题目内容
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We must try to use our intellect ______.
A．to the greatest advantage
B．for the most details
C．by the rarest chance
D．of the greatest significance
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W: I suppose that'll be OK.
M: The first question is what is your full name？
W: Louisa O'Leary.
M: And your age, Mrs. O'Leary？
W: Well ... it's thirty-four.
M: Really？ You don't look it at all. Now how much does your husband earn？
W: That's a personal question, but I suppose I should try and be as frank as I can with you--￡ 10,000 a year.
M: That isn't much.
W: Yes.
M: Now what I'm really interested in is the way you spend your money. What about housiug, for example？
W: Well, our house costs us about ... er, ￡ 300 a month.
M: Oh, that must be difficult with ten thousand a year!
W: It certainly is. I was working before we had the baby, of course. That used to make things a lot easier. Now we're much less well off.
M: Mm. Apart from the house, where does your money go？
W: Food is the biggest item. That's about ￡ 240 a month for food and other small bits and pieces-cleaning materials and so on. For electricity, we only use it for lighting. That's about ￡ 50 a year.
(23)
A．He is doing a survey.
B．He is introducing himself.
C．He is talking with a friend.
D．He is selling a product.
Give Up Six Words and Change Your Life
Alfred Korzybski, the father of general semantics, observed that how we talk affects how we handle problems and how we behave. He found that scientists, trained to be specific, handled both personal and laboratory problems better than non-scientists. Non-scientists, then as now, used words loaded with feeling and prejudgment and got into trouble.
Changing the way we use certain everyday words can actually shift the way we see the world and other people, helps change the emotion-laden attitudes behind the words, and makes us less likely to make inappropriate demands on ourselves and others.
There is also a change in the effect on others. Teachers, told that certain students have hidden talents, will help them develop, even if the students were selected blindly by researchers. People act as they think they have been defined, and like it or not, our words play a large part in expressing that definition.
In our work, we have found six words that are often used in damaging ways: try, always, is, can't, should and everybody. These words are really "families" of words. Always can be expanded to never, every time. Should is also ought to, must, have to. We use nobody, no one, all, 'the way we use everybody.
Each of these words is linked to the concept of time. "Everybody does it" implies every person always does it. Should reflects a standard adopted in the past, governing how we must always behave. Is implies a permanent characteristic of something or someone, as "she is impossible to deal with." Alfred Korzybski called humans "time binders". Facts, opinions and behaviors are learned, repeated and passed on, even though they may not necessarily have been true in the first place. Both Korzybski and S. I. Hayakawa, who is a respected semanticist, caution us against using such "allness" terms.
Yet we do use them, as though by doing so we could somehow manage the present and future. "With words," says Hayakawa in Language in Thought and Action, "we influence and to an enormous extent control." "I'll meet you at three Thursday" is an attempt to make another person--and ourselves --be at a certain place at a certain time. Hayakawa writes, "The future is a specifically human dimension. To a dog, 'hamburger tomorrow' is meaningless. With words we [humans] impose a certain predictability upon future events."
Similarly, we attempt to control people's actions and even characteristics with can't, should, everybody and related words. We try thus to create "reliable" data, however unrelated it is to the facts.
According to Freud, to some mental patients certain words become magical, symbols of whole trains of thought condensed. Seriously ill neurotics maintain some of that magic: "Everybody's against me" or "I have to do this." And nearly all of us have the same bad habit to a less intense degree.
When and where do we begin this pattern of restrictive words and beliefs？
According to the late speech expert Wendell Johnson, as adults we are still "using information, attitudes, beliefs, procedures, practices ... adapted to an earlier time." Our beliefs, and the words we use to support them and to protect ourselves from change, come from early in our lives. Willis Harman, Ph. D., a futurist at SRI (formerly Stanford Research Institute), maintains that we are all in a way hypnotized from infancy. "We do not perceive ourselves and the world about us as they are, but as we have been persuaded to perceive them," says Dr. Harman. Research shows that objects and people with some familiar characteristics tend to be perceived by the infant as identical. The newborn cannot distinguish between self and surrounding. When the baby is hungry, everybody is hungry. Later, any man becomes "Daddy" and every animal "doggie."
We use such early biases to m
A．Y
B．N
C．NG
Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.
We have admitted the fact that verbal (言语的)and mathematical thinking are given a lot of attention at school and college, while thinking using the right side of the brain is not given very much attention. However, we also have discovered that it is rather important to encourage people to make full use of their powers of visual imagery (影像). Then how do we develop our visual thinking？ Here are some techniques.
See actions and movement in your mind's eye. Try to imagine these actions: you arrive home, you go to your door, put your key in the lock and open the door. You take off your coat. You go into the kitchen and you make yourself a drink. Could you see these actions in your mind' s eye？ It is a useful technique and one which can be improved with practice.
