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专业英语八级阅读历年真题试卷汇编3总分:
5.94,做题时间:90分钟
一、选择题总题数14,分数
2.
101.It s7pm ona balmySaturday nightin June,and I have justordered myfirst beerin Iy Cervejaria,a restaurantin Zambujeirado Mar,one of the prettiestvillages onPortugal s south-west coast.The placeis empty,but thisdoesn t surprise me at all.I havespent twoweeks in this area,driving alongempty roads,playing withmy sonon emptybeaches,and stayingin BBswhere we are theonly guests.2No doubtthe restaurant,run bytwo brothersfor thepast28years,is buzzingin July and August,when Portugueseholidaymakers descendon the Alentejo coast.But for the other10months of the year,the trickleof dinerswho come to feaston fantasticallyfresh seafoodreflects thegeneral paceof life in the Alentejo:sleepy,bordering oncomatose.3One of the poorest,least-developed,least-populated regionsin westernEurope,the Alentejohas beendubbed both the Provenceand theTuscany ofPortugal.Neither is accurate.Its sceneryis not as prettyand,apart fromin thecapital Evora,its foodisn,t as sophisticated.The charmsof thisland ofwheat fields,cork oakforests,wildflower meadows and tinywhite-washed villages,are moresubtle thanin Franceor Italys poster regions.4To travelhere is to stepback intime40or50years.Life rolls along at a treacly pace:theres an unnerving stillness to the landscape.But thatstillness ends abruptly at the AtlanticOcean,where there is dramain spade.Protected by the SouthWest Alentejoand CostaVicentina nationalpark,the100km of coastline fromPorto Covoin the Alentejo toBurgau in the Algarveis the most stunningin Europe.And yetfew peopleseem to know about it Walkerscome to admire theviews from the Fishermans Way,surfers toride thebest wavesin Europe,but dayafter daywe hadspectacular beachesto ourselves.5The lack of awarenessis partly a matter of accessibilitythese beaches are a good two hours drive from either Faro or Lisbon airportsand partly to do with a lack of beach side accommodation.There are some gorgeous,independent guesthousesin this area,but they are hiddenin valleysor at the end of dirttracks.6Our basewas abeautiful600-acre estateof uncultivated land coveredin rockrose,eucalyptus andwild flowers13km inlandfrom Zambujeira.Our one-bedroom home,Azenha,was oncehome to the millerwho tendedthe now-restored watermillnext toit.A kilometreaway from the mainhouse,pool andrestaurant,it isgloriously isolated.7Stepping out of the house in the morningto greetour neighbours一wild horseson one side,donkeys on the other一with nothing but birdsong filling the air,I felta senseof adventureyou normally only get with wild camping.⑻〃When peoplefirst arrive,they feela littleanxious wondering what theyare going to do the whole time,“Sarah Gredley,the Englishowner of the estate,told me.But it doesn tusually takethem longto realize that the whole pointof being here is to slow down,to enjoynature.,z9We followedher advice,walking down to thestream insearch ofterrapins andotters,or throughclusters ofcork oaktrees.On somedays,we trampeduphill to the windmill,now aromantic housefor two,for panoramicviews across the estateand beyond.10When we ventured out,we werealways drawn back to the coast—the gentlesands andshallow bayof Farolbeach.At the end of the day,we wouldhead,sandy-footed,to thenearest restaurant,knowing that at everyone therewould be a cabinetfull offresh seafoodto choosefrom-bass,salmon,lobster,prawns,crabs,goose barnacles,clams...We neverate the same thingtwice.11A kilometreor sofrom1Cervejaria,on Zambujeiras idyllic natural harbour is0Sacas,originally builtto feedthe fishermenbut nowpopular witheveryone.After eatingplatefuls ofseafood on the terrace,we wandereddown to the harbourwhere twofishermen,in wetsuits,supports one of the themes that teachers are required to examine as part of the syllabus一for example,families,science and technology,communications the environment and all the other familiar themes.For manyteachers thisis anessential requirementif theyare to engage insuch extensivereading at all.10The wholeprocess一pre-,while andpost reading一could bejust anhour s activity,or itcould lastfor morethan onelesson.When we are designingthe materialsfor exploringstories clearlyit isn t possiblefor usto knowhow muchtime anyteacher willhave available,which iswhy weconstruct theactivities into a seriesof independentunits whichwe callkits.They arecalled kitsbecause weexpect teachersto build their ownlessons out of the materials weprovide,which impliesthat largeamounts maybe discarded.What wedo ask,though,is that the pre-reading activitiesbe included,if nothingelse.That is essential for the processto engage the student as a creative reader.1l0ne of the purposesof encouraginga creativereading approachin the language classroomis to do with the dynamicswe perceivein the classroom,Strategic theoriststell usof thesocial trinity,whereby threeelements are required to achieve adynamic in any socialsituation.In the1anguage classroomthese mightbe seenas consistingof the student,the teacherand the language.Certainly from the perspective of the student-and usuallyfrom the perspective of the teacher-the relationshipis anunequal one,with the language beingperceived asplaced closer to the teacher thanthe student.This willresult in1ess dynamicbetween language and studentthan between language andteacher.However,if we replacelanguage with narrative and especially if that is approached as a creative process that draws the student in so that they feel theyown,the relationship with the text Then this will shift the dynamic in the classroom so that the student,who hasnow becomea reader,is muchcloser to the language一or narrative一than previously.This createsa muchmore effectivedynamic oflearning.However,some teachersfeel threatenedby this apparent lossof overallcontrol andmastery.Indeed,the wholebusiness ofopen endedcreativity and a lack of boxesto tickfor thecorrect answeris quiteunsettling territoryfor someto findthemselves in.《问题》The sentence〃we al1understand andinstinctively feelnarrative structurein Para4indicates that.分数
0.15A.wearegood attelling storiesB.we alllike tellingstories C.weareborn story-tellers J D.we alllike listeningto stories解析:句子we allunderstand andinstinctively feelnarrative structure意思为“我们都能理解并且本能上就能体会叙事结构,instinctive意为based oninstinct andnot involvingthought,即“出于本能的,自发的”,强调了一种与生俱来的能力,所以C项“我们天生就是会讲故事的人”与文意相符而从上下文来看,第4段首句提到我们所有人都是会讲故事的人all of us arestorytellers;其后又提到一些故事的基本概念连小孩子也能明Aunderstood by even the youngest children;段末又将这种技能称之为innate skill“天生的、固有的技能”,从这些信息也可看出,作者是想说明我们天生就具有讲故事的能力
8.I canstill remember the faces when I suggested a method of dealing with what most teachers of English considered one of their pet horrors,extended reading.The roomwas full of tiredteachers,and manywere quitecynical about the offerto worktogether tocreate anew anddynamic approachto the place ofstories in the classroom.2They hadseen promisescome andgo and mere words weren,t going to convince them,which was a shameas itwas mere words that we wereprincipally dealing with.Most teacherswere unimpressedby theextended readingchallenge from the Ministry,and theirlack ofenthusiasm for the ratherdry listof suggestedtales waspassed onto theirstudents andeveryone waspleased whenthat part of the syllabus wasover.It wassimply abox tickingexercise.We neededto dosomething more.We neededa verydifferent approach.3That wasten yearsago.Now wehave adifferent approach,and itworks.Here s how ithappened or,like mostgood stories,here are the mainparts.You haveto fillin someof yourselfemploying thatunderused classroomdevice,the imagination.We startedwith threemain precepts:4First,it isimportant to realize that all of us arestorytellers,tellers oftales.We allhave ourown narratives一the realstories suchas whatJ happened to us this morning or last night,and theones wehave beentold byothers and we havent experiencedpersonally.We couldsay thatour entirelives areconstructed asnarratives.As aresult,we allunderstand andinstinctively feelnarrative structure.Binary opposites—for example,the tensioncreated betweengood andbad togetherwith theresolution of that tensionthrough theintervention oftime,resourcefulness andvirtue-is aconcept understoodby eventhe youngestchildren.Professor Kieran Egan,in hisseminal bookTeaching asStorytelling warns us not to ignore this innate skill,for it is aremarkable toolfor learning.5We need to understandthat writingand readingare twosides of the samecoin:an authorhas not completed thetask ifthe bookis notread:the creativecircle is not completewithout thereader,who willsupply their own creative input to the process.Samuel Johnsonsaid:A writeronly beginsa book.A readerfinishes it.In teachingterms,we oftenforget thatreading itselfcan be a creative process,just aswriting is,and wetoo oftenrelegate itto ameans ofdata collection.We frequentlyforget tomake thatdistinction whenpresenting narrativesor poetry,and oftenask comprehensionquestions whichrelate tofactual information-who saidwhat andwhen,rather thanspeculating onwhy,for example,or examining the contextof theaction.6The thirdpart of the reasoningthat weadopted relatesto theneed to engage the students asreaders in their own right,not simply as1anguage learners:learning the language ispart of the process,not thereason forreading.What they read mustbecome theirs and haveits ownspecial andsecret lifein their heads,a placewhere teacherscan onlygo ifinvited.7We quicklyfound that one of the most important waysof makingall theforegoing happenwas to engage the creative talentsof theclass before they reada wordof the text.The pre-reading activitiesbecome the most important part of the teachingprocess:the actualreading partcan almostbe seenas thecream on the cake,and theprinciple aimof pre-reading activitiesis toget studentsto wantto read the text.We developeda seriesof activitieswhich usesclues orfragments from the text yet to be read,and whichrely on the students innate knowledge of narrative,so that they canbuild their own storiesbefore they read thekey text.They haveenough informationto generateideas butnot somuch thatit becomessimply anexercise inguided writing:releasing afree imaginationis theobjective.8Moving frompre-reading to reading,we mayintroduce textual intervention activities.Textual Intervention,is aterm usedby Rob Pope todescribe the process ofquestioning atext not simply as a guideto comprehensionbut as a wayof exploring the contextof the story at any onetime,and examiningpoints atwhich thenarrative presentschoices,points ofdivergence,or narrativecrossroads.We dont dothis forall texts,however,as theshorter onesdo notseem togain muchfrom thisprocess and it simplybreaks upthe readingpleasure.9Follow-up activitiesare needed,at theleast,to roundoff theactivity,to bringsome senseof closurebut theyalso offeran opportunityto linkthe readingexperience moredirectly to the requirementsof thesyllabus.Indeed,the storymay have been chosenin thefirst placebecause the context supportsone of the themesthat,teachers are required to examine as part of thesyllabus-for example,families,science and technology Jcommunicationsthe environment and all the other familiar themes.For manyteachers thisis anessential requirementif theyare to engage insuch extensivereading at all.10The wholeprocess-pre-,while andpost reading一could bejust anhour sactivity,or itcould lastfor morethan onelesson.When weare designingthe materialsfor exploringstories clearlyit isn t possiblefor usto knowhow muchtime anyteacher willhave available,which iswhy weconstruct theactivities into a seriesof independentunits whichwe callkits.They arecalled kitsbecause weexpect teachersto build their ownlessons out of the materials weprovide,which impliesthat largeamounts maybe discarded.What wedo ask,though,is that the pre-reading activitiesbe included,if nothingelse.That is essential for the processtoengage the studentas a creative reader.llOne of the purposesof encouraginga creativereading approachin thelanguage classroomis to do with the dynamicswe perceivein the classroom,Strategic theoriststell usof thesocial trinity,whereby threeelements arerequired toachieve adynamic inany socialsituation.In thelanguage classroomthese mightbe seenas consistingof the student,the teacherand thelanguage.Certainly from the perspective of the student-and usuallyfrom the perspective of the teacher-the relationshipis anunequal one,with thelanguage beingperceived asplaced closer to the teacher thanthe student.This willresult in1ess dynamicbetween language and studentthan between language andteacher.However,if wereplacelanguage with narrative and especially if that is approached as a creative process that draws the student in so that they feel theyown,the relationship with the text Then this will shift the dynamic in the classroom so that the student,who hasnow becomea reader,is muchcloser to thelanguage一or narrative一than previously.This createsa muchmore effectivedynamic oflearning.However,some teachersfeel threatenedby this apparent lossof overallcontrol andmastery.Indeed,the wholebusiness ofopen endedcreativity anda lack of boxesto tickfor thecorrect answeris quiteunsettling territoryfor someto findthemselves in.《问题》Samuel Johnsonregards the relationship betweena writeranda reader asPara.
