We are seeking an （） to represent us in talks with our Japanese clients.

A:interpret B:interpreter C:interpreting D:interpretation

We are seeking an （） to represent us in talks with our Japanese clients.

A:interpret B:interpreter C:interpreting D:interpretation

In the first sentence of Paragraph 2, "interpreting" probably refers to ______.

A:according to B:explaining C:carrying on D:doing away

Reading is thought to be a kind of conversation between the reader and the text. The reader puts questions, as it were, to the text and gets answers. In the light of these he puts further questions, and so on.
For most of the time this "conversation" goes on below the level of consciousness. At times, however, we become aware of it. This is usually when we are running into difficulties, when mismatch is occurring between expectations and meaning. When successful matching is being experienced our questioning of the text continues at the unconscious level.
Different people converse with text differently. Some stay very close to the words on the page; others take off imaginatively from the words, interpreting, criticizing, analyzing and examining. The former represents a kind of comprehension which is written in the text. The latter represents higher levels of comprehension. The balance between these is important, especially for advanced readers.
There is another conversation which from our point of view is equally important, and that is to do not with what is read but with how it is read. We call this a "process" conversation as opposed to a "content" conversation. It is concerned not with meaning but with the strategies (策略) we employ in reading. If we are an advanced reader our ability to hold a content conversation with a text is usually pretty well developed. Not so our ability to hold a process conversation. It is precisely this kind of conversation that is of importance when we are seeking to develop our reading to meet the new demands being placed upon us by studying at a higher level.

According to the passage, it is of great importance for readers at a higher level to maintain a balance between （　）

A:conscious and unconscious levels of comprehension B:the readers’ expectations and the meaning of a text C:lower and higher levels of comprehension D:interpreting and criticizing a text

Reading involves looking at graphic symbols and formulating mentally the sounds and ideas they represent. Concepts of reading have changed (51) over the centuries. During the 1950’s and 1960’s especially, increased attention has been devoted to defining and describing the reading process. (52) specialists agree that reading (53) a complex organization of higher mental (54) , they disagree about the exact nature of the process. Some experts, who regard language primarily as a code using symbols to represent sounds, (55) reading as simply the decoding of symbols into the sounds they stand (56) . These authorities (57) that meaning, being concerned with thinking, must be taught independently of the decoding process.
Others maintain that reading is inexplicably related to thinking, and that a child who pronounces sounds without (58) their meaning is not truly reading. The reader, (59) some, is not just a person with a theoretical ability to read but one who (60) reads. Many adults, although they have the ability to read, have never read a book in its entirety. But some expert they would not be (61) as readers. Clearly, the philosophy, objectives, methods and materials of reading will depend on the definition one use. By the most (62) and satisfactory definition, reading is the ability to (63) the sound-symbols code of the language, to interpret meaning for various purposes, at various rates, and at various levels of difficulty, and to do (64) widely and enthusiastically. (65) reading is the interpretation of ideas through the use of symbols representing sounds and ideas.

A:interpreting B:saying C:explaining D:reading