TEXT B What is it that brings about such an intimate connection between language and thinking? Is there no thinking without the use of language, namely in concepts and concept-combinations for which words need not necessarily come to mind? Has not everyone of us struggled for words although the connection between "thing" was already clear? We might be inclined to attribute to the act of thinking complete independence from language if the individual formed or were able to form his concepts without the verbal guidance of his environment. Yet most likely the mental shape of an individual, growing up under such conditions, would be very poor. Thus we may conclude that the mental development of the individual and his way of forming concepts depend to a high degree upon language. This makes us realize to what extent the same language means the same mentality. In this sense thinking and language are linked together. What distinguishes the language of science from language as we ordinarily understand the word? How is it that scientific language is international? What science strives for is an utmost acuteness and clarity of concepts as regards their mutual relation and their correspondence to sensory data. As an illustration, let us take the language of Education geometry and Algebra. They manipulate with a small number of independently introduced concepts, respectively symbols, such as the integral number, the straight line, the point, as well as with signs which designate the fundamental operations, that is the connections between those fundamental concepts. This is the basis for the construction between concepts and statements on the one hand and sensory data on the other hand is established through acts of counting and measuring whose performance is sufficiently well determined. The super-national character of scientific concepts and scientific language is due to the fact that they have been set up by the best brains of all countries and all times. In solitude and yet in cooperative effort as regards the final effect they created the spiritual tools for the technical revolutions which have transformed the life of mankind in the last centuries. Their system of concepts has served as a guide in the bewildering chaos of perceptions so that we learned to grasp general truths from particular observations. What hopes and fears does the scientific method imply for mankind? I do not think that this is the right way to put question. Whatever this tool in the hand of man will produce depends entirely on the goals alive in this mankind. Once these goals exist, the scientific method furnishes means to realize them. Yet it can not furnish the very goals. The scientific method itself would not have led anywhere, it would not even have been born without a passionate striving for clear understanding. Perfections of means and confusion of goals seem —— in my opinion —— to characterize our age. If we desire sincerely and passionately the safety, the welfare and the free development of the talents of all men, we shall not be in want of the means of approach such a state. Even if only a small part of mankind strives for such goals, their superiority will prove itself in the long run.

　　39. How does the writer draw the conclusion that mental development of an individual depends on much upon language?

　　A) He studies statistics revealed by researchers.

　　B) By reasoning.

　　C) It is consensus.

　　D) He merely asserts it to be the case.

　　40. What determines the super-national character of scientific language?

　　A) Acuteness and clarity of scientific concepts.

　　B) The fact that it is introduced by the smartest brains.

　　C) Its correspondence to sensory data.

　　D) Its function as the spiritual tools.

　　41. With which of the following statements would the writer probably favor?

　　A) Scientific method only provide mankind means to attain our goal.

　　B) Scientific method would lead us to doom and chaos.

　　C) Scientific method is like a two-edged sword, it can produce welfare as well as warfare.

