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Section ADirections:In this section, there is a passage with several 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. You may not use any of the words in the bank more than once.Questions 25-34 are based on the following passage.When in the spring of 1975 the first edition of the Cotswold Guide was 25 , I felt a real and 26 need was being filled for the first time. Experience has proved that I was right. The 27 of 20, 000 copies was sold out and I was pleased to observe that readers included not only 28 from at home and abroad but a goodly sprinkling of Cotswold residents. There had always been, I felt, a need for a definitive reference work which would help the traveler to enjoy more fully and 29 his wanderings round this area of Britain, to me one of the loveliest of all. This new edition has, I hope, 30 from the previous experience gained. It is a bigger and better publication; its 31 cover is more visually exciting and being printed on board makes the book stronger to 32 the handling it will receive. The interest, from all those readers kind enough to write to me with their 33 , in the history of the area has led me to devote more space to this. I have also widened the scope of the book to take in Bladon, Woodstock and Oxford, for 34 these cannot be said to belong to the Cotswolds, many of our visitors come from there or go on there from the Cotswold, as it is but at short step.
Section BDirections:In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by matching the corresponding letter with each statement.(A)Gregory Currie, a professor of philosophy at the University of Nottingham, recently argued that we ought not to claim that literature improves us as people, because there is no “convincing evidence that suggests that people are morally or socially better for reading Tolstoy (托尔斯泰)” or other great books.(B)Actually, there is such evidence. Raymond Mar, a psychologist at York University, and Keith Oatley, a retired professor of cognitive (认知的) psychology at the University of Toronto, reported in studies published in 2006 and 2009 that individuals who often read fiction appear to be better able to understand other people's situation, problems and feelings and view the world from their perspective. A 2010 study by Mar found a similar result in young children: the more stories they had read to them, the keener their “theory of mind,” or mental model of other people's intentions.(C)“Deep reading” — as opposed to the often superficial reading we do on the web — is a practice which is in danger of becoming extinct , one we ought to take steps to preserve as we would do to a historic building or a significant work of art. Its disappearance would threaten the intellectual and emotional development of generations growing up online, as well as the continuing of an important part of our culture: the novels, poems and other kinds of literature that can be appreciated only by readers whose brains have been trained to understand them.(D)Recent scientific research has demonstrated that deep reading — slow, immersive (浸入式的), rich in details of different feelings and emotional and moral complication is a special experience, different in kind from the mere understanding the meaning of words. Although deep reading does not require a conventional book, the built-in limits of the printed page are uniquely helpful to the deep reading experience. A book's lack of hyperlinks (超链接), for example, frees the reader from making decisions — Should I click on this link or not? — allowing her to remain fully engaged in the story.(E)That immersive reading is supported by the way the brain handles language by creating a mental reflection that draws on the same brain regions that would be active if the scene were happening in real life. The emotional and moral situation that are the stuff of literature are also vigorous exercise for the brain, encouraging us to go to the heads of fictional characters and even increasing our ability of sharing another person's feelings and emotions as if they were our own.(F)None of this is likely to happen when we're glancing over some entertainment or news websites. Although we call the activity by the same name, the deep reading of books and the information-driven reading we do on the web are very different, both in the experience they produce and in the capacities they develop. A growing body of evidence suggests that online reading may be less engaging and less satisfying.(G)Last month, for example, Britain's National Literacy Trust released the results of a study of 34910 young people aged 8 to 16. Researchers reported that 39% of children and teenagers read daily using electronic devices, but only 28% read printed materials every day. Those who read only onscreen were three times less likely to say they enjoy reading very much and a third less likely to have a favorite book. The study also found that young people who read daily only onscreen were nearly two times less likely to be above-average readers than those who read daily in print or both in print and onscreen.(H)To understand why we should be concerned about how young people read, and not just whether they're reading at all, it helps to know something about the way the ability to read evolved. “Human beings were never born to read,” notes Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University and author of The Story and Science of the Reading Brain. Unlike the ability to understand and produce spoken language, which under normal situation will uncover according to a program dictated by our genes (基因), the ability to read must be acquired by each individual with great pain. The “reading circuits” we construct are from structures in our brain and these circuits can be feeble or they can be strong, depending on how often and how vigorously we use them.(I)The deep reader, protected from distractions and coordinated with the slight difference of language, enters a state that psychologist Victor Nell compares to a hypnotic (催眠似的) trance (恍惚状态) in a study of the psychology of pleasure reading. Nell found that when readers are enjoying the experience the most, the pace of their reading actually slows. The combination of fast, fluent reading and getting the meaning of words and slow, leisured progress on the page gives deep readers time to enrich their reading with reflection, thinking, and their own memories and opinions. It gives them time to establish an intimate relationship with the author, the two of them engaged in an extended and passionate conversation like people falling in love.(J)This is not reading as many young people are coming to know it. Their reading is practical and instrumental: the difference between what literary critic Frank Kermode calls “carnal (感官的) reading” and “spiritual reading.” If we allow our children to believe carnal reading is all there is — if we don't open the door to spiritual reading, through an early insistence on discipline and practice — we will have cheated them of an enjoyable, even charming experience they would not otherwise encounter. And we will have deprived them of an improving and enlightening experience that will enlarge them as people. Observing young people's zeal to digital devices, some progressive educators and some parents who often spoil their children talk about needing to “meet kids where they are,” helping their children form good onscreen habits. This is mistaken. We need, rather, to show them someplace they've never been, a place only deep reading can take them.
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