When reading a text, I first identify the topic, purpose and structure of the text, th

When a teacher asks the students to find some key words from a text quickly, he/she is intended to train students’ _____ strategy in reading class.

A. skimming

B. scanning

C. extensive reading

D. intensive reading

A．When the reader’s expectations match with what is said in the text

B．When the reader has trouble understanding what the author says

C．When the reader asks tough questions and gets proper answers

D．When the reader understands a text with no difficulties

d understand the words and phrases in the text to check whether that is really what the writer means. Sometimes I go the other way round. That’s to say, I combine the above 2 ways in my reading. This is the interactive model.()

此题为判断题(对，错)。

SOX is an alternative(66)for XML. It is useful for reading and creating XML content in a(67)editor. It is then easily transformed into proper XML. SOX was created because developers can spend a great deal of time with raw XML. For many of us, the popular XML(68)have not reached a point where their tree views, tables and forms can completely substitute for the underlying(69)language. This is not surprising when one considers that developers still use a text view, albeit enhanced, for editing other languages such as Java. SOX uses(70)to represent the structure of an XML document, which eliminates the need for closing tags and a number of quoting devices. The result is surprisingly clear.

A．semantic

B．pragmatics

C．syntax

D．grammar

SOX is an alternative(156)for XML. It is useful for reading and creating XML content in a(157)editor. It is then easily transformed into proper XML. SOX was created because developers can spend a great deal of time with raw XML. For many of us, the popular XML(158)have not reached a point where their tree views, tables and forms can completely substitute for the underlying(159)language. This is not surprising when one considers that developers still use a text view, albeit enhanced, for editing other languages such as Java. SOX uses(160)to represent the structure of an XML document, which eliminates the need for closing tags and a number of quoting devices. The result is surprisingly clear.

A．semantic

B．pragmatics

C．syntax

D．grammar

SOX is an alternative syntax for(71). It is useful for reading and creating XML content in a text editor. It is then easily transformed into proper XML. SOX was created because developers can spend a great deal of time with raw XML. For many of us, the popular XML(72)have not reached a point where their tree views, tables and forms can completely substitute for the underlying.(73)language. This is not surprising when one considers that developers still use a(74)view, albeit enhanced, for editing other languages such as Java. SOX uses(75)to represent the structure of an XML document, which eliminates the need for closing tags and a number of quoting devices. The result is surprisingly clear.

A．SOA

B．UDDI

C．XML

D．Web Service

SOX is an alternative (71) for XML. It is useful for reading and creating XML content in a (72) editor. It is then easily transformed into proper XML. SOX was created because developers can spend a great deal of time with raw XML. For many of us, the popular XML (73) have not reached a point where their tree views, tables and forms can completely substitute for the underlying (74) language. This is not surprising when one considers that developers still use a text view, albeit enhanced, for editing other languages such as Java. SOX uses (75) to represent the structure of an XML document, which eliminates the need for closing tags and a number of quoting devices. The result is surprisingly clear.

A．syntax

B．grammar

C．semantic

D．pragmatics

on swamped readers with more than they could possibly handle at normal reading rates.Most early courses, however, were based on information from a rather unexpected source----the Royal Air Force.

During the First World War air force tacticians had found that, when flying, a number of pilots were unable to distinguish planes seen at a distance.In the life-and-death situation of air combat, this was obviously a serious disadvantage, and the tacticians set about finding a remedy.They developed a machine called a tachistoscope (视觉记忆测试镜)，which flashes images for varying short spaces of time on a large screen.They started by flashing fairly large pictures of friendly and enemy aircraft at very slow exposures and then gradually shortened the exposure, while decreasing the size and changing the angle of the image seen.To their surprise, they found that, with training, the average person was able to distinguish almost specklike (斑点似的) representations of different planes when the images had been flashed on the screen for only one five-hundredth of a second.

Reasoning that, if the eyes could see at this incredible speed, reading speeds could obviously be dramatically improved, they decided to transfer this information to reading.Using exactly the same device, they first flashed one word in large type for as long as five seconds on a screen, gradually reducing the size of the word and shortening the length of each flash.Eventually they were flashing four words simultaneously on a screen for one five-hundredth of a second, and the subjects were still able to read them.

As a consequence of these findings, most speed reading courses have been based on this flash-card or tachistoscopic training (also known as still-screen training).

1.In the first paragraph, the writer implies but not directly states that （）.

A.a bomb exploded in the publishing house

B.readers were completely at a loss by the publication explosion

C.it might be beyond the ability of readers to read at normal speed as before with so many printed materials came out

D.people could not handle reading at the beginning of this century

2.In line 1, Para.2, the word “tactician” is used to indicate one who is skilled in （）.

A.military strategy

B.speed reading

C.driving

D.making machines

3.The reason for developing the tachistoscope is （）.

