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选择搭配题 （一） 七选五填空式阅读Directions: In the following text, some sentences have been removed. For Questions 41-45, choose the most suitable one from the list A-G to fit into each of numbered blanks. There are two extra choices, which do not fit in any of the blanks. Mark your answers on ANSWER SHEET 1. （10 points） Passage 1 Long before Man lived on the Earth, there were fishes, reptiles, birds, insects, and some mammals. Although some of these animals were ancestors of kinds living today, others are now extinct, that is, they have no descendants alive now. 41）_______. Very occasionally the rocks show impression of skin, so that, apart from color, we can build up a reasonably accurate picture of an animal that died millions of years ago. That kind of rock in which the remains are found tells us much about the nature of the original land, often of the plants that grew on it, and even of its climate. 42） _____ Nearly all of the fossils that we know were preserved in rocks formed by water action, and most of these are of animals that lived in or near water. Thus it follows that there must be many kinds of mammals, birds, and insects of which we know noting. 43） _____ There were also crablike creatures, whose bodies were covered with a horny substance. The body segments each had two pairs of legs, one pair for walking on the sandy bottom, the other for swimming. The head was a kind of shield with a pair of compound eyes, often with thousands of lenses. They were usually an inch or two long but some were 2 feet. 44） ______ Of these, the ammonites are very interesting and important. They have a shell composed of many chambers, each representing a temporary home of the animal. As the young grew larger it grew a new chamber and sealed off the previous one. Thousands of these can be seen in the rocks on the Dorset Coast. 45） ______ About 75 million years ago the Age of Reptiles was over and most of the groups died out. The mammals quickly developed, and we can trace the evolution of many familiar animals such as the elephant and horse. Many of the later mammals though now extinct, were known to primitive man and were featured by him in cave paintings and on bone carvings. [A] The shellfish have a long history in the rock and many different kinds are known. [B] Nevertheless, we know a great deal about many of them because their bones and shells have been preserved in the rocks as fossils, from them we can tell their size and shape, how they walked, the kind of food they ate. [C] The first animals with true backbones were the fishes, first known in the rocks of 375 million years ago. About 300 million years ago the amphibians, the animals able to live both on land and in water, appeared. They were giant, sometimes 8 feet long, and many of them lived in the swampy pools in which our coal seam, or layer, or formed. The amphibians gave rise to the reptiles and for nearly 150 million years these were the principal forms of life on land, in the sea, and in the air. [D] The best index fossils tend to be marine creature. There animals evolved rapidly and spread over large over large areas of the world. [E] The earliest animals whose remains have been found were all very simple kinds and lived in the sea. Later forma are more complex, and among these are the sea-lilies, relations of the star-fishes, which had long arms and were attached by a long stalk to the sea bed, or to rocks. [F] When an animal dies, the body, its bones, or shell, may often be carried away by streams into lakes or the sea and there get covered up by mud. If the animal lived in the sea its body would probably sink and be covered with mud. More and more mud would fall upon it until the bones or shell become embedded and preserved. [G] Many factors can influence how fossils are preserved in rocks. Remains of an organism may be replaced by minerals, dissolved by an acidic solution to leave only their impression, or simply reduced to a more stable form. 参考答案：41.B 42.F 43.E 44.A 45.C Passage 2 English has become the world's number one language in the 20th century. In every country where English is not the native language, especially in the Third World, people must strive to learn it to the best of their abilities, if they want to participate fully in the development of their countries.41） ________. 42） ________. Nonetheless, a world full of different languages will disappear if the present trend in many countries to use English to replace the national or official languages in education, trade and even politics continues. 43） ________ The Third World countries that are now using English as a medium of instruction are depriving 75 per cent of their future leaders of a proper education. According to many studies, only around 20 to 25 per cent of students in these countries can manage to learn the language of instruction （English） as well as basic subjects at the same time. Many leaders of these Third World countries are obsessed with English and for them English is everything. They seem to believe that if the students speak English, they are already knowledgeable. 44） ________ All the greatest countries of the world are great because they constantly use their own languages in all national development activities, including education. From a psychological point of view, those who are taught in their own language from the start will develop better self-confidence and self-reliance. From a linguistic point of view, the best brains can only be produced if students are educated in their own language from the start. 