難點突破7閱讀綜合訓練g3-en13h

高三英 大小如需打印請注意用紙尺寸 議閱 第一章高考常規(guī)閱讀一覽（一2012

ATheBasicsofMathMadeBasicMathintroducesstudentstothebasicconceptsofmathematics,aswellasthefundamentalsofmoretrickyareas.These30fantasticlecturesaredesignedtoprovidestudentswithanunderstandingofarithmeticandtopreparethemforAlgebraandbeyond.ThelessonsinBasicMathcovereverybasicaspectofarithmetic.Theyalsolookintoexponents,theorderofoperations,andsquareroots.Inadditiontolearninghowtoperformvariousmathematicaloperations,studentsdiscoverwhytheseoperationswork,howaparticularmathematicaltopicrelatestootherbranchesofmathematics,andhowtheseoperationscanbeusedpractically.BasicMathstartsfromtherelativelyeasierconceptsandgraduallymovesontothemoretroublesomeones,soastoallowforsteadyandsureunderstandingofthematerialbystudents.Thelecturesofferstudentsthechanceto―asense‖ofmathematicalknowledgethatmayhaveseemedsofrightening.Theyalsohelpstudentsprepareforcollegemathematics etheiranxietyaboutthisamazingandcompleyunderstandablefieldofstudy.Bytheconclusionofthecourse,studentswillhaveimprovedtheirunderstandingofbasicmath.Theywillbeabletoclearawaythemysteryofmathematicsandfacetheirstudieswithmoreconfidencethantheyeverimagined.Inaddition,theywillstrengthentheirabilitytoacceptnewandexcitingmathematicalchallenges.ProfessorH.Siegel,honoredbyKentuckyEducational teacherandhasagiftforexiningmathematicalconceptsinwaysthatmakethemseemclearandobvious.Fromthebasicconcreteideastothemore problems,heisamasterinmakingmathlectureslearner-friendlierandlessscary.WithaPhDinMathematicsEducationfromGeorgiaStateUniversity,Dr.SiegelteachesmathematicsatCentralArizonaCollege.Hiscoursesincludevariousmake-upclassesandanumberoflecturesforfutureprimaryschoolIfthecoursefailstoprovidecompletesatisfactiontoyou,youcaneasilyexchangeitforanyothercoursethatweoffer.Oryoucangetyourmoneyback.WhatdoesthecourseBasicMathmainly B.College D.MathematicsWhatbenefitscanstudentsexpectfromBasicGreaterchances ingWhatcanwelearnaboutProfessorH.HeisaguestlectureratKentuckyEducationalHeistodeliver30lecturesinBasicHeworksinGeorgiaStateHespecializesintrainingWhereisthepassagemostlikelytohavebeentakenA.Anews B.AbookC.Alesson D.AnBPeanutstoProudlyreadingmywords,Iglancedaroundtheroom,onlytofindmyclassmatesbearingbigsontheirfacesandtearsintheireyes.Confused,Iglancedtowardmystone-facedteacher.Havingnochoice,IslowlyraisedthereportIhadslavedover,hotohidemyself.―Wacouldbecausingeveryonetoactthisway?‖Quicky,IflashedbacktothedayMissLancelotgavemethetask.ThiswasthefirstrealtaskIreceivedinmynewschool.Itseemedsimple:goontheInternetandfindinformationaboutamannamedGeorgeWashington.Sincemyideaofhistorycamefromanancientteacherinmyhomecountry,Ihadneverheardofthatnamebefore.AsIsearchedthenameofthisfellow,itbecameevidentthatthereweretwopeoplebearingthesamenamewholookedcompleydifferent!Oneinventedhundredsofusesforpeanuts,whiletheotherledsomesortofarmyacrossAmerica.Istaredatthescreen,wonderingwhichonemyteachermeant.Icalledmygrandfatherforagoldenpieceofadvice:flipacoin.Headsthecommander,andtailsthepeanutguy.Ah!Tails,myreportwouldbeaboutthegreatmanwhoinventedpeanutbutter,GeorgeWashingtonCarver.Weekslater,standingbeforethisunfriendlymass,Iwastotallylost.Ohwell,Iloweredthepaperandsatdownatmydesk,burningtofindoutwhatIhaddonewrong.Asaclassmatebeganhisreport,itallbecameclear,―MyreportisonGeorgeWashington,themanwhostartedtheAmericanRevolution.