题目内容
If you were to begin a new job tomorrow, you would bring with you some basic strengths and weaknesses. Success or (62) in your work would depend, to (63) great extent, (64) your ability to use your strengths and weaknesses to the best advantage. (65) the utmost importance is your attitude. A person (66) begins a job convinced that he isn’t going to like it or is (67) that he is going to fail is exhibiting a weakness which can only hinder his success. On the other hand, a person who is secure (68) his belief that he is probably as capable (69) doing the work as anyone else and who is willing to make a cheerful attempt (70) it possesses a certain strength of purpose. The chances are that he will do well. (71) the prerequisite skills for a particular job is strength. Lacking those skills is obviously a weakness. A book-keeper who can’t add or a carpenter who can’t cut a straight line with a saw (72) hopeless cases. This book has been designed to help you capitalize (73) the strength and overcome the (74) that you bring to the job of learning. But in order to measure your development, you must first (75) stock of where you stand now. (76) we get further along in the book, we’ll be (77) in some detail with specific processes for developing and strengthening (78) skills. However, (79) begin with, you should pause (80) examine your present strengths and weaknesses in three areas that are critical to your success or failure in school: your (81) , your reading and communication skills, and your study habits. A) improvement
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解决问题的能力： 创造性思维的过程分为酝酿期、准备期、验证期、明朗期四个阶段。
Questions 57 to 61 are based on the fallowing passage. Our culture has caused most Americans to assume not only that our language is universal but that the gesture we use is understood by everyone. We do not realize that waving good-bye is the way to summon(召唤) a person from the Philippines to one’s side, or that in Italy and some Latin American countries, curling the finger to oneself is a sign of farewell. Those private citizens who sent packages to our troops occupying German after World War Ⅱ and marked the GIFT to escape duty payments did not bother to find out that "gift" means poison in German. Moreover, we like to think of ourselves as friendly, yet we prefer to be at least 3 feet or an arm’s length away from others. Latins and Middle Easterners like to come closer and touch, which makes Americans uncomfortable. Our linguistic and cultural blindness and the casualness with which we take no notice of the tastes, gestures, customs and languages of other countries, are losing us friends, business and respect in the world. Even here in the United States, we make few concessions to the needs of foreign visitors. There are no information signs in four languages on our public buildings or monuments; we do not have multilingual(多语的)guided tours. Very few restaurant menus have translations, and multilingual waiters, bank clerks and policemen are rare. Our transportation systems have maps in English only and often we ourselves have difficulty understanding them. When we go abroad, we tend to cluster(聚集)in hotels and restaurants where English is spoken. The attitudes and information we pick up are conditioned by those natives— usually the richer — who speak English. Our business dealings, as well as the nation’s diplomacy(外交的), are conducted through interpreters. For many years, America and Americans could get by with cultural blindness and linguistic ignorance. After all, America was the most powerful country of the free world, the distributor of needed funds and goods. But all that is past. American dollars no longer buy all good things, and we are slowly beginning to realize that our proper role in the world is changing. A 1979 Harris poll reported that 55 percent of Americans want this country to play a more significant role in world affairs; we want to have a hand in the important decisions of the next century, even though it may not always be the upper land. It can be inferred that Americans being approached too closely by Middle Easterners would most probably______.
Questions 26 to 29 are based on the passage you have just heard.
Questions 47 to 51 are based on the following passage. To say that the child learns by imitation and that the way to teach is to set a good example oversimplifies. No child imitates(模仿)every action he sees. Sometimes, the example the parent wants him to follow is ignored while he takes over contrary patterns from some other examples. Therefore we must turn to a more subtle theory than "Monkey see, monkey do." Look at it from the child’s point of view. Here he is in a new situation, lacking a ready response. He is seeking a response which will gain certain ends. If he lacks a ready response for the situation, and cannot reason out what to do, he observes a model who seems able to get the right result. The child looks for an authority(权威)or expert who can show what to do. There is a second element at work in this situation. The child may be able to attain his immediate goal only to find that his method brings criticism from people who observe him. When shouting across the house achieves his immediate end of delivering a message, he is told emphatically that such a racket(喧闹)is unpleasant, that he should walk into the next room and say it quietly. Thus, the desire to solve any objective situation is overlaid with the desire to solve it properly. One of the early things the child learns is that he gets some actions and criticizes others. If one is to maintain the support of others and his own self-respect, he must adopt responses his social group approves. In finding trial responses, the learner does not choose models at random. He imitates the person who seems a good person to be like, rather than a person whose social status he wishes to avoid. If the pupil wants to be a good violinist, he will observe and try to copy the techniques of capable players; while some other person may most influence his approach to books. Admiration of one quality often leads us to admire a person as a whole, and he becomes an identifying figure. We use some people as models over a wide range of situations, imitating much that they do. We learn that they are dependable and rewarding models because imitating them leads to success. In seeking a response if he does not have a ready one, the child observes a model and tries to achieve______.
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