In the United States， it is not __11__ to telephone someone very early in the morning. If you telephone him early in the day， while he is shaving or having breakfast， the time of the call shows that the matter is very important and requires immediate attention. The same meaning is attached to telephone calls made after 11： 00 p. m. 。 If someone receives a call during sleeping hours， he __12__ it‘s a matter of life and death. The time chosen for the call __13__ its importance.
In __14__ life， time plays a very important part. In the U. S. A. ， guests tend to feel they are not highly regarded if the __15__ to a dinner party is extended only three or four days before the party date. But it is not true in all countries. In other areas of the world， it may be considered foolish to make an appointment too far in __16__ because plans which are made for a date more than a week away tend to be forgotten. The meaning of time differs in different parts of the world. Thus， misunderstandings __17__ between people from cultures that treat time differently.
Promptness is valued __18__ in American life， for example. If people are not prompt， they may be regarded as impolite or not fully responsible. In the U. S. no one would think of keeping a business __19__ waiting for an hour， it would be too impolite. A person who is 5 minutes late is __20 __ to make a short
apology. If he is less than 5 minutes late， he will say a few words of explanation， though perhaps he will not complete the sentence.
A. highly B. engagement C. customary D. social
E. inform F. invitation G. advance H. absence
I. heavily J. associate K. expected L. assumes
M. habitual N. arise O. communicates
Passage 3
At the close of each business day， most trained teachers， administrators， politicians， and statesmen make objective analyses of all that has transpired. They then carefully evaluate performance in the achievement of certain specified objectives. You， as a student， would be wise to adopt the same practice and reflect upon your performance in relating to the achievement of certain personal and educational objectives.
First， what was your purpose， your motivational force in seeking an education？ Did you seek an education in active performance， or did you seek to be educated in passive reception and automatic acquisition（获取） of information that was fed to you？ Was the profit motive your primary motivation for obtaining an education？ Do you want a better education for the sole purpose of getting a better job？ What does the educational process really mean to you？
We are part of a world in which men thrill to the touch of gold and hearts respond to the word money instead of being thrilled by the thought of good. We five in a world in which we are taught that the pursuit of happiness is an equation for the most rapid acquisition of money， by whatever means.
If profit and money are your first priorities， and compassion and commitment to people your least concern， you have done little other than accumulate some facts and compile some information for future reference. If making money is your daydream and losing money your nightmare， if poverty is your worst fear and making money your most fervent prayer， you have missed the opportunity for education. You have failed yourself and have only received Nome instruction.
21.。 This passage suggests that students should______.
A. assess their aims for learning B. learn more to earn more
C. evaluate their politicians and statesmen D. keep knowledge to themselves
22.The educational procedure should be one in which the student______.
A. does what he is told
B. gets a better education to get a better job
C. makes principles of education for self-betterment of their aims
D. approaches the benefits of being well-off
23. The author seems to feel that______.
A. people’s welfare should be the chief concern in learning
B. profit has nothing to do with people
C. poverty is good for the soul
D. knowledge is not the main objective for learning
24.A good title for the selection might be______.
A. The Benefit of Education
B. Education Motivation—Progress or Profit
C. Self-Education
D. Profit and Money
25. The word “nightmare” in the last paragraph is nearest in meaning to_______.
A. a very bad dream B. unhappiness
C. sleeplessness D. a hazard to your health
When we analyze the salt salinity（盐浓度） of ocean waters， we find that it varies only slightly from place to place. Nevertheless， some of these small changes are important. There are three basic processes that cause a change in oceanic salinity. One of these is the subtraction of water from the ocean by means of evaporation. In this manner， the salinity is increased， since the salt stays behind. If this is carried to the extreme， of course， white salt would be left behind; this， by the way， is how much of the table salt we use is actually obtained.
The opposite of evaporation is precipitation， such as rain， by which water is added to the ocean. Here the ocean is being diluted （稀释） so that the salinity is decreased. This may occur in areas of high rainfall or in coastal regions where rivers flow into the ocean. Thus salinity may be increased by the subtraction of water by evaporation， or decreased by the addition of fresh water by precipitation.