5.分数
0.15A.independent B.collaborative JC.contradictory D.reciprocal解析文中引用了Samuel Johnson的两句话,A writeronly beginsa book.A readerfinishes it.,意为“作家的写作只是一本书的开端,而读者才是它的结尾”结合上文提到写作与阅读是同一枚硬币的两面t田osides of the samecoin,可知作者和读者应该是一种合作的关系,即两者共同参与才能真正完成一本书,故B项“合作的”正确
9.I canstill rememberthe faceswhen Isuggested amethod ofdealing withwhat mostteachers ofEnglish consideredone of their pethorrors,extended reading.The roomwas full of tiredteachers,and manywere quitecynical aboutthe offerto worktogether tocreate anew anddynamic approachto the place ofstories in the classroom.2They hadseen promisescome andgo andmere words weren,t goingto convincethem,which was a shameas itwas mere words that we wereprincipally dealing with.Most teacherswere unimpressedby theextended readingchallenge from the Ministry,and theirlack ofenthusiasm for the ratherdry listof suggestedtales waspassed onto theirstudents andeveryone waspleased whenthat part of thesyllabus wasover.It wassimply abox tickingexercise.We neededto dosomething more.We neededa verydifferent approach.3That wasten yearsago.Now wehave adifferent approach,and itworks.Here,s how it happenedor,like mostgood stories,here are the mainparts.You haveto fillin someof yourselfemploying thatunderused classroomdevice,the imagination.We startedwith threemain precepts:4First,it isimportant to realize that all of us arestorytellers,tellers oftales.We allhave ourown narratives—the realstories suchas whathappened tous thismorning orlast night,and theones wehave beentold byothers and we havent experiencedpersonally.We couldsay thatour entirelives areconstructed asnarratives.As aresult,we allunderstand andinstinctively feelnarrative structure.Binary opposites一for example,the tensioncreated betweengood andbad togetherwith theresolution of that tensionthrough theintervention oftime,resourcefulness andvirtue一is aconcept understoodby eventhe youngestchildren.Professor KieranEgan,in hisseminal bookTeaching asStorytelling warnsus notto ignorethis innateskill,for it is aremarkable toolfor learning.5We need to understandthat writingand readingare twosides of the samecoin:an authorhas not completed thetask ifthe bookis notread:the creativecircle is not completewithout thereader,who willsupply their own creative input to the process.Samuel Johnsonsaid:A writeronly beginsa book.A readerfinishes it.In teachingterms,we oftenforget thatreading itselfcan be a creativeprocess,just aswriting is,and wetoo oftenrelegate ittoameans ofdata collection.We frequentlyforget tomake thatdistinction whenpresenting narrativesor poetry,and oftenask comprehensionquestions whichrelate tofactual information—who saidwhat andwhen,rather thanspeculating onwhy,for example,or examiningthe contextof theaction.6The thirdpart of the reasoningthat weadopted relatesto theneed toengage the students asreaders in their ownright,not simply as1anguage learners:learning thelanguage ispart of the process,not thereason forreading.What they read mustbecome theirsand haveits ownspecial andsecret1ifein theirheads,a placewhere teacherscan onlygo ifinvited.7We quicklyfound that one of the most important waysof makingall theforegoing happenwas toengage the creative talentsof theclass before they reada wordof the text.The pre-reading activitiesbecome the most important part of the teachingprocess:the actualreading partcan almostbe seenas thecream on the cake,and theprinciple aimof pre-reading activitiesis toget studentsto wantto read the text.We developeda seriesof activitieswhich usesclues orfragments fromthe textyet to be read,and whichrely onthe J students innate knowledgeof narrative,so that they canbuild their own storiesbefore theyread thekey text.They haveenough informationto generateideas butnot somuch thatit becomessimply anexercise inguided writing:releasing afree imaginationis theobjective.8Moving frompre-reading to reading,we mayintroduce textual intervention activities.Textual Interventionis aterm usedby RobPope todescribe the process ofquestioning atext not simply as a guideto comprehensionbut as a wayof exploringthe contextof the story atany onetime,and examiningpoints atwhich thenarrative presentschoices,points ofdivergence,or narrativecrossroads.We dont dothis forall texts,however,as theshorter onesdo notseem togain muchfrom thisprocess and it simplybreaks upthe readingpleasure.9Follow-up activitiesare needed,at theleast,to roundoff theactivity,to bringsome senseof closurebut theyalso offeran opportunityto linkthe readingexperience moredirectly to the requirementsof thesyllabus.Indeed,the storymay have been chosenin thefirst placebecause the context supportsone of the themesthat teachersarerequired to examineas part of theJ syllabus-for example,families,science and technologycommunicationsthe environmentand all the otherfamiliar themes.For manyteachers thisis anessential requirementif theyare toengage insuch extensivereading at all.10The wholeprocess-pre-,while andpost reading—could bejust anhour,sactivity,or itcould lastfor morethan onelesson.When weare designingthe materialsfor exploringstories clearlyit isn,t possiblefor usto knowhow muchtime anyteacher willhave available,which iswhy weconstruct theactivities intoa seriesof independentunits whichwe cal1kits.They arecalled kitsbecause weexpect teachersto build their ownlessons out of thematerials weprovide,which impliesthat largeamounts maybe discarded.What wedo ask,though,is that the pre-reading activitiesbe included,if nothingelse.That is essential for the processtoengage the studentas a creative reader.llOne of the purposesof encouraginga creativereading approachin thelanguage classroomis to do with the dynamicswe perceivein the classroom,Strategic theoriststell usof thesocial trinity,whereby threeelements arerequired toachieve adynamic inany socialsituation.In thelanguage classroomthese mightbe seenas consistingof the student,the teacherand thelanguage.Certainly fromthe perspective of the student一and usuallyfromtheperspectiveof the teacher一the relationshipis anunequal one,with thelanguage beingperceived asplaced closer to the teacher thanthe student.This willresult inless dynamicbetween language and studentthan betweenlanguageandteacher.However,if wereplacelanguagewith narrativeand especiallyif that is approached as a creativeprocessthat drawsthestudentin so that they feel theyown the relationshipwith the text Then this will shift the dynamic in the classroomso thatthestudent,who hasnow becomea reader,is muchcloserto thelanguage-or narrative-than previously.This createsa muchmore effectivedynamic oflearning.However,some teachersfeel threatenedby this apparent lossof overallcontrol andmastery.Indeed,the wholebusiness ofopen endedcreativity anda lack of boxesto tickfor thecorrect answeris quiteunsettling territoryfor someto findthemselves in.《问题》In Para.7,the authorsees pre-reading as the most importantpart of readingbecause.分数
0.15A.it encouragesstudents imagination J B.it laysa goodfoundation forreading C.it canattract studentsattention D.it providesclues to the texttobe read解析题干说的“预读是阅读中最重要的部分”与第7段第2句中The pre-reading activitiesbecome themostimportantpart对应而下文提到这样做的目的是让学生有阅读的欲望get studentsto wantto readthe text;而在段末总结这一步的目的是“让学生自由释放想象力releasing afree imaginationis theobjective,各选项中,A项“鼓励学生发挥想象力”与段末所说相符,故为答案
10.T cansti11rememberthe faceswhen Isuggested amethod ofdealingwithwhat mostteachers ofEnglish consideredone of their pethorrors,extended reading.The roomwas full of tiredteachers,and manywere quitecynical aboutthe offerto worktogether tocreate anew anddynamic approachto the place ofstories in the classroom.2They hadseen promises,come andgo andmerewordsweren t goingto convincethem,which was a shameas itwas merewords that we wereprincipally dealingwith.Most teacherswere unimpressedby theextended readingchallenge fromthe Ministry,and theirlack ofenthusiasm for the ratherdry listof suggestedtales waspassed onto theirstudents andeveryone waspleased whenthat part of thesyllabus wasover.It wassimply abox tickingexercise.We neededto dosomething more.We neededa verydifferent approach.3That wasten yearsago.Now wehave adifferent approach,and itworks.Here,show it happenedor,like mostgood stories,here are the mainparts.You haveto fillin someof yourselfemploying thatunderused classroomdevice,the imagination.We startedwith threemain precepts:⑷First,it isimportant to realize that all of us arestorytellers,tellers oftales.We allhave ourown narratives-the realstories suchas whathappened tous thismorning orlast night,and theones wehave beentold byothers and we havent experiencedpersonally.We couldsay thatour entirelives areconstructed asnarratives.As aresult,we allunderstand andinstinctively feelnarrative structure.Binary opposites—for example,the tensioncreated betweengood andbad togetherwith theresolution of that tensionthrough theintervention oftime,resourcefulness andvirtue—is aconcept understoodby eventhe youngestchildren.Professor KieranEgan,in hisseminal bookTeaching asStorytelling,warnsus notto ignorethis innateskill,for it is aremarkable toolfor learning.5We need to understandthat writingand readingare twosides of the samecoin:an authorhas not completed thetask ifthe bookis notread:the creativecircle is notcompletewithout thereader,who willsupply their own creativeinput to the process.Samuel Johnsonsaid:A writeronly beginsa book.A readerfinishes it.In teachingterms,we oftenforget thatreading itselfcan be a creativeprocess,just aswriting is,andwetoo oftenrelegate ittoameans ofdata collection.We frequentlyforget tomake thatdistinction whenpresenting narrativesor poetry,and oftenask comprehensionquestions whichrelate tofactual information—who saidwhat andwhen,rather thanspeculating onwhy,for example,or examiningthe contextof theaction.6The