Part Ⅱ Reading Comprehension (35 minutes)

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

Questions 21 to 25 are based on the following passage:

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

?21.What does the author mean by saying “Yet few people ask from books what books can give us.”?

?A.The author means that lots of people read few books.

?B.The author thinks that readers have only absorbed part of knowledge in books.

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

?D.The author considers that readers can scarcely understand most of the books. ?

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

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

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

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

?D.One should be in the same track with the writer when he is reading.

?23.What is the possible meaning of “impalpable” (Paragraph 2) in the passage?

?A.Clear.?B.Elusive.?C.Delicate.?D.Precise.

?24.What’s the main idea of this passage?

?A.The importance of reading. ?B.The proper way to read.

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

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

A.after a long time’s thinking ?

B.through an instant inspiration ?

C.according to his own experience

?D.by way of watching the objects attentively ?

Questions 26 to 30 are based on the following passage:

According to the dictionary definition of “create”, ordinary people are creative every day. To create means “to bring into being, to cause to exist”—something each of us does daily.

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

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

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

?These three parts of creativity are involved in all the great works of genius, but they are also involved in many of our day?to?day activities.

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

?A.To prepare a meal.

?B.To arrange the furniture in a peculiar way. ?

C.To buy some books from a bookstore. ?

D.To “write” a letter with the computer. ?

27.The author holds that ____. ?

A.creativity is of highly demand

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

C.creativity is to create something new and concrete

?D.to practise and practise is the only way to cultivate one’s creativity

?28.“There is nothing new under the sun.” (Par.3) really implies that ____. ?

A.we can seldom create new things ?

B.a new thing is only a tale

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

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

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

?A.It’s more difficult to create a new thought than to apply it in practice. ?

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

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

D.A man with an excellent ability of practice can easily become an inventor. ?

30.The best title for this passage is ____. ?

A.How to Cultivate One’s Creativity ?

B.What is Creativity

?C.The Importance of Creativity ?

D.Creativity—a Not Farway Thing ?

Questions 31 to 35 are based on the following passage:

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

?I was impressed by the role of the professor in the seminar(討論會). The professor didn’t act as an authority, giving final conclusions, but as a reseac her looking for answers to questions together with the students. One lingui stic(語言的) feature of his interacting with his students was that he used many modal(情態(tài)的) verbs—far more than I did in Beiwai. When answering questions, he usually said, “This is my personal opinion and it could be wrong.” or “You could be right, but you might find this point of view also interesting.”

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

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

?32.A teacher in the USA prefers to ____ when he answers questions.

A.be very sincere B.be very direct

?C.be very self?confident D.be very indifferent

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

?A.He thinks that Chinese teaching metods can make students learn more. ?

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

?C.He thinks that American teaching is ability?oriented. ?

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

?34.The author thinks that the relationship between the student and the te acher is ____.

?A.more intimate in China

B.closer in China ?

C.looser in USA

D.more harmonious in USA

?35.The education in USA may produce some ____ graduates. ?

A.talkative B.conventional ?

C.creative D.imaginative
答案

Part Ⅱ 1

?短文大意 ?

本散文談讀書方法。作者認為許多

讀者因存在太多先入之見而不能從書中汲取它們所能提 供給我們的東西。而如果能在閱讀時盡量和作者融為一體的話,就可以體會到書本中的許多 微妙之處。最后作者又告訴讀者可通過動手練筆的方式領(lǐng)會作家是如何創(chuàng)作的,靈感和構(gòu)思 是如何得來的。 ?21.答案C。

?【參考譯文】 作者說“然而很少有人向書籍索取它們所能提 供給我們的東西�！钡恼嬲� 含義是什么?

?【試題分析】 此題考查學(xué)生“對含義復(fù)雜句子的正確理解” 的能力。

?【詳細解答】 解答此題,正確理解“Yes…us”一句含義是 關(guān)鍵。其實質(zhì)含義是:“許多

人讀書時因觀念不正確,而僅僅能從書本中得到很少的知識獲得很少的啟迪”。這樣,我們 就可以對選項進行逐個分析取舍了。A項意為“作者認為許多人讀的書都太少”,顯然與我 們的分析不符。B項意為“作者認為讀者僅僅從書中汲取了部分知識。”這句話只是引文部 分的字面含義,所以也應(yīng)排除。再看C項作者認為許多人對某類書應(yīng)該包含什么樣的內(nèi)容沒 有正確的觀念。這才是作者的隱含意思,所以是正確的。而D項“作者認為許多讀者對大量 的書都不能讀懂�！边@也是一種錯誤的理解,也應(yīng)排除。這樣就可確定選項為C。 ?

