Ⅰ. Multiple choice. Choose the answer that best fits in the sentence. (10×1’=10’)
1. They are hoping to ____ the Japanese market with their latest product.
2. They are hoping to ____ the Japanese market with their latest product.
3. Bruce Stephen gripped the ____ wheel hard as the car bounced up and down.
4. The insurance company paid him $ 10,000 in ____ after his accident.
5. Be careful with a cat. It may ____ you if you make it angry.
6. The whole idea ____ from a casual remark.
7. My cases were too heavy, and the airline charged me $40 for ____ baggage.
8. When the bell rang, people walked out of their homes and ____ on the village square.
9.They lack sufficient resources to ____ their campaign for long.
10. His statement is ____ his previous attitude to the subject.
Ⅱ. Figures of speech. Read the following sentences and tell the figure of speeches used in them. (10×2’=20’)
1. Of the good things in life, the Negro has approximately one half those of whites. Of the bad things of life, he has twice those of whites.
Figure of speech:
2. No demand was made upon the family purse.
Figure of speech: ____________
3. But to show you how little I deserve to be called a professional woman... instead of spending that sum upon bread and butter, rent, shoes and stocking, or butcher’s bills, I went out and bought a cat.
Figure of speech: ____________
4. The tendency to ignore the Negro’s contribution to American life and to his personhood, is as old as the earliest history hooks and as contemporary as the morning’s newspaper.
Figure of speech: ____________
5. Without recognizing this we will end up with solutions that don't solve, answers that don't answer and explanations that don't explain.
Figure of speech: ____________
6. For through violence you may murder a murderer but you can’t murder. Through violence you may murder a liar but you can’t establish truth. Through violence you may murder a hater, but you can’t murder hate.
Figure of speech: ____________
7. We are called upon to help the discouraged beggars in life's market place.
Figure of speech: ____________
8. Let us be dissatisfied until that day when the lion and the lamb shall lie down together, and every man will sit under his own vine and fig tree and none shall be afraid.
Figure of speech: ____________
9. Let us be dissatisfied until from every city hall, justice will roll down like waters and righteousness like a mighty stream.
Figure of speech: ____________
10. There will still be rocky places of frustration and meandering points of bewilderment.
.Figure of speech: ____________
Ⅲ. Paraphrase the following sentences. (6×5’=30’)
1. Even when the path is nominally open — when there is nothing to prevent a woman from being a doctor, a lawyer, a civil servant — there are many phantoms and obstacles, as I believe, looming in her way.
2. Psychological freedom, a firm sense of self-esteem, is the most powerful weapon against the long night of physical slavery.
3. Indeed it will be a long time still, I think, before a woman can sit down to write a book without finding a phantom to be slain, a rock to be dashed against.
4. For though men sensibly allow themselves great freedom in these respects, I doubt that they realize or can control the extreme severity with which they condemn such freedom in women.
5. Power at its best is love implementing the demands of justice, and justice at its best is power correcting everything that stands against love.
6. The Negro will only be free when he reaches down to the inner depths of his own being and signs with the pen and ink of assertive manhood his own emancipation proclamation.
IV. Reading comprehension. (20×2’=40’)
A
(1)There was music from my neighbor’s house through the summer nights. In his blue gardens men and girls came and went like moths among the whisperings and the champagne and the stars. At high tide in the afternoon I watched his guests diving from the tower of his raft or taking the sun on the hot sand of his beach while his two motor-boats slit the waters of the Sound, drawing aquaplanes（滑水板）over cataracts of foam. On weekends Mr. Gatsby’s Rolls-Royce became an omnibus, bearing parties to and from the city between nine in the morning and long past midnight, while his station wagon scampered like a brisk yellow bug to meet all trains. And on Mondays eight servants, including an extra gardener, toiled all day with scrubbing-brushes and hammer and garden-shears, repairing the ravages of the night before.
