1、阅读同步练习试卷 13及答案与解析 一、 Part III Reading Comprehension (40 minutes, 40 points) Directions: There are 4 passages in this part. Each of the passages is followed by 5 questions or unfinished statements. For each of them there are 4 choices marked A, B, C and D. Choose the best one and mark your answer on
2、the ANSWER SHEET with a single line through the center. 0 The record of the past half century has established, I think, the two general principles about human disease. First, it is necessary to know a great deal about underlying mechanisms before one can really act effectively; one had to know that
3、the pneumococcus (肺炎球菌 ) causes lobar pneumonia (球形肺炎 ) before one could begin thinking about antibiotics. Second, for every disease there is a single key mechanism that dominates all the others. If one can find it, and think ones way around it, one can control the disorder. This generalization is h
4、arder to prove and arguable it is more like a strong hunch (直觉 ) than a scientific assertion but I believe that the record thus far tends to support it. The most complicated, multicell, multi-tissue, and multiorgan diseases I know are tertiary syphilis, chronic tuberculosis, and pernicious anemia. I
5、n each, there are at least five major organs and tissues involved, and each appears to be affected by a variety of environmental influences. Before they came under scientific appraisal, each was what we now call a “multifactorial disease. “ And yet, When all the necessary facts were in it was clear
6、that by simply switching off one thing the spirochete, the tubercle bacillus, or a single vitamin deficiency the whole array of disordered and seemingly unrelated pathological mechanisms could be switched off, at once. 1 What is the main idea of the passage? （ A） Scientific appraisal shows that mult
7、ifactorial diseases are often due in part to environmental conditions. （ B） In the past half century, scientists have been able to find only a few principles that apply to all diseases. （ C） Each disease has single underlying mechanism that must be understood before the disease can be cured. （ D） Ma
8、ny diseases that were once life-threatening can now be cured by antibiotics. 2 The author uses the example of lobar pneumonia to show that_. （ A） understanding the cause of a disease precedes curing it （ B） the record of the past half century is one of medical progress （ C） antibiotics let to an und
9、erstanding of underlying disease mechanisms （ D） many diseases are now called multifactorial 3 What do the three diseases mentioned in the second paragraph have in common? （ A） They have the same cause. （ B） They affect several organs. （ C） They affect the same area of the body. （ D） They can be cur
10、ed by antibiotics. 4 Which of the following diseases is caused by a vitamin deficiency? （ A） Lobar pneumonia. （ B） Tertiary syphilis. （ C） Chronic tuberculosis. （ D） Pernicious anemia. 5 The author of this passage is most probably_. （ A） a historian （ B） a doctor （ C） a nutritionist （ D） an environm
11、entalist 5 When I was walking down the street the other day, I happened to notice a small brown leather wallet lying on the sidewalk. I picked it up and opened it to see if I could find out the owners name. There was nothing inside it except some change and an old photograph a picture of a woman and
12、 young girl about twelve years old, who looked like the womans daughter. I put the photograph back and took the wallet to the police station, where I handed it to the desk sergeant (警官 ). Before I left, the sergeant took down my name and address in case the owner might want to write and thank me. Th
13、at evening I went to have dinner with my aunt and uncle. They had also invited a young woman so that there would be four people at the table. Her face was familiar. I was quite sure that we had not met before, but I couldnt remember where I had seen her. In the course of conversation, however, the y
14、oung woman happened to mention that she had lost her wallet that afternoon. All at once I realized where I had seen her. She was the young girl in the photograph, although she was now much older. She was very surprised, of course, when I was able to describe her wallet to her. Then I explained that
15、I had recognized her from the photograph I had found in the wallet. My uncle insisted on going to the police station immediately to claim the wallet. As the police sergeant handed it over, he said that it was amazing that I had not only found the wallet, but also the person who had lost it. 6 The wa
16、llet which the writer found_. （ A） was empty （ B） had some money in it （ C） had a few coins and a photograph in it （ D） had an old photograph in it 7 The writer opened the wallet because he wanted to_in it. （ A） find some money （ B） find some gold （ C） find the owners name （ D） find the owners photo
17、graph 8 The writer recognized the young woman because_. （ A） he had met her somewhere before （ B） she was the old woman in the photograph （ C） she often had dinner with his aunt and uncle （ D） she looked like the young girl in the photograph 9 The young woman told of her loss of the wallet_. （ A） at
18、 the beginning of the dinner （ B） during the conversation （ C） as soon as she saw the writer （ D） after the dinner 10 The story was amazing because_. （ A） the writer found both the wallet and its owner （ B） the finder and the loser of the wallet were old friends （ C） the finder and the loser of the
19、wallet met at the police station （ D） the woman knew the writer and his uncle 10 We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming (把 按能力分班 ) pupils. I
20、t does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade! Besides, it is rather unreal to grade people just according to their
21、intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these asp
22、ects of learning. In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decisions, t
23、o analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher. Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when t
24、his is appropriate. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work: it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every enc
25、ouragement to attain this goal. 11 In the passage the authors attitude towards “mixed-ability teaching“ is_. （ A） critical （ B） questioning （ C） approving （ D） objective 12 By “held back“ (Line 1) the author means_. （ A） made to remain in the same classes （ B） forced to study in the lower classes （
26、C） drawn to their studies （ D） prevented from advancing 13 The author argues that a teachers chief concern should be the development of the students （ A） personal qualities and social skills （ B） total personality （ C） learning ability and communicative skills （ D） intellectual ability 14 Which of t
27、he following is NOT mentioned in the third paragraph? （ A） Group work gives pupils the opportunity to learn to work together with others. （ B） Pupils also learn to develop their reasoning abilities. （ C） Group work provides pupils with the opportunity to learn to be capable organizers. （ D） Pupils a
