题目内容

Today we’ll talk about reading.When we read a text,our eyes move across a page in short,quick movements.We recognize words usually when our eyes still fixate(停留,凝视).Each time they fixate,we see a group of words.This is known as the recognition span or the visual span(视幅).The length of time for which the eyes stop varies from person to person.It also varies within any parson according to his purpose in reading and his familiarity with the text.In addition,it can be affected by such factors as lighting and tiredness.

Unfortunately,in the past,many reading improvement courses have concentrated too much on how our eyes move across the page.As a result of this misleading emphasis(强调)on the purely visual aspects of reading,many exercises have been designed to train the eyes to see more words at one fixation.For example,in some exercises,words are flashed on to a screen for a tenth of a second.One of the exercises has required students to fix their eyes on some central point,taking in the words on either side.Such word patterns are often formed in the shape of pyramids(金字塔),so the reader takes in more and more words at each successive(连续的)fixation.All these exercises are very clever,but it' s one thing to improve a person’s ability to see words and quite another thing to improve his ability to read a text efficiently.Reading requires the ability to understand the relationship between words.Consequently,for these reasons,many experts have now begun to question the usefulness of eye training,especially since any approach which trains a person to read isolated(孤立的)words and phrases would seem unlikely to help him in reading a continuous text.

1.The time of the recognition span can be affected by the following factors except _______.

A. 1ighting and tiredness

B. the length of a group of words

C. one’s purpose in reading

D. one’s familiarity with the text

2.The author may believe that reading ______________.

A. requires a reader to take in more words at each fixation

B. requires a reader to see words more quickly

C. demands a deeply-participating mind

D. demands more eyes than mind

3.What does the author mean by the underlined sentence in the second paragraph?

A. The ability to see words is not needed for an efficient reading.

B. The reading exercises mentioned are useless for reading.

C. The reading exercises mentioned can’t help improve reading.

D. The reading exercises mentioned have done a great job so far.

4.Which of the following is NOT true? _______________.

A. The visual span is a word or a group of words we see each time

B. Many experts began to question the efficiency of eye training

C. The emphasis on the purely visual aspects is misleading

D. The eye training will help readers in reading a continuous text

5.The tune of the author in writing this text is _________________.

A. critical B. neutral

C. supportive D. optimistic

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Imagine what you could do with a machine that could make things disappear.

For inspiration, you could read some books. In the books of J.R.R. Tolkein, Bilbo Baggins finds a ring that can make him disappear. Of course, there’s also poor Harry Potter, who used his invisibility cloak (隐形斗篷) to hide from danger.

Now that you’ve got some ideas, it’s time for the hard part: building the cloak. To do that, you have to give up science fiction and turn to real science. An invisibility cloak has to cheat anything or anyone who might be watching. In order to understand how something can be seen, it’s important to understand how we see.

Human beings can only see objects that reflect (反射) light waves. These waves enter the eye and are then processed by the brain. However, if an object doesn’t reflect light, then the waves don’t enter the eye, and the brain doesn’t process. So building an invisibility cloak is building something that doesn’t reflect light.

Cummer was part of a team of scientists from Duke University, including David Smith and David Schurig, who built the world’s first version (版本) of an invisibility cloak. They had been inspired by the work of a British physicist, John Pendry. He in May said that an invisibility cloak was possible and Pendry was not the only one thinking about a disappearing act. At the same time, a Scottish physicist, UIf Leonhardt published a paper on building invisibility equipment.

“It wasn’t easy,” says Cummer. “As often happens in science and research, it didn’t work very well the first time. That first cloak didn’t work like Harry Potter’s --- the scientists didn’t actually see anything disappear. So the research is still under way. ”

1.The first two paragraphs serve as a (n) ________.

A. introduction B. explanation

C. comment D. summary

2.Cummer and other scientists got the idea of building an invisibility cloak from _________.

A. the film Harry Potter

B. the work of a British physicist

C. a paper published by a Scottish physicist

D. the book of J.R.R. Tolkein

3. From the text we learn that the research on an invisibility cloak __________.

A. was led by Pendry

B. was very successful

C. was used in most popular movies

D. is still in progress

4.What can be the best title for the text?

A. The Science of Disappearing

B. The Hardest Part of Building a Cloak

C. The Invention of an Invisibility Cloak

D. Turn Science Fiction into Real Science

That morning, I stepped into the classroom, ready to share my knowledge and experience with seventy-five students who would be my English Literature class.Having taught in for seventeen years, I had no about my ability to hold their attention and to on them my admiration for the literature of my mother tongue.

I was shocked when the monitor shouted, " !" The entire class rose as I entered the room, and I was somewhat about how to get them to sit down again, but once that awkwardness was over, I quickly my calmness and began what I thought was a fact-packed lecture, sure to gain their respect—perhaps their admiration.I went back to my office with the rosy glow which came from a sense of achievement.

My students diaries.However, as I read them, the rosy glow was gradually 49 by a strong sense of sadness.The first diary said, "Our literature teacher didn’t teach us anything today. her next lecture will be better." Greatly surprised, I read diary after diary, each expressing a theme."Didn’t I teach them anything? I described the entire philosophical framework of Western thought and laid the historical for all the works we’ll study in class," I complained." How they say I didn’t teach them anything?"

It was a long term, and it became clear that my ideas about education were not the same as of my students.I thought a teacher’s job was to raise questions and provide enough background so that students could their own conclusions.My students thought a teacher’s job was to provide information as directly and clearly as possible.What a difference!

, I also learned a lot, and my experience with my Chinese students has made me a American teacher, knowing how to teach in a different culture.

1.A. the UK B. the US C. China D. Australia

2.A. worry B. idea C. doubt D. experience

3.A. impress B. put C. leave D. fix

4.A. Attention B. Look out C. At ease D. Stand up

5.A. puzzled B. sure C. curious D. worried

6.A. found B. returned C. regained D. followed

7.A. more B. even C. yet D. still

8.A. passed B. borrowed C. read D. kept

9.A. replaced B. taken C. caught D. moved

10.A. Naturally B. Perhaps C. Fortunately D. Reasonably

11.A. different B. strong C. similar D. usual

12.A. happenings B. characters C. development D. background

13.A. should B. need C. will D. must

14.A. immediately B. certainly C. simply D. gradually

15.A. that B. what C. those D. ones

16.A. difficult B. interesting C. ordinary D. unusual

17.A. draw B. look C. search D. offer

18.A. strange B. standard C. exact D. serious

19.A. Therefore B. However C. Besides D. Though

20.A. normal B. happy C. good D. better

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