‖Thewholeworldbecamequiet!HowcouldIknowthatshemeantthatGeorgeWashington?Obviously,mygradewasawful.Heartbrokenbutfearless,Idecidedtoturnthisaround.ItalkedtoMissLancelot,butsheinsisted:Nore-dos;nonewgrade.Ifeltthatthepunishmentwasnotjustified,andIbelievedIdeservedasecondchance.Consequently,Ithrewmyselfheartilyintomyworkfortherestoftheschoolyear.Tenmonthslater,thechanceunfoldedasIfoundmyselfsittingintheheadmaster’sofficewithmygrandfather,nowhavinganentirelydifferentconversation.Isdandflashedbacktotheembarrassingmomentatthebeginningoftheyearastheheadmasterinformedmeofmyoptiontoskipthesixthgrade.Justiceissweet!Whatdidtheanthor’sclassmatesthinkabouthis B.C. D.WhywastheauthorconfusedabouttheHewasunfamiliarwithAmericanHefollowedtheadviceandflippedaHeforgothisteacher’sHewasnewattheTheunderlinedwordbrnninPara.3probably B.C. D.Intheend,theauthorturnedthings by nghisthroughhisownwiththehelpofhisundertheguidanceofhisCAnewreviewbasedonaresearchshowsthatacutestressaffectsthewaythebrainconsiderstheadvantagesanddisadvantages,causingittofocusonpleasureandignorethepossiblenegativeconsequencesofadecision.Theresearchsuggeststhatstressmaychangethewaypeoplemakechoicesinpredictableresaffectshowpeoplelearn,‖saysProfessorMaraMather.―elelearnbetteraboutpositivethannegativeesunderstress.Forexample,tworecentstudieslookedathowpeoplelearnedtoconnectimageswitheitherrewardsorpunishments.Inoneexperiment,someoftheparticipantswerefirststressedbyhavingtogiveaspeechanddodifficultmathproblemsinfrontofanaudience;intheother,somewerestressedbyhavingtokeeptheirhandsinicewater.Inbothcases,thestressedparticipantsrememberedtherewardedmaterialmoreaccurayandthepunishedmateriallessaccuraythanthosewhohadn’tgonethroughthestress.Thisphenomenonislikelynotsurprisingtoanyonewhohastriedtoresisteating sorsmokingacigarettewhileunderstressatthosemoments,onlythepleasureassociatedwithsuchactivitiescomestomind.Butthefindingsfurthersuggestthatstressmaybringaboutadoubleeffect.Notonlyarerewardingexperiencesrememberedbetter,butnegativeconsequencesarealsolesseasilyrecalled.Theresearchalsofoundthatstressappearstoaffectdecision-makingdifferentlyinmenandwomen.Whilebothmenandwomentendtofocusonrewardsandlessonconsequencesunderstress,theirresponsestoriskturnouttobedifferent.Menwhohadbeenstressedbythecold-watertasktendedtomakemorerisksintheexperimentwhilewomenrespondedintheoppositeway.Instressfulsituationsinwhichrisk-takingcanpayoffbig,menmaytendtodobetter;cautionweighsmore,however,womenwillThistendencytoslowdownand emorecautiouswhendicisionsareriskymightalsohelpexinwhywomenarelesslikelyto eaddictedthanmen:theymaymoreoftenavoidmakingtheriskychoicesthateventuallyhardenintoaddiction.Wecanlearnfromthepassagethatpeopleunderpressuretend keeprewardsbetterintheirrecallconsequencesmoremakeriskydicisionsmorelearnasubjectmoreAccordingtotheresearch,stressaffectspeoplemostprobablyin waysofmaking B.preferenceforC.toleranceof D.responsestoTheresearchhasprovedthatinastressful womenfinditeasiertofallintocertainmenhavegreatertendencytoslowwomenfocusmore menaremorelikelytotakeD―Inwildernessisthepreservationoftheworld.