试题集 学生用非艺术类大学英语D

江苏师范大学科文学院

大学英语D

习

题

册

（非艺术类）

大学英语教研室制定

2012.5.10

Exercises

Part I Reading Comprehension （Skimming and Scanning）

Directions: There are 7 passages here. Please go over the passages quickly and answer the questions.

(1) Seven Steps to a More Fulfilling Job

Many people today find themselves in unhappy work situations. In fact, one in four workers is dissatisfied with their current job, according to the recent ―Plans for 2004‖ survey. Their career path may be financially rewarding, but it doesn‘t meet their emotional, social or creative needs. They‘re stuck, unhappy, and have no idea what to do about it, except move to another job.

Mary Lyn Miller, experienced career consultant and founder of the Life and Career Clinic, says that when most people are unhappy about their work, their first thought is to get a different job. Instead, Miller suggests looking at the possibility of a different life. Through her book, 8 Myths of Making a Living, as well as workshops, seminars(研讨会) and personal coaching and consulting, she has helped thousands of dissatisfied workers reassess(重新评价) life and work.

Like the way of Zen, which includes understanding of oneself as one really is, Miller encourages job seekers and those dissatisfied with work or life to examine their beliefs about work and recognize that ―in many cases your beliefs are what brought you to where you are today.‖ You may have been raised to think that women were best at nurturing and caring and, therefore, should be teachers and nurses. So that‘s what you did. Or, perhaps you were brought up to be lieve that you should do what your father did, so you have taken over the family business, or become a dentist ―just like dad.‖ If this sounds familiar, it‘s probably time to look at the new possibilities for your future.

Miller developed a 7-step process to help potential job seekers assess their current situation and beliefs, identify their real passion, and start on a journey that allows them to pursue their passion through work.

Step 1: Willingness to do something different.

Breaking the cycle of doing what you have always done is one of the most difficult tasks for job seekers. Many find it difficult to steer away from a career path or make a change, even if it doesn‘t feel right. Miller urges job seekers to open their minds to other possibilities beyond what they are currently doing.

Step 2: Commitment to being who you are, not who or what someone wants you to be.

Look at the gifts and talents you have and do pursue those things that you love most. If you love the social aspects of your job, but are stu ck inside an office or ―chained to your desk‖ most of the time, vow(发誓) to follow your instinct and investigate alternative careers and work that allow you more time to interact with others. Dawn worked as a manager for a large retail clothing store for several years. Though she had advanced within the company, she felt frustrated and longed to be involved with nature and the outdoors. She decided to go to school nights and weekends to pursue her true passion by earning her master‘s degree in forestry(林学). She now works in the biotech forestry division of a major paper company.

Step 3: Self-definition

Miller suggests that once job seekers know who they are, they need to know how to sell themselves. ―In the job market, you are a product. And just like a product, you most know the features and benefits that you have to offer a potential client, or employer.‖ Examine the skills and

knowledge that you have and identify how they can apply to your desired occupation. Your qualities will exhibit to employers why they should hire you over other candidates.

Step 4: Attain a level of self-honoring(肯定自我).

Self-honoring or self-love may seem like an odd step for job hunters, but being able to accept yourself, without judgment, helps eliminate insecurities and will make you more self-assured(有自信的). By accepting who you are – all your emotions, hopes and dreams, your personality, and your unique way of being –you‘ll reveal more confidence when talking with potential employers. The power of self-honoring can help to break all the falsehoods(谎言) you were made to believe –those that made you feel that you were not good enough, or strong enough, or intelligent enough to do what you truly desire.

Step 5: Vision(想像).

Miller suggests that job seekers develop a vision that involves an answer to ―What do I really want to do?‖ One should create a doz en of sentences that describe in detail how they see their life related to work. For instance, the secretary who longs to be an actress describes a life that allows her to express her love of Shakespeare on stage. A real estate agent（房地产商）, who is attracted to his current job because he loves fixing up old homes, describes buying properties that need a little loving care to make them more saleable.

Step 6: Appropriate risk.

Some philosophers believe that the way to enlightenment comes through facing obstacles and difficulties. Once people discover their passion, many are too scared to do anything about it. Instead, they do nothing. With this step, job seekers should assess(评价) what they are willing to give up, or risk, in pursuit of their dream. For one working mother, that meant taking night classes to learn new computer-aided(计算机辅助) design skills, while still earning a salary and keeping her day job. For someone else, it may mean quitting his or her job, taking out loan and going back to school full time. Y ou‘ll move one step closer to your ideal work life if you identify how much risk you are willing to take and the sacrifices you are willing to make.

Step 7: Action.

Some teachers of philosophy describe action in this way, ―If one wants to get to the top of a mountain, just sitting at the foot thinking about it will not bring one there. It is by making the effort of climbing up the mountain, step by step, that eventually the summit(山的顶峰) is reached.‖ All too often, it is the lack of action that ultimately ho lds people back from attaining their ideals. Creating a plan and taking it one step at a time can lead to new and different job opportunities. Job-hunting tasks gain added meaning as you sense their importance in your quest for a more meaningful work life. The plan can include researching industries and occupations, talking to people who are in your desired area of work, taking classes, or accepting volunteer work in your targeted field.

Each of these steps will lead you on a journey to a happier and more rewarding work life. After all, it is the journey, not the destination, that is most important.

1. According to the recent ―Plans for 2004‖ survey, .

A) most people are unhappy with their current jobs

B) one quarter of workers are dissatisfied with their current jobs

C) a lot of people are satisfied with their current jobs

D) no people are satisfied with their current jobs

2. What is Mary Lyn Miller‘s job ?

A) Her job is to advise people on their life and career.

B) She is a professor in a famous university.

C) She is a private coach.

D）Her job is to write articles for magazines.

3. What does Mary Lyn Miller encourage job seekers and those who are dissatisfied with work or life to do?

A) To examine their beliefs about work.

B) To recognize that, in many cases, it is their beliefs that t brought them to where they are

today.

C) To do what their fathers do.

