Unit1 (DCDADDBCADDDDCB)Languageisawaytocommunicatewitheachother.Westartedtolearnlanguagewhenwewerebom.However,peopleareusedtospeakingtheirnativelanguage,soimmigrantsarehavingmanyproblemsbetweenthefirstgenerationandthesecondgenerationbecausetheydon*thavethesamenativelanguage.Also,thesecondgenerationislosingtheiridentity.EspeciallyinAmerica,therearemanyimmigrantsthatcamefromdifferentcountriestosucceedintheStates.BecausetheysufferinlotsofareassuchasgettingajobandtryingtospeakEnglish,theywanttheirchildrentospeakEnglish,notonlyatschool,butalsoathomeinordertobemoresuccessful.Becauseofthissituation,theirchildrenarelosingtheirethnicidentityand,evenmore,theyareignoringtheirparentswhoseEnglishisnotverygood.Ithinkmostimmigrantsaretryingtopreservetheirnativelanguageintheirnewcountry,butthisdoesn'thelpverymuchingettingagoodjob.Myauntdidn'tteachKoreantoherchildreninordertohelpthemsucceedintheUS;shedidso,hopefully,tohelpthemestablishaKoreanidentity.Thoughthesecondgenerationisbominthenewcountry,theyoftengetconfusedabouttheiridentity.MycousinstoldmethatwhentheyvisitedKoreaafewyearsago,theyfeltdifferentfromotherKoreans.Theycouldevenfeelitjuststrollingaroundthestreetbecausetheyworedifferentclothes.Wemustrealizethatlanguageisimportantandvaluableformanyreasons.Immigrantsshouldmakeaneffortnottobeignoredbytheirchildrenandtomaketheirchildrenunderstandtheirheritagebyteachingthemtheparents'language.Thisisimportantinhelpingthesecondgenerationestablishtheiridentity.Whichpeoplearehavingtroublewithlanguage?A.Natives.B.Peopleofthe2ndgeneration.C.Peoplewhenbom.D.Immigrants.Whyarechildrenignoringtheirparents?A.Childrenhavelosttheiridentity.B.ParentscausechildrentosufferC.Theyspeakdifferentlanguages.D.Theyhavedifferentjoblevels.Theauthor*saunttaughtKorean.A.soshecouldpreserveherlanguage B.soshewouldhaveajobinAmericaC.tohelpchildrensucceedintheirnewcountryD.tohelpchildrenkeeptheirKoreanidentity4.Theauthor'scousinsfelt.A.theywerenotsimilartopeopleinKoreaB.theycouldnotgetajobinAmericaC.itwasallrighttolookandfeeldifferentD.itwasimportanttokeeptheiridentityApropertitleforthispassageis.A.TheIdentityoftheSecondGenerationB.KoreanProblemsinAmericaC.LearningaNewLanguageintheUSD.KeepingYourCultureinaNewLandTwosimilar-soundingEnglishwordscausedtroubleforamanwhowantedtoflyfromLosAngelestoOakland,California.HisproblemsbeganattheairportinLosAngeles.Hethoughtheheardhisflightannounced,sohewalkedtothegate,showedhisticket,andgotontheplane.Afterflyingfortwentyminutes,themanbegantoworry.OaklandwasnorthofLosAngeles,buttheplaneseemedtobeheadingwest,andwhenhelookedouthiswindowallhecouldseewasocean."IsthisplanegoingtoOakland?"heaskedtheflightattendant(服務員).Theflightattendantwasshocked."No,"shesaid."We'regoingtoAuckland-Auckland,NewZealand."Englishisnottheonlylanguagewithsimilar-soundingwords.Otherlanguages,too,havewordsthatcancausemistakes,especiallyforforeigners.AucklandandOakland.Whensimilar-soundingwordscauseamistake,probablythebestthingtodoisjustlaughandlearnfromit.Ofcourse,sometimesit'shardtolaugh.ThemanwhotraveledtoAucklandinsteadofOaklanddidn'tfeellikelaughing.Buteventhatmistaketurnedoutallrightintheend.Theairline（航空公司）paidfortheman'shotelroomandmealsinNewZealandandforhisflightbacktoCalifornia."Ohwell,"themanlatersaid,"1alwayswantedtoseeNewZealand."Themaintopicofthispassageis.A.mistakesmadebypeopleinairportsB.troublesexperiencedbyforeignersinanewcountryC.difficultieshadbypeoplewhentakingaplaneD.problemscausedbywordsthatsoundalike7.Shetoldhimtheplanewouldarrivein.A.OaklandB.AucklandC.LosAngelesD.CaliforniaThemanrealizedsomethingwaswrongwhen.A.helandedinOakland,CaliforniaB.hesawthattheflightattendantwasshockedC.henoticedthedirectionoftheplaneD.hewalkeduptothegateThesentence"Ohwell,IalwayswantedtoseeNewZealand."reflects.A.theman'ssenseofhumorB.theman'sfrustrationC.theman'sdisappointmentD.theman'sdespairAccordingtothepassageoneproperwaytodealwithamistakecausedbysimilar-soundingwordsis.A.tohaveasharpearB.tolearnagoodpronunciationC.tospeakclearlyandslowlyD.tolaughandlearnfromitYinlanlookedatthepeoplesittingaroundthetableandsmiledwithsatisfaction.Everyoneinherfamilywasthere一herchildren,hergrandchildren,andhernewgreat-grandson,justonemonthold.HerwholefamilyhadcometocelebratetheHarvestMoonFestival（節(jié)日）.TwodaysaftertheHarvestMoonFestival,Yinlandiedpeacefullyinhersleep.Herfamilywassadbutatthesametimegrateful.TheyfelthappythattheyhadbeenabletocelebratetheHarvestMoonFestivalwithheronelasttime.EveryonesaiditwasremarkablethatYinlanhaddiedjusttwodaysaftertheholiday.Actually,thetimingofYinlan'sdeathwasnotremarkableatall.Recentlysociologists（社會學家）studiedthedeathrateamongelderlyChinesewomeninCalifornia.Theydiscoveredthatthedeathratedrops35percentbeforetheHarvestMoonFestivalandthenrises35percent.Sociologistsbelievethatthesechangesindeathrateshowthemind'spoweroverthebody.TheHarvestMoonFestival,whenfamiliesgather,isimportanttoelderlyChinesewomen.Apparentlysomewomenareabletopostpone（推延）theirdeathssothattheycancelebratethefestivalonelasttime.Theideathatpeoplecanpostponethetimeoftheirdeathsisnotnew.Manyfamiliestellstoriesofarelativewhoheldontolifeuntilafteranimportantevent.Thestoriespeopletell,however,arejustthat:stories.Theyarenotproofthatpeoplecanpostponetheirdeaths.Thesociologists'workisimportantbecausethesociologistsstudiedfacts,notstories.Thefacts一thedropandriseindeathrates—provethatpeoplereallycanpostponetheirdeaths.WhendidYilandie?A.DuringtheHarvestMoonFestival.B.Beforegoingtosleep.C.JustbeforetheHarvestMoonFestival.D.AcoupledaysaftertheHarvestMoonFestival.ThewritertellsusthestoryofYilantoletusknowthat.theHarvestMoonFestivalisimportanttoelderlyChinesewomenChinesefamiliesgettogethertoenjoytheHarvestMoonFestivalfamiliesareoftensadduringtheHarvestMoonFestivalpeoplemaybeabletoputoffdeathforanimportanteventWheredidthestudytakeplace?A.China.B.Yilan'shome.C.Festivalgrounds.D.California.WhatdoestheauthordescribeasunotnewM?A.Theworkofsociologists.B.Proofofpostponingdeath.C.TheHarvestMoonFestival.D.Storiesofputtingoffdeath.Whatprovidesuswithproof?Thestoriesoffamilymembers.B.Thenumbersshowingdeathrates.C.Theimportantevents.D.Thepostponingofdeath.Unit3 (BABACABCDBBBACD)Solongasteachersfailtodistinguishbetweenteachingandlearning,theywillcontinuetoundertakethingsforchildrenthatchildrencanonlydoforthemselves.Teachingchildrentoreadisnotpassingreadingontothem.Itiscertainlynotendlesshoursspentinactivitiesaboutreading.Douglasinsiststhat''readingcannotbetaughtdirectlyandschoolsshouldstoptryingtodotheimpossible."Teachingandlearningaretwoentirelydifferentprocesses.Theydifferinkindandfunction.Thefunctionofteachingistocreatetheconditionsandtheclimatethatwillmakeitpossibleforchildrentodevisethemostefficientsystemforteachingthemselvestoread.Teachingisalsoapublicactivity:itcanbeseenandobserved.Learningtoreadinvolvesallthateachindividualdoestomakesenseoftheworldofprintedlanguage.Almostallofitisprivate,forlearningisanoccupationofthemind,andthatprocessisnotopentopublicexamination.Ifteacherandlearnerrolesaredistinguishable,howcanteachingaidthechildinthequestforknowledge?Smithhasoneprincipalruleforallteachinginstructions."Makelearningtoreadeasy,whichmeansmakingreadingameaningful,enjoyableandfrequentexperienceforchildren."Whentherolesofteacherandlearnerareseenforwhattheyare,andwhenbothteacherandlearnerfulfillthemappropriately,thenmuchofthepressureandfeelingoffailureforbothiseliminated.Learningtoreadismadeeasierwhenteacherscreateanenvironmentwherechildrenaregiventheopportunitytosolvetheproblemoflearningtoreadbyreading.Theproblemwiththereadingcourseasmentionedinthefirstparagraphisthat.A.itisoneofthemostdifficultschoolcoursestoomuchtimeisspentinteachingaboutreadingstudentsspendendlesshoursinreadingreadingtasksareassignedwithlittleguidanceTheteachingofreadingwillbesuccessfulif.teacherscanenablestudentstodeveloptheirownwayofreadingteacherscanimproveconditionsatschoolforthestudentsteacherscandevisethemostefficientsystemforreadingteacherscanmaketheirteachingactivitiesobservableTheword"examination1*attheendofParagraph3mostprobablymeans"A.inquiryB.observationC.controlD.suspicionAccordingtothepassage,learningtoreadwillnolongerbeadifficulttaskwhen.A.childrenbecomehighlymotivatedB.teacherandlearnerrolesareidenticalC.teachinghelpschildreninthesearchforknowledgeD.readingenricheschildren'sexperienceThemainideaofthepassageisthat.teachersshoulddoaslittleaspossibleinhelpingstudentslearntoreadteachersshouldencouragestudentstoreadaswidelyaspossiblereadingabilityissomethingacquiredratherthantaughtreadingismorecomplicatedthangenerallybelievedSocietyusuallytendstofocusonthenegativesideofinner-cityschools.Manypeopleliketostereotype(模式化)theseschoolswhich,whilethesegeneralstatementsmaybetrueinsomecases,tendtobeworsemostofthetime.Peoplethinkthatthestudentsoftheseschoolsreceiveinferioreducations.Myschool,aninner-cityschoolnamedSt.Ignatius,isregardedasoneofthebestinthestate.Peoplealsobelievethatviolenceoccursonadailybasis,bothintheschoolitselfandinthenearbycity.IcannotevenrememberaseriousfightatSt.Ignatius.Peoplewhothinkthattheteachersatinner-cityschoolslacklovefortheirjobworsenthistypicalstereotypeevenfurther.Myteachersnotonlyhadaloveforteaching,buttheywerealsoabletocultivatealoveforlearningintheirstudents.TakeMrs.Borroni,mySpanishteacher,forexample.Shewouldoftentaketimeoutofherclasstotellherstudentsaboutthenumerousactivitiesafterclasswithwhichweshouldgetinvolved.Shelovedherjobsomuchthatshestayedafterschooleverydaytomoderateactivitiessuchas"AmnestyInternational"(aninternationalorganizationthatprotectshumanrights)andtheSpanishClub.Herstudents,includingme,joinedalloftheclubswhichshemoderatedjustbecauseshemadethemsointeresting.Afterreadingallofthis,mostpeoplewouldarguethatSt.Ignatiusshouldnotbeconsideredatrue"inner-cityschool".Whilethismayholdsometruth,Iamarguingthatmylifewasgreatlyenrichedsimplybecauseoftheschool'slocationinthemiddleofCleveland,asopposedtoapoorsuburbanarea.Whatdopeopleoftenthinknegativelyabout?A.Inner-cityschools.B.Stereotypes.C.St.Ignatius.D.Violence.WhatcantheauthorneverrememberseeingatSt.Ignatius?A.AmnestyInternational.B.Aseriousfight.C.ASpanishclub.D.Inferiorstudents.WhatwouldMrs.Borronidoafterschool?A.GiveSpanishclasses.B.Tellstudentsaboutactivities.C.Guidestudentsinspecialgroups.D.Helpstudentslovelearning.WhymightareaderofthisarticlenotviewSt.Ignatiusasarealinner-cityschool?A.Itisnotinthemiddleofthecity.B.Itisinapoorsuburbanarea.C.Itenrichedtheauthor'slife.D.Itmightbebetterthanothers.Howdoestheauthorfeelaboutinner-cityschools?Thestereotypesaboutthemarenotatalltrue.Theyarenotnecessarilyallbad,astheycanbegood.Theyaremuchpoorerthanthoseinthesuburbs.Thestudentstherearemoreenlightened.Beforegoingtohighschool,Ihadaverysimpleviewoflife.Iusuallydidnotthinkaboutthesubjectsofcrime,poverty,orhomelessness.AsfarasIknew,thesethingsdidnotexist.Theareaaroundmyschoolforcedmyeyesopenasearlyasthefirstdayofschool.Onthelongbusridethroughthecity,Isawhomelessdogswalkingthestreets.Ialsoclearlyrecallseeingahomelesspersonpickingthroughatrashcanforthefirsttimeever.ThepovertyoftheareaaroundmyschoolmademeseehowtrulyluckyIwas.Inowbegantoappreciateeverythingwhichhadbeenhandedtomeinlife.Inthelongrun,thisledmetoputalotmorefaithinGodbecauseofallthatHehadgivenme.Istartedgoingtoreligiousservicesmoreoften.Thisalsoindirectlyledtomyinvolvementinthecommunityaroundtheschool.Students'livesbecomeenrichedsimplybyattendinganinner-cityschool.Whenapersonisexposedtocitylife,manydifferentadvantagescanbegained.Forsomeonewhohadlivedinthesuburbsallhislife,suchasmyself,anewstyleoflivingcanbeexperienced.Thisaloneexpandsone'sviewsoflifeingeneral.Thereligiousaspectofmylifegrew,Iwaseasilyabletogetinvolvedincommunityserviceprojects,andIbecamemuchmoreawareofthedangerswhichexistinthecity.GoingtoschoolinthecityhelpedmetoovercomethesimpleviewsIoncehad,andIamnowbetterpreparedtotakeonthechallengeswhichawaitmeinlife.Whatsortofschooldoestheauthorgoto?A.Areligiousschool.B.Ahighschool.C.Acommunityschool.D.Aschoolforpoorpeople.Whatdidtheauthorbegintorealizeaftershestartedattendingherschool?A.Thebusridetoherschoolwaslong.B.Crime,poverty,andhomelessnessreallyexisted.C.Homelesspeopleofteneatoutofthetrash.D.Homelesspeoplelivewiththeirhomelessdogs.13.Whydoestheauthorthinksheislucky?A.Shehasabetterlifethanmanyotherpeople.B.Sheisastudentataverygoodschool.C.Shecanlearnalotbystudyinginthecity.D.Sheisinvolvedinhercommunity.Wheredoestheauthorlive?A.Intheinnercity.B.Onthestreets.C.Inthesuburbs.D.Atherschool.Howdoestheauthorfeelaboutinner-cityschools?A.Theyareverydangerous.B.Theyarereligious.C.Theyareprepared.D.Theyareverygoodinways.Unit4 (BCABCCBAADDACDC)In1913,theUnitedStatesgovernmentintroducedabold,newnickel.JamesEarleFrasersaidhisgoalwastodesignacointhatwouldbe"trulyAmerican."Inhissearchforsymbols,hefoundnonemoredistinctivethantheAmericanbuffalo.ChoosingtoshowaNativeAmericanontheothersideofthecoin,Frasersaidthenewnickelhad“perfectunityoftheme.',Productionof"Buffalo"or"IndianHead"nickelsbeganinFebruary1913.AsinglecoiningpressatthePhiladelphiaMint（造幣廠）startedturningoutthenickelsattherateof120aminute.Butafterthefirstexampleswereintroduced,TheNewYorkTimessaidtheywere"bad."Othercriticssaidthatthecoin*s"rough"surfaceswouldencouragecounterfeiters（造假中的人）.Butthemostseriouscomplaintaboutthenickelhadtodowithitsinabilitytostandheavyuse.Onecoincollectors*magazinepredictedthattheslightestwearwouldremovethedateandthewordsFiveCents"beyondunderstanding.