(2)Every Friday five crates of oranges and lemons arrived from a fruiterer in New York – every Monday these same oranges and lemons left his back door in a pyramid of pulpless halves. There was a machine in the kitchen which could extract the juice of two hundred oranges in half an hour, if a little button was pressed two hundred times by a butler’s thumb.
(3)At least once a fortnight a corps of caterers came down with several hundred feet of canvas and enough colored lights to make a Christmas tree of Gatsby’s enormous garden. On buffet tables, garnished with glistening hors-d’oeuvre（冷盘）, spiced baked hams crowded against salads of harlequin designs and pastry pigs and turkeys bewitched to a dark gold. In the main hall a bar with a real brass rail was set up, and stocked with gins and liquors and with cordials（加香甜酒）so long forgotten that most of his female guests were too young to know one from another.
(4)By seven o’clock the orchestra has arrived – no thin five-piece affair but a whole pitful of oboes and trombones and saxophones and viols and cornets and piccolos and low and high drums. The last swimmers have come in from the beach now and are dressing upstairs; the cars from New York are parked five deep in the drive, and already the halls and salons and verandas are gaudy with primary colors and hair shorn in strange new ways, and shawls beyond the dreams of Castile. The bar is in full swing, and floating rounds of cocktails permeate the garden outside until the air is alive with chatter and laughter and casual innuendo and introductions forgotten on the spot and enthusiastic meetings between women who never knew each other’s names.
(5)The lights grow brighter as the earth lurches away from the sun and now the orchestra is playing yellow cocktail music and the opera of voices pitches a key higher. Laughter is easier, minute by minute, spilled with prodigality, tipped out at a cheerful word.
(6)The groups change more swiftly, swell with new arrivals, dissolve and form in the same breath – already there are wanderers, confident girls who weave here and there among the stouter and more stable, become for a sharp, joyous moment the center of a group and then excited with triumph glide on through the sea-change of faces and voices and color under the constantly changing light.
(7)Suddenly one of these gypsies in trembling opal, seizes a cocktail out of the air, dumps it down for courage and moving her hands like Frisco dances out alone on the canvas platform. A momentary hush; the orchestra leader varies his rhythm obligingly for her and there is a burst of chatter as the erroneous news goes around that she is Gilda Gray’s understudy from the Folies. The party has begun.
(8)I believe that on the first night I went to Gatsby’s house I was one of the few guests who had actually been invited. People were not invited – they went there. They got into automobiles which bore them out to Long Island and somehow they ended up at Gatsby’s door. Once there they were introduced by somebody who knew Gatsby, and after that they conducted themselves according to the rules of behavior associated with amusement parks. Sometimes they came and went without having met Gatsby at all, came for the party with a simplicity of heart that was its own ticket of admission.
(9)I had been actually invited. A chauffeur in a uniform crossed my lawn early that Saturday morning with a surprisingly formal note from his employer – the honor would be entirely Gatsby’s, it said, if I would attend his “little party” that night. He had seen me several times and had intended to call on me long before but a peculiar combination of circumstances had prevented it – signed Jay Gatsby in a majestic hand.
(10)Dressed up in white flannels I went over to his lawn a little after seven and wandered around rather ill-at-ease among swirls and eddies of people I didn’t know – though here and there was a face I had noticed on the commuting train. I was immediately struck by the number of young Englishmen dotted about; all well dressed, all looking a little hungry and all talking in low earnest voices to solid and prosperous Americans. I was sure that they were selling something: bonds or insurance or automobiles. They were, at least, agonizingly aware of the easy money in the vicinity and convinced that it was theirs for a few words in the right key.
(11)As soon as I arrived I made an attempt to find my host but the two or three people of whom I asked his whereabouts stared at me in such an amazed way and denied so vehemently any knowledge of his movements that I slunk off in the direction of the cocktail table – the only place in the garden where a single man could linger without looking purposeless and alone.
