64. Who may approve of the using of MP3 player at work according to the report?

A. Woods Bagot 　 B. Simon Pole 　　　 C. Cary Cooper 　　　　　 D. Nobody

63. What did the debate about according to the study?

A. Whether it is allowed for workers to take ipods to work.

B. Whether communication among workers is needed in office.

C. Whether bosses care about the way employees accomplish their goals.

D. Whether it should be banned to listen to music while on the job.

62. Suppose the team has worked out a 50-page Get Smarter Guide, which suggestion will probably be included?

A. Watch soap operas before going to bed.

B. Have fast food five days a week.

C. Move around your home, eyes covered.

D. Take an elevator to the office every day.

C

Nearly a quarter of British workers plug in their MP3 players to listen to music while on the job--- sparking lively debate over whether they should be banned, a study said.

Over 30 percent of companies have outlawed using devices like the ipod in the workplace, according to Woods Bagot, an international design practice.

“By wearing the highly-visible, white headphones, they’re…sending a signal to colleagues that they don't want to be bothered,” said Simon Pole, head of a company.

According to the study, 22 percent of workers spend an average of three hours per day listening to MP3 players. But some argue that the trend is only natural: previously(先前的) workers were physically separated by walls, whereas offices are increasingly open-plan nowadays, pushing them to erect(建立) new barriers.

“The MP3 player is the simplest way to create your own office,” said the company. And Cary Cooper, professor of organization psychology at Lancaster University, and author of “Shut up and Listen: The Truth about How to Communicate at Work,” said bans were counter-productive. “Employers are wrong to ban MP3 players from the workplace. Bosses shouldn't care about how employees accomplish their objectives or whether they want to engross(全神贯注于) themselves in MP3 players --- as long as the job gets done,” he added.

61. If you do what is suggested in the table, all of the following may happen EXCEPT that you will _________.

A. become sharper in mind 　　　　　　　　 B. become confident

C. get better at making decisions　　　　　 D. lose weight in a short period

60. This BBC program is trying to prove the idea that ________.

A. brainpower is what one is born with and can not be enhanced.

B. one can improve his brainpower by living in a different lifestyle.

C. once a person’s IQ is measured, it is fixed and will never change.

D. everyone’s brainpower is determined by his own lifestyle.

59. Which of the statements is TRUE about Marie?

A. She could do many things she had not been able to before.

B. She was able to read stories with the help of her son.

C. She decided to continue her studies in school.

D. She helped to build up my self-confidence.

B

Get Smarter--- in a week!

It seems too simple: watching a quiz show, doing a crosswords, remembering telephone numbers and taking a shower with your eyes closed. Yet these “brain exercises” can make us all up to 40 percent cleverer within seven days, according to a BBC program shown last week.

“IQ has traditionally been thought of as a fixed meausre of someone’s intelligence,” said Philip Morrow, executive producer of the program, Get Smarter　 in a Week. “But an increasing body of scientific opinion holds that you can take steps in your life to actually improve your brainpower. You can do it by, for example, enhancing your memory, working on your spatial(空间的) awareness, doing things differently and eating healthily. Scientists say you will see noticeable improvements within a week.” The program put scientists’ growing belief that lifestyle changes influence intelligence to test.

The BBC production team earlier did trial runs among 15 volunteers, who each followed a “get smarter” schedule for a week. What they found was that some performed up to 40 percent better than in the initial assessment, 10 percent.

“This program shows everyone can get smarter, and feel better, if they do these simple things,” said Morrow.

58. How did Marie use to find the goods she wanted in the supermarket?

A. She knew where the goods were in the supermarket.

B. She asked others to take her to the right place.

C. She managed to find the goods by their looks.

D. She remembered the names of the goods.

57. Why didn't Marie go to the supermarket by bus at first?

A. Because she liked to walk to the supermarket.

B. Because she didn't have a bus schedule.

C. Because she couldn't afford the bus ticket.

D. Because she couldn't find the right bus.

56. What did the writer do last summer?

A. She worked in the supermarket.

B. She helped someone to learn to read.

C. She helped some single mothers.

D. She was trained by a literacy volunteer.

55.　 A. worth 　　　　　　　 B. customs　　　　　　　　　 C. feelings　　　　　　　　　　 D. values

Section B (15分)

Directions: Read the following passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.

A

Last summer I went through a training program and became a literacy volunteer (扫盲志愿者). The training I received, though excellent, didn't not tell me how it was to work with a real student, however. When I began to discover what other people’s lives were like because they could not read, I realized the true importance of reading.

My first student Marie was a 44-year-old single mother of three. In the first lesson, I found out she walked two miles to the nearest supermarket twice a week because she didn't know which bus to take. When I told her I would get her a bus schedule, she told me it would not help because she couldn't read it. She said she also had difficulty once she got to the supermaket because she couldn't always remember what she needed. Also, she could only recognize items by sight, so if the product had a different label, she would not recognize it as the product she wanted.

As we worked together, learning how to read built Marie’s self-confidence. She began to make rapid progress and was even able to take the bus to the supermarket. After this successful trip, she reported how self-confident she felt. At the end of the program, she began helping her youngest son, Tony, a shy first grader, with his reading. I found that helping Marie to build her self-confidence was more rewarding than anything I had ever done before.

As a literacy volunteer, I learned a great deal about teaching and helping others. In fact, I may have learned more from the experience than Marie did.