○C. thinking in the same line with the author
○D. storing up facts in one’s memory


28. According to the writer, critical reading _____________.
○A. makes a person intelligent
○B. makes a person rich
○C. enables a person to write fluently
○D. gives a person extra work


29. We learn from the passage that all good authors _____________.
○A. have a thorough insight to the problems in life
○B. observe and imitate the ways other authors write
○C. have the feeling of the language they write in
○D. have read extensively and critically


30. According to the last paragraph, reading makes a person ____________.
○A. romantic
○B. sensitive to the feelings of others
○C. Sympathetic to the miseries of his fellow-men
○D. a good written


第四部分　　概括大意 (20分)
给下面一篇文章的每一段概括大意。每一段的主题用一个或几个单词表示，空出的词已给出了第一个字母，请把其余字母补全。
31. Div　　　　in Education
There is considerable variety in university classrooms in the United States. Because of diverse teaching methods and non-standardized curricula (必修课), no two courses are identical. Undergraduate courses are considerable different from graduate courses. The classroom atmosphere in expensive, private universities may differ from that in community colleges which are free and open to everyone. State-funded universities have requirements and expectations than do parochial (教区的) colleges.


32. Ac　　　Participation
Participation (参与) in the classroom is not only accepted but also expected of the student in many courses. Some professors base part of the final grade on the student’s oral participation. Although there are formal lectures during which the student has a passive role (i.e., listening and taking notes), many courses are organized around classroom discussions, student questions, and informal lectures.


33. Ind　　　Learning
Many teachers believe that the responsibility for learning lies with the student. If a long reading assignment is given, instructors expect students to be familiar with the information in the reading even if they do not discuss it in class or give an examination. (Courses are not designed merely for students to pass exams.) The ideal student is considered to be one who is motivated to learn for the sake of learning, not the one interested only in getting high grades.


34. H　　　　　in School Work
Ideally, the teacher – student relationship at universities is characterized by trust. The “honor system”, imposed by the teacher and the university demands that the student be honest in all areas of school work. Thus, cheating on tests, plagiarizing (抄袭) in written work, presenting other’s ideas as original, and turning in homework completed by someone else are all prohibited.


35.　Com　　　 Among Students
Relationships between students in the classroom can be cooperative or competitive (竞争的). International students should not hesitate to ask for help if it is needed. There are courses, however, where grades are calculated in relation to other student’s scores. Therefore, in classes where such a grading “curve” is used, students may be reluctant to share lecture notes or information for fear that their own grades will suffer.


第五部分　　阅读理解 (120分)
Passage 1
It is becoming increasingly recognized that education is a process which continues throughout adult life. The scope of adult and continuing education has widened in recent years and now included, in addition to the development of the individual through cultural, physical and craft pursuits, such subjects as basic education: education for disadvantaged groups and those with special needs such as ethnic minorities or the disabled; consumer education; health education; and preretirement (退休前) education. Continuing education includes training for those in employment, to enable them to keep pace with technological change. The British government has taken a number of recent initiatives to improve opportunities for both adult and continuing education. In 1982 it launched a Professional, Industrial and Commercial Updating Programmer, designed to help colleges and universities to meet the need to up-date and broaden the skills of those in mid-career in industry, commerce and the professions. A three-year programmer to encourage the expansion of educational opportunities for the adult unemployed was launched in 1984.

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