1. It can be inferred form Para. 1 that Mr. Gatsby ______ through the summer.
A. entertained guests from everywhere every weekend
B. invited his guests to ride in his Rolls-Royce at weekends
C. liked to show off by letting guests ride in his vehicles
D. indulged himself in parties with people from everywhere
2. In Para.4, the word “permeate” probably means ______.
A. perish
B. push
C. penetrate
D. perpetrate
3. It can be inferred form Para. 8 that ______.
A. guests need to know Gatsby in order to attend his parties
B. people somehow ended up in Gatsby’s house as guests
C. Gatsby usually held garden parties for invited guests
D. guests behaved themselves in a rather formal manner
4. According to Para. 10, the author felt ______ at Gatsby’s party.
A. dizzy
B. dreadful
C. furious
D. Awkward
5. What can be concluded from Para.11 about Gatsby?
A. He was not expected to be present at the parties.
B. He was busy receiving and entertaining guests.
C. He was usually out of the house at the weekend.
D. He was unwilling to meet some of the guests.
B
(1)You should treat skeptically the loud cries now coming from colleges and universities that the last bastion of excellence in American education is being gutted by state budget cuts and mounting costs. Whatever else it is, higher education is not a bastion of excellence. It is shot through with waste, lax academic standards and mediocre teaching and scholarship.
(2)True, the economic pressures – from the Ivy League to state systems – are intense. Last year, nearly two-thirds of schools had to make midyear spending cuts to stay within their budgets. It is also true (as university presidents and deans argue) that relieving those pressures merely by raising tuitions and cutting courses will make matters worse. Students will pay more and get less. The university presidents and deans want to be spared from further government budget cuts. Their case is weak.
(3)Higher education is a bloated enterprise. Too many professors do too little teaching to too many ill-prepared students. Costs can be cut and quality improved without reducing the number of graduates. Many colleges and universities should shrink. Some should go out of business. Consider:
Except for elite schools, admissions standards are low. About 70 percent of freshmen at four-year colleges and universities attend their first-choice schools. Roughly 20 percent go to their second choices. Most schools have eagerly boosted enrollments to maximize revenues (tuition and state subsidies).
Dropout rates are high. Half or more of freshmen don’t get degrees. A recent study of PhD programs at 10 major universities also found high dropout rates for doctoral candidates.
The attrition among undergraduates is particularly surprising because college standards have apparently fallen. One study of seven top schools found widespread grade inflation. In 1963, half of the students in introductory philosophy courses got a B – or worse. By 1986, only 21 percent did. If elite schools have relaxed standards, the practice is almost surely widespread.
Faculty teaching loads have fallen steadily since the 1960s. In major universities, senior faculty members often do less than two hours a day of teaching. Professors are “socialized to publish, teach graduate students and spend as little time teaching (undergraduates) as possible,” concludes James Fairweather of Penn State University in a new study. Faculty pay consistently rises as undergraduate teaching loads drop.
Universities have encouraged an almost mindless explosion of graduate degrees. Since 1960, the number of masters’ degrees awarded annually has risen more than fourfold to 337,000. Between 1965 and 1989, the annual number of MBAs (masters in business administration) jumped from 7,600 to 73,100.
(4)Even so, our system has strengths. It boasts many top-notch schools and allows almost anyone to go to college. But mediocrity is pervasive. We push as many freshmen as possible through the door, regardless of qualifications. Because bachelors’ degrees are so common, we create more graduate degrees of dubious worth. Does anyone believe the MBA explosion has improved management?
(5)You won’t hear much about this from college deans or university presidents. They created this mess and are its biggest beneficiaries. Large enrollments support large faculties. More graduate students liberate tenured faculty from undergraduate teaching to concentrate on writing and research: the source of status. Richard Huber, a former college dean, writes knowingly in a new book (“How Professors Play the Cat Guarding the Cream: Why We’re Paying More and Getting Less in Higher Education”): Presidents, deans and trustees ... call for more recognition of good teaching with prizes and salary incentives.
(6)The reality is closer to the experience of Harvard University’s distinguished paleontologist Stephen Jay Gould: “To be perfectly honest, though lip service is given to teaching, I have never seriously heard teaching considered in any meeting for promotion... Writing is the currency of prestige and promotion.”