D) Both A) and B).

4. What do many people find it difficult to do?

A) To get jobs quite different from what they are currently doing.

B) To have jobs similar to what they are currently doing.

C) To make up their minds whether to change their career path.

D) To get comfortable careers.

5. According to Mary Lyn Miller, people who consider changing their careers should

________.

A) pursue what they love most

B) have more time to interact with others

C) have more outdoor activities

D) first earn their master‘s degree

6. In the job market, job seekers need to know how to sell themselves like ________.

A) knowledge B) exhibits C) products D) artworks

7. When job seekers talk with potential employers, their self-honoring or self-love may help them to show ________.

A) emotions B) dreams C) personality D) more confidence

8. Mary Lyn Miller suggests that a job seeker develop a vision that answers the question ―________‖.

9. Many people are too scared to pursue their dreams because they are unwilling to give up or

________.

10. What ultimately holds people back from attaining their ideals is ________.

(2) Globalization by the Book

Globalization is actually quite easy to define. It is simply an extension of economic freedoms beyond national boundaries．Many years ago，I got a chance to enjoy the freedom that globalization brings when，on my 20th birthday，I boarded a plane that brought me from Bombay to New York. And when I landed in New York it was still my 20th birthday and I celebrated it by eating Chinese food that came in funny little white containers I‘d never seen before．Being able to cross national boundaries is just one of five fundamental freedoms that globalization provides. These are the other four:

●first, the freedom to sell what you produce not just in your country but in others; and

to buy products from all around the globe either for your direct consumption or to

help you make what you produce—this, of course, is international trade;

●second, the freedom to seek capital for your business ventures from foreign sources

and to invest your savings abroad—this is called capital mobility or financial

globalization;

●third, the spread of scientific knowledge and technology;

●fourth, the diffusion（传播）of ideas and culture—and cuisines（烹饪）.

We should not take these freedoms for granted. We‘ve enjoyed them before and lost them. The world that existed before the onset of World WarⅠwas one such time. Writing about it, the great British economist John Maynard Keynes said that ―the inhabitant of London could order by telephone, sipping his morning tea in bed, the various products of the whole Earth, in such quantity as he might see fit, and reasonably expect their early delivery upon his doorstep…‖Alas a sniper‘s（狙击手）bullet on June 28, 1914, triggered a chain of events that reversed globalization. Another brilliant economist Fredrich von Hayek noted sadly: ―We didn‘t realize how fragile our civilization was.‖

Over the past 60 years, we‘ve regained many of the freedoms lost during these 30 years from 1914 to 1944. Trade has expanded steadily. Since 1990, capital mobility has greatly increased, though by some measures it is not back to pre-World WarⅠlevels. Immigration has increased but again, for the U.S. at least, it is just getting back to prewar levels. The spread of scientific knowledge has eliminated many diseases and raised agricultural efficiency worldwide. And the diffusion（传播）of culture and ideas continues briskly. In the political sphere, for instance, there has been a steady diffusion of democratic norms. Electoral democracies now represent 120 of the 192 or so existing countries, constituting nearly 60% of the world‘s population.

Of course the course of globalization has not run smooth over these 60 years. In the mid-1990s, financial crises disrupted international capital markets, but we‘ve learned valuable lessons from that experience on how to live with volatile（动荡不定的）capital flows. And then, on September 11, 2001, we saw an attack on globalization potentially as devastating as the sniper‘s bullet in 1914. Mercifully, international economic integration has thus far proven to be less fragile —in fact, the global economy has just recorded the fastest five-year pace of growth in recent decades.

The material benefits from this 60-year expansion of economic freedoms are evident. They include longer lives, higher incomes and reduced poverty, lower inequality of incomes, reduction in social ills such as child labor, and—eventually—a cleaner environment.

The increase in life expectancy（期望寿命）, thanks to the international diffusion of scientific and medical knowledge, has been amazing. Consider that from about the time of the Roman Empire through to the beginning of the 19th century, average human life expectancy was less than

30 years. And even as late as 1950, average life expectancy in developing nations, such as the one

I grew up in, was just 40 years. But today average life expectancy in the developing world has risen to 65 years. That is still lower than in the developed world, where life expectancy is about 75 years, but what‘s noteworthy is that the gap has shrunk. The gap used to be 30 years but is only 10 years today.

As incomes have risen, poverty rates have fallen almost everywhere. The number of people living in wretched（悲惨的）poverty has fallen by nearly 500 million—there has been greater reduction in poverty over the last 50 years than in the previous 500 years.

Higher incomes provide the means to combat social ills. With higher income, more families can afford to enroll their children in school rather than put them to work. We saw this in Vietnam, for example, where school enrollment rose once the country‘s farmers were able to sell their rice

at global prices.

Rising up the income ladder in developing nations often involves abandoning life in agriculture and moving to cities where there is more opportunity for higher-wage employment. Many of these jobs are in ―sweatshops‖. Many of them have low pay and poor working conditions, but they also provide the poor with opportunities they‘ve never known previously.

Many accept these benefits of globalization but worry that it raises income inequality. What are the facts? Global inequality has actually declined if one treats every individual as a citizen of Planet Earth and ignores their nationality. True, most of this is due to the spectacular advancement of incomes in China and India, but many other countries are sharing in the good fortunes that globalization brings. Within countries, the pattern of changes in inequality defies （使成为不可能）easy characterization. Income inequality has indeed increased over the last 30 years in countries like the United States, but the consensus（一致的意见）is that the cause is technology rather than trade.

The last material benefit I mentioned was a cleaner environment. Freedom—and free markets---eventually translate into a cleaner environment. We now know that some of the worst environmental abuses occurred in the countries of the former Soviet Union, under central planning and absence of political freedoms. In market economies, in contrast, once average incomes have crossed a threshold（门槛）of about $3000 to $4000, rising incomes and cleaner environments go hand in hand.

1.The autho r‘s travel from Bombay to New York on his 20th birthday is cited to illustrate__________.

