英语 热门试卷

单项填空（共15小题；每小题1分，满分15分）

---You’ve finished off two pizzas!

---Yes. But the second is ___________ little bit small, so may I have __________ third one?

According to the research, the higher the standard of living, the ___________.

The task wasn’t easy, but we managed it __________.

Although he is considered to be one of the most outstanding scientists in his field, Professor White cannot seem to get his ideas ___________ in class.

Do you know by the time you leaves school your parents ________ $ 6 000 on your education.

You can get the best result ________ you carry out the experiment under the desired conditions.

His success in his career was due to his determination __________ what seemed impossible.

However much ___________, it will be worth it.

We have got everything ready at once, with our guests _________ to come in ten minutes.

___________ the little boy John they would all have died from the gas leakage.

Teaching and learning are parts of the same educational experience, but unfortunately they are often thought of ___________ separate.

This is an adventurous spot, _________ courage matters more than strength.

After hours of repair, the driver tried to start the machine but it _________ work.

                                A

    There is a popular belief amongparents that schools are no longer interested in spelling. No school I havetaught in has ever ignored spelling or considered it unimportant as a basicskill. There are, however, vastly different ideas about how to teach it, or howmuch priority（优先）it must be given over generallanguage development and writing ability. The problem is, how to encourage achild to express himself freely and confidently in writing without holding himback with the complexities（复杂）of spelling.

   If spelling becomes the only focal point ofhis teacher’s interest, clearly a bright child will be likely to “play safe”.He will tend to write only words within his spelling range, choosing to avoidadventurous language. That’s why teachers often encourage the early use ofdictionaries and pay attention to content rather than technical ability.

   I was once shocked to read on the bottom ofa sensitive piece of writing about a personal experience: “ This work isterrible! There are far too many spelling errors and your writing is illegible（难以辨认的）.” It may have been a sharp criticism of the pupil’s technicalabilities in writing, but it was also a sad reflection on the teacher who hadomitted to read the essay, which contained some beautiful expressions of thechild’s deep feelings. The teacher was not wrong to draw attention to theerrors, but if his priorities had centered on the child’s ideas, an expressionof his disappointment with the presentation would have given the pupil moremotivation（动力）to seek improvement.

The writer seems to think that the teacher’s judgment on that sensitive piece of writing is____________.

I ___________ that work last week, but I changed my mind.

---We could invite John and Barbara to the Friday night party.

---Yes, _________? I’ll give them a call now.

第三部分   阅读理解（共20小题； 每小题2分， 满分40分）

                                A

    There is a popular belief amongparents that schools are no longer interested in spelling. No school I havetaught in has ever ignored spelling or considered it unimportant as a basicskill. There are, however, vastly different ideas about how to teach it, or howmuch priority（优先）it must be given over generallanguage development and writing ability. The problem is, how to encourage achild to express himself freely and confidently in writing without holding himback with the complexities（复杂）of spelling.

   If spelling becomes the only focal point ofhis teacher’s interest, clearly a bright child will be likely to “play safe”.He will tend to write only words within his spelling range, choosing to avoidadventurous language. That’s why teachers often encourage the early use ofdictionaries and pay attention to content rather than technical ability.

   I was once shocked to read on the bottom ofa sensitive piece of writing about a personal experience: “ This work isterrible! There are far too many spelling errors and your writing is illegible（难以辨认的）.” It may have been a sharp criticism of the pupil’s technicalabilities in writing, but it was also a sad reflection on the teacher who hadomitted to read the essay, which contained some beautiful expressions of thechild’s deep feelings. The teacher was not wrong to draw attention to theerrors, but if his priorities had centered on the child’s ideas, an expressionof his disappointment with the presentation would have given the pupil moremotivation（动力）to seek improvement.

Teachers are different in their opinions about ___________.

                                A

    There is a popular belief amongparents that schools are no longer interested in spelling. No school I havetaught in has ever ignored spelling or considered it unimportant as a basicskill. There are, however, vastly different ideas about how to teach it, or howmuch priority（优先）it must be given over generallanguage development and writing ability. The problem is, how to encourage achild to express himself freely and confidently in writing without holding himback with the complexities（复杂）of spelling.

