59.Some rich people consider themselves unsuccessful because .

　　[A]their life is miserable [B]they do not live in peace

　　[C]their goals are too low

　　[D]they are not rich enough by their own standards

　　60.The last paragraph implies that .

　　[A]we should have high goals

　　[B]success means achieving great goals

　　[C]success means taking a walk in the park

　　[D]success means trying one’s best at what one really likes

　　61.This passage mainly talks about .

　　[A]the definition of success

　　[B]how to achieve success

　　[C]how to set goals

　　[D]the importance of goals

　　Passage Two

　　Questions 62 to 66 are based on the following passage.

　　Teaching children to read well from the start is the most important task of elementary schools. But relying on educators to approach this task correctly can be a great mistake. Many schools continue to employ instructional methods that have been proven ineffective. The staying power of the “look-say” or “whole-word” method of teaching beginning reading is perhaps the most flagrant example of this failure to instruct effectively.

　　The whole-word approach to reading stresses the meaning of words over the meaning of letters, thinking over decoding, developing a sight vocabulary of familiar words over developing the ability to unlock the pronunciation of unfamiliar words. It fits in with the self-directed, “learning how to learn” activities recommended by advocates (倡導者)of “open” classrooms and with the concept that children have to be developmentally ready to begin reading. Before 1963, no major publisher put out anything but these “Run-Spot-Run” readers.

　　However, in 1955, Rudolf Flesch touched off what has been called “the great debate” in beginning reading. In his best-seller Why Johnny Can’t Read, Flesch indicted(控訴)the nation’s public schools for miseducating students by using the look�瞫ay method. He said—and more scholarly studies by Jeane Chall and Rovert Dykstra later confirmed — that another approach to beginning reading, founded on phonics(語音學), is far superior.

　　Systematic phonics first teachers children to associate letters and letter combinations with sounds; it then teaches them how to blend these sounds together to make words. Rather than building up a relatively limited vocabulary of memorized words, it imparts a code by which the pronunciations of the vast majority of the most common words in the English language can be learned. Phonics does not devalue the importance of thinking about the meaning of words and sentences; it simply recognizes that decoding is the logical and necessary first step.