A) the high income he enjoys

B) the freedom to cross national borders

C) the high speed of air travel

D) the benefits of modern transportation

2. What is financial globalization?

A) The freedom to invest in whatever business you like.

B) The free flow of capital across national borders.

C) The free exchange of currencies among countries.

D) The freedom to buy or sell products around the globe.

3. What does the author say about the First World War?

A) It destroyed many industries built over the years.

B) It was caused by a small accident.

C) It was the result of a chain of events around the world.

D) It turned back the trend of globalization.

4. What does the author say about the 60 years after World WarⅡ？

A) Financial crises frequently disrupted international capital markets.

B) Globalization has regained its strength and proved less fragile than the prewar years.

C) The global economy grew fast and economic integration far exceeded pre-World WarⅠlevels.

D) Globalization went rather smoothly with rapid technological progress.

5. At present, average life expectancy in the developing world is___________________.

A) 40 years B) about 75 years

C) less than 30 years D) 65 years

6. The author cites Vietnam as an example of _____________________________.

A) combating social ills through education

B) raising agricultural efficiency with modern techniques

C) giving up agriculture for industrial development

D) benefiting from globalization

7. What does the author say about the ―sweatshops‖ in developing countries?

A) They provide the poor with opportunities.

B) They should be closed down.

C) They provide the only chance to climb the income ladder.

D) They are a direct consequence of globalization.

8.Many people accept the benefits of globalization but worry that it widens__________.

9. The increase in income inequality in the United States over the last 30 years does not result from trade but is due to____________________________.

10. Once average incomes have risen above $3000 to $4000, the environment will become ____

with rising incomes.

(3) Americans and Food

An unusual but timely cartoon recently appeared in the local newspaper. The single panel showed a gravel-pit operation with piles of raw earth and large cranes. Next to one of the cranes stood the owner of the gravel pit -- a grizzled, tough-looking character, hammer in hand, pointing proudly to the new sign he had just tacked up. The sign read, ―Fred‘s Fill Dirt and Croissants（面包）.‖ The cartoon illustrates an interesting phenomenon: the changing food habits of Americans. Our meals used to consist of something like home-cooked pot roast, mashed potatoes laced with butter and salt, a thick slice of apple pie topped with a healthy scoop of vanilla ice cream -- plain, heavy meals, cooked from scratch, and eaten leisurely at home. But America has changed, and as it has, so have what we Americans eat and how we eat it.

We used to have simple, unsophisticated tastes and looked with suspicion at anything more exotic than a hamburger. Admittedly, we did adopt some foods from the various immigrant groups who flocked to our shores. We learned to eat croissants, those small, sweet French bread rolls, and also Chinese food and pizza, but in the last few years, the international character of our diet has grown tremendously. We can walk into any mall in Middle America and buy Mexican food like pita bread and tacos. Such foods are often changed on their journey from exotic imports to ordinary ―American‖ meals, but the imports are still a long way from hamb urger on a bun.

Why have we become more worldly in our tastes? For one thing, television blankets the country with information about new food products and trends. Viewers in rural Montana know that the latest craving in Washington, D.C. is Cajun cooking and that something called tofu is now available in the local supermarket. Another reason for the growing international flavor of our food is that many young Americans have traveled abroad and gotten hooked on new tastes and flavors. Backpacking students and young professionals vacationing in Europe come home with a taste for authentic French bread or German beer. Finally, continuing waves of immigrants settle in the cities where many of us live, causing significant changes in what we eat. Vietnamese, Haitians, and Thais, for instance, bringing their native foods and cooking styles with them and eventually open small markets or restaurants. In time, the new food will become Americanized enough to take its place in our national diet.

Our growing concern with health has also affected the way we eat. For the last few years, the

media have warned us about the dangers of our traditional diet, high in salt and fat, low in fiber. The media also began to educate us about the dangers of processed foods pumped full of chemical additives. As a result, consumers began to demand healthier foods, and manufacturers started to change some of their products. Many foods, such as lunch meat, canned vegetables, and soups, were made available in low-fat, low-sodium versions. Whole-grain cereals and high-fiber breads also began to appear on the grocery shelves. Moreover, the food industry started to produce all-natural products -- everything from potato chips to ice cream -- without additives and preservatives. Not surprisingly, the restaurant industry responded to this switch to healthier foods, luring customers with salad bars, broiled（烤）fish, and steamed vegetables.

Our food habits are being affected, too, by the rapid increase in the number of women working outside the home. Sociologists and other experts believe that two important factors triggered this phenomenon: the women‘s mo vement and a changing economic climate. Women were assured that it was acceptable, even rewarding, to work outside the home; many women also discovered that they had to work just to keep up with the cost of living. As the traditional role of homemaker chan ged, so did the way families ate. With Mom working, there wasn‘t time for her to prepare the traditional three square meals a day. Instead, families began looking for alternatives to provide quick meals. What was the result? For one thing, there was a boom in fast-food restaurants. The suburban or downtown strip that once contained a lone McDonald‘s now features Wendy‘s, KFCs, Burger King, and Pizza Hut. Families also began to depend on frozen foods as another time-saving alternative. Once again, though, demand changed the kind of frozen food available. Frozen food no longer consist of foil trays divided into greasy fried chicken, watery corn niblets, and lumpy mashed potatoes. Supermarkets now stock a range of supposedly tasty frozen dinners.

It may not be possible to pick up a ton of fill dirt and a half-dozen croissants at the same place, but America‘s food habits are definitely changing. If it is true that ―You are what you eat,‖ then America‘s identity is evolving along with its diet.

1.According to the text, American meals at one time______.

A.consisted chiefly of hamburgers

B.were plain and heavy

https://www.360docs.net/doc/7b18569274.html,ed to be much lighter

D.were all home-cooked

2.What were the tastes like for Americans in the past?

A.Simple, unsophisticated

B.Hot, Mexican style

C.Sweet French style

D.Other exotic tastes

3.How do Americans in rural places know the new trends of food?