A.to train air force tacticians

B.not mentioned in the text

C.that many air force pilots failed to identify distant planes

D.the fact that many pilots had poor eyesight

4.Which of the following is NOT true according to the passage？

A.The tachistoscope is the equipment with which pilots were trained to distinguish aircrafts rapidly.

B.The tachistoscope was invented by a number of pilots.

C.The tachistoscope could be used to train speed reading.

D.The tachistoscope can flash pictures on a screen.

5.What is the author trying to tell us in this text？

A.How the tachistoscope was invented.

B.The development of speed reading.

C.The training of air force tacticians.

D.A story about the First World War.

d and efficiency of their reading. Some proceed very slowly throughout; others dash along too quickly and then have to regress. Poor readers in particular may lack the ability to vary their manner of reading according to the type of reading matter and to their intentions in reading it. A good reader can move at great speed through the text of a novel or similar light reading matter. He may be able to skim a page，picking up a word or two here and there，and gain a general idea of what the text is about without really reading it. In reading more difficult material，with the intention of taking in the whole of it，he will proceed more slowly，but even then he will vary his pace，concentrating on the key words and passages，perhaps re-reading them several times and pass more quickly over the remainder. A less efficient reader tends to maintain the same speed whatever the material he reads. Consequently，even light reading matter gives him little pleasure because he reads so slowly. But this pace may be too fast for really difficult material which requires special concentration at difficult points.A type of reading which necessitates careful attention to detail is proofreading in which the reader, in order to detect misprints in a sample print has to notice not so much the meaning of what he reads as the exact shape and order of letters and words in the text. This is extremely difficult for most people，since they are accustomed to overlooking such details. In fact，considerable practice is required to practise this task efficiently and it can be done only by reading very slowly，and by paying comparatively little attention to the general meaning of the text.

(1) The author claims that there is a difference in reading speed ___________.

A、among all the readers

B、among readers who have different experience

C、between the poorly educated and the highly educated

D、among the highly educated people

(2) A good reader is a reader who ___________.

A、concentrates on the wonderful part of the article

B、always reads slowly and carefully

C、changes his speed according to the type of reading matter

D、changes his speed according to the interesting part of the text

(3) The author says that when reading more difficult material，a good reader can read ___________

A、every part of the book

B、the most wonderful part of the book

C、the major part of the book

D、the scientific part of the book

(4) The last two sentences of the first paragraph mean that ___________.

A、reading speed too slow for a difficult book is just right for a non-serious one

B、reading speed too slow for a non-serious book may be too fast for a difficult one

C、reading speed too fast for difficult material is just right for a non-serious book is also too slow for a difficult one

D、reading speed too slow for a non-serious book is also too slow for a difficult one

(5) What is the passage mainly about？

A、Practise reading skill.

B、Difference between the highly educated and the poorly educated.

C、Reading and listening.

D、Difference in the speed and efficiency of reading.

In the following text, some sentences have been removed. For Questions 41-45, choose the most suitable one from the fist A-G to fit into each of the numbered blanks. Mark your answers on ANSWER SHEET. (10 points)

How does your reading proceed？ Clearly you try to comprehend, in the sense of identifying meanings for individual words and working out relationships between them, drawing on your explicit knowledge of English grammar (41) ______you begin to infer a context for the text, for instance, by making decisions about what kind of speech event is involved: who is making the utterance, to whom, when and where.

The ways of reading indicated here are without doubt kinds of of comprehension. But they show comprehension to consist not just passive assimilation but of active engagement inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and cues (42) _______

Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and clocked for accuracy, or some timeless relation of the text to the world. (43) _______

Such background material inevitably reflects who we are, (44) _______This doesn’t, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page-including for texts that engage with fundamental human concerns-debates about texts can play an important role in social discussion of beliefs and values.

How we read a given text also depends to some extent on our particular interest in reading it. (45)_______such dimensions of read suggest-as others introduced later in the book will also do-that we bring an implicit (often unacknowledged) agenda to any act of reading. It doesn’t then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different kinds of reading inform. each other, and act as useful reference points for and counterbalances to one another. Together, they make up the reading component of your overall literacy or relationship to your surrounding textual environment.

[A] Are we studying that text and trying to respond in a way that fulfils the requirement of a given course？ Reading it simply for pleasure？ Skimming it for information？ Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.

[B] Factors such as the place and period in which we are reading, our gender ethnicity, age and social class will encourage us towards certain interpretation but at the same time obscure or even close off others.

[C] If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the contest. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.

[D]In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.

[E]You make further inferences, for instance, about how the test may be significant to you, or about its validity—inferences that form. the basis of a personal response for which the author will inevitably be far less responsible.

[F]In plays，novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.

[G]Rather, we ascribe meanings to test on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.