**In1938,theGovernmentstagedacompetitionforanewnickelpicturingThomasJefferson.Accordingtoanewsitemoftheday,theDepartmentofIndianAffairsdidn*treceiveasinglecomplaintfromNativeAmericansaboutthedesignchange.Collectorsdidn'tseemtomindeither.IntheeyesofFraser,aisthemostdistinctive.A.nickelB.buffaloC.NativeAmericanD.unityofthemeInthesecondsentence,Paragraph2,theword"press"means.A.publicationB.newspaperC.machineD.theactofpushingdownThedesignofabuffalowasmodified.becauseitwasnotabletostandheavyusebecausethewordsFiveCentswere"beyondunderstanding"becausethecoincouldn'tbepressedbythePhiladelphiaMintbecausethewordsweretoohighonthecoinAccordingtoonecollectors*magazineusingaNativeAmericanandabuffalowas.A.agoodideaB.abadideaC.aperfectideaD.aforcedideaItseemedthatthenewnickelpicturingThomasJefferson.wonmuchpraisefromcollectorscausedstrongprotestsfromAmericanIndianswasOKbothtothecollectorsandAmericanIndianswaspraisedbothbythecollectorsandAmericanIndiansTimepassedandmycardssoldwell.Myenthusiasmforthegreetingcardbusinessgrewquickly.Allalong,Ihadbeendrawingfantasyart:monsters,dragons,castles,etc.Withthebirthofmyfirstsonin1980,thecontentofmyworkwentthroughaprettydramaticchange.Fantasywentoutofthewindow,andIbegantoillustratereality.Inthespringof1983,we,TheMaryEngelbreitGreetingCardCompany,tookour12littledesignstoNewYorktoexhibitthematanationalcardshow.Irememberhowbigtheshowwas.Ijustcouldn'tgetoverit.Ihadnoideathereweresomanydifferentcardcompanies.Anditwasexcitingbecauseour12littlecardsweregettingalotofattentioninthathugeplace!I'vebeentoldoneofthereasonswehadsomuchsuccessatthatshowisbecausemycardstylewasdifferentthananythingelseatthemarket.Itypicallydrawcomplicateddetailsandusedeepcolorsandfunnyormeaningfulquotations.By1985,manygreetingcardpublishersstartednoticingmyart,andtwoofthemapproachedmewithlicensingcontracts.Ihavealwaysbelievedifyouchooseajobyoulove,youllneverworkadayinyourlife.Ifyouaskaboutthemysteryofmysuccess,allIcansayisthis:toimagineiseverything!Beforethebirthofherfirstson,MaryEngelbreit'scardsfocusedon.A.realityB.dailylifeC.fantasyD.dragonsTheNewYorkshowwassobigthatEngelbreit.A.couldn'twalkthroughitB.couldn'tbelieveitC.couldn'tstaytotheendofitD.couldn'tunderstanditEngelbreit'scardsweresuccessfulbecause.A.theyweredistinctiveinstyleB.theyhadathank-yousentenceC.theyhadcomplicateddetailsD.theywererichincolorAcoupleofgreetingcardcompanies.presentedEngelbreitwithcontractsaskedEngelbreittomakehercardsmoredistinctivewantedEngelbreittousemoremeaningfulquotationsthoughthercardsweretocomplicatedAccordingtoMaryEngelbreit,thekeytosuccessis.A.devotionB.opportunityC.goodluckD.imaginationIntheearlydaysofseatravel,seamenonlongvoyageslivedexclusivelyonsaltedmeatandbiscuits.Manyofthemdiedofscurvy（壞血?。