51. What can we infer from the passage?

　 A. Active learning is less important.　　　　　　　　　　 B. Passive learning may not be reliable.

　 C. Active learning occurs more frequently.　　 D. Passive learning is not found among scholars.

答案　 48.C　 49.D　 50.A　 51.B

Passage 22

(08·全國(guó)ⅠE篇)

Edward Wilson is America’s，if not the world’s，leading naturalist.In The Future of Life，he takes us on a tour of the world’s natural resources(資源).How are they used? What has been lost? What remains and is it able to continue with the present speed of use?Wilson also points out the need to understand fully the biodiversity(生物多樣性) of our earth.

Wilson begins with an open letter to the pioneer in environment(環(huán)境) protection，Henry David Thorean.He compares today’s Walden Pond with that of

Thorean’s day.Wilson will use such comparisons for the rest of the book.The problem is clear: the earth，with human help，be made to return to biodiversity levels that will be able to support us in the future?

Biodiversity，Wilson argues，is the key to settling many problems the earth faces today.Even our agricultural crops can gain advantages from it.A mere hundred species(物種) are the basis of our food supply，of which but twenty carry the load.Wilson suggests changing this situation by looking into ten thousand species that could be made use of，which will be a way to reduce the clearing of the natural homes of plants and animals to enlarge farming areas.

At the end of the book，Wilson discusses the importance of human values in considering the environment.If you are to continue to live on the earth，you may well read and act on the ideas in this book.

50. The author mentions the game Rumor to show that _____.

　 A. a message may be changed when being passed on

　 B. a message should be delivered in different ways

　 C. people may have problems with their sense of hearing

　 D. people tend not to believe in what they know as rumor

49. The underlined word “it” in Paragraph 2 refers to _____.

　 A. active learning　　　　　　　　　　　　　　　　　　　　 B. knowledge

　 C. communication　　　　　　　　　　　　　　　　　　　 D. passive learning

48. According to the passage, passive learning may occur in _______.

　 A. doing a medical experiment　　　　　　　　　　 　 　B. solving a math problem

　 C. visiting an exhibition　　　　　　　　　　　　 　 　D. doing scientific reasoning

52. What did the science professors learn after the experiment?

　 A. They should change the way they teach.

B. A poem could be explained in clear definitions.

C. A poetry class could be more informative.

D. Their teaching was an enjoyable experience.

答案　 49.C　 50.D　 51.A　 52.A

Passage 21

(08·天津D篇)

We can achieve knowledge either actively or passively(被動(dòng)地). We achieve it actively by direct experience, by testing and proving an idea, or by reasoning.

We achieve knowledge passively by being told by someone else. Most of the learning that takes place in the classroom and the kind that happens when we watch TV or read newspapers or magazines is passive. Conditioned as we are to passive learning, it’s not surprising that we depend on it in our everyday communication with friends and co-workers.

Unfortunately, passive learning has a serious problem. It makes us tend to accept what we are told even when it is little more than hearsay and rumor(謠言).

Did you ever play the game Rumor? It begins when one person writes down a message but doesn’t show it to anyone. Then the person whispers it, word for word, to another person. That person, in turn, whispers it to still another, and so on, through all the people playing the game. The last person writes down the message word for word as he or she hears it. Then the two written statements are compared. Typically, the original message has changed.

That’s what happens in daily life. The simple fact that people repeat a story in their own words changes the story. Then, too, most people listen imperfectly. And many enjoy adding their own creative touch to a story, trying to improve on it, stamping(打上標(biāo)記)it with their own personal style. Yet those who hear it think they know.

This process is also found among scholars and authors: A statement of opinion by one writer may be restated as a fact by another, who may in turn be quoted by yet another; and this process may continue, unless it occurs to someone to question the facts on which the original writer based his opinion or to challenge the interpretation he placed upon those facts.

51. Finding levels of meaning is 　　　.

　 A. important for graduate students in humanities

B. difficult for graduate students in humanities

C. common for undergraduate students in science

D. easy for undergraduate students in science

50. The experiment was designed to find out　　　 　.

　 A. how to teach the students in the science class

B. whether poetry is difficult for science students

C. what to be taught in the humanities class

D. why many humanities students find science hard

49. What do we know about this unusual class?

A. The teachers did lots of writing on the board.

B. The teacher were invited to attend several lectures.

C. The students were professors from a university.

D. The students were studying science and humanities.

48. The text is mainly about　　　 .

A. telling the story through pictures　　　　 　　　　　　　 B. decorating the walls of homes

C. publishing historical papers　　　　　 　　　　　 D. expressing feeling through pictures

答案　 45.B　 46.D　 47.C　 48.A

Passage 20

(08·陜西C篇)

This was no ordinary class. The students who came together were all science or engineering professors at Cornell University. They had interrupted their research to accept an invitation to take part in an unusual experiment: “an interesting week of poetry”. This class was part of a study to answer the questions: Why is science difficult for many nonscience students? What can teachers learn about teaching if they take a class that is not in their field?

The students in the poetry class listened to lectures and took notes. They had reading tasks and had to write three short papers. All students noticed one thing-the importance of spoken words. In science and engineering classes, the instructors put tables and drawings on the blackboard. But in this poetry class, the instructors just talked. They didn’t write anything on the board.

The scientists and engineers noticed one similarity between science and poetry. In both subjects, students need to find layers (層次)　of meaning . Some layers are simple, clear, and on the surface; other layers are deeper and more difficult. This search for different levels of meaning doesn’t happen much in undergraduate(本科)　science classes, but it is important later, in graduate school. And it is always important in humanities(人文科學(xué)).

Both the poetry instructors and their students learned something about teaching from this experience. One poetry instructor, for example, now sees the importance of using informative as he teaches. Most of the scientists agreed on several points. First, humanities classes might help science students to see patterns and decide which information is important. Second, the poetry class was fun. One engineer decided, “We need to change the way we teach engineering to make it an enjoyable experience for students.”

But perhaps the most important result of the experience was this:All of the professors began to think about how they teach and how they can teach better.

47. What can we learn from the passage?

A. News with pictures is encouraging.　　　 　　　

B. Photos help people improve their life.

C. News photos mean history in a sense.　　

D. People prefer reading news with pictures.