Normally， in hot regions where the sun is very strong， the ocean salinity is somewhat higher than it is in other parts of the world where there is not as much evaporation. Similarly， in coastal regions where rivers dilute the sea， salinity is somewhat lower than in other oceanic areas.
A third process by which salinity may be altered is associated with the formation and melting of sea ice. When seawater is frozen， the dissolved materials are left behind.。 In this manner， seawater directly beneath freshly formed sea ice has a higher salinity than it did before the ice appeared. Of course， when this ice melts， it will tend to decrease the salinity of the surrounding water.
In the Weddell Sea， the densest water in the ocean is formed as a result of this freezing process， which increases the salinity of cold water. This heavy water sinks and is found in the deeper portion of the oceans of the world.
26. This passage mainly tells us about_______.
A. the analysis of the salinity of ocean waters
B. the causes of the variation in oceanic salinity
C. the importance of the changes in oceanic salinity
D. the different forms of salts in ocean waters
27.It can be known from the passage that increase in the salinity of ocean water is caused by______.
A. melting of sea ice B. precipitation
C. evaporation D. supplement of salt
28.Which of the following is not the cause of the decrease in the oceanic salinity？
A. Precipitation. B. Rain and snow.
C. Formation of ice. D. Addition of water by rivers.
29.Which of the following statements is TRUE according to the passage？
A. Oceanic salinity has great effect on sea life.
B. Many factors combine to cause changes in oceanic salinity.
C. The movement of the water is related to the amount of salt.
D. The temperature of the water has much to do with the oceanic salinity.
30.The purpose of mentioning the Weddell Sea is_______.
A. to give an example of cold-water salinity
B. to point out the location of deep waters
C. to make a comparison between hot-water salinity and cold-water salinity
D. to show that the water in the Weddell Sea varies in salinity from place to place
II. C 12. L 13. O 14. D 15. F 16. G 17. N 18. A 19. J 20. K 21. A 22. C 23. A 24. B 25. A 26. B 27. C 28. C 29. D 30. A
Learn How to Listen
The people in the room were tense. Five young engineers were sitting with their boss. They were trying to settle details of an important new plant site for a major client.
Suddenly one of the young engineers gave what he thought was a good solution to the problem. What he had to say was greeted by an uncomfortable silence. The boss then laughingly pointed out that the same proposal had been made and turned down some minutes before.
The incident seemed funny at the time. But several months later it didn‘t. After the project had been successfully finished， most of the engineers who had worked on it were promoted. But the young man who had made a fool of himself at the meeting was passed over.
What had happened？ The young engineer swore that he had never heard the proposal made and rejected. He was right. He was a victim of a bad listening habit that he didn’t know he had.
Bad listening habits can hurt you a lot in your daily living. Much of your success， both in your work and social life， is related to how you listen. A number of major industries and more than twenty leading colleges have become very concerned about our bad listening habits. They have set up “listening clinics” and courses to find out what is wrong. And what to do about it！ Why You Must Hear Correctly
My own experience as a teacher in one of these clinics has taught me that many people who seem to be listening miss important points. Therefore， they draw wrong conclusions from what is said. That is a serious problem when you consider our attitudes toward other people and success on the job. These attitudes are shaped more by the persuasive spoken word than by any other means of communication.
What are the faulty hearing habits that hurt us in so many ways？ Here are some of the more common ones I‘ve observed in a close study of my many clinic students.
Our minds won’t wait. Our thoughts can race along from four to ten times.
faster than most people speak. So， while we are waiting for the words to come in， our thoughts tend to go off on a tangent（突然改变想法） And sometimes they remain away too long.
Your boss， perhaps， is discussing a situation with you. You want to hear it all. But what happens？ Your mind tunes out. It comes back and tunes out again. Why doesn‘t someone kill that fly？ I wonder who just came into the other room？ Suddenly a few words come through. “Since you agree with my suggestion，” your boss says. 。 。 What did he suggest？ Such tuning-out gaps are common—and sometimes costly.
We think we know already. We’re so sure we know what the speaker is going to say that we listen with just “half an ear. ”
A newspaper publisher once told me how this listening habit cost him a big gum of money.
