When several different people look at the same person, it is not unusual for each of them to see different things; when you alone observe one behavior or one person at two different times, you may see different things. The following are only some of the factors that lead to these varying perceptions(感知, 认知):
(1) Each person’s perceptions of others are formed by his or her own cultural conditioning education and personal experiences.
(2) Sometimes perceptions differ because of what we choose to observe and how we deal with what we’ve observed. It is not necessarily true that a person's perception is based on observations of a particular person. Your observations may be totally controlled by what others have told you about this person, or you may focus(聚焦) primarily on the situation or role relationship. Most people do not use the same standard to measure their parents, their friends and strangers.
(3) Sometimes we see only what we want to see or don’t see what may be obvious to others because of our own needs, desires, or temporary emotional states. This is a process known as selective perception. Selective perception is obviously more difficult when contradictory(矛盾的) information is particularly obvious, but it can be done. We can ignore(忽视) the misdeed — “He’s basically a good boy so what I saw was not shoplifting(入店行窃).” We can reduce the importance of the contradictory information— “All kids are naughty. Taking a book from the bookstore isn’t such a big deal.” We can change the meaning of the contradictory information — “It wasn’t shoplifting because he was going to pay for it later.” … The first factor given by the author that affects our perception is _______.
| A．what we see and what we hear | B．cultural background and personal experiences |
| C．experiences one learns from others | D．critical measures taken by other people |
While one observes a particular person, _______.
| A．he is likely to take everything into consideration |
| B．he pays more attention to the person's advantages |
| C．children often differ from grown-ups in perception |
| D．his perception may be affected by other people's opinions |
Observation of the same person by two people at the same time may differ because _______.
| A．their measuring standards are not the same |
| B．either of them may be slow to catch information |
| C．the time for observation is not long enough |
| D．each of them uses different languages to express his / her impressions |
The worst thing in selective perception is that ________.
| A．perceived information runs against your desire |
| B．it contains some private feelings that may be wrong |
| C．importance of the contradictory information can be praised |
| D．the same information may not be dealt with in the same way |
No poem should ever be discussed or “analyzed”, until it has been read aloud by someone, teacher or student. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end, so the sound of the poem is the last thing one hears of it.
All discussions of poetry are, in fact, preparations for reading it aloud, and the reading of the poem is, finally, the most telling “interpretation” of it, suggesting tone, rhythm, and meaning all at once. Hearing a poet read the work in his or her own voice, on records or on film, is obviously a special reward. But even those aids to teaching cannot replace the student and teacher reading it or, best of all, reciting it.
I have come to think, in fact, that time spent reading a poem aloud is much more important than “analyzing” it, if there isn’t time for both. I think one of our goals as teachers of English is to have students love poetry. Poetry is “ a criticism(批判) of life”, and “a heightening(提升) of life”. It is “an approach to the truth of feeling”, and it “can save your life”. It also deserves a place in the teaching of language and literature more central than it presently occupies.
I am not saying that every English teacher must teach poetry. Those who don’t like it should not be forced to put that dislike on anyone else. But those who do teach poetry must keep in mind a few things about its essential nature, about its sound as well as its sense, and they must make room in the classroom for hearing poetry as well as thinking about it.To have a better understanding of a poem, one should________.
| A．discuss it with others |
| B．analyze it by oneself |
| C．copy it down in a notebook |
| D．practise reading it aloud |
Which of the following is NOT mentioned as a function of poetry?
| A．Extending your life | B．Saving your life |
| C．Criticizing life | D．Heightening life |
What does the last sentence in the third paragraph mean?
| A．More stress should be laid on the teaching of poetry. |
| B．Poetry is more important than any other subject. |
| C．One cannot enjoy life fully without an understanding of poetry |
| D．Poetry is the foundation of all language and literature courses |
In the animal kingdom, weakness can bring about aggression in other animals. This sometimes happens with humans as well. But I have found that my weakness brings out the kindness in people. I see it every day when people hold doors for me, pour cream into my coffee, or help me to put on my coat. And I have discovered that it makes them happy.