   If spelling becomes the only focal point ofhis teacher’s interest, clearly a bright child will be likely to “play safe”.He will tend to write only words within his spelling range, choosing to avoidadventurous language. That’s why teachers often encourage the early use ofdictionaries and pay attention to content rather than technical ability.

   I was once shocked to read on the bottom ofa sensitive piece of writing about a personal experience: “ This work isterrible! There are far too many spelling errors and your writing is illegible（难以辨认的）.” It may have been a sharp criticism of the pupil’s technicalabilities in writing, but it was also a sad reflection on the teacher who hadomitted to read the essay, which contained some beautiful expressions of thechild’s deep feelings. The teacher was not wrong to draw attention to theerrors, but if his priorities had centered on the child’s ideas, an expressionof his disappointment with the presentation would have given the pupil moremotivation（动力）to seek improvement.

The expression “play safe” probably means ____________.

                                A

    There is a popular belief amongparents that schools are no longer interested in spelling. No school I havetaught in has ever ignored spelling or considered it unimportant as a basicskill. There are, however, vastly different ideas about how to teach it, or howmuch priority（优先）it must be given over generallanguage development and writing ability. The problem is, how to encourage achild to express himself freely and confidently in writing without holding himback with the complexities（复杂）of spelling.

   If spelling becomes the only focal point ofhis teacher’s interest, clearly a bright child will be likely to “play safe”.He will tend to write only words within his spelling range, choosing to avoidadventurous language. That’s why teachers often encourage the early use ofdictionaries and pay attention to content rather than technical ability.

   I was once shocked to read on the bottom ofa sensitive piece of writing about a personal experience: “ This work isterrible! There are far too many spelling errors and your writing is illegible（难以辨认的）.” It may have been a sharp criticism of the pupil’s technicalabilities in writing, but it was also a sad reflection on the teacher who hadomitted to read the essay, which contained some beautiful expressions of thechild’s deep feelings. The teacher was not wrong to draw attention to theerrors, but if his priorities had centered on the child’s ideas, an expressionof his disappointment with the presentation would have given the pupil moremotivation（动力）to seek improvement.

Teachers encourage the use of dictionaries so that___________.

                                B

    Of all the areas of learning the most important is the developmentof attitudes. Emotional reactions as well as logical thought processes affectthe behavior of most people.

   “Theburnt child fears the fire” is one instance; another is the rise of figureslike Hitler. Both these examples point up the fact that attitudes come fromexperience. In the one case the experience was direct and impressive; in theother it was indirect and gradual.

  The classroom teacher in the elementary school is in strategic positionto influence attitudes. This is true partly because children acquire attitudesfrom those adults whose word they respect.

  Another reason it is true is that pupils often search somewhat deeplyinto a subject in school that has only been touched upon at home or haspossibly never occurred to them before. To a child who has previously acquirelittle knowledge of Mexico, his teacher’s method of handling such a unit wouldgreatly affect his attitude toward Mexicans.

  The teacher can develop proper attitudes through social studies, sciencematters, the very atmosphere of the classroom, etc. However, when children cometo school with undesirable attitudes, it is unwise to attempt to change theirfeelings by criticizing them. The teacher can achieve the proper effect byhelping them obtain constructive experience.

   Toillustrate, first-grade pupils, afraid of policemen will probably change theirattitudes after a classroom talk with the neighborhood officer in which heexplains how he protects them. In the same way, a class of older children candevelop attitudes through discussion, research, outside reading and all-daytrips.

  Finally, a teacher must constantly evaluate her own attitudes, becauseher influence can be harmful she has personal prejudices. This is especiallytrue in respect to controversial issues and questions of which children shouldbe encouraged to reach their own decisions as result of objective analysis ofall the facts.

According to the author, teachers may have great influence on children’s attitudes because___________.

                                B

    Of all the areas of learning the most important is the developmentof attitudes. Emotional reactions as well as logical thought processes affectthe behavior of most people.