(7)About four-fifths of all students attend state-subsidized systems, from community colleges to prestige universities. How governors and state legislatures deal with their budget pressures will be decisive. Private schools will, for better or worse, be influenced by state actions. The states need to do three things.
(8)First, create genuine entrance requirements. Today’s low standards tell high school students: You don’t have to work hard to go to college. States should change the message by raising tuitions sharply and coupling the increase with generous scholarships based on merit and income. To get scholarships, students would have to pass meaningful entrance exams. Ideally, the scholarships should be available for use at in-state private schools. All schools would then compete for students on the basis of academic quality and costs. Today’s system of general tuition subsidies provides aid to well-to-do families that don’t need it or to unqualified students who don’t deserve it.
(8)Next, states should raise faculty teaching loads, mainly at four-year schools. (Teaching loads at community colleges are already high.) This would cut costs and reemphasize the primacy of teaching at most schools. What we need are teachers who know their fields and can communicate enthusiasm to students. Not all professors can be path-breaking scholars. The excessive emphasis on scholarship generates many unread books and mediocre articles in academic journals. “You can’t do more of one (research) without less of the other (teaching),” says Fairweather. “People are working hard – it’s just where they’re working.”
(10)Finally, states should reduce or eliminate the least useful graduate programs. Journalism (now dubbed “communications”), business and education are prime candidates. A lot of what they teach can – and should – be learned on the job. If colleges and universities did a better job of teaching undergraduates, there would be less need for graduate degrees.
(11)Our colleges and universities need to provide a better education to deserving students. This may mean smaller enrollments, but given today’s attrition rates, the number of graduates need not drop. Higher education could become a bastion of excellence, if we would only try.
6. It can be concluded from Para.3 that the author was ______ towards the education.
A. indifferent
B. neutral
C. positive
D. negative
7. The following are current problems facing all American universities EXCEPT ______.
A. high dropout rates
B. low admission standards
C. low undergraduate teaching loads
D. explosion of graduate degrees
8. In order to ensure teaching quality, the author suggests that the states do all the following EXCEPT ______.
A. set entrance requirements
B. raise faculty teaching loads
C. increase undergraduate programs
D. reduce useless graduate programs
9. “Prime candidates” in Para. 10 is used as ________.
A. euphemism
B. metaphor
C. analogy
D. personification
10. What is the author’s main argument in the passage?
A. American education can remain excellent by ensuring state budget.
B. Professors should teach more undergraduates than postgraduates.
C. Academic standard are the main means to ensure educational quality.
D. American education can remain excellent only by raising teaching quality.
C
My class at Harvard Business School helps students understand what good management theory is and how it is built. In each session, we look at one company through the lenses of different theories, using them to explain how the company got into its situation and to examine what action will yield the needed results. On the last day of class, I asked my class to turn those theoretical lenses on themselves to find answers to two questions: First, How can I be sure I’ll be happy in my career? Second, How can I be sure my relationships with my spouse and my family will become an enduring source of happiness? Here are some management tools that can be used to help you lead a purposeful life.
1. Use Your Resources Wisely. Your decisions about allocating your personal time, energy, and talent shape your life’s strategy. I have a bunch of “businesses” that compete for these resources: I’m trying to have a rewarding relationship with my wife, raise great kids, contribute to my community, succeed in my career, and contribute to my church. And I have exactly the same problem that a corporation does. I have a limited amount of time, energy and talent. How much do I devote to each of these pursuits?
Allocation choices can make your life turn out to very different from what you intended. Sometimes that’s good: opportunities that you have never planned for emerge. But if you don’t invest your resources wisely, the outcome can be bad. As I think about my former classmates who inadvertently invested in lives of hollow unhappiness, I can’t help believing that their troubles related right back to a short-term perspective.
