填空题The Effectiveness of a Person
1. believe there is no such thing as (1) , (1) ______
so the solution is (2) when it is optimum or close to the best. (2) ______
2. believe (3) of life, the universe, (3) ______
people, etc, is relatively good
If we believe that people are evil, we may react Io them
(4) . (4) ______
When we believe they do (5) , from a good intention, (5) ______
then we begin to understand them better.
3. seek only obtaining a result, a decision,
a change, not to (6) . (6) ______
Losing is the (7) . (7) ______
Therefore. it cannot be good or bad, it’s where we start off from.
4. believe there is no failure or success,
only (8) . (8) ______
The Effective person obtain feedback not failure or success.
5. act with integrity and honesty.
And sometimes telling the truth is (9) , (9) ______
as when this causes great upset in the other person for no good reason.
By putting aside our childish definitions, we can understand
and live (10) . and reap all the benefits. (10) ______

单项选择题It was eleven o’clock that night when Mr. Pontellier returned from Klein’s hotel. He was in an excellent humor, in high spirits, and very talkative. His entrance awoke his wife, who was in bed and fast asleep when he came in. He talked to her while he undressed, telling her anecdotes and bits of news and gossip that he had gathered during the day. From his trousers pockets he took a fistful of crumpled bank notes and a good deal of silver coin, which he piled on the bureau indiscriminately with keys, knife, handkerchief, and whatever else happened to be in his pockets, she was overcome with sleep, and answered him with little half utterances.
He thought it very discouraging that his wife, who was the sole object of his existence, evinced so little interest in things which concerned him, and valued so little his conversation.
Mr. Pontellier had forgotten the bonbons and peanuts for the boys. Notwithstanding he loved them very much, and went into the adjoining room where they were resting comfortably. The result of his investigation was far from satisfactory. He turned and shifted the youngsters about in bed. One of them began to kick and talk about a basket full of crabs.
Mr. Pontellier returned to his wife with the information that Raoul had a high fever and needed looking after. Then he lit a cigar and went and sat near the open door to smoke it.
Mrs. Pontellier was quite sure Raoul had no fever. He had gone to bed perfectly well, she said, and nothing had ailed him all day. Mr. Pontellier was too will acquainted with fever symptoms to be mistaken. He assured her the child was consuming at that moment in the next room.
He reproached his wife with her inattention, her habitual neglect of the children. If it was not a mother’s place to look after children, whose on earth was it He himself had his hands full with his brokerage business. He could not be in two places at once; making a living for his family on the street, and staying at home to see that no harm befell them. He talked in a monotonous, insistent way.
Mrs. Pontellier sprang out of bed and went into the next room. She soon came back and sat on the edge of the bed, leaning her head down on the pillow. She said nothing, and refused to answer her husband when he questioned her. When his cigar was smoked out he went to bed, and in half a minute he was fast asleep.
Mrs. Pontellier was by that time thoroughly awake. She began to cry a little, and wiped her eyes on the sleeve of her peignoir. Blowing out the candle, which her husband had left burning, she slipped her bare feet into a pair of satin mules at the foot of the bed and went out on the porch, where she sat down in the wicker chair and began to rock gently to and fro.
It was then past midnight. The cottages were all dark. A single faint light gleamed out from the hallway of the house. There was no sound abroad except the hooting of an old owl in the top of a water-oak, and the everlasting voice of the sea, that was not uplifted at that soft hour. It broke like a mournful lullaby upon the night.
The tears came so fast to Mrs. Pontellier’ s eyes that the damp sleeve of her peignoir no longer served to dry them. She was holding the back of her chair with one hand; her loose sleeve had slipped almost to the shoulder of her uplifted arm. Turning, she thrust her face, steaming and wet, into the bend of her arm, and she went on crying there, not caring any longer to dry her face, her eyes, her arms. She could not have told why she was crying. Such experiences as the foregoing were not uncommon in her married life. They seemed never before to have to have weighed much against the abundance of her husband’s kindness and a uniform devotion which had come to be tacit and self-understood.
An indescribable oppression, which seemed to generate in some unfamiliar part of her consciousness, filled her whole being with a vague anguish. It was like a shadow, like a mist passing across her soul’s summer day. It was strange and unfamiliar; it was a mood. She did not sit there inwardly upbraiding her husband, lamenting at Fate, which had directed her footsteps to the path which they had taken. She was just having a good cry all to herself. The mosquitoes made merry over her, biting her firm, round arms and nipping at her bare insteps.
The little stinging, buzzing imps succeeded in dispelling a mood which might have held her there in the darkness half a night longer.