   “Theburnt child fears the fire” is one instance; another is the rise of figureslike Hitler. Both these examples point up the fact that attitudes come fromexperience. In the one case the experience was direct and impressive; in theother it was indirect and gradual.

  The classroom teacher in the elementary school is in strategic positionto influence attitudes. This is true partly because children acquire attitudesfrom those adults whose word they respect.

  Another reason it is true is that pupils often search somewhat deeplyinto a subject in school that has only been touched upon at home or haspossibly never occurred to them before. To a child who has previously acquirelittle knowledge of Mexico, his teacher’s method of handling such a unit wouldgreatly affect his attitude toward Mexicans.

  The teacher can develop proper attitudes through social studies, sciencematters, the very atmosphere of the classroom, etc. However, when children cometo school with undesirable attitudes, it is unwise to attempt to change theirfeelings by criticizing them. The teacher can achieve the proper effect byhelping them obtain constructive experience.

   Toillustrate, first-grade pupils, afraid of policemen will probably change theirattitudes after a classroom talk with the neighborhood officer in which heexplains how he protects them. In the same way, a class of older children candevelop attitudes through discussion, research, outside reading and all-daytrips.

  Finally, a teacher must constantly evaluate her own attitudes, becauseher influence can be harmful she has personal prejudices. This is especiallytrue in respect to controversial issues and questions of which children shouldbe encouraged to reach their own decisions as result of objective analysis ofall the facts.

Through which of the following factor a teacher CANNOT develop proper attitudes of students?

                                B

    Of all the areas of learning the most important is the developmentof attitudes. Emotional reactions as well as logical thought processes affectthe behavior of most people.

   “Theburnt child fears the fire” is one instance; another is the rise of figureslike Hitler. Both these examples point up the fact that attitudes come fromexperience. In the one case the experience was direct and impressive; in theother it was indirect and gradual.

  The classroom teacher in the elementary school is in strategic positionto influence attitudes. This is true partly because children acquire attitudesfrom those adults whose word they respect.

  Another reason it is true is that pupils often search somewhat deeplyinto a subject in school that has only been touched upon at home or haspossibly never occurred to them before. To a child who has previously acquirelittle knowledge of Mexico, his teacher’s method of handling such a unit wouldgreatly affect his attitude toward Mexicans.

  The teacher can develop proper attitudes through social studies, sciencematters, the very atmosphere of the classroom, etc. However, when children cometo school with undesirable attitudes, it is unwise to attempt to change theirfeelings by criticizing them. The teacher can achieve the proper effect byhelping them obtain constructive experience.

   Toillustrate, first-grade pupils, afraid of policemen will probably change theirattitudes after a classroom talk with the neighborhood officer in which heexplains how he protects them. In the same way, a class of older children candevelop attitudes through discussion, research, outside reading and all-daytrips.

  Finally, a teacher must constantly evaluate her own attitudes, becauseher influence can be harmful she has personal prejudices. This is especiallytrue in respect to controversial issues and questions of which children shouldbe encouraged to reach their own decisions as result of objective analysis ofall the facts.

In the author’s opinion, a teacher must constantly evaluate her own attitudes because_______.

                                C

   A year after graduation, I was offered aposition teaching a writing class. Teaching was a profession I had neverseriously considered, though several of my stories had been published. Iaccepted the job without hesitation, as it would allow me to wear a tie and goby the name of Mr. Davis. My father went by the same name, and I liked toimagine people getting the two of us confused. “Wait a minute,” someone mightsay, “are talking about Mr. Davis the retired man, or Mr. Davis the respectablescholar?”

   The position was offered at the last minute,and I was given two week to prepare, a period I spent searching for a briefcaseand standing before my full-length mirror, repeating the words, “Hello, class, I’mMr. Davis.” Sometimes I would give myself an aggressive voice. Sometimes Iwould sound experienced. But when the day eventually came, my nerves kicked inand the true Mr. Davis was there. I sounded not like a thoughtful professor,but rather a 12-year-old boy.

