A．the variety of professional clothing is too wide for them to choose

　　B．women are generally thought to be only good at being fashion models

　　C．men are more favorably judged for managerial positions

　　D．they are not sure to what extent they should display their feminine qualities through clothing

　　Part IV EnglishChinese Translation

　　Directions:Read the following passage carefully and then translate the underlined sentences into Chinese.(15 points)

　　Read the following passage carefully and then translate the underlined sentences into Chinese.(15 points)

　　The Reader has long been the black sheep of the EFL classroom. Teachers either ignore Readers, or neglect and abuse them, failing to recognize their learning potential. The reason for this can no longer be laid at the door of the publishers. Nowadys, a vast range of material is produced suitable for all interests, age ranges, and ability levels. It is more probably the attitude of the teacher, and thus, the student which is responsible. Are any of the following close to your own attitude, or familiar to you from converesations with colleagues?“Readers are an expensive luxury. The school cannot afford them. Othere things must come first.”

　　(71) “I am trying to get through a fairly dense syllabus to equip my students, ultimately, for examinations; I cannot spare the time for frills.” “Reading for pleasure is a private and personal thing. I cannot see how this can be used in the EFL classroom.”(72) “I understand that extensive reading for pleasure can only improve language, but I have no way of checking that learning has taken place other than comprehension questions. These activities reduce the pleasure.”

　　The above are explanations, excuses, reasons and justifications from teachere talking about the scant use of Readers in the classroom. Their comments illustrate three views prevalent at present. (73) First, that teachers feel that time spared for Readers will in some way deprive their students of certain key language skills and abilities. Second, that teachers are fostering or even pandering to student's reluctance to read for pleasure. (74) Finally, that teachers are unaware of how to use and exploit Readres in their classrooms and, therefore, provide a limited range of activities which, in turn, limits the responses of their students. (75) If teachers take Readers into classroom with any one, or a combination of the above attiudes, this will be imparted to the students who will then also believe that Readers are preventing them from doing something more important and are

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