第二节 （共5小题；每小题2分，满分10分）

根据短文内容，从短文后的选项中选出能填入空白处的最佳选项，并将答案写在Ⅱ卷上。选项中有两项为多余选项。

Why do some people have many friends while others do not?　 　　36　 　However, it is not so. Let's 1ook at two psychological experiments which will give you the key to happy inter- personal relations.

　　 The first experiment is called the “Hawthorne effect” after Hawthorne, Illinois, where the experiment took place. A group of psychologists examined the work patterns of two groups of workers in the Western Electric Company 　37　 　The psychologists changed the working conditions for one group twice but left the other group alone. They were surprised to find that productivity increased on both occasions and in both groups. They concluded that the increase in productivity came from the attention given to the workers by the management. It had increased their motivation and so they had worked harder. In other words, if you take an interest in others, they will want to please you and you will have good relations with them.

　　 　　38　 　After Martin Luther King Jr was killed in the 1960s, a teacher, Jane Elliott living in an all-white town decided to help her class of young children understand why the Civil Rights Movement had been necessary in America.

　　 She divided the class into two groups: one with blue eyes and the other with brown eyes. Other eye colours such as hazel or green were excluded from his exercise. Then she told the class that brown-eyed people were cleverer than blue-eyed ones because of an agent for brown colour found in their blood. Blue-eyed people were stupid, lazy and not to be trusted. Jane Elliott did not need to say any more. The brown-eyed students quickly got used to their new role as the leaders of the class. The blue-eyed students became quiet and withdrawn. Then she discovered something very interesting. Four poor brown-eyed readers began to read fluently in a way they had never done before.　 　　　39　 　So if you want to be successful and happy, take an interest in others whether they are your classmates or workmates. Congratulate them on their successes and sympathize（同情）with them in their troubles. 　　40 　　.

A. Before the experiment the management talked to both groups of workers and explained that they wanted to find the best working environment for them.

B. Remember that the way you treat others will decide their attitude and behaviour to you.

C. The second experiment shows what happens to personal relations if you are rude to or ignore ( 忽略) others.

D. The ones who have more friends usually are those who care about others.

E. Jane Elliott had shown that the way people are treated affects not only their behaviour but also their confidence and performance.

F. You may even imagine that this ability was something they were born with because it seems so effortless to them.

G The second experiment tells us what teachers said has a great effect on the students.

D

Prolonging human life has increased the size of the human population. Many people alive today would have died of childhood diseases if they had been born 100 years ago. Because more people live longer, there are more people around at any given time. In fact, it is a decrease in death rates, not an increase in birthrates, that has led to the population explosion. 　　　 Prolonging human life has also increased the dependency load. In all societies, people who are disabled or too young or too old to work are dependent on the rest of society to provide for them. In hunting and gathering cultures, old people who could not keep up might be left behind to die. In times of famine, infants might be allowed to die because they could not survive if their parents starved, whereas if the parents survived they could have another child. In most contemporary (当代的)societies, people feel a moral obligation to keep people alive whether they can work or not. We have a great many people today who live past the age at which they want to work or are able to work; we also have rules which require people to retire at a certain age. Unless these people are able to save money for their retirement, somebody else must support them. In the United States many retired people live on social security checks which are so little that they must live in near poverty. Older people have more illnesses than young or middle-aged people; unless they have wealth or private or government insurance, they must often "go on welfare" if they have a serious illness. 　　 When older people become senile (衰老的)or too weak and ill to care for themselves, they create grave problems for their families. In the past and in some traditional cultures, they would be cared for at home until they died. Today, with most members of a household working or in school, there is often no one at home who can care for a sick or weak person. To meet this need, a great many nursing homes and convalescent (疗养的)hospitals have been built. These are often profit-making organizations, although some are sponsored by religious and other nonprofit groups. While a few of these institutions are good, most of them are simply "dumping (倒垃圾的)grounds" for the dying in which "care" is given by poorly paid, overworked, and under skilled personnel.

33. It can be inferred from the passage that in hunting and gathering cultures　________.

A. it was a moral responsibility for the families to keep alive the aged people who could not work

B. the survival of infants was less important than that of their parents in times of starvation

C. old people were given the task of imparting the cultural wisdom of the tribe to new generations

D. death was celebrated as a time of rejoicing for an individual freed of the hardships of life

34. According to the passage, which of the following statements about the old people in the United States is TRUE?

A. Many of them live on social security money which is hardly enough.

B. A minority of them remain in a state of near poverty after their retirement.

C. When they reach a certain age, compulsory retirement is necessary and beneficial.

D. With the growing inflation, they must suffer more from unbearable burdens than ever.

35. Which of the following BEST describes the author's attitude toward most of the nursing homes and convalescent hospitals?

