a certain part, even his movements and the ways in which he uses his voice are usually fixed beforehand. What he has to do is to make all these carefully learnt words and actions seem natural on the stage.
A good teacher works in quite a different way. His audience takes an active part in his play： they ask and answer questions, they obey orders, and if they don’t understand something, they say so. The teacher therefore has to meet the needs of his audience, which is his class. He cannot learn his part by heart, but must invent it as he goes along.
I have known many teachers who were fine actors in class but were unable to take part in a stage-play because they could not keep strictly to what another had written. 1. What is the text about?
A) How to become a good teacher.
B) What a good teacher should do outside the classroom. C) What teachers and actors could learn from each other.
D) The similarities (相似处) and differences between a teacher’s work and an actor’s. 2. In what way is a teacher’s work different from an actor’s? A) The teacher must learn everything by heart.
B) He knows how to control his voice better than an actor. C) He has to deal with unexpected situations. D) He has to use more facial expressions.
3. The main difference between students in class and a theatre audience is that ____. A) students can move around in the classroom
B) students must keep silent while theatre audience needn’t C) no memory work is needed for the students
D) the students must take part in their teachers’ plays
4. Why is it that some good teachers are unable to play well on the stage? A) Nobody has taught them how to act on the stage. B) Their audiences are different.
C) It is impossible for them to do so much memory work. D) They are not used to repeating exactly the same words. 5. Which of the following is true?
A) Teachers have to learn by heart what they are going to say in class.
B) A teacher cannot decide beforehand what exactly he is going to say in class. C) A teacher must speak louder than an actor.
D) A teacher must have a better memory than an actor. Passage 13
Banks are not ordinarily prepared to pay out all accounts; they rely on depositors (储户) not to
demand payment all at the same time. If depositors should come to fear that a bank is not safe, that it cannot pay off all its depositors, then that fear might cause all the depositors to appear on the same day. If they did, the bank could not pay all accounts. However, if they did not all appear at once, then there would always be enough money to pay those who wanted their money when they wanted it. Mrs. Elsie Vaught has told us of a terrifying bank run that she experienced. One day in December of 1925 several banks failed to open in a city where Mrs. Vaught lived. The other banks expected a run the next day, and so the officers of the bank in which Mrs. Vaught worked as a teller had enough money on hand to pay off their depositors. The officers simply told the tellers to pay on demand. The next morning a crowd gathered in the bank and on the sidewalk outside. The length of the line made many think that the bank could not possibly pay off everyone. People began to push and then to fight for places near the tellers’ windows, the power of the panic atmosphere was such that two tellers, though they knew that the bank was quite all right and could pay all depositors, drew their own money from the bank. Mrs. Vaught says that she had
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difficulty keeping herself from doing the same. 1. A bank run happens when _______.
A) a bank is closed for one or more days
B) too many depositors try to draw out their money at one time C) there is not enough money to pay all its depositors at one time D) tellers of a bank take their own money from the bank 2. The tellers in Mrs. Vaught’s bank were told to ________. A) explain why they could not pay out all accounts B) pay out accounts as requested
C) make the depositors believe that the bank was stand D) pay out money as slowly as possible 3. The main cause of a bank run is _______.
A) loss of confidence B) lack of money
C) crowds of people D) inexperienced tellers 4. Which of the following did Mrs. Vaught say? A) She knew that the bank was not sound.
B) She feared that too many depositors drawing their money would close the bank. C) She was not able to draw out her money. D) She was tempted to draw out her money.