45） ________ There is nothing wrong, however, in learning a foreign language at advanced levels of education. But the best thing to do is to have a good education in one's native language first, then go abroad to have a university education in a foreign language. [A] If this situation continues, the native or official languages of these countries will certainly die within two or three generations. This phenomenon has been called linguistic genocide. A language dies if it is not fully used in most activities, particularly as a medium of instruction in schools. [B] Those who are taught in a foreign language from the start will tend to be imitators and lack self-confidence. They will tend to rely on foreign consultants. [C] Suppose you work in a big firm and find English very important for your job because you often deal with foreign businessmen. Now you are looking for a place where you can improve your English, especially your spoken English. [D] But many people are concerned that English's dominance will destroy native languages. [E] These leaders speak and write English much better than their national languages. If these leaders deliver speeches anywhere in the world they use English and they feel more at home with it and proud of their ability as well. The citizens of their countries do not understand their leaders' speeches because they are made in a foreign language. [F] Here are some advertisements about English language training from newspapers. You may find the information you need. [G] A close examination reveals a great number of languages have fallen casualty to English. For example, it has wiped out Hawaiian, Welsh, Scotch Gaelic, Irish, native American languages, and many others. Luckily, some of these languages are now being revived, such as Hawaiian and Welsh, and these languages will live again, hopefully, if dedicated people continue their work of reviving them. 参考答案：41.D 42.G 43.A 44.E 45.B [NextPage] （二） 排序题 Directions: The following paragraphs are given in a wrong order for Questions 41 - 45, you are required to reorganize these paragraphs into a coherent article by choosing from the list A-E to fill in each numbered box. The first and the last paragraphs have been placed for you in Boxes. Mark your answers on ANSWER SHEET 1. （10 points） [A] I just don’t know how to motivate them to do a better job. We’re in a budget crunch and I have absolutely no financial rewards at my disposal. In fact, we'll probably have to lay some people off in the near future. It's hard for me to make the job interesting and challenging because it isn't — it's boring, routine paperwork, and there isn't much you can do about it. [B] "Finally, I can't say to them that their promotions will hinge on the excellence of their paperwork. First of all, they know it's not true. If their performance is adequate, most are more likely to get promoted just by staying on the force a certain number of years than for some specific outstanding act. Second, they were trained to do the job they do out in the streets, not to fill out forms. All through their career it is the arrests and interventions that get noticed. [C] "I've got a real problem with my officers. They come on the force as young, inexperienced men, and we send them out on the street, either in cars or on a beat, They seem to like the contact they have with the public, the action involved in crime prevention, and the apprehension of criminals. They also like helping people out at fires, accidents, and other emergencies. [D] "Some people have suggested a number of things like using conviction records as a performance criterion. However, we know that's not fair — too many other things are involved. Bad paperwork increases the chance that you lose in court, but good paperwork doesn't necessarily mean you'll win. We tried setting up team competitions based on the excellence of the reports, but the guys caught on to that pretty quickly. No one was getting any type of reward for winning the competition, and they figured why should they labor when there was no payoff." [E] "The problem occurs when they get back to the station. They hate to do the paperwork, and because they dislike it, the job is frequently put off or done inadequately. This lack of attention hurts us later on when we get to court. We need clear, factual reports. They must be highly detailed and unambiguous. As soon as one part of a report is shown to be inadequate or incorrect, the rest of the report is suspect. Poor reporting probably causes us to lose more cases than any other factor. [F] "So I just don't know What to do. I've been groping in the dark in a number of years. And I hope that this seminar will shed some light on this problem of mine and help me out in my future work." [G] A large metropolitan city government was putting on a number of seminars for administrators, managers and/or executives of various departments throughout the city. At one of these sessions the topic to be discussed was motivation — how we can get public servants motivated to do a good job. The difficulty of a police captain became the central focus of the discussion. Order:
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Passage 1 Directions:You are going to read a list of headings and a text about plagiarism in the academic community. Choose the most suitable heading from the list A-F for each numbered paragraph （41 - 45）. The first and last paragraphs of the text are not numbered. There is one extra heading which you do not need to use. Mark your answers on ANSWER SHEET 1. （10 points） [A] What to do as a student? [B] Various definitions of plagiarism [C] Ideas should always be sourced [D] Ignorance can be forgiven [E] Plagiarism is equivalent to theft [F] The consequences of plagiarism Scholars, writers and teachers in the modern academic community have strong feelings about acknowledging the use of another person's ideas. In the English-speaking world, the term plagiarism is used to label the practice of not giving credit for the source of one's ideas. Simply stated, plagiarism is "the wrongful appropriation or purloining, and publication as one's own of the ideas, or the expression of ideas of another."
The most serious kind of academic thievery is plagiarism by intention. The writer, limited by his laziness and dullness, copies the thoughts and language of others and claims them for his own. He not only steals, he tries to deceive the reader into believing the ideas are original. Such words as immoral, dishonest, offensive, and despicable are used to describe the practice of plagiarism by intention.
How Can a Parent Help? Mothers and fathers can do a lot to ensure a safe landing in early adulthood for their kids. Even if a job’s starting salary seems too small to satisfy an emerging adult’s need for rapid content, the transition from school to work can be less of a setback if the start-up adult is ready for the move. Here are a few measures, drawn from my book Ready or Not, Here Life Comes, that parents can take to prevent what call “work-life unreadiness.”