‖Thisisafamoussayingfromawriterregardedasoneofthefathersofenvironmentalism.Thefrequencywithwhichitisborrowedmirrorsaheateddebateonenvironmentalprotection:whethertocewildernessattheheartofwhatistobep AsJohnSauvenofGreenpeaceUKpointsout,thereisastrongappealinimagesofthewild,theuntouched;morethananythingelse,theyspeakofthenaturethatmanypeoplevaluemostdearly.Theurgetoleavethesubjectofsuchimagesuntouchedisstrong,andthedangerexploitation(開發(fā))bringstosuchlandscapes(景觀)isreal.Someofthesewildernessalsoperformfunctionsthathumansneedtherains,forexample,storecarboninvastties.ToMr.Sauven,thesecosseservices‖faroutweighthegainsfromexploitation.LeeLane,avisitingfellowattheHudsonInstitute,takestheopposingview.Heacknowledgesthatwildernessdoprovideusefulservices,suchaswaterconservation.Butthatisnot,heargues,areasontoavoidallhumanpresence,orindeed,commercialandindustrialexploitation.ThereareevermorepeopleontheEarth,andtheyreasonablyandrightfullywanttohavebetterlives,ratherthanmerelystruggleforsurvival.Whilethewaysofusingresourceshaveimproved,thereisstillagrowingneedforrawmaterial,andsomewildernessescontaintheminabundance.Iftheycanbetappedwithoutreducingtheservicesthosewildernessesprovide,theargumentgoes,thereisnofurtherreasonnottodoso.Beinguntouchedisnot,initself,acharacteristicworthvaluingaboveallothers.Ilookforwardtoseeingtheseviewstakenfurther,andtotheirbeingchallengedbytheotherparticipants.Onechallengethatsuggestsitselftomeisthatbothcasesneedtotakeonthequestionofspiritualvaluealittlemoredirectly.Andthereisapracticalquestionastowhetherwildernessescanbeexploitedwithoutharm.Thisisatopicthatcallsfornotonlyexpressionoffeelings,butalsotheguidanceofreason.Whatpositionwildernessshouldenjoyinthepreservationoftheworldobviouslydeservesmuchmoreseriousthinking.JohnSauvenholds manypeoplevaluenaturetooexploitationofwildernessesiswildernessesprovidehumanswiththeurgetodeveloptheecosystemservicesisWhatisthemainideaofPara.TheexploitationisnecessaryforthepoorWildernessescannotguaranteebetteruseofrawUsefulservicesofwildernessesarenotthereasonfornoAllthecharacteristicsconcerningtheexploitationshouldbetreatedWhatistheauthor’sattitudetowardsthisA. B. C. D.WhichofthefollowingshowsthestructureoftheA...B.C.D.2011年

A“IWentSkydivingatAsayounggirlgrowingupinthe1930s,Ialwayswantedtoflyane,butbackthenitwasalmostunheardofforawomantodothat.Igotatasteofthedreamin2001,whenmyhusbandarrangedformetorideinahotairballoonformybirthday.Buttheexperienceturnedouttobeverydull.Aroundthattime,ItoldmyhusbandthatIwantedtoskydive.Sowhenourretirementcommunity(社區(qū))announcedthattheywerehavinganessaycompetitionandthetopicwasanexperienceofalifetimethatyouwantedtohave.Idecidedtowriteaboutmydream.Intheessay,Iwroteaboutmydesiretoskydive,statingGorgeBushSr.diditatage80.Whynotme?Iwasjust84andinprettygoodhealth.AyearwentbyandIheardnothing.ButthenatacommunitypartyinlateApril2009,theyannouncedthatIwasoneofthewinners.Ijustcouldn’tbelieveit.Inspiredbythis.Idecidedtorealizemydream,eventhoughsomeofmyfamilymembersandmydoctorwereagainstit.OnJune11,2009,nearly40ofmyfamilyandfriendsgatheredintheareaclosetowhereIwouldlandwhileIheadedupintheairne.Myinstructor,Jay,guidedmethroughtheexperience.ThenewasthenoisiestoneIhadeverbeenin,butIwasn’tfrightened-IwasreallyjustlookingforwardtotheexperienceWhenwereached13,000feetJayinstructedmetothrowmyselfoutofthene.Whenwefirsthittheair,thewindwassostrongthatIcouldhardlybreathe.ForasecondIthought,―hahaveIgottenmyselfinto?