22.答案D。

?【參考譯文】 根據(jù)短文,下面的說法哪一個是正確的? ?【試題分析】 此題考查學(xué)生“對具體細節(jié)的把握”的能力。 ?【詳細解答】 此題只能用排除法,去掉與文章細節(jié)不符的選 項。選項A意為“讀者在閱讀時應(yīng)該能發(fā)現(xiàn)一些錯誤�！蔽恼轮袥]有此細節(jié),可排除。B項“一本書越難讀,從中得到知 識也越多。”也與文意無關(guān)。再看C項“閱讀比觀看容易。”根據(jù)文章第二段第四句最后一分句可知這正與作者的觀點相反,故也排除。最后只剩下D項,應(yīng)為正確答案。而其內(nèi)容“讀者在閱讀時應(yīng)和作者保持一致�！闭�是作者的觀點,無疑正確。 ?

23.答案B。

?【參考譯文】 第二段中“impalpable”一詞最可能的含義是什么? ?【試題分析】 此題考查學(xué)生“根據(jù)上下文推測生詞含義”的能力。 ?【詳細解答】 先看上文:作家想把素材安排得像一座完整的大房,使之具體化。接下來就是含有“impalpable”一句。句首用“but”引導(dǎo),有轉(zhuǎn)折含義。所以此單詞意義可能與“具體”相對。再看下文,閱讀比觀看更復(fù)雜和費時。這樣,該詞的含義就可以基本確定了,應(yīng)該是“非常抽象難以捉摸的”之類的意思。(這里與”磚頭”相比,更加強了這一點)據(jù)此可 排除A、D項。C項意為“微妙”,意近。但B項恰好意為“難以捉摸的”,更與生詞含義接近 ,所以應(yīng)選B。此題目C項干擾性較大,注意要避免匆忙選擇,而功虧一簣。 ?

24.答案B。

?【參考譯文】 此文的主要內(nèi)容是什么?

?【試題分析】 此題考查學(xué)生“對文章的主旨和大意的把握”的能力。 ?【詳細解答】 解答此題關(guān)鍵在于先弄清文章的主旨和大意。 在此基礎(chǔ)上就可進行選棄了。

此短文主要講“何為正確的讀書方法”。據(jù)此,A項“閱讀的重要性”,C項“如何從書中獲 取最多的信息”,D項“一本好書的特征”,均不能選。而B項“何為正確的讀書方法”,正 與我們的分析不謀而合,所以B為正確答案無疑。 ?

25.答案B。

?【參考譯文】 作家在寫作時,常通過什么樣的方式來獲得構(gòu) 思?

?【試題分析】 此題考查學(xué)生“對具體細節(jié)正確理解”的能力。 ?【詳細解答】 答案可從文章最后一句獲得。解答此類題的關(guān) 鍵就是找到并正確理解有關(guān)細節(jié)。根據(jù)最后一句可知“作家構(gòu)思的獲得是通過瞬間的感悟�！边@樣,就可對選項進行逐 個分析了。A項意為“通過長期的思考”,雖符合一般常識,但不是作者看法,排除。B項意為“瞬間/快速的靈感”,與作者的觀點十分接近,有正確的可能。再看C項“根據(jù)作者自己的 經(jīng)歷”,作者也沒有提及。而D項“通過專心致志地觀看描寫的對象”,這只是構(gòu)思活動過 程的一部分。與B項相比,也應(yīng)排除�，F(xiàn)在就可確定:B項為正確答案。 ?

2

?短文大意

? 本文主要介紹了什么是創(chuàng)造力。作者認為創(chuàng)造力離我們并不遙遠,我們每天都在創(chuàng)造。創(chuàng)造力有三個方面的表現(xiàn),第一是以新的方式觀察和思考。第二是能觀察到事物之間的關(guān)系。 第三是運用新思想的勇氣和激情,運用新思想來獲得新的效果。最后作者指出創(chuàng)造力的三方 面需要全面非凡的天賦,但同時也需要我們?nèi)粘ＴS許多多的親身實踐。 ?

26.答案C。

?【參考譯文】 下列哪一種活動不具有創(chuàng)造性?

?【試題分析】 此題考查學(xué)生“根據(jù)所讀材料進行一定的判斷”的能力。 ?【詳細解答】 本題可用排除法。根據(jù)第一段可知創(chuàng)造力的含 義是“使事物產(chǎn)生”,“致使事物存在”。而它三個方面的表現(xiàn)可參考“短文大意”,據(jù)此,A項“做飯”是一種日常 生活中的“使飯產(chǎn)生”,具有創(chuàng)造性。B項“用一種獨我的方式安排家俱”,為創(chuàng)造力第二 面詳述中的例子,故也是創(chuàng)造活動。再看C項“從書店買書”,只是一種簡單的行為,不涉 及創(chuàng)造性。而D項“用電腦寫一封信”即“創(chuàng)造一封信”,也為創(chuàng)造性活動,也不能選。這樣就可得出結(jié)論,A、B、D項不能選,C為正確答案。解答此題時要千萬注意 問題的提問方式是問“哪一個不是”,以免錯誤理解題意而誤選。 ?