填空题There are many a career in which the increasing emphasis is (1) ______
in specialization. You find these careers in engineering, in (2) ______
production, in statistical work, and in teaching. And there (3) ______
is an increasing demand for people who are capable lo take (4) ______
in a great area at a glance, people who perhaps do not know
too much about any one field. There is, in the other words, (5) ______
a demand for people who are capable of seeing the forest
rather than the trees, making general judgment. We can call (6) ______
these people "generalists". And these" generalists" are particular (7) ______
needed for position in administration, where it is his job to (8) ______
see that other people do the work, where they have to plan for
other people, to organize other people’s work, to begin it and
judge it.
The generalist understands one field; his concern is with (9) ______
technique and tools. He is a "trained" man; and his education
background is properly technical or professional. The generalist
deals with people; his concern is with leadership, with planning,
and on direction giving. He is an "educated" man: and the (10) ______
humanities are his strongest foundation.

单项选择题With its common interest in lawbreaking but its immense range of subject matter and widely-varying methods of treatment, the crime novel could make a legitimate claim to be regarded as a separate branch of literature, or, at least, as a distinct, even though a slightly disreputable, offshoot of the traditional novel.
The detective story is probably the most respectable (at any rate in the narrow sense of the word) of the crime species. Its creation is often the relaxation of university teachers, literary economists, scientists or even poets. Fatalities may occur more frequently and mysteriously than might be expected in polite society, but the world in which they happen, the village, seaside resort, college or studio, is familiar to us, if not from our own experience, at least in the newspaper or the lives of friends. The characters, though normally realized superficially, are as recognizably human and consistent as our less intimate associates. A story set in a more remote environment, African jungle, or Australian bush, ancient China or gas-lit London, appeals to our interest ill geography or history, and most detective story writers are conscientious in providing a reasonably authentic background. The elaborate, carefully assembled plot, despised by the modern intellectual critics and creators of significant novels, has found refuge in the murder mystery, with its sprinkling of clues, its spicing with apparent impossibilities, all with appropriate solutions and explanations at the end. With the guilt of escapism from real life nagging gently, we secretly revel in the unmasking of evil by a vaguely super-human detective, who sees through and dispels the cloud of suspicion which has hovered so unjustly over the innocent.
Though its villain also receives his rightful deserts, the thriller presents a less comfortable and credible world. The sequence of fist fights, revolver duels, car crashes and escapes from gas-filled cellars exhausts the reader far more than the hero, who, suffering from at least two broken ribs, one black eye, uncountable bruises and a hangover, can still chase and overpower an armed villain with the physique of a wrestler. He moves dangerously through a world of ruthless gangs, brutality, a vicious lust for power and money and, in contrast to the detective tale, with a near-omniscient arch-criminal whose defeat seems almost accidental. Perhaps we miss in the thriller the security of being safely led by our imperturbable investigator past a score of red herrings and blind avenues to a final gathering of suspects when an unchallengeable elucidation of all that has bewildered us is given and justice and goodness prevail. All that we vainly hope for from life is granted vicariously.