‖Buttheneverythinggotcalmer.WewereinafallforaboutaminutebeforeJayopenedtheparachute降落傘thenwejustfloateddownwardforaboutfiveminutesBeingupinthecloudsandlookingattheviewbelowwasunlikeanythingIhaveeverfelt-muchbetterthanthehotairballoon.Iwasjustenjoyingit.Skydivingwasreallyoneofthegreatestexperiencesofmylife.Ihopeotherpeoplewilllookatmeandreallyoneofthegreatestexperiencesofmylife.Ihopeotherpeoplewilllookatmeandrealizethatyoudon’tstoplivingjustbecauseyouare84yearsold.Ifthere’ssomethingyouwanttoexperience,lookintoit.Ifit’ssomethingthatispossible,makeitWhathappenedtotheauthorinSheflewanairSheenteredaShewentonahotairballoonShemovedintoaretirementTheauthormentionedGeorgeBushSheessay buildupherownshowheradmirationforcomparetheirhealthmakeherargumentHowdidtheauthorfeelimmediayaftershejumpedoutoftheA. B. C. D.WhatdidtheauthorenjoymostwhenshewasThebeautifulThewonderful ofTheone-minuteBBeforesendingusamanuscript(稿件),lookthroughrecentissues()ofthePosttogetanideaoftherangeandstyleofarticleswepublish.Youwilldiscoverthatourfocushasbroadenedtoincludewell-researched,timelyandinformativearticlesonfinance,homeimprovement,travel,humor,andmanyotherfields.ThePost’sgoalistoremainunique,withcontentthatprovidesadditionalunderstandingsontheever-evolvingAmericanscene.Inadditiontofeature-length(專題長度的)articles,thePostbuysanecdotes,cartoons,andphotos.Paymentrangesfrom$25to$400.Ournonfictionneedsincludehow-to,usefularticlesongardening,petcareandtraining,financialnning,andsubjectsofinteresttoa45-plus,home-lovingreadership.Fornonfictionarticles,indicateanyspecialqualificationsyouhaveforwritingaboutthesubject,especiallyscientificmaterial.Includeoneortwopublishedpieceswithyourarticle.Weprefertypedarticlesbetween1,000and2,000wordsinlength.WeencourageyoutosendbothprintedandonlineWealso enewfiction.Alight,humoroustouchisappreciated.Wearealwaysinneedofstraighthumorarticles.Makeuslaugh,andwe’llbuyit.Featurearticlesaverageabout1,000to2,000words.Welikepositive,freshanglestoPostarticles,andweaskthattheybethoroughlyresearched.Wenormallyrespondtoarticlesubmissionswithinsixweeks.YouaretreetosubmitthearticleelsewhereatthePleasesubmitallarticlestoFeaturesEditor.TheSaturdayEveningPost,1100Waterway napolis.46202,(317)634-BeforesendingamanuscripttothePost,acontributorisadvised getabetterunderstandingofAmericanfindouttherangeofthearticlesintheincreasehisknowledgeinmanybroadenhisresearchTosubmitnonfictionarticles,acontributor providehisspecialbearegularreaderoftheproduceprintedbeover45yearsFromthepassagewecanlearnthatthe allowsarticlesubmissionswithinsixfavorssciencearticleswithin2,000hasahugedemandforhumorousprefersnonfictiontofictionCCIlovemyBlackberry—it’smylittleconnectiontothelargerworldthatcangoanywherewithme.Ialsolovemylaptopcomputer,asitholdsallofmywritingandthoughts.Despitethisloveoftechnology,IknowthattherearetimeswhenIneedtomoveawayfromtheredevices(設備)andtrulycommunicatewithothers.Onoccasion,IteachacoursecalledHistoryMattersforagroupofhighereducationmanagers.Mygoalsfortheclassincludeafulldiscussionofhistoricalthemesandideas.BecauseIwantstudentstothoroughlystudythematerialandexchangetheirideaswitheachotherintheclassroom,Ihavearule-nolaptops,iPads,etc.Whenstudentsweretoldmyruleinadvanceoftheclass,someofthemwerenothappy.Moststudentsassumethatmyreasonsforthisruleincludeunpleasantexperiencesinthepastwithstudentsmisusingtechnology.There’sabitoftruthtothat.SomestudentsassumethatIamanti-technology.There’snotruthinthatatall.IlovetechnologyandtrytokeepupwithitsoIcanrelatetomystudents.TherealreasonwhyIaskstudentstoleavetechnologyatthedooristhatIthinkthereareveryfewcesinwhichwecanhavedeepconversationsandtrulyengagecomplexideas.Interruptionsbytechnologyoftenbreakconcentrationandallowfortoomuchdependenceonoutinformationforideas.Iwantstudentstodigdeepwithinthemselvesforinspirationandideas.Iwantthemtopusheachothertothinkdifferentlyandtomakeconnectionsbetweenthecoursematerialandtheclassdiscussion.I’vebeenteachingmyhistoryclassinthiswayformanyyearsandtheevaluationsreflectstudentsatisfactionwiththeenvironmentthatIcreate.Studentsrealizethatwithdeepconversationandchallenge,theylearnatalevelthathelpsthemkeepthecoursematerialbeyondtheclassroomI’mnotsayingthatIwon’teverchangemymindabouttechnologyuseinmyhistoryclass,butuntilIhearareallygoodreasonforthechange,I’mstickingtomyn.Afewhoursoftechnology-dialogueisjusttoosweettogiveup.Someofthestudentsinthehistoryclasswereunhappythecourse B.others’misuseofC.discussion D.theauthor’sclassTheunderlinedword―engage‖inPara.4probably B.C. D.Accordingtotheauthor,theuseoftechnologyintheclassroom keepstudentsfromngindependentencouragestudentstohavein-depthhelpstudentstobetterunderstandcomplexItcanbeinferredfromthelastparagraphthattheisquitewillgiveupteachingwillchangehisteachingnvaluestechnology-dialoguesinhisDDAstherailroadsandthehighwaysshapedtheAmericanWestinthepastcenturies,anewelectricalgenerating(發(fā)電)andtransmission輸送systemforthe21thcenturywillleavealastingmarkontheWestforbetterorworseMuchoftherealsignificanceofrailroadsandhighwaysisnotintheirdirectphysicaleffectonthescenery,butinthewaysthattheyaffectthesurroundingcommunity.Thesameistrueofbigsolarntsandthepowerlinesthatwillbelaiddowntomoveelectricityaround.The19thcenturysawlandgrants(撥地)offeredtorailroadcompaniestobuildthetranscontinentalrailroads,leavingpubliclandinbetweenprivayownedland.InmuchoftheWest,someoftherailroadsectionsweredevelopedwhileothersremainedundeveloped,andinbothcasesthelandownershiphaspresenteduniquechallengestolandmanagementWiththecompletionoftheinterstatehighwaysystemmanyofthesmalltownswhichsprangupasrailwaystopsanddevelopedwell,havelosttheirlifebloodanddied.BigsolarntsandtheirpowerlineswillalsohaveeffectsfarbeyondtheirdirectfootprintintheWest.Thisisnotanargumentagainstbuildingthem.Weneedalternativeenergybadly,andtoreallytakeadvantageofitweneedtobeabletomoveelectricityaroundfarmorereadilythanwecannow.Sotrade-offswillhavetobemade.Somescenicspotswillbesacrificed.Somespecies(物種)willbedtomove,orwillbecarefullymovedtospecial modations.Dealswillbestrucktoreducetheimmediateeffects.Thelastingeffectsofthesetrade-offsareanothermatter.The21thcenturydevelopmentoftheAmericanWestasanidealceforalternativeenergyisgoingtothrowoffalotofpowerandmoneyintheregion.Therearechancesforthatpowerandmoneytodoalotofgood.Butitisjustaslikelythattheywillbespentwastefullyandwillleavenewproblemsbehind,justliketherailroadsandthehighways.Themoneysetasideinnegotiatedtrade-offsandtheinstitutionsthatcontrolitwillshapetheWestfarbeyondtheimmediatefootprintofpowerntsandtransmissionlines.Solet’sremembertheeffectsoftherailroadsandthehighwaysasweconstructthesenewpowerntsintheWest.WhatwastheproblemcausedbytheconstructionoftheSmalltownsalongtherailwaysbecameSomerailroadstopsremainedLandintheWestwashardtoLandgrantswentintoprivateWhatisthemajorconcerninthedevelopmentofalternativeenergyaccordingtothelasttwoThetransmissionofTheuseofmoneyandTheconservationofsolarTheselectionofanidealWhatistheauthor’sattitudetowardsbuildingsolar C. D.WhichisthebesttitlefortheHowtheRailwaysHaveAffectedtheHowSolarEnergyCouldReshapetheHowtheEffectsof ntsCanBeHowtheProblemsoftheHighwaysHaveBeen第二章高考常規(guī)閱讀一覽（二2010

