第三部分　阅读理解（共20小题；每小题2分，满分40分）

阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项。

A

　　Learners report two main difficulties in reading, which may be linked. There are too many unknown words and as a result reading is simply not a pleasure. For some students, even reading in their own language is a chore.

　　Having a wide vocabulary is essential to making sense of written language. Of course, this is a circular argument, because the more you read the more vocabulary you learn and the more words you know the more easily you can read. Don’t make the mistake of reading with your dictionary beside you, looking up every single new or doubtful word. This is laborious and prevents you from practicing the skill of prediction.

　　Sometimes in reading you find a word you know but the sense doesn’t seem to fit in. This is not surprising because words have so many meanings and degrees of meaning. What is more, part of their meaning is shaped by the words around them. Keep looking at the surrounding words and asking yourself “what sort of meaning would make sense here?”

　　The more that people study the reading process, the better they can pass on to language learners a range of advice to choose from. People have learned to read in all kinds of ways. Here is some information that could help you plan to be a better reader in the foreign language you are studying.

　　1）Work out the general meaning first

　　When people read in a new language they often feel they must take a detailed approach, focusing in every word, particularly those they don’t know. They read as if they were using a microscope, looking carefully at each of the small pieces（the individual words）, but not necessarily seeing the whole picture at first. This is called the “bottom-up” approach. Other readers try to look first at the big picture（the “top-down” approach）, attending to individual bricks only as necessary, a process that involves some intelligent guesswork. Generally this second approach is recommended by successful learners.

　　2）Interactive reading

　　Another way of thinking about reading is to describe it as an interactive process, where the text brings something to you and you bring something to the text. Readers bring together all their knowledge of the world with what they see on the page in front of them. That is why, when reading in our own language, we don’t need to read every word. We add meaning which is not actually stated.

　　3）From supported reading to independent reading

　　Language learners start by needing considerable support as they read. Textbooks supply this support in the form of introductions that summaries the contents, glossaries, pictures, explanations of new grammar points. In your reading you need to move gradually from this support to reading more the text itself.

51．According to the author, ________.

A．looking up the dictionary is of great help for the understanding

B．reading more promotes the gaining of vocabulary

C．the more you read，the clearer the meaning is

D．the amount of vocabulary is the key to reading

52．Successful learners recommend ________.

A．trying to look first at the big picture

B．looking carefully at each of the small pieces

C．focusing on every word

D．“bottom-up”approach

53．The word “chore” in the first paragraph maybe means ________.

A．an important aspect

B．a difficult and tiring thing

C．an easy question

D．something special

54．You come across a new or doubtful word when you are reading, you can ________.

A．just miss it and let it be

B．keep looking at the surrounding words

C．look it up in the dictionary each time

D．make sense of it with the help of dictionary

完形填空（共20小题，每小题1.5分，满分30分）

The science teacher believed very strongly in practical work as a means of teaching science effectively, and she wanted her pupils' parents to see how well their children were learning ___36___ her methods. She therefore arranged for all the parents ___37___ and see the results of one of the ___38___ experiments on a Saturday evening,___39___ all of them were free. The children had been studying the growth of plants, and they ___40___ four pots of beans a few weeks before.  They had put poor soil in one pot, to see ___41___ effect this would have ___42___ the growth of the beans in ___43___,and good soil in ___44___ three pots. Then they had put one of the ___45___ in the dark for several days, and had given ___46___ pot no water for the same length of time.

　　At the end of the lesson on Friday afternoon, the teacher put little ___47___ on the four pots:‘The beans in this pot were planted in poor soil.’‘This pot　___48___ in the dark for four days.’‘These beans have had no water for four days.’‘These beans have had good soil, plenty of light and ___49___  water.’ Then the teacher went home.

   　When she arrived on ___50___ evening, half an hour before the ___51___were due to come, she found this note beside the pots:‘We read your notes  ___52___ the school servant and thought we would help him, so we watered all the plants, changed the earth in the one with ___53___ soil, and ___54___ the light on above the one that had been left in the dark for four days. We hope that the plants will now grow___ 55___.’

  　　Your friends,

‘The Boy Scouts.’ 

