Students will need to use all of their skills in order to understand the reading selections in Reader’s Choice.
The book1 many types of selections on a wide2of topics. These selections provide practice on3 different reading skills to get the4of the writer. They also give students5 in four basic reading skills: skimming, scanning, reading for6comprehension, and critical reading.
Skimming involves reading quickly through a text to get an overall idea of its contents. This kind of rapid reading is7when you are trying to decide8 careful reading is desirable or when there is not9to read something carefully.
Like skimming, scanning is also quick reading.10 , in this case the search is more11.To scan is to read quickly in order to12specific information. When you read to find a13 date, or number you are scanning.
Reading for thorough comprehension is14 reading in order to understand the total15of the passage.16 this level of comprehension the reader is17 to summarize the author’s ideas but has not yet made a critical evaluation of those ideas.
Critical reading demands that a reader18 judgments about what he or she reads. This kind of reedit19posting and answering questions such as “Does my own experience support that of the author?”, “Do I20 the author’s point of view?” And “Am I convinced by the author’s arguments and evidence?

1. 1.
   1. A.
      contains
   2. B.
      uses
   3. C.
      put
   4. D.
      writes
2. 2.
   1. A.
      sense
   2. B.
      variety
   3. C.
      kind
   4. D.
      subject
3. 3.
   1. A.
      making
   2. B.
      understanding
   3. C.
      speaking
   4. D.
      employing
4. 4.
   1. A.
      message
   2. B.
      secret
   3. C.
      content
   4. D.
      nature
5. 5.
   1. A.
      power
   2. B.
      point
   3. C.
      practice
   4. D.
      opinion
6. 6.
   1. A.
      better
   2. B.
      basic
   3. C.
      general
   4. D.
      thorough
7. 7.
   1. A.
      suitable
   2. B.
      interesting
   3. C.
      wrong
   4. D.
      true
8. 8.
   1. A.
      that
   2. B.
      if
   3. C.
      when
   4. D.
      why
9. 9.
   1. A.
      interest
   2. B.
      habit
   3. C.
      time
   4. D.
      desire
10. 10.
    1. A.
       Moreover
    2. B.
       Anyway
    3. C.
       However
    4. D.
       Therefore
11. 11.
    1. A.
       funny
    2. B.
       concentrated
    3. C.
       perfect
    4. D.
       important
12. 12.
    1. A.
       deal with
    2. B.
       get in
    3. C.
       go over
    4. D.
       find out
13. 13.
    1. A.
       common
    2. B.
       different
    3. C.
       fine
    4. D.
       particular
14. 14.
    1. A.
       carefully
    2. B.
       slowly
    3. C.
       quickly
    4. D.
       perfectly
15. 15.
    1. A.
       design
    2. B.
       explanation
    3. C.
       meaning
    4. D.
       feeling
16. 16.
    1. A.
       To
    2. B.
       On
    3. C.
       At
    4. D.
       In
17. 17.
    1. A.
       impossible
    2. B.
       able
    3. C.
       difficult
    4. D.
       simple
18. 18.
    1. A.
       makes
    2. B.
       finds
    3. C.
       puts
    4. D.
       offers
19. 19.
    1. A.
       lacks
    2. B.
       requires
    3. C.
       demands
    4. D.
       affords
20. 20.
    1. A.
       tell
    2. B.
       express
    3. C.
       share
    4. D.
       argue

完形填空

　　Scientists are learning more about our need for sleep. Most people sleep 1 eight hours each night. Some people sleep more than 2 and others sleep as few as two or three hours each night. Scientists do not know exactly 3 some people sleep more than others. Dr. Ernest Hartman has a(n) 4 about this. He believes the 5 of sleep depends on how a person attacks problems. He said people who need only a few 6 sleep usually are people who have much energy and make good 7 of time to get their work 8 quickly. But he said many people who sleep 9 than normal do creative work and seem to need 10 dreaming time to find 11 to emotional problems. Some scientists agree with this idea and others argue.

　　To determine the results of the 12 of sleep, scientists have put subjects 13 a set of mental and performance tests 14 them, for instance, 15 columns of numbers or recall a passage 16 to them only minutes earlier, “We've found 17 you're in sleep deficit(缺乏), performance 18 ,” says Dr. David. Short-term memory is 19 , as are abilities to 20 decisions and to concentrate.

1．

[　　]

2．

[　　]

3．

[　　]

4．

[　　]

5．

[　　]

6．

[　　]

7．

[　　]

8．

[　　]

9．

[　　]

10．

[　　]

11．

[　　]

12．

[　　]

13．

[　　]

14．

[　　]

15．

[　　]

16．

[　　]

17．

[　　]

18．

[　　]

19．

[　　]

20．

[　　]

Since the end of World War I(WWI) in 1918, Canadians, and millions of others around the world have paused at the 11^th hour of the 11^th day of the 11^th month to honour the sacrifice our soldiers have made in different ways, fighting for the freedoms that we all enjoy today.

Known as Remembrance Day, the day originated as a tribute to the soldiers of WWI, a dark period for our young country, which claimed the lives of over 60,000 military personnel and civilians and over 16 million dead worldwide. As there are no more surviving soldiers of WWI, today we rely on the wisdom and words of those soldiers who fought in the wars that followed and this day now also recognizes their heroic contribution. They tell us to always remember what those brave souls fought for, and all they ask in return is that we never forget.

  That’s why we wear the red poppy(罂粟花)；that’s why when we see a soldier in uniform we should stop him or her and say “Thank you”; that’s why we take a pause from our busy lives for two short minutes today to honor that request. Yet this message is fading away, year after year. Take for example the terrible decision to allow parents to excuse students from Remembrance Day ceremonies at school. Not only is this disrespectful, it distances the student from his or her classmates.