ASheturnedupatthedoorstepofmyhouseinCornwall.NowaycouldIhavesentheraway.Noway,notmeanyway.Maybesomeonehadkickedheroutoftheircarthenightbefore."We'removinghouse.';"Nospaceforheranymorewiththebabycoming.""Weneverreallywantedher,butwhatcouldwehavedone?Shewasapresent."Peoplefindallsortsofexcusesforabandoningananimal.AndshewasoneofthemostbeautifuldogsIhadeverseen.IcalledherGoldie.IfIhadknownwhatwasgoingtohappenIwouldhaveheramorecreativename.Shewassounsettledduringthosefirstfewdays.Shehardlyateanythingandhadsuchanairofsadnessabouther.TherewasnothingIcoulddotomakeherhappy,itseemed.Heavenknowswhathadhappenedtoheratherpreviousowner's.Buteventuallyattheendofthefirstweekshecalmeddown.Alwaysbymyside,whetherwewereoutononeofourlongwalksorsittingbythefire.That'swhyitwassuchashockwhenshepulledawayfrommeonedaywhenwewereoutforawalk.Wewerealongwayfromhome,whenshestartedbarkingandgettingveryrestless.EventuallyIcouldn'tholdheranylongerandsheracedoffdowntheroadtowardsafarmhouseinthedistanceasfastasshecould.BythetimeIreachedthefarmIwasverytiredandupsetwithGoldieButwhenIsawherlicking舔thefourpuppies(幼犬)Istartedtofeelsympathytowardsthem."Wedidn'tknowwhathadhappenedtoher,"saidthewomanatthedoor."Itookherforawalkoneday,soonafterthepuppieswereborn,andshejustdisappeared.""Shemusthavetriedtocomebacktothemandgotlost,"addedaboyfrombehindher.'ImustadmitIdomissGoldie,butI'vegotNuggetnow,andshelooksjustlikehermother.AndI'velearntagoodlesson:nottojudgepeople.HowdidtheauthorfeelaboutGoldiewhenGoldiecametotheA. B. D.Inherfirstfewdaysattheauthor'shouse,Goldie A.feltworried B.wasangryC.atea D.satbytheGoldierushedofftoafarmhouseonedaybecause sawher B.heardfamiliarC.wantedtoleavethe D.foundherwaytoheroldThepassageisorganizedinorder A. B. C. D.BOpenLettertoanIhadaninterestingconversationwithareporterrecentlyonewhoworksforyou.Infact,he'soneofyourbestreporters.Hewantstoleave.Yourreportergavemeacopyofhisresume簡歷andphotocopiesofsixstoriesthathewroteforyou.Theheadlinesshowedyouyedthemproudly.Withgreatenthusiasm,hetalkedabouthowhefindsissues(問題),approachesthem,andwritesaboutthem,whichlsmeheisoneofyourbest.I'msureyouwouldhatetolosehim.Surprisingly,yourreporterisnotunhappy.Infact,hetoldmehereallylikeshisjob.Hehasagreatassignment(分工),andsaidyourunagreatpaper.Itwouldbeeasyforyoutokeephim,hesaid.Heknowsthatthepapervalueshim.Heappreciatestheresponsibilityyou'vegivenhim,takesownershipofhisprofession,andenjoyshisdom.SowhyishelookingforawayHetalkedtomebecausehewantshiseditorstodemandsomuchmoreofhim.Hewantstobepushed,challenged,coachedtonewheights.Thereporterbelievesthatgoodstoriesspringfromgoodquestions,buthiseditorsusuallyaskhowlongthestorywillbe,whenitwillbein,whereitcany,andwhatthebudgetis.Helongsforconversationswithaneditorwhowillhelphimturnhisgoodideasintogreatones.Hewantssomeonetogetexcitedaboutwhathe'sngandtohelphimturnhisstoryideaupsidedownandinsideout,exploringthebestwaystoreportit.Hewantstobemorevaluableforyourpaper.That'swhatyouwantforhim,too,isn'tit?SoyourreporterhassetmeOurbesthopeinkeeourbestreporters,copyeditors,photographers,severyone--istoworkhardertomakesuretheygetthehelptheyaredemandingtoreachtheirpotential.Ifwecan'tdoit,they'llfindsomeonewhocan.WhatdoesthewriterthinkoftheA. B. D.WhatdoesthereporterwantmostfromhiseditorsintheirFindingthenewsvalueofhis B.GivinghimfinancialC.Helhimtofind D.ImprovinghisgoodWhoprobablywrotetheA.An C.A D.ATheletteraimstoremindeditorsthattheykeeptheirbestreportersatallgive