   I arrived in the classroom with paper cardsdesigned in the shape of maple leaves. I had cut them myself out of orangeconstruction paper. I saw nine students along a long table. I handed out thecards, and the students wrote down their names and fastened them to theirbreast pockets as I required.

   “All right then,” I said. “Okay, here we go.”Then I opened my briefcase and realized that I had never thought beyond thismoment. I had been thinking that the students would be the first to talk,offering their thoughts and opinions on the events of the day. I had imaginedthat I would sit on the edge of the desk, overlooking a forest of raised hands.Every student would shout to be heard, and I would knock on something in orderto silence them. I would yell, “Calm down, you’ll all get your turn. One at atime, one at a time!”

   A terrible silence ruled the room, andseeing no other opinions, I instructed the students to pull out their notebooksand write a brief essay related to the theme of deep disappointment.

Before he started his class, the author asked the students to_______.

                                A

    There is a popular belief amongparents that schools are no longer interested in spelling. No school I havetaught in has ever ignored spelling or considered it unimportant as a basicskill. There are, however, vastly different ideas about how to teach it, or howmuch priority（优先）it must be given over generallanguage development and writing ability. The problem is, how to encourage achild to express himself freely and confidently in writing without holding himback with the complexities（复杂）of spelling.

   If spelling becomes the only focal point ofhis teacher’s interest, clearly a bright child will be likely to “play safe”.He will tend to write only words within his spelling range, choosing to avoidadventurous language. That’s why teachers often encourage the early use ofdictionaries and pay attention to content rather than technical ability.

   I was once shocked to read on the bottom ofa sensitive piece of writing about a personal experience: “ This work isterrible! There are far too many spelling errors and your writing is illegible（难以辨认的）.” It may have been a sharp criticism of the pupil’s technicalabilities in writing, but it was also a sad reflection on the teacher who hadomitted to read the essay, which contained some beautiful expressions of thechild’s deep feelings. The teacher was not wrong to draw attention to theerrors, but if his priorities had centered on the child’s ideas, an expressionof his disappointment with the presentation would have given the pupil moremotivation（动力）to seek improvement.

The major point discussed in the passage is_____________.

                                B

    Of all the areas of learning the most important is the developmentof attitudes. Emotional reactions as well as logical thought processes affectthe behavior of most people.

   “Theburnt child fears the fire” is one instance; another is the rise of figureslike Hitler. Both these examples point up the fact that attitudes come fromexperience. In the one case the experience was direct and impressive; in theother it was indirect and gradual.

  The classroom teacher in the elementary school is in strategic positionto influence attitudes. This is true partly because children acquire attitudesfrom those adults whose word they respect.

  Another reason it is true is that pupils often search somewhat deeplyinto a subject in school that has only been touched upon at home or haspossibly never occurred to them before. To a child who has previously acquirelittle knowledge of Mexico, his teacher’s method of handling such a unit wouldgreatly affect his attitude toward Mexicans.

  The teacher can develop proper attitudes through social studies, sciencematters, the very atmosphere of the classroom, etc. However, when children cometo school with undesirable attitudes, it is unwise to attempt to change theirfeelings by criticizing them. The teacher can achieve the proper effect byhelping them obtain constructive experience.

   Toillustrate, first-grade pupils, afraid of policemen will probably change theirattitudes after a classroom talk with the neighborhood officer in which heexplains how he protects them. In the same way, a class of older children candevelop attitudes through discussion, research, outside reading and all-daytrips.

  Finally, a teacher must constantly evaluate her own attitudes, becauseher influence can be harmful she has personal prejudices. This is especiallytrue in respect to controversial issues and questions of which children shouldbe encouraged to reach their own decisions as result of objective analysis ofall the facts.

The author uses the phrase “the burnt child fears the fire” in order to __________.

                                B

    Of all the areas of learning the most important is the developmentof attitudes. Emotional reactions as well as logical thought processes affectthe behavior of most people.

   “Theburnt child fears the fire” is one instance; another is the rise of figureslike Hitler. Both these examples point up the fact that attitudes come fromexperience. In the one case the experience was direct and impressive; in theother it was indirect and gradual.