5. According to the passage, the actions of the depositors of Mrs. Vaught’s bank were affected mainly by the _______.
A) ease with which they could get their money B)confidence that Mrs. Vaught showed
C) failure of several other banks to open
D)confidence shown by other depositors of the bank Passage 14
Traffic lights are crucial tools for regulating traffic flow. They are not, however, perfect. At unmanaged junctions, a pattern of stop-go movement can still be frustrating and burn more fuel than a smooth passage would. Creating such a smooth passage means adjusting a vehicle’s speed so that it always arrives at the lights when they are green. That is theoretically possible, but practically hard. Roadside signs wired to traffic lights may help, but they have not been widely deployed. Now scientists have an idea that could make the process cheaper and more effective. Instead of a hardwired network of signs, they propose to use mobile-phone apps. For a driver to benefit, he must load a special software, dubbed SignalGuru, into his phone and then mount it on a special bracket attached to the inside of his car’s windscreen, with the camera lens pointing forwards. SignalGuru is designed to detect traffic lights and track their status as red, amber or green. It broadcasts this information to other phones in the area that are fitted with the same software, and—if there are enough of them—the phones thus each know the status of most of the lights around town. Using this information, SignalGuru is able to calculate the traffic-light schedule for the region and suggest the speed at which a driver should travel in order to avoid running into red lights. Tests in Cambridge, Massachusetts, where five drivers were asked to follow the same route for three hours, and in Singapore, where eight drivers were asked to follow one of two routes for 30 minutes, revealed that SignalGuru was capable of predicting traffic-light activity with an accuracy of 98.2% and 96.3% respectively, in the two cities. This was particularly impressive because in Cambridge the lights shifted, roughly half-way through the test, from their off-peak schedule to their afternoon-traffic schedule, while in Singapore lights are adaptive, using detectors embedded (嵌入) under the road to determine how much traffic is around and thus when a signal should change. Fuel consumption fell, too—by about 20%. SignalGuru thus reduces both frustration and fuel use,
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and makes commuting a slightly less horrible experience.
1. What do drivers do if they want to pass unmanaged junctions smoothly? A) They must wait patiently until traffic lights turn green. B) They need to help traffic police to regulate traffic flow. C) They can drive through the red lights if nobody is around. D) They have to adjust the speed in time for the green lights.
2. Roadside signs have not been widely deployed probably because _______. A) they are less effective in bad weather B) they cost more money to install
C) it is hard to wire them to traffic lights D) it takes a lot of space to put them up
3. What do we know about SignalGuru from the second paragraph? A) It is intended to keep track of traffic jams. B) It can show where all traffic lights are. C) It enables phones to share the information. D) It works as a brake that slows down the car. 4. What did tests in Cambridge and Singapore reveal?
A) SignalGuru can detect the status of traffic lights with accuracy. B) Traffic lights in Cambridge work better than those in Singapore.
C) Drivers in Singalpore follow traffic rules better than those in Cambridge. D) Traffic lights in Cambridge are more adaptive in off-peak hour. 5 What does the passage mainly concern?
A) Traffic lights turn out to be not perfect all the time. B) Phones with SignalGuru can be a great aid to drivers. C) Drivers are often struck at unmanaged junctions.
D) Cities in the developed countries need SignalGuru badly.
Part II Cloze
Passage 1
Because conflict and disagreements are part of all close relationships, couples need to learn strategies for managing conflict in a healthy and constructive way. Some couples just (67) and deny the presence of any conflict in a relationship. (68) , denying the existence of conflict results in couples （69） to solve their problems at early （70） ,which can then lead to even greater problems later （71） .not surprisingly, expressing anger and disagreement leads to lower marital(婚姻的) satisfaction at the beginning. however, this pattern of behavior （72） increases in marital satisfaction over time. research suggests that working （73） conflicts is an important predictor of marital satisfaction.
So, what can you do to manage conflict in your own relationships? First, try to understand the other person’s point of view （74） put yourself in his or her place. People who are （75） to what their partner thinks and feels （76） greater relationship satisfaction. For example, researchers found that among people in dating relationships （77） marriages, those who can adopt their partner’s perspective show more positive （78） , more relationship-enhancing attributes, and more constructive responses （79） conflict.
Second, because conflict and disagreements are an (80) part of close relationships, people need to be able to apologize to their partner for wrongdoing and (81) forgiveness from their partner for their own acts. Apologies minimize conflict, lead to forgiveness, and serve to restore relationship closeness. In line (82) this view, spouses who are more forgiving shoe higher marital (83) over time. Interestingly, apologizing can
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even have (84) health benefits. For example, when people reflect on hurtful (85) and grudges(怨恨), they show negative physiological(生理的) effects, including (86) heart rate and blood pressure, compared to when they reflect on sympathetic perspective-taking and forgiving.