Playing video games encourages immediate content. And hours of watching TV shows with canned laughter only teaches kids to process information in a passive way. At the same time, listening through earphones to the same monotonous beats for long stretches encourages kids to stay inside their bubble instead of pursuing other endeavors. All these activities can prevent the growth of important communication and thinking skills and make it difficult for kids to develop the kind of sustained concentration they will need for most jobs.
They should know how to deal with setbacks, stress and feeling of inadequacy. They should also learn how to solve problems and resolve conflicts, ways to brainstorm and think critically. Discussions at home can help kids practice doing these things and help them apply these skills to everyday life situations. What about the son or daughter who is grown but seems to be struggling and wandering aimlessly through early adulthood? Parents still have a major role to play, but now it is more delicate. They have to be careful not to come across as disappointed in their child. They should exhibit strong interest and respect for whatever currently interests their fledging adult （as naive or ill conceived as it may seem） while becoming a partner in exploring options for the future. Most of all, these new adults must feel that they are respected and supported by a family that appreciates them. 参考答案：FDBCE [NextPage] 信息匹配题 Directions: You are going to read a text about the tips on resume writing, followed by a list of examples. Choose the best example from the list A-F for each numbered subheading （41 - 45）. There is one extra example which you do not need to use. Mark your answers on ANSWER SHEET 1. （10 points） The main purpose of a resume is to convince an employer to grant you an interview. There are two kinds. One is the familiar "tombstone" that lists where you went to school and where you've worked in chronological order. The other is what I call the "functional" resume — descriptive, fun to read, unique to you and much more likely to land you an interview. It's handy to have a "tombstone" for certain occasions. But prospective employers throw away most of those un-requested "tombstone" lists, preferring to interview the quick rather than the dead. What follows are tips on writing a functional resume that will get read — a resume that makes you come alive and look interesting to employers. 41. Put yourself first: In order to write a resume others will read with enthusiasm, you have to feel important about yourself. 42. Sell what you can do, not who you are: Practice translating your personality traits, character, accomplishments and achievements into skill areas. There are at least five thousand skill areas in the world of work. Toot your own horn! Many people clutch when asked to think about their abilities. Some think they have none at all! But everyone does, and one of yours may just be the ticket an employer would be glad to punch — if only you show it. 43. Be specific, be concrete, and be brief! Remember that "brevity is the best policy." 44. Turn bad news into good: Everybody has had disappointments in work. If you have to mention yours, look for the positive side. 45. Never apologize: If you've returning to the work force after fifteen years as a parent, simply write a short paragraph （summary of background） in place of a chronology of experience. Don't apologize for working at being a mother; it's the hardest job of all. If you have no special training or higher education, just don't mention education. The secret is to think about the self before you start writing about yourself. Take four or five hours off, not necessarily consecutive, and simply write down every accomplishment in your life, on or off the job, that made you feel effective. Don't worry at first about what it all means. Study the list and try to spot patterns. As you study your list, you will come closer to the meaning: identifying your marketable skills. Once you discover patterns, give names to your cluster of accomplishments （leadership skills, budget management skills, child development skills etc.） Try to list at least three accomplishments under the same skills heading. Now start writing your resume as if you mattered. It may take four drafts or more, and several weeks, before you've ready to show it to a stranger （friends are usually too kind） for a reaction. When you've satisfied, send it to a printer; a printed resume is far superior to photocopies. It shows an employer that you regard job hunting as serious work, worth doing right. Isn't that the kind of person you'd want working for your? [A] A woman who lost her job as a teacher's aide due to a cutback in government funding wrote: "Principal of elementary school cited me as the only teacher's aide she would rehire if government funds became available." [B] One resume I received included the following: "Invited by my superior to straighten out our organization's accounts receivable. Set up orderly repayment schedule, reconciled accounts weekly, and improved cash flow 100 per cent. Rewarded with raise and promotion." Notice how this woman focuses on results, specifies how she accomplished them, and mentions her reward — all in 34 words. [C] For example, if you have a flair for saving, managing and investing money, you have money management skills. [D] An acquaintance complained of being biased when losing an opportunity due to the statement "Ready to learn though not so well educated". [E] One of my former colleagues, for example, wrote resumes in three different styles in order to find out which was more preferred. The result is, of course, the one that highlights skills and education background. [F] A woman once told me about a cash-flow crisis her employer had faced. She'd agreed to work without pay for three months until business improved. Her reward was her back pay plus a 20 percent bonus. I asked why that marvelous story wasn't in her resume. She answered, "It wasn't important." What she was really saying of course was "I'm not important." 参考答案：FCBAD |
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