Passage Three
The traffic lights were red when the driver reached them. To the surprise of his passenger, the car did not slow down. Unexpectedly the passenger was thrown forward in the vehicle as the driver put on his brakes at the last moment. The car stopped just in time.
"Sorry, I didn’t notice the light. I thought it was green until I saw that it was the top light which was shining."
This strange story is quite true. About ten men in every hundred are color blind in some way; women are luckier——only about one in two hundred suffers from color blindness.
In some cases, a man may not be able to see deep red. He may think that red, orange and yellow are all the same as green.
People often like one color more than others. Blue is the color of the sky and sea. Green makes us think of fields and trees. Red is the color of blood and makes some people think of danger. Black is the color of night. In the dark
A. he can see the difference between red and deep red
B. he can see the difference between blue and green
C. he can't tell the difference between orange and green
D. he thinks green is the same as blue
Passage Five
When a teacher or lecturer recommends a student to read a book, it is usually for a particular purpose. In many eases, the teacher doesn’ t suggest that the whole book should be read. In fact, he may just refer to a few pages which have a direct bearing on the matter being discussed.
Unfortunately, when many students pick up a book to read they tend to have no particular purpose in mind other than simply to "read the book". Often they open the book and start reading, page by page, line by line, word by word; in other words, slowly and in great detail. The result is that students frequently don’ t have an overall view of what they are reading; also, they tend to forget fairly soon what they’ ye been reading.
Students can make their reading much more effective by adopting a strategy (策略) aimed at helping them to understand and to remember what they read. Firstly, they should decide precisely why they’ re
A. the importance of reading
B. the effective ways of reading
C. the difficulties in reading
D. the incorrect habits of reading
Passage Five When a teacher or lecturer recommends a student to read a book, it is usually for a particular purpose. In many eases, the teacher doesn’ t suggest that the whole book should be read. In fact, he may just refer to a few pages which have a direct bearing on the matter being discussed. Unfortunately, when many students pick up a book to read they tend to have no particular purpose in mind other than simply to "read the book". Often they open the book and start reading, page by page, line by line, word by word; in other words, slowly and in great detail. The result is that students frequently don’ t have an overall view of what they are reading; also, they tend to forget fairly soon what they’ ye been reading. Students can make their reading much more effective by adopting a strategy (策略) aimed at helping them to understand and to remember what they read. Firstly, they should decide precisely why they’ re reading the book: perhap
A. they cover major points of the book in detail
B. they may help reader to better understand the book
C. they can take readers a lot of time to read every part of the book
D. they may help the readers find the important parts of the book
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