五 原文任何设问句不做回答，而题目进行了是非对错判断，答案NG
六 原文有发誓、许诺、决心等动作状态限定词，而题目去除以上的限定成分，答案是NG
七 原文仅仅表明题目状态的将来推测，而题目就将来状态做肯定与否定判断，答案是NG 1 time will tell 2 future will prove
八 原文就规定时间内特定地域，特定范围，做出是非判断，而题目特意模糊了以上特定因素，而转为一贯是非判断，答案是NG
练习五
The need for a satisfactory education is more important than ever before. Nowadays, without a qualification from a reputable school or university, the odds of landing that plum job advertised in the paper are considerably shortened. Moreover, one's present level of education could fall well short of future career requirements.
It is no secret that competition is the driving force behind the need to obtain increasingly higher qualifications. In the majority of cases, the urge to upgrade is no longer the result of an insatiable thirst for knowledge. The pressure is coming from within the workplace to complete with ever more qualified job applicants, and in many occupations one must now battle with colleagues in the reshuffle for the position one already holds.
Striving to become better educated is hardly a new concept. Wealthy parents have always been willing to spend the vast amounts of extra money necessary to send their children to schools with a perceived educational edge. Working adults have long attended night schools and refresher courses. Competition for employment has been around since the curse of working for a living began. Is the present situation so very different to that of the past?
The difference now is that the push is universal and from without as well as within. A student at secondary school receiving low grades is no longer as easily accepted by his or her peers as was once the case. Similarly, in the workplace, unless employees are engaged in part-time study, they may be frowned upon by their employers and peers and have difficulty even standing still. In fact, in these cases, the expectation is for careers to go backwards and earning capacity to take an appreciable nosedive.
At first glance, the situation would seem to be laudable; a positive response to the exhortation by a former Prime Minister, Bob Hawke, for Australia to become the "clever country". Yet there are serious ramifications according to at least one educational psychologist. Dr Brendan Gatsby has caused some controversy in academic circles by suggesting that a bias towards what he terms "paper" excellence might cause more problems than it is supposed to solve. Gatsby raises a number of issues that affect the individual as well as society in general.
Firstly, he believes the extra workload involved is resulting in abnormally high stress levels in both students at secondary school and adults studying after working hours. Secondly, skills which might be more relevant to the undertaking of a sought-after job are being overlooked by employers interviewing candidates without qualifications on paper. These two areas of concern for the individual are causing physical and emotional stress respectively.
Gatsby also argues that there are attitudinal changes within society to the exalted role education now plays in determining how the spoils of working life are distributed. Individuals of all ages are being driven by social pressures to achieve academic success solely for monetary considerations instead of for the joy of enlightenment. There is the danger that some universities are becoming degree factories with an attendant drop in standards. Furthermore, our education system may be rewarding doggedness above creativity; the very thing Australians have been encouraged to avoid. But the most undesirable effect of this academic paper chase, Gatsby says, is the disadvantage that "user pays" higher education confers on the poor, who invariably lose out to the more financially favoured.
Naturally, although there is agreement that learning can cause stress, Gatsby's comments regarding university standards have been roundly criticised as alarmist by most educationists who point out that, by any standard of measurement, Australia's education system overall, at both secondary and tertiary levels, is equal to that of any in the world.
TRUE/FALSE/NOT/GIVEN
a. It is impossible these days to get a good job without a qualification T F NG
from a respected institution.
b. Most people who upgrade their qualifications do so for the joy T F NG
of learning.
c. In some jobs, the position you hold must be reapplied for. T F NG
d. Some parents spend extra on their children's education because T F NG
of the prestige attached to certain schools.
e. According to the text, students who performed bally at school T F NG
used to be accepted by their classmates.
f. Employees who do not undertake extra study may find their T F NG
salary decreased by employers.
g. Australians appear to have responded to the call by a former T F NG
Prime Minister to become better qualified.
h. Australia's education system is equal to any in the world in the T F NG
opinion of most educationists.
第十一课时
练习六
Over 120 years ago, the English botanist J.D. Hooker, writing of Australian edible plants. suggested that many of them were "eatable but not worth eating". Nevertheless, the Australian flora, together with the fauna, supported the Aboriginal people well before the arrival of Europeans. The aborigines were not farmers and were wholly dependent for life on the wild products around them. They learned to eat, often after treatment, a wide variety of plants.
The conquering Europeans displaced the Aborigines, killing many, driving others from their traditional tribal lands, and eventually settling many of the tribal remnants on government reserves, where flour and beef replaced nardoo and wallaby as staple foods. And so, gradually, the vast store of knowledge, accumulated over thousands of years, fell into disuse. Much was lost.
However, a few European men took an intelligent and even respectful interest in the people who were being displaced. Explorers, missionaries, botanists, naturalists and government officials observed, recorded and, fortunately in some cases, published. Today, we can draw on these publications to form the main basis of our knowledge of the edible, natural products of Australia. The picture is no doubt mostly incomplete. We can only speculate on the number of edible plants on which no observation was recorded.
Not all our information on the subject comes from the Aborigines, Times were hard in the early days of European settlement, and traditional foods were often in short supply or impossibly expensive for a pioneer trying to establish a farm in the bush. And so necessity led to experimentation, just as it must have done for the Aborigines, and experimentation led to some lucky results. So far as is known, the Aborigines made no use of Leptospermum or Dodonaea as food plants, Yet the early settlers found that one could be used as a substitute for tea and the other for hops. These plants are not closely related to the species they replaced, so their use was not based on botanical observation. Probably some experiments had less happy endings; L.J. Webb has used the expression "eat, die and learn" in connection with the Aboriginal experimentation, but it was the successful attempts that became widely known. It is possible the edibility of some native plants used by the Aborigines was discovered independently by the European settlers or their descendants.
