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¡¡¡¡Part ¢ò Reading Comprehension (35 minutes)

¡¡¡¡Directions: There are 4 passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A),B) ,C) and D). You should decide on the best choice and mark the corresponding letter on the Answer Sheet with a single line through the centre.

¡¡¡¡Questions 21 to 25 are based on the following passage:

¡¡¡¡It is simple enough to say that since books have classesª¤fiction, biography, poetry¡ªwe should separate them and take from each what it is right that each should give us. Yet few people ask from books what books can give us. Most commonly we come to books with blurred and divided minds, asking of fiction that it shall be true, of poetry that it shall be false, of biography that it shall be flattering, of history that it shall enforce our own prejudices. If we could banish all such preconception when we read, that would be an admirable beginning. Do not dictate to your author; try to become him. Be his fellowª¤worker and accomplice(ͬı). ª¤If you hang back, and reserve and criticize at first, you are preventing yourself from getting the fullest possible value from what you read. But if you open your mind as widely as possible, then signs and hints of almost imperceptible finess(ίÍñÖ®´¦), from the twist and turn of the first sentences, will bring you into the presence of a human being unlike any other. Steep yourself in this, acquaint yourself with this, and soon you will find that your author is giving you, or attempting to give you, something far more definite. The thirtyª¤two chapters of anovel¡ªif we consider how to read a novel first¡ªare an attempt to make something as formed and controlled as a building but words are more impalpable than bricks, reading is a longer and more complicated process than seeing. Perhaps the quickest way to understand the elements of what a novelist is doing is not to read, but to write; to make your own experiment with the dangers and difficulties of words. Recall, then, some event that has left a distinct impression on you¡ªhow at the corner of the street, perhaps, you passed two people talking. A tree shook; an electric light danced; the tone of the talk was comic, but also tragic; a whole vision, an entire conception, seemed contained in that moment.

¡¡¡¡ª¤21.What does the author mean by saying ¡°Yet few people ask from books what books can give us.¡±?

¡¡¡¡ª¤A.The author means that lots of people read few books.

¡¡¡¡ª¤B.The author thinks that readers have only absorbed part of knowledge in books.

¡¡¡¡ª¤C.The author holds that few people have a proper idea about what content some kind of books should include.

¡¡¡¡ª¤D.The author considers that readers can scarcely understand most of the books. ª¤

¡¡¡¡22.According to the passage, which of the following statement is right? ª¤

¡¡¡¡A.A reader should find some mistakes when he is reading.

¡¡¡¡ª¤B.The more difficult a book is, the more you can get from it. ª¤

¡¡¡¡C.To read something is easier than to watch something.

¡¡¡¡ª¤D.One should be in the same track with the writer when he is reading.

¡¡¡¡ª¤23.What is the possible meaning of ¡°impalpable¡± (Paragraph 2) in the passage?

¡¡¡¡ª¤A.Clear.ª¤B.Elusive.ª¤C.Delicate.ª¤D.Precise.

¡¡¡¡ª¤24.What¡¯s the main idea of this passage?

¡¡¡¡ª¤A.The importance of reading. ª¤B.The proper way to read.

¡¡¡¡ª¤C.How to get most from one book. ª¤D.The characters of a good book.

¡¡¡¡ª¤25.When a writer is writing he often get the whole conception ____. ª¤

¡¡¡¡A.after a long time¡¯s thinking ª¤

¡¡¡¡B.through an instant inspiration ª¤

¡¡¡¡C.according to his own experience

¡¡¡¡ª¤D.by way of watching the objects attentively ª¤

¡¡¡¡Questions 26 to 30 are based on the following passage:

¡¡¡¡According to the dictionary definition of ¡°create¡±, ordinary people are creative every day. To create means ¡°to bring into being, to cause to exist¡±¡ªsomething each of us does daily.

¡¡¡¡ª¤We are creative whenever we look at or think about something in a new way. First this involves an awareness of our surroundings. It means using all of our sese to become aware of our world. This may be as simple as being aware of color and texture, as well as taste, when we plan a meal. Above all, it is the ability to notice things that others might miss.

¡¡¡¡ª¤A second part of creativity is an ability to see relationships among things. I f we believe the expression, ¡°There is nothing new under the sun,¡± the creativ ity is remaking or recombining the old in new ways. For example, we might do this by finding a more effective way to study or a better way to arrange our furniture, or we might make a new combination of camera lenses and filters to cr eate an unusual photograph.

¡¡¡¡ª¤A third part of creativity is the courage and drive to make use of our new ide as, to apply them to achieve some new results. To think up a new concept is one thing; to put the idea to work is another.

¡¡¡¡ª¤These three parts of creativity are involved in all the great works of genius, but they are also involved in many of our dayª¤toª¤day activities.

¡¡¡¡ª¤26.Which of the following activities is NOT a creative one according to t he passage?

