from the company.the young director still went to the office every day to finish off the unfinished work. A. Resigning B. Retiring C. Designing D. Assigning 题目和参考答案——青夏教育精英家教网—

题目内容

________ from the company，the young director still went to the office every day to finish off the unfinished work.

A. Resigning 　　　 B. Retiring

C. Designing 　　　 D. Assigning

resign“辞职”，符合题意。retire“退休”；design“设计”；assign“安排”。

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Cheating can happen in a lot of different ways. When people cheat, it’s not fair to other people, like the kids who studied for the test or who were the true winners of a game.

Many people like the action of cheating. It makes difficult things seem easy, like getting all the right answers on the test. But it doesn’t solve the problem of not knowing the material and it won’t help on the next test --- unless the person cheats again.

Some people lose respect for cheaters and think less of them. The cheaters themselves may feel bad because they know they are not really earning that good grade. And, if they get caught cheating, they will be in trouble at school, and maybe at home, too.

Some kids cheat because they’re busy or lazy and they want to get good grades without spending the time studying. Other kids might feel like they can’t pass the test without cheating. Even when there seems to be a “good reason” for cheating, cheating isn’t a good idea.

If you were sick or upset about something the night before and couldn’t study, it would be better to talk with the teacher about this. And if you don’t have enough time to study for a test because of swim practice, you need to talk with your parents about how to balance swimming and school. A kid who thinks cheating is the only way to pass a test needs to talk with the teacher and his or her parents so they can find some solutions together. Talking about these problems and working them out will feel better than cheating.（291 words）

Some students like cheating mainly because_________.

A. the material in the test is very difficult

B. they want to do better than the others

C. cheating can make hard things seem very easy

D. they have little time to study their lessons

We can learn from the passage______.

A. cheaters are often thought highly of

B. people show no respect for those who cheat

C. parents whose kids cheat are often in trouble

D. kids cheat in the test because of swim practice

In the passage those cheaters are advised to_______.

A. spend more time on school than on sports

B. find good solutions instead of cheating

C. try hard to be intelligent rather than lazy

D. ask their classmates for good methods of study

You are watching a film in which two men are having a fight. They hit one another hard. At the start they only fight with their fists. But soon they begin hitting one another over the heads with chairs. And so it goes on until one of the men crashes (撞击) through a window and falls thirty feet to the ground below. He is dead！Of course he isn't really dead. With any luck he isn't even hurt. Why? Because the men who fall out of high windows or jump from fast moving trains, who crash cars or even catch fire, are professionals (专业人士). They do this for a living. These men are called stuntmen. That is to say, they perform tricks. There are two sides to their work. They actually do most of the things you see on the screen. For example, they fall from a high building. However, they do not fall on to hard ground but on to empty cardboard boxes covered with a mattress (床垫). Again, when they hit one another with chairs, the chairs are made of soft wood and when they crash through windows, the glass is made of sugar! But although their work depends on trick of this sort, it also requires a high degree of skill and training. Often a stuntman' s success depends on careful timing. For example, when he is "blown up" in a battle scene, he has to jump out of the way of the explosion just at the right moment.

Naturally stuntmen are well paid for their work, but they lead dangerous lives. They often get seriously injured, and sometimes killed. A Norwegian stuntman, for example, skied over the edge of a cliff a thousand feet high. His parachute (降落伞) failed to open, and he was killed. In spite of all the risks, this is no longer a profession for men only. Men no longer dress up as women when actresses have to perform some dangerous action, for nowadays there are stunt girls too!

Stuntmen are those who ______.

A. often dress up as women

B. prefer to lead dangerous lives

C. often perform seemingly (表面上) dangerous actions

D. often fight each other for their lives

Stuntmen earn their living by ______.

A. playing their dirty tricks B. selling their special skills

C. jumping out of high windows D. jumping from fast moving trains

When a stuntman falls from a high building, ______.

A. he needs little protection

B. he will be covered with a mattress

C. his life is endangered

D. his safety is generally all right

Which of the following is the main factor (因素) of a successful performance?

A. Strength. B. Exactness. C. Speed. D. Power.

What can be inferred from the author' s example of the Norwegian stuntman?

A. Sometimes an accident can occur to a stuntman.

B. The percentage of serious accidents is high.

C. Parachutes must be of good quality.

D. The cliff is too high.

Each of us fails from time to time. If we are wise, we accept these failures as a 36 part of the learning process. But all too often as parents and teachers we disallow this 37 right to our children.

When I see a child 38 to this kind of pressure, I think of Donnie.

Donnie was my youngest third grader. His 39 of failure kept him from classroom games that other children enjoyed. He 40 answered questions — he might be wrong.

I tried my best to build his 41. But nothing changed until midterm, when Mary Anne, a student teacher, was assigned （安排）to our classroom.

She was young and pretty, and she loved children. My pupils, Donnie included, 42 her.

One morning, we were working math problems at the chalkboard. Donnie had 43 the problems with painstaking neatness. Pleased with his progress, I 44 the children with Mary Anne and went for art materials. When I returned, Donnie was in 45 . He’d missed the third problem.

My student teacher looked at me in despair. Suddenly her face 46. From the desk we shared, she got a container filled with pencils.

"Look, Donnie," she said, kneeling beside him and gently 47 the tear?stained face from his arms. "I’ve got something to48 you." She removed the pencils, one at a time, and placed them on his desk.

"See these 49 , Donnie," she continued. "They belong to Mrs. Lindstrom and me. See how the erasers are 50 ? That’s because we make mistakes too.But we erase the mistakes and try again. That’s what you 51 learn to do, too."