  The classroom teacher in the elementary school is in strategic positionto influence attitudes. This is true partly because children acquire attitudesfrom those adults whose word they respect.

  Another reason it is true is that pupils often search somewhat deeplyinto a subject in school that has only been touched upon at home or haspossibly never occurred to them before. To a child who has previously acquirelittle knowledge of Mexico, his teacher’s method of handling such a unit wouldgreatly affect his attitude toward Mexicans.

  The teacher can develop proper attitudes through social studies, sciencematters, the very atmosphere of the classroom, etc. However, when children cometo school with undesirable attitudes, it is unwise to attempt to change theirfeelings by criticizing them. The teacher can achieve the proper effect byhelping them obtain constructive experience.

   Toillustrate, first-grade pupils, afraid of policemen will probably change theirattitudes after a classroom talk with the neighborhood officer in which heexplains how he protects them. In the same way, a class of older children candevelop attitudes through discussion, research, outside reading and all-daytrips.

  Finally, a teacher must constantly evaluate her own attitudes, becauseher influence can be harmful she has personal prejudices. This is especiallytrue in respect to controversial issues and questions of which children shouldbe encouraged to reach their own decisions as result of objective analysis ofall the facts.

The main readers of this passage may be ___________.

                                C

   A year after graduation, I was offered aposition teaching a writing class. Teaching was a profession I had neverseriously considered, though several of my stories had been published. Iaccepted the job without hesitation, as it would allow me to wear a tie and goby the name of Mr. Davis. My father went by the same name, and I liked toimagine people getting the two of us confused. “Wait a minute,” someone mightsay, “are talking about Mr. Davis the retired man, or Mr. Davis the respectablescholar?”

   The position was offered at the last minute,and I was given two week to prepare, a period I spent searching for a briefcaseand standing before my full-length mirror, repeating the words, “Hello, class, I’mMr. Davis.” Sometimes I would give myself an aggressive voice. Sometimes Iwould sound experienced. But when the day eventually came, my nerves kicked inand the true Mr. Davis was there. I sounded not like a thoughtful professor,but rather a 12-year-old boy.

   I arrived in the classroom with paper cardsdesigned in the shape of maple leaves. I had cut them myself out of orangeconstruction paper. I saw nine students along a long table. I handed out thecards, and the students wrote down their names and fastened them to theirbreast pockets as I required.

   “All right then,” I said. “Okay, here we go.”Then I opened my briefcase and realized that I had never thought beyond thismoment. I had been thinking that the students would be the first to talk,offering their thoughts and opinions on the events of the day. I had imaginedthat I would sit on the edge of the desk, overlooking a forest of raised hands.Every student would shout to be heard, and I would knock on something in orderto silence them. I would yell, “Calm down, you’ll all get your turn. One at atime, one at a time!”

   A terrible silence ruled the room, andseeing no other opinions, I instructed the students to pull out their notebooksand write a brief essay related to the theme of deep disappointment.

The author took the job to teach writing because______________.

                                C

   A year after graduation, I was offered aposition teaching a writing class. Teaching was a profession I had neverseriously considered, though several of my stories had been published. Iaccepted the job without hesitation, as it would allow me to wear a tie and goby the name of Mr. Davis. My father went by the same name, and I liked toimagine people getting the two of us confused. “Wait a minute,” someone mightsay, “are talking about Mr. Davis the retired man, or Mr. Davis the respectablescholar?”

   The position was offered at the last minute,and I was given two week to prepare, a period I spent searching for a briefcaseand standing before my full-length mirror, repeating the words, “Hello, class, I’mMr. Davis.” Sometimes I would give myself an aggressive voice. Sometimes Iwould sound experienced. But when the day eventually came, my nerves kicked inand the true Mr. Davis was there. I sounded not like a thoughtful professor,but rather a 12-year-old boy.

   I arrived in the classroom with paper cardsdesigned in the shape of maple leaves. I had cut them myself out of orangeconstruction paper. I saw nine students along a long table. I handed out thecards, and the students wrote down their names and fastened them to theirbreast pockets as I required.

