) refers to "those ______".
A) who think too much of the dark side of life
B) who regret giving up their career halfway
C) who think a lot without making a decision
D) who are full of imagination even upon death
60. "Shadowland"in the last sentence refers to _______.
A) the wounder land one often dreams about
B) the bright future that one is looking forward to
C) the state of uncertainty before one's final goal is reached
D) a world that exists only in one's imagination
Questions 61 to 65 are based on the following passage.
It is, everyone agrees, a huge task that the child performs when he learns to speak, and the fact that he does so in so short a period of time challenges explan
ation.
Language learning begins with listening. Individual children vary greatly in the
amount of listening they do before they start speaking, and late starters are often long listeners. Most children will "obey"spoken instructions some time before they can speak, though the word obey is hardly accurate as a description of the eager and delighted cooperation usually shown by the child. Before they can speak, many children will ask questions by gesture and by making questioning noises.
Any artempt to trace the development from the noises babies make to their first
spoken words leads to considerable difficulties. It is agreed that they enjoy making noises, and that during the firet few months one or two noises sort themselves out as particularly indicative of delight, distress, sociability, and so on. But since these cannot be said to show the baby's intention to communicate, they can hardly be regarded as early forms of ianguage. It is agreed, too, that from about three months they play with sounds for enjoyment, and that by six months they are able to add new sounds to their repertoire (能发出的全部声音). This self?imitation leads on to deliberate(有意识的) imitation of sounds made or words spoken to them by other people. The problem then arises as to the point at which one can say that there imitations can be considered as speech.
61. By "... challenges explanation"( Line 2, para. l) the author means that _______.
A) no explanation is necessary for such an obvious phenomenon
B) no explanation has been made up to now
C) it's no easy job to provide an adequate explanation
D) it's high time that an explanation was provided
62. The third paragraph is mainly about _______.
A) the development of babies' early forms of language
B) the difficulties of babies in learning to speak
C) babies' strong desire to communicate
D) babies' intention to communicate
63. The author's purpose in writing the second paragraph is to show that children ____.
A) usually obey without asking questions
B) are passive in the process of learning to speak
C) are born cooperative
D) learn to speak by listening
64. From the passage we learn that _______.
A) early starters can learn to speak within only six months
B) children show a strong desire to communicate by making noises
C) imitation plays an important role in learning to speak
D) children have various difficulties in learning to speak
65. The best title for this passage would be _______.
A) How Babies Learn to Speak
B) Early Forms of Language
C) A Huge Task for Children
D) Noise Making and Language Learning
Questions 66 to 70 are based on the following passage.
Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation
between actions and their consequences, argue that rewards can improve performance at work and school. Cognitive (认识派的) researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on approval and gifts from others.
The latter view has gained many supporters, especially among educators. But the
careful use of small monetary (金钱的) rewards speaks creativity in grade?school children,suggesting that properly presented inducements(刺激)indeed aid inventiveness, according to a study in the June Journal of personality and Social psychology.
"If kids know they're working for a reward and can focus on a relatively chall
enging task, they show the most creativity,"says Robert Eisenberger of the University of Delaware in Newark. "But it's easy to kill creativity by giving rewards for poor performance or creating too much anticipation for rewards."
A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with uninspired students, Eisenberger holds.As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and restore failing grades.
In earlier grades, the use of so?called token economies, in which students handle challenging problems and receive performance?based points toward valued rewards, shows promise in raising effort and creativity, the Delaware psychologist claims.
66. Psychologists are divided with regard to their attitudes toward _______.
A) the choice between spiritual encouragement and monetary rewards.
B) the amount of monetary rewards for students' creativity
C) the study of relationship between actions and their consequences.
D) the effects of external rewards on students' performance
67. What is the response of many educators to external rewards for their students?
A) They have no doubts about them. B) They have doubts about them.
C) They approve of them. D) They avoid talking about them.
68. Which of the following can best raise students' creativity according to Robert
Eisenberger?
A) Assigning them tasks they have not dealt with before.
B) Assigning them tasks which require inventiveness.
C) Giving them rewards they really deserve.
D) Giving them rewards they anticipate.
69. It can be inferred from the passage that major universities are trying to tighten
their grading standards because they believe _______.
A) rewarding poor performance may kill the creativity of students.
B) punishment is more effective than rewarding.
C) failing uninspired students helps improve their overall academic standards
D) discouraging the students' anticipation for easy rewards is a matter of urgency
70. The phrase "token economies"( Line 1, Para. 5) probably refers to _______.
A) ways to develop economy B) systems of rewarding students
C) approaches to solving problems D) methods of improving performance
Many a young person tells me he wants to be a writer. I always encourage such people, but also explain that there's a big difference between"being a writer "and writing. In most cases these individuals are dreaming of wealth and fame, not the long hours alone at a typewriter. "You've got to want to write, "I say to them, "not want to be a writer".
The reality is that writing is a lonely, private and poor?paying affair. For every
writer kissed by fortune there are thousands more whose longing is never rewarded. When I left a 20-year career in the U. S. Coast Guard to become a freelance writer(自由撰稿人)， I had no prospects at all. What I did have was a friend who found me my room in a New York apartment buiding. It didn't even matter that it was cold and had no bathroom. I immediately bought a used manual typewriter and felt like a genuine writer.
After a year or so, however, I still hadn't gotten a break and began to doubt myself. It was so hard to sell a story that barely made enough to eat. But I knew I wanted to write. I had dreamed about it for years. I wasn't going to be one of those people who die wondering. What if? I would keep putting my dream to the test?even enough it meant living with uncertainty and fear of failure. This is the Shadowland of hope, and anyone with a dream must learn to live there.