She kissed him and stood up. "Here," she said, "I’ll leave one of these pencils on 52 desk so you’ll remember that everybody makes mistakes, 53 teachers." Donnie looked up with love in his eyes and a smile.

The pencil became Donnie’s 54 possession. That, together with Mary Anne’s frequent encouragement, gradually 55 him that it’s all right to make mistakes — as long as you erase them and try again.

36. A. small B. basic C. necessary D. large

37. A. correct B. same C. important D. natural

38. A. suffering B. object C. fall D. subject

39. A. fear B. lesson C. chance D. sense

40. A. always B. often C. never D. seldom

41. A. self－protection B. self－improvement C. self－confidence D. self－learning

42. A. respected B. disliked C. avoided D. mined

43. A. worked out B. copied C. gone over D. leaned

44. A. left B. offered C. missed D. parted

45. A. surprise B. astonishment C. anger D. tears

46. A. darkened B. brightened C. pulled D. loosened

47. A. lifting B. picking C. holding D. pushing

48. A. help B. show C. reward D. promise

49. A. pencils B. mistakes C. marks D. containers

50. A. used B. built C. worn D. damaged

51. A. may B. must C. will D. can

52. A. my B. someone’s C. the teacher’s D. your

53. A. still B. also C. even D. not

54. A. prized B. own C. kept D. expected

55. A. warned B. informed C. persuaded D. reminded

Are some people born clever, and others born stupid? Or is intelligence developed by our environment and our experiences? Strangely enough, the answer to both these questions is yes．To some degree our intelligence is given to us at birth, and no amount of special education can make a genius （天才） out of a child born with low intelligence．On the other hand, a child who lives in a boring environment will develop his intelligence less than one who lives in rich and varied surroundings．Thus the limits of a person’s intelligence are fixed at birth, but whether or not he reaches those limits will depend on his environment．This view, now held by most experts can be supported in a number of ways．

It is easy to say that intelligence is to some degree something we are born with．The closer the blood relationship between two people, the closer they are likely to be in intelligence．Thus if we take two unrelated people at random from the population, it is likely that their degrees of intelligence will be completely different．If on the other hand we take two identical twins, they will very likely be as intelligent as each other．Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that intelligence depends on birth．

Imagine that now we take two identical twins and put them in different environments．We might send one, for example, to a university and the other to a factory where the work is boring．We would soon find differences in intelligence developing, and this indicates that environment as well as birth plays a part．This conclusion is also suggested by the fact that people who live in close contact with each other, but who are not related at all, are likely to have similar degrees of intelligence．

By using the example that two people closer in blood relationship are closer in intelligence, the writer wants to prove _________．

A．intelligence is given at birth

B．intelligence can be developed by environment

C．intelligence can be developed by experience

D．education plays an important part in the development of education

A child who lives in rich and varied surroundings turns out higher in intelligence because ________．

A．his family is rich and therefore can afford to develop his intelligence

B．he can break the limits of intelligence fixed at birth

C．his family is rich and provides him with various healthy food

D．these surroundings are likely to help him reach the limits of their intelligence

The writer of this article believes that _________．

A．the development of one’s intelligence is determined by many things working together

B．environment plays the most important role in the development of intelligence

C．education plays the most important role in the development of intelligence

D．birth plays the most important role in the development of intelligence

The best title for this passage might be __________．

A．The Answer to a Question B．Birth and Environment

C．Intelligence D．Intelligence and Education

If you know exactly what you want, the best way to get a job is to get specialized training. A recent report shows that companies like graduates in such fields as business and health care who can go to work immediately with very little on-the-job training.

That’s especially true of booming fields that are challenging for workers. At Cornell's School of Hotel Administration, for example, bachelor's degree graduates get an average of four or five job offers with salaries ranging from the high to low and plenty of chances for rapid advancement. Large companies especially like a background of formal education coupled with work experience. But in the long run, too much specialization does not pay off. Business, which has been flooded with MBAs, no longer considers the degree an automatic stamp of approval. The MBA may open doors and command a higher salary initially, but the impact of a degree washes out after five years.

As further evidence of the erosion of corporate faith in specialized degrees, Michigan State’s Scheetz cites a pattern in corporate hiring practices. Although companies tend to take on specialists as new hires, they often seek out generalists for middle and upper-level management. This sounds like a formal statement that you approve of the liberal-arts(文科) graduate. Time and again labor-market analysts mention a need for talents that liberal-arts majors are assumed to have: writing and communication skills, organizational skills, open-mindedness and adaptability, and the ability to analyze and solve problems. David Birch, manager of the Boston Red Sox, says that he does not hire anybody with an MBA or an engineering degree. “I hire only liberal-arts people because they have a less-than-canned way of doing things,” says Birch.

For a liberal – arts degree, students focus on some basic courses that include literature history, mathematics, economics, science, human behavior and a computer course or two. With these useful and important courses, you can feel free to specialize, “A liberal-arts degree coupled with an MBA or some other technical training is a very good combination in the marketplace,” says Scheetz.

The job market is in great need of people with .

A. special training in special fields B. a bachelor’s degree in education

C. formal schooling and work experience D. an MBA degree from top universities

The underlined sentence in Paragraph 2 means .

A. an MBA degree does not help in future promotion

B. MBA programs will not be as popular as they are now

C. people will not forget the degree the MBA graduates have got

D. most MBA programs fail to provide students with a foundation

David Birch says that he only hires liberal – arts people because .

A. they will follow others’ ways of solving problems

B. they can do better in bundling changing situations

C. they are well trained in a variety of specialized fields

D. they have attended special programs in management

The author supports the idea that .

A. on – the – job training is less costly in the long run

B. formal schooling is less important than job training

C. specialists are more expensive to hire than generalists

D. generalists will do better than specialists in management

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