When people with a high need for achievement have an extra half hour of time or an extra ounce of energy, they’ll unconsciously allocate it to activities that yield the most tangible accomplishments. Our careers provide the most concrete evidence that we’re moving forward. You ship a product, finish a design, complete a presentation, close a sale teach a class, publish a paper, get paid, get promoted. In contrast, investing time and energy in your relationships with your spouse and children typically doesn’t offer the same immediate sense of achievement. Kids misbehave every day. It’s really not until 20 years down the road that you can say, “I raised a good son or a good daughter.” You can neglect your relationship with your spouse and on a daily basis it doesn’t seem as if thing are deteriorating. People who are driven to excel have this unconscious propensity to under invest in their families and overinvest in their careers, even though intimate and loving family relationships are the most powerful and enduring source of happiness.
If you study the root causes of business disasters, over and over you’ll find this predisposition toward endeavors that offer immediate gratification. If you look at personal lives through that lens, you’ll see that same stunning and sobering pattern: people allocating fewer and fewer resources to the things they would have once said mattered most.
2. Create A Family Culture. It’s one thing to see into the foggy future with acuity and chart the course corrections a company must make. But it’s quite another to persuade employees to line up and work cooperatively to take the company in that new direction.
When there is little agreement, you have to use “power tools”—coercion, threats, punishments and so on, to secure cooperation. But if employees’ ways of working together succeed over and over, consensus begins to form. Ultimately, people don’t even think about whether their way yields success. They embrace priorities and follow procedures by instinct and assumption rather than by explicit decision, which means that they’ve created a culture. Culture, in compelling but unspoken ways, dictates the proven, acceptable methods by which member s of a group address recurrent problems. And culture defines the priority given to different types of problems. It can be a powerful management tool.
I use this model to address the question, How can I be my family becomes an enduring source of happiness? My students quickly see that the simplest way parents can elicit cooperation from children is to wield power tools. But there comes a point during the teen years when power tools no longer work. At that point, parents start wishing they had begun working with their children at a very young age to build a culture in which children instinctively behave respectfully toward one another, obey their parents, and choose the right thing to do. Families have cultures, just companies do. Those cultures can be built consciously.
If you want your kids to have strong self-esteem and the confidence that they can solve hard problems, those qualities won’t magically materialize in high school. You have to design them into family’s culture and you have think about this very early on. Like employees, children build self-esteem by doing things that are hard and learning what works.
11. According to the author, the key to successful allocation of resources in your life depends on whether you ______.
A. can manage your time well
B. have long-term planning
C. are lucky enough to have new opportunities
D. can solve both company and family problems
12. What is the role of the statement “Our careers provide the most concrete evidence that we’re moving forward” with reference to the previous statement in the paragraph?
A. To offer further explanation
B. To provide a definition
C. To present a contrast
D. To illustrate career development
13. According to the author, a common cause of failure in business and family relationships is ______.
A. lack of planning
B. short-sightedness
C. shortage of resources
D. decision by instinct
14. According to the author, when does culture begin to emerge ______.
A. When people decide what and how to do by instinct
B. When people realize the importance of consensus
C. When people as a group decide how to succeed
D. When people use “power tools” to reach agreement
15. One of the similarities between company culture and family culture is that ______.
A. problem-solving ability is essential
B. cooperation is the foundation
C. respect and obedience are key elements
D. culture needs to be nurtured
D
It was nearly bed-time and when they awoke next morning land would be in sight. Dr. Macphail lit his pipe and, leaning over the rail, searched the heavens for the Southern Cross. After two years at the front and a wound that had taken longer to heal than it should, he was glad to settle down quietly at Apia (阿皮亚，西萨摩亚首都) for twelve months at least, and he felt already better for the journey. Since some of the passengers were leaving the ship next day at Pago-Pago they had had a little dance that evening and in his ears hammered still the harsh notes of the mechanical piano. But the deck was quiet at last. A little way off he saw his wife in a long chair talking with the Davidsons, and he strolled over to her. When he sat down under the light and took off his hat you saw that he had very red hair, with a bald patch on the crown, and the red, freckled skin which accompanies red hair; he was a man of forty, thin, with a pinched face, precise and rather pedantic; and he spoke with a Scots accent in a very low, quiet voice.