28、lso learn how to participate in teaching activities. 15 The authors purpose in writing this passage is to_. （ A） argue for teaching bright and not-so-bright pupils in the same class （ B） recommend pair work and group work for classroom activities （ C） offer advice on the proper use of the library （
29、D） emphasize the importance of appropriate formal classroom teaching 15 Want a glimpse of the future of health care? Take a look at the way the various networks of people involved in patient care are being connected to one another, and how this new connectivity is being exploited to deliver medicine
30、 to the patient no matter where he or she may be. Online doctors offering advice based on standardized symptoms are the most obvious example. Increasingly, however, remote diagnosis (telemedicine) will be based on real physiological (生理的 ) data from the actual patient. A group from the University of
31、 Kentucky has shown that by using an off-the-shelf (现成的 ) PDA (personal data assistance) such as a Palm Pilot plus a mobile phone, it is perfectly feasible to transmit a patients vital signs over the telephone. With this kind of equipment in a first-aid kit (急救包 ), the cry asking whether there was a
32、 doctor in the house could well be a thing of the past. Other medical technology groups are working on applying telemedicine to rural care. And at least one team wants to use telemedicine as a tool for disaster responseespecially after earthquakes. Overall, the trend is towards providing global acce
33、ss to medical data and expertise. But there is one problem. Bandwidth is the limiting factor for transmitting medical images a-round the world CT scans being one of the biggest bandwidth consumers. Communications satellites may be able to cope with the short-term needs during disasters such as earth
34、quakes, wars or famines. But medicine is looking towards both the second-generation Internet and the third-generation mobile phones for the future of distributed medical intelligence. Doctors have met to discuss computer-based tools for medical diagnosis, training and telemedicine. With the falling
35、price of broadband communications, the new technologies should usher in (迎来 ) an era when telemedicine and the sharing of medical information, expert opinion and diagnosis are common. 16 The basis of remote diagnosis will be_. （ A） standardized symptoms of a patient （ B） personal data assistance （ C
36、） transmitted complex medical images （ D） real physiological data from a patient 17 The sentence “the cry asking whether there was a doctor in the house could well be a thing of the past“ means_. （ A） now people probably would not ask if there is a doctor in the house （ B） patients used to cry and a
37、sk if there was a doctor in the house （ C） in the past people often cried and asked if there was a doctor in the house （ D） patients are now still asking if there is a doctor in the house 18 All the following statements are true EXCEPT that_. （ A） it is now feasible to transmit a patients vital sign
38、s over telephone （ B） flood is not among the disasters mentioned in the passage （ C） the trend in applying telemedicine is toward providing global access to medical data （ D） telemedicine is being used by many medical teams as a tool for disaster response 19 The word “problem“ in the fourth paragrap
39、h refers to the fact that_. （ A） there are not enough mobile phones for distributing medical intelligence （ B） CT scans are one of the biggest bandwidth consumers （ C） bandwidth is not adequate to transmit complex medical images around the world （ D） communications satellites can only cope with the
40、short-term needs during disasters 20 A proper title for the passage may be_. （ A） Improvement in Communications （ B） The Online Doctor Is In Access （ C） Application of Telemedicine （ D） How to Make Remote Diagnosis 20 It is all very well to blame traffic jams, the cost of petrol and the quick pace o
41、f modern life, but manners on the roads are becoming horrible. Everybody knows that the nicest men become monsters behind the wheel. It is all very well, again, to have a tiger in the tank, but to have one in the drivers seat is another matter altogether. You might tolerate the old road-hog, the rud
42、e and inconsiderate driver, but nowadays the well-mannered motorist is the exception to the rule. Perhaps the situation calls for a “Be Kind to Other Drivers“ campaign, otherwise it may get completely out of hand. Road politeness is not only good manners, but good sense too. It takes the most coolhe
43、aded and good-tempered of drivers to resist the temptation to revenge when subjected to uncivilized behavior. On the other hand, a little politeness goes a long way towards relieving the tensions of motoring. A friendly nod or a wave of acknowledgement in response to an act of politeness helps to cr
44、eate an atmosphere of goodwill and tolerance so necessary in modern traffic conditions. But such acknowledgements of politeness are all too rare today. Many drivers nowadays dont even seem able to recognize politeness when they see it. However, misplaced politeness can also be dangerous. Typical exa
45、mples are the driver who brakes violently to allow a car to emerge from a side street at some hazard to following traffic, when a few seconds later the road would be clear anyway； or the man who waves a child across a zebra crossing into the path of oncoming vehicles that may be unable to stop in ti
46、me. The same goes for encouraging old ladies to cross the road wherever and whenever they care to. It always amazes me that the highways are not covered with the dead bodies of these grannies. A veteran driver, whose manners are faultless, told me it would help if motorists learnt to filter correctl
47、y into traffic streams one at a time without causing the total blockages that give rise to bad temper. Unfortunately, modern motorists cant even learn to drive, let alone master the subtler aspects of roadsmanship. Years ago the experts warned us that the car-ownership explosion would demand a lot m
48、ore give-and-take from all road users. It is high time for all of us to take this message to heart. 21 According to the passage, troubles on the road are primarily caused by_. （ A） peoples attitude towards the road-hog （ B） the rhythm of modern life （ C） the behavior of the driver （ D） traffic condi
49、tions 22 The sentence “You might tolerate the old road-hog. the rule.“ (Para. 1) implies that （ A） our society is unjust towards well-mannered motorists （ B） rude drivers can be met only occasionally （ C） the well-mannered motorist cannot tolerate the road-hog （ D） nowadays impolite drivers constitute the majority of motorists 23 By “good sense“, the writer means_. （ A） the drivers ability to understand and react reasonably （ B） the drivers prompt response to difficu