A.On the news paper

B.On the air

C.On the Internet

D.On TV programs

4.One of the reasons why Americans have become more international in their tastes is

that_____.

A.many of them have acquired a taste for foreign food while travelling abroad

B.many of them have acquired a taste for foreign food while travelling domestically

C.foreign foods like Chinese and Mexican food are not expensive

D.restaurants serving foreign food can be found in all big cities

5.An important factor that has affected what Americans eat is ______.

A.food advertisements delivered through the media

B.the changes in the menus of restaurants

C.increased awareness of the dangers of canned food

D.increased consciousness about their health

6. A direct result of the change in America‘s economic climate was ______.

A. a boom in the sale of packaged foods

B.an increase in the number of women working outside the home

C. a big increase in fast-food restaurant

D. a steady growth in the sale of frozen dinners

7.According to the text, the American identity is changing with______.

A.less people eating unhealthy food

B.the increase in its immigrants

C.more families not eating traditional American food

D.the change in the eating habits of its people

8.Many women also discovered that they had to work just to keep up with _______________.

9.With Mom working, there wasn‘t time for her to prepare the traditional _____________a day.

10.Supermarkets now stock a range of supposedly ____________________dinners.

(4) More Men Marrying Wealthier Wives

Bettyy Zielinski is a German-born 28-year-old stylist who moved to New York to study fashion in 1995 and stayed. Just before Christmas, she broke up with her blue-collar boyfriend, who repaired Navy ships.

―He was extremely insecure about my career and how successful I am,‖ Ms. Zielinski said.

An analysis of census data to be released Tuesday by the Pew Research Center found that she and countless women like her are victims of a role reversal that is profoundly affecting the pool of potential marriage partners.

―Men now are increasingly likely to marry wives with more education and income than they have, and the reverse is true for women,‖ said Paul Fucito, spokesman for the Pew Center. ―In recent decades, with the rise of well-paid working wives, the economic gains of marriage have been a greater benefit for men.‖

The analysis examines Americans 30 to 44 years old, the first generation in which more women than men have college degrees. Women‘s earnings have been increasing faster than men‘s since the 1970s.

―We‘ve known for some time that men need marriage more than women from the standpoint of physical and mental well-being,‖ said Stephanie Coontz, a professor at Evergreen State College in Olympia, Wash., and research director for the Council on Contemporary Families, a research and advocacy group. ―Now it is becoming increasingly important to their economic well-being as well.‖

The education and income gap has grown even more in the latest recession, when men held about three in four of the jobs that were lost. The Census Bureau said Friday that among married

couples with children, only the wife worked in 7 percent of the households last year, compared with 5 percent in 2007. The percentage rose to 12 percent from 9 percent for blacks, among whom the education and income gap by gender has typically been even greater.

―I‘m not married, I would like to be married, and my friends are all in a similar situation,‖ said Dr. Rajalla Prewitt, a 38-year-old psychiatrist in New Jersey. ―We‘re having difficulty finding someone where there‘s a meeting of the minds, where we can have the same goals and values.‖―Particularly, African-American men who are educated want a traditional home where they are the breadwinner,‖ said Dr. Prewitt, who is a black woman.

In 2007, the Pew report found, median household incomes of married men, married women and unmarried women were all about 60 percent higher than in 1970. But among unmarried men, median household income rose by only 16 percent. These days, men who marry typically gain another breadwinner.

In 1970, 28 percent of wives had husbands who were better educated, and 20 percent were married to men with less education. By 2007, the comparable figures were 19 percent and 28 percent. In 1970, 4 percent of husbands had wives who made more money; in 2007, 22 percent did.

College-educated wives are less likely to have a husband who is college-educated and in the highest income bracket than they were in 1970, and married women are less likely to have a husband who works.

―Among all married couples,‖ the report said, ―wives contribute a growing share of the household income, and a rising share of those couples include a wife who earns more than her husband.‖

While marriage rates have declined over all, women with college degrees are still more likely to marry today than less educated women.

But some women find that the dating pressures are intense. Syreeta McFadden, a 35-year-old Columbia and Sarah Lawrence graduate who is between jobs after working in real estate development, said: ―With men of any ethnic group, it‘s a little intimidating for them to encounter smart women. Money is tricky.

―But, I think for me, it comes down to compatibility,‖ Ms. McFadden said. ―Can you grow with me? Or as my genius friend the textile designer says, she asks on first dates or meeting men in bars, ?Do you have a passport and a library card?‘ ‖

Elaine Richardson, who is in her 50s, is divorced and owns a health care consulting firm in Westchester, said that men ―call you high maintenance if you look like you don‘t need anyone to take care of you.‖

Professor Coontz at Evergreen State recalled that from the late 19th century through the 1940s, it was not uncommon for a woman to finish high school or go to college and marry a man who made more but was less educated.

―This changed in the 1950s to 1970, as financial returns to education really mo unted for men, but not for women,‖ Professor Coontz said.

The latest shift, Professor Coontz said, ―is truly a sea change in gender relations within marriage.‖

―Many people have worried that men‘s increasing dependence on their wives, especially if they are laid off, might lead to the kind of backlash against women workers that happened in the Great Depression,‖ Profes sor Coontz said. ―But I think that wives‘ work has become so normative

that this is unlikely.‖

Ms. Zielinski, the fashion stylist, said her best friend, a man, told her once: ― ?You are confident, have good credit, own your own business, travel around the world and are self-sufficient. What man is going to want you?‘ He laughed, but I found that pretty depressing.‖ Zielinski said.

1. Betty Zielinski broke up with her boyfriend because_______.

A) he knew nothing about fashion

B) he was not in favor of her new job

C) he was a blue-collar worker

D) he didn‘t treat her well

2. In today‘s America, more and more men are marrying women with________.

A) high education and income

B) poor education and high income

C) less education and income

D) better education and less income

3. For Americans 30-44 years old, ______.

A. more men than women have college degrees

B. more women than men have college degrees

C. men‘s earning have overtaken those of women

D. men‘s earning are increasing faster than women

4. Which statement is wrong?

A) Fewer men and women choose to be single

B) Men need marriage more than women physically.

