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填空题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. 1 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 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. 2 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. 3 4 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. 5 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. Such background material inevitably reflects who we are, 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.

填空题Proper arrangement of classroom space is important to encouraging interaction. Today's corporations hire human engineering specialists and spend a considerate number of time and money to make sure that (53)______ the physical environments of buildings are fit for the activities of their inhabitants. College classroom space, however, should be designed to (54)______ encourage the activity of critical thinking. We are approaching to (55)______ a new era, but step into almost any college classroom and you step back on time at least a hundred years. Desks are normally in (56)______ straight rows, so students can clearly see the teacher but not their (57)______ classmates. With a little imagination and effort, if desks are fixed to the floor, (58)______ the teacher can correct this situation and create space what encourages (59)______ interchanges among students. In small or standard-size classes, chairs and desks can be arranged in various ways: circles, U-shapes, or semicircles. The primary goal should be for everyone to see everyone else. Larger classes, particularly those hold in lecture halls, unfortunately, allow much (60)______ less flexibility. Arrangement of the classroom should also make it easy to divide students into small groups for problem-solving exercises. Small classes with moving desks and tables present no problem. Even in large lecture (61)______ halls, it is possible for students to turn around and form groups of four to six. Breaking a class into small groups provides many opportunities (62)______ for students to interact with each other.

填空题Therearealotoftouristsinsummer,sotheytake

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填空题WhatusedtobetheonlywaysomepeopletraveledinBangkok?

填空题For Question 1～5, you will hear a passage about future cars. While you listen, fill out the table with the information you have heard. Some of the information has been given to you in the table. Write only 1 word in each numbered box. Future Cars People will be designing the ______ of tomorrow's cars. 　 {{U}}{{U}} 1 {{/U}}{{/U}} With 3 wheels instead of 4, tomorrow's cars will be electrically-poweredand ______ clean. 　 {{U}}{{U}} 2 {{/U}}{{/U}} Future cars will pick up the fuel during long journeys from a power ______built into the road. 　 {{U}}{{U}} 3 {{/U}}{{/U}} The 2020 car will have an interior with adults and children in a family ______. 　 {{U}}{{U}} 4 {{/U}}{{/U}} It will become impossible for cars to ______ into one another. 　 {{U}}{{U}} 5 {{/U}}{{/U}}

填空题{{B}}Part A{{/B}}{{B}}Directions:{{/B}}{{I}} For Questions 1～5, you will hear a conversation between a man and a woman. While you listen, fill out the table with the information you have heard. Some of the information has been given to you in the table. Write only 1 word in each numbered box. You will hear the recording twice. You now have 25 seconds to read the table below.{{/I}} {{B}}Information about Lily's Activities on Weekends {{/B}} She gets up very early, around ______ o'clock. 1 She sometimes goes for a long swim in her ______. 2 After a series of exercises she has ______. 3 {{B}}Information about Lily's work {{/B}} She works even on weekends and never ______. 4 She always enjoys herself at word and never goes to the ______. 5

填空题{{B}}Part A{{/B}}{{I}} For questions 1 - 5 ,you will hear a passage. Listen and answer the questions with the information you've heard. Write not more than 3 words in each blank. You will hear the recording twice. You now have 25 seconds to read the questions below.{{/I}}

填空题Do students learn from programmed instruction? The search leaves us in no doubt of this. They do, indeed, learn. They learn from linear programs, from branching programs built on the Skinnerian model, from scrambled books of the Crowder type, from pressure review tests with immediate knowledge of results, from programs on machines or programs in texts. Many kinds of students learn, college, high school, secondary, primary, preschool, adult, professional, skilled labor, clerical employees, military, deaf, retarded, imprisoned, every kind of student that programs have been tried on. Using programs these students are able to learn mathematics and science at different levels, foreign languages, English language correctness, the details of the U.S. Constitution, spelling, electronics, computer science, psychology, statistics, business skills, reading skills, flying rules, and many other subjects. The limits of the topics which can be studied efficiently by means of programs are not yet known. (22)For each of the kinds of subject matters and the kinds of students mentioned above, experiments have rated that a considerable amount of learning can be derived from programs; this learning has been measured either by comparing pre-and post-test or the time and trials needed to reach a set criterion of performance. But the question, how well do students learn from programs as competed to how well they learn from other kinds of instruction, we cannot answer quite so confidently. (23)Experimental psychologists typically do not take seriously the evaluative experiments in which learning from programs is compared with learning from conventional teaching. Such experiments are doubtless useful, they say, for school administrators or teachers to prove to themselves (or their boards of education) that programs work. (24)But one can describe fairly well the characteristics of a program, can one describe the characteristics of a classroom teaching situation so that the result of the comparison will have any generality? What kind of teacher is being compared to what kind of program? Furthermore, these early evaluative experiments with programs are likely to suffer from the Hawthorne effect: that is to say, students are in the spotlight when testing something new, and are challenged to do well. It is very hard to make allowance for this effect. Therefore, the evaluative tests may be useful administratively, say many of the experimenters, but do not contribute much to science, and should properly be kept for private use. These objections are well taken. And yet, do they justify us in ignoring the evaluative studies? (25)The great strength of a program is that it permits the student to learn efficiently by himself. Is it not therefore important to know how much and what kind of skills, concepts, insights or attitudes he can learn by himself from programs compared to what he can learn from teacher? Admittedly, this is a very difficult and complex research problem, but that should not keep us from trying to solve it.

填空题WhatisthemaintaskoftheUnitedNationsPopulationFund?

填空题In cognitive psychology, studies of learning strategies with first languagelearners have concentrated on determining the effects of strategy training ondifferent kinds of tasks and learners. Findings from these studies generallyindicated that strategy training is effective in improving the performance ofstudents on wide range of reading comprehension and problem-solving (57)______tasks. One of the more important outcome of these psychological studies (58)______was the formulation of learning strategies in an information-processing theo-retical model. This model contains an executive, or metacognitive, functionin addition with an operative, or cognitive-processing, function. Metacogni- (59)______tive strategies involve in thinking about the learning process, planning for (60)______learning, monitoring of comprehension or production while it is taken (61)______place, or self-evaluation after the learning activity has been completed. Cog- (62)______nitive strategies are more directly related to individual learning tasks and en-tail directly manipulation or transformation of the learning materials. A third (63)______type of learning strategy identifying in the literature on cognitive psychology (64)______concern the influence of social and affective processes on learning. Examples (65)______of social/affective strategies are cooperative learning, where involves peer in- (66)______teraction to achieve a common goal in learning, and asking questions for clari-fication. Research in metacognitive and cognitive learning strategies suggeststhat transfer of strategy training to new tasks can be maximized by pairingmetacognitive strategies with appropriate cognitive strategies.

填空题 A Course Application Interview the man's nationality 1. his age 2. his major in the university 3. the place for his English study experience overseas 4. the reason for his choice of Oxford ATS 5.

填空题 The speaker makes the announcement before 1 You may be interested in 2 Smoking is prohibited in the toilet 3 Any questions from passengers will be dealt with 4 In preparation for taking off you must ensure that your seal belts 5

填空题The old people enjoy ______ (recall) to the old time things.

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填空题Howmanypiecesofnewsinallhaveyoujustheard?