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1、最新资料推荐英语练习题3 Section Use of English Directions: Read the following text.Choose the best word（s） for each numbered blank and mark A, B, C or D on ANSWER SHEET 1.（ 10 points ） Health implies more than physical fitness. It also implies mental and emotional well-being. An angry, frustrated, emotionally
2、1 person in good physical condition is not 2 healthy. Mental health, therefore, has much to do 3 how a person copes with the world as she/he exists. Many of the factors that 4 physical health also affect mental and emotional well-being. Having a good self-image means that people have positive 5 pict
3、ures and good, positive feelings about themselves, about what they are capable 6, and about the roles they play. People with good self-images like themselves, and they are 7 like others. Having a good self-image is based 8 a realistic 9 of ones own worth and value and capabilities. Stress is an unav
4、oidable, necessary, and potentially healthful 10 of our society. People of all ages 11 stress. Children begin to 12 stress during prenatal development and during childbirth. Examples of stress inducing 13 in the life of a young person are death of a pet, pressure to 14 academically, the divorce of p
5、arents, or joining a new youth group. The different ways in which individuals 15 to stress may bring healthful or unhealthy results. One person experiencing a great deal of stress may function exceptionally well 16 another may be unable to function at all. If stressful situations are continually enc
6、ountered, the individuals physical, social, and mental health are eventually affected. Satisfying social relations are vital to 17 mental and emotional health. It is believed that in order to 18, develop, and maintain effective and fulfilling social relationships people must 19 the ability to know a
7、nd trust each other, understand each other, influence, and help each other. They must also be capable of 20 conflicts in a constructive way. 1. A. unstable B. unsure C. imprecise D. impractical 2. A. normally B. generally C. virtually D. necessarily 3. A. on B. at C. to D. with 4. A. signify B. infl
8、uence C. predict D. mark 5. A. intellectual B. sensual C. spiritual D. mental 6. A. to be doing B. with doing C. to do D. of doing 7. A. able better to B. able to better C. better to able D. better able to 8. A. on B. from C. at D. about 9. A. assessment B. decision C. determination D. assistance 10
9、. A. ideality B. realization C. realism D. reality 11. A. occur B. engage C. confront D. encounter 12. A. tolerate B. sustain C. experience D. undertake 13. A. evidence B. accidents C. adventures D. events 14. A. acquire B. achieve C. obtain D. fulfil 15. A. respond B. return C. retort D. reply 16.
10、A. why B. when C. while D. where 17. A. sound B. allround C. entire D. whole 18. A. illuminate B. enunciate C. enumerate D. initiate 19. A. access B. assess C. process D. possess 20. A. resolving B. saluting C. desolving D. solving SectionReading Comprehension Part A Directions: Read the following f
11、our texts. Answer the questions below each text by choosing A, B, C or DMark your answers on ANSWER SHEET 1（40 points） Text 1 As we have seen in earlier chapters, the American definition of success is largely one of acquiring wealth and a higher material standard of living. It is not surprising, the
12、refore, that Americans have valued education for its monetary value. The belief is wide spread in the United States that the more schooling people have, the more money they will earn when they leave school. The belief is strongest regarding the desirability of an undergraduate university degree, or
13、a professional degree such as medicine or law following the undergraduate degree. The money value of graduate degrees in“nonprofessional”fields such as art, history, or philosophy is not as great. This belief in the monetary value of education is supported by statistics on income. Ben Wattenberg, a
14、social scientist, estimated that in the course of a lifetime a man with a college degree in 1972 would earn about￥380 000 more than a man with just a high school diploma. Perhaps this helps to explain survey findings which showed that Americans who wished they had led their lives differently in some
15、 way regretted most of all that they did not get more education. The regret is shared by those who have made it to the top and by those who have not. Journalist Richard Reeves quotes a black worker in a Ford automobile factory. When I was in the ninth grade, I was getting bad grades and messing arou
16、nd. My father came home in the kitchen one night with a pair of Ford work pants and he threw them in my face.“Put these on,”he said,“because youre going to be wearing them the rest of your life if you dont get an education.” Douglas Fraser, the president of the United Auto Workers Union, regretted n
17、ot finishing high school so much that he occasionally lied about it. He told Richard Reeves about his pride in graduating from high school, but then a few minutes later he said: I wasnt telling the truth about high school. I never finished. I quit in the twelfth grade to take a jobIts funny after al
18、l these years, I still lie about it. Because the fact is, I still think it was a stupid thing to do. I should have finished my education. Even a man like Fraser, a nationally known and successful leader, was troubled by regrets that he did not climb higher on the educational ladder. 21.What is the m
19、ain idea of this passage? A.Americans place a high value on education. B.Americans believe it is possible, though difficult, to be successful without an advanced degree. C.Americans believe that the more the education, the higher the salary. D.A basic American value is acquiring material wealth. 22.