   It is difficult to understand why any Canadian parent would want to remove their child from the time-honored tradition of reading the poem in Flanders Fields, while a wreath of poppies is laid. It is more important than ever to teach school-aged children about our history, no matter how violent it was. Sheltering them from the realities of war is a great disservice. Understanding why conflicts happened, or happen today can help shape choices and decisions they make as adults.

   Of course, because we live in a free society, we cannot force an individual to do something. It is unfortunate, but some parents now have their child “opt-out” of the services. These people should be reminded they are free to make such choices only because of the men and women the rest of us are remembering.

1.Which of the following is NOT mentioned as a Remembrance Day activity today?

A. Stopping at 11a.m. to remember the war dead.

B. Listening to stories told by WWI soldiers.

C. Wearing a red poppy to show respect.

D. Showing gratitude to soldiers in uniform.

2.What can we learn from the passage?

A. War history is too violent for school children

B. The writer was once a soldier in the Canadian army

C. Few students are willing to take part in Remembrance Day ceremonies.

D. More parents are keeping their children away from frightening war stories.

3. The underlined word “It” in the last paragraph probably refers to_______.

A. the death of so many soldiers in wars

B. the fact that there were so many wars after WWI.

C. people’s ungratefulness for the freedom they have.

D. removing children from Remembrance Day events.

4.The writer believes that ______.

A. the sacrifice of the soldiers should always be remembered.

B. Remembrance Day is becoming less important for soldiers.

C. school no longer think Remembrance Day is necessary.

D. people should be forced to learn about the realities of war.

Bill Gates, the billionaire Microsoft chairman without a single earned university degree, is by his success raising new doubts about the worth of the business world’s favorite academic title: the MBA (Master of Business Administration).

The MBA, a 20^th century product, always has borne the mark of lowly commerce and greed on the tree-lined campuses ruled by purer disciplines such as philosophy and literature.

But even with the recession(经济萎缩) apparently cutting down the hiring of business school graduates, about 79,000 people are expected to receive MBAs in 1993. This is nearly 16 times the number of business graduates in 1960.

“If you are going into the corporate world it is still a disadvantage not to have one,” said Donald Morrison, professor of marketing and management science. “But in the last five years or so, when someone says, ‘Should I attempt to get an MBA?’ the answer a lot more is: It depends.”

The success of Bill Gates and other non-MBAs, such as the late Sam Walton of Wal-Mart Stores Inc., has helped inspire self-conscious debates on business school campuses over the worth of a business degree and whether management skills can be taught.

The Harvard Business Review printed a lively, fictional exchange of letters to dramatize complaints about business degree holders. The article called MBA hires “extremely disappointing” and said “MBAs want to move up too fast, they don’t understand politics and people, and they aren’t able to function as part of a team until their third year. But by then, they’re out looking for other jobs.”

The problem, most participants in the debate acknowledge, is that the MBA has acquired an aura (光环) of future riches and power far beyond its actual importance and usefulness.

Business people who have hired or worked with MBAs say those with the degrees of ten know how to analyze systems but are not so skillful at motivating people. “They don’t get a lot of grounding in the people side of the business”, said James Shaffer, vice-president and principal of the Towers Perrin management consulting firm.

1.According to paragraph 2, what is the general attitude towards business on campuses ruled by purer disciplines?

2.. It seems that the argument over the value of MBA degrees had been fueled mainly by ___.

3.. What is the major weakness of MBA holders according to the Harvard Business Review?

4.. From the passage we know that most MBAs ________.

5. What is the passage mainly about?

  To many web-building spiders, most of whom are nearly blind, the web is their essential window on the world: their means of communicating, capturing prey（猎物）, meeting mates and protecting themselves. A web-building spider without its web is like a men cast away on an island of solid rock，totally out of touch and destined to

starve to death.

    So important is the web to an orb-web spider's survival that the animal will continue to construct new webs daily even if it is being starved. For 16 days the starving spider builds completely normal webs. Then, as the animal gets scrawnier（憔悴的）， it constructs a wider-meshed web using fewer strands（线）. Such webs would only trap larger prey, which is more economical from the perspective of a starving spider.

    The spider stores energy by recycling web protein. It simply eats its own web each evening and reuses it to produce new silk. In studies with radioactively，labeled materials, it was found that 95 percent of web protein reappears in the next day' web. Most of the energy needed for web-building is used in walking over the strands as they are laid down．

    Scientists are impressed by the adaptability of the spider's highly preprogrammed brain, which is larger for its size than the brain of any other invertebrate（无脊推动物）．If web-building is interrupted, or if some of the existing strands are destroyed，the spider simply goes back to see where the web is left off and then finishes building a normal web. One spider will finish building the incomplete web of another.　

Which of the following best expresses the main ideas of the passage?

A. Secrets of Spiders' Adaptability                            B. Importance of Webs to Spiders

C. Secrets of the Spiders' Life                           D. Spiders' Highly Preprogrammed Brain

According to the passage, which of the following statements is TRUE?

    A. Most spiders will stop conducting webs when hungry.

    B. One Web-building spider usually conducts one web.

    C. Web-building spiders will probably die without their webs．

    D. Web-building spiders have good eyesight.

A spider conducts a wider-meshed web when____________.

A. it is 16 days old        　　　　　　B. it is getting weaker  

C. it has fewer wends     　　　　　　D. it hunts for food

A spider's ability to finish an incomplete web proves that___________.

    A. it has a highly preprogrammed brain    B. it reuses its web protein to reproduce new silk

    C. the web is everything for a spider　　　D. it is able to rebuild a destroyed web