同等学力英语每日练习：2017年1月15日

 Visual impairment（视觉障碍）carries with it a reduced orrestricted ability to travel through one’s physical andsocial environment until adequate orientation and mobility skills have beenestablished. Because observational skills are more limited，self-control within the immediate surroundings is limited. Thevisually impaired person is less able to anticipate hazardous situations or obstaclesto avoid.

     Orientation refers to the mental map one has of one’s surroundings and to the relationship between self and thatenvironment. The mental map is best generated by moving through the environmentand piecing together relationships，object by object，in an organized approach. With little or no visual feedback toreinforce this mental map，a visually impaired personmust rely on memory for key landmarks and other clues. Landmarks and cluesenable visually impaired persons 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 arenecessary to good mobility skills. Once visually impaired students learn totravel safely as pedestrians（行人）they also need to learnto 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 preschoolyears and may continue after high school. Many visually impaired children lackadequate concepts regarding time and space or objects and events in theirenvironment. During the early years much attention is focused on the developmentof some fundamental concepts，such as inside or outside，in front of or behind，fast or slow，movement of traffic，the variety orintersections，elevators or escalators，and so forth. These concepts are essential to safe，efficient travel through familiar and unfamiliar settings，first within buildings，then in residentialneighborhoods，and finally in business communities.

1.  Howcan we increase the visually impaired person’s ability to travelthrough his physical and social environment？

A. By helping him develop adequateorientation and mobility skills.

B. By teaching him to learnobservational skills.

C. By warning him of hazardoussituations or obstacles.

D. By improving his visual ability.

2.  Thevisually impaired person’s position in space        .

A. is not determined by memory but byphysical landmarks and clues

B. is located in relation to other itemsin his mental map

C. enables him to construct the mentalmap

D. reinforces the mental map of hissurroundings

3.  Mobilityskills which the visually impaired person is learning refer to the ability        .

A. to travel as a dependent tourist   

B. to travel as a pedestrian and apassenger

C. to travel as a pedestrian with acompany

D. to travel within the safe physicaland social environment

4.  Inthe passage，the author insists that        .

A. visually impaired children go toschool for survival

B. the needs and demands of visuallyimpaired children expand

C. visually impaired children acquirethe fundamental concepts for safe mobility

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

5.  Whatis the author mainly talking about in the passage？

A. Visual impairment and memory.

B. The visually impaired person’sphysical and social environment.

C. Mental development of the visuallyimpaired person.

D. Orientation and mobility of thevisually impaired person.

OTS2保过班：含词汇、基础班、强化班、模考讲评、考点预测、40课时保过小课、8课时一对一辅导。协议保过当年不过第二年免费重读相应课程。（适合基础不错或是词汇量在2000以上或是过往考试在30分以上，时间不太充足的学员。）

译文：

有视觉障碍的人如果没有掌握足够的定位和移动技能，他们在自然和社会环境中的行走能力会减弱或受到限制。因为在临近的环境中的自控能力受到限制，观察能力就更加受到限制，有视觉障碍的人不能预见应该避免的危险情况或障碍。

定位指的是一个人根据自己周围的环境以及他自身与这一环境的关系在大脑中形成的一张脑部图。通过在环境中移动，将环境中各个物体之间的关系一个一个地联系起来，就能够最好地形成这种脑部地图。很少或根本没有视觉反馈来加强这种脑部地图的话，有视觉障碍的人就必须依靠对关键性地标的记忆和其他线索。地标和线索使有视觉障碍的人能够确定他的位置和空间。

另外，移动指的是一个人在自然和社会环境中安全、有效地从一点向另一点行走的能力。良好的定位技能对良好的移动技能是必要的。一旦有视觉障碍的学生学会像行人一样安全行走，他还需要学会使用公共交通工具，以便尽可能地独立。

为了满足有视觉障碍者不断增长的需求，人们制订了一系列的培训计划，这种培训开始于学前阶段并持续到中学毕业。许多有视觉障碍的儿童对其环境中的空间或物体以及事件缺少适当的概念。在早期阶段，培训的重点应该放在一些基本概念的学习上，比如里或外、前或后、交通工具运行得快或慢、线路变化或交叉路口、电梯或自动扶梯等。这些概念对安全、有效地穿行于熟悉或不熟悉的环境至关重要，首先是有关建筑物内的概念，然后是有关其住宅区附近的概念，最后是有关商业区的概念。