A regular client telephoned an order for a new series of ads. The person taking the order simply wrote out a standard order form. Not until too late did the publisher learn that the client had wanted the new ads to be four times as large as the old. But the smaller ads had already been set in type by then. So the client decided to run them.
One clerk‘s job around that newspaper office was pretty shaky for a time.
We’re looking not listening. How often in introductions has a name failed to stick because your mind was in the way its owner looked or acted？ For the same reason， and far more often than you may think， other information fails to come through.
We are busy listeners. We try to listen while giving part of our attention to a newspaper， or a radio or TV program. Outside noises also bid for a share of our attention. No wonder we don‘t really “hear. ”
We miss the big idea. Once I gave my students a list of vocabulary words from a recording of a newscast. The students were to listen for these words and decide how they were used in context.
Then I questioned them about the general content. They replied， “Oh， we weren’t listening for that; we were just listening for the words. ”
The poor listener “just hears words. ” Have you ever had the feeling that a upeaker said a lot but that you didn‘t quite “get” it all？ This may have been the speaker’s fault. Or perhaps you haven‘t learned to look for the main ideas and the important supporting details.
Our emotions make us deaf. Do you recall a speech or conversation that got you riled up（激怒）？ How well did you listen once your blood started to boil？
When someone offers opposing ideas on a subject like religion or politics ， we often feel it is risky to listen. Most of us have strong opinions on these subjects. We are afraid* we might hear something that could make us question our own views. We mentally stop listening while we plan our verbal counter-attack.
These are some of the common listening faults. Fortunately， with so little effort， you can correct any of them. I suggest these six ways to make yourself a better listener;
（1） Learn to concentrate. It’s an important part of listening. Practice such games as “Take 2， plus 3， minus 5， plus 4 times 2， minus 6—what‘s the answer？” Similar exercises are used in listening-training courses.
（2） Run a TV test. With a friend or relative listen to a radio or television talk. See how many of the ideas presented you can recall. You may find yourself lost. “Well， he sort of talked about. 。 。 And then he said. 。 。 and then. 。 。 ” If so， you may have missed the main point. With the other listener， try to agree on a pretty specific statement of the main ideas.
（3） Cut out distractions. Resolve to put aside the newspaper and stop half-listening to a radio or TV program when someone is trying to talk to you.
（4） Accept controversy. When someone brings up a controversial subject， don’t automatically go “deaf”。 Check all-too-natural wish to stop listening while thinking up sharp remarks to deliver in the next silence.
Instead， plan a question based on his remarks. Don‘t plan the kind that will cut the opposition down to size. But plan one that will make sure you are getting what is being said.
（5） Repeat instructions. Practice repeating instructions and directions correctly. Unless you can do so， you obviously will not be able to carry them out properly.
（ 6） Help others listen. I suspect we encourage bad listening habits in our children by repeating our demands several times before they obey. As much as possible， we should give them a command once. If they do not “hear” it， we should give them some penalty. This way they will learn to listen the first time. And we might set them a good example by listening to them the first time.
Good listening isn’t easy. Hearing， understanding， and remembering take a great deal of energy. It is hard to listen properly and do anything else at the same time. But it pays off.
By recognizing and correcting any listening faults that may be hurting you， good things may happen. You may listen your way to closer friendships and better relations with your family. You may also get larger pay checks and general success in life.
1. One of the major clients had just cancelled his order and so the people in the room were tense.
2. Poor listening habits may cause one to fail in examinations.
3. The newspaper publisher suffered a big loss of money because the ads were not to the requirements in size by the client.
4. Poor memory is responsible for failure to remember a person‘s name being introduced.
5. In learning to listen you should be strict with your child as well as with yourself.
6. Good listening habit is of great value in many ways.
7. When you are talked to， it is advisable for you to run a TV test.
8. Our attitudes toward other people and success on the job are largely shaped by the
9. Noise from radio or TV programs tends to______our attention away from listening.
10. Sometimes we pay so much attention to a person’s looks or actions that his name
I. N 2. NG 3. Y 4. N 5. Y 6. Y 7. N 8. persuasive spoken word 9. distract 10. fails to stick
Personality is， to a large extent， inherent—A-type parents， usually bring about A-type children. But the environment must also have a __11__ effect， wince if competition is important to the parents it is likely to become a major__ 12__ in the lives of their children.
