Unit2
Part A
Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. （40 points） Text 1
When Alexandre Gustave Eiffel completed the design and commenced construction of the tower in Paris which was to bear his name, a lot of loud protests were heard from nearly every quarter. Artists, writers, composers, and others publicly condemned the structure as monstrosity. Yet today, more than a hundred years later, virtually everyone proclaims the Eiffel Tower a work of genius and great beauty. The idea of a 1,000-foot tower had been proposed for the Philadelphia Centennial Exposition in 1876. But it was the French who finally authorized such a structure for their Paris Exposition of 1889. When the design competition was concluded, the winning entry was one submitted by Eiffel, a builder of bridges who had been among the first to employ prefabricated and standardized structural parts to speed and simplify construction. Earlier in his career, he had solved the problem of how to support the Statue of Liberty by fastening the envelope of copper sheets with an interior framework of wrought iron.
Thus it was that he approached the building of his tower with iron although he recognized steel as “the metal of the future.” Within a little more than a year after the first ground was broken in 1887, the four huge inward-facing pillars were in place over the four-acre site, and the tower?s first platform secured 187 feet above ground. When the French Exposition opened in May of 1889, the tower was complete, ready for the first of millions of people who would climb her 1,710 stairs or ride her elevators.
Owned since 1909 by the city of Paris, the Eiffel Tower is now 1,052 feet in height since the addition of a television transmission antenna. Almost two million visitors to the Paris Exposition paid to climb the tower during its first year, and a similar number continue each year to pay to inspect it, thus making the Eiffel Tower Europe?s most popular tourist attraction. Alexandre Gustave Eiffel died in 1923 at the age of 91 years.
1. As is stated in the text,
［A］ the iron tower was named after its designer prior to its construction. ［B］ the construction of the tower began in an unfavorable atmosphere.
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［C］ the design of the tower was considered as a work of genius. ［D］ the naming of the iron tower encountered widespread objections. 2. The construction of the tower gave rise to vigorous protests because it ［A］ cost a tremendous amount of labor and money. ［B］ didn?t find favor with the highest quarters. ［C］ was considered as of extraordinary size and shape. ［D］ was disapproved by people from all parts of the globe. 3. Alexander Eiffel was authorized to build such a tower because ［A］ he proposed the idea of such a tower early in 1876.
［B］ he was the first person to present his design to the authorities. ［C］ he had solved the problem of consolidating the Statue of Liberty. ［D］ his design was superior to any others technically and economically. 4. The Eiffel Tower was constructed
［A］ for the opening of the French Exposition. ［B］ on an enormous platform of four acres. ［C］ as high as one thousand and fifty-two feet. ［D］ with the metal of the future as building material. 5. It is a fact that
［A］ the height of the tower proper is well over a thousand feet. ［B］ the ground floor of the tower was fixed in more than a year. ［C］ the tower?s essential parts were constructed on building site. ［D］ the completion of the iron monster took only two years. Text 2
There are certain people who behave in a quite peculiar fashion during the work of analysis. When one speaks hopefully to them or expresses satisfaction with the progress of the treatment, they show signs of discontent and their condition invariably becomes worse. One begins by regarding this as defiance and as an attempt to prove their superiority to the physician, but later one comes to take a deeper and juster view. One becomes convinced, not only that such people cannot endure any praise or appreciation, but that they react inversely to the progress of the treatment. Every partial solution that ought to result, and in other people does result, in an improvement or a temporary suspension of symptoms produces in them for the time being an intensification of their illness; they get worse during the treatment instead of getting better. They exhibit what is known as a “negative therapeutic reaction”.
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There is no doubt that there is something in these people that sets itself against their recovery, and its approach is dreaded as though it were a danger. We are accustomed to say that the need for illness has got the upper hand in them over the desire for recovery. If we analyze this resistance in the usual way ?D then, even after fixation to the various forms of gain from illness, the greater part of it is still left over; and this reveals itself as the most powerful of all obstacles to recovery, more powerful than the familiar ones of narcissistic(admiring one?s own self too much) inaccessibility, a negative attitude towards the physician and clinging to the gain from illness.
In the end we come to see that we are dealing with what may be called a “moral” factor, a sense of guilt, which is finding satisfaction in the illness and refuses to give up the punishment of suffering. We shall be right in regarding this disencouraging explanation as final. But as far as the patient is concerned this sense of guilt is dumb; it does not tell him he is guilty, he feels ill. This sense of guilt expresses itself only as a resistance to recovery which it is extremely difficult to overcome. It is also particularly difficult to convince the patient that this motive lies behind his continuing to be ill; he holds fast to the more obvious explanation that treatment by analysis is not the right remedy for his case.
