C
The questions of what children learn, and how they should learn it, is continually being debated and reheated. Nobody dares any longer to defend the old system, the parrot – fashion (way of learning by repeating what others say) of learning lessons, the grammar with a whip system，which was good enough for our grandparents．The theories of modern psychology have stepped into argue that we must understand the needs of children．Children are not just small adults；they are children who must be respected as such．
Well，you may say，this is as it should be，and a good idea．But think further．What happens?
‘Education’ becomes the responsibility not of teachers, but of psychologists．What happens then? Teachers worry too much about the psychological implications of their lessons，and forget about the subjects themselves．If a child dislikes a lesson，the teacher feels that it is his fault，not the child’s. So teachers worry whether history is ‘relevant’ to modem young children．And do they dare to recount stories about violent battles? Or will this make the children themselves violent? Can they tell their classes about children of different races，or will this encourage racial hatred? Why teach children to write grammatical sentences? Verbal expression is better．Sums? Arithmetic? No：real—life mathematical situations are more understandable．
You see．you can go too far．Influenced by educational theorists，who have nothing better to do than write books about their ideas，teachers leave their teacher—training colleges filled with grand，psychological ideas about children and their needs. They make complicated preparations and try out their ‘modern methods’ on the long – suffering children. Since one ‘modern method’ rapidly replaces another, the poor kids will have well been fed up by the time they leave school. frequently the modern methods are so complicated that they fail to be understood by the teachers, let alone the children; even more often, the relaxed discipline so necessary for the ‘informal’ feeling the class must have, prevents all but a handful of children from learning anything.
63．Under the old system, children were           .
A．made to learn passively                        B．good enough to their grandparents
C．made to learn actively                          D．understood and respected by teachers
64．What happens when teachers pay too much attention to the psychological implications during a lesson?
A．They find that children dislike the lessons.
B．They worry too much about history, stories, racial hatred, grammar and arithmetic.
C．They don’t pay enough attention to what students are learning.
D．They tend to blame students for their failure in teaching.
65．How do you understand the underlined sentence at the end of the passage?
A．Children will learn well in a relaxed classroom atmosphere.
B．Few children will actually learn when there is no discipline.
C．Relaxed discipline is necessary for children to develop.
D．No children will learn anything without strict discipline.
66．What is the author’s attitude toward the theories of modern psychology?
A．Indifferent (不关心的).                       B．Tolerant (容忍的).
C．Supportive (支持的).                           D．Critical (批评的).

A dog has a horse. The horse was beautiful and also it had many good qualities.   61    It especially wanted to become the most beautiful horse in the world.
One day the horse said to the god, “You have given me beauty. You have given me other good qualities.62    But how I wish you could make me more beautiful! I would be extremely, extremely grateful if you could make me more beautiful.”
The god said, “I’m more than ready to make you more beautiful.  63  ” Then the horse said, “My neck is too short .If you can make neck a little longer, my upper body will be more beautiful. And if you can make my legs much longer and thinner, then I will look more beautiful in my lower body.”
Then immediately the god made a camel appear in place of the horse. The horse was so sad that it started to cry, “Oh, no, I do not want to become a camel.   64 As a horse, everybody appreciated my good qualities. Nobody will appreciate me as a c I’m more than ready to amel.”
The god said, “This is exactly  what you asked for. You have become a camel.
65   if you cry for a longer neck and legs, this is what will happen. Each thing in my creation has its own good qualities. The camel is not as beautiful as you are, but it carries heavy loads and has a great sense of duty.”

A dog has a horse. The horse was beautiful and also it had many good qualities.   61     It especially wanted to become the most beautiful horse in the world.

One day the horse said to the god, “You have given me beauty. You have given me other good qualities.62    But how I wish you could make me more beautiful! I would be extremely, extremely grateful if you could make me more beautiful.”

The god said, “I’m more than ready to make you more beautiful.  63   ” Then the horse said, “My neck is too short .If you can make neck a little longer, my upper body will be more beautiful. And if you can make my legs much longer and thinner, then I will look more beautiful in my lower body.”

Then immediately the god made a camel appear in place of the horse. The horse was so sad that it started to cry, “Oh, no, I do not want to become a camel.   64 As a horse, everybody appreciated my good qualities. Nobody will appreciate me as a c I’m more than ready to amel.”

The god said, “This is exactly  what you asked for. You have become a camel.

65    if you cry for a longer neck and legs, this is what will happen. Each thing in my creation has its own good qualities. The camel is not as beautiful as you are, but it carries heavy loads and has a great sense of duty.”

A.      I’m so grateful to you.

B.      Why not remain a horse?

C.      I wish you to change me into a horse again.

D.     Tell me in what way you want to be changed.

E.      But it wanted to be more perfect in every way.

F.       Never try to receive more than I have given you

G.     I am glad to know that you feel good with yourself now

B

Part Ⅰ starts with a brief introductory chapter and then takes up Style and Organization, covering them in that order because skill or lack of skill in style affects all writing, while much technical writing is so short as to offer no problems of organization. These chapters are followed by one on Mechanics, covering matters of form that are peculiar(独有) to technical writing or else crop up in it with abnormal frequency.

