It often happens that a number of applicants with almost the same qualifications and experience all apply for the same position. In their educational background, special skills and work experience, there is little, if anything, to choose between half a dozen candidates. How then does the employer make a choice? Usually on the basis of an interview.

       There are many arguments for and against the interview as a way of selection. The main argument against it is that it results in a wholly subjective decision. As often as not, employers do not choose the best candidate. They choose the candidate who makes a good first impression on them. Some employers, of course, reply to this argument by saying that they have become so experienced in interviewing staff that they are able to make a good assessment of each candidate’s likely performance. The main argument in favor of the interview is that an employer is concerned not only with a candidate’s ability, but with his or her suitable personality for the particular work situation. Many employers, for example, will overlook occasional mistakes from their secretary if she has a pleasant personality.

       It is perhaps true to say, therefore, that the real purpose of an interview is not to assess the assessable aspects of each candidate but to make a guess at the things that are hard to measure, such as personality, character and social ability. Unfortunately, both for the employers and applicants for jobs, there are many people of great ability who simply do not interview well. There are also, of course, people who interview extremely well, but are later found to be very unsatisfactory employees. Candidates who interview well tend to be quietly confident, but never boastful（自夸的）, direct and straightforward in their questions and answers; cheerful and friendly, but never over-familiar; and sincerely enthusiastic and optimistic. Candidates who interview badly tend to be either very shy or over-confident. They either talk too little or never stop talking. They are either over polite or a bit rude.

59．People argue over the interview mainly because they have    .

A．different purposes in the interview

B．different experiences in interviews

C．different standards of selection

D．different ways of selection

60．The underlined word “subjective” means “based on one’s      rather than facts” ．

A．personality      B．character  C．opinion     D．ability

61．The purpose of the last paragraph is to indicate     

A．a link between success in interview and personality

B．connections between work abilities and personality

C．differences in interview experience

D．differences in personal behavior

62．What is the author’s attitude towards the interview?

A．He thinks it is a good way of selection

B．He doesn’t quite agree with it

C．He is neither for nor against it

D．It is not clear

It often happens that a number of applicants with almost the same qualifications and experience all apply for the same position. In their educational background, special skills and work experience, there is little, if anything, to choose between half a dozen candidates. How then does the employer make a choice? Usually on the basis of an interview.

         There are many arguments for and against the interview as a way of selection. The main argument against it is that it results in a wholly subjective decision. As often as not, employers do not choose the best candidate. They choose the candidate who makes a good first impression on them. Some employers, of course, reply to this argument by saying that they have become so experienced in interviewing staff that they are able to make a good assessment of each candidate’s likely performance. The main argument in favor of the interview is that an employer is concerned not only with a candidate’s ability, but with his or her suitable personality for the particular work situation. Many employers, for example, will overlook occasional mistakes from their secretary if she has a pleasant personality.

         It is perhaps true to say, therefore, that the real purpose of an interview is not to assess the assessable aspects of each candidate but to make a guess at the things that are hard to measure, such as personality, character and social ability. Unfortunately, both for the employers and applicants for jobs, there are many people of great ability who simply do not interview well. There are also, of course, people who interview extremely well, but are later found to be very unsatisfactory employees. Candidates who interview well tend to be quietly confident, but never boastful（自夸的）, direct and straightforward in their questions and answers; cheerful and friendly, but never over-familiar; and sincerely enthusiastic and optimistic. Candidates who interview badly tend to be either very shy or over-confident. They either talk too little or never stop talking. They are either over polite or a bit rude.

1.People argue over the interview mainly because they have    .

A．different purposes in the interview

B．different experiences in interviews

C．different standards of selection

D．different ways of selection

2.The underlined word “subjective” means “based on one’s      rather than facts” ．

A．personality         B．character    C．opinion        D．ability

3.The purpose of the last paragraph is to indicate     

A．a link between success in interview and personality

B．connections between work abilities and personality

C．differences in interview experience

D．differences in personal behavior

4.What is the author’s attitude towards the interview?

A．He thinks it is a good way of selection

B．He doesn’t quite agree with it

C．He is neither for nor against it

D．It is not clear

It often happens that a number of applicants with almost the same qualifications（资格）and experience all apply for the same position．In their educational background, special skills and work experience, there is little, if anything, to choose between half a dozen candidates（候选人）．How then does the employer make a choice? Usually on the basis of an interview．

    There are many arguments for and against the interview as a way of selection．The main argument against it is that it results in a wholly subjective decision．As often as not, employers do not choose the best candidate．They choose the candidate who makes a good first impression on them．Some employers, of course, reply to this argument by saying that they have become so experienced in interviewing staff that they are able to make a good assessment of each candidate's likely performance．The main argument in favor of the interview is that an employer is concerned not only with a candidate's ability, but with his or her suitable personality for the particular work situation．Many employers, for example, will overlook occasional mistakes from their secretary if she has a pleasant personality．

    It is perhaps true to say, therefore, that the real purpose of an interview is not to assess （评估）the assessable aspects of each candidate but to make a guess at the things that are hard to measure, such as personality, character and social ability．Unfortunately, both for the employers and applicants for jobs, there are many people of great ability who simply do not interview well．There are also, of course, people who interview extremely well,．but are later found to be very unsatisfactory employees．Candidates who interview well tend to be quietly confident, but never boastful （自夸的 ）,direct and straightforward in their questions and answers; cheerful and friendly, but never over-familiar; and sincerely enthusiastic and optimistic. Candidates who interview badly tend to be either very shy or over-confident．They either talk too little or never stop talking．They are either over polite or a bit rude．

1．People argue over the interview mainly because they have____．

    A．different purposes in the interview       B．different experiences in interviews

    C．different standards of selection           D．different ways of selection

2．The underlined word "subjective" means "based on one's____rather than facts" ．

    A．personality         B．character       C．opinion             D．ability

3．The purpose of the last paragraph is to indicate____．

    A．a link between success in interview and personality

    B．connections between work abilities and personality

    C．differences in interview experience

    D．differences in personal behavior

4．What is the author's attitude towards the interview?

