题目内容
（请给出正确答案）
The author doesn't agree that ______.
A．buyers buy the clothes without labels
B．clothing stores sell cheap dresses
C．all the products have labels
D．labels are not true
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更多“The author doesn't agree that …”相关的问题
What is the author's attitude towards the eating habits in Brazil？
A．The author doesn't think much of them.
B．The author likes those in the U. S. better.
C．The author appreciates them very much.
D．The author shows no emotions whatever.
The author doesn't like eating in the cafeteria because ______.
A．he doesn't want to see his father during lunchtime
B．he wants to get out of the enclosed(被圈住的) atmosphere of the school
C．his mother tells him not to eat there
D．he doesn't like the idea of eating with his friends
The author believes that
A．empathy doesn"t affect college students" performance.
B．empathy contributes to the development of logic and reason.
C．a doctor must be a person with great empathy and skills.
D．a doctor"s empathy is more effective than medication.
The author says he is not strong-minded enough to ignore the telephone because ______. ()
A．he hates idle talk
B．it always comes at an inopportune time
C．it might carry some important message
D．he doesn't want to be impolite to any one on the telephone
A．help the speaker to control the audience
B．help the speaker to gain audience interest and esteem
C．help the speaker to know whether he is talking too much about a certain point
D．help the speaker to analyze his audience when he is beginning his speech
At school he seems only to have been interested in mathematics. In fact his formal education was surprisingly brief for a gentleman, and incomplete. For unlike other young Virginian gentlemen of that day, he did not go to the College of William and Mary in the Virginian capital of Williamsburg. In terms of formal training then, Washington contrasts sharply with some other early American Presidents such as John Adams, Thomas Jefferson and James Madison. In later years, Washington probably regretted his lack of intellectual training. He never felt comfortable in a debate in Congress, or on any subject that had not to do with everyday, practical matters. And because he never learned French and could not speak directly to the French leaders, he did not visit the country he admired so much. Thus, unlike Jefferson and Adams, he never reached Europe.
What reason does the author give for Washington not going to college？
A．His family could not afford it.
B．A college education was rather uncommon in his times.
C．He didn't like the young Virginian gentlemen who went to college.
D．The author doesn't give any reason.
B. A college education was rather uncommon in his time
C. He didn’t like the young Virginian gentlemen
D. The author doesn’t give any reason
Washington felt uncomfortable in Congress debates because he__________.A.lacked practice in public speaking
B.felt his education was not good enough
C.didn’t like arguing and debating with people
D.felt that debating was like intellectual training
The reason why Washington didn’t visit France was probably that he__________.A.didn’t really care about going
B.didn’t know French leaders
C.couldn’t communicate directly with the French leaders
D.was too busy to travel
According to the author, __________.A.Washington’s lack of formal education placed him at a disadvantage in later life
B.Washington should have gone to France even though he could not speak French
C.Washington was not as good a president as Adams, Jefferson or Madison
D.Washington was a model for all Virginian gentlemen
The main idea of the passage is that Washington’s education __________.A.was of great variety, covering many subjects
B.was probably equal to those of most young gentlemen of his time
C.may seem poor by modern standards, but was good enough for his time
D.was rather limited for a president
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But college has never been able to work its magic for everyone. And now that close to half our high school graduates are attending, those who don't fit the pattern are becoming more numerous, and more obvious. College graduates are selling shoes and driving taxis; college students interfere with each other's experiments and write false letters of recommendation in the intense competition for admission to graduate school. Others find no stimulation in their studies, and drop out—often encouraged by college administrators.
Some observers say the fault is with the young people themselves—they are spoiled and they are expecting too much. But that's a c6ndemnation of the students as a whole, and doesn't explain all campus unhappiness. Others blame the state of the world, and they are partly right. We've been, told that young people have to go to college because our economy can't absorb an army of untrained eighteen-year-olds either.
Some adventuresome educators and campus watchers have openly begun to suggest that college may not be the best, the proper, the only place for every young person after the completion of high school. We may have been looking at all those surveys and statistics upside down, it seems, and through the rosy glow of our own remembered college experiences. Perhaps college doesn't make people intelligent, ambitious, happy, liberal, or quick to learn things—maybe it's just the other way around', and intelligent, ambitious, happy, liberal, quick-learning people are merely the ones who have been attracted to college in the first place. And perhaps all those successful college graduates would have been successful whether they had gone to college or not. This is heresy to those of us who have been brought up to believe that if a little schooling is good, more has to be much better. But contrary evidence is beginning to mount up.
What does the author believe according to the passage？______
A．People used to question the value of college education
B．People used to have full confidence in higher education
C．All high school graduates went to college
D．Very few high school graduates chose to go to college
In the following text, some sentences have been removed. For Questions 41-45, choose the most suitable one from the fist A-G to fit into each of the numbered blanks. Mark your answers on ANSWER SHEET. (10 points)
How does your reading proceed？ Clearly you try to comprehend, in the sense of identifying meanings for individual words and working out relationships between them, drawing on your explicit knowledge of English grammar (41) ______you begin to infer a context for the text, for instance, by making decisions about what kind of speech event is involved: who is making the utterance, to whom, when and where.
The ways of reading indicated here are without doubt kinds of of comprehension. But they show comprehension to consist not just passive assimilation but of active engagement inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and cues (42) _______
Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and clocked for accuracy, or some timeless relation of the text to the world. (43) _______
Such background material inevitably reflects who we are, (44) _______This doesn’t, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page-including for texts that engage with fundamental human concerns-debates about texts can play an important role in social discussion of beliefs and values.
How we read a given text also depends to some extent on our particular interest in reading it. (45)_______such dimensions of read suggest-as others introduced later in the book will also do-that we bring an implicit (often unacknowledged) agenda to any act of reading. It doesn’t then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different kinds of reading inform. each other, and act as useful reference points for and counterbalances to one another. Together, they make up the reading component of your overall literacy or relationship to your surrounding textual environment.
[A] Are we studying that text and trying to respond in a way that fulfils the requirement of a given course？ Reading it simply for pleasure？ Skimming it for information？ Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.
[B] Factors such as the place and period in which we are reading, our gender ethnicity, age and social class will encourage us towards certain interpretation but at the same time obscure or even close off others.
[C] If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the contest. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.
[D]In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.
[E]You make further inferences, for instance, about how the test may be significant to you, or about its validity—inferences that form. the basis of a personal response for which the author will inevitably be far less responsible.
[F]In plays，novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.
[G]Rather, we ascribe meanings to test on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.
