CET4选词填空答题技巧(共21页).doc

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1、精选优质文档-倾情为你奉上Passage 1 What is it about Americans and food? We love to eat, but we feel 1 about it afterward. We say we want only the best, but we strangely enjoy junk food. Were 2 with health and weight loss but face an unprecedented epidemic of obesity(肥胖). Perhaps the 3 to this ambivalence(矛盾情结)

2、lies in our history. The first Europeans came to this continent searching for new spices but went in vain. The first cash crop(经济作物) wasnt eaten but smoked. Then there was Prohibition, intended to prohibit drinking but actually encouraging more 4 ways of doing it.The immigrant experience, too, has b

3、een one of inharmony. Do as Romans do means eating what “real Americans” eat, but our nations food has come to be 5 by importspizza, say, or hot dogs. And some of the countrys most treasured cooking comes from people who arrived here in shackles.Perhaps it should come as no surprise then that food h

4、as been a medium for the nations defining struggles, whether at the Boston Tea Party or the sit-ins at southern lunch counters. It is integral to our concepts of health and even morality whether one refrains from alcohol for religious reasons or evades meat for political 6 .But strong opinions have

5、not brought 7 . Americans are ambivalent about what they put in their mouths. We have become 8 of our foods, especially as we learn more about what they contain.The 9 in food is still prosperous in the American consciousness. Its no coincidence, then, that the first Thanksgiving holds the American i

6、magination in such bondage(束缚). Its what we eatand how we 10 it with friends, family, and strangersthat help define America as a community today.A) answerI) creativeB) resultJ) beliefC) shareK) suspiciousD) guiltyL) certaintyE) constantM) obsessedF) definedN) identifyG) vanishO) idealsH) adaptedKeys

7、: 1. D 2. M 3. A 4. I 5. F 6. B 7. L 8. K 9. J 10. CPassage 2 Linda Joness two-year-old son, Reilly, was sharing a hot dog on the deck overlooking her friend Lisa Roths swimming pool. One moment Jones was watching Reilly goof around with the other children at this 1 of moms and kids last July. The n

8、ext moment he was gone. Jones turned to her friend Maschel Rawlings and asked, “Have you seen Reilly?” Rawlings stood, scanned the pool and 2 screamed. Reilly was 3 facedown in the deep end. What happened next was a 4 textbook response: As Rawlings dove in the pool, 5 the boy, rolled him over and sw

9、am him to the edge, their host, Lisa Roth, rushed into the house and called 911. At the pools 6 , Rawlings handed Reilly up to his mother. His skin was blue, his eyes had rolled back in his head. He wasnt breathing. Jones laid him next to the pool, and Rawlings, whod taken a CPR course with Jones ju

10、st four months earlier, 7 began rescue breathing. Hanging up the phone, Roth, a former flight attendant whod had seven CPR courses over the years, ran back out to the pool and took over CPR from Rawlings. Three long minutes went by with Roth breathing into Reillys mouth and performing chest compress

11、ions while Rawlings and Jones 8 his condition. Gradually his color returned, and then, just as paramedics were arriving on the scene, Rawlings looked at Roth. “Hes breathing,” she said. The 9 with which the women acted saved Reillys life. Linda Jones finds it hard to express her feelings for her two

12、 friends. “Im eternally 10 ,” she says simply. “They did everything right.” A) noticeableI) floatingB) decisivenessJ) initiallyC) immediatelyK) edgeD) monitoredL) gratefulE) expandingM) gatheringF) typicalN) resumedG) precautionO) suddenlyH) graspedKeys: 1. M 2. O 3. I 4. F 5. H 6. K 7. C 8. D 9. B

13、10. LPassage 3As the pace of life continues to increase, we are fast losing the art of relaxation. But relaxation is _1_ for a healthy mind and body. Stress is a natural part of everyday life and there is no way to _2_ it. In fact, it is not the bad thing as it is often supposed to be. A certain amo

14、unt of stress is vital to provide motivation and give purpose to life. It is only when the stress gets out of _3_ that it can lead to poor performance and ill health. The amount of stress a person can withstand depends very much on the individual. Some people are not afraid of stress, and such _4_ a

