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2012
届高考英语二轮专题复习精品之冲刺阅读理解（四）
阅读下列短文，从每题所给的四个选项
(A
、
B
、
C
和
D)
中选出最佳选项。
A
By LOS ANGELES TIMES
Published on 2002-02-10
Posted on 2002-01-18 10
∶
59
∶
54
Nervous uncertainty surrounds the
fate(
命运
) of US journalist
Daniel Pearl, with no
clear
communication from his kidnappers
(
绑匪
)
and no sign
of his
where abouts after
three separate police searches for his
body in the troublesome port city Karachi,
Pakistan.
Pearl, a 38-year-
old Wall Street Journal reporter, disappeared two
weeks ago on his
way
to
an
interview
in
Karachi.
An
email
allegedly
from
his
kidnappers
contained
four
photos of him and a variety of demands,
including one for the release of Pakistani
prisoners being held at the US naval
base in Cuba.
The searches were started
last Friday night by an email claiming that Pearl
had been
killed and his body thrown“in
the graveyards of Karachi.”
Pearl
has
worked
for
The
Wall
Street
journal
for
12
years
and
is
now
their
South
Asia
bureau
chief.
He
was
born
in
Princeton,
New Jersey
and
graduated from
Stanford
University with a
bachelor's degree in communications.
He
joined
The
Wall
Street
Journal
in
November
1990,
first
as
a
reporter
in
the
Atlanta
bureau. In 1993 he
moved to the Washington office to cover
transportation before
beginning a
series of overseas postings.
The
members
of
a
radical(
激进的
)
Islamic
group
in
Pakistan
who
admit
having
kidnapped
him say Pearl is a
member of the Israeli intelligence service,
Mossad. But Pearl's
employers have
angrily denied(
否认
) that he
is the agent (
代理
) of any
government.
Pearl's French wife,
Marianne, is six months pregnant with their first
child.
For the past few weeks the
couple have been living in Karachi while Pearl
tried to
arrange
an
interview
with
Mubarak
Ali
Shah
Gilani,
head
of
the
small
miclitant
Islamic
group Tanzeem ul-Fuqra.
56.
the text that .
A
C
57
A
nuary 26,2002
C
anuary 4,2002
58
A
-Fuqra
C
B
Student
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.
In graduate discussions the professor
had a “manager” role and the students make
presentations and lead discussions. The
students do the actual teaching in these
discussions.
A professor's
teaching method is another factor
(
因素
) that determines the
degree
and
type
of
student
participation.
Some
professors
prefer
to
control
discussion
while
others prefer to guide the class
without controlling it. Many professors encourage
students to question their ideas.
Students who object to the professor's point of
view should be prepared to prove their
positions.
In the teaching of science
and mathematics, the controlling mode of
instruction is
generally traditional,
with teachers presenting formal
lectures and
students
taking
notes. However, new educational trends
have turned up in the humanities and social
sciences
in
the
past
twenty
years.
Students
in
edcuation,
society,
and
history
classes,
for example, are often required to
solve problems in groups, design projects, make
pressentations, and examine case
studies. Since some college or university courses
are“practical” rather than theoretical,
they pay more attention to “doing”for
themselves.
59
n
the classroom is not only accepted but also
expected of the
student” in many
courses except in .
A
C
informal lecture courses
D
discussion courses
60
n the humanities and
society.
A
ay
attention
to
students'
studying
instead
of
teachers'
teaching
C
D
61
essors
ask
students
to
make
presentations
and
lead
discussions is that .
A
B
C
D
ot
willing to teach theory
62
ences is true according to
the passage?
A
B
C
ors
usually want
the students to take part
in the teaching of science
and
mathematics.
D
C
Scientists have tried to come up with
biological explanations for the difference
between boys and girls.
However,
none
were
believable
enough
to
explain
the
general
picture.
As
one
scientist
points
out,“There
are
slight
genetic(遗传的
)
differences
between
the
sexes
at
birth
which may affect the
subjects boys and girls choose. But the difficulty
is that by
the
time
children
reach
school
age,
there
are
so
many
other
effects
that
it
is
almost
impossible to tell
whether girls are worse at science and maths, or
whether they've
been brought up to
think of these subjects as boys'‘
territory’”.
Statistics(
统计数据
)
show that in mathematics, at least, girls are
equal to boys.
A
recent
report
suggests
that
girls
only
stop
studying
mathematics
becuase
of
social
attitudes. One of the reports' authors
says,“While it is socially unacceptable for
people not
to
be
able to read and
write,
it is still acceptable for women to say
that
they are
‘hope
-
less’at maths. Our
research shows that, although girls get marks
which are as good as the boys', they
have not been encouraged to do so.”
The explanation for the difference,
which is very clear during the teenage years,
goes as far back as early childhood
experiences. From their first days in nursery
school, girls are not encouraged to
work on their own or to complete tasks, although
boys are. For example, boys and not
girls, ar
e often asked to ‘help’ with
repair
work. This encouragement leads
to a way of learning how to solve problems later
on
in
life.
Evidence(
证据
)
shows
that
exceptional
mathematicians
and
scientists
did
not
have
teachers who supplied answers; they had to find
out for themselves.
A further report on
maths teaching shows that teachers seem to give
more attention
to boys than to girls.
Most
teachers
who
took
part
in
the
study
admitted
that
they
expect
their
male
students
to
do better at mathematics and science subjects than
their female students. All of
this
tends
to
encourage
boys
to
work
harder
in
these
subjects,
gives
them
confid
ence(
信
心
) and
makes them believe that they can succeed.
Interestingly,
both
boys
and
girls
tend
to
regard
such
‘male’subjects
like
mathematics and science
as difficult. Yet it has been suggested that girls
avoid
mathematics courses, not because
they are difficult, but for social reasons.
Mathematics and science are mainly male
subjects, and therefore, as girls become
teenagers, they are less likely to take
them up. Girls do not seem to want to be in
open competition with boys. Neither do
they want to do better than boys because they
are afraid to appear less female and
so, less attractive.
63
“”.
A
64
A
C
irls are poorer at maths
because they are the weaker sex
D
65
A
B
ties to solve problems by
themselves
C
D
66
A
B
It
is
a
social
problem
rather
than
a
problem
of
brains
that
girls
are
poor
at
maths