高考英语阅读冲刺 阅读理解4

高考英语阅读冲刺：阅读理解

4

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.

from the text that .

C

-Fuqra

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.

student” in many courses except in .

ow that education in the humanities and society.

teachers' teaching

eason why some professors ask students to make presentations and lead

discussions is that .

se professors are not willing to teach theory

ion.

and mathematics.

chemistry.

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

una

cceptable

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, are 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

confidence(

信心

) and makes them believe that they can succeed.

Interestingly, both boys and girls tend to reg

ard 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.

“”.

irls are poorer at maths because they are the weaker sex