2017年職稱(chēng)英語(yǔ)考試?yán)砉級(jí)閱讀理解練習(xí)(2)

　　The Visually Impaired Person

　　Visual impairment (損害) carries with it a reduced or restricted ability to travel through one's physical and social environment until adequate orientation and mobility skills have been established. Because observational skills are more limited, self-control within the immediate surroundings is limited. The visual impaired person is less able to anticipate hazardous situations or obstacles to avoid.

　　Orientation refers to the mental map one has of one’s surroundings and to the relationship between self and that environment. The mental map is the best generated by moving through the environment and piecing together relationships, object by object, in an organized approach. With little of no visual feedback to reinforce this mental map, a visually impaired person must rely on memory for key landmarks and other clues Landmarks and clues enable visually impaired person to affirm their position in space.

　　Mobility, on the other hand, is theability to travel safely and efficiently from one point to another within one’s physical and social environment. Good orientation skills are necessary to good mobility skills. Once visually impaired students learn to travel safely as pedestrians (行人) they also need to learn to use public transportation to become as independent as possible.

　　To meet the expanding needs and demands of the visually impaired person, there is a sequence of instruction that begins during the preschool years and may continue after high school. Many visually impaired children lack adequate concepts regarding time and space or objects and events in their environment. During the early years much attention is focused on the development of some fundamental concepts, such as inside or outside, in front of or behind, fast or slow, movement of traffic, the variety of intersections, elevators or escalators, and so forth. These concepts are essential to safe, efficient travel through familiar and unfamiliar settings, first within buildings, then in residential neighborhoods, and finally in business communities.

　　36 What is the author mainly talking about in the passage?

　　A Visual impairment and memory.

　　B The visually impaired person’s physical and social environment.

　　C Mental development of the visually impaired person.

　　D Orientation and mobility of the visually impaired person.

　　37 The visually impaired person’s position in space .

　　A is not determined by memory but by physical landmarks and clues

　　B is located in relation to other items in his mental map

　　C enables him to construct the mental map

　　D reinforces the mental map of his surroundings

　　38 Mobility skills which the visually impaired person islearning refer to the ability .

　　A to travel as a dependent tourist

　　B to travel as a pedestrian with a company

　　C to travel as a pedestrian and a passenger

　　D to travel within the safe physical and social environment

　　39 In the passage, the author insists that .

　　A visually impaired children go to school for survival

　　B the needs and demands of visually impaired children expand

　　D preschool children receive the instruction in the concepts of time and space or objects and events

　　40 How can we increase the visually impaired person餾 ability to travel through his physical and social environment?

　　A By helping him develop adequate orientation and mobility skills.

　　B By teaching him to learn observational skills.

　　C By warning him of hazardous situations or obstacles.

　　D By improving his visual ability.

　　參考答案：

　　36 D本篇文章作者談?wù)摰闹黝}是什么?A視覺(jué)障礙與記憶力;B視覺(jué)障礙者的物質(zhì)環(huán)境和社會(huì)環(huán)境;C視覺(jué)障礙者的智力發(fā)展;D視覺(jué)障礙者的定位與移動(dòng)能力。

　　37 B 視覺(jué)障礙者在空間的位置：A不是靠記憶確定，而是靠物體標(biāo)記和線(xiàn)索確定;B靠與他大腦中的其他物體的相對(duì)位置關(guān)系確定;C使他能夠勾畫(huà) 出大腦中的圖;D強(qiáng)化環(huán)境在他大腦中所形成的圖。

　　38 C 視覺(jué)障礙者學(xué)習(xí)的移動(dòng)技巧是指哪種能力：A靠別人的幫助旅行;B在陪伴下行走;C作為行人和乘客走動(dòng);D在安全的物質(zhì)和社會(huì)環(huán)境中走動(dòng)。

　　39 C 本段作者堅(jiān)持認(rèn)為：A有視覺(jué)障礙的兒童上學(xué)學(xué)習(xí)生存技能;B有視覺(jué)障礙的兒童的需要進(jìn)一步擴(kuò)大;C有視覺(jué)障礙的兒童獲得安全移動(dòng)的基本概念;D學(xué)前兒童在時(shí)空、物體和事件等概念上接受訓(xùn)練。

　　40 A 我們?nèi)绾尾拍茉黾右曈X(jué)障礙者在物質(zhì)和社會(huì)環(huán)境中的活動(dòng)能力?A通過(guò)幫助他獲得足夠的定位和移動(dòng)能力;B通過(guò)教他學(xué)會(huì)觀(guān)察技能;C通過(guò)警告他危險(xiǎn)情況和障礙物;D通過(guò)改進(jìn)其視覺(jué)能力。