　　D) Both A and C

　　TEXT C "See Spot Run": Teaching My Grandmother To Read 　 When I was 14 years old and very impressed with my teenage status (looking toward to all the rewards it would bring), I set for myself a very special goal —— that to differentiate me from my friends that I dont believe I told a single one. As a teacher, I was expected to have deep, dark secrets, but I was not supported to keep them from my friends. 　 My secret was a project that I undertook every day after school for several months. It began to when I stealthily made my way into the local elementary school —— horror of horrors should I be seen; I was now in junior high. I identified myself as a graduate of the elementary school, and being taken under wing by a favorite fifth grade teacher, I was given a small bundle from a locked storeroom —— a bundle that I quickly dropped into a bag, lest anyone see me walking home with something from the "little kids" school. 　 I brought the bundle home —— proudly now, for within the confines of my home, I was proud of my project. I walked into the living room, and one by one, emptied the bag of basic reading books. They were thin books with colorful covers and large print. The words were monosyllabic and repetitive. I sat down to the secret task at hand. 　 "All right", I said authoritatively to my 70-year-old grandmother, "today we begin our first reading lesson". 　 For weeks afterwards, my grandmother and I sat patiently side by side roles reversed as she, with a bit of difficulty, sounded out every word, then read them again, piece by piece, until she understood the short sentences. When she slowly repeated the full sentence, we both would smile and clap our hands —— I felt so pound, so grown up. 　 My grandmother was born in Kalamata, Greece, in a rocky little farming village where nothing much grew. She never had the time to go to school. As she oldest child she was expected to take care of her brother and sister, as well as the house and acclimating exceptions, and her father scratched out what little he could form from the soil. 　 So, for my grandmother, schooling was out. But she had big plans for herself. She had heard about America. About how rich you could be. How people on the streets would offer you a dollar just to smell the flower you were carrying. About how everyone lived in nice houses —— not stone huts on the side of mountains —— and had nice clothes and time for school. 　 So my grandmother made a decision at 14 —— just a child, I realize now —— to take a long and sickening 30-day sea voyage alone to the United States. After lying about her age to the passport officials, who would shake their heads vehemently at anyone under 16 leaving her family, and after giving her favorite gold earrings to her cousin, saying "In America, I will have all the gold I want", my young grandmother put herself on a ship. She landed in New York in 1916. 　 No need to repeat the story of how it went for years. The streets were not made of gold. People werent interested in smelling flowers held by strangers. My grandmother was a foreigner. Alone. A young girl who worked hard doing piecework to earn money for meals. No leisure time, no new gold earrings —— and no school. 　 She learned only enough English to help her in her daily business as she traveled about Broonklyn. Socially, the "foreigners" stayed in neighborhoods where they didnt feel like foreigners. English came slowly. 　 My grandmother had never learned to read. She could make out a menu, but not a newspaper. She could read a street sign, but not a shop directory. She could read only what she needed to read as, through the years, she married, had five daughters, and helped my grandfather with this restaurant. 　 So when I was 14 —— the same age that my grandmother was when she left her family, her country, and everything she knew —— I took it upon myself to teach my grandmother something, something I already knew how to do. Something with which I could give back to her some of the things she had taught me. 　 And it was slight repayment for all she taught me. How to cover the fig tree in tar paper so it could survive the winter. How to cultivate rose bushes and magnolia trees that thrived on her little piece of property. How to make baklava, and other Greek delights, working from her memory. ("Now we add some milk?" "How much?" "Until we have enough.") Best of all, she had taught me my ethnic heritage. 　 First, we phonetically sounded out the alphabet. Then, we talked about vowels —— English is such a difficult language to learn. I hadnt even begun to explain the different sounds "gh" could make. We were still at the basics. 　 Every afternoon, we would sit in the living room, my grandmother with an afghan converting her knees, giving up her crocheting for her reading lesson. I, with the patience that can come only from love, slowly coached her from the basic reader to the second-grade reader, giving up my telephone gossiping. 　 Years later, my grandmother still hadnt learned quite enough to sit comfortably with a newspaper or magazine, but it felt awfully good to see her try. How we used to laugh at her pronunciation mistakes. She laughed more heartily than I. I never knew whether I should laugh. Here was this old woman slowly and carefully sounding out each word, moving her lips, not saying anything aloud until she was absolutely sure, and then, loudly, happily saying, "Look at spot. See Spot run." 　 When my grandmother died and we faced the sad task of emptying her home, I was going through her night-table drawer and came upon the basic readers. I turned the pages slowly, remembering. I put them in a paper bag, and the next day returned them to the "little kids" school. Maybe someday, some teenager will request them again, for the same task. I will make for a lifetime of memories.

　　42. The girl got books from ____ to teach her grandmother.

　　A) the local elementary school

　　B) the library

　　C) the bookstore

　　D) her own bookcase

　　43. Ever since the girl took up the task    to teach her grandmother, she gave up the habit of ____.

　　A) cultivating rose bushes

　　B) reading adventurous stories

　　C) prattling on telephone

　　D) playing chess with her schoolmates

　　44. How did the girl feel about the experience of teaching her grandmother?

　　A) She was proud for she was even able to teach her grandmother.

　　B) She felt it a pleasant secret.

　　C) She treasured the special experience.

　　D) All of the above.

　　45. What is the main theme of this text?

　　A) It's never too late to learn.

　　B) An old woman had a rough but rewarding life.

　　C) The love between the grandmother and her granddaughter is profound.

　　D) A girl can teach an old woman the hard-to-learn skill of reading English.

共9页: 上一页 [1] [2] 3 [4] [5] [6] [7] [8] [9] 下一页