thirdpart of the reasoningthatweadopted relatesto theneedtoengage the students asreaders in theirownright,not simply as language learners:learning thelanguage ispart of the process,not thereason forreading.What theyread mustbecome theirsand haveits ownspecial andsecret lifein theirheads,a placewhere teacherscan onlygo ifinvited.7We quicklyfound that one of the mostimportant waysof makingall theforegoing happenwas toengage thecreative talentsof theclass before theyreada wordof the text.The pre-reading activitiesbecome the mostimportantpart of the teachingprocess:the actualreading partcan almostbe seenas thecream onthe cake,and theprinciple aimof pre-reading activitiesis toget studentsto wantto read thetext.We developeda seriesof activitieswhich usesclues orJ fragments fromthetextyet tobe read,and whichrely onthe studentsinnate knowledgeof narrative,so thatthey canbuildtheirown storiesbeforetheyreadthekey text.They haveenough informationto generateideas butnot somuch thatit becomessimply anexercise inguided writing:releasing afree imaginationis theobjective.8Moving frompre-reading toreading,we mayintroduce textualintervention activities.Textual Interventionis aterm usedby RobPope todescribe the process ofquestioning atext notsimply asa guideto comprehensionbut asa wayof exploringthe contextof the story atany onetime,and examiningpoints atwhich thenarrative presentschoices,points ofdivergence,or narrativecrossroads.,We dont dothis forall texts,however,as theshorter onesdo notseem togain muchfrom thisprocess andit simplybreaks upthe readingpleasure.9Follow-up activitiesare needed,attheleast,to roundoff theactivity,to bringsome senseof closurebut theyalso offeran opportunityto linkthe readingexperience moredirectly to the requirementsof thesyllabus.Indeed,thestorymay have been chosenin thefirst placebecause the context supportsone ofthe themesthat teachersarerequired toexamineaspart ofthesyllabus-for example,,,families,science and technologycommunications,theenvironmentandall the otherfamiliarthemes.For manyteachers thisis anessential requirementif theyare toengage insuch extensivereading atall.10The wholeprocess-pre-,while andpost reading—could bejust anhour sactivity,or itcould lastfor morethan onelesson.When weare designingthematerialsfor exploringstories clearlyit isnt possiblefor usto knowhow muchtime anyteacher willhave available,which iswhy weconstruct theactivities intoa seriesof independentunits whichwe callkits.They arecalled kitsbecause weexpect teachersto buildtheirownlessons outofthematerials weprovide,which impliesthat largeamounts maybe discarded.What wedo ask,though,is thatthe pre-reading activitiesbe included,if nothingelse.That is essential for the processtoengage thestudentasa creative reader.llOne ofthe purposesof encouraginga creativereading approachin thelanguage classroomis to do with the dynamicswe perceivein the classroom,Strategic theoriststell usofthesocial trinity,whereby threeelements arerequiredtoachieve adynamic inany socialsituation.In thelanguage classroomthese mightbe seenas consistingofthestudent,the teacherand thelanguage.Certainly fromtheperspectiveofthestudent—and usuallyfromtheperspectiveoftheteacher—the relationshipis anunequal one,withthelanguage beingperceived asplaced closerto theteacher thanthestudent.This willresult inless dynamicbetweenlanguageand studentthan betweenlanguageandteacher.However,if wereplacelanguagewith narrativeandespeciallyifthatis approachedasacreativeprocessthat drawsthestudentinso thatthey feeltheyown therelationshipwiththetextThenthiswillshift thedynamic in theclassroomso thatthestudent,who hasnow becomea reader,is muchcloserto thelanguage一or narrative一than previously.This createsa muchmore effectivedynamic oflearning.However,some teachersfeel threatenedby thisapparent lossof overallcontrol andmastery.Indeed,the wholebusiness ofopen endedcreativity anda lack of boxesto tickfor thecorrect answeris quiteunsettling territoryfor someto findthemselves in.《问题》“Textual Interventionsuggested by RobPopein Para.8is expectedto fulfillall the following functionsEXCEPT.分数
0.15A.exploringthe context B.interpreting ambiguitiesC.stretching the imaginationJD.examiningthestructure解析第8段第2句提到textualintervention的作用,将选项与原文作逐一对应排除即可解题其中C项“发散想象力”没有在该部分提到,此外,由第7段可知这是预读pre-reading的作用,而textualintervention是阅读中的过程,故确定C项为答案
11.Once again,seething,residual angerhas burstforth inan Americancity.And the riots thatovertook LosAngeles werea reminderof whatknowledgeable observershave beensaying fora quarter-century:America willcontinue payinga highprice incivil and ethnic unrest unless the nation commits itself to programs that help the urban poor lead productive and respectable1ives.2Once again,a provenprogram isworth pondering:national service.3Somewhat akin to themilitary trainingthat generationsof Americanmales receivedin thearmed forces,a1990s versionwould preparethousands ofunemployable andundereducated youngadults forquality livesin ourincreasingly globalandtechnology-driven economy.National serviceopportunities would be availableto anywho neededit and,make nomistake,the problemsare nowso structural,so intractable,that anysolution willrequire massivefederal intervention.4In his much-quoted,z book,“The TrulyDisadvantaged,sociologist William Julius Wilsonwrote thatonly amajor programof economicreform will prevent the riot-prone urbanunderclass frombeing permanentlylocked outof Americaneconomic life.Today,we simplyhave nochoice.The enemywithin andamong ourseparate ethnicselves isas dauntingas anyforeign foe.5Families who are rentapart bywelfare dependency,job discriminationand intensefeelings ofalienation haveproduced minorityteenagers withvery littleself-discipline andlittle faiththat good grades and the Americanwork ethicwill payoff.A military-like environmentfor themwith practicaldomestic objectivescould producestartling results.6Military servicehas beenthe mostsuccessful careertraining programwe veever known,and Americanchildren bornin the years sincethe all-volunteer Armywas institutedmake upa largeproportion of this targetedgroup.But thisopportunity maydisappear foreverif toomany ofour military bases aresummarily closedand convertedor soldto theprivate sector.The facilities,manpower,traditions,and capacityare already in place.7Don,t dismantle it:rechannel it.8Discipline isa cornerstone of anyresponsible citizens life.I was taught itby my father,who was a policeman.Many ofthe riotershave neverhad anyatall.As anathlete andformer Armyofficer,I knowthat disciplinecan be learned.More importantly,it mustbe learnedor it doesn,t take hold.9A precedentfor thisapproach was the CivilianConservation Corpsthat worked so wellduring theGreat Depression.My fatherenlisted in the CCCasayoung manwith anelementary school education and he learned invaluable skills that served him well throughout his life.The keywas that a jobwas waitingfor himwhen hefinished.The certaintyof thatfirst entry-level positionisessentialif severelyalienated youngminority menand womenare tokeep thefaith.10We allknow theseare difficulttimes for the publicsector,but heresa chance to add energetic and able manpower to America s workforce.They could be preparedfor theworld ofwork orcollege一an offersimilar tothat madeto returningGIs afterWorld WarII.It would beachance for16-to21-year-olds tolive amongother cultures,religions,races andin differentgeographical areas.And theseyoung peoplecould betaught torally aroundcommon goalsand friendshipsthat evolveoutofpride inone s squad,platoon,company,battalion—or commander.11We sawsuch imagesduring thePersian GulfWar andduring theNCAA FinalFour basketballgames.In militarylife andcompetitive sports,this camaraderiedoesn,t just happen:it istaught andlearned inan atmosphere of discipline and earned mutual respect for each other,s capabilities.12A national service programwould alsohelp overcometwo damagingperceptions heldby America,,s disaffectedyouth:that societyjust doesn t careabout minorityyoungsters andthat one s personalbest effortswill notbe rewardedin ourdiscriminatory jobmarket.Harvard professorRobert Reichs researchhas shownthat urbansocial illsare sopervasive thatthe upper20percent of Americans-that“fortunate fifthas hecalls them-have decidedquietly to“secede fromthe bottomfour-fifths,and thelowest fifthin particular.We cannotaccept such estrangement ona permeinentbasis.And whatbetter wayto answerskeptics from any groupthan bycertifying thetechnical skillsof graduatesfrom a national servicetraining program13Now,we mustact decisivelyto forestallfuture urbanunrest.Republicans mustput asidetheir aversionto fundingprograms aimedat certaincultural groups.Democrats mustforget labels and recognize thata geographically isolated subgroup of Americans-their childrenin particular一need systematicand substantiveassistance for at leastanother20years.14The ethnictaproots ofminority Americansare deeplyburied ina soilof faithand loyaltyto traditionalvalues.With itsemphasis ondiscipline,teamwork,conflict resolution,personal responsibilityand marketable skills development,national servicecan provideboth thetraining andthat vitalfirst jobthat wi]1reconnect theseAmericans to the restof us.Let sdo itnow beforethe firenext time.《问题》According to the author,“national serviceis comparableto military training because they bothcultivate youngsters.分数
0.15A.goodgradesB.self disciplineV C.mutual trustD.work ethic解析文中在第2段提出主题词national service之后,在第3段指出“在上世纪90年代推行的兵役制a1990s version后省略了national service与military training是类似的akintomilitary training,这与题干所述一致该句笼统地指出两者都能够使年轻人过上有质量的生活第H段提到,在军队环境中有纪律的氛围In militarylife***,it istaught andlearned inan atmosphereof discipline***,这说明militarytraining能提供纪律性;而在第14段提到national service强调纪律With itsemphasis ondiscipline***,national servicecan...,由此可知,两者的共同点是培养年轻人的自律性,因此B项正确
