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I’d rather you （） anything about it for the time being.
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Mrs. Jones was over eighty， but she still drove her old car like a woman half her age. She loved driving very fast， and was proud of the fact 61 she had never， in her thirty-five-year driving， been punished 62 a driving offence（违法）. Then one day she nearly 63 her record. A police car 64 her， and the policemen in it saw her 65 a red lighr without stopping. Of course， she was stopped. It seemed 66 that she would be punished. 67 Mrs. Jones come up to the judge， he looked at her seriously and said that she was 68 old to drive a car， and that the 69 why she had not stopped at the red 70 was most probably that her eyes had become weak 71 old age， so that she had simply not seen it. When the judge had finished what he was 72 ， Mrs. Jones opened the big handbag she was 73 and took out her sewing. Without saying a word， she 74 a needle with a very small eye， and threaded it at her first attempt. When she had 75 done this， she took the thread out of the needle again and handed 76 the needle and the thread to the judge， saying，" Now it is your 77 . I suppose you drive a car， and that you are quite sure about your own eyesight." The judge took the 78 and tried to thread it. After half a dozen tries， he had still not succeeded. The case against Mrs. Jones was 79 ， and her record 80 unbroken. 78应该选择（）
案例分析题英语专业学生做 Reading is thought to be a kind of conversation between the reader and the text. The reader puts questions， as it were， to the text and gets answers. In the 81 of these he puts further questions， and so on. For most of the time this conversation goes on 82 the level of consciousness. At times， 83 ， we become aware of it. This is usually when we are running 84 difficulties， when mismatch is occurring between 85 and meaning. When successful matching is being 86 ， our questions of the text 87 are at the unconscious level. Different people converse 88 the text differently. Some stay very 89 to the words on the page； 90 take off imaginatively from the words， interpreting， criticizing， analyzing and examining. The 91 represents a kind of comprehension which is written in the text. The latter represents 92 levels of comprehension. The 93 between these is important， especially for the advanced reader. There is another conversation which from our point of 94 is equally important， and that is to 95 not with that is read about but with how it is read. We call this a process conversation as 96 to a content conversation. It is concerned not with meaning but with the strategies we 97 in reading. If we are an advanced reader our ability to hold a process conversation with a text is usually pretty well 98 . It is 99 this kind of conversation that is of importance when we are 100 to develop our reading to meet the new demands being placed upon us by studying at a high level. 81应该选择（）
A question often put to the specialist on fishes is ―How long do fishes live？‖ This puts the specialists in an embarrassing position because he is often unable to give a direct answer to this simple question. But actually this question is not as simple as it seems. There are thousands of different kinds of fishes， and they vary a great deal in size and life span. Moreover， it is not easy to find out just how long a fish lives in its natural state. We can find out how old a fish is by studying its scales， but we cannot say how much more time it would live if we had not caught it. We may rear fishes and record their life span but we cannot be sure that this is the length of time they would have lived， had they been left alone. We may make marking to show how fast the fishes grow so that we can calculate the age of the largest on record， but unless this large fish dies of old age we are still not in a position to know its natural life span. （82） unlike human beings， fishes do not stop growing when they reach maturity. They continue to grow as long as they live， although the rate of growth slows down in mature fishes. Human beings， unlike fishes， （）.
案例分析题英语专业学生做 Reading is thought to be a kind of conversation between the reader and the text. The reader puts questions， as it were， to the text and gets answers. In the 81 of these he puts further questions， and so on. For most of the time this conversation goes on 82 the level of consciousness. At times， 83 ， we become aware of it. This is usually when we are running 84 difficulties， when mismatch is occurring between 85 and meaning. When successful matching is being 86 ， our questions of the text 87 are at the unconscious level. Different people converse 88 the text differently. Some stay very 89 to the words on the page； 90 take off imaginatively from the words， interpreting， criticizing， analyzing and examining. The 91 represents a kind of comprehension which is written in the text. The latter represents 92 levels of comprehension. The 93 between these is important， especially for the advanced reader. There is another conversation which from our point of 94 is equally important， and that is to 95 not with that is read about but with how it is read. We call this a process conversation as 96 to a content conversation. It is concerned not with meaning but with the strategies we 97 in reading. If we are an advanced reader our ability to hold a process conversation with a text is usually pretty well 98 . It is 99 this kind of conversation that is of importance when we are 100 to develop our reading to meet the new demands being placed upon us by studying at a high level. 84应该选择（）
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