14.Which of the following is NOT true according to the passage?

A)The non?Chinese?speaking interviewer might ask the questions which have already been asked by the Chinese and hence cause confusion.

B)It is more practicable to start an interview with a few fairly standard questions in English before switching to Chinese.

C)The best procedure of an interview would seem to be beginning in Cantonese and then testing English proficiency.

D)The Chinese interviewee often politely compliments the foreign interviewer if he or she speaks cantonese if it is not actually so good in the interview.　

13.It is implied in the passage that ____.

A)Chinese are generally liable to make mistakes in English grammar and vocabular y usage

B)expatriate interviewers are generally more friendly with interviews

C)braver candidates can often get the upper hand

D)the candidates often deliver an improper message for the use of inappropriate expressions

11.The word “adversely” in the last sentence of the third paragraph is closest in meaning to ____.

A)positivelyB)negativelyC)hardD)slightly　

cerning misuses of phrasal verbs,____.

A)both Chinese and the native speakers of English find them amusing

B)the Chinese interviewers tend to be tolerant

C)the Chinese interviewers and the English native speaker interviewers often have a discussion[ZK)]

D)might sometimes become a laughing stock to the native speakers of English but draw hardly any attention from the Chinese

10.In the twentieth century class differences have been partly smoothed out by ____.

A)increased income and decreased taxation

B)taxation,social services and educational opportunities

C)education,the increase of income and industrial development

D)the decrease of the upper class population

C

Attitudes differed to small errors of grammar and usage,or inappropriateness of vocabulary and idiom,with the native speakers finding such errors a little irksome(令人厌烦的)，though sometimes amusing,while the Chinese panel members paid hardly any attention to such errors as,for example,misuse of phrasal verbs and similar usages:“When I saw the job description,I decided to apply the position.” “I expect to find out a lot of challenge in the job.”“I can deal the emergency situations efficiently.”

Errors of idiom or appropriateness caused more comment,during the post interview discussion,from the native speakers than from the Chinese panel members, on whom the errors were sometimes lost. For example, one candidate, when asked what salary he expected,replied:“I don’t care about it.”The message was clear enough,namely that he was primarily interested in the job, but the formulation of the message was not quite right.Even such ribticklers(笑话)as “I am a well?planned person .”and “I would like to expose myself in another field”(both actually heard at interviews) tended to cause lipbiting among the expatriate rather than the Chinese interviewers.

Panels with two Chinese and one expatriate used to be more common,but are becoming less common. The reason is that with more of the interview now being conducted in Chinese, the non?Chinese?speaker does not know what has already been asked and is liable to repeat in English questions that have already been covered in Chinese.This caused,naturally enough,confusion in the interviewee and can adversely affect the whole interview.

The sensible procedure would seem to be to open the interview in the mother tongue of the candidates,to put them at their ease,then at a later stage turn to English,to test English proficiency.In practice,however,possibly because of the problem mentioned in the previous paragraph when the panel contains a foreigner,it is often the reverse,with a few,fairly standard,opening questions in English,and if these are successfully answered,then the job interview properly gets underway in Cantonese.

One of the worst interview scenarios(方案)is when a foreigner who thinks she/he can speak Cantonese (but does so,in fact,badly) decides to question the interviewee in Cantonese.In other circumstances of a social nature the interviewee would no doubt politely compliment the foreigner on his or her good Cantonese,but in the seriousness of a job interview situation,the Chinese is confused and slightly embarrassed for the foreigner.These forays(初步尝试)into Chinese usually end pretty quickly with one of the Chinese members of the panel rescuing the foreigner and continuing the interview in English.　

9.According to the passage,what did those people do who intended to make their children move up in the social ladder?

A)They saved a lot of money for their children to receive higher education.

B)They tried to find marriage partners from the children of the upper class.

C)They made greater fortunes by their wits.

D)They worked even harder to acquire social training.

8.Who were the ‘new rich’ during the nineteenth and early twentieth centuries?

A)They were still the upper class people.

B)They were owners of large factories.

C)They were intelligent industrialists.

D)They were skilled workers who made their fortune.

7.If you compare the first and second paragraph,what groups of people did Adam Smith leave out in his classification?

A)Officials and employees.B)Peasants and farmers.

C)Doctors and teachers.D)Tradesmen and landlords.

6.What criterion did Adam Smith seem to go by in his classification of social groups?

A)The amount of wealthB)The amount of money

C)The social statusD)The way of getting money

5.It is implied but not stated in the passage that ____.

A)European educational systems are not good

B)As high schools developed in the united states,the decision was made to make them responsible to people from all classes of socitety.

C)There was an aristocratic and selective principle in the European educaional tradition

D)public high schools in the United States embraced the European educational tradition

B

In the eighteenth-century one of the first modern economists,Adam Smith, thought that the “whole annual produce of the land and labour of every country” provided revenue to “three different orders of people:those who live by rent,those who live by wages,and those who live by profit”.Each successive stage of the industrial revolution, however,made the social structure more complicated.

Many intermediate groups grew up during the nineteenth century between the upper middle class and the working class.There were small-scale industrialists as we ll as large ones,small shopkeepers and tradesmen,officials and salaried employees,skilled and unskilled workers,and professional men such as doctors and teachers. Farmers and peasants continued in all countries as independent groups.

During the nineteenth and early twentieth centuries the possession of wealth inevitably affected a person’s social position.Intelligent industrialists with initiative made fortunes by their wits which lifted them into an economic group far higher than that of their working-class parents.But they lacked social training of the upper class,who despised them as the “new rich.”

They often sent their sons and daughters to special school to acquire soical training.Here their children,mixed with the children of the upper classes,were accepted by them,and very often found marriage partners from among them.In the same way,a thrifty,hardworking labourer,though not clever himself,might save for his son enough to pay for an extended secondary school education in the hope that he would move in a “white?collar”occupation,carrying with it a higher salary and a move up in the social scale.

In the twentieth century the increased taxation of higher incomes,the growth of the social services,and the wider development of educational opportunity have considerably altered the social outlook.The upper classes no longer are the sole, or even the main possessors of wealth,power and education,though inherited social position still carries considerable prestige.

4.One can probably infer from his article that “Latin grammar school”refers to ____.

A)the Boston Free Latin School

B)all the elementary schools in the United States

C)schools which taught Latin,exclusive of all other subjects

D)a number of schools which developed in New England