12.Once again,seething,residual angerhas burstforth inan Americancity.And theriots thatovertook LosAngeles werea reminderof whatknowledgeable observershave beensaying fora quarter-century:America willcontinue payinga highprice incivil andethnic unrestunless thenation commitsitself toprograms thathelp the urban poor lead productive and respectable lives.2Once again,a provenprogram isworth pondering:national service.3Somewhat akinto themilitary trainingthat generationsof Americanmales receivedin thearmed forces,a1990s versionwould preparethousands ofunemployable andundereducated youngadults forquality livesin ourincreasingly globalandtechnology-driven economy.National serviceopportunities would be availableto anywho neededit and,make nomistake,the problemsare nowso structural,so intractable,that anysolution willrequire massivefederal intervention.4In hismuch-quoted,z book,“The TrulyDisadvantaged,sociologist WilliamJulius Wilsonwrote that“only amajor programof economicreform〃will prevent theriot-prone urbanunderclass frombeing permanentlylocked outof Americaneconomic life.Today,we simplyhave nochoice.The enemywithin andamong ourseparate ethnicselves isas dauntingas anyforeign foe.5Families whoare rentapart bywelfare dependency,job discriminationand intensefeelings ofalienation haveproduced minorityteenagers withvery littleself-discipline andlittle faiththat goodgrades and the Americanwork ethicwill payoff.A military-like environmentfor themwith preicticaldomestic objectivescould producestartling results.6Military servicehas beenthe mostsuccessful careertraining programwe veever known,and Americanchildren bornin the years sincethe all-volunteer Armywas institutedmake upa largeproportion of this targetedgroup.But thisopportunity maydisappear foreverif toomany ofour military bases aresummarily closedand convertedor soldto theprivate sector.The facilities,manpower,traditions,and capacityare,alreadyin place.7Don tdismantle it:rechannel it.8Discipline isa cornerstone of anyresponsible citizens life.I wastaught itby myfather,who was a policeman.Many ofthe riotershave neverhad anyatall.As anathlete andformer Armyofficer,I knowthat disciplinecan be learned.More importantly,it mustbe learnedor itdoesn,t takehold.9A precedentfor thisapproach was the CivilianConservation Corpsthat workedso wellduring theGreat Depression.My fatherenlisted in the CCCasayoung manwith anelementary schooleducation andhe1earned invaluableskills thatserved himwell throughouthis life.The keywas thata jobwas waitingfor himwhen hefinished.The certaintyofthatfirst entry-level positionisessentialif severelyalienated youngminority menand womenare tokeep thefaith.10We allknow theseare difficulttimes for the publicsector,but here,sachance toadd energeticand ablemanpower toAmerica sworkforce.They could be preparedfor theworld ofwork orcollege—an offersimilar tothat madeto returningGIs afterWorld WarII.It would beachance for16-to21-year-olds tolive amongother cultures,religions,races andin differentgeographical areas.And theseyoung peoplecould betaught torally aroundcommon goalsand friendshipsthat evolveoutofpride inonessquad,platoon,company,battalion—or commander.11We sawsuch imagesduring thePersian GulfWar andduring theNCAA FinalFour basketballgames.In militarylife andcompetitive sports,this camaraderiedoesn t just happen:it istaught andJ learned inan atmosphereof discipline and earnedmutual respectfor eachother s capabilities.12A national service programwould alsohelp overcometwo damagingperceptions heldby America s disaffectedyouth:that societyjust doesn t careabout minorityyoungsters andthatones personalbest effortswill notbe rewardedin ourdiscriminatory jobmarket.Harvard professorRobert Reichs researchhas shownthat urbansocial illsare sopervasive thatthe upper20percent of Americans-that“fortunate fifthas hecalls them-have decidedquietly to“secede fromthe bottomfour-fifths,and thelowest fifthin particular.We cannotaccept suchestrangement ona permanentbasis.And whatbetter wayto answerskeptics from any groupthan bycertifying thetechnical skillsof graduatesfrom anational servicetraining program13Now,we mustact decisivelyto forestallfuture urbanunrest.Republicans mustput asidetheir aversionto fundingprograms aimedat certaincultural groups.Democrats mustforget labelsand recognizethatageographically isolatedsubgroup of Americans-their childrenin particular—need systematicand substantiveassistance for at leastanother20years.14The ethnictaproots ofminority Americansare deeplyburied ina soilof faithand loyaltyto traditionalvalues.With itsemphasis ondiscipline,teamwork,conflict resolution,personal responsibilityand marketableskills development,national servicecan provideboth thetraining andthat vitalfirst jobthat willreconnect theseAmericans to the restofus.Let sdo itnow beforethe firenext time.《问题》The authorcites theexample ofhis fatherin orderto show.分数:
0.15A.the importanceof disciplineB.the importanceof educationC.the necessityof havingstrong faithI,the effectivenessoftheprogram V解析“myfather”首先出现在第8段,但该段只是说父亲教会了我“纪律是公民生活的基石”,并没有具体提到父亲的言行和事迹而在第9段,作者具体提到父亲参加CCC的事迹,故题干所问的example ofhis father应指第9段的内容第9段首句指出“一个先例是CCC的运作非常良好workedso well,之后举出父亲的例子作为支持,指出父亲从中学到受益终身的技能learned invaluableskills,而且服役后还有工作等着他,这都说明了CCC是真正行之有效的,而这也能间接说明national service这一计划是有效的,故答案选D项“该项目的有效性”
13.Once again,seething,residual angerhas burstforth inan Americancity.And theriots thatovertook LosAngeles werea reminderof whatknowledgeable observershave beensaying fora quarter-century:America willcontinue payinga highprice incivi1andethnic unrestunless thenation commitsitself toprograms thathelp theurban poorlead productive and respectable lives.2Once again,a provenprogram isworth pondering:national service.3Somewhat akinto themilitary trainingthat generationsof Americanmales receivedin thearmed forces,a1990s versionwould preparethousands ofunemployable andundereducated youngadults forquality livesin ourincreasingly globalandtechnology-driven economy.National serviceopportunities wouldbe availableto anywho neededit and,make nomistake,the problemsare nowso structural,so intractable,that anysolution willrequire massivefederal intervention.4In hismuch-quoted book,“The TrulyDisadvantaged,,z sociologist WilliamJuliusWiIson wrote that〃only amajor programof economicreform willpreventtheriot-prone urbanunderclass frombeing permanentlylocked outofAmericaneconomic life.Today,we simplyhave nochoice.The enemywithin andamong ourseparate ethnicselves isas dauntingas anyforeign foe.5Families whoare rentapart bywelfare dependency,job discriminationand intensefeelings ofalienation haveproduced minorityteenagers withvery littleself-discipline andlittle faiththat goodgrades and the Americanwork ethicwill payoff.A military-like environmentfor themwith practicaldomestic objectivescould producestartling results.6Military servicehas beenthemostsuccessful careertraining programwe veever known,and Americanchildren bornin the years sincethe all-volunteer Armywas institutedmake upa largeproportion of this targetedgroup.But thisopportunity maydisappear foreverif toomany ofour militarybases aresummarily closedand convertedor soldto the,private sector.The facilities,manpower,traditions,and capacityare alreadyin place.7Don tdismantle it:rechannel it.8Discipline isa cornerstone of anyresponsible citizens life.I wastaught itby myfather,who was a policeman.Many ofthe riotershave neverhad anyatall.As anathlete andformer Armyofficer,I knowthat disciplinecan belearned.More,importantly,it mustbelearnedor itdoesn t takehold.9A precedentfor thisapproach was the CivilianConservation Corpsthat workedso wellduring theGreat Depression.My fatherenlisted in the CCCasayoung manwith anelementary-schooleducation andhelearned invaluableskills thatserved himwell throughouthis life.The keywas thata jobwas waitingfor himwhen hefinished.The certaintyofthatfirst entry-level positionisessentialif severelyalienated youngminority menand womenare tokeep thefaith.10We allknow theseare difficulttimes for the publicsector,but hereswere setting out by boat acrossthe clear turquoise water to collect goose barnacles.Other thanthem,the placewas deserted一just anotherempty beautyspot where1wondered for the hundredth time that week how this pristine stretch of coast has remained so undiscovered.《「可题》The firstpart ofPara.4refers tothe factthat_____.分数
0.15A.life there is quietand slowV B.the placeis littleknown C.the placeis leastpopulated D.there arestunning views解析题目问第4题前半部分的主题首句说这里的生活好像回到了四五十年前;第2句则说这里生活节奏缓慢ata treaclypace,风景静得可怕unnerving stillness;第3句说这种静止stillness到大西洋就结束第4句话题有所转换,讲述沿路的风景很迷人stunning故可知,前三句的主题较为类似,能对应题目问的firstpart,这部分的关键词stillness表现了这里的生活是静止的,节奏缓慢故选A项“那里的生活安静而缓慢”
