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
A. Positive.
B. Critical.
C. Neutral.
D. Indifferent.
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. the importance of reading
B. the effective ways of reading
C. the difficulties in reading
D. the incorrect habits of reading
Passage Five
When concerned parents protest the excessive sex or violence on television, they often seek control of television from some outside agency. Our research, however, suggests that the most effective control of TV’ s influence on children can be exerted from within the home.
We have found that there is major obstacle that parents need to overcome in connection with TV viewing. Surprisingly enough, we are going to advocate that parents act rudely—at least as fat’ as the TV set is concerned. Most of us have been socialized all our lives with the warning "Don’ t interrupt when someone else is speaking." Yet our ancestors never imagined a mechanical visitor sitting in the middle of our home who talks without stop and never allows the listener an opportunity to put a word in edgewise.
During our research, we found upon questioning parents that they usually reacted to TV content they disliked or disagreed with by
A. children may mistakenly think it all right for them to watch those programs
B. teenagers may become more resistant to their parents' attitude
C. young children may place more confidence in their parents' information
D. they lose a good chance to "lecture" their children
Passage Five 5
When you speak, write a letter or make a telephone call, your words carry a message. People communicate with words. But do you think you can communicate without words A smile on your face shows you are happy or friendly. Tears in your eyes tell others that you are sad. When you put up your hand in class, the teacher knows you want to say something or ask a question. You shake your head, and people know you are saying "no". You nod and people know you are saying "yea". Other things can also carry messages. For example, a sign at the bus stop helps you to know which bus to take. A sign on the door tells you where to go in or out. Have you ever noticed that there are a lot of signs around you and that you get messages from them all the time
People can communicate in many other ways. An artist can use his drawings to tell about beautiful mountains, about the blue sea and many other things. Books are written to tell about all t
A. A sign.
B. A drawing.
C. A bus.
D. A hut.
我来回答:
