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  Text 3

  Today, there are many avenues open to those who wish to continue their education. However, nearly all require some break in one's career in order to attend school full time. Part-time education, that is, attending school at night or for one weekend a month, tends to drag the process out over time and puts the completion of a degree program out of reach of many people. Additionally, such programs require a fixed time commitment which can also impact negatively on one's career and family time. Of the many approaches to teaching and learning, however, perhaps the most flexible and accommodating is that called distance learning. Distance learning is an educational method, which allows the students the flexibility to study at his or her own pace to achieve the academic goals, which are so necessary in today's world. The time required to study many be set aside at the student's convenience with due regard to all life's other requirements. Additionally, the student may enroll in distance learning courses from virtually any place in the world, while continuing to pursue their chosen career. Tutorial assistance may be available via regular airmail, telephone, facsimile machine, teleconferencing and over the Internet. Good distance learning programs are characterized by the inclusion of a subject evaluation tool with every subject. This precludes the requirement for a student to travel away from home to take a test. Another characteristic of a good distance-learning program is the equivalence of the distance-learning course with the same subject materials as those students taking the course on the home campus. The resultant diploma or degree should also be the same whether distance learning or on-campus study is employed. The individuality of the professor/student relationship is another characteristic of a good distance-learning program. In the final analysis, a good distance learning program has a place not only for the individual students but also the corporation or business that wants to work in partnership with their employees for the educational benefit, professional development, and business growth of the organization. Sponsoring distance learning programs for their employees gives the business the advantage of retaining career-minded people while contributing to their personal and professional growth through education.

  51、According to the passage, which of the following is NOT a disadvantage of part-time education?

  A. It requires some break in one's career.

  B. It tends to last too long for many people to complete a degree program.

  C. It affects one's career.

  D. It gives the student less time to share with the family.


  52、Which of the following is NOT an advantage of distance learning?

  A. The students may choose his or her own pace.

  B. The students may study at any time to his or her convenience.

  C. They can pursue their chosen career while studying.

  D. Their tutorial assistance comes through regular airmail, telephone, facsimile machine, etc.


  53、What benefit will distance-learning program bring to a business?

  A. Recruitment of more talented people.

  B. Good image of the business.

  C. Better cooperation with universities.

  D. Further training of employees and business growth.


  54、What benefit will distance learning bring to an employee of a business?

  A. Professional growth.

  B. Good relationship with the employer.

  C. Good impression on the employer.

  D. Higher salary.


  55、Which is not the characteristic of distance learning?

  A. It includes a subject evaluation tool with every subject.

  B. Its course uses the same subject materials as those students taking the course on the home campus.

  C. A distance-learning program has a place only for students.

  D. The relationship of the professor/student is characterized by individuality.


  Text 4

  I remember the way the light touched her hair. She turned her head, and our eyes met, a momentary awareness in that raucous fifth grade classroom. I felt as though I'd been struck a blow under the heart. Thus began my first love affair. Her name was Rachel, and I mooned my way through the grade and high school, stricken at the mere sight of her, tongue-tied in her presence. Does anyone, anymore, linger in the shadows of evening, drawn by the pale light of a window-her window-like some hapless summer insect? That delirious swooning, asexual but urgent and obsessive, that made me awkward and my voice crack, is like some impossible dream now. I would catch sight of her, walking down an aisle of trees to or from school, and I'd become paralyzed. She always seemed so poised, so self-possessed. At home, I'd relive each encounter, writhing at the thought of my inadequacies. We eventually got acquainted and socialized as we entered our adolescence, she knew I had a case on her, and I sensed her affectionate tolerance for me. "Going steady" implied a maturity we still lacked. Her Orthodox Jewish upbringing and my own Catholic scruples imposed an inhibited grace that made even kissing a distant prospect, however fervently desired. I managed to hold her once at a dance-chaperoned, of course. Our embrace made her giggle, a sound so trusting that I hated myself for what I'd been thinking. At any rate, my love for Rachel remained unrequited. We graduated from high school, she went on to college, and I joined the Army. When World War II engulfed us, I was sent overseas. For a time we corresponded, and her letters were the highlight of those grinding endless years. Once she sent me a snapshot of herself in a bathing suit, which drove me to the wildest of fantasies. I mentioned the possibility of marriage in my nest letter, and almost immediately her replies became less frequent, less personal. Her Dear John letter finally caught up with me while I was awaiting discharge. She gently explained the impossibility of a marriage between us. Looking back on it, I must have recovered rather quickly, although for the first few months I believed I didn't want to live. Like Rachel, I found someone else, whom I learned to love with a deep and permanent commitment that has lasted to this day.

  56、According to the passage, how old was the author when his first love affair began?

  A. Before he entered his teens.

  B. In his early teens.

  C. In his middle teens.

  D. When he was just out of his teens.


  57、How did the author behave as a boy in love?

  A. His first love motivated him toward hard study.

  B. His first love evoked sentimental memories.

  C. He was overpowered by wild excitement and passion.

  D. He fulfilled his expectations and desires.


  58、According to the passage, what held them back from a loving kiss?

  A. Her Jewish origin did not allow it.

  B. His Catholic adherence forbade it.

  C. They were not sure whether it was proper or ethical to kiss in line with their religious decorum.

  D. Kissing was found to be inelegant or even distasteful.


  59、According to the passage, what was Rachel's response to the author's tender affection before the war?

  A. She recognized and accepted his love affectionately.

  B. She thwarted his affection by flatly turning him down.

  C. She fondly permitted him to adore her without losing her own heart to him.

  D. She didn't care for him at all and only took delight in playing with his feelings.


  60、Which of the following best describes the organization of the passage?

  A. Statement and example.

  B. Cause and effect.

  C. Order of importance.

  D. Linear description.


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