One place where children soak up A characteristics is school， which is， by its very nature， a highly competitive institution. Too many schools __13__ the “ win at all costs” moral standard and measure their success by sporting achievements. The current __14__ for making children compete against their classmates or against the clock produces a two-layer system， in which competitive A types seem in some way better than their B-type fellows. Being __15 __keen to win can have dangerous consequences： remember that Pheidippides， the first marathon runner， dropped dead seconds after saying; “cheers， we conquer！”
By far the worst form of competition in schools is the extreme__ 16__ on examinations. It is a rare school that allows pupils to __17__ on those things they do well. The merits of competition by examination are somewhat __18__ ， but competition in the certain knowledge of failure is positively harmful.
Obviously， it is neither __19__ nor desirable that all A youngsters change into B‘s. The world needs types， and schools have an important duty to try to __20__ a child’s personality to his possible future employment. It is top management.
A. enough B. fit C. emphasis D. practical
E. innumerable F. concentrate G. adopt H. questionable
I. profound J. factor K. too L. substance
M. passion N. emotion O. fix
Passage 3
The English policeman has several nicknames （ 绰号 ） but the most frequently used are “copper” and “bobby”。 The first name comes from the verb “to cop ” （which is also slang ） ， meaning “ to take ” or “ to capture ”， and the second comes from the first name of Sir Robert Peel， the nineteenth-century politician， who was the founder of the police force as we know it today. An early nickname for the policeman was “peeler”， but this one has died out.
Whatever we may call them， the general opinion of the police seems to be a favorable one; except， of course， among the criminal part of the community where the police are given more derogatory nicknames which originated in America， such as “fuzz” or “pig”。 Visitors to England seem nearly always to be very impressed by the English police. It has， in fact， become a standing joke that the visitor to Britain， when asked for his views of the country， will always say， at some point or other， “I think your policemen are wonderful. ”
Well， the British bobby may not always be wonderful but he is usually a very friendly and helpful sort of character. A music-hall song of some years ago was called “If You Want To Know The Time， Ask A Policeman”。 Nowadays， most people own watches but they still seem to find plenty of other questions to ask the policeman. In London， the policemen spend so much of their time directing visitors about the city that one wonders how they ever find time to do anything else！
Two things are immediately noticeable to the stranger when he sees an English policeman for the first time. The first is that he does not carry a pistol （手枪） and the second is that he wears a very distinctive type of headgear， the policeman‘s helmet. His helmet， together with his height， enable an English policeman to be seen from a considerable distance， a fact that is not without its usefulness. From time to time it is suggested that the policeman should be given a pistol and that his helmet should be taken from him， but both these suggestions are resisted by the majority of the public and the police themselves.
21. Nowadays British people call the policeman_______.
A. pig B. peeler
C. fuzz D. bobby
22. Which of the following statements is TRUE？
A. There are fewer criminals in America than in Britain.
B. The English police usually leave a deep impression on visitors.
C. The British bobby is friendly but not helpful.
D. The English police enjoy having pistols.
23. If you see an English policeman for the first time， you will probably notice at once that
A. he often tells people time B. he is usually very helpful
C. he has a helmet on his head D. he wears special clothes
24. That an English policeman can be seen from some distance is _______.
A. of some help to people B. of no help to people
C. very strange and funny D. a standing joke
25. Visitors praise the English police because_______.
A. they are armed with modern equipment
B. they obey orders
C. they are often given thanks by people
D. they are polite and helpful
Most young people enjoy some form of physical activity. It may be walking， cycling or swimming， or in winter， skating or skiing. It may be a game of some kind—football， hockey， golf， or tennis. It may be mountaineering.
Those who have a passion for climbing high and difficult mountains are often looked upon with astonishment. Why are men and women willing to suffer
and hardship， and to take risks on high mountains？ This astonishment is caused probably by the difference between mountaineering and other forms of activity to which men give their leisure.