20、Which of the following degrees would probably be most valued by Americans? A.A masters degree in literature. B.A masters degree in specialized fields. C.A masters degree in pure maths. D.A masters degree in anthropology. 23.The survey conducted by Ben suggested that people regretted most having not
21、got more education. A.who hoped to teach B.who were not content with their own way of living C.who were proud of their social positions D.who had quit high schools too early 24.When the factory worker in the third paragraph was a teenager, his father . A.wanted him to start earning a living B.wanted
22、 him to study harder C.wanted him to work with him at the Ford plant D.wanted him to stop wearing such messy clothes 25. Which of the following is TRUE about Douglas Fraser? A.He was proud to have finished high school. B.He became a successful leader thanks to his education. C.He wished he hadnt dro
23、pped out of school. D.He was a liar. Text 2 The main idea of these business-school academics is appealing. In a word where companies must adapt to new technologies and source of competition, it is much harder than it used to be to offer good employees job security and an opportunity to climb the cor
24、porate ladder. Yet it is also more necessary than ever for employees to invest in beter skills and sparkle with bright ideas. How can firms get the most out of people if they can no longer offer them protection and promotion? Many bosses would love to have an answer. Sumantrra Ghoshal of the London
25、Business School and Christopher Bartlett of the Harvard Business school think they have one:“Employability.”If managers offer the right inds of training and guidance, and change their attitude towards their underlings, they will be able to reassure their employees that they will always have the skil
26、ls and experience to find a good job-even if it is with a different company. Unfortunately, they promise more than they deliver. Their thoughts on what an ideal organization should accomplish are hard to quarrel with: encourage people to be creative, make sure the gains from creativity are shared wi
27、th the pains of the business that can make the most of them, keep the organization from getting stale and so forth. The real disappointment comes when they attempt to show how firms might actually create such an environment. At its nub is the notion that companies can attain their elusive goals by c
28、hanging their implicit contract with individual workers, and treating them as a source of value rather than a cog in a machine. The authors offer a few inspiring example of companies-they include Motorola, 3M and ABB-that have managed to go some way towards creating such organizations. But they offe
29、r little useful guidance on how to go about it, and leave the biggest questions unanswered. How do you continuously train people, without diverting them from their everyday job of making the business more profitable? How do you train people to be successful elsewhere while still encouraging them to
30、make big commitments to your own firm? How do you get your newly liberated employees to spend their time on ideas that create value, and not simply on those they enjoy? Most of their answers are platitudinous, and when they are not they are unconvincing. 26. We can infer from the passage that in the
31、 past an employee . A. had job security and opportunity of promotion B. had to compete with each other to keep his job C. had to undergo training all the time D. had no difficulty climbing the corporate ladder 27What does the writer of this passage think of the ideas of Ghoshal and Bartlett? A. Very
32、 instructive. B. Very inspiring. C. Hard to implement. D. Quite harsh. 28In their work, Ghoshal and Bartlett discuss . A. changes in business organizations B. contracts between employers and employees C. employment situation D. management ideas 29This passage seems to be a（n） . A. book review B. adv
33、ertisement C. news report D. research paper 30. According to Chritopher Bartlett what will improve“employability”? A. Ability to lay out ones talents to employers. B. Skills and knowledge accumulated from school education. C. Training opportunity and guidance offered by company. D. Being creative an
34、d ready to share collective wisdom. Text 3 To understand the failings of existing farm programs, its important to understand the roots of the current farm crisis. At the heart of the problem is money-how much there is and how much it costs to borrow. A farmer is a debtor almost by definition. In my