C) Men need marriage more than women mentally.

D) Men need marriage more than women out of economic well-being.

5. In today‘s America, many men marry typically to ______.

A) have children

B) support their parents

C) gain household income

D) achieve certain social status

6. Women with college degrees______.

A) earn more than men with the same degree

B) are more likely to choose to be single

C) are more likely to marry than less educated men

D) are more likely to marry than less educated women

7. From the late 19th century through the 1940s, women with colleges degrees often married ____.

A) compatible men

B) rich but less educated men

C) poorly educated men

D) well educated men

8. Betty Zielinski and countless women like her are victims of ________ that is profoundly affecting the pool of potential marriage partners.

9.In recent decades, with the rise of well-paid working wives, the economic gains of marriage have been _________ for men.

10.These days, men who marry typically gain _________.

(5) Improve the Quality of Education

To improve the quality of education calls for improvement in the quality of education in all its aspects, aiming for a situation where people can achieve excellence. Everyone should be able to achieve learning outcomes that are recognized and can be measured, particularly with regard to literacy, numeracy (数字) and other skills essential for life.

Why this goal?

Education must help learners live their lives with greater competence and greater confidence. It will only do this if it is of good quality---where the learning process is positive and helpful, and where real learning takes place. For children, it is not merely a matter of attending school, but of learning in ways that make sense, and learning things that are relevant and useful. Today‘s world is complex and knowledge is growing at a fast pace---learning must go on throughout life. Both children and adults need to know how to cope with change, with many different relationships, with lots of information, and with diversity and difference.

So teaching and learning must give learners the tools for life---education must lead to outcomes that are meaningful where learners feel confident in using the knowledge and skills they have acquired. Education is also about developing behavior based on positive values---understanding and respect for other people of all kinds, for their rights, for the past and the future. This is education of high quality---only education of this kind will lead to the many social and economic benefits which countries and individuals hope for.

Importance of quality education in learning

Learners---whether children or adults---quickly react to the quality of education. Where the quality of schooling is high, for example, parents are motivated not only to send their children to school, but also to keep them there. Adults learners soon lose interest in educational opportunities if they do not result in relevant and useful knowledge. The quality of education is therefore a factor in ensuring that education is accessible and meaningful to everyone.

What happens in the learning environment is also important. When the school is a safe environment and is well-equipped, when teachers are well-trained and highly motivated, learners are more likely to be able to achieve learning goals and successfully complete schooling.

An education of high quality also means that individuals will develop their potential---education will make a difference to the chances they have in life. In society as a whole, quality education supports positive social change. It will enable people to progress through effective learning outcomes---gaining the knowledge, competencies, skills and behaviors which are essential for development.

Current challenges

Measuring quality: this is a key challenge, so that we can say with more certainty where and how the quality of education is improving. We need better indicators and more of them, so that the different aspects of quality can be assessed.

Increasing the relevance of education: irrelevant education means little to the learner and does not lead to new opportunities in life. Education must be made relevant to the circumstances of the learner---for example, exploring the local culture and way of life and using local languages. It must also be relevant to the opportunities that are available---knowledge that can lead to further learning and to productive work, whether locally, in the capital city or elsewhere.

Quality for everyone: this will mean special approaches for disadvantaged children and adults, such as those in conflict zones and emergency situations, those with disabilities, those in remoter areas, orphans, abandoned children, and those affected by HIV and AIDS. Many of these will not be able to receive a quality education without special measures and attention to address their needs.

Reforming the education system: improving quality means doing things differently, since current education systems in many places do not provide quality learning. We must try every means to improve the quality of teachers, reform teaching methods and create better school environments.

What governments should do?

Increase the relevance of education by adjusting learning processes, curriculum content and school management to take account of the context of learning;

Stress democratic citizenship, respect and human rights as the most important values of education and take measures so that they are developed at the school level and in other learning environments;

Emphasize sustainable development as the most important social outcome of education, and link this to curriculum development and teacher training;

Take special measures to reach vulnerable groups; this may include school feeding programs, itinerant（巡回的）teachers, health support, materials and instruction in minority languages, measures for the disabled;

Improve the school environment with special attention to the needs of girls in respect of safety, sanitation and the attitudes of teachers;

Strengthen the training, status and payment of teachers in order to improve teacher performance and motivation;

Invest in books, materials and equipment to provide a stimulating learning environment---at the very least, every child in school should have access to a book which they can read for themselves;

Develop accountable management systems, particularly at school level, under a clear legal framework and with appropriate capacity-building so that local information can feed into decisions and planning;

Continue research into measuring quality, developing appropriate indicators and building local capacity to collect and interpret local data.

What funding agencies should do?

Support research for a better understanding and measurement of quality, in the diverse national and sub-national contexts, through research studies and capacity-building;

Support the initial and in-service training of teachers as key guarantees of quality and support studies into what quality means for vulnerable groups;

Act as a catalyst for dialogue at local and national levels, and between them, on developing accountable management systems;

Facilitate exchange and lesson-learning between different countries and regions of the world, for teachers, school administrators and other education practitioners.

What UNESCO is doing?

UNESCO supports the promotion of quality education by emphasizing the values that support it. It does this through:

The Decade of Education for Sustainable Development, which aims to make sure that education presents ideas and values about building a sustainable future---one in which individuals and communities can develop in full respect of each other, of the world we live in and of future generations.

The Associated Schools Project Network, which gives schoolchildren the chance to learn about the wider world and how the United Nations works. It also gives them the chance to be in touch with others in different parts of the world. This builds respect for diversity and difference and teachers teamwork and communication skills.

Education for human rights and peace, with materials and events to make sure that quality education is a force for solidarity and non-violence in today‘s world.

The cultural and linguistic diversity program, which shows the importance of respecting diversity and of building education on the richness of different cultures and languages; it also promotes the use of local languages as the best vehicles of learning when children start school and adults learn literacy for the first time.