Mountaineering is a sport and not a game. There are no man-made rules， as there are for such games as golf and football. There are， of course， rules of a different kind which it would be dangerous to ignore， but it is this freedom from man-made rules that makes mountaineering attractive to many people. Those who climb mountains are free to use their own methods.
If we compare mountaineering and other more familiar sports， we might think that one big difference is that mountaineering is not a “team game”。 We should be mistaken in this. There are， it is true， no “ matches” between “teams” of climbers， but when climbers are on a rock face linked by a rope on which their lives may depend， there is obvious teamwork.
The mountain climber knows that he may have to fight forces that are stronger and more powerful than man. He has to fight the forces of nature. His sport requires high mental and physical qualities.
A mountain climber continues to improve in skill year after year. A skier （滑雪手） is probably past his best by the age of thirty， and most international tennis champions are in their early twenties. But it is not unusual for a man of fifty or sixty to climb the highest mountains in the Alps. They may take more time than younger men， but they probably climb with more skill and less waste of efforts， and they certainly experience equal enjoyment.
26. Mountaineering involves_______.
A. cold B. hardship
C. physical risk D. all of the above
27. The difference between a sport and a game has to do with the kind of
A. activity B. rules
C. uniform D. participants
28. Mountaineering can be called a team sport because
A. it is an Olympic event
B. teams compete against each other
C. mountaineers depend on each other while climbing
D. there are 5 climbers in each team
29. Mountaineers compete against_______.
A. nature B. each other
B. other teams D： international standards
30. The best title for the passage is_______.
A. Mountaineering Is Different from Golf and Football
B. Mountaineering Is More Attractive than Other Sports
C. Mountaineering
D. Mountain Climbers
II. I 12. J 13. G 14. M 15. K 16. C 17. F 18. H 19. D 20. B 21. D 22. B 23. C 24. A 25. D 26. D 27. B 28. C 29. A 30. C
Passage 1
Rainmaking
The idea of rainmaking is almost as old as man， but it was not until 1946 that man succeeded in making rain. In ancient times， rainmakers had claimed to bring rain by many methods： dancing， singing， killing various kinds of living creatures （including humans） ， and blowing a stream of water into the air from a kind of pipe.
More recently， some rainmakers claimed to make rain by shooting guns， causing explosions， or burning chemicals， the smoke of which was supposed to cause rain to fall. These rainmakers asked for as much as 1，000 dollars to make an inch of rain. One was so effective that he was almost hanged. He was believed to have caused a twenty-inch rain in southern California that flooded the land， killed several people， and did millions of dollars’ worth of damage.
Before 1946， rainmakers were either liars or honest people who happened to have good luck. Scientific rainmaking was started in that year by Vincent J. Schaefer， a scientist at the laboratories of the General Electric Company in New York State. His success was the result of a lucky accident that changed years of failure into victory.
For a long time， men have understood where rain comes from. Water from the surface of oceans and lakes becomes part of the air， where it forms clouds from which rain falls. But exactly what starts the formation of raindrops was not known until quite recently. A man named John Aitken proved that drops of water gather around tiny bits of dust or other matter. The centers of the drops are so small that the human eye cannot see them. Without such centers， it seems， raindrops do not form.
During World War II， Dr. Irving Langmuir， a scientist， was hired by the General Electric Company to study how and why ice forms on the wings of airplanes. He and a young assistant named Schaefer went to a mountain in the state of New Hampshire， where snowstorms are common and cold winds blow.
While in New Hampshire， Langmuir and Schaefer were surprised to learn that often the temperature of the clouds surrounding them was far below the freezing point， and yet ice did not form in the clouds. After the War， Schaefer experimented with a machine that created cold， moist air similar to the air found in clouds. To imitate the moist air of a cloud， Schaefer would breathe into the machine. Then he would drop into the freezer a bit of powder， sugar， or some other substance. For weeks and months he tried everything he could imagine. Nothing happened. No crystals of ice were formed. None of the substances would serve as the center of a snow crystal or raindrop.
