快速导航
学历类
职业资格
公务员
医卫类
建筑工程
外语类
外贸类
计算机类
财会类
技能鉴定
Most of us are taught to pay attention to what is said—the words. Words do provide us with some information, but meanings are derived from so many other sources that it would hinder our effectiveness as a partner to a relationship to rely too heavily on words alone. Words are used to describe only a small part of the many ideas we associate with any given message. Sometimes we can gain insight into some of those associations if we listen for more than words. We don’t always say what we mean or mean what we say. Sometimes our words don’t mean anything except “ I’m letting off some steam. I don’t really want you to pay close attention to what I’m saying. Just pay attention to what I’m feeling.”
Mostly we mean several things at once. A person wanting to purchase a house says to the current owner, “This step has to be fixed before I’ll buy.” The owner says, “ It’s been like that for years.” Actually, the step hasn’t been like that for years, but the unspoken message is: “ I don’t want to fix it. We put up with it. Why can’t you?” The search for a more expansive view of meaning can be developed of examining a message in terms of who said it, when it occurred, the
related conditions or situation, and how it was said.
When a message occurs can also reveal associated meaning. Let us assume two couples do exactly the same amount of kissing and arguing. But one couple always kisses after an argument and the other couple always argues after a kiss. The ordering of the behaviors may mean a great deal more than the frequency of the behavior. A friend’s unusually docile behavior may only be understood by noting that it was preceded by situations that required an abnormal amount of assertiveness. Some responses may be directly linked to a developing pattern of responses and defy logic. For example, a person who says “No!” to a serials of charges like “You’re dumb,” “You’re lazy,” and “You’re dishonest,” may also say
“No!” and try to justify his or her response if the next statement is “And
you’re good looking.”
We would do well to listen for how messages are presented. The words, “If sure has been nice to have you over,” can be said with emphasis and excitement or ritualistically. The phrase can be said once or repeated several times. And the meanings we associate with the phrase will change accordingly. Sometimes if we say something infrequently it assumes more importance; sometimes the more we say something the less importance it assumes.
1.Effective communication is rendered possible between two conversing
partners, if ___.
A.they use proper words to carry their ideas.
B.they both speak truly of their own feelings.
C.they try to understand each other’s ideas beyond words.
D.they are capable of associating meaning with their words.
2.“I’m letting off some steam” in paragraph 1 means___.
A.I’m just calling your attention.
B.I’m just kidding.
C.I’m just saying the opposite.
D.I’m just giving off some sound.
3.The house-owner’s example shows that he actually means___.
A.the step has been like that for years.
B.he doesn’t think it necessary to fix the step.
C.the condition of the step is only a minor fault.
D.the cost involved in the fixing should be shared.
4.Some responses and behaviors may appear very illogical, but are justifiable
if___.
A.linked to an abnormal amount of assertiveness.
B.seen as one’s habitual pattern of behavior.
C.taken as part of an ordering sequence.
D.expressed to a series of charges.
5.The word “ritualistically” in the last paragraph equals something
done___.
A.without true intention.
B.light-heartedly.
C.in a way of ceremony.
D.with less emphasis.
Part III Cloze
Directions: There are twenty blanks in the following passage. For each blank there are four choices. Choose the one that best fits into the passage and then marks your answer on the Answer Sheet.
What makes a child speak a language has long been a puzzle to linguists. 61 speaking, there are two schools of linguists, both of whom try to explain 62 a child picks up a language so easily. The fact that a child picks a language 63 is 64 : At one year old, a child is able to say “bye-bye”; at two, he is able to
use fifty; by there he begins to 65 tenses. The famous American linguist Noam Chomsky 66 that human being have a sort of built-in system for language use, and that the 67 is 68 . Children are not taught language 69 they are taught arithmetic. Other linguists, 70 , hold the view that a child learns 71 of his
language from the hints in the environment. 72 , theorists of both schools 73 that there is a biological basis for language use. The 74 is which is more important, the inner ability or the environment. This is certainly a field 75 to be explored. Researchers from both schools are busy finding evidence to 76 their own theory, but 77 side is persuading the other.