   “All right then,” I said. “Okay, here we go.”Then I opened my briefcase and realized that I had never thought beyond thismoment. I had been thinking that the students would be the first to talk,offering their thoughts and opinions on the events of the day. I had imaginedthat I would sit on the edge of the desk, overlooking a forest of raised hands.Every student would shout to be heard, and I would knock on something in orderto silence them. I would yell, “Calm down, you’ll all get your turn. One at atime, one at a time!”

   A terrible silence ruled the room, andseeing no other opinions, I instructed the students to pull out their notebooksand write a brief essay related to the theme of deep disappointment.

What can we learn about the author from Paragraph 2?

                                C

   A year after graduation, I was offered aposition teaching a writing class. Teaching was a profession I had neverseriously considered, though several of my stories had been published. Iaccepted the job without hesitation, as it would allow me to wear a tie and goby the name of Mr. Davis. My father went by the same name, and I liked toimagine people getting the two of us confused. “Wait a minute,” someone mightsay, “are talking about Mr. Davis the retired man, or Mr. Davis the respectablescholar?”

   The position was offered at the last minute,and I was given two week to prepare, a period I spent searching for a briefcaseand standing before my full-length mirror, repeating the words, “Hello, class, I’mMr. Davis.” Sometimes I would give myself an aggressive voice. Sometimes Iwould sound experienced. But when the day eventually came, my nerves kicked inand the true Mr. Davis was there. I sounded not like a thoughtful professor,but rather a 12-year-old boy.

   I arrived in the classroom with paper cardsdesigned in the shape of maple leaves. I had cut them myself out of orangeconstruction paper. I saw nine students along a long table. I handed out thecards, and the students wrote down their names and fastened them to theirbreast pockets as I required.

   “All right then,” I said. “Okay, here we go.”Then I opened my briefcase and realized that I had never thought beyond thismoment. I had been thinking that the students would be the first to talk,offering their thoughts and opinions on the events of the day. I had imaginedthat I would sit on the edge of the desk, overlooking a forest of raised hands.Every student would shout to be heard, and I would knock on something in orderto silence them. I would yell, “Calm down, you’ll all get your turn. One at atime, one at a time!”

   A terrible silence ruled the room, andseeing no other opinions, I instructed the students to pull out their notebooksand write a brief essay related to the theme of deep disappointment.

What did the students do when the author started his class?

                                C

   A year after graduation, I was offered aposition teaching a writing class. Teaching was a profession I had neverseriously considered, though several of my stories had been published. Iaccepted the job without hesitation, as it would allow me to wear a tie and goby the name of Mr. Davis. My father went by the same name, and I liked toimagine people getting the two of us confused. “Wait a minute,” someone mightsay, “are talking about Mr. Davis the retired man, or Mr. Davis the respectablescholar?”

   The position was offered at the last minute,and I was given two week to prepare, a period I spent searching for a briefcaseand standing before my full-length mirror, repeating the words, “Hello, class, I’mMr. Davis.” Sometimes I would give myself an aggressive voice. Sometimes Iwould sound experienced. But when the day eventually came, my nerves kicked inand the true Mr. Davis was there. I sounded not like a thoughtful professor,but rather a 12-year-old boy.

   I arrived in the classroom with paper cardsdesigned in the shape of maple leaves. I had cut them myself out of orangeconstruction paper. I saw nine students along a long table. I handed out thecards, and the students wrote down their names and fastened them to theirbreast pockets as I required.

   “All right then,” I said. “Okay, here we go.”Then I opened my briefcase and realized that I had never thought beyond thismoment. I had been thinking that the students would be the first to talk,offering their thoughts and opinions on the events of the day. I had imaginedthat I would sit on the edge of the desk, overlooking a forest of raised hands.Every student would shout to be heard, and I would knock on something in orderto silence them. I would yell, “Calm down, you’ll all get your turn. One at atime, one at a time!”

   A terrible silence ruled the room, andseeing no other opinions, I instructed the students to pull out their notebooksand write a brief essay related to the theme of deep disappointment.