From my wheelchair experience, I see the best in people, but sometimes I feel sad because those who appear independent miss the kindness I see daily. They don‘t get to see this soft side of others. Often, we try every way possible to avoid showing our weakness, which includes a lot of pretending. But only when we stop pretending we‘re brave or strong do we allow people to show the kindness that‘s in them.
Last month, when I was driving home on a busy highway, I began to feel unwell and drove more slowly than usual. People behind me began to get impatient and angry, with some speeding up alongside me, horning (按喇叭) or even shouting at me. At the moment I decided to do something I had never done in twenty-four years of driving. I put on the car flashlights and drove on at a really low speed.
No more angry shouts and no more horns!
When I put on my flashlights, I was saying to other drivers, ―I have a problem here. I am weak and doing the best I can. And everyone understood. Several times, I saw drivers who wanted to pass. They couldn’t get around me because of the stream of passing traffic. But instead of getting impatient and angry, they waited, knowing the driver in front of them was in some way weak.
Sometimes situations call for us to act strong and brave even when we don‘t feel that way. But those are few and far between. More often, it would be better if we don‘t pretend we feel strong when we feel weak or pretend that we are brave when we are scared.The author feels sad sometimes because ______.
| A．he has a soft heart |
| B．he relies much on others |
| C．some people pretend to be kind |
| D．some people fail to see the kindness in others |
What did the other drivers do when they saw the flashlights?
| A．They speed up to pass. |
| B．They waited with patience. |
| C．They tried their best to help. |
| D．They put on their flashlights too. |
In this passage, the author advises us to ______.
| A．handle problems by ourselves | B．accept help from others |
| C．admit our weakness | D．show our bravery |
What is the passage mainly about?
| A．A Wheelchair Experience. | B．Weakness and Kindness. |
| C．Weakness and Strength | D．A Driving Experience |
How to deal successfully with a child showing outstanding musical ability? Its not always clear how best to develop and encourage his gift. Many parents may even fail to recognize and respond to their children’s need until discouragement explodes into uncooperative behavior. And while most schools are equipped to deal with children who are especially able in academic subjects，the musically gifted require special understanding which may not always be available in an ordinary school. Such children may well benefit from the education offered by a specialist music school.
The five music schools in Britain aim to provide all environment where gifted children can develop their skills under the guidance of professional musicians. Children here spend about half of a day on musical activities，for example，individual lessons，orchestras，chamber(室内音乐的)groups，voice training，conducting and theory. They also spend several hours a day practicing in private rooms. The rest of their time is taken up with the subjects: English, maths and basic sciences.
What are the disadvantages? An obvious problem is that the fees are high. However, each school will offer scholarships and other forms of financial aid. Secondly, not all parents want to send their children to boarding school, especially at an early age. Almost all the directors of the specialist schools express doubts about the wisdom of admitting children as young as seven into such a tense and disciplined (守纪律的) environment. They stress，however, that their main aim is to turn out “well-rounded and well—balanced individual.”If a child’s musical ability is not recognized, ___________.
| A．the child may behave badly |
| B．the ability may fade away |
| C．the child may lose interest |
| D．the parents may become anxious |
What probably may musically gifted children face in ordinary schools?
| A．Their academic work may suffer. |
| B．Schools lack musical equipment. |
| C．Music is not seen as an important subject. |
| D．Parents and teachers don’t work together. |
What makes specialist music schools different from other schools?
| A．Their working day is longer. |
| B．A range of musical training is offered. |
| C．More than half the day is spent on music. |
| D．The children have mostly one-to-one lessons. |
According to school directors，what is a possible disadvantage for pupils?
| A．Poor children may not be included. |
| B．They may lose their individuality. |
| C．There may be a discipline problem. |
| D．They may be too small on arrival. |
The passage mainly talks about__________.
| A．education and development about children |
| B．disadvantages of music schools |
| C．music schools for children with music gift |
| D．how to deal with music talented children |
One day, when I was working as a psychologist in England, an adolescent boy showed up in my office. It was David. He kept walking up and down restlessly, his face pale, and his hands shaking slightly. His head teacher had referred him to me. "This boy has lost his family," he wrote. "He is understandably very sad and refuses to talk to others, and I'm very worried about him. Can you help?"