27.答案B。

?【參考譯文】 作者認為……

?【試題分析】 此題考查學(xué)生“對具體細節(jié)的把握”的能力。 ?【詳細解答】 此題的解答需要在理解文章大意及細節(jié)基礎(chǔ)上 進行。選項A意為“創(chuàng)造力對人的素質(zhì)要求很高”。此項初看正確,而且作者在文章末尾也提到。但根據(jù)文章開頭,可 知平凡人每天都在創(chuàng)造。所以只能先在此選項上作個標記,再繼續(xù)分析。選項B意為“創(chuàng)造力在一定程度上取決于非凡的洞察力�！备鶕�(jù)最后一段,可知這是一種“天賦”,故正確。選項C 認為“創(chuàng)造力只體現(xiàn)在創(chuàng)造某些新的具體東西”,失之片面。D項認為“不斷實踐是培養(yǎng)創(chuàng) 造力的唯一方面”,也失之片面(參見文章最后一句)。這樣就只剩下A、B項,兩者相比,A 項似乎仍顯武斷和片面,故也排除。這樣就可確定B為正確答案。

?28.答案C。

?【參考譯文】 “太陽之下無新物”(第三段)的真正含義是什么?

?【試題分析】 此題考查學(xué)生“根據(jù)上下文理解含義復(fù)雜句子”的能力。 ?【詳細解答】 此題可在正確理解句子含義的基礎(chǔ)上采取“排 除法”來解答。根據(jù)上下文可以得知:此句的真正含義是“任何新事物的產(chǎn)生都是建立在原有事物基礎(chǔ)之上的”。據(jù)此, A項認為“我們很少能創(chuàng)造新事物”,顯然只是句子的字面意思,不正確。B項“創(chuàng)造新事物 是一個神話”,也為字面理解。再看C項“只有在原有事物基礎(chǔ)之上才能創(chuàng)造新事物”,這不 正是我們分析得出的結(jié)論嗎?而D項“我們幾乎不可能看到新事物”,更是差之甚遠。這樣就 可確定C項為正確答案無疑。 ?

29.答案C。

?【參考譯文】 作者如何認識獲得新思想與將其付諸于實踐的 關(guān)系?

?【試題分析】 此題考查學(xué)生“對特定的細節(jié)的把握”的能力。 ?【詳細解答】 先找有關(guān)細節(jié)。此問題涉及到對文章第三段最 后一句的理解。作者認為“獲得新思想并不意味著就能夠?qū)⑵涓吨T實踐,暗含“知易行難”的意義。這樣,我們就可對 選項進行分析選棄了。先看A項“獲得新思想比將其付諸實踐困難”。顯然剛好與我們分析 的含義相反,故排除,再看B項“只要獲得新思想就可將其付諸實踐�！币膊粚�。而C項“一 個人可能獲得某種新思想,但有可能無法將其付諸實踐。”正是作者的觀點,所以是正確的 。也就無需看D。 實際上,D項說“實踐能力很強的人容易成為發(fā)明家。”并不是作者的觀 點,因為作者只是認為實踐對培養(yǎng)創(chuàng)造力是具有重要作用,所以也不正確。這樣就可確定C 為正確答案無疑。 ?30.答案B。

?【參考譯文】 本文最好的標題是什么?

?【試題分析】 此題考查學(xué)生“對閱讀材料主旨和大意的把握”的能力。 ?【詳細解答】 首先快速通讀全文(注意主題句),可知文章主 要談?wù)摰氖恰皠?chuàng)造力的含義及其三個方面的表現(xiàn)”,整篇文章都是圍繞創(chuàng)造力展開的�，F(xiàn)在來分析選項。A項意為“如 何培養(yǎng)創(chuàng)造力”,初看符合文章內(nèi)容,但仔細分析,文章只在最后一段提到了培養(yǎng)創(chuàng)造力三個方面的途徑和要求,所以不能選。看B項“什么是創(chuàng)造力”,這個題目下可寫和創(chuàng)造力有關(guān) 的許多東西如創(chuàng)造力定義,表現(xiàn)及培養(yǎng)途徑,所以有道理。再看C項“創(chuàng)造力的重要性”, 文章沒有提及。而D項“創(chuàng)造力離我們并不遙遠”,也只是文章開頭提到,中間涉及一點, 也不確切。這樣就可確定,B項為正確答案。