       A．He thinks it is a good way of selection   B．He doesn't quite agree with it．

       C．He is neither for nor against it．            D．It is not clear．

阅读理解

阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项。

　　If there is no difference in general intelligence (智力) between boys and girls, what can explain girls' poor performance in science and mathematics?

　　It seems to be that their treatment at school is a direct cause. Mathematics and science are seen as subjects mainly for boys, and therefore, as girls become teenagers, they are less likely to take them. Interestingly, both boys and girls often regard the subjects for boys as more difficult. Yet it has been suggested that girls do not take mathematics courses, not because they are difficult, but for social reasons. Girls do not want to be in open competition with boys because they are afraid to appear less feminine (女性的) and attractive.

　　However, if we examine the performance of boys and girls who have taken mathematics courses, there are still more high-achieving boys than there are girls. This difference appears to be world-wide. Biological explanations have been offered for this, but there are other explanations too.

　　Perhaps the difference which comes out during the teenage years has its roots in much earlier experiences. From their first days in kindergarten, boys are encouraged to work on their own and to complete tasks. Facts show that outstanding (杰出的) mathematicians and scientists have not had teachers who supplied answers.

　　Besides, there can be little doubt that teachers of mathematics and science expect their boy students to do better at these subjects than their girl students. They even appear to encourage the difference between boys and girls. They spend more time with the boy students, giving them more time to answer questions and working harder to get correct answers from them. They are more likely to call on boys for answers and to allow them to take the lead in classroom discussion. They also praise boys more frequently. All of this seems to encourage boys to work harder in science and mathematics and to give them confidence(信心) that they are able to succeed.

　　Such a way of teaching is not likely to encourage girls to take many mathematics and science courses, nor is it likely to support girls who do. When it comes to these subjects it seems certain that school widens the difference between boys and girls.

1．Girls are likely to think that ________.

[　　]

A．science courses are for both boys and girls

B．science courses make them more popular

C．science courses make them succeessful

D．science courses are difficult for them

2．The text mainly discusses ________ reasons for the difference between boys and girls in scientific achievements.

[　　]

3．What are boys usually encouraged to do at school?

[　　]

A．To get help with their homework.

B．To play the leading role in class.

C．To work with girl students in class.

D．To learn to take care of others.

4．What does the passage say about great mathematicians?

[　　]

A．Their teachers did not supply answers to them.

B．They started learning mathematics at an earlier age.

C．They showed mathematical abilities in their teenage years.

D．Their success resulted from their strong interest in mathematics.

5．The author would probably agree that ________.

[　　]

A．boys and girls learn in the same way

B．boys and girls are equal in general intelligence

C．girls are more confident in themselves than before

D．girls should take fewer science courses than boys

It seems to be that their treatment at school is a direct cause. Mathematics and science are seen as subjects mainly for boys, and therefore, as girls become teenagers, they are less likely to take them. Interestingly, both boys and girls often regard the subjects for boys as more difficult. Yet it has been suggested that girls do not take mathematics courses, not because they are difficult, but for social reasons. Girls do not want to be in open competition with boys because they are afraid to appear less feminine(女性的)and attractive.

However, if we examine the performance of boys and girls who have taken mathematics courses, there are still more high-achieving boys than there are girls. This difference appears to be world-wide. Biological explanations have been offered for this, but there are other explanations too.

Perhaps the difference which comes out during the teenage years has its rootsお in much earlier experiences. From their first days in kindergarten, boys are encouraged to work on their own and to complete tasks. Facts show that outstanding(杰出的)mathematicians and scientists have not had teachers who supplied answers.

Besides, there can be little doubt that teachers of mathematics and science expect their boy students to do better at these subjects than their girl students. They even appear to encourage the difference between boys and girls. They spend more time with the boy students, giving them more time to answer questions and working harder to get correct answers from them. They are more likely to call on boys for answers and to allow them to take the lead in classroom discussion. They also praise boys more frequently. All of this seems to encourage boys to work harder in science and mathematics and to give them confidence(信心)that they are able to succeed.

Such a way of teaching is not likely to encourage girls to take many mathematics and science courses, nor is it likely to support girls who do so. When it comes to these subjects it seems certain that school widens the difference between boys and girls.

1. Girls are likely to think that______.

A. science courses are both for boys and girls

B. science courses make them more popular

C. science courses make them successful

D. science courses are difficult for them

2. The text mainly discusses______reasons for the difference between boys and girls in scientific achievements.

A. biological　　　　　　 B. historical　　　　　　 C. social　　　　　　 D. personal

3. What are boys usually encouraged to do at school?

A. To get help with their homework.　　　　　　 

B. To play the leading role in class.

C. To work with girl students in class.

D. To learn to take care of others.

4. What does the passage say about the great mathematicians?

A. Their teachers did not supply the answer to them.

B. They started learning mathematics at an earlier age.

C. They showed mathematical abilities in their teenage years.

D. Their success resulted from their strong interest in mathematics.

5. The author would probably agree that______.

A. boys and girls learn in the same way

B. boys and girls are equal in general intelligence

C. girls are more confident in themselves than before

D. girls should take fewer science courses than boys