大学英语Exercise 2
Exercise 2Passage 1: Itis simple enough to say that since books have classes fiction, biography,poetry—we should separate them and take from each what it is right that eachshould give us. Yet few people ask from books what books can give us. Mostcommonly we come to books with blurred and divided minds, asking of fictionthat it shall be true, of poetry that it shall be false, of biography that itshall be flattering, of history that it shall enforce our own prejudices. If wecould banish all such preconception when we read, that would be an admirablebeginning. Do not dictate to your author; try to become him. Be his fellowworker and accomplice(同谋). If you hang back,and reserve and criticize at first, you are preventing yourself from gettingthe fullest possible value from what you read. But if you open your mind aswidely as possible, then signs and hints of almost imperceptible finess(委婉之处), from the twist and turn of thefirst sentences, will bring you into the presence of a human being unlike anyother. Steep yourself in this, acquaint yourself with this, and soon you willfind that your author is giving you, or attempting to give you, something farmore definite. The thirty two chapters of a novel—if we consider how to read anovel first—are an attempt to make something as formed and controlled as abuilding but words are more impalpable than bricks, reading is a longer andmore complicated process than seeing. Perhaps the quickest way to understandthe elements of what a novelist is doing is not to read, but to write; to makeyour own experiment with the dangers and difficulties of words. Recall, then,some event that has left a distinct impression on you—how at the corner of thestreet, perhaps, you passed two people talking. A tree shook; an electric lightdanced; the tone of the talk was comic, but also tragic; a whole vision, anentire conception, seemed contained in that moment.1.Whatdoes the author mean by saying “Yet few people ask from books what books cangive us.”?A. The author means that lots ofpeople read few books.B. The author thinks that readershave only absorbed part of knowledge in books.C. The author holds that fewpeople have a proper idea about what content some kind of books should include.D. The author considers thatreaders can scarcely understand most of the books.2.Accordingto the passage, which of the following statement is right?A. A reader should find somemistakes when he is reading.B. The more difficult a book is,the more you can get from it.C. To read something is easierthan to watch something.D. One should be in the sametrack with the writer when he is reading.3. Whatis the possible meaning of “impalpable” (Paragraph 2) in the passage?A. Clear. B.Elusive. C.Delicate. D.Precise.4. What’sthe main idea of this passage?A. The importance of reading. B. The proper way to read.C. How to get most from one book. D. The characters of a good book.5.When awriter is writing he often get the whole conception ____.A. after a long time’s thinkingB. through an instant inspirationC. according to his ownexperienceD. by way of watching the objectsattentively Passage 2: According to the dictionarydefinition of “create”, ordinary people are creative every day. To create means“to bring into being, to cause to exist”—something each of us does daily. We are creative whenever we look ator think about something in a new way. First this involves an awareness of oursurroundings. It means using all of our sese to become aware of our world. Thismay be as simple as being aware of color and texture, as well as taste, when weplan a meal. Above all, it is the ability to notice things that others mightmiss. A second part of creativity is anability to see relationships among things. I f we believe the expression,“There is nothing new under the sun,” the creativ ity is remaking orrecombining the old in new ways. For example, we might do this by finding amore effective way to study or a better way to arrange our furniture, or wemight make a new combination of camera lenses and filters to cr eate an unusualphotograph. A third part of creativity is thecourage and drive to make use of our new ide as, to apply them to achieve somenew results. To think up a new concept is one thing; to put the idea to work isanother. These three parts of creativity areinvolved in all the great works of genius, but they are also involved in manyof our day to day activities.6.Which of the followingactivities is NOT a creative one according to t he passage?A. To prepare a meal.B. To arrange the furniture in a peculiar way.C. To buy some books from a bookstore.D. To “write” a letter with the computer.7.The author holds that ____.A. creativity is of highly demandB. creativity is connected with a deep insight to some extentC. creativity is to create something new and concreteD. to practise and practise is the only way to cultivate one’screativity8.“There is nothing new underthe sun.” (Par.3) really implies that ____.A. we can seldom create new things B. a new thing is only a taleC. a new thing can only be created at the basis of original thingsD. we can scarcely see really new things in the world9. What does the author thinkabout the relationship between a new though t and its being put into practice?A. It’s more difficult to create a new thought than to apply it inpractice.B. To find a new thought will definitely lead to the production ofa new thing.C. One may come up with a new thought, but can not put it intopractice.D. A man with an excellent ability of practice can easily becomean inventor.10.The best titlefor this passage is ____.A. How to Cultivate One’s Creativity B. What is CreativityC. The Importance of Creativity D. Creativity—a Not Farway Thing Passage 3: For thousands of years, people haveknown that the best way to understand a concept is to explain it to someoneelse. "While we teach, we learn," said Roman philosopher Seneca. Nowscientists are bringing this ancient wisdom up-to-date. They're documenting whyteaching is such a fruitful way to learn, and designing innovative ways foryoung people to engage in instruction.Researchers havefound that students who sign up to tutor others work harder to understand thematerial, recall it more accurately and apply it more effectively. Studentteachers score higher on tests than pupils who're learning only for their ownsake. But how can children, still learning themselves, teach others? Oneanswer: They can tutor younger kids. Some studies have found that first-bornchildren are more intelligent than their later-born siblings (兄弟姐妹). Thissuggests their higher IQs result from the time they spend teaching theirsiblings. Now educators are experimenting with ways to apply this model toacademic subjects. They engage college undergraduates to teach computer scienceto high school students, who in turn instruct middle school students on thetopic. But the most cutting-edge tool under developmentis the "teachable agent"—a computerized character who learns, tries,makes mistakes and asks questions just like a real-world pupil. Computerscientists have created an animated (动画的) figure called Betty's Brain, who has been "taught"about environmental science by hundreds of middle school students. Studentteachers are motivated to help Betty master certain materials. While preparingto teach, they organize their knowledge and improve their own understanding.And as they explain the information to it, they identify problems in their ownthinking. Feedback from the teachable agents furtherenhances the tutors' learning. The agents' questions compel student tutors tothink and explain the materials in different ways, and watching the agent solveproblems allows them to see their knowledge put into action. Above all, it's the emotions oneexperiences in teaching that facilitate learning. Student tutors feel upsetwhen their teachable agents fail, but happy when these virtual pupils succeed asthey derive pride and satisfaction from someone else's accomplishment.11. What areresearchers rediscovering through their studies?A. Seneca's thinking is still applicable today.
B. Better learners will become better teachers.
C. Human intelligence tends to grow with age.
D. Philosophical thinking improves instruction.12. What do welearn about Betty's Brain?
A. It is a character in a popular animation.
B. It is a teaching tool under development.
C. It is a cutting-edge app in digital games.
D. It is a tutor for computer science students.13. How doesteaching others benefit student tutors?
A. It makes them aware of what they are strong at.
B. It motivates them to try novel ways of teaching.
C. It helps them learn their academic subjects better.
D. It enables them to better understand their teachers.14. What dostudents do to teach their teachable agents?
A. They motivate them to think independently.
B. They ask them to design their own questions.
C. They encourage them to give prompt feedback.
D. They use various ways to explain the materials.15. What is the keyfactor that eases student tutors' learning?
A. Their sense of responsibility.
B. Their emotional involvement.
C. The learning strategy acquired.
D. The teaching experience gained. Key:1. B2. B 3. C4. B5. A 6. C7. B8. C 9. C10. B11. A12. B 13. C14. D15. B
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