I looked at David and showed him to a chair. How could I help him? There are problems psychology doesn't have the answer to, and which no words can describe. Sometimes the best thing one can do is to listen openly and sympathetically.
The first two times we met David didn't say a word. He sat there, only looking up to look at the children’s drawings on the wall behind me. I suggested we play a game of chess. He nodded. After that he played chess with me every Wednesday afternoon - in complete silence and without looking at me. It's not easy to cheat in chess, but I admit I made sure David won once or twice.
Usually, he arrived earlier than agreed, took the chess board and pieces from the shelf and began setting them up before I even got a chance to sit down. It seemed as if he enjoyed my company. But why did he never look at me?
"Perhaps he simply needs someone to share his pain with," I thought. "Perhaps he senses that I respect his suffering." Some months later, when we were playing chess, he looked up at me suddenly.
"It's your turn," he said.
After that day, David started talking. He got friends in school and joined a bicycle club. He wrote to me a few times about his biking with some friends, and about his plan to get into university. Now he had really started to live his own life.
Maybe I gave David something. But I also learned that one - without any words can reach out to another person. All it takes is a hug, a shoulder to cry on, a friendly touch, and an ear that listens.When he first met the author, David________.
| A．felt a little excited |
| B．walked energetically |
| C．looked a little nervous |
| D．showed up with his teacher |
As a psychologist, the author_______.
| A．was ready to listen to David |
| B．was skeptical about psychology |
| C．was able to describe David's problem |
| D．was sure of handling David's problem |
David enjoyed being with the author because he ______.
| A．wanted to ask the author for advice |
| B．needed to share sorrow with the author |
| C．liked the children's drawings in the office |
| D．beat the author many times in the chess game |
What can be inferred about David?
| A．He recovered after months of treatment. |
| B．He liked biking before he lost his family. |
| C．He went into university soon after starting to talk. |
| D．He got friends in school before he met the author. |
What made David change?
| A．His teacher's help. |
| B．The author's friendship. |
| C．His exchange of letters with the author. |
| D．The author's silent communication with him. |
On the night of November 14, 1978, a six-year-old Korean boy was flying to the United States. All he knew was that he was on a plane heading for somewhere. The plane landed at Kennedy International Airport, where he was greeted by a family. This young boy was me.
I have grown up in a town where there were few Asians, so I stuck out in the crowd. I made friends quickly and they treated me just like anyone else. You may ask if anyone made fun of my appearance. Well, of course, I met that kind of person. I just shrugged it off.
As an adopted child, I have something that others don't have. I have had the benefit of two families. I'm lucky to have got a chance to start a new life. But we must try never to forget our past. Someday I will go back to Korea to find out what kind of culture I left behind.
There is only one thing that I regret about being adopted. When I argue with my parents and they realize they are losing the argument, they sometimes wonder what I would be doing if I were back in Korea. I don't understand this because I thought the purpose of adopting someone was to give them a better chance of growing up in a family. Some day when I am older, I want to adopt a girl and raise her the way my parents have raised me, but I would do it better, for I know what went well and what did not.We learn that when the writer was on the way to his new family,______.
| A．he was with his own parents |
| B．he was very happy and excited |
| C．he was about ten years old then |
| D．he didn't know he was going to be adopted |
If someone sticks out in the crowd, it means that he/she_______.
| A．is very good-looking |
| B．is very kind-hearted |
| C．is easily noticed by others |
| D．is disliked by others |
When the writer was made fun of by others, he _______.
| A．was deeply hurt |
| B．wanted to go back to Korea |
| C．didnt care about it that much |
| D．tried to make friends with them |
What can we learn from Paragraph 3?
| A．The writer wants to forget his past. |
| B．The writer isn't sad about being adopted. |
| C．The writer isn't interested in Korean culture. |
| D．The writer doesnt know anything about Korea. |
What does the writer want to do when he is older?
| A．Go back to live with his parents in Korea. |
| B．Tell his parents what they have done wrong. |
| C．Find out how to raise children in a better way. |
| D．Adopt a girl and raise her in a good way. |
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