2010年12月英語(yǔ)四六級(jí)考試閱讀專項(xiàng)練習(xí)(30)

　　Passage 2

　　In October 1987, the National Board for Professional Teaching Standards began its work to set new standards of accomplishment for the teaching profession and to improve the 11 of education available to all children in the United States.

　　Teachers are 12 to students and their learning. They must act on the belief that all students can learn. They must recognize 13 differences in their students and adjust their practice 14 . They must know that their mission extends beyond developing the cognitive capacity of their students. They must be 15 with their students' self-concept, with their motivation, and with the development of character.

　　Teachers must know the subjects they teach and how to teach them. They must 16 specialized knowledge of how to convey a subject to students. Teachers are responsible for managing and monitoring student learning. They must call on 17 methods to meet their goals, knowing and being able to 18 a variety of instructional skills. Teachers must think systematically about their practice and learn from experience, seeking the 19 of others and drawing on education research and scholarship to improve their practice.

　　As members of learning communities, teachers contribute to school effectiveness by collaborating with other professionals. They take ___20 of

　　community resources, cultivating knowledge of their school's community as a powerful resource for learning.

　　A. employ B. advice C. quantity D. committed

　　E. command F. consulted G. manual H. approximately

　　I. concerned J. advantage K. multiple L. accordingly

　　M. individual N. embrace O. quality

　　Passage 3

　　For some time past it has been widely accepted that babies and other creatures learn to do things because certain acts lead to "rewards"; and there is no reason to doubt that this is true. But it used also to be widely believed that effective rewards, at least in the early stages, had to be directly related to such basic physiological(生理的) "drives" as thirst or hunger. In other words, a baby would learn if he got food or drink or some sort of physical comfort, not otherwise.

　　It is now clear that this is not so. Babies will learn to behave in ways that produce results with no reward except the successful outcome.

　　Papousek began his studies by using milk in the normal way to "reward" the babies and so teach them to carry out some simple movements, such as turning the head to one side or the other. Then he noticed that a baby who had had enough to drink would refuse the milk but would still go on making the learned response with clear signs of pleasure. So he began to study the children's responses in situations where no milk was provided. He quickly found that children as young as four months would learn to turn their heads to right or left if the movement "switched on" a display of lights—and indeed that they were capable of learning quite complex turns to bring about this result, for instance, two left or two right, or even to make as many.as three turns to one side.

　　Papousek's light display was placed directly in front of the babies and he made the interesting observation that sometimes they would not turn back to watch the lights closely although they would " smile and bubble" when the display came on. Papousek concluded that it was not primarily the sight of the lights which pleased them, it was the success they were achieving in solving the problem, in mastering the skill, and that there exists a fundamental human urge to make sense of the world and bring it under intentional control.

　　21. According to the author, babies learn to do things which______.

　　A. are directly related to pleasure B. will meet their physical needs

　　C. will bring them a feeling of success D. will satisfy their curiosity

　　22. Papousek noticed in his studies that a baby______.

　　A. would make learned responses when it saw the milk

　　B. would carry out learned movements when it had enough to drink

　　C. would continue the simple movements without being given milk

　　D. would turn its head to right or left when it had enough to drink

　　23. In Papousek's experiment babies make learned movements of the head in order to

　　A. have the lights turned on B. be rewarded with milk

　　C. please their parents D. be praised

　　24. The babies would "smile and bubble" at the lights because______.

　　A. the lights were directly related to some basic "drives"

　　B. the sight of the lights was interesting

　　C. they need not turn back to watch the lights

　　D. they succeeded in "switching on" the lights

　　25. According to Papousek, the pleasure babies get in achieving something is a reflection of______.

　　A. a basic human desire to understand and control the world

　　B. the satisfaction of certain physiological needs

　　C. their strong desire to solve complex problems

　　D. a fundamental human urge to display their learned skills

　　Passage 4

　　There are various ways in which individual economic units can interact with one another. These basic ways may be described as the market system, the administered system, and the traditional system.

　　In a market system individual economic units are free to interact among each other in the marketplace. It is possible to buy goods from other economic units or sell goods to them. In a market, transactions may take place through barter or money exchange. In a barter economy, real goods such as automobiles, shoes, and rice are traded against each other. Obviously, finding somebody who wants to trade my old car in exchange for a sail-boat may not always be an easy task. Hence, the introduction of money as a medium of exchange eases transactions considerably. In the modern market economy ? goods and services are bought or sold for money.

　　An alternative to the market system is administrative control by some agency over all transactions. This agency will issue commands as to how much of each goods and service should be produced, and consumed by each economic unit. Central planning may be one way of running such an economy. The central plan, drawn up by the government, shows the amounts of each goods produced by the various firms and shared among different households for consumption. This is an example of complete planning of production, consumption, and exchange for the whole economy.

　　In a traditional society, production and consumption patterns are governed by tradition; every person's place within the economic system is fixed by fatherhood or motherhood, religion, and custom. Transactions take place on the basis of tradition, too.

　　26. The main purpose of the passage is______.

　　A. to outline different types of economic systems

　　B. to explain the science of economics

　　C. to argue that one economic system is better than the others

　　D. to compare barter and money-exchange markets

　　27. In the second paragraph, the word "real" could best be replaced by______.

　　A. high quality B. special

　　C. actual • D. exact

　　28. Which of the following statements is TRUE according to the passage?

　　A. The author prefers the market system to either the administered system or the traditional system.

　　B. In an administered system only the government makes decision.

　　C. In a market economy services can be sold or bought.

　　D. The traditional system is good for a society which asks for little progress.

　　29. According to the passage, a barter economy can lead to______.

　　A. rapid speed of transaction B. misunderstanding

　　C. inflation D. difficulties for traders

　　30. According to the passage, who has the greatest degree of control in an administered system?

　　A. Individual household. B. Major corporations.

　　C. Small businesses. D. The government.