赵园作业3

Questions 36 to 45 are based on the following passage.

Some performance evaluations require supervisors to take action. Employees who receive a very favorable evaluation may deserve some type of recognition or even a promotion. If supervisors do not acknowledge such outstanding performance, employees may either lose their 36 and reduce their effort or search for a new job at a firm that will 37 them for high performance. Supervisors should acknowledge high performance so that the employee will continue to perform well in the future.

Employees who receive unfavorable evaluations must also be given attention. Supervisors must 38the reasons for poor performance. Some reasons, such as a family illness, may have a temporary adverse 39 on performance and can be corrected. Other reasons, such as a bad attitude, may not be temporary. When supervisors give employees an unfavorable evaluation, they must decide whether to take any 40actions. If the employees were unaware of their own deficiencies, the unfavorable evaluation can pinpoint (指出) the deficiencies that employees must correct. In this case, the supervisor may simply need to monitor the employees 41 and ensure that the deficiencies are corrected.

If the employees were already aware of their deficiencies before the evaluation period, however, they may be unable or unwilling to correct them. This situation is more serious, and the supervisor may need to take action. The action should be 42 with the firm’s guidelines and may include reassigning the employees to new jobs, 43 them temporarily, or firing them. A supervisor’s action toward a poorly performing worker can 44 the attitudes of other employees. If no 45 is imposed on an employee for poor performance, other employees may react by reducing their productivity as well.

A) additional I) identify B) affect J) impact C) aptly K) penalty D) assimilate L) reward H) circulation M) simplifying F) closely N) suspending G) consistent O) vulnerable H) enthusiasm Passage One

If you asked me to describe the rising philosophy of the day, I’d say it is data-ism. We now have the ability to gather huge amounts of data. This ability seems to carry with it certain cultural assumptions—that everything that can be measured should be measured; that data is a transparent and reliable lens that allows us to filter out emotionalism and ideology; that data will help us do remarkable things— like foretell the future.

Over the next year, I’m hoping to get a better grip on some of the questions raised by the data revolution: In what situations should we rely on intuitive pattern recognition and in which situations should we ignore intuition and follow the data?

What kinds of events are predictable using statistical analysis and what sorts of events are not?

I confess I enter this in a skeptical frame of mind, believing that we tend to get carried away in our desire to reduce everything to the quantifiable. But at the outset let me celebrate two things data does really well.

First, it’s really good at exposing when our intuitive view of reality is wrong. For example, nearly every person who runs for political office has an intuitive sense that they can powerfully influence their odds of winning the election if they can just raise and spend more money. But this is largely wrong.

After the 2006 election, Sean Trende constructed a graph comparing the incumbent(在任者的) campaign spending advantages with their eventual margins of victory. There was barely any relationship between more spending and a bigger victory. Likewise, many teachers have an intuitive sense that different students have different learning styles: some are verbal and some are visual; some are linear, some are holistic(整体的). Teachers imagine they will improve outcomes if they tailor their presentations to each student. But there’s no evidence to support this either.

Second, data can illuminate patterns of behavior we haven’t yet noticed. For example, I’ve always assumed people who frequently use words like “I,” “me,” and “mine” are probably more self-centered than people who don’t. But as James Pennebaker of the University of Texas notes in his book, The Secret Life of Pronouns, when people are feeling confident, they are focused on the task at hand, not on themselves. High-status, confident people use fewer “I” words, not more.

Our brains often don’t notice subtle verbal patterns, but Pennebaker’s computers can. Younger writers use more negative and past-tense words than older writers who use more positive and future-tense words.

In sum, the data revolution is giving us wonderful ways to understand the present and the past. Will it transform our ability to predict and make decisions about the future? We’ll see.

61. What do data-ists assume they can do? A. Transform people’s cultural identity. B. Change the way future events unfold. C. Get a firm grip on the most important issues. D. Eliminate emotional and ideological bias.

62. What do people running for political office think they can do? A. Use data analysis to predict the election result. B. Win the election if they can raise enough funds. C. Manipulate public opinion with favorable data.

D. Increase the chances of winning by foul means.

63. Why do many teachers favor the idea of tailoring their presentations to different students?

A. They think students prefer flexible teaching methods. B. They will be able to try different approaches. C. They believe students’ learning styles vary. D. They can accommodate students with special needs.

64. What does James Pennebaker reveal in The Secret Life of Pronouns? A. The importance of using pronouns properly.

B. Repeated use of first-person pronouns by self-centered people. C. Frequent use of pronouns and future tense by young people. D. A pattern in confident people’s use of pronouns. 65. Why is the author skeptical of the data revolution? A. Data may not be easily accessible.

B. Errors may occur with large data samples. C. Data cannot always do what we imagine it can. D. Some data may turn out to be outdated.

IBT阅读中的表格题是新题型，同时在IBT听力部分也出现了。与听力部分不同的是，IBT阅读部分的表格题既包括了对全文重点内容的发问又包括了对全文主题和结论发问。它们以对比表格和总结表格的形式出现。相对于听力表格题来说，阅读部分的难度系数更大一些。在IBT阅读的3篇文章中有两个此类问题，且通常是文章最后一道题目，为2分。 一、表格题分为两大类：总结表格题和对比表格题。 1、总结表格题

相对而言， 总结表格题的出现频率要高于对比表格题，这是由它们自身特点，出题方式和原文是否具备对比对照关系这三方面的因素决定的。 2、题的出题模式有两种：

一种是针对全文内容出题，答案由全文的主题，细节和重点支持段落的概述三部分组成。另外一种是针对文章中的重点支持性段落出题，答案由这些重点支持性段落主题，段落结论，以及重点支持性例子的概述三部分组成。这里我们重点看第一种出题模式。 我们来看一个例子， The Atlantic Cod Fishery

Off the northeastern shore of North America, from the island of Newfoundland in Canada south to new England in the United States, there is a series of shallow areas called banks. Several large banks off Newfoundland are together called Grand Banks, huge shoals on the edge of North American continental shelf, where the warm waters of the Gulf Stream meet the cold waters of Labrador

Current. As the currents brush each other, they stir up mineral from the ocean floor, providing nutrients for plankton and tiny shrimp-like creatures called krill, which feed on the plankton. Herring and other small fish rise to the