6. According to the author, some unusual patients would ［A］ openly resist the treatment of the physician. ［B］ intentionally hold the physician in contempt. ［C］ respond against the physician?s expectation. ［D］ disregard the appreciation by the physician. 7. For the patients the author describes,
［A］ a hopeful treatment often leads to a reverse result. ［B］ a local treatment improves temporarily their symptoms. ［C］ a partial solution betters rather than worsens their illness. ［D］ a right solution cures them partially of their illness. 8. The author?s study of this syndrome leads him to think that ［A］ patients must be convinced of the treatment by analysis. ［B］ patients? sense of guilt may hinder them from getting well. ［C］ patients need to know the final explanations of their illness.
［D］ patients should give up the punishment of suffering from their illness. 9. It can be inferred from the text that
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［A］ certain people behave in a particularly fashionable way. ［B］ the need for illness has overcome the desire for recovery. ［C］ the patients who are content with their illness are guilty. ［D］ the syndrome of inverse reaction to therapy is curious.
10. The root cause of the resistance to recovery lies in the fact that the patients ［A］ are apt to refuse the recognization of the physician?s authority. ［B］ can hardly put up with being praised or appreciated by their doctors. ［C］ cling to the unconscious belief in their deserved penalty by sickness. ［D］ suffer from a chronic mental disease that offers them a feeling of guilt. Text 3
In examining the cultural backgrounds of some linguistically different children, we found that the theory of a “culture of poverty”, which was rather commonly accepted in the early 1960s, has been questioned by scholars and leaders from a number of fields. While the adverse effects of harsh living conditions ought always to be recognized, the variability of human nature precludes treating even that understanding in stereotyped ways. We need teachers who warmly believe that the child can learn and who will be clever in developing teaching-learning strategies that capitalize on individual strengths and interests.
You should be aware of the linguistic differences in the group you are teaching, whether they are cultural, syntactical, or phonological. Don?t underestimate the reading level of a student because of dialect pronunciations in oral reading.
Language-experience stories are ideal teaching-learing tools for the linguistically different student because they build on words that are within his meaning vocabulary. With those words, you can teach all of the methods of word recognitition, such as beginning, ending, and medial (in the middle position) sounds, and phonogram (phonetic symbol) patterns. Through the transcription (copying) of his own sentences, the child sees the help of syntax (rules for sentence-building) in decoding (discovering the meaning of) print and begins to see what reading is all about. Transfer from the natural language to standard English can be made gradually.
Listening experience with literature may be of great help to children in learning a new dialect. Be sure to avoid literature which presents minorities in debasing (lowering in value, quality, etc.) circumstances or depicts them as having cultures that are always outside the mainstream of American life.
In addition to your teaching approaches, peers can also help the bilingual(using
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two languages) child feel part of a strange and frustrating environment. The school can work with the community in providing practice in mastery of the new language. Bilingual, multi-cultural education seems to be a promising hope for improving opportunities for children who have trouble with English since it is a second language, as well as a means of broadening the lives of children who speak English. 11. The importance of the problem discussed in the text lies in ［A］ the urgent renewal of the educational theory. ［B］ the multi-cultural features of U.S. education. ［C］ the assimilation of minorities to U.S. society. ［D］ the vital reform of language teaching in schools. 12. According to the text, the theory of a “culture of poverty” ［A］ was admitted in the early part of the 20th century. ［B］ was established in a generally questionable manner. ［C］ has been disproved by scholars from different areas. ［D］ has been reassessed by experts in various fields. 13. The author is most probably in favor of the opinion that
［A］ rough conditions have bad effects on linguistically different children. ［B］ we should realize the unfavorable impact of poverty on bilingual pupils. ［C］ our nature rules out the fixed realization of the negative effects of poverty. ［D］ our character prevents understanding the theory of a “culture of poverty”. 14. Which of the following statements is UNTRUE according to the text? ［A］ Clever teachers are needed to develop teaching strategies to finance learners. ［B］ Teachers should be conscious of the language differences among their students. ［C］ Students may understand what reading is all about by copying what they write. ［D］ One of the best teaching approaches is to make stories based on familiar words. 15. According to the author, it would be safe to say that
［A］ American minorities living in humble conditions feel frustrated. ［B］ bilingual kids encircled by native English speakers may feel dismayed. ［C］ literary works about minority cultures may be acceptable to bilingual children.［D］ multi-cultural education also raises the level of the U.S. native students. Text 4
Technology is the creation of new products and processes intended to improve our working efficiency, our chances for survival, our comfort level, and our quality of life. The goal of science is to develop widely accepted knowledge or ideas, which are
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