琣blooddiseasewhichcausesswollengums,livid（鉛色的）whitespotsonthefleshandgeneralexhaustion.Ononeoccasion,in1535,anEnglishshiparrivedinNewfoundlandwithitscrewseriouslyill.Themen'slivesweresavedbyIroquoisIndians（易洛魁印第安人）whogavethemvegetableleavestoeat.Graduallyitcametoberealizedthatscurvywascausedbysomethinglackinginthesailors'diet.CaptainCook,onhislongvoyagesofdiscoverytoAustraliaandNewZealand,establishedthefactthatscurvycouldbewardedoffbythegivingfreshfruittothesailors.Nowadaysitisunderstoodthatadietwhichcontainsnothingharmfulmayyetresultinseriousdiseasesifcertainimportantelementsaremissing.Theseelementsarecalled"vitamins".Quiteanumberofsuchsubstancesareknownandtheyaregivenletterstoidentifythem,A,B,C,D,andsoon.Differentdiseasesareassociatedwithalackofparticularvitamins.EvenaslightlackofVitaminC,forexample,thevitaminmostplentifulinfreshfruitandvegetables,isthoughttoincreaseourchancesofcatchingcolds.Thevitaminsnecessaryforahealthybodyarenormallysuppliedbyagoodmixeddiet,includingavarietyoffruitandgreenvegetables.Itisonlywhenpeopletrytoliveonaveryrestricteddiet,say,duringtheextendedperiodsofreligiousfasting（齋戒）,orwhentryingtoloseweight,thatitisnecessarytosupplythemissingvitamins.Whichofthefollowinghappensbecauseofscurvy?A.Peoplebecomehungry.B.Peopleloseblood.C.Peoplebecomelivid.D.Peoplefeelpainintheirgums.Howwouldthesailorswardoffscurvyonlongtrips?A.Theytookfreshfruitwiththem.B.Theystoppedinplacestorelax.C.TheyoftenfoundIndianstohelp.D.Theyatevegetableleavesregularly.Whichvitaminhelpsprotectusagainstcolds?A.VitaminA.B.VitaminB.C.VitaminC.D.VitaminD.Whatsuppliesallthevitaminsweneedtobehealthy?Anyoneofthedifferentsortsofgreenvegetables.Dietslikethosetakenbyreligiouspeople.Certainimportantelementsknownbyletters.Mixeddietswithdifferentfruitsandvegetables.Whenshouldpeopletakevitamins?A.Whenwantingtobehealthy.B.Whenjoiningareligion.C.Whendietingtoloseweight.D.Whenprotectingagainstsickness.Units(BBABCACDDADBACA)UnitsEquipmentoperatorDickKempistheproudownerofover90oldtrucks.Someofhisvehiclesdatebackasfaras1916,justtwentyyearsafterthefirstmotorizedtruckwaseverbuiltandatimewhentherewereonly160,000trucksintheUnitedStates-comparedwiththe36,000,000trucksthatroaralongthenation'shighwaysnowadays.OneofKemp'smostunusualtrucksisa1916Seldenwithwoodenspikeswhichwasonceusedasastreetsprinkler.Kempbeganhiscollectionin1952witha1930BulldogMackwhichheboughtforonly$50.Thissamevehiclewasvaluedintheyear2006atnearlyathousandtimesthatprice.EveryyearthousandsofvisitorscomefromallovertheU.S.andCanadatoseeKemp'scollection,whichisexhibitedinalargegarageandinayardnext-door.TheMackTruckMuseumisopenforpublicviewingandthereisnocharge.Thereisevenamodeltruckplaygroundforchildrentoplayinwhiletheirparentslookattherealthings.Kempdoeshisownrestorationwork,makingallthetruckslookshinyandrunsmoothly.Manytruckpartshehastomakeforhimselfbecausemanufacturershavediscontinuedproductionlong,longago.Hehasreceivedcountlessofferstosellhistrucks,buthisanswerisalwaysthesame:"NothingforSale'1.ThepassagesaysthatDickKemp'sjobis.A.museumworkerB.equipmentoperatorC.truckdriverD.truckmanufacturerInwhichyearwasKemp'sunusualSeldentruckmade?A.1952.B.1916.C.1930.D.2006.WheredoesKempshowhistrucks?A.Inandnearagarage.B.AroundtheUSandCanada.C.Onthenation'shighways.D.Inamuseumnexttohishome.mightbeappropriateforchildren.A.TheMackTruckMuseumB.Kemp'struckplaygroundC.Restorationwork