2.It s7pm ona balmySaturday nightin June,and I have justordered myfirst beerin TCervejaria,a restaurantin Zambujeirado Mar,one ofthe prettiestvillages onPortugal ys south-west coast.The placeis empty,but thisdoesn t surprise me atall.I havespent twoweeks in this area,driving alongempty roads,playing withmy sonon emptybeaches,and stayingin BBswhere weare theonly guests.2No doubtthe restaurant,run bytwo brothersforthepast28years,is buzzingin Julyand August,when Portugueseholidaymakers descendonthe Alentejo coast.But forthe other10months ofthe year,the trickleof dinerswho come to feaston fantasticallyfresh seafoodreflects thegeneral paceof lifein the Alentejo:sleepy,bordering oncomatose.3One ofthe poorest,least-developed,least-populated regionsin westernEurope,theAlentejohas beendubbed both the Provenceand theTuscany ofPortugal.Neither isaccurate.Its sceneryis notas prettyand,apart fromin thecapital Evora,its foodisn,tas sophisticated.The charmsof thisland ofwheat fields,cork oakforests,wildflower meadowsand tinywhite-washed villages,are moresubtle thanin Franceor Italys posterregions.4To travelhere is to stepback intime40or50years.Life rollsalong ata treaclypace:there san unnerving stillness tothe landscape.But thatstillness endsabruptly atthe AtlanticOcean,where there is dramain spade.Protected by the SouthWest Alentejoand CostaVicentina nationalpark,the100km of coastline fromPorto Covoin theAlentejo toBurgau in the Algarveis themost stunningin Europe.And yetfew peopleseem to know aboutit Walkerscome toadmire theviews fromthe Fishermans Way,surfers toride thebest wavesin Europe,but dayafter daywe hadspectacular beachesto ourselves.5The lack of awarenessis partlya matterof accessibilitythesebeaches area goodtwo hoursdrive fromeither Faroor Lisbonairportsand partly to do with a lack of beach side accommodation.There are some gorgeous,independent guesthousesin this area,but theyare hiddenin valleysor atthe end of dirttracks.6Our basewasabeautiful600-acre estateof uncultivatedland coveredin rockrose,eucalyptus andwild flowers13km inlandfrom Zambujeira.Our one-bedroom home,Azenha,was oncehome tothe millerwho tendedthe now-restored watermil1next toit.A kilometreaway fromthe mainhouse,pool andrestaurant,it isgloriously isolated.7Stepping outofthehouse inthe morningto greetour neighbours—wild horseson oneside,donkeys onthe other—with nothingbut birdsongfilling theair,I felta senseof adventureyou normallyonly getwith wildcamping.⑻“When peoplefirst arrive,they feela littleanxious wonderingwhat theyare goingto dothe wholetime,“Sarah Gredley,the Englishowner ofthe estate,told me.But itdoesn tusually takethem longto realize thatthe whole pointof beinghere is to slowdown,to enjoynature./z9We followedher advice,walking down tothestream insearch ofterrapins andotters,or throughclusters ofachance toadd energeticand ablemanpower toAmerica sworkforce.They could be preparedfortheworld ofwork orcollege一an offersimilar tothat madeto returningGls afterWorld WarII.It wouldbeachance for16-to21-year-olds tolive amongother cultures,religions,races andin differentgeographical areas.And theseyoung peoplecouldbetaught torally aroundcommon goalsand friendshipsthat evolveoutofpride inonessquad,platoon,company,battalion一or commander.11We sawsuch imagesduring thePersian GulfWar andduring theNCAA FinalFour basketballgames.In militarylife andcompetitive sports,this camaraderiedoesn,tjusthappen:it istaught andlearnedinan atmosphereof disciplineand earnedmutual respectfor eachothers capabilities.12A national service programwould alsohelp overcometwo damagingperceptions heldby Americas disaffectedyouth:that societyjust doesn,t careabout minorityyoungsters andthatones personalbest effortswill notbe rewardedin ourdiscriminatory jobmarket.Harvard professorRobert Reichs researchhas shownthat urbansocial illsaresopervasive thatthe upper20percent ofAmericans—that“fortunate fifthas hecalls them—have decidedquietly to“secede fromthe bottomfour-fifths,and thelowest fifthin particular.We cannotaccept suchestrangement ona permanentbasis.And whatbetter wayto answerskeptics fromany groupthan bycertifying thetechnical skillsof graduatesfromanational servicetraining program13Now,we mustact decisivelyto forestallfuture urbanunrest.Republicans mustput asidetheir aversionto fundingprograms aimedat certaincultural groups.Democrats mustforget1abelsand recognizethatageographically isolatedsubgroup ofAmericans一their childrenin particular-need systematicand substantiveassistance for at leastanother20years.14The ethnictaproots ofminority Americansare deeplyburied ina soilof faithand loyaltyto traditionalvalues.With itsemphasis ondiscipline,teamwork,conflict resolution,personal responsibilityand marketableskills development,national servicecan provideboththetraining andthat vitalfirst jobthat willreconnect theseAmericans tothe restofus.Let sdo itnow beforethe firenext time.《问题》According tothe author,anational service programcan bringthe followingbenefits toAmericasyoungsters EXCEPT.分数:
0.15A.increase inincome VB.a senseof responsibilityC.confidence andhope D.practical workskills解析第14段第2句提到national service的几个好处,包括了强调“个人责任感”personal responsibility和“符合市场需求的技能”marketableski!Is development,B项“责任感”和D项“实用职业技能”分别与这两点对应而最后一句的reconnect theseAmericans tothe restofus“让他们可以与其他人重新联系在一起”暗示,national service可以给予少数族裔希望和信心,即C项内容而A项“收入提升”并没有在原文中提到,故A项为答案
14.Once again,seething,residual angerhas burstforth inan Americancity.And theriots thatovertook LosAngeles werea reminderof whatknowledgeable observershavebeensaying fora quarter-century:America willcontinue payinga highprice incivil andethnicunrestunlessthenationcommitsitselftoprogramsthathelp theurban poorlead productiveand respectablelives.2Once again,a provenprogram isworth pondering:national service.3Somewhat akintothemilitarytrainingthat generationsofAmericanmales receivedinthearmed forces,a1990s versionwould preparethousands ofunemployable andundereducated youngadults forquality livesin ourincreasingly globalandtechnology-driven economy.National serviceopportunities wouldbe availableto anywho neededit and,make nomistake,the problemsare nowso structural,so intractable,that anysolution willrequire massivefederal intervention.4In hismuch-quoted,z book,“The TrulyDisadvantaged,sociologistWilliamJulius Wilsonwrotethatonly amajor programof economicreform〃willpreventtheriot-prone urbanunderclass frombeing permanentlylocked outofAmericaneconomic life.Today,we simplyhave nochoice.The enemywithin andamong ourseparate ethnicselves isas dauntingas anyforeign foe.5Families whoare rentapart bywelfare dependency,job discriminationand intensefeelings ofalienation haveproduced minorityteenagers withvery littleself-disciplineandlittle faiththat goodgrades and the Americanwork ethicwill payoff.A military-like environmentfor themwith practicaldomestic objectivescould producestartling results.6Military servicehas beenthemostsuccessful careertraining programweveever known,and Americanchildren bornintheyears sincethe all-volunteer Armywas institutedmake upa largeproportion ofthis targetedgroup.But thisopportunity maydisappear foreverif toomany ofour militarybases aresummarily closedand convertedor soldtotheprivate sector.The facilities,manpower,traditions,and capacityare alreadyinplace.⑺Don tdismantle it:rechannel it.8Discipline isa cornerstone of anyresponsible citizenslife.I wastaught itby myfather,who wasa policeman.Many ofthe riotershave neverhad anyatall.As anathlete andformer Armyofficer,I knowthat disciplinecan belearned.More importantly,it mustbelearnedor itdoesn,ttakehold.9A precedentfor thisapproach wasthe CivilianConservation Corpsthat workedsowellduring theGreat Depression.My fatherenlisted inthe CCCasayoung manwith anelementary schooleducationandhe1earned invaluableskillsthatservedhimwellthroughouthis life.The keywas thata jobwas waitingfor himwhen hefinished.The certaintyofthatfirst entry-level positionisessentialif severelyalienated youngminority menand womenare tokeep thefaith.10We allknow theseare difficulttimes forthe publicsector,but here,sachancetoaddenergeticandablemanpowertoAmericasworkforce.They couldbe preparedfortheworld ofwork orcollege-an offersimilar tothat madeto returningGTs afterWorld WarII.It wouldbeachance for16-to21-year-olds tolive amongother cultures,religions,races andin differentgeographical areas.And theseyoung peoplecouldbetaught torally aroundcommon goalsand friendshipsthat evolveoutofpride inone,ssquad,platoon,company,battalion—or commander.11We sawsuch imagesduring thePersian GulfWar andduring theNCAA FinalFour basketballgames.In militarylife andcompetitive sports,this camaraderiedoesn tjusthappen:it istaught andlearnedinanatmosphereofdisciplineandearnedmutualrespectforeachother J scapabilities.12A national service programwould alsohelp overcometwo damagingperceptions heldby Americas disaffectedyouth:that societyjust doesn t careabout minorityyoungsters andthatone,s personalbest effortswill notbe rewardedin ourdiscriminatory jobmarket.Harvard professorRobert Reichs researchhas shownthat urbansocial illsaresopervasive thatthe upper20percent ofAmericans—that“fortunate fifth“as hecalls them—have decidedquietly to“secede fromthe bottomfour-fifths,and thelowest fifthin particular.We cannotaccept suchestrangement ona permanentbasis.And whatbetter wayto answerskeptics fromany groupthan bycertifying thetechnical skillsof graduatesfromanational servicetraining program13Now,we mustact decisivelyto forestallfuture urbanunrest.Republicans mustput asidetheir aversionto fundingprograms aimedat certaincultural groups.Democrats mustforget labelsandrecognizethatageographicallyisolatedsubgroupofAmericans-their childrenin particular—need systematicand substantiveassistance forat leastanother20years.14The ethnictaproots ofminority Americansare deeplyburied ina soilof faithand loyaltyto traditionalvalues.With itsemphasis ondiscipline,teamwork,conflict resolution,personal responsibilityand marketableskills development,nationalservicecan provideboththetraining andthat vitalfirst jobthat willreconnect theseAmericans tothe restofus.Let sdo itnow beforethe firenext time.《问题》According tothe context,what doesthe firerefer toPara14分数
0.15A.Discrimination.B.Anger.C.Riots.V D.Aversion.解析fire一词出现在全文最后一句,原文意为“在下一次fire之前,我们就该行动”其中fire的所指需联系前文作者在第13段首句与段末这句是呼应的,该句说“现在,我们必须果断行动,防止未来的城市动乱”,句意与fire所在句基本一致,故fire的意思应与该句的unrest一致,unrest一词指angry orviolent,behavior bypeoplewhoareprotesting againstsomething,即“动舌L,骚舌L”此外,引出本文主题的引子是第1段第2句中的洛杉矶“骚乱”riots;第2句指出,如果不采取行动,就会不断有民间和种族动乱civil andethnicunrest第4段第1句也提到nationalservice的目的是要防止把这些有骚乱倾向riot-prone的底层人排除在主流生活之外,由以上信息可推断第13段说的future urbanunrest和文末说的the firenext time都是针对文首的riots而言的,文中提到nationalservice实际目的也是要防止riots,故本题答案应选C项
二、简答题总题数8,分数
3.