注意：此部分试题请在答题卡1上作答。

1.The purpose of improving the education quality is to create an environment in which people

may achieve further success.

2.For children, education means having the chance to attend school.

3.Enjoying good learning environment, learners will inevitably achieve their learning goals.

4.To acquire quality education, special measures and attention are necessary for disadvantaged

people.

5.To meet the challenge of reforming the education system, we need to take measures to train

teachers and adopt better teaching methods.

6.To acquire quality education, increasing the relevance of education is the most important

thing that governments should do.

7.Providing a stimulating learning environment means all the school children should have their

own textbooks.

8.To achieve a better understanding and measurement of quality, funding agencies should

support relevant research by means of ________________.

9.The purpose of the Decade of Education for Sustainable Development is to ensure that

education may help to ______________.

10.To provide the best learning tools for school children, the cultural and linguistic diversity

program emphasizes the use of __________________.

(6) The Power of Forgiveness

It was 12:37 a.m. as the bus pulled from the terminal(终点站) at Bowling Green, Kentucky. The streets were silent and the night was cool. I‘d gotten my sister on her way to Ft. Knox after a weekend visit. At this time, I wanted nothing more than to go back to the dorm and get some rest.

I never thought that a trip to the bus station could be so dramatic, that I would face death because of others‘ prejudice. Later on, I would need to overcome the effects of that prejudice.

After giving my sister spending money, I couldn‘t affor d to take a cab back to the dorm. So I decided to get a little exercise and run to the dorm, about four miles away. When I had gone about two blocks, I noticed a truck slowly following me. When I turned around to see who it was, the driver sped up, went to the next block, and turned right. After I‘d run another couple blocks, I

noticed the truck in front of me. A guy on the passenger side started yelling at me, ―Hey, nigger.‖However, I continued running, pretending to ignore them.

Three blocks further on, they appeared again. This time, the driver had three other guys sitting in the back of the truck. ―Nigger, we‘re going to kill you,‖ they yelled as they threw cans and bottles at me. Trying not to show any fear, I continued my uphill journey to Western Kentucky University. By this time, I feared for my life and started praying silently to God. I knew that each step would bring me closer to a safe haven.

When the guys in the pickup turned left, I passed them by, and I didn‘t see or hear from them for three more blocks. However, as I approached the corner of the fourth block, they surprised me. Five white guys jumped from the corner and surrounded me. One guy wearing a University of Louisville baseball cap said to me, ―Where‘re you going. Nigger?‖ and pushed m e into a guy behind me. Then the guy wearing the U of L hat hit me in the stomach. As 1 folded over, another guy kicked me in the side. Immediately after that blow, another kicked me hard in the rear, and then blows came from everywhere.

As I fell to the sidewalk, I felt a stick break on my back. There were more kicks to my face and ribs and then, I felt nothing.

When I awakened, my mother was sitting beside my bed. When she saw me move my head, she simply said, ―Thank God.‖ It took me three weeks to get ou t of the hospital, and seven more to recover from four broken ribs, a broken collarbone(锁骨) and arm, fractured(断裂的) skull, and severely beaten face. Physically, I did recover.

As people came to see me, I felt the tension between the blacks and whites. Coincidentally(巧合地), the police reported that I was ―assaulted(袭击) by five unknown assailants(攻击者)‖ and left it at that. They failed to investigate either the vehicle or the license plate number(车牌号) that a witness reported.

When I got better, I purchased a handgun and walked the street every night for at least a month. I didn‘t speak to, eat with, or associate with white people in any form or fashion. One night, as I was walking away from the bus stop, I saw the pickup. As I waited for the driver to come out of the convenience store, the anger and hatred rose within me. All the malice(怨恨) I‘ve ever felt transferred to the index finger of my right hand on the trigger of my handgun.

When the guy came out of the store, 1 grabbed him from behind and pushed the gun in his side. I dragged him behind the building and put the gun to his throat. ―Do you remember me?‖ I asked. ―Uh... yeah,‖ he answered. ―Before I blow your brains out, I want to know why you all did that to me that night.‖ When this man started to cry and plead for his life, I felt immensely powerful, however, he said, ―I really am sorry and I came to see you in the hospital. I‘m the one who sent the card. Don‘t hate the whole white race for the mistakes of the few ... I wrote that.‖

I remembered the card. As I looked at that man again, I saw the pain he had been carrying for four months. As I let up on the trigger, I looked at him and said, ―I forgive you,‖ and walked away. Then I took the bullets out of the gun and threw them to the ground.

As I walked up the hill to Western Kentucky University, each step gave me a new freedom. When I got to the top of the hill, I was a brand new man. I was not only free of malice and prejudice; I had become a man who could forgive the prejudice of others. I had decided that night to walk in a new power: the power of forgiveness.

1. The author ran back to his dorm from the bus terminal because he thought some exercise would

do him good.

2. His dorm was about four miles away from the bus terminal.

3. When the author found himself followed by a truck, he stopped .So did the driver of the truck.

4. The people in the truck following the author were white racists who hated black people.

5. The author was severely beaten with four ribs and a collarbone broken.

6. The author was taken to a hospital in an ambulance after he fell unconscious.

7. The police were keen on arresting the assailants.

8. When the author recovered, he decided to take revenge on .

9. To express regret for what he had done, the driver of the pickup sent the author

a .

10. As the author walked back to the university, he felt like a new man because he now had the

power of .

(7)

The Fine Art of Complaining

You waited forty-five minutes for your dinner, and when it came it was cold —and not what you ordered in the first place. You asked for a seat in the non-smoking section, and the flight attendant put you between two chain-smokers. Your new car broke down the first month, and the dealer wouldn‘t honor the warranty.

Do these examples of life‘s annoyances sound familiar to you? They probab ly do —because things just like them happen to all of us. And when they do, most of us just sit there and take it. We eat cold meals we didn‘t want. We cough on secondhand smoke. We pay for repairs that were supposed to be free.

