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Part IV Reading Comprehension (Reading
in Depth) (25 minutes)
Section A
Directions: In
this section, there is a passage with ten blanks.
You are required to
select one word for
each blank from a list of choices given in a word
bank following
the
passage.
Read
the
passage
through
carefully
before
making
your
choices.
Each
choice in the bank is
identified by a letter. Please mark the
corresponding letter for
each item on
Answer Sheet 2 with a single line through the
centre. You may not use
any of the
words in the bank more than once.
Questions 47 to
56 are based on the following passage.
Distance
learning
has
moved
far
away
from
the
traditional
correspondence
course, aimed at the individual student
working 47 . The global reach of the Internet
makes it possible to 48 geographically-
scattered students in a 49 classroom. Methods
such as multimedia, video-conferencing
and the Internet will 50 allow students both
to proceed at their own pace, and to
interact with one another and their teachers.
Even
without
taking
the
technology
to
its
limits,
the
idea
of
education
as
a
lifelong process is
catching on throughout the 51 world. Already,
working adults who
pursue their studies
part-time make up roughly half of students taking
college courses
in the United States.
However,
there
is
52
in
scholarly
circles
about
how
far
the
new
technology
should
be
used
for
teaching
academic
subjects
in
which
personal
contacts
between
teacher and students
are still vital. Britain
’
s
Open University, for example, a world
leader in distance education, has
embraced information technology 53 , believing it
to
be no 54 for books and the exchange
of ideas at live tutorials and summer schools.
But
the Open University is also moving with the tide.
It has set up a
“
knowledge
media institute
”
to explore ways of adopting information
technology. Some teachers
are concerned
about this trend, arguing that the heavy
investment that students are 55
to make
in computer and communications equipment 56 the
concept of
“
open
”
. Cost,
of
course,
is
an
important
factor
in
many
developing
countries,
where
few
people
have computers or even phones. Rather
than uniting the world, the new technologies
could lead to societies of information
haves and have-nots.
Section B
Directions:
There
are
2
passages
in
this
section.
Each
passage
is
followed
by
some
questions
or
unfinished
statements.
For
each
of
them
there
are
four
choices
marked
A),
B),
C)
and
D).
You
should
decide
on
the
best
choice
and
mark
the
corresponding letter on
Answer Sheet 2 with a single line through the
centre.
Passage One
Questions 57 to 61 are
based on the following passage.
In
an
experiment
published
last
month,
researchers
from
the
University
of
Illinois recruited schoolchildren, ages
9 and 10 and asked them to run on a treadmill,
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hoping to learn more about how fitness
affects the immature human brain.
The researchers
sorted the children, based on their treadmill
runs, into highest-,
lowest- and
median-fit categories. Only the most- and least-
fit groups continued in the
study (to
provide the greatest contrast). Both groups
completed a series of cognitive
(
认知的
)
challenges.
Finally,
the
children
’
s
brains
were
scanned,
using
MRI
technology to measure
the volume of specific areas.
Previous
studies found that fitter kids generally scored
better on such tests. And
in this case,
too, those children performed better on the tests.
But the MRIs provided a
clearer picture
of how it might work. They showed that fit
children had significantly
larger
basal
ganglia,
a
key
part
of
the
brain
that
aids
in
maintaining
attention
and
“
executive
control
”
.
Since
both
groups
of
children
had
similar
socioeconomic
backgrounds,
body
mass
index
and
other
variables,
the
researchers
concluded
that
being fit had enlarged that portion of
their brains.
The
findings
arrive
at
an
important
time.
For
budgetary
and
administrative
reasons,
school boards are reducing physical education,
while on their own, children
grow
increasingly sluggish (
懒散的
).
Roughly a quarter of children participate in zero
physical activity outside of school.
At
the same time, evidence accumulates about the
positive impact of even small
amounts
of
aerobic
(
有氧的
)
activity.
Past
studies
found
that
“
just
20
minutes
of
walking
”
before a test raised
children
’
s scores, even if
the children were otherwise
unfit or
overweight.
But it
’
s the
neurological (
神经的
) impact of
sustained aerobic fitness in young
people that is especially compelling. A
years-long Swedish study published last year
found that, among more than a million
18-year-old boys who joined the army, better
fitness was correlated with higher IQs,
even among identical twins. The fittest of them
were also more likely to go on to
profitable careers than the least fit, rendering
them
less likely to live in their
parents
’
basements.
No correlation was found
between muscular strength and IQ scores.
There
’
s no
evidence that exercise leads
to
a higher
IQ,
but
the researchers suspect
that aerobic
exercise,
not
strength
training,
produces
specific
growth
factors
and
proteins
that
stimulate the brain.
57. The purpose
of the University of Illinois experiment was to
figure out .
A)
schoolchildren
’
s cognitive
development
B) the fitness levels of
today
’
s school children
C)
the effect of exercise on
children
’
s brains
D)
the structure of immature human brains
58. The
University of Illinois experiment was different
from previous studies in
that .
A)
its researchers categorized the children only by
fitness levels
B) it highlighted the importance of
students
’
running
on a treadmill
C) it showed how being fit affects
children
’
s performance on
the tests
D) it asked the subjects to complete
tests that were beyond their levels
59. What
conclusion did researchers from the University of
Illinois draw?
A) Basal ganglia helped maintain
attention.
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