8415.PASSAGE ONE《问题》What doesPara.2tell usaboutthe restaurant businessontheAlentejo coastthroughout theyear分数
0.48正确答案Peak seasonis Julyand Augustonly.//There refew visitorsall yearexcept in Julyand August.解析第2段提到餐厅是兄弟俩经营的,只有7月和8月才比较繁忙buzz原义指“嗡嗡叫”,引申为“忙碌,转个不停”而其他时候来的人反映了当地慢节奏的生活,暗示其他时候人非常少trickle一词指“涓涓细流”,形容人流少因此答案可以对这个特点进行总结,就是旺季peak season只在7月和8月
16.PASSAGE ONE《问题》According toPara.5,what arethe mainreasons oftheAlentejos inaccessibility分数
0.48正确答案Long distancefromtheairports anda lack of accommodation.解析题干问的是该海滩不好到达的原因inaccessibil ity,第5段首句用partlya matterof...和partlyto dowilh…引出了两个原因,即离机场有两小时的车程a goodtwo hoursdrive fromeither Faroor Lisbonairports和缺少在海滩的住宿a lack ofbeach sideaccommodation,答案将这两点概括成两个名词短语即可实际上第12题的B、D选项就概括了这两个原因,也可照搬来用,即long distancefromtheairports anddifficulty of finding accommodation
17.PASSAGE TWO《问题》What does〃It wassimply abox tickingexercise meanin Para.2分数
0.48正确答案Extended readingwastaughtsuperficially withoutenthusiasm.解析句子It wassimplyabox tickingexercise中的box tickingexercise指“表格中打勾的练习”,比喻“简单机械的练习”结合上下文来看,教师对这门课程不感兴趣unimpressed,认为书单无聊枯燥,缺乏教学热情lackofenthusiasm,只为应付教学大纲,故该句应指肤浅地认为延伸阅读只是机械性的练习,缺乏教学热情
18.PASSAGE TWO《问题》Paras.4-6propose threemain preceptsforthenew approach.Please useONE phraseto summarizeeach ofthe threeprecepts.分数:
0.48正确答案teaching asstorytelling;reading ascreativeinput;students asreaders//be storytellers;be creativereaders;be active readers解析•本题要求各用一个短语概括第4至6段提到的三大规则第4段的主题是“人人都是天生会讲故事的人”,关键词是storytellers,可以套用段末KieranEgan的书名Teaching asStorytelling来作答第5段强调的是阅读与写作是互补的关系,只有读者的创造性参与,作者的创作过程才算完成阅读和写作同样都是创新的过程reading itselfcan beacreativeprocess,故关键词是creative,这段可总结成reading ascreativeinput或reading asacreativeprocesso第6段说的是要让学生作为有自主权的读者参与其中engage thestudents asreaders in theirownright,答案概括此义即可,可选用students asactivereaders,或简单写作students asreaderso本题也可尝试统一用“be+名词形式”来作答
19.PASSAGE TWO《问题》What doesthe authorsuggest toshift thedynamic intheclassroomPara.11分数
0.48正确答案Replace language with narrativeby drawingstudentsin.解析题目间的shiftthedynamic intheclassroom于第11段中间出现Thenthiswillshiftthedynamicinthe classroomsothat…出现,故句中this的指代即为答案其指代在上一句即可找到,即if wereplace languagewithnarrative,且补充到,尤其是要“通过能让学生参与的创新过程来取得的”thatisapproachedasacreative processthatdrawsthestudentin,其中第一个that指代wereplacelanguagewithnarrative这件事,故答案结合两者信息即可
20.PASSAGE THREE《问题》What is the purposeoftheprogram proposedby theauthor Paras.1-3分数
0.48正确答案To help theurbanpoorleadproductiveandrespectablelives.解析题目所问的program指代第2段提到的nationalservice,而作者在第1段末提到,政府应该实施一项计划,帮助市区的穷人过上富足和有尊严的生活helptheurbanpoorleadproductiveandrespectablelives,之后就在第2段提出了nationalservice这个值得考虑的计划,故实际上该计划的目的就是要helptheurbanpoor leadproductiveandrespectable1iveso答案也可对该内容作同义改写
21.PASSAGE THREE《问题》What doesthe word〃it〃in〃Don tdismantleit:rechannel it”refer toPara.7分数:
0.48正确答案The resourceof militarybases suitablefor nationalservice.//The militarybase thatis suitablefornational service.解析题目问it的指代,代词的指代一般应从上文中寻找第5段末句提到军事化的环境military-likeenvironment能够帮助少数族裔年轻人树立起切合实际的目标第6段首句马上指出军事训练Military service很有效,但之后提到很多军事基地militarybases被关闭或者出售、转让给私人公司,但是设备facilities、人员manpower、传统tradition、能力capacity都在故第7段的it应指军事基地里的这里东西,说明不能废除dismantle它,要改造rechannel它,而上述内容可用resource一词来概括注意答案一定要出现关键词militarybase此外注意it为单数,其所指也应为单数名词
22.PASSAGE THREE《问题》What doRobert Reich,s findingsimply Para.12分数
0.48正确答案The upperclass tendsto estrangefrom lowerclasses.//There isestrangement betweenthe richand thepoor.解析:第12段中,Robert Reich的研究指出“前20%的上层美国人”已经悄悄决定“脱离”(secede)下层的五分之四在英文议论文中,举例和研究数据都是为观点服务的,故可在研究数据的前后寻找观点句,发现研究后将结果概括为suchestrangement“这种隔离”,故答案可利用原文这一关键词及数据内容作答,大意表达出“上层阶级想要和下层隔离”或“贫富之间有疏远或隔离”即可cork oaktrees.On somedays,we trampeduphill tothe windmill,now aromantic housefor two,for panoramicviews acrossthe estateand beyond.10When weventured out,we werealways drawnback tothe coast一the gentlesands andshallow bayof Farolbeach.At the end ofthe day,we wouldhead,sandy-footed,tothenearest restaurant,knowing thatat everyone therewouldbea cabinetfull offresh seafoodto choosefrom一bass,salmon,lobster,prawns,crabs,goose barnacles,clams...We neverate the same thingtwice.11A kilometreor sofrom ICervejaria,,on Zambujeiras idyllic natural harbour is0Sacas,originally builtto feedthe fishermenbut nowpopular witheveryone.After eatingplatefuls ofseafood onthe terrace,we wandereddown tothe harbourwhere twofishermen,in wetsuits,were settingout byboat acrossthe clearturquoise waterto collectgoose barnacles.Other thanthem,the placewas deserted—just anotherempty beautyspot whereI wonderedforthehundredth timethat weekhow thispristine stretchof coasthas remained so undiscovered.《问题》“The lackof awareness〃in Para.5refers to.分数
0.15A.different holidayingpreferences B.difficultyoffindingaccommodationC.little knowledgeofthebeauty ofthe beachJD.long distancefromtheairports解析题干问的lackof awareness在第5段首句,直译为“缺乏意识;不知道”,该表达用了定冠词the,表特指,因此推测前文应有所提及第4段最后三句提到这里的风景很迷人stunning,但知道的人甚少fewpeople seem toknow aboutit,所以作者说可以独享海滩to ourselveso故lackof awareness应与第4段第5句的few peopleseem toknow aboutit对应,C项“知道海滩之美的人不多”正确
3.It s7pm ona balmySaturday nightin June,and I have justordered myfirst beerin TCervejaria,a restaurantin Zambujeirado Mar,one ofthe prettiestvillages onPortugal s south-west coast.The placeis empty,but thisdoesn,t surpriseme atall.Ihavespent twoweeks in this area,driving alongempty roads,playing withmy sonon emptybeaches,and stayingin BBswhere wearetheonly guests.2No doubtthe restaurant,run bytwo brothersforthepast28years,is buzzingin Julyand August,when Portugueseholidaymakers descendontheAlentejo coast.But forthe other10months oftheyear,the trickleof dinerswho come to feaston fantasticallyfresh seafoodreflects thegeneral paceof lifeintheAlentejo:sleepy,bordering oncomatose.3One ofthe poorest,least-developed,least-populated regionsin westernEurope,theAlentejohas beendubbed boththe Provenceand theTuscany ofPortugal.Neither isaccurate.Its sceneryis notas prettyand,apart frominthecapital Evora,its foodisntassophisticated.The charmsofthisland ofwheat fields,cork oakforests,wildflower meadowsand tinywhite-washed villages,are moresubtle thanin Franceor ItalyJs posterregions.4To travelhere isto stepback intime40or50years.Life rollsalong ata treaclypace:theresan unnervingstillness tothe landscape.But thatstillness endsabruptly atthe AtlanticOcean,where there is dramain spade.Protected bythe SouthWest Alentejoand CostaVicentina nationalpark,the100km ofcoastline fromPorto CovointheAlentejo toBurgau inthe Algarveis themost stunningin Europe.And yetfew peopleseem toknow aboutit Walkerscometoadmire theviews fromthe Fishermans Way,surfers toride thebest wavesin Europe,but dayafter daywe hadspectacular beachesto ourselves.5The lackof awarenessis partlya matterof accessibilitythesebeaches area goodtwo hoursdrive fromeither Faroor Lisbonairportsand partlyto dowith alackofbeach sideaccommodation.There aresome gorgeous,independent guesthousesinthis area,but theyare hiddenin valleysoratthe end of dirttracks.6Our basewasabeautiful600-acre estateof uncultivatedland coveredin rockrose,eucalyptus andwild flowers13km inlandfrom Zambujeira.Our one-bedroom home,Azenha,was oncehome tothe millerwho tendedthe now-restored watermillnext toit.A kilometreaway fromthe mainhouse,pool andrestaurant,it isgloriously isolated.7Stepping outofthehouse inthe morningto greetour neighbours一wild horseson oneside,donkeys onthe other一with nothingbut birdsongfilling theair,I felta senseof adventureyou normallyonly getwith wildcamping.8“When peoplefirst arrive,they feela little,z anxious wonderingwhat theyare goingtodothe wholetime,Sarah Gredley,the Englishowner of,the estate,told me.But itdoesntusually takethem longtorealizethatthewhole pointof beinghereisto slowdown,to enjoynature.,z9We followedher advice,walking down tothestream insearch ofterrapins andotters,or throughclusters ofcork oaktrees.On somedays,we trampeduphill tothe windmill,now aromantic housefor two,for panoramicviews acrossthe estateand beyond.10When weventured out,we werealways drawnback tothe coast-the gentlesands andshallow bayof Farolbeach.At theendofthe day,we wouldhead,sandy-footed,tothenearest restaurant,knowing thatat everyone therewouldbea cabinetfull offresh seafoodto choosefrom—bass,salmon,lobster,prawns,crabs,goose barnacles,clams...We neverate the,same thingtwice.11A kilometreor sofrom ICervejaria,on Zambujeiras idyllicnatural harbouris0Sacas,originally builtto feedthe fishermenbut nowpopular witheveryone.After eatingplatefuls ofseafood onthe terrace,we wandereddowntothe harbourwhere twofishermen,in wetsuits,were settingout byboat acrossthe clearturquoise waterto collectgoose barnacles.Other thanthem,theplacewas deserted—just anotherempty beautyspot whereI wonderedforthehundredth timethat weekhow thispristine stretchofcoasthas remainedso undiscovered.《问题》The authoruses gloriouslyin Para.6to.分数:
0.15A.describe thescenery outsidethehouseB.show appreciationofthesurroundings VC.contrast greenerywith isolationD.praise theregion sunique feature解析题目问gloriously一词的写作意图该词出现在段末,修饰形容词isolated“偏僻的”联系上下文,作者说住处isolated是因为离城镇13公里13km inlandfrom Zambujeira,离主楼、游泳池、餐馆等有一公里而作者在描述住处时说周边美丽beautiful,土地原始未经开发uncultivatedland,有花有树,而在第7段则说可与动物为伴,四周幽静只听到鸟语nothingbut birdsongfilling theair,有一种野营才有的冒险感asense of adventure o从文章用词来看,作者对周边环境的这种isolated感到满意从全文基调来看也是如此,glorious有very enjoyable之义,故可知gloriously表达作者对周边环境的喜爱,gloriously isolated可理解为“偏僻得很巧妙,令人愉快”,故B项“表达对周边环境的欣赏”正确