One July morning， Schaefer was dropping in bits of various substances and watching the unsuccessful results. Finally， a friend suggested that they go to eat lunch， and Schaefer gladly went with him. As usual， he left the cover of the freezer up， since cold air sinks and would not escape from the box.
Returning from lunch， Schaefer was beginning to perform his experiments again when he happened to look at the temperature of the freezer. It had risen to a point higher than that required for ice crystals to remain solid. The warm summer weather had arrived without his noticing it. He would have to be more careful in the future.
There were two choices now. He could close the cover and wait for the freezer itself to lower the air temperature， or he could make the process occur faster by adding dry ice， a gas in solid form that is very， very cold. He chose the latter plan. He decided to try a container of dry ice.
As he dropped the steaming white dry ice into the freezer， he happened to breathe out a large amount of air. And there， before his eyes， it happened！ He had made ice crystals， not by adding centers to the moisture but by cooling the breath so much that the liquid had to form crystals ！ Schaefer called to his helpers to come and watch. Then he began to blow his breath into the freezer and drop large pieces of dry ice through it to create crystals which became a tiny snowstorm falling slowly to the floor of his laboratory.
If he could make snow in a freezer， Schaefer thought， why couldn‘t he do so in a real cloud？ He decided to try it in an airplane with a machine to blow dry ice out into the clouds.
On a cold day in November， Schaefer and Langmuir saw clouds in the sky， and Schaefer climbed into the airplane. He realized he would have to fly some distance before finding the right kind of cloud—a big gray one that must be filled with moisture. Seeing one， Schaefer told the pilot of the plane to fly above the cloud. At the proper time， he started the machine， and dry ice began to fall from the airplane into the cloud below. When half the load of dry ice was gone， the motor stopped because it had become too cold. Schaefer had to think quickly. He merely threw the remaining dry ice out of the window of the plane • 80 •and into the cloud below.
On the ground， Dr. Langmuir watched excitedly and saw snow falling from the bottom of the cloud. When Schaefer returned to the ground， blue with cold， Langmuir ran to him， shouting， “You have made history！ ” And indeed he had. Almost as soon as the news of his accomplishment was sent across the United States and around the world， a hundred other rainmakers were throwing dry ice into clouds—or “seeding the clouds” as it was called.
When Schaefer discovered that ice crystals could be formed without finding the right material to make centers for the crystals， he stopped searching for such materials. But another young worker at General Electric， Bernard Vonnegut began looking through a chemistry book for some chemical compound that might have the right size and shape to form crystals around it. He found what he was booking for. It was a compound called silver iodide（碘化银）。 He got some silver iodide and developed a way of burning it to produce tiny particles that would separate in the air and form snow—he hoped.
Finally he shot the material up into the air and waited for the storm. Nothing happened. He couldn’t understand why. The compound ought to form enters for crystals. He asked a scientist to examine the chemicals he had used. There was the trouble. The silver iodide he had used was not pure.
He got more of the material， performed his experiment again， and there were the snow crystals！ Today， scientific rainmakers generally use silver iodide， Which can be sent into the air from the ground by means of a simple， inexpensive machine. This process is more satisfactory than the use of dry ice which can be destructive.
1. Human beings were able to make rain in ancient times.
2. Dr. Irving Langmuir and Schaefer went to New Hampshire to study how and why ice forms on the wings of airplanes.
3. Schaefer found out the rain drops could be made without having to search the right material to make their centers.
4. Using silver iodide to make rain is more satisfactory than using dry ice.
5. Rain can be made by shooting salt onto the clouds.
6. Schaefer found the warm summer weather was favorable for rainmaking.
7. Bernard Vonnegut looked through a chemistry book to find whether silver iodide was the right material for making rain. 8. Schaefer succeeded in making ice crystals by cooling the breath so much that the liquid______crystals.
9. In New Hampshire Schaefer experimented with a machine creating cold， moist air similar to the air or other matter.
10. According to John Aitken， water drops gather around__
1. N 2. Y 3. Y 4. Y 5. NG 6. N 7. N 8. had to form 9. found in the clouds 10. tiny bits of dust