The author chose the composition topic probably because________.

                                D

   It has been found that less than one shopperin five makes a complete shopping list before going to the store. The reasonfor this is that seven out of ten of today’s purchases(购买)are decided in the store, where the shoppers tend toward impulse(冲动)buying. Buying groceries on impulse had risen for the past forty years, andthis rise has coincided(巧合) with the growth of self-serviceshopping. However, in grocery stores where clerks wait on customers there ismuch less impulse buying. It is hard for people to buy on impulse if they haveto address a clerk.

   Psychologists have joined forces withmerchandising(商品) experts. It is their job topersuade people to buy products which they may not need or even want until theysee them attractively presented. It was discovered by the psychologists thatshoppers want help in their purchases. Having so many choices confuses them,and they prefer the package that attracts them. Therefore, it is now more usualfor food packers to pay attention to their package design. Attraction dependsheavily on the position of the product on the shelf, however. Thus, persuadingthe shopper to buy is easier if the product is located at eye-level.

According to the information in the first paragraph, ______ make a complete list.

                                D

   It has been found that less than one shopperin five makes a complete shopping list before going to the store. The reasonfor this is that seven out of ten of today’s purchases(购买)are decided in the store, where the shoppers tend toward impulse(冲动)buying. Buying groceries on impulse had risen for the past forty years, andthis rise has coincided(巧合) with the growth of self-serviceshopping. However, in grocery stores where clerks wait on customers there ismuch less impulse buying. It is hard for people to buy on impulse if they haveto address a clerk.

   Psychologists have joined forces withmerchandising(商品) experts. It is their job topersuade people to buy products which they may not need or even want until theysee them attractively presented. It was discovered by the psychologists thatshoppers want help in their purchases. Having so many choices confuses them,and they prefer the package that attracts them. Therefore, it is now more usualfor food packers to pay attention to their package design. Attraction dependsheavily on the position of the product on the shelf, however. Thus, persuadingthe shopper to buy is easier if the product is located at eye-level.

The reason for the above mentioned phenomenon is that _______.

                                D

   It has been found that less than one shopperin five makes a complete shopping list before going to the store. The reasonfor this is that seven out of ten of today’s purchases(购买)are decided in the store, where the shoppers tend toward impulse(冲动)buying. Buying groceries on impulse had risen for the past forty years, andthis rise has coincided(巧合) with the growth of self-serviceshopping. However, in grocery stores where clerks wait on customers there ismuch less impulse buying. It is hard for people to buy on impulse if they haveto address a clerk.

   Psychologists have joined forces withmerchandising(商品) experts. It is their job topersuade people to buy products which they may not need or even want until theysee them attractively presented. It was discovered by the psychologists thatshoppers want help in their purchases. Having so many choices confuses them,and they prefer the package that attracts them. Therefore, it is now more usualfor food packers to pay attention to their package design. Attraction dependsheavily on the position of the product on the shelf, however. Thus, persuadingthe shopper to buy is easier if the product is located at eye-level.

In grocery stores where customers are served there is less impulse shopping. This may be because ________.

                                D

   It has been found that less than one shopperin five makes a complete shopping list before going to the store. The reasonfor this is that seven out of ten of today’s purchases(购买)are decided in the store, where the shoppers tend toward impulse(冲动)buying. Buying groceries on impulse had risen for the past forty years, andthis rise has coincided(巧合) with the growth of self-serviceshopping. However, in grocery stores where clerks wait on customers there ismuch less impulse buying. It is hard for people to buy on impulse if they haveto address a clerk.

   Psychologists have joined forces withmerchandising(商品) experts. It is their job topersuade people to buy products which they may not need or even want until theysee them attractively presented. It was discovered by the psychologists thatshoppers want help in their purchases. Having so many choices confuses them,and they prefer the package that attracts them. Therefore, it is now more usualfor food packers to pay attention to their package design. Attraction dependsheavily on the position of the product on the shelf, however. Thus, persuadingthe shopper to buy is easier if the product is located at eye-level.

Shoppers tend to buy the products put on _______.