A. by              B. with          C. in            D. through

A. come            B. came         C. to come       D. coming

A. child            B. children       C. child's         D. children's

A. when            B. as            C. because       D. since

A. have planted      B. had planted    C. planted        D. had been planted

A. how            B. what          C. which         D. why

A. in              B. on            C. for           D. with

A. them            B. that           C. it            D. one

A. the other         B. an other        C. Other        D. others

A. beans           B. soil           C. plants        D. pots

A. a third           B. the third       C. a fourth      D. the fourth

A. notes            B. messages      C. notices       D. announcements

A. had been kept                     B. has been kept 

C. had been remained                 D. has been remained

A. no              B. some         C. much         D. regular

A. Friday           B. Saturday      C. Sunday       D. Monday

A. children         B. students       C. parents        D. teachers

A. to              B. for            C. from         D. on

A. good            B. wet           C. dry          D. poor

A. left             B. leave          C. kept         D. keep

A. well            B. strong          C. better        D. good

After too long on the Net, even a phone call can be a shock. My boyfriend’s Liverpudlian accent suddenly becomes too difficult to understand after his clear words on screen; a secretary’s tone seems more rejecting than I’d imagined it would be. Time itself becomes fluid—hours become minutes, and alternately seconds stretch into days. Weekends, once a highlight of my week, are now just two ordinary days.
For the last three years, since I stopped working as a producer for Charlie Rose, I have done much of my work as a tele-commuter. I submit（提交） articles and edit them by E-mail and communicate with colleagues on Internet mailing lists. My boyfriend lives in England; so much of our relationship is computer-mediated.
If I desired, I could stay inside for weeks without wanting anything. I can order food, and manage my money, love and work. In fact, at times I have spent as long as three weeks alone at home, going out only to get mail and buy newspapers and groceries. I watched most of the blizzard(暴风雪) of ’96 on TV.
But after a while, life itself begins to feel unreal. I start to feel as though I’ve merged（融合） with my machines, taking data in, spitting them back out, just another node（波节） on the Net. Others on line report the same symptoms. We start to strongly dislike the outside forms of socializing. It’s like attending an A. A. meeting in a bar with everyone holding a half-sipped drink. We have become the Net opponents’ worst nightmare.
What first seemed like a luxury, crawling from bed to computer, not worrying about hair, and clothes and face, has become an avoidance（逃避），a lack of discipline. And once you start replacing real human contact with cyber interaction, coming back out of the cave can be quite difficult.
At times, I turn on the television and just leave it to chatter in the background, something that I’d never done previously. The voices of the programs relax me, but then I’m jarred by the commercials. I find myself sucked in by soap operas, or needing to keep up with the latest news and the weather.　“Dateline”, “Frontline” , “Nightline,” CNN, every possible angle of every story over and over and over, even when they are of no possible use to me. Work moves from foreground to background.
【小题1】Compared to the clear words of her boyfriend on screen, his accent becomes______.

Speeding off in a stolen car, the thief thinks he has got a great catch. But he is in for an unwelcome surprise. The car is fitted with a remote immobiliser (锁止器), and a radio signal from a control centre miles away will ensure that once the thief switches the engine off, he will not be able to start it again.

The idea goes like this. A control box fitted to the car contains a mini-cellphone, a micro- processor and memory, and a GPS (全球定位系统) satellite positioning receiver. If the car is stolen, a coded cellphone signal will tell the control centre to block the vehicle's engine management system and prevent the engine being restarted.

In the UK, a set of technical fixes is already making life harder for car thieves. 'The pattern of vehicle crime has changed,’ says Martyn Randall, a security expert. He says it would only take him a few minutes to teach a person how to steal a car, using a bare minimum of tools. But only if the car is more than 10 years old.

Modern cars are far tougher to steal, as their engine management computer won't allow them to start unless they receive a unique ID code beamed out by the ignition (点火) key. In the UK, technologies like this have helped achieve a 31% drop in vehicle-related crime since 1997.

But determined criminals are still managing to find other ways to steal cars, often by getting hold of the owner's keys. And key theft is responsible for 40% of the thefts of vehicles fitted with a tracking system.

If the car travels 100 metres without the driver confirming their ID, the system will send a signal to an operations centre that it has been stolen. The hundred metres minimum avoids false alarms due to inaccuracies in the GPS signal.

Staff at the centre will then contact the owner to confirm that the car really is missing, and keep police informed of the vehicle's movements via the car's GPS unit.

66. What's the function of the remote immobilizer fitted to a car?

A .To allow the car to lock automatically when stolen.

B. To prevent the car thief from restarting it once it stops.

C. To help the police make a surprise attack on the car thief.

D. To prevent car theft by sending a radio signal to the car owner.

67. By saying 'The pattern of vehicle crime has changed' (Lines 1-2. Para. 3). Martyn Randall suggests that ____.

A. self-prepared tools are no longer enough for car theft

B. the thief has to make use of computer technology

C. it takes a longer time for the car thief to do the stealing

D. the thief has lost interest in stealing cars over 10 years old

68. What is essential in making a modern car tougher to steal?

A. A GPS satellite positioning receiver.　      B. A unique ID card.   

C. A special cellphone signal.                D. A coded ignition key.

69. Why does the tracking system set a 100-metre minimum before sending an alarm to the operations centre?

A. To give the driver time to contact the operations centre.

B. To allow for possible errors in the GPS system.

C. To keep police informed of the car's movements.

D. To leave time for the operations centre to give an alarm.

70. What will the operations centre do first after receiving an alarm?

A. Start the tracking system.         B. Locate the missing car.

C. Contact the car owner.　         D. Block the car engine

Maybe you are an average student. You probably think you will never be a top student. This is not necessary so, however. Anyone can become a better student if he or she wants to. Here is how.　　

1). Plan your time carefully. When you plan your week, you should make a list of things that you can have to do. After making the list, you should make a schedule of your time. First time for eating, sleeping, dressing, etc. Then decide a good, regular time for studying. Don’t forget to set aside enough time fro entertainment. A weekly schedule may not solve all your problems, but it will force you to realize what is happening to your time.　　

2). Find a good place to study. Look around the house for a good study area. Keep this space, which may be a desk or simply a corner of your room. Free from everything but study materials. No games, radios, or television. When you sit down to study, concentrate on the subject. 　　

3). Make good use of your time in class. Take advantage of class time to listen to everything the teachers say. Really listening in class means less work later. Taking notes will help you remember what your teachers say.　　

4). Study regularly. When you get home from school, go over your notes. Review the important points that your teachers mentioned in class. If you want to know what your teacher is going to discuss the next day, read the material in advance. This will help you understand the next class. If you do these things regularly, the material will become more meaningful, and you will remember it longer.　　

5). Develop a good attitude about tests. The purpose of a test is to show what you have learned about a subject. They help you remember your new knowledge. The world won’t end if you don’t pass a test, so don’t be overly worried.　

There are other methods that might help you with your studying. You will probably discover many others after you have tried these.　　

How to Become A Better Student?