What we don‘t often do is complain effectively. We talk about standing up for our rights, but when the opportunity comes, we don‘t. Perhaps we make one awkward attempt at protest—―Uh, excuse me, but I don‘t think I ordered squid and onions ...‖ Then we give up and suffer in silen ce. Or slink quietly away. We‘re afraid to ―make a scene‖.

The truth is, though, that complaining often works. As the old proverb says, ―The squeaky wheel gets the grease.‖ Complain about a problem and it may be solved for you. If you don‘t complain, nothing will be done. But complaining is an art form. In order to do it successfully, you have to know two things: how to complain and whom to complain to.

How to Complain

The way to complain is to act business-like and important. If your complaint is immediate —you got the wrong order at a restaurant or the wrong seat at the theater —make a polite but firm request to see the manager or supervisor. When the manager comes, ask his or her name. And then state your problem and what you expect to have done about it. Be polite! Shouting or acting rude will get you nowhere. But also be firm. Don‘t say ―I, uh, was sort of expecting…‖Say ―I expect…‖

Act important. This doesn‘t mean to puff up your chest and say, ―Do you know who I am?‖What it means is that people are often treated the way they expect to be treated. If you act like someone who expects a fair request to be granted, chances are it will be granted.

The worst way to complain is over the telephone. You are speaking to a disembodied voice, so you can‘t tell how the person on the line is reacting. It is easy for that person to give you the runaround. Complaining in person or by letter is generally more effective.

If your complaint does not require a this-moment response, it often helps to complain by l etter. If you have an appliance that doesn‘t work, for example, send a letter to the store that sold it, the company that made it, or both. Be businesslike and stick to the point —don‘t spend a paragraph on how your Uncle Joe tried to fix the problem and couldn‘t. Here‘s an outline for an effective letter of comp laint, including a ―PS‖:

Paragraph 1: Explain what the problem is. Include any facts that back up your story.

Paragraph 2: Tell how you trust the company and are confident that your reader will fix the problem. (This is to ―soften up‖ the reader a little bit.)

Paragraph 3: Carefully explain what you want done (repair, replacement, refund, etc.). PS (readers always notice a PS) State when you expect the problem to be solved and what you‘ll do if it i sn‘t.

Notice that the PS says what you‘ll do if your problem isn‘t solved. In other words, you make a (polite) threat. Your threat ought to be believable. A threat that you‘ll bum down the store if your purchase payment isn‘t refunded is not believabl e. (And if it were believed, it could get you thrown into jail.) A threat to report the store to the Better Business Bureau, on the other hand, is believable.

One common threat is ―I‘ll sue!‖ A full-blown lawsuit, with lawyers, is more trouble than most problems are worth. But most areas have a small-claims court where suits involving relatively modest amounts of money are heard. These courts don‘t use complex legal language or procedures, and you don‘t need a lawyer to use them. A store or company will often settle with you (if you have a fair claim) rather than go to small-claims court.

Whom to Complain to

One of the greatest frustrations in complaining is talking to a clerk or receptionist who can‘t solve your problem and whose only purpose seems to be to drive you crazy. Getting mad doesn‘t help,for the person you‘re mad at probably had nothing to do with your actual problem.

When complaining in person, ask for the manager or supervisor. When complaining by letter, get the name of the store manager or company president. (A librarian can help you find this information.) If you are complaining over the phone, ask for the customer-relations department. If there is none, then ask for the manager or appropriate supervisor. Or talk to the head telephone operator, who will probably know who is responsible for solving problems.

Be persistent. One complaint may not get results. In that case, it may work to simply keep on complaining. This will ―wear down‖ resistance on the other side. If yo u have a problem with a store, call the store two or three times every day. Chances are someone there will get tired of you and take care of your complaint in order to get rid of you. The squeaky wheel gets the grease.

1. What does the author suggest you do when you are not served properly at a restaurant?

A) State your problem to the head waiter.

B) Demand a discount on the dishes ordered.

C) Ask to see the manager politely but firmly.

D) Ask the name of the person waiting on you.

2. Why does the author say the worst way to complain is over the telephone?

A) Your problem may not be understood correctly.

B) You don‘t know if you are complaining at the right time.

C) Your complaint may not reach the person in charge.

D) You can‘t tell how the person on the line is reacting.

3. What should you do if you make a complaint by letter?

A) Demand a prompt response. B) Provide all the details.

C) Send it by express mail. D) Stick to the point.

4. What can you infer from the outline of complaint letters?

A) When you write a complaint letter, you should use a little flattery.

B) When you write a complaint letter, you should invent stories to support yourself.

C) When you write a complaint letter, you should use professional stationery.

D) When you write a complaint letter, you need not describe the problem in a straight way.

5. According the author, which of the following is recommended to get the problem solved?

A) They can resort to the court in any condition.

B) They should never threaten.

C) They can make a polite and believable threat.

D) They needn‘t show their trust in the related company.

6. Why does the author say ―one of the greatest frustrations in complaining is talking to a clerk or receptioni st‖?

A) Because they are probably not the ones in charge.

B) Because they are impolite.

C) Because they are crazy.

D) Because they are lazy.

7. From the last paragraph, we can conclude that __________.

A) Managers and supervisors are easily get tired of the complainers.

B) Keeping on complaining is useful.

C) Complainers should know the names of the managers and supervisors.

D) Complainers should avoid complaining frequently.

8. The main idea of the selection is:________________________________________.

9. According to the author, company would often rather settle with a complaining customer than _______________________________.

10. We can conclude that the small-claims courts are used by____________________________.

Part II Reading Comprehension（Reading in Depth）

Section A

Directions: Please read the following passages and fill in the blanks according to the what you've learned.

(1)

Davos is a small Alpine city in eastern Switzerland which began making itself known in the 1990s for hosting the World Economic Forum, an annual gathering of politicians, financiers and academics .Each year, those taking part (1) five days there networking and discussing a (2) of issues such as the global supply of oil, world economic (3) and environmental problems.