4.It s7pm ona balmySaturday nightin June,and Ihave justordered myfirst beerin ICervejaria,a restaurantin Zambujeirado Mar,one ofthe prettiestvillages onPortugal,ssouth-west coast.The placeis empty,but thisdoesn,tsurprisemeatall.Ihavespent twoweeks inthisarea,driving alongempty roads,playing withmy sonon emptybeaches,and stayingin BBswhere wearetheonly guests.2No doubtthe restaurant,run bytwo brothersforthepast28years,is buzzingin Julyand August,when Portugueseholidaymakers descendontheAlentejo coast.But forthe other10months oftheyear,the trickleof dinerswho cometo feaston fantasticallyfresh seafoodreflects thegeneral paceof lifeintheAlentejo:sleepy,bordering oncomatose.3One ofthe poorest,least-developed,least-populated regionsin westernEurope,theAlentejohas beendubbed boththe Provenceand theTuscany ofPortugal.Neither isaccurate.Its sceneryis notas prettyand,apart frominthecapital Evora,its foodisn,tassophisticated.The charmsofthisland ofwheat fields,cork oakforests,wildflower meadowsand tinywhite-washed villages,are moresubtle thanin Franceor Italys posterregions.4To travelhereisto stepback intime40or50years.Life rollsalong ata treaclypace:there sanunnervingstillnesstothelandscape.But thatstillness endsabruptly atthe AtlanticOcean,where thereis dramain spade.Protected bythe SouthWest Alentejoand CostaVicentina nationalpark,the100km ofcoastline fromPorto CovointheAlentejo toBurgau inthe Algarveis themost stunningin Europe.And yetfew peopleseem toknow aboutit Walkerscometoadmire theviews fromthe Fishermans Way,surfers toride thebest wavesin Europe,but dayafter daywe hadspectacular beachesto ourselves.5The lackofawarenessis partlya matterof accessibilitythesebeaches area goodtwo hoursdrive fromeither Faroor Lisbonairportsand partlytodowith alackofbeachsideaccommodation.There aresome gorgeous,independent guesthousesinthisarea,but theyare hiddenin valleysorattheendof dirttracks.6Our basewasabeautiful600-acre estateof uncultivatedland coveredin rockrose,eucalyptus andwild flowers13km inlandfrom Zeimbujeira.Our one-bedroom home,Azenha,was oncehome tothe millerwho tendedthe now-restored watermillnext toit.A kilometreaway fromthe mainhouse,pool andrestaurant,it isgloriously isolated.7Stepping outofthehouse inthe morningto greetour neighbours一wild horseson oneside,donkeys onthe other—with nothingbut birdsongfilling theair,I felta senseof adventureyou normallyonly getwith wildcamping.⑻〃When peoplefirst arrive,theyfeela littleanxious wonderingwhat theyare goingtodothewholetime,“Sarah Gredley,the Englishowner,ofthe estate,told me.But itdoesntusually takethem longtorealizethatthewhole point,z of beinghereisto slowdown,to enjoynature.9We followedher advice,walking downtothestream insearch ofterrapins andotters,or throughclusters ofcork oaktrees.On somedays,we trampeduphil1tothe windmill,now aromantic housefor two,for panoramicviews acrossthe estateand beyond.10When weventured out,we werealways drawnback tothe coast-the gentlesands andshallow bayof Farolbeach.At theendofthe day,we wouldhead,sandy-footed,tothenearest restaurant,knowing thatat everyone therewouldbea cabinetfulloffresh seafoodto choosefrom-bass,salmon,lobster,prawns,crabs,goose barnacles,clams...We neverate thesame thingtwice.11A kilometreor sofrom TCervejaria,on Zambujeira,s idyl1icnaturalharbouris0Sacas,originally builtto feedthe fishermenbut nowpopular witheveryone.After eatingplatefuls ofseafood onthe terrace,we wandereddowntothe harbourwhere twofishermen,in wetsuits,were settingout byboat acrossthe clearturquoise waterto collectgoose barnacles.Other thanthem,theplacewas deserted-just anotherempty beautyspot whereI wonderedforthehundredth timethat weekhow thispristine stretchofcoasthas remainedso undiscovered.《问题》The sentence〃We neverate thesame thingtwice inPara10reflects the_______oftheseafood there.分数:
0.15A.freshness B.delicacy C.taste D.variety V解析We neverate thesame thingtwice字面义就是“我们从来没有重复吃过同一样东西”,反映的是当地海鲜种类非常多,不必吃重复的东西此外,上文的a cabinetfulloffresh seafoodto choosefrom“满满一柜子的新鲜海鲜可选”也说明了海鲜种类之多,故确定应该选D项“多样性,多样化”
5.It s7pm ona balmySaturday nightin June,and Ihave justordered myfirst beerin ICervejaria,a restaurantin Zambujeirado Mar,one ofthe prettiestvillages onPortugalssouth-west coast.The placeis empty,but thisdoesn,tsurprisemeatall.Ihavespent twoweeks inthisarea,driving alongempty roads,playing withmy sonon emptybeaches,and stayingin BBswhere wearetheonly guests.2No doubttherestaurant,run bytwo brothersforthepast28years,is buzzinginJulyandAugust,when Portugueseholidaymakers descendontheAlentejo coast.But forthe other10months oftheyear,the trickleof dinerswho cometo feaston fantasticallyfresh seafoodreflects thegeneral paceof lifeintheAlentejo:sleepy,bordering oncomatose.3One ofthe poorest,least-developed,least-populated regionsin westernEurope,theAlentejohas beendubbed boththe Provenceand theTuscany ofPortugal.Neither isaccurate.Its sceneryisnotas prettyand,apart frominthe,capital Evora,its foodisntassophisticated.The charmsofthisland ofwheat fields,cork oakforests,wildflower meadowsand tinywhite-washed villages,are moresubtle thanin Franceor Italysposterregions.4To travelhereisto stepback intime40or50years.Life rollsalong atatreaclypace:there sanunnervingstillnesstothelandscape.But thatstillness endsabruptly atthe AtlanticOcean,where thereis dramain spade.Protected bythe SouthWest Alentejoand CostaVicentina nationalpark,the100km ofcoastline fromPorto CovointheAlentejo toBurgau inthe Algarveis themost stunningin Europe.And yetfew peopleseem toknow aboutit Walkerscometoadmire theviews fromthe Fishermans Way,surfers toride thebest wavesin Europe,but dayafter daywe hadspectacular beachesto ourselves.5The lackofawarenessis partlyamatterof accessibilitythesebeachesareagoodtwohoursdrivefromeitherFaroorLisbonairportsandpartlytodowithalackofbeachsideaccommodation.There aresome gorgeous,independent guesthousesinthisarea,but theyare hiddenin valleysorattheendof dirttracks.6Our basewasabeautiful600-acre estateof uncultivatedland coveredin rockrose,eucalyptus andwild flowers13km inlandfrom Zambujeira.Our one-bedroom home,Azenha,was oncehome tothe millerwho tendedthe now-restored watermil1next toit.A kilometreaway fromthe mainhouse,pool andrestaurant,itisgloriously isolated.7Stepping outofthehouse inthe morningto greetour neighbours—wild horseson oneside,donkeys ontheother—with nothingbutbirdsongfillingtheair,I felta senseofadventureyou normallyonlygetwithwildcamping.⑻〃When peoplefirst arrive,theyfeela littleanxiouswonderingwhattheyaregoingtodothewholetime,“Sarah Gredley,the Englishowner,oftheestate,told me.But itdoesntusually takethem longtorealizethatthewhole pointofbeinghereistoslowdown,to enjoynature./z9We followedher advice,walking downtothestream insearch ofterrapins andotters,or throughclusters ofcork oaktrees.On somedays,we trampeduphill tothewindmill,nowaromantic housefor two,for panoramicviews acrosstheestateand beyond.10When weventured out,we werecoast alwaysdrawnbacktothe—the gentlesands andshallow bayof Farolbeach.At thehead,endofthe day,we wouldsandy-footed,tothenearest restaurant,knowing thatatacabinet everyone therewouldbefulloffresh seafoodto choosefrom—bass,salmon,lobster,prawns,crabs,goose barnacles,clams...We neverate thesame thingtwice.11A kilometreor sofrom ICervejaria,on ZambujeiraJsidyllicnaturalharbouris0Sacas,originally builtto feedthe fishermenbut nowpopular witheveryone.After eatingplatefuls ofseafood onthe terrace,we wandereddowntothe harbourwhere twofishermen,in wetsuits,weresettingoutbyboatacrosstheclearturquoisewatertocollectgoosebarnacles.Other thanthem,theplacewas deserted-just anotherempty beautyspot whereI wonderedforthehundredthtimethatweekhowthispristinestretchofcoasthasremainedsoundiscovered.《问题》Which ofthefollowingthemes isrepeated inboth Paras.1and11分数:
0.15A.Publicity.J B.Landscape.C.Seafood.D.Accommodation.解析第1段第2句起多次提到了empty一词,说该地方空荡荡,没有人,公路是空的、海滩是空的、住处也很少人第11段后半部分则提到,除了两个渔民,这个地方“空寂无人”this placewas deserted,而之后的empty…spot和remainedsoundiscovered也表明该地人少结合两者可以看出共同的主题是这个地方很少人知道,很少有人来旅游,故A项”知名度,曝光度”正确
6.I canstill rememberthe faceswhenIsuggested amethod ofdealingwithwhat mostteachers ofEnglish consideredoneoftheir pethorrors,extended reading.The roomwas fullof tiredteachers,and manywere quitecynical aboutthe offerto worktogether tocreate anew anddynamic approachtotheplace ofstories intheclassroom.2They hadseen promisescome andgo,andmerewordswerent goingto convincethem,which wasa shameas itwas merewords thatwe wereprincipally dealingwith.Most teacherswere unimpressedbytheextended readingchallenge fromthe Ministry,and theirlackofenthusiasm forthe ratherdry listof suggestedtales waspassed onto theirstudents andeveryone waspleased whenthat partofthesyllabus wasover.It wassimplyabox tickingexercise.We neededtodosomething more.We neededa verydifferent yapproach.3That wasten yearsago.Now wehave adifferent approach,anditworks.Here showithappenedor,like mostgood stories,here arethe mainparts.You haveto fillin someof yourselfemploying thatunderused classroomdevice,the imagination.We startedwith threemain precepts:4First,itisimportant torealizethatall ofus arestorytellers,tellers oftales.We allhave ourown narratives-the realstories suchas whathappened tous thismorning orlast night,and theones wehavebeentold byothers andwe havent experiencedpersonally.We couldsay thatour entirelives areconstructed asnarratives.As aresult,we allunderstand andinstinctively feelnarrative structure.Binary opposites-for example,the tensioncreated betweengood andbad togetherwiththeresolution ofthat tensionthrough theintervention