15、re obviously prime material for managerial responsibilities. Others lose heart at the first sight of _5_ difficulties. When exposed to stress, in whatever form, we react both physically and _6_. In fact we make choice between “flight or fight” and in more _7_ days the choices made the difference bet

16、ween life or death. The crises we meet today are unlikely to be so extreme, but however little the stress, it involves the same _8_. It is when such a reaction lasts long, through continued _9_ to stress, that health becomes endangered. Since we cannot _10_ stress from our lives it would be unwise t

17、o do so even if we could, we need to find ways to deal with it.A) exposureI) unusualB) charactersJ) controlC) answerK) removeD) chemicallyL) escapeE) avoidM) responseF) psychologicallyN) backwardG) primitiveO) essentialH) transferKeys: 1. O 2. E 3. J 4. B 5. I 6. F 7. G 8. M 9. A 10. KPassage 4 As i

18、s known to all, the organization and management of wages and salaries are very complex. Generally speaking, the Accounts Department is _1_ for calculations of pay, while the Personnel Department is interested in discussions with the employees about pay. If a firm wants to _2_ a new wage and salary s

19、tructure, it is essential that the firm should decide on a _3_ of job evaluation and ways of measuring the performance of its employees. In order to be _4_, that new pay structure will need agreement between Trade Unions and employers. In job evaluation, all of the requirements of each job are defin

20、ed in a detailed job description. Each of those requirements is given a value, usually in “points”, which are _5_ together to give a total value for the job. For middle and higher management, a special method is used to evaluate managers on their knowledge of the job, their responsibility, and their

21、 _6_ to solve problems. Because of the difficulty in measuring management work, however, job grades for managers are often decided without _7_ to an evaluation system based on points. In attempting to design a pay system, the Personnel Department should _8_ the value of each job with these in the jo

22、b market. _9_, payment for a job should vary with any differences in the way that the job is performed. Where it is simple to measure the work done, as in the works done with hands, monetary encouragement schemes are often chosen, for _10_ workers, where measurement is difficult, methods of addition

23、al payments are employed.A) compareI) successfulB) responsibleJ) combinedC) usefulK) NecessarilyD) addedL) capacityE) findM) abilityF) referenceN) BasicallyG) indirectO) adoptH) methodKeys: 1. B 2. O 3. H 4. I 5. D 6. M 7. F 8. A 9. K 10. G Passage 5 Americans are proud of their variety and individu

24、ality, yet they love and respect few things more than a uniform. Why are uniforms so _1_ in the United States? Among the arguments for uniforms, one of the first is that in the eyes of most people they look more _2_ than civilian（百姓的） clothes. People have become conditioned to _3_ superior quality f

25、rom a man who wears a uniform.The television repairman who wears a uniform tends to _4_ more trust than one who appears in civilian clothes. Faith in the _5_ of a garage mechanic is increased by a uniform. What an easier way is there for a nurse, a policeman, a barber, or a waiter to _6_ professiona

26、l identity（身份） than to step out of uniform? Uniforms also have many _7_ benefits. They save on other clothes. They save on laundry bills. They are often more comfortable and more durable than civilian clothes. Primary among the arguments against uniforms is their lack of variety and the consequent l

27、oss of _8_ experienced by people who must wear them. Though there are many types of uniforms, the wearer of any particular type is generally stuck with it, without _9_, until retirement. When people look alike, they tend to think, speak, and act _10_, on the job at least.A) skillI) inspireB) popular

28、J) differentlyC) getK) expectD) changeL) practicalE) similarlyM) recallF) professionalN) loseG) character O) ordinaryH) individualityKeys: 1. B 2. F 3. K 4. I 5. A 6. N 7. L 8. H 9. D 10. EPassage 6 Britain is not just one country and one people; even if some of its inhabitants think so. Britain is,

29、 in fact, a nation which can be divided into several _1_ parts, each part being an individual country with its own language, character and cultural _2_. Thus Scotland, Northern Ireland and Wales do not claim to _3_ to “England” because their inhabitants are not _4_ “English”. They are Scottish, Iris

30、h or Welsh and many of them prefer to speak their own native tongue, which in turn is _5_ to the others. These cultural minorities(少数民族) have been Britains original inhabitants. In varying degrees they have managed to _6_ their national characteristics, and their particular customs and way of life.