Davos Men share the belief that globalization is both welcome and unstoppable. They would like to see (4) boundaries vanish so as to facilitate their (5)

operations. Some people say that this international perspective is a minority elitist position not shared by the majority of people. Others, however, (6) that endorsing a global (7)

does not mean sweeping (8) one‘s patriotic feelings or (9) one‘s national identity. The question, perhaps, is whether it is possible to strike a (10) between being

global and being local.

(2)

When Hitler decided to launch his (1)________ of Russia, he thought that nothing could stand in the way of his armies. Conquest, it seemed, was (2)________. He (3)________ Stalin off his guard by (4)________his attack without a (5)________ of war. Hitler expected the (6)________ to last only a few months. In the event, It was to (7)________on for much longer. Like Napoleon before him, he had made a (8)________ mistake in failing to (9)________ with the severity of the weather. Many German soldiers were to die from the cold as winter set in, bringing the German advance to a (10)________.

(3)

When you get an invitation to a job interview, you are halfway toward your goal—a job offer. No matter how many 1 responses you have gotten to your job 2 letters, with rare exceptions you will not get a job offer without an interview.

Go to the library to find all 3 information about the company and, if you can, on the person who will interview you. Have material with you that the employer might ask you-- 4 of your work, names and address of 5 , extra copies of your resume.

An employment manager for a major construction company offers this 6 , ―If it‘s obvious you haven‘t spent any time 7 for the interview-- that is, you don‘t know what the company does, where it does it, what kinds of jobs it has—then don‘t expect the company to take you very 8 .‖

Prior to an interview the employer has 9 seen your resume and perhaps talked with you on the phone. What employers look for in interviews is what you might call personal chemistry—how you look and act, whether you 10 self-confidence, how you would fit in with other members of the organization.

(4)

You see that young man swimming out at sea? He‘s trying to swim out the beacon and back. He must be (1)_____ to have(2) ______ himself to such a thing, the (3)______ is far too strong. I met him on the beach before he set out. I don‘t mind telling you that I was taken (4)______ when he told me what he was going to do. I am a swimmer myself, but I wouldn‘t attempt it. And he didn‘t look in good (5)______ at all. Far from it. He may have had a good (6)______once, but he had clearly let himself go all to (7)_______. However, it seems like he had no choice. He told me that he had gone broke, not a penny left, and that old Burton would only find him a (8)______ in his him if he did the swim. That was another surprise. Burton seems such a (9)______ mannered man, kind to everybody. Perhaps he thought the young man would not have the courage, that he would funk it. Then, again, perhaps Burton knew he was sending the young man to his death, but was too cold-blood to care. It only goes to show how (10)________ appearances can be.

(5)

Although Browder and Mandl define their nationality differently, both see their （1）as a matter of personal choice, not the place of (2) . And not incidentally, both are Davos Men, members of the (3) business elite who trek each year to the Swiss Alpine town for the

(4) meeting of the World Economic Forum, founded in 1971. This week, Browder and Mandl will join more than 2,200 executives, politicians, academics, journalists, writers and a handful of Hollywood (5) for five days of networking, parties and endless earnest discussions about everything from post-election Iraq and HIV in Africa to the global (6) of

oil and the implications of nanotechnology. Yet this year, perhaps more than ever, a hot topic at Davos is Davos itself. Whatever their considerable differences, most Davos Men and Women (7) at least one belief: that globalization, the unimpeded (8) of capital, labor and technology across national borders, is both welcome and unstoppable. They see the world increasingly as one vast, (9) marketplace, in which corporations search for the most (10) ___ locations to buy, produce and sell their goods and services.

(6)

What is the best way to impress a 1 employer when you go for a job interview? As I see it, the best thing is to 2 that you have done your homework and know all about the firm 3. You should make every 4 , for example, to show that you know something about the 5 of the company, including the different lines of products it turns out and the chief business 6 it is working with. 7 in a spontaneous manner and let the interviewer know that you are not fighting by challenges, but are willing to take a crack at anything. Try to look at the situation from the 8 of the person offering the opportunity of employment. What sort of qualities is he likely to be looking for? Enthusiasm, certainly. So don‘t leave your application waiting until just before the 9 . 10 early. Another thing that can make a difference is to follow up your interview with

a letter expressing your enthusiasm to join the company.

(7)

In 1812, Napolean Bonaparte, Emperor of the French, led his Grand Army into Russia. He was prepared for the fierce (1)________ Russian people (2)________ their homeland. He was prepared for the long (3)________ across Russian soil to Moscow, the capital city. But he was not prepared for the (4)________ enemy that met him in Moscow---the raw, bitter, (5)________ Russian winter.

In 1941, Adolf Hitler, leader of Nazi Germany, (6)________ an attack against the Soviet Union, as Russian then was called. Hitler‘s (7)________ might was unequaled. His war machine had (8)________ down resistance in most of Europe. Hitler expected a short (9)________ but, like Napolean before him, was taught a painful lesson. The Russian winter again came to the (10)________ of the Soviet soldiers.

(8)

I think the chief thing that (1) _______ me about Burton was his kindliness. There was something very pleasing in his (2)________ blue eyes. His voice was (3)_______ ; you could not imagine that he could possibly (4)_______ it in anger; his smile was(5) _______. Here was a man who (6)______ you because you felt in him a real love for his fellows. At the same time he liked his game of cards and his cocktail, he could tell with point a good and spicy story, and in his youth he had been (7)______ of an athlete. He was a rich man and he had (8)_______ every penny himself. I suppose one thing tat made you like him was that he was so small and (9)_______ ; he aroused your instincts of protection. You felt that he could not (10)_______ to hurt a fly.

(9)

The automobile industry is one of the most important industries in the world, affecting not only economies but also cultures. It provides jobs for millions of people, (1)______ billions of dollars in worldwide revenues, and provides the basis for a multitude of (2)____ service and support industries. Automobiles (3)_____transportation in the 20th century, changing forever the way people live, travel, and do business.

The automobile has (4)_____ people to travel and transport goods farther and faster, and has