题目内容
Reading involves looking at graphic symbols and formulating mentally the sounds and ideas they represent. Concepts of reading have changed (67) over the centuries. During the 1950’s and 1960’s especially, increased attention has been (68) to defining and describing the reading process. Although specialists agree that reading (69) a complex organization of higher mental (70) , they disagree on the exact nature of the (71) Some experts, who regard language (72) as a code using symbols to represent sounds, (73) reading as simply the decoding of symbols into the sounds they stand (74) . These authorities (75) that meaning, being concerned with thinking, must be taught independently of the decoding process. Others maintain that reading is inexplicably (无法解释地) (76) to thinking, and that a child who pronounces sounds without (77) their meaning is not truly reading. The reader, (78) some, is not just a person with a theoretical ability to read but one who (79) reads. Many adults, although they have the ability to read, have never read a book in its (80) . By some expert they would not be (81) as readers. Clearly, the philosophy, objectives, methods and materials of reading will depend on the definition one uses. By the most (82) and satisfactory definition, reading is the ability to (83) the sound-symbols code of the language, to interpret meaning for various (84) , at various rates, and at various levels of difficulty, and to do (85) widely and enthusiastically. In short reading is the interpretation of ideas through the use of symbols (86) sounds and ideas.
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Reading involves looking at graphic symbols and formulating mentally the sounds and ideas they represent. Concepts of reading have changed (67) over the centuries. During the 1950’s and 1960’s especially, increased attention has been (68) to defining and describing the reading process. Although specialists agree that reading (69) a complex organization of higher mental (70) , they disagree on the exact nature of the (71) Some experts, who regard language (72) as a code using symbols to represent sounds, (73) reading as simply the decoding of symbols into the sounds they stand (74) . These authorities (75) that meaning, being concerned with thinking, must be taught independently of the decoding process. Others maintain that reading is inexplicably (无法解释地) (76) to thinking, and that a child who pronounces sounds without (77) their meaning is not truly reading. The reader, (78) some, is not just a person with a theoretical ability to read but one who (79) reads. Many adults, although they have the ability to read, have never read a book in its (80) . By some expert they would not be (81) as readers. Clearly, the philosophy, objectives, methods and materials of reading will depend on the definition one uses. By the most (82) and satisfactory definition, reading is the ability to (83) the sound-symbols code of the language, to interpret meaning for various (84) , at various rates, and at various levels of difficulty, and to do (85) widely and enthusiastically. In short reading is the interpretation of ideas through the use of symbols (86) sounds and ideas.
Reading involves looking at graphic symbols and formulating mentally the sounds and ideas they represent. Concepts of reading have changed (67) over the centuries. During the 1950’s and 1960’s especially, increased attention has been (68) to defining and describing the reading process. Although specialists agree that reading (69) a complex organization of higher mental (70) , they disagree on the exact nature of the (71) Some experts, who regard language (72) as a code using symbols to represent sounds, (73) reading as simply the decoding of symbols into the sounds they stand (74) . These authorities (75) that meaning, being concerned with thinking, must be taught independently of the decoding process. Others maintain that reading is inexplicably (无法解释地) (76) to thinking, and that a child who pronounces sounds without (77) their meaning is not truly reading. The reader, (78) some, is not just a person with a theoretical ability to read but one who (79) reads. Many adults, although they have the ability to read, have never read a book in its (80) . By some expert they would not be (81) as readers. Clearly, the philosophy, objectives, methods and materials of reading will depend on the definition one uses. By the most (82) and satisfactory definition, reading is the ability to (83) the sound-symbols code of the language, to interpret meaning for various (84) , at various rates, and at various levels of difficulty, and to do (85) widely and enthusiastically. In short reading is the interpretation of ideas through the use of symbols (86) sounds and ideas.
Voluntary learning in organized courses by mature men and women is called adult education. Such education is (36) to make people able to enlarge and (37) their experience as adults. Adults may want to study something which they (38) in earlier schooling, get new skills or job training, find out about new (39) developments, seek better self-understanding, or develop new talents and skills. This kind of education may be in the form of self-study with proper (40) through the use of libraries, correspondence course, or broadcasting. It may also be (41) collectively in schools and colleges, study groups, workshops, clubs and professional (42) . Modern adult education for large numbers of people started in the 18th and 19th centuries with the rise of the Industrial Revolution. Great (43) and social changes were taking place: (44) . These and other factors produced a need for further education and re-education of adults. (45) . For example, parts of the adult population in many countries find it necessary to take part in retraining programs at work or even to learn completely new jobs. (46) .
Questions 47 to 56 are based on the following passage. China is casting such a huge shadow on the United States that many Americans are trying hard to learn the Chinese language with an effort to keep their competitive edge. "Interest in learning Chinese among American youth and their parents has grown (47) in the past five years," said Vivien Stewart, vice president at the Asia Society, a US group trying to bridge the (48) between Americans and the peoples of Asia and the Pacific. China’s rapid progress is driving the interest to (49) the language, experts say. "The Chinese rich cultural traditions and (50) economy mean that it is now essential for all of our students to be better prepared to engage them and seize opportunities together," said Michael Levine, Asia Society’s executive director of education. A 2004 College Board survey found that 2400 high schools--an (51) number--would be interested in (52) the Advanced Placement (AP) courses in Chinese language and culture when the courses become available in 2005. China, the world’s most populous (人口稠密的) nation, is (53) to the United States because it is a leading trader, consumer and investor. It has (54) the United States as the world’s largest consumer and could become the second largest economy in the world, in the next two to three decades. Even though the US State Department has regarded the Chinese language extremely important to national prosperity , the " (55) conditions to support recruitment of students and teachers as well as the growth of high quality programs are (56) inadequate, an Asia Society study says.A) thrivingB) automaticallyC) dramaticallyD) importantE) regainedF) replacedG) pursueH) requestI) incredibleJ) efficient K) gap L) scarcely M) current N) offering O) discouragingly
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