Explorers making long expeditions found it impossible to carry sufficient food for the whole journey and were forced to rely, in part, on food that they could find on the way, Still another source of information comes from the practice in other countries. There are many species from northern Australia which occur also in southeast Asia, where they are used for food.
In general, those Aborigines living in the dry inland areas were largely dependent for their vegetable foods on seed such as those of grasses, acacias and eucalypts. They ground these seeds between flat stones to make a coarse flour. Tribes on the coast, and particularly those in the vicinity of coastal rainforests, had a more varied vegetable diet with a higher proportion of fruits and tubers. Some of the coastal plants, even if they had grown inland, probably would have been unavailable as food since they required prolonged washing or soaking to render them non-poisonous: many of the inland tribes could not obtain water in the quantities necessary for such treatment. There was also considerable variation in the edible plants available to Aborigines in different latitudes. In general, the people who lived in the moist tropical areas enjoyed a much greater variety than those in the southern part of Australia.
Question 1 - 7
Do the following statements reflect the claims of the writer in Reading Passage 3? In boxes 1 - 7 write:
YES if the statement reflects the writer's claims
NO if the statement contradicts the writer
NOT GIVES if there is no information about this in the passage
1. Most of the pre-European Aboriginal knowledge of wild foods has been recovered.
2. There were few food plants unknown to pre-European Aborigines.
3. Europeans learned all of what they knew of edible wild plants from aborigines.
4. Dodonaea is an example of a plant used for food by both pre-European Aborigines and European settlers.
5. Some Australian food plants are botanically related to plants outside Australia.
6. Pre-European Aboriginal tribes closer to the coast had access to a greater variety of food plants than tribes further inland.
7. Some species of coastal food plants were also found inland.
练习四
You should spend about 20 minutes on Questions 1 - 14 which are based on Reading Passage below.
GETTING GIRLS ON-LINE
When Nancy Leveson, now a computer science professor at the University of Washington, was teaching math at a California high school, her best student also happened to be one of the prettiest and most popular girls around. And when the girl got the highest score on a test, Leveson thought nothing of announcing the achievement while handing back the papers. As soon as the class ended, though, the distraught student approached. She begged her teacher never, ever to embarrass her like that again.
The incident happened nearly 20 years ago, but Leveson notes that little has changed. Now, as then, too many teenage girls feel uncomfortable and even unwelcome in the realms of math, science and computing. Research shows that girls who are gifted in these subjects in elementary school begin to shy away from them by the seventh grade. Eventually, they convince themselves that these are male domains. "By saying only men are good at these things, you make the women who are good at them seem like freaks," says Leveson.
Increasingly, however, educators are trying to reverse the process by retraining teachers and redirecting students. Funded with more than $1 million by the National Science Foundation (NSF) and seven corporations, Computer Equity Expert Project (CEEP) showed 200 math and computer-science teachers how to recognize and eliminate gender bias in their classrooms. CEEP urged teachers to bring more girls into the world of computers by setting up mentoring programs with older students and having girls-only days at the school computer labs.
Both public and private schools are trying to close the technology gap. Because girls tend to do better in the sciences without the distraction of boys, three California schools have started girls-only math classes over the last two years, with promising results. Other schools are hooking up with colleges for help and inspiration.
But however wonderful the subject looks in high school, interest often diminishes in college, where women earned only 30% of the undergraduate degrees awarded in computer science in 1991, and 16% in engineering in 1993, as opposed to medical school, where women make up 36% of total enrolment. The proportion shrinks still more at the doctoral level, where women receive only 15% of computer science PhDs and under 10% of engineering PhDs.
Many college women are turned off by the macho swagger of technojocks at schools like MIT, where staying awake for three days to perfect a piece of software is seen as a test of virility. That kind of attitude "sets cultural parameters not just for MIT but for the intense nature of the computer culture everywhere," says Steven Levy, author of Hackers: heroes of the Computer Revolution. As a result, it's hard to find female role models in computer science.
To keep women interested in the field, Nancy Leveson and a colleague from the University of British Columbia spearheaded a program that will match 20 female undergraduates with faculty mentors around the country this summer, thanks to a $240000 grant from the NSF.
In Rochester, NY, the Rochester Institute of Technology's Women in Science, Engineering and Math mentoring program aims to spark high school girls' career interests by linking 140 girls and professional women in a computer network. Coordinators, who hope to extend the four-month program to three years, note the intense interest shown by girls and women. "I can't keep the mentors away," says Carol O'Leary, who helped set the program up. "I was looking for 40, and I have 67. Women are anxious to give of themselves."
Eventualy, these computer educators would like to make gender-specific programs obsolete, but that will happen only when computer-science education becomes more creative, according to Paula Rayman, director of Pathways for Women in the Sciences, a research program at Wellesley College. By way of example, Rayman points to her 9-year-old daughter, Lily, whose fourth-grade class at the Bowman Elementary School in Lexington, Mass., is learning several sciences under the guise of bicycle repair. The kids aren't just fixing bikes but ingesting knowledge about mechanics, scientific history and the physics of motion. They're also using their computers to generate charts, graphs and databases. Children of both sexes are eager to work with computers because the machines are revealed as both entertaining and useful, not just as a source of boring drills or violent games, which girls usually find unappealing.
"When it comes to girls and computers," says Rayman, "we've found that there are three ingredients for user-friendliness: hands-on experience, teamwork and relevance." These ingredients, of course, would increase anyone's mastery of computers, as well as the usefulness of the machines. By trying to do a better job of teaching girls, computer scientists may learn quite a lot themselves.
Questions 1 - 4