31、This is probably even truer of the _7_ areas where traditional life has not been so affected by the _8_ of industrialism as the border areas have been. The Celtic races are said to be more emotional by nature than the English. An Irish temper is legendary. The Scots could rather _9_ about their repu

32、tation for excessive thrift and prefer to be remembered for their folk songs and dances, while the Welsh are famous for their singing. The Celtic _10_ as a whole produces humorous writers and artists, such as the Irish Bernard Shaw, the Scottish Robert Burns, and the Welsh Dylan Thomas, to mention b

33、ut a few. A) incomprehensibleI) preserveB) temperJ) strictlyC) remoteK) traditionsD) separateL) reserveE) understandableM) growthF) forgetN) applyG) generallyO) belongH) temperamentKeys: 1. D 2. K 3. O 4. J 5. A 6. I 7. C 8. M 9. F 10. HPassage 7Reading is thought to be a kind of conversation betwee

34、n the reader and the text. The reader puts questions, as it were, to the text and gets answers. In the light of these he puts _1_ questions, and so on. For most of the time this “conversation” goes on below the level of consciousness. At times, however, we become _2_ of it. This is usually when we a

35、re running into difficulties, when mismatch is occurring between _3_ and meaning. When successful matching is being experienced, our question of the text continues at the unconscious level. Different people _4_ with the text differently. Some stay very close to the words on the page, others take off

36、 imaginatively from the words, interpreting, criticizing, analyzing and examining. The former represents a kind of comprehension which is _5_ in the text. The latter represents _6_ levels of comprehension. The balance between these is important, especially for advanced readers. There is another conv

37、ersation which from our point of view is _7_ important, and that is to do not with what is read but with how it is read. We call this a “process” conversation as _8_ to a “content” conversation. It is concerned not with meaning but with the _9_ we employ in reading. If we are an advanced reader our

38、ability to hold a process conversation with a text is usually pretty well _10_. Not so our ability to hold a content conversation. A) opposedI) higherB) converseJ) expectationsC) equallyK) dealD) writtenL) absolutelyE) developedM) awareF) strategiesN) betterG) comparedO) furtherH) awakeKeys: 1.O 2.M

39、 3.J 4.B 5.D 6.I 7.C 8.A 9.F 10.E Passage 8 Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can _1_ performance at work and scho

40、ol. Cognitive( 认识派的 ) researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on _2_ and gifts from others. The latter view has gained many supporters, _3_ among educators. But the careful use of small _4_ rewards speaks creativ

41、ity in grade school children, suggesting that properly presented inducements( 刺激 ) indeed _5_inventiveness, according to a study in the June Journal of Personality and Social Psychology. “If kids know theyre working for a reward and can focus on a relatively _6_ task, they show the most creativity,”

42、 says Robert Eisenberger of the University of Delaware in Newark. “But its easy to _7_ creativity by giving rewards for poor performance or creating too much anticipation for rewards. A teacher who continually draws attention to rewards or who hands our high grades for _8_ achievement ends up with u

43、ninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and _9_ failing grades. In early grades, the use of so-called token economies, in which students handle challenging problems and receive performance-b

44、ased points to ward valued rewards, shows _10_ in raising efforts and creativity, the Delaware psychologist claims. A) mentalI) approvalB) promiseJ) monetaryC) killK) generallyD) avoidL) improveE) hopeM) challengingF) especiallyN) restoreG) aidO) excellentH) ordinaryKeys: 1.L 2.I 3.F 4.J 5.G 6.M 7.C

45、 8.H 9.N 10.B Passage 9 There is a popular belief among parents that schools are no longer interested in spelling. No school I have taught in has ever _1_ spelling or considered it unimportant as a basic skill. There are, however, vastly different ideas about how to teach it, or how much_2_ it must

46、be given over general language development and writing ability. The problem is, how to encourage a child to express himself freely and _3_ in writing with out holding him back with the complexities of spelling? If spelling become the only focal point of his teachers interest, clearly a _4_ child will be likely to “play safe”. He will tend to write only words within his spelling range, choosing to avoid _5_ language. Thats why teachers often _6_ the early use of dictionaries and pay attention to content rather than technical ability. I was once shocked to read on the bottom of a sensitive p