The chapter on Special Problems, which follows, performs a double function. It provides writing assignments that may be used while the study of style, organization, and mechanics is still under way, and it explains ways of handling certain problems that may arise during the writing of reports, proposals, and other longer forms. We have also expanded the treatment of technical articles — recognizing the potential contribution of article writing to the career of the writer and the value of the article to science and technology.

In Part Ⅱ, a change of emphasis at one point is reflected in the new title for Chapter 8, Nonformal Reports — Their Variation in Form and Purpose, which was formerly called Special Types of Reports. Though certain special types of reports are still discussed, additional emphasis is given to the fact that there does not exist any universally accepted set of types, under which all reports can be classified.

Two other extensive changes have been made in Part Ⅱ: The chapter on Proposals, which first appeared in the second edition, has been rewritten and substantially expanded so as to cover that important subject more thoroughly. Also, an entirely new chapter, Oral Presentation of Technical Information, has been added. Though a study of this chapter is no substitute for training in public speaking, we believe that its recommendations can nevertheless be of substantial assistance to those who use this book on the numerous occasions when they will be called upon to present their ideas in person before a small group or a large audience.

?1.The passage is most probably a preface to ____.

?A. a technical writing handbook   B. a handbook on composition

?C. a book on a literary writing    D. a scientific paper

  2. In Part I, the writer arranges the chapters in the order of ____.

? A. Introduction—Organization—Special Problems—Style—Nonformal Reports

? B. Introduction—Style—Organization—Special Types of Reports—Mechanics

? C. Introduction—Style—Organization—Mechanics—Special Problems

? D. Introduction—Style—Proposals—Special Problems—Mechanics

?3.You can find some writing exercises in ____.

? A. the chapter on Organization        B. the chapter on Style

? C. the chapter on Special Problems     D. the chapter on Proposals

?4. According to the passage, the chapter on Oral Presentation of Technical Information appears in ____ of the book.

? A. Part Ⅰ of the first edition

? B. Part Ⅱ of the second edition

? C. Part Ⅰ of the second edition

? D. Part Ⅱ of the third edition

?5. Which of the following is not true of Part Ⅱ of the new edition?

? A. There isn’t the chapter on Special Types of Reports.

? B. The chapter on Oral Presentation of Technical Information is rewritten and expanded.

? C. The chapter on Proposals is a revised chapter.

? D. There is a change of the title of Chapter 8.

B

Part Ⅰ starts with a brief introductory chapter and then takes up Style and Organization, covering them in that order because skill or lack of skill in style affects all writing, while much technical writing is so short as to offer no problems of organization. These chapters are followed by one on Mechanics, covering matters of form that are peculiar(独有) to technical writing or else crop up in it with abnormal frequency.

The chapter on Special Problems, which follows, performs a double function. It provides writing assignments that may be used while the study of style, organization, and mechanics is still under way, and it explains ways of handling certain problems that may arise during the writing of reports, proposals, and other longer forms. We have also expanded the treatment of technical articles — recognizing the potential contribution of article writing to the career of the writer and the value of the article to science and technology.

In Part Ⅱ, a change of emphasis at one point is reflected in the new title for Chapter 8, Nonformal Reports — Their Variation in Form and Purpose, which was formerly called Special Types of Reports. Though certain special types of reports are still discussed, additional emphasis is given to the fact that there does not exist any universally accepted set of types, under which all reports can be classified.

Two other extensive changes have been made in Part Ⅱ: The chapter on Proposals, which first appeared in the second edition, has been rewritten and substantially expanded so as to cover that important subject more thoroughly. Also, an entirely new chapter, Oral Presentation of Technical Information, has been added. Though a study of this chapter is no substitute for training in public speaking, we believe that its recommendations can nevertheless be of substantial assistance to those who use this book on the numerous occasions when they will be called upon to present their ideas in person before a small group or a large audience.

?1.The passage is most probably a preface to ____.

?A. a technical writing handbook   B. a handbook on composition

?C. a book on a literary writing    D. a scientific paper

  2. In Part I, the writer arranges the chapters in the order of ____.

? A. Introduction—Organization—Special Problems—Style—Nonformal Reports

? B. Introduction—Style—Organization—Special Types of Reports—Mechanics

? C. Introduction—Style—Organization—Mechanics—Special Problems

? D. Introduction—Style—Proposals—Special Problems—Mechanics

?3.You can find some writing exercises in ____.

? A. the chapter on Organization        B. the chapter on Style

? C. the chapter on Special Problems     D. the chapter on Proposals

?4. According to the passage, the chapter on Oral Presentation of Technical Information appears in ____ of the book.

? A. Part Ⅰ of the first edition

? B. Part Ⅱ of the second edition

? C. Part Ⅰ of the second edition

? D. Part Ⅱ of the third edition

?5. Which of the following is not true of Part Ⅱ of the new edition?

? A. There isn’t the chapter on Special Types of Reports.

? B. The chapter on Oral Presentation of Technical Information is rewritten and expanded.

? C. The chapter on Proposals is a revised chapter.

? D. There is a change of the title of Chapter 8.