¡¡¡¡ª¤A.To prepare a meal.

¡¡¡¡ª¤B.To arrange the furniture in a peculiar way. ª¤

¡¡¡¡C.To buy some books from a bookstore. ª¤

¡¡¡¡D.To ¡°write¡± a letter with the computer. ª¤

¡¡¡¡27.The author holds that ____. ª¤

¡¡¡¡A.creativity is of highly demand

¡¡¡¡ª¤B.creativity is connected with a deep insight to some extent ª¤

¡¡¡¡C.creativity is to create something new and concrete

¡¡¡¡ª¤D.to practise and practise is the only way to cultivate one¡¯s creativity

¡¡¡¡ª¤28.¡°There is nothing new under the sun.¡± (Par.3) really implies that ____. ª¤

¡¡¡¡A.we can seldom create new things ª¤

¡¡¡¡B.a new thing is only a tale

¡¡¡¡ª¤C.a new thing can only be created at the basis of original things ª¤

¡¡¡¡D.we can scarcely see really new things in the world

¡¡¡¡ª¤29.What does the author think about the relationship between a new though t and its being put into practice?

¡¡¡¡ª¤A.It¡¯s more difficult to create a new thought than to apply it in practice. ª¤

¡¡¡¡B.To find a new thought will definitely lead to the production of a new thing. ª¤

¡¡¡¡C.One may come up with a new thought, but can not put it into practice. ª¤

¡¡¡¡D.A man with an excellent ability of practice can easily become an inventor. ª¤

¡¡¡¡30.The best title for this passage is ____. ª¤

¡¡¡¡A.How to Cultivate One¡¯s Creativity ª¤

¡¡¡¡B.What is Creativity

¡¡¡¡ª¤C.The Importance of Creativity ª¤

¡¡¡¡D.Creativity¡ªa Not Farway Thing ª¤

¡¡¡¡Questions 31 to 35 are based on the following passage:

¡¡¡¡When I was studying at Yale, some phenomena puzzled me greatly. I found that Chinese students or Asian students were very polite in class while American students often interrupted the professor, asking questions and dominating the discussion. The Chinese students were not as aggressive as American students.

¡¡¡¡ª¤I was impressed by the role of the professor in the seminar(ÌÖÂÛ»á). The professor didn¡¯t act as an authority, giving final conclusions, but as a reseac her looking for answers to questions together with the students. One lingui stic(ÓïÑÔµÄ) feature of his interacting with his students was that he used many modal(Çé̬µÄ) verbs¡ªfar more than I did in Beiwai. When answering questions, he usually said, ¡°This is my personal opinion and it could be wrong.¡± or ¡°You could be right, but you might find this point of view also interesting.¡±

¡¡¡¡ª¤In China, authorities are always supposed to give wise decisions and correct di rections. Therefore, students always expect the professor to give an answer to th e question. I still remember how frustrated they were when foreign teachers did not provide such an answer. Their expectations from authorities are much higher than that of American students. Once the Chinese students got the answer, they w ere sure about it.

¡¡¡¡ª¤Education in China is valued for united thinking. I remember American teachers who taught in our university complaining about the fact that Chinese students u niformly expressed the same idea in their English composition. The examinations in America usually do not test a student¡¯s ability to memorize the material but his ability to analyze and solve problems. Education in America is valued not on ly as a means to obtain employment but as a process of enhancing critical thinking. ª¤31.In the USA, when the students are in class, ____. ª¤A.a Chinese student tends to be very active ª¤B.an American student likes to make trouble ª¤C.a Chinese student likes to puzzle the teacher ª¤D.an American student tends to be vigorous

¡¡¡¡ª¤32.A teacher in the USA prefers to ____ when he answers questions.

¡¡¡¡A.be very sincere B.be very direct

¡¡¡¡ª¤C.be very selfª¤confident D.be very indifferent

¡¡¡¡ª¤33.What is the opinion of the author concerning the difference of teachin g methods between China and the USA?

¡¡¡¡ª¤A.He thinks that Chinese teaching metods can make students learn more. ª¤

¡¡¡¡B.He holds that the major purpose of Chinese teaching methods is to impro ve students¡¯ remembrance.

¡¡¡¡ª¤C.He thinks that American teaching is abilityª¤oriented. ª¤

¡¡¡¡D.He holds that American teachers hate to give a test.

¡¡¡¡ª¤34.The author thinks that the relationship between the student and the te acher is ____.

¡¡¡¡ª¤A.more intimate in China

¡¡¡¡B.closer in China ª¤

¡¡¡¡C.looser in USA

¡¡¡¡D.more harmonious in USA

¡¡¡¡ª¤35.The education in USA may produce some ____ graduates. ª¤

¡¡¡¡A.talkative B.conventional ª¤

¡¡¡¡C.creative D.imaginative

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