56. The passage is meant to _______.
A) warn young people of the hardships that a successful writer has to experience
B) advise young people to give up their idea of becoming a professional writer
C) show young people it's unrealistic for a writer to pursue wealth and fame
D) encourage young people to pursue a writing career
57. What can be concluded from the passage?
A) Genuine writers often find their work interesting and rewarding
B) A writer's success depends on luck rather than on effort.
C) Famous writers usually live in poverty and isolation.
D)The chances for a writer to become successful are small.
58. Why did the author begin to doubt himself after the first year of his writing
career?
A) He wasn't able to produce a single book.
B) He hadn't seen a change for tlie berter.
C) He wasn't able to have a rest for a whole year.
D) He found his dream would never come true.
59. "... people who die wondering. What if?"(Line 3, para. 3) refers to "those ______".
A) who think too much of the dark side of life
B) who regret giving up their career halfway
C) who think a lot without making a decision
D) who are full of imagination even upon death
60. "Shadowland"in the last sentence refers to _______.
A) the wounder land one often dreams about
B) the bright future that one is looking forward to
C) the state of uncertainty before one's final goal is reached
D) a world that exists only in one's imagination
Questions 61 to 65 are based on the following passage.
It is, everyone agrees, a huge task that the child performs when he learns to speak, and the fact that he does so in so short a period of time challenges explan
ation.
Language learning begins with listening. Individual children vary greatly in the
amount of listening they do before they start speaking, and late starters are often long listeners. Most children will "obey"spoken instructions some time before they can speak, though the word obey is hardly accurate as a description of the eager and delighted cooperation usually shown by the child. Before they can speak, many children will ask questions by gesture and by making questioning noises.
Any artempt to trace the development from the noises babies make to their first
spoken words leads to considerable difficulties. It is agreed that they enjoy making noises, and that during the firet few months one or two noises sort themselves out as particularly indicative of delight, distress, sociability, and so on. But since these cannot be said to show the baby's intention to communicate, they can hardly be regarded as early forms of ianguage. It is agreed, too, that from about three months they play with sounds for enjoyment, and that by six months they are able to add new sounds to their repertoire (能发出的全部声音). This self?imitation leads on to deliberate(有意识的) imitation of sounds made or words spoken to them by other people. The problem then arises as to the point at which one can say that there imitations can be considered as speech.
61. By "... challenges explanation"( Line 2, para. l) the author means that _______.
A) no explanation is necessary for such an obvious phenomenon
B) no explanation has been made up to now
C) it's no easy job to provide an adequate explanation
D) it's high time that an explanation was provided
62. The third paragraph is mainly about _______.
A) the development of babies' early forms of language
B) the difficulties of babies in learning to speak
C) babies' strong desire to communicate
D) babies' intention to communicate
63. The author's purpose in writing the second paragraph is to show that children ____.
A) usually obey without asking questions
B) are passive in the process of learning to speak
C) are born cooperative
D) learn to speak by listening
64. From the passage we learn that _______.
A) early starters can learn to speak within only six months
B) children show a strong desire to communicate by making noises
C) imitation plays an important role in learning to speak
D) children have various difficulties in learning to speak
65. The best title for this passage would be _______.
A) How Babies Learn to Speak
B) Early Forms of Language
C) A Huge Task for Children
D) Noise Making and Language Learning
Questions 66 to 70 are based on the following passage.
Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation
between actions and their consequences, argue that rewards can improve performance at work and school. Cognitive (认识派的) researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on approval and gifts from others.
The latter view has gained many supporters, especially among educators. But the
careful use of small monetary (金钱的) rewards speaks creativity in grade?school children,suggesting that properly presented inducements(刺激)indeed aid inventiveness, according to a study in the June Journal of personality and Social psychology.
"If kids know they're working for a reward and can focus on a relatively chall
enging task, they show the most creativity,"says Robert Eisenberger of the University of Delaware in Newark. "But it's easy to kill creativity by giving rewards for poor performance or creating too much anticipation for rewards."
A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with uninspired students, Eisenberger holds.As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and restore failing grades.
In earlier grades, the use of so?called token economies, in which students handle challenging problems and receive performance?based points toward valued rewards, shows promise in raising effort and creativity, the Delaware psychologist claims.
66. Psychologists are divided with regard to their attitudes toward _______.
A) the choice between spiritual encouragement and monetary rewards.
B) the amount of monetary rewards for students' creativity
C) the study of relationship between actions and their consequences.
D) the effects of external rewards on students' performance
67. What is the response of many educators to external rewards for their students?
A) They have no doubts about them. B) They have doubts about them.
C) They approve of them. D) They avoid talking about them.
68. Which of the following can best raise students' creativity according to Robert
Eisenberger?
A) Assigning them tasks they have not dealt with before.
B) Assigning them tasks which require inventiveness.
C) Giving them rewards they really deserve.
D) Giving them rewards they anticipate.
69. It can be inferred from the passage that major universities are trying to tighten
their grading standards because they believe _______.
A) rewarding poor performance may kill the creativity of students.
B) punishment is more effective than rewarding.
C) failing uninspired students helps improve their overall academic standards
D) discouraging the students' anticipation for easy rewards is a matter of urgency
70. The phrase "token economies"( Line 1, Para. 5) probably refers to _______.
A) ways to develop economy B) systems of rewarding students
C) approaches to solving problems D) methods of improving performance