oftime,resourcefu1ness andvirtue-isaconcept understoodby eventhe youngestchildren.Professor KieranEgan,in hisseminal bookTeaching asStorytelling warnsus notto ignorethis innateskill,for itisaremarkable toolfor learning.5We needto understandthat writingand readingare twosides ofthesamecoin:an authorhas notcompleted thetask ifthe bookisnotread:thecreativecircle isnotcompletewithout thereader,who willsupply theirown creativeinput tothe process.Samuel Johnsonsaid:A writeronly beginsa book.A readerfinishes it.In teachingterms,we oftenforget thatreading itselfcan beacreativeprocess,just aswriting is,andwetoo oftenrelegate ittoameans ofdata collection.We frequentlyforget tomake thatdistinction whenpresenting narrativesor poetry,and oftenask comprehensionquestions whichrelate tofactual information—who saidwhat andwhen,rather thanspeculating onwhy,for example,or examiningthecontextoftheaction.6The thirdpartofthe reasoningthatweadopted relatestotheneedtoengagethestudents asreaders in theirownright,notsimply as languagelearners:learning thelanguage ispartofthe process,not thereason forreading.What theyread mustbecome theirsand haveits ownspecial andsecret lifein theirheads,a placewhere teacherscan onlygo ifinvited.7We quicklyfound thatoneofthemostimportant waysof makingalltheforegoing happenwas toengagethecreative talentsoftheclass beforetheyreada wordofthetext.The pre-reading activitiesbecome themostimportantpartofthe teachingprocess:the actualreading partcan almostbe seenasthecream onthe cake,andtheprinciple aimof pre-reading activitiesistoget studentsto wanttoreadthetext.We developeda seriesof activitieswhich usesclues orfragments fromthetextyet toberead,and whichrely onthestudentsinnate knowledgeof narrative,sothatthey canbuildtheirown storiesbeforetheyreadthekey text.They haveenough informationto generateideas butnot somuch thatit becomessimply anexercise inguided writing:releasing afree imaginationis theobjective.8Moving frompre-reading toreading,we mayintroduce textualintervention activities.Textual Interventionisaterm usedby RobPope todescribe theprocess ofquestioning atext notsimply asa guideto comprehensionbut asa wayof exploringthecontextofthestory atany onetime,and examiningpoints atwhich thenarrative presentschoices,points ofdivergence,or narrativecrossroads.We dontdothis forall texts,however,astheshorter onesdo notseem togain muchfrom thisprocess andit simplybreaks upthe readingpleasure.9Follow-up activitiesare needed,attheleast,to roundoff theactivity,to bringsome senseof closurebut theyalso offeran opportunityto linkthe readingexperience moredirectly tothe requirementsofthesyllabus.Indeed,thestorymay havebeen choseninthefirst placebecause thecontext supportsoneofthethemesthat teachersarerequiredtoexamineaspartofthesyllabus-for example,families,science andtechnology‘communicationstheenvironmentandalltheotherfamiliarthemes.For manyteachers thisis anessential requirementif theyare toengage insuch extensivereading atall.10The wholeprocess-pre-,while andpost reading-couldbejust anhour sactivity,or itcould lastfor morethan onelesson.When weare designingthematerialsfor exploringstories clearlyit isnt possiblefor ustoknowhow muchtime anyteacher willhave available,which iswhy weconstruct theactivities intoa seriesof independentunits whichwe callkits.They arecalled kitsbecause weexpect teachersto buildtheirownlessons outofthematerials weprovide,which impliesthat largeamounts maybe discarded.What wedo ask,though,is thatthe pre-reading activitiesbe included,if nothingelse.That isessential fortheprocesstoengagethestudentasacreative reader.1l0neofthe purposesof encouragingacreativereading approachinthelanguage classroomistodowiththe dynamicswe perceiveintheclassroom,Strategic theoriststell usofthesocial trinity,whereby threeelements arerequiredtoachieve adynamicinany socialsituation.In thelanguage classroomthese mightbe seenas consistingofthestudent,theteacherandthelanguage.Certainly fromtheperspectiveofthestudent—and usuallyfromtheperspectiveoftheteacher—therelationshipis anunequal one,withthelanguage beingperceived asplaced closertotheteacher thanthestudent.This willresult inless dynamicbetweenlanguageand studentthan betweenlanguageandteacher.However,if wereplacelanguagewithnarrativeandespeciallyifthatisapproachedasacreativeprocessthatdrawsthestudentinsothattheyfeeltheyown,therelationshipwiththetextThenthiswillshiftthedynamicintheclassroomsothatthestudent,who hasnow becomeareader,ismuchclosertothelanguage-or narrative-than previously.This createsa muchmore effectivedynamic oflearning.However,some teachersfeel threatenedby thisapparent lossof overallcontrol andmastery.Indeed,thewholebusiness ofopen endedcreativity andalackof boxesto tickforthecorrect answeris quiteunsettling territoryfor someto findthemselves in.《问题》It can be inferredfrom Paras.1and2thatteachersused to.分数
0.15A.oppose stronglythe teachingof extended reading B.be confusedover howto teach extended readingC.be againstadopting newmethods ofteaching D.teachextended reading ina perfunctoryway V解析题目实际是问教师对延伸阅读extended reading的看法第1段中的tired及cynical表示质疑的”表明教师对延伸阅读感觉厌烦,且对革新阅读方法不屑一顾;第2段的unimpressed不认同,不感兴趣”和lackofenthusiasm“缺乏热情”也表现了老师们对于延伸阅读计划不上心D项中的perfunctory意为“敷衍的”,该项说“老师们对延伸阅读敷衍了事”与文中表达的意思一致
7.I canstill rememberthefaceswhen TsuggestedamethodofdealingwithwhatmostteachersofEnglishconsideredoneoftheirpethorrors,extendedreading.The roomwas fullof tiredteachers,and manywere quitecynical aboutthe offerto worktogether tocreate anew anddynamic approachtotheplace ofstories intheclassroom.2They hadseen promisescome andgo andmerewordsweren,tgoingtoconvincethem,which wasa shameas itwas merewords thatwe wereprincipally dealingwith.Most teacherswere unimpressedbytheextendedreadingchallenge fromthe Ministry,and theirlackofenthusiasm forthe ratherdry listof suggestedtales waspassed onto theirstudents andeveryone waspleased whenthat partofthesyllabus wasover.It wassimplyabox tickingexercise.We neededtodosomething more.We neededa verydifferentapproach.3That wasten yearsago.Now wehave adifferent approach,anditworks.Here showithappened or,like mostgood stories,here arethe mainparts.You haveto fillin someof yourselfemploying thatunderused classroomdevice,theimagination.We startedwith threemain precepts:4First,itisimportant torealizethatall ofus arestorytellers,tellers oftales.We allhave ourown narratives—the realstories suchas whathappenedtousthismorningorlastnight,andtheones wehavebeentold byothers andwe havent experiencedpersonally.We couldsay thatour entirelives areconstructed asnarratives.As aresult,we al1understand andinstinctively feelnarrative structure.Binary opposites—for example,the tensioncreated betweengood andbad togetherwiththeresolution ofthat tensionthrough theintervention oftime,resourcefulness andvirtue—isaconcept understoodbyeventheyoungestchildren.Professor KieranEgan,in hisseminal bookTeaching asStorytelling warnsusnottoignorethisinnateskill,for itisaremarkable toolfor learning.5We needto understandthat writingand readingare twosides ofthesamecoin:an authorhas notcompleted thetask ifthe bookisnotread:thecreativecircle isnotcompletewithout thereader,who willsupply theirown creativeinput totheprocess.Samuel Johnsonsaid:A writeronly beginsa book.A readerfinishes it.In teachingterms,we oftenforget thatreading itselfcanbeacreativeprocess,just aswriting is,andwetoo oftenrelegate ittoameans ofdata collection.We frequentlyforget tomake thatdistinction whenpresenting narrativesor poetry,and oftenask comprehensionquestions whichrelate tofactual information—who saidwhat andwhen,rather thanspeculating onwhy,for example,or examiningthecontextoftheaction.6The thirdpartofthe reasoningthatweadopted relatestotheneedtoengagethestudents asreadersintheirownright,notsimplyas1anguagelearners:learning thelanguage ispartoftheprocess,not thereason forreading.What theyread mustbecome theirsand haveits ownspecial andsecret lifeintheirheads,a placewhere teacherscan onlygo ifinvited.7We quicklyfound thatoneofthemostimportant waysof makingalltheforegoing happenwas toengagethecreative talentsoftheclass beforetheyreada wordofthetext.The pre-reading activitiesbecome themostimportantpartofthe teachingprocess:the actualreading partcan almostbe seenasthecream onthe cake,andtheprinciple aimof pre-reading activitiesistoget studentsto wanttoreadthetext.We developeda seriesof activitieswhich usesclues orfragmentsfromthetextyettoberead,and whichrely onthestudentsinnateknowledgeofnarrative,sothatthey canbuildtheirown storiesbeforetheyreadthekey text.They haveenough informationto generateideas butnot somuch thatit becomessimply anexercise inguided writing:releasing afree imaginationistheobjective.8Moving frompre-reading toreading,we mayintroduce textualintervention activities.Textual Intervention,isaterm usedbyRobPope todescribe theprocess ofquestioning atext notsimplyasa guideto comprehensionbut asa wayof exploringthecontextofthestory atany onetime,and examiningpoints atwhich thenarrative presentschoices,points ofdivergence,or narrativecrossroads.We don,tdothis forall texts,however,astheshorter onesdo notseemtogain muchfrom thisprocess andit simplybreaks upthe readingpleasure.9Follow-up activitiesare needed,attheleast,to roundoff theactivity,to bringsome senseof closurebut theyalso offeran opportunityto linkthe readingexperience moredirectly tothe requirementsofthesyllabus.Indeed,thestorymay havebeen choseninthefirst placebecausethecontext。