67. A) resolve B) regret C) avoid D) abandon 68. A) Therefore B) However C) Moreover D) Besides 69. A) trying B) striving C) declining D) failing 70. A) ages B) years C) stages D) intervals 71. A) on B) by C) off D) away 72. A) predicts B) prescribes C) protests D) proves 73. A) through B) amid C) among D) round 74. A) so B) and C) but D) while 75. A) superior B) sensitive C) exclusive D) efficient 76. A) expose B) exploit C) explore D) experience 77. A) as long as B) as well as C) as far as D) as soon as 78. A) psychology B) minds C) emotions D) affection 79. A) at B) against C) toward D) to
80. A) inevitable B) essential C) absolute D) obvious 81. A) achieve B) inquire C) require D) receive 82. A) with B) over C) up D) of
83. A) identity B) charity C) capability D) quality
84. A) creative B) positive C) objective D) competitive 85. A) memories B) prospects C) concepts D) outlooks 86. A) toughened B) increased C) added D) strengthened
Passage 2
The term ―quality of life‖ is difficult to define. It ___67___ a very wide scope such as living environment, health, employment, food, family life, friends, education, material possessions, leisure and____68____, and so on. ___69_____speaking, the quality of life, especially as seen by the individual, is meaningful in ____70____ of the degree to which these various areas of life are ___71_____ or provide satisfaction to the individual. As activity carried ___72____ as one thinks fit during one’s spare time, leisure has the following _73____: relaxation, recreation and entertainment, and personal development. The importance of these __74____ according to the nature of one’s job and one’s life-style. Thus, people who need to __75____ much energy in their work will find relaxation most ___76_____ in leisure. Those with a better education and in professional occupations may ___77____ more to seek recreation and personal development (e.g. ___78____of skills and hobbies) in leisure. The specific use of leisure varies from individual to individual. ___79_____ the same leisure activity may be used differently by different individuals. Thus, the following are possible uses of television watching, a ___80___leisure activity, a change of experience to provide ___81___ from the stress and ____82___ of work; to learn more about what is happening in one’s environment; to provide an opportunity for understanding oneself by ___83____ other people’s life experiences as portrayed (描绘) in the programs. ___84__ leisure is basically self-determined, one is able to take ___85___ one’s interests and preferences and get ___86____ in an activity in ways that will bring enjoyment and satisfaction.
67. A) composes B) consists C) covers D) constitutes 68. A) excursion B) reservation C) recognition D) recreation 69. A) Basically B) Generally C) Primarily D) Frankly 70. A) terms B) place C) means D) way
71. A) adaptable B) approachable C) available D) agreeable 72. A) out B) through C) away D) off
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73. A) definitions B) identification C) functions D) operations 74. A) alters B) varies C) shifts D) changes 75. A) provide B) hire C) consume D) exert 76. A) preferable B) desirable C) feasible D) rational 77. A) tend B) prefer C) select D) oblige 78. A) training B) promotion C) nutrition D) cultivation 79. A) Still B) Yet C) Even D) So 80. A) correct B) adequate C) precise D) proper 81. A) separation B) escape C) flight D) isolation 82. A) relief B) anxiety C) squeeze D) strain
83. A) contrasting B) comparing C) matching D) measuring 84. A) Although B) Since C) Whether D) Therefore 85. A) after B) on C) with D) to
86. A) involved B) participated C) attended D) employed
Passage 3
If you were to begin a new job tomorrow, you would bring with you some basic strengths and weaknesses. Success or 67 in your work would depend, to 68 great extent, 69 your ability to use your strengths and weaknesses to the best advantage. 70 the utmost importance is your attitude. A person 71 begins a job convinced that he isn’t going to like it or is 72 that he is going to ail is exhibiting a weakness which can only hinder his success. On the other hand, a person who is secure 73 his belief that he is probably as capable 74 doing the work as anyone else and who is willing to make a cheerful attempt 75 it possesses a certain strength of purpose. The chances are that he will do well.
76 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 77 hopeless cases. This book has being designed to help you capitalize 78 the strength and overcome the 79 that you bring to the job of learning. But in groups to measure your development, you must first 80 stock of where you stand now. 81 we get further alone in the book, we’ll be 82 in some detail with specific process for development and strengthening 83 skills. However, 84 begin with, you should pause 85 examine your present strengths and weaknesses in three areas that are critical to your success or failure in school: you 86 , your reading and communication skills , and your study habits.
67. A) improvement B)victory C)failure D)achievement 68. A)a B)the C)some D)certain 69. A)in B)on C)of D)to 70. A)Out of B)Of C)To D)Into 71. A)who B)what C)that D)which 72. A)ensure B)certain C)sure D)surely 73. A)onto B)on C)off D)in 74. A)to B)at C)of D)for 75. A)near B)on C)by D)at
76. A)Have B)Had C)Having D)Had been 77. A)being B)been C)are D)is 78. A)except B)but C)for D)on
79. A)idea B)weakness C)strength D)advantage 80. A)make B)take C)do D)give 81. A)As B)Till C)Over D)Out 82. A)deal B)dealt C)be dealt D)dealing
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