D.Kemp*scollectionWhatdoesKempdohimself?A.Orderdiscontinuedparts.B.Operatethemuseum.C.Repairthetrucks.D.Sellthetrucks.Formostpeoplelearningtodrive,thedrivingtestarisesaheadasamajorbarrier.Itisalsoageneralsourceofconversationwheneverdriversaregatheredtogether.Thereareprobablymoretallstoriesaboutthedrivingtestthanaboutanyothermotoringsubjects;themostremarkablethingaboutthosestoriesisthenumberoftimestheoldonesappearagain,yearsaftertheywerefirstheard,innewandexaggeratedforms.Alldrivingexaminershavehadtopassaverystrictselectionprocess,followedbyatleastsixweeks,training.InthecourseofthistrainingtheDepartmentmakessurethattheirdrivingisofaconsistentlyhighstandard.Drivingtestcentersarechosenwithequalcare.Itwouldbenicetohavecentersandexaminerstownbytown.Butthisisjustnotpossible,becausethecentershavetobeatplaceswherethereisenoughparkingspaceforcandidates（考生）andwherethereareenoughtestroutes.Routesarecarefullychosentomakesurethattheyareallroughlycomparable-theproportionofrightandleftturns,hills,pedestrian（行人）crossingsandsoon.Theobjectofallthisistomakesure,asfaraspossible,thatallcandidatesinthedrivingtesthavetocopewiththesamesortofconditionswhethertheytakethetestinNewYorkorCalifornia.Theworkthatexaminersdoinactuallycarryingouttestsischeckedcontinuouslybysupervisingexaminers.Thisistomakeassureaspossiblethateverycandidateforthedrivingtesthasaproperandequalchanceofshowingtheexaminer,inthewordsoftheRegulations,*'thatheiscompetenttodrivewithoutdangertoandwithdueconsiderationforotherusersoftheroad."Thisisallthattheexaminerisconcernedwith.Itcanbelearnedfromthepassagethat.wheneverpeoplelearningtodrivegettogether,theyoftentalkaboutthedrivingtestnewandexaggeratedstoriesaboutthetestarealwaysappearingtherearemoretallstoriesaboutthedrivingtestthananyothersubjectthesamestoriesaboutthetestreappearyearslaterAccordingtothepassage,drivingexaminers.aretrainedforsixweeks,thenhaveadifficultselectioninterviewaregivenregulardrivingteststhemselvesbysupervisingexaminerssometimeshavemorethansixweeks*trainingaretestedduringtheselectionprocesstoseeiftheirdrivingisofahighstandardThereisn'tatestcenterineverytownbecause.someexaminerscangotooccasionalcentersfromthepermanentcentersroutesandconditionshavetobethesameeverywheretherehastobeenoughparkingspaceforthecandidatesandtheexaminersnoteverytowncouldprovideenoughtestroutesclosetopermanentcentersWecanjudgefromthispassagethat.thedetailedrecordsarecheckedaftereachtestbyasupervisingexaminersometimescandidatesaretestedbyasupervisingexaminerit'struethatsomeexaminersneverpassanyoneonThursdayafternoonsexaminersareonlyconcernedwithacandidate'sabilitytodriveItcanbeinferredfromthispassagethat.testrouteshaveroughlythesameconditionseverywherecandidatedriverspassthetestallcandidatesaretreatedequallybytheexaminersduringthetestsometestcentersdonothaveenoughparkingspaceIsteachingimportant?Well,ofcourseitis.Therewasatimewhenallnecessaryknowledgecouldbetaughttotheyoungbyfamilymembers.Butassocietiesbecamemorecomplexanddivisionoflabormorecommon,itwasimpossibleforfamilymemberstoteachtheinformationandskillsyoungpeopleneededtobecomeusefulmembersofthesociety.Astheneedforspecialistsappeared,th