Between the Macphails and the Davidsons, who were missionaries, there had arisen the intimacy of shipboard, which is due to propinquity rather than to any community of taste. Their chief tie was the disapproval they shared of the men who spent their days and nights in the smoking-room playing poker or bridge and drinking. Mrs. Macphail was not a little flattered to think that she and her husband were the only people on board with whom the Davidsons were willing to associate, and even the doctor, shy but no fool, half unconsciously acknowledged the compliment. It was only because he was of an argumentative mind that in their cabin at night he permitted himself to carp (唠叨).
‘Mrs. Davidson was saying she didn’t know how they’d have got through the journey if it hadn’t been for us,’ said Mrs. Macphail, as she neatly brushed out her transformation (假发). ‘She said we were really the only people on the ship they cared to know.’
‘I shouldn’t have thought a missionary was such a big bug (要人、名士) that he could afford to put on frills (摆架子).’
‘It’s not frills. I quite understand what she means. It wouldn’t have been very nice for the Davidsons to have to mix with all that rough lot in the smoking-room.”
“The founder of their religion wasn’t so exclusive,” said Dr. Macphail with a chuckle.
“I’ve asked you over and over again not to joke about religion,” answered his wife. “I shouldn’t like to have a nature like yours, Alec. You never look for the best in people.”
He gave her a sidelong glance with his pale, blue eyes, but did not reply. After many years of married life he had learned that it was more conducive to peace to leave his wife with the last word. He was undressed before she was, and climbing into the upper bunk he settled down to read himself to sleep.
When he came on deck next morning they were close to land. He looked at it with greedy eyes. There was a thin strip of silver beach rising quickly to hills covered to the top with luxuriant vegetation. The coconut trees, thick and green, came nearly to the water’s edge, and among them you saw the grass houses of the Samoaris (萨摩亚人); and here and there, gleaming white, a little church. Mrs. Davidson came and stood beside him. She was dressed in black, and wore round her neck a gold chain, from which dangled a small cross. She was a little woman, with brown, dull hair very elaborately arranged, and she had prominent blue eyes behind invisible pince-nez (夹鼻眼镜). Her face was long, like a sheep’s, but she gave no impression of foolishness, rather of extreme alertness; she had the quick movements of a bird. The most remarkable thing about her was her voice, high, metallic, and without inflection; it fell on the ear with a hard monotony, irritating to the nerves like the pitiless clamour of the pneumatic drill.
“This must seem like home to you,” said Dr. Macphail, with his thin, difficult smile.
“Ours are low islands, you know, not like these. Coral. These are volcanic. We’ve got another ten days’ journey to reach them.”
“In these parts that’s almost like being in the next street at home,” said Dr. Macphail facetiously.
“Well, that’s rather an exaggerated way of putting it, but one does look at distances differently in the J South Seas. So far you’re right.”
Dr. Macphail sighed faintly.
16. It can be inferred from the first paragraph that Dr. Macphail _______.
A. preferred quietness to noise
B. enjoyed the sound of the mechanical piano
C. was going back to his hometown
D. wanted to befriend the Davidsons
17. The Macphails and the Davidsons were in each other’s company because they _______.
A. had similar experience
B. liked each other
C. shared dislike for some passengers
D. had similar religious belief
18. Which of the following statements best DESCRIBES Mrs. Macphail?
A. She was good at making friends
B. She was prone to quarrelling with her husband
C. She was skillful in dealing with strangers
D. She was easy to get along with.
19. All the following adjectives can be used to depict Mrs. Davidson EXCEPT _______.
A. arrogant
B. unapproachable
C. unpleasant
D. irritable
20. Which of the following statements about Dr. Macphail is INCORRECT?
A. He was sociable.
B. He was intelligent.
C. He was afraid of his wife.
D. He was fun of the Davidsons.