35、own state, its not unusual for a wheat farmer with 1,000 acres to owe several hundred thousand dollars for land and machinery. In addition to making payments on these loans, its common for such a farmer to borrow about $ 40,000 each spring to cover fertilizer, diesel fuel, seed, and other operating
36、expenses. The months before the harvest will be anxious ones as the farmer contemplates all the things that could bring: financial hardship, bad weather, crop disease, insects, falling commodity prices. If he has a good year, the farmer can repay his loans and retain some profit; in a bad one, he ca
37、n lose his whole farm. Money thus becomes one of the farmers biggest expenses. Most consumers can find some refuge from high interest rates by postponing large purchases like houses or cars. Farmers have no choice. In 1989, for example, farmers paid $12 billion in interest costs while earning $ 32 b
38、illion; last year they paid $ 22 billion in interest costs, while earning only $ 20 billion. In a business in which profit margins are small, $ 4,000 more in interest can mean the difference between profit and loss. Since 1985, 100,000 family farms have disappeared, and while interest rates have fal
39、len recently, they still imperil the nations farmers. This is why the most basic part of our nations farm policy is its money and credit policy-which is set by Paul Voicker and the Federal Reserve Board. The Federal Reserve Boards responsibility for nearly ruining our economy is well-known. Whats of
40、ten overlooked is how the boards policies have taken an especially devastating toil on farmers. While high interest rates have increased farm expenses, theyve also undermined the export market farmers have traditionally relied on.High interest rates, by stalling our economic engines, have been a dra
41、g on the entire worlds economy. Developing and thirdworld nations have been particularly hard hit; struggling just to meet interest payments on their loans from multinational banks, they have had little cash left over to buy our farm products. Even those countries that could still afford our farm pr
42、oducts abandoned us for other producers. Our interest rates were so high that they attracted multinational bankers, corporations, and others who speculate on currencies of different countries. These speculators were willing to pay more for dollars in terms of pesos, yen, or marks because those rates
43、 guaranteed them such a substantial return. 31.This passage is intended to . A.suggest effective means to deal with money crisis B.satire the existing farm programs C.argue against the current interest rates policy D.advocate a modest attitude towards farmers 32.The author believes that . A.high int
44、erest rates have an immediate effect on the farming industry B.the Federal Reserve Boards policies will stimulate the export market C.reduction of costs is a sure way to gain longterm profitability to the farmers D.radical reforms are essential for the increase of productivity 33.Nowadays, developin
45、g and third world nations rarely buy American farm products mainly because . A.they rely on their domestic markets and are self-sufficient on the whole B.there are small profit margins in the business C.farm products offered by other producers are of higher quality D.they have financial difficulty 3
46、4.Multinational bankers and corporations were willing to pay more for dollars in terms of pesos and other currencies in the hope of . A.gaining a large profit B.helping those poor nations C.decreasing interest rates D.overcoming financial hardships 35.By“A farmer is a debtor almost by definition.”is
47、 meant that . A.a“farmer”originally means a“debtor” B.farmers have more to buy than workers or whatsoever C.farmers have no choice but to pay high interest rates D.farmers are vulnerable to natural disasters Text 4 Among the many ways in which people communicate through speech, public speaking has p
48、robably received more study and attracted more attention than any other. Politicians campaigning for public office, salespeople presenting products, and preachers delivering sermons all depend upon this form of public communication. Even people who do not make speaking a part of their daily work are often asked to make public speeches: students at graduation, for instance, or members of churches, clubs, or other organizations. Nearly everyone sp