单项选择题Teachers and other specialists in early childhood education recognize that children develop at different rates. Given anything that resembles a well-rounded life — with adults and other children to listen to, talk to, do things with — their minds will acquire naturally all the skills required for further learning.
Take for example, reading. The two strongest predictors of whether children will learn to read easily and well at school are whether they have learned the names and the sounds of letters of the alphabet before they start school. That may seem to imply that letter names and sounds should be deliberately taught to young children, because these skills will not happen naturally.
But in all the research programs where they have done just that — instructed children, rehearsed the names and sounds over and over — the results are disappointing. The widely accepted explanation is that knowledge of the alphabet for it to work in helping one to read, has to be deeply embedded in the child’s mind. That comes from years of exposure and familiarity with letters, from being read to, from playing with magnetic letters, drawing and fiddling with computers.
So parents can do some things to help, although many do these things spontaneously. Instead of reading a story straight through, the reader should pause every so often and ask questions but not questions which can be answered by a yes or no. Extend their answers, suggest alternative possibilities and pose progressively more challenging questions.
And with arithmetic do not explicitly sit down and teach children about numbers, but all those early years count when walking up steps. Recite nursery rhymes. Talk to children. Say this is a led apple, thru is a green one. Please get three eggs out of the fridge for me
The technical term in vogue for this subtle structuring of children’s early learning is "scaffolding". Based on recent extensions of the work of the Russian psychologist Lev Vygotsky the idea is that there are things a child may be almost ready to do. Anna, for example, cannot tie a shoelace by herself, but if an adult or a competent child forms one of the loops for her, she will soon learn to do the rest. Applying this concept to older children, one wonderful teacher has her children keep lists of "Words I can Almost Spell".
While this has all the hallmarks of common sense, it represents a significant change of emphasis from the idea of Piaget, which have dominated the theory of early childhood learning. The child in Piaget’s theory looks, more than anything, like a little scientist — exploring the environment, observing, experimenting, thinking and slowly coming to his or her conclusions about how the world works. The image is of a rather solitary pursuit with all the real action in the child’s head.
The Vygotsky model re-introduces all the people who also inhabit the child’s world — parents, care-givers, relatives, siblings and all those other children at play or school. They are not simply noise, clattering in the background while the child’s developing mind struggles on its own. The cognitive development of the child, that is, the learning of colors or numbers or letters — depends on learning how to interact socially, how to learn from the people (as well as the things) in the environment.
What is important is that the child develops the range of social skills — being able to express a preference, knowing how to take rums, being able to stand up for themselves, being able to get into a group, being able to make decisions, being able to share, having confidence to go off on their own. These all require careful nurturing. No one is telling parents not to think about their children’ s development
It is just that it is more important to think about a child’s desire to chat and the importance of social behavior and play activity, than the actually more trivial markers of intellectual achievement such as being the first kid in the group to cut a circle that looks like a circle.

问答题

单项选择题 Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.

单项选择题Manners nowadays in metropolitan cities like London are practically non-existent. It is nothing for a big, strong schoolboy to elbow an elderly woman aside in the dash for the last remaining seat on the tube or bus, much less stand up and offer his seat to her, as he ought to. In fact, it is saddening to note that if a man does offer his seat to an older woman, it is nearly a Continental man or one from the older generation.
This question of giving up seats in public transport is much argued about by young men, who say that, since women have claimed equality, they no longer deserve to be treated with courtesy and that those who go out to work should take their turn in the rat race like anyone else. Women have never claimed to be physically as strong as men. Even if it is not agreed, however, that young men should stand up for younger women, the fact remains that courtesy should be shown to the old, the sick and the burdened. Are we really so lost to all ideals of unselfishness that we can sit there indifferently reading the paper or a book, saying to ourselves "First come, first served," while a gray-haired woman, a mother with a young child or a cripple stands Yet this is all too often seen.
Conditions in travel are really very hard on everyone, we know, but hardship is surely no excuse. Sometimes one wonders what would have been the behavior of these stout young men in a packed refugee train on its way to a prison- camp during the War. Would they have considered it only right and their proper due to keep the best places for themselves then
Older people, tired and irritable from a day’s work, are not angle, either— far from it. Many a brisk argument or an insulting quarrel breaks out as the weary queues push and shove each other to get on buses and tubes. One cannot commend this, of course, but one does feel there is just a little more excuse.
If cities are to remain pleasant places to live in, however, it seems imperative, not only that communications in transport should be improved, but also that communication between human beings should be kept smooth and polite. All over cities, it seems that people are too tired and too rushed to be polite. Shop assistant won’t bother to assist, taxi-drivers growl at each other as they dash dangerously round corners, bus conductors pull the bell before their desperate passengers have had time to get on or off the bus, and so on and so on. It seems to us that it is up to the young and strong to do their small part to stop such deterioration.

单项选择题Questions 8 and 9 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.

填空题The Effectiveness of a Person
1. believe there is no such thing as (1) , (1) ______
so the solution is (2) when it is optimum or close to the best. (2) ______
2. believe (3) of life, the universe, (3) ______
people, etc, is relatively good
If we believe that people are evil, we may react Io them
(4) . (4) ______
When we believe they do (5) , from a good intention, (5) ______
then we begin to understand them better.
3. seek only obtaining a result, a decision,
a change, not to (6) . (6) ______
Losing is the (7) . (7) ______
Therefore. it cannot be good or bad, it’s where we start off from.
4. believe there is no failure or success,
only (8) . (8) ______
The Effective person obtain feedback not failure or success.
5. act with integrity and honesty.
And sometimes telling the truth is (9) , (9) ______
as when this causes great upset in the other person for no good reason.
By putting aside our childish definitions, we can understand
and live (10) . and reap all the benefits. (10) ______