何谓预制框（排)架结构？

（Par3, Passage 2）

By 8th grade she started comprehension a little on her own, but she still read very slowly at that time

In America, "a little woman started a great war". Who is she？

A．Anne Bradstreet.

B．Harriet Beecher Stowe.

C．Edith Wharton.

D．Catharine Anne Porter.

de, and explain each paragraph of each school reading assignment to me because I didn't understand what I was reading. She would have to read each paragraph to me, and then after each paragraph, she told me the general meaning of what we just read.

In class, I tried to hide the fact that I couldn't read. My teachers gave us the last 10 minutes of class to start our reading homework, and I would sit there for the last ten minutes of class staring at the page, pretending I was reading it. I remember a terrible feeling of not wanting to get into trouble for not being able to understand. I had to wait until I got home so my mother could explain it to me. How did I ever get into Cornell University？

By eighth grade I started understanding a little on my own, but I was reading at a very slow speed. In eighth grade, I got hold of all the speed-reading books I could get my hands on. I read them all very slowly at the time. I even went out and took a course on speed-reading. Then I developed my own way which was easier and produced quicker results. I started practicing these techniques every day, and as I started to read faster, my understanding increased. I found that I stopped daydreaming and thinking about other things while I was reading, and started getting the larger meaning. I was reading faster and comprehending better.

I found that when you read slowly, word-by-word, you get lost in the words, lose the bigger picture, and your comprehension drops. When you read faster, your comprehension goes up because instead of getting lost in the words, you see the general picture.

The main difficulty the writer had in reading in her 7th grade was that ______.

A．she often forgot her school reading assignments

B．she had difficulty reading with comprehension

C．she had a poor vocabulary and very bad grammar

D．she always looked elsewhere when asked to read

Task 2

Directions: This task is the same as Task 1. The 5 questions or unfinished statements are numbered 41 through 45.

When I was in 7th grade, I had a lot of trouble in reading. My mother used to sit by my side, and explain each paragraph of each school reading assignment to me because I didn't understand what I was reading. She would have to read each paragraph to me, and then after each paragraph, she told me the general meaning of what we just read.

In class, I tried to hide the fact that I couldn't read. My teachers gave us the last 10 minutes of class to start our reading homework, and I would sit there for the last ten minutes of class staring at the page, pretending I was reading it. I remember a terrible feeling of not wanting to get into trouble for not being able to understand. I had to wait until I got home so my mother could explain it to me. How did I ever get into Cornell University？

By eighth grade I started understanding a little on my own, but I was reading at a very slow speed. In eighth grade, I got hold of all the speed-reading books I could get my hands on. I read them all very slowly at the time. I even went out and took a course on speed-reading. Then I developed my own way which was easier and produced quicker results. I started practicing these techniques every day, and as I started to read faster, my understanding increased. I found that I stopped daydreaming and thinking about other things while I was reading, and started getting the larger meaning. I was reading faster and comprehending better.

I found that when you read slowly, word-by-word, you get lost in the words, lose the bigger picture, and your comprehension drops. When you read faster, your comprehension goes up because instead of getting lost in the words, you see the general picture.

The main difficulty the writer had in reading in her 7th grade was that ______.

A．she often forgot her school reading assignments

B．she had difficulty reading with comprehension

C．she had a poor vocabulary and very bad grammar

D．she always looked elsewhere when asked to read

Task 2

Directions: This task is the same as Task 1. The 5 questions or unfinished statements are numbered 41 through 45.

When I was in 7th grade, I had a lot of trouble in reading. My mother used to sit by my side, and explain each paragraph of each school reading assignment to me because I didn't understand what I was reading. She would have to read each paragraph to me, and then after each paragraph, she told me the general meaning of what we just read.

In class, I tried to hide the fact that I couldn't read. My teachers gave us the last 10 minutes of class to start our reading homework, and I would sit there for the last ten minutes of class staring at the page, pretending I was reading it. I remember a terrible feeling of not wanting to get into trouble for not being able to understand. I had to wait until I got home so my mother could explain it to me. How did I ever get into Cornell University？

By eighth grade I started understanding a little on my own, but I was reading at a very slow speed. In eighth grade, I got hold of all the speed-reading books I could get my hands on. I read them all very slowly at the time. I even went out and took a course on speed-reading. Then I developed my own way which was easier and produced quicker results. I started practicing these techniques every day, and as I started to read faster, my understanding increased. I found that I stopped daydreaming and thinking about other things while I was reading, and started getting the larger meaning. I was reading faster and comprehending better.

I found that when you read slowly, word-by-word, you get lost in the words, lose the bigger picture, and your comprehension drops. When you read faster, your comprehension goes up because instead of getting lost in the words, you see the general picture.

The main difficulty the writer had in reading in her 7th grade was that ______.

A．she often forgot her school reading assignments

B．she had difficulty reading with comprehension

C．she had a poor vocabulary and very bad grammar

D．she always looked elsewhere when asked to read

When Abraham Lincoln called Harriet "the little lady who started this big war", he______.

A．thought that she was almost a war criminal

B．was talking about the great influence her book had produced

C．was blaming her for the miseries the people had suffered during the war

D．was praising her for the contributions she had made during the war

She started to work _____ a will .

A.in

B.against

C.with

D.for

.

A) Little need she B) Little did she need

C) Little she needed D) Little she did need