A. Sympathetic.　 B. Approving.　 C. Optimistic.　 D. Critical.

C

Most Americans get what money they have from their work; that is, they earn an income from wages or salaries. The richest Americans, however, get most of their money from what they own — their stocks, bonds, real estate, and other forms of property, or wealth. Although there are few accurate statistics to go by, wealth in American society appears to be concentrated in very few hands. More than 20 percent of everything that can be privately owned is held by less than one percent of the adult population and more than 75 percent of all wealth is owned by 20 percent of American adults. The plain fact is that most Americans have no wealth at all aside from their homes, automobiles, and a small amount of savings. 　　 Income in the United States is not as highly concentrated as wealth. In 1917 the richest 10 percent of American families received 26.1 percent of all income, while the poorest 10 percent received 17 percent, mainly from Social Security and other government payments. The most striking aspect of income distribution is that it has not changed significantly since the end of World War II. Although economic growth has roughly doubled real disposable (可自由使用的) family income (the money left after taxes and adjusted for inflation) over the last generation, the size of the shares given to the rich and the poor is about the same. By any measure economic inequality is great in the United States. 　　 The reality behind these statistics is that a large number of Americans are poor. In 1918, 14 percent of the population was living below the federal government’s poverty line, which at that time was an annual income of $ 9 287 for a nonfarm family of two adults and two children. In other words, about one out of seven Americans over 31 million people was officially considered unable to buy the basic necessities of food, clothes, and shelter. The suggested poverty line in 1981 would have been an income of about $11, 200 for a family of four. By this relative definition, about 20 percent of the population or more than 45 million Americans are poor.

29. What is the percentage of wealth that is in the hands of most Americans?

A．Less than 25%.　 B．More than 25%.　 C．More than 75%.　 D．Less than 20%.

30. What does the majority of the Americans have in terms of wealth?

A．Their income and savings.　　 B．Their house, cars and small amounts of savings.

C．Everything they own in their homes.　 D．Actually, they have no wealth at all.

31. What can we learn from comparison of the two poverty lines in the last paragraph?

A．The poverty line of 1918 is more favorable to the poor than that of 1981.

B．The 1981 line didn’t leave much to the poor.

C．There were more Americans who were officially poor by the 1918 line.

D．There were more Americans who were officially poor by the 1981 line.

32. From the last two sentences we can see that 1981 government’s poverty line _______.

A．was of no good for the poor　 B．was officially approved

C．was not helpful to the poor　 D．was not put into operation then

B

So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for children what only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that "reading cannot be taught directly and schools should stop trying to do the impossible." 　　 Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also a public activity. It can be seen and observed. 　　 Learning to read involves all that each individual does to make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny. 　　 If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the quest (探索) for knowledge? Smith has one principal rule for all teaching instructions. "Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children." 　　 When the roles of teacher and learner are seen for what they are, and when both teachers and learners fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of leaning to read by reading

25. The teaching of reading will be successful if ________.

A. teachers can improve conditions at school for the students B. teachers can enable students to develop their own way of reading C. teachers can devise the most efficient system for reading D. teachers can make their teaching activities observable

26. The underlined word "scrutiny" in Para.3 most probably means " ________"

A. inquiry　 B. observation　 C. control　 D. suspicion

27. According to the passage, learning to read will no longer be a difficult task when _______.

A. children become highly motivated B. teacher and learner roles are interchangeable C. teaching helps children in the search for knowledge D. reading enriches children's experience

28. The main idea of the passage is that ______.

A. teachers should do as little as possible in helping students learn to read B. teachers should encourage students to read as widely as possible C. reading ability is something acquired rather than taught D. reading is more complicated than generally believed

A

My father had returned from his business visit to London when I came in, rather late, to supper. I could tell at once that he and my mother had been discussing something. In that half-playful, half-serious way I knew so well, he said," How would you like to go to Eton?"

　　 "You bet, "I cried quickly catching the joke. Everyone knew it was the most expensive, the most famous of schools. You had to be entered at birth, if not before. Besides, even at 12 or 13, I understood my father. He disliked any form of showing off. He always knew his proper station in life, which was in the middle of the middle class, our house was medium-sized; he had avoided joining Royal Liverpool Golf Club and went to a smaller one instead; though once he had got a second-hand Rolls-Royce at a remarkably low price, he felt embarrassed driving it, and quickly changed it for an Austin 1100.

　　 This could only be his delightful way of telling me that the whole boarding school idea was to be dropped. Alas! I should also have remembered that he had a liking for being different from everyone else, if it did not conflict（冲突）with his fear of drawing attention to himself. It seemed that he had happened to be talking to Graham Brown of the London office, a very nice fellow, and Graham had a friend who had just entered his boy at the school, and while he was in that part of the world he thought he might just as well phone them. I remember my eyes stinging（刺痛）and my hands shaking with the puzzlement of my feelings. There was excitement, at the heart of great sadness.

"Oh, he doesn't want to go away," said my mother, "You shouldn't go on like this.” "It's up to him," said my father. "He can make up his own mind.”

21. The house the writer's family lived in was _______.

　　 A. the best they could afford　　　　　　　　 　　　　　　 B. right for their social position

　　 C. for showing off　　 　　　　　　　　　　　　 D. rather small

22. His father sold his Roils-Royce because _______.

　　 A. it made him feel uneasy　　　　　　　　　 　　 B. it was too old to work well

　　 C. it was too expensive to possess　　　　　 　　　　 D. it was too cheap

23. What was the writer's reaction to the idea of going to Eton?

　　 A. He was very unhappy.　　　　　　　　　　　 B. He didn't believe it.

　　 C. He was delighted.　　　　　　　　　　　　 　 D. He had mixed feelings.

24. We can know from the passage that _______.

　　 A. Children who can go to Eton are very famous　 　B. Children can go to Eton if they will

　　 C. It is very difficult for a child to get admitted by Eton

D. Children don't have the right to decide whether they will go to Eton