domtotheirbeawareoftheirreporters'professionalappreciatetheirreporters'workingstylesandCPacingandSaratriedtobefriendheroldfriendSteve'snewwife,butBettyneverseemedtohaveanythingtosay.WhileSarafeltBettydidn'tholdupherendoftheconversation,BettycominedtoStevethatSaranevergaveherachancetotalk.Theproblemhadtodowithexpectationsaboutpacingandpausing.Conversationisaturn-takinggame.Whenourhabitsaresimilar,there'snoproblem.Butifourhabitsaredifferent,youmaystarttotalkbeforeI'mfinishedorfailtotakeyourturnwhenI'mfinished.That'swhatwashappeningwithBettyandSara.ItmaynotbecoalthatBetty,whoexpectedrelativelylongerpausesbetweenturns,isBritish,andSara,whoexpectedrelativelyshorterpauses,isAmerican.BettyoftenfeltinterruptedbySara.ButBettyherselfbecameaninterrupterandfoundherselfngmostofthetalkingwhenshemetavisitorfromFinland.AndSarahadahardtimecuttinginonsomespeakersfromLatinAmericaorIsrael.Thegeneralphenomenon,then,isthatthesmallconversationtechniques,likepacingandpausing,leadpeopletodrawconclusionsnotaboutconversationalstylebutabout alityandabilities.Thesehabitualdifferencesareoftenthebasisfordangerousstereoty(思維定式).Andthesesocialphenomenacanhaveveryalconsequences.Forexample,awomanfromthesouthwesternpartoftheUSwenttoliveinaneasterncitytotakeupajobin nel.WhenthenelDepartmentgottogetherformeetings,shekeptsearchingfortherighttimetobreakin--andneverfoundit.Althoughbackhomeshewasconsideredoutgoingandconfident,inWashingtonshewasviewedasshyandretiring.Whenshewasevaluatedattheendoftheyear,shewastoldtotakeatrainingcoursebecauseofherinabilitytospeakup.That'swhyslightdifferencesinconversationalstyle--tinylittlethingslikemicrosecondsofpause-canhaveaeffectonone'slife.Theresultinthiscasewasajudgmentofpsychologicalproblemseveninthemindofthewomanherself,whoreallywonderedwhatwaswrongwithherandregisteredforassertivenesstraining.WhatdidSarathinkofBettywhentalkingwithBettywasBettywasanBettydidnottakeherBettypaidnoattentiontoAccordingtothepassage,whoarelikelytoexpecttheshortestpausesbetweenA. B. C.The D.TheWecanlearnfromthepassagecommunicationbreakdownresultsfromshortpausesandfastwomenareunfavorablystereotypedineasterncitiesoftheone'sinabilitytospeakupisculturallydeterminedoneshouldreceivetrainingtobuildupone'sTheunderlinedword"assertiveness"inthelastparagraphprobablybeingwillingtospeakone'sbeingabletoincreaseone'sbeingreadytomakeone'sownbeingquicktoexpressone'sideasDTheCostofHigherIndividuals個人shouldpayfortheirhigherAuniversityeducationisofhugeanddirectbenefittotheindividual.Graduatesearnmorethannon-graduates.Meanwhile,socialmobilityisevermoredependentonhavingadegree.However,onlysomepeoplehaveit.Sotheindividual,notthetaxpayers,shouldpayforit.Therearepressingcallsontheresources(資源)oftheernment.Usingtaxpayers'moneytohelpasmallnumberofpeopletoearnhigh esinthefutureisnotoneofthem.Fullernmentfunding(資助)isnotverygoodforuniversities.AdamSmithworkedinaScottishuniversitywhoseteacherslivedoffstudentfees.Heknewandlookeddownupon18th-centuryOxford,wheretheacademicslivedcomfortablyoffthe ereceivedfromtheernment.Guaranteedsalaries,Smithargued,weretheenemyofhardwork;andwhentheacademicswerelazyand petent,thestudentsweresimilarlylazy.Ifstudentshavetopayfortheireducation,theynotonlyworkharder,butalsodemandmorefromtheirteachers.Andtheirteachershavetokeepthemsatisfied.Ifthatmeanstakingteachingseriously,andgivinglesstimetotheirownresearchinterests,thatissurelysomethingtocelebrate.Manypeoplebelievethathighereducationshouldbebecauseitisgoodfortheeconomy經濟Manygraduatesclearlydocontributetonationalwealth,butsodoallthebusinessesthatinvest投資)andcreatejobsIfyoubelievethattheernmentshould