It seems that in order to 78 why a child learns a language so easily, we have to 79 the joint efforts of both schools. Some linguist, like De Villiers, has recognized the value of cooperation, and 80 linguists of both sides to work together.
61. A. Surprisingly B. Personally C. Properly D. Roughly
62. A. that B. when C. why D. how
63. A. independently B. naturally C. without help D. with ease
64. A. confusing B. surprising C. questioned D. suspected
65. A. master B. study C. have D. get
66. A. doubts B. believes C. realizes D. criticizes
67. A. help B. teacher C. environment D. hint
68. A. quite essential B. very important C. not necessary D. only
secondary
69. A. as B. for C. when D. though
70. A. in particular B. as a result C. however D. therefore
71. A. a little B. some C. nothing D. most
72. A. Before B. From now on C. Just now D. By now
73. A. suspect B. disagree C. agree D. realize
74. A. case B. argument C. problem D. question
75. A. waiting B. planning C. never D. unlikely
76. A. provide B. create C. supply D. support
77. A. not a B. one C. neither D. either
78. A. find out B. rule out C. search for D. look for
79. A. get rid of B. trust in C. rely on D. persist in
80. A. ordered B. criticized C. challenged D. urged
Recent research has claimed that an excess of positive ions in the air can have an ill effect on people’s physical or psychological health. What are positive ions? Well, the air is full of ions, electrically charged particles,
and generally there is a rough balance between the positive and the negative charged. But sometimes this balance becomes disturbed and a larger proportion of positive ions are found. This happens naturally before thunderstorm, earthquakes
when winds such as the Mistral, Hamsin or Sharav are blowing in certain countries. Or it can be caused by a build-up of static electricity indoors from carpets or clothing made of man-made fibres, or from TV sets, duplicators or
computer display screens.
When a large number of positive ions are present in the air many people experience unpleasant effects such as headaches, fatigue, irritability, and some sensitive people suffer nausea or even mental disturbance. Animals
are also affected, particularly before earthquakes, snakes have been observed to come out of hibernation, rats to flee from their burrows, dogs howl and cats jump about unaccountably. This has led the US Geographical Survey to fund a
network of volunteers to watch animals in an effort to foresee such disasters before they hit vulnerable areas such as California.
Conversely, when large numbers of negative ions are present, then people have a feeling of well-being. Natural conditions that produce these large amounts are near the sea, close to waterfalls or fountains, or in any place where water is sprayed, or forms a spray. This probably accounts for the beneficial effect of a holiday by the sea, or in the mountains with tumbling streams or waterfalls.
To increase the supply of negative ions indoors, some scientists recommend the use of ionisers: small portable machines, which generate negative ions. They claim that ionisers not only clean and refresh the air but also improve the health of people sensitive to excess positive ions. Of course, there are the detractors, other scientists, who dismiss such claims and are skeptical about negative/positive ion research. Therefore people can only make up their own minds by observing the effects on themselves, or on others, of a negative rich or poor environment. After all it is debatable whether depending on seismic readings to anticipate earthquakes is more effective than watching the cat.
1.What effect does exceeding positive ionization have on some people?
A.They think they are insane.
B.They feel rather bad-tempered and short-fussed.
C.They become violently sick.
D.They are too tired to do anything.
2.In accordance with the passage, static electricity can be caused by___.
A.using home-made electrical goods.
B.wearing clothes made of natural materials.
C.walking on artificial floor coverings.
D.copying TV programs on a computer.
3.A high negative ion count is likely to be found___.
A.near a pound with a water pump.
B.close to a slow-flowing river.
C.high in some barren mountains.
D.by a rotating water sprinkler.
4.What kind of machine can generate negative ions indoors?
A.Ionisers.
B.Air-conditioners.
C.Exhaust-fans
D.Vacuum pumps.
5.Some scientists believe that___.
A.watching animals to anticipate earthquakes is more effective than depending
on seismography.
B.the unusual behavior of animals cannot be trusted.
C.neither watching nor using seismographs is reliable.
D.earthquake
The food we eat seems to have profound effects on our health. Although
science has made enormous steps in making food more fit to eat, it has , atthe
same time, made many foods unfit to eat. Some research has shown that perhaps
eighty percent of cancer is related to the diet as well, especially cancer the
colon . Different cultures are more prone to contract certain illnesses because
of the food that is characteristic in these cultures. That food related to
llness is not a new discovery. In 1945 , government researchers realized that
itrates and nitrites, commonly used to preserve color in meats, and other food
dditives, caused cancer. Yet, these carcinogenic additives remain in our food,
nd it becomes more difficult all the time to know which things on the pack ging
labels of processed food are helpful or harmful.The additives which we eat are
not all so direct. Farmers often give penicillin to beef and poultry, and
because of this, penicillin has been found in the milk of treated cows.
Sometimes similar drugs are administered to animals not for medicinal purposes,
but for financial reasons. The farmers are simply trying to fatten the animals
in order to obtain a higher price on the market. Although the Food and Drug
Administration (FDA) has tried repeatedly to controlthese procedures, the
practices continue.
48. What is the main topic of the passage?
A. Food and our health
B Food and additives
C. Food and cancer
D Food and culture
49 All of the following statements are true EXCEPT_______.
A Forty percent of cancer is caused by problems related to food.
B Researchers have known about the potential danger of food additivesfor many
years
C. We eat some of the food additives directly and some indirectly
D Drugs are always given to animals for medicinal purposes
50. Why do farmers give drugs to their animals?
A. to speed up the growth of animals
B To make theanimals fatter
C to make the animals ’ meat fit to eat
D To make the animals’ meat rich in nutrients
51. It can be inferred from the passage that_________.
A scientist have made all the food fit to eat
B only in recent years have people found that the food is related to one’s
illness
C all kinds of cancer are related to the diet
D some additives are harmful to our health
52. The word “ this ”in the second sentence of paragraph 2 most
probablyrefers to __________.
A farmer
B penicillin
C beef and poultry
D the fact that farmers often give penicillin to a beef
Passage 2
Questions 6 to 10 are based on the following passage:
There are two kinds of memory: shot-term and long-term. Information in
long-term memory can be remembered at a later time when it is needed. The
information may be kept for days or weeks. However, information over and over.
The following experiment shows how short-term memory has been studied.
Henning studied how students who are learning English as a second language
remember vocabulary. The subjects in his experiment were 75 college students.
They represented all levels of ability in English: beginning, intermediate, and
native-speaking students.
To begin, the subjects listened to a recording of a native speaker reading a
paragraph in English. Following the recording, the subjects took a 15-question
test to see which words they remembered, each question had four choices. The
subjects had to circle the word they had heard in the recording. Some of the
questions had four choices that sound alike. For example, weather, whether,
wither, and wetter are four words that sound alike. Some of the questions had
four choices that have the same meaning. Method, way, manner, and system would
be four words with the same meaning. Finally the subjects took a language
proficiency test.
Henning found that students with a lower proficiency in English made more of
their mistakes on words that sound alike; students with a higher proficiency
made more of their mistakes on words that have the same meaning. Henning’s
results suggest that beginning students hold the sound of words in their
short-term memory, and advanced students hold the meaning of words in their
short-term memory.
6. Henning made the experiment in order to study .
A. how students remember English vocabulary by short-term memory
B. how students learn English vocabulary
C. how to develop students’ ability in English
D. how long information in short-term memory is kept
7. Which of the following statements is TRUE according to the passage?
A. Information in short-term memory is different from that in long-term
memory.
B. Long-term memory can be achieved only by training.
C. It is easier to test short-term memory than long-term memory.
D. Henning gave a separate test on vocabulary to his students.
8. From Henning’s result we can see that .
A. beginners have difficulty distinguishing the pronunciation of words
B. advanced students remember words by their meaning
C. it is difficult to remember words that sound alike
D. it is difficult to remember words that have the same meaning
9. The word “subjects” in the passage means .
A. memory B. the theme of listening material
C. a branch of knowledge studied D. the students experimented on