Hear, smell, taste and touch..., in your mind. Try to close your eyes and see if you can hear, feel, taste and smell in your mind. Imagine pulling on rope. You hear the roar of the sea. Your bare feet are on the hot sand. The taste of salt is in the air. Now, you are no longer pulling; you are waving. The hot, soft sand is changing into hard, rough concrete. The sea no longer roars; you hear screaming tires of cars before they hit something. With practice, we can make enough use of our ability to imagine the whole range of our senses.
Create new objects and actions. Creative people must be able to imagine objects, people and scenes They must also be able to imagine new combinations and relations. Imagine a washing machine. You open the door and clothes fly out one after another. They dance in the air in front of you. Can you see this？ Describe the washing to a friend.
All of us can do these things to achieve creative thinking, if we want.
According to the passage, school education stresses more on______.
A．thinking with the right side of the brain
B．using the left side of the brain
C．combining both sides of the brain
D．developing imaginary thinking
To squeeze the most out of each shining hour we have shortened the opera, quickened the pace of the movie and put culture in pocket-sized packages. We make the busy bee look like a lazy creature, the ant like a sluggard. We live sixty-mile-minute and the great efficiency smiles.
We wish we could return to that pleasant day when we considered time a friend instead of an enemy; when we did things willingly and because we wanted to, rather than because our timetable called for it, But that of course would not be efficiency; and we Americans must be efficient.
The phrase that best expresses the main idea of this passage is ______. ()
A．the modern pace
B．our interest in shortened operas
C．how to make the best use of leisure time
D．planning our time scientifically
A man who knows a bit about carpentry (木工术) will make his table more quickly than the man who does not. If the instructions are not very clear, or the shape of a piece is puzzling his experience helps him to conclude that it must fit there, or that its function must be that. In the same way, the reader's sense and experience helps him to predict what the writer is likely to ,say next; that he must be going to say this rather than that. A reader who can think along with the writer in this way will find the text.
This skill is so useful that you may wish to make your students aware of it so that they can use it to tackle difficult texts. It does seem to be the case that as we read we make hypotheses (假设) about what the writer intends to say; these are immediately modified by what he actually does say, and are replaced by new hypotheses about what will follow. We have all had the experience of believing we were understanding a text until suddenly brought to a halt by some word or phrase that would not fit into the pattern and forced us to reread and readjust our thoughts. Such occurrences lend support to the notion of reading as a constant making and remaking of hypotheses.
If you are interested in finding out how far this idea accords with (符合) practice, you may like to try out the text and questions. To do so, take a piece of card and use it to mask the text. Move it down the page, revealing only one
t a time. Answer the question before you go on to look at the next section. Check your prediction against what the text actually says, and use the new knowledge to improve your next prediction. You will need to look back to earlier parts of the text if you are to make accurate prediction, for you must keep in mind the general organization of the argument as well as the detail within each sentence. If you have tried this out, you have probably been interested to find how much you can predict, though naturally we should not expect to be right every time -- otherwise there would be no need for us to read.
Conscious use of this technique can be helpful when we are faced with a part of the text that we find difficult: if we can see the overall pattern of the text, and the way the argument is organized, we can make a reasoned guess at the next step. Having an idea of what something might mean can be a great help in interpreting it.
The author uses the examples of carpentry and reading to show______.
A．the importance of making prediction
B．the similarity in using one's senses
C．the necessity of making use of one's knowledge
D．the most effective method in doing anything
So why do manufacturers keep on designing and producing VCRs that are awkward to use if the problems are so obvious. First, the problem we notice are not obvious to technically minded (有技术思想的) designers with years o[ experience and trained to understand how appliances work. Secondly, designers tend to add one or two features at a time to each model, whereas you or I face all a machine' features at once. Thirdly, although finding problems in a finished product is easy, it is too late by then to do anything about the design. Finally, if manufacturers can get away with selling products that are difficult to use, it is not worth the effort of any one of them to make improvements.
Some manufacturers say they concentrate on providing a wide range of features rather than on making the machines easy to use. But that gives rise to the question, "Why can't you have features that are easy to use？" The answer is you can.
Good design practice is a mixture of specific procedures and general principles. For a start, designers should build an original model of the machine and try it out on typical members of the public—not on colleagues in the development laboratory. Simple public trials would quickly reveal many design mistakes. In an ideal world, there would be some ways of controlling quality such as that the VCR must be redesigned repeatedly until, say, 90 per cent of users can work 90 per cent of the features correctly 90 per cent of the time.
The author had trouble operating his VCR because
A．he had neglected the importance of using the timer
B．the machine had far more technical features than necessary
C．he had set about using it without proper training
D．its operation was far more difficult than the designer intended it to be
We must try to ______ the best of our moral values for our children and grand-children.
A．replace
B．remain
C．generate
D．preserve
A、must try to attract those who never use the Internet.
B、must collect everyone's credit card information.
C、must prevent customers' credit card information from being stolen.
D、must have branches.
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