III. 阅读(共两节，满分30分)

第一节 阅读理解(共10小题；每小题2分，满分20分)

阅读下列短文，从每题所给的A、B、C和D项中，选出最佳选项，并在答题卡上将该项涂黑。

Charles Dickens (1812-1870), the great nineteenth century English novelist, was born near Portsmouth. His father ran heavily into debt and when he was twelve, he had to go and work in a factory for making boot polish. The only formal education he received was a two-year schooling at a school for poor children. In fact, he had to teach himself all he knew. He worked for a time as a junior clerk in a lawyer’s office. After that, he worked as a reporter in the law courts, and later in Parliament, for London newspapers.

His career as a writer of fiction began in 1833 with short stories and essays in periodicals(期刊), and in 1837 his comic novel The Pickwick Papers made him the most popular author at his time in England.

He was a great observer of people and their places because he was attracted by life and conditions in mid-nineteenth century London. He wrote 19 novels all his life and in many of them, Dickens gave a realistic picture of all classes of England society, showing deep sympathy for the poor and unfortunate, exposing the injustice and inhumanity of the middle class. Many of his novels like Oliver Twist, David Copperfield, Nicholas Nickleby, Great Expectations, A Tale of Two Cities and so on drew attention to the unsatisfactory social conditions that existed in England over a hundred years ago. Dickens criticized capitalist society from the point of view of bourgeois humanism. He wished to see improvement in the living conditions of the poor, but failed to find any effective means to achieve that end.

46. Dickens only received a little formal education because______.

A. he wanted to teach himself

B. he wanted to work and made a lot of money

C. he was too poor to afford any more formal education

D. he wanted some working experiences to be a novelist

47. According to Dickens, society at his time in England was________.

A. just    B. poor   C. comfortable      D. unsatisfying

48. Which of the following novel made Dickens the most popular writer at his time in England?

A. Oliver Twist                   B. The Pickwick Papers 

C. A Tale of Two Cities        D. Great Expectations

49. According to the passage, which of the following about Dickens is true?

A. He didn’t go to school at all.

B. He only wrote about poor people and showed deep sympathy for them.

C. He began to write fictions when he was 21 years old.

D. He found some effective ways to improve the living conditions of the poor.

50. It can be inferred from the passage that________.

A. Dickens had a miserable（悲惨的;可怜的）childhood

B. His career as a writer of fiction began in 1833

C. Dickens wrote many novels but only some of them are popular

D. Dickens criticized capitalist society and helped to improve the living conditions of the poor

Is this happening in your neighborhood? Children, notebook computers stuck under their arms,  await the yellow bus for the trip to middle school. On the surface, the question of computers in  schools is a no-brainer. It would be strange to insist that today’s technology shouldn’t be used to make the classroom experience more individualized, more effective, more immediate, more exciting. Computers have been in schools more than 20 years---and probably even done some good.

But the idea of a personal computer as a necessary daily tool for every American grammar school pupil is altogether a different thing. Be aware of the seemingly attractive vision of 10-year-olds doing most of their work---and homework---on a computer. It is another illusory silver bullet(虚幻的能迅速解决问题的捷径之道) that promises to solve all of society’s ills through technology. Regardless of whether parents or taxpayers buy the machinery, it’s bad policy.

Determining the proper role of computers in schools is too important to be left to computer suppliers and educators. An educated public with clear and realistic expectations needs to help determine the right track for technology.

Educators forever seem to seek the ultimate in teaching tools. They are always preoccupied with innovation---junior high school, new math, whole language, open classrooms, and mastery learning, to name a few. Some ideas turned out well and over time have earned permanent positions in our education systems. Other reflected change for changes’ sake and wound up in the trash bin, where they belong.

Exactly what is to be solved with computers in schools? Are we looking to improve instructional capacity and flexibility? Are we trying to make teachers and aids more productive by letting students take advantage of programmed learning tools? This all sounds good, and much has been accomplished with computer-assisted instruction.

But that’s not the same as making the computer a symbol of well-tempered educational policy. There’s danger in the message that a child is not fully educated if he or she can’t surf the World  Wide Web skillfully, move around in Windows or the Founder, use a word processing program, or program in Logo or Basic.

These skills can be learned outside the classroom. Worse, the time it takes students to acquire them is time stolen from the teaching schedule---and that’s a bad trade.

And what kind of computers should be purchased? We’re not talking brand names. Most school systems don’t have the money to replace PCs or Macs on the two-to-three-year cycle that shifting technologies demand. On the other hand, $2500---the cost of just one computer---invested in books for the school library produces wealth that has, shall we say, a longer shelf life.

And who changes the factory culture of schoolrooms to allow computers to be more effective? And who teaches the teachers? These are the really tough issues---the ones that more hardware won’t solve.

Children are best served when schools contribute to shaping the solid foundations on which their future will be built. The student who can read with curiosity and understanding, who has mastered basic mathematical concepts, who can evaluate ideas critically, is the one schools should aim to produce.

57. A “no-brainer” in the third sentence of the first paragraph probably means __________.

A. something that is taken for granted

B. an idea that is brainless and foolish

C. a proposal that is not worthy of serious consideration

D. a machine that can never take the place of human brain

58. Who can determine the proper role of computers in schools?

A. Computer suppliers.                  B. Educators.

C. The educated public.                  D. All of the above.

59. According  to  the  author,  teaching  computer  in  the  school  classroom  is  bad practice because __________.

A. the computer is too expensive a luxury for school pupils

B. the pupils are not intelligently mature enough to master the skills

C. it takes too much time which might have been spent on regular courses

D. the pupils can learn nothing from computer-assisted instruction

60. In the last paragraph the author implies that __________.

A. computer skills contribute nothing to a proper education

B. computer teaching is an essential part of an education

C. the fundamental purpose of an education is being ignored

D. teachers should be taught how to teach computer skills

According to its label (标签), a pint of Häagen-Dazs ice cream contains four servings (份). But when was the last time you measured out a fourth of a container of Cookies & Cream, then put the rest away for another day?

For many people, the reality is that much of a pint can easily disappear in one sitting. A large package of Cool Ranch Doritos lists a single serving as roughly 12 chips, but it’s hard to imagine keeping count of every last chip as you dig into a bag.

Canned soup may be one of the more obvious examples. According to its label, a single serving of Campbell’s Chunky Classic Chicken Noodle soup is one cup—just under half a can— and contains about 790 milligrams of sodium (钠). But in a national survey of 1,000 consumers, only 10 percent of people said they would eat a one-cup portion. Most, about 64 percent, said they would eat an entire can at one time, taking in 1,840 milligrams of sodium in a sitting. That is roughly 80 percent of the 2,300 milligrams recommended as the upper limit for daily salt intake.

In the face of increasing criticism, the Food and Drug Administration (F.D.A.) has been under pressure for years to force food makers to include more realistic serving-size information on their labels. The agency regulates the serving sizes that can be listed on packages by providing food makers with detailed instructions to follow, which list the amounts of a specific food that a person would “customarily consume” in a typical sitting. But critics say these so-called reference amounts are often laughably small because they’re based in part on surveys of eating behavior that were carried out in the 1970s, when Americans ate less food and portions had not been supersized.

Now, in an effort to emphasize the problems with some labels, the Center for Science in the Public Interest, a consumer advocacy group, has picked out what it says are some of the worst offenders. At the top of its list are labels for canned soups, ice cream, coffee creamers and nonstick cooking sprays—all of which grossly understate (少报) the calories, sodium and saturated fat the average person typically consumes when eating these foods.

The F.D.A. has been in the process of revising existing food labels since 2005. But the agency has been somewhat tight-lipped about where it is in the process and any changes it plans to make, like whether labels should include details on added sugars or just total sugar, for example, and whether calories should be emphasized less or more than they are now.

This fall, the Institute of Medicine is expected to release its own report on food packaging and labeling as well.

63. According to the passage, when eating canned soup, ________.

A. people are aware of the amount they take in                         

B. people are worried about the amount they take in

C. many people take in too big an amount unconsciously                          

D. most people follow the instructions on the label closely

64. The writer tries to convince us that ________.

A. food consumers are to blame for eating so carelessly

B. food makers show little consideration for consumers

C. most labels on food packages give false information

D. the amount of food in one package is often too large

65. What does the writer seem to think of the F.D.A’s efforts?

A. Considerable.             B. Unsatisfying.     C. Unreasonable.          D. Effective.  

66. Which might be the proper title for the passage?

A. Problem with serving sizes                      B. Trend of packaging and labeling

C. Relationship between diet and health         D. Efforts to reduce criticism

根据短文内容，从下框A~F选项中选出能概括每段主题的最佳选项，选项中有一项为多余项。

A. Don’t be afraid of risks.

B. Find ways to solve problems.

C. Learn from successful people.

D. Don’t give up easily.

E. Know the meaning of success.

F. Enjoy facing your failure.

1.Look around---who has the success that you envision（想象）for yourself? What are they doing? How do they approach a successful life? Become their students. Ask them for advice. Spend time around them, if you can. Learn from them. They will bring you much useful experience.

2.You cannot have success if you don’t know what it means to you. Set clear goals and be realistic. Your standards should be specific or else you will spend your entire time chasing after a vague goal. For example, you want to be good at your job. However, this is not a specific goal. Instead, specify this goal as: “My goal is to only be late for work five times per year, at the most.” This is a specific goal that when achieved, give you a sense of satisfaction and completion, making you feel successful and confident.

3.Successful people think big and act big. It can be scary to do, but if you don’t, then how will you ever be successful? Don’t wait for opportunities. Dig them out. Successful people make big investments (in their careers, in their business, in their education) and all investments involve some degree of risk. Study your risks, and be brave.

4.People who are successful like solving problems and answering questions. No matter where you are or what you are doing, look around and try to think of ways you can find, for example, what are people struggling with or complaining about? How can you make life easier for them in an effective way? Can you redesign or reorganize some aspects of the situation so that things can run more smoothly?

5.You should learn to persist. It is also the key factor to success. When asked about his 10,000 failed attempts to develop a storage battery, the prolific（多产的）American inventor Thomas Edison replied: “I have not failed; I’ve just found 10,000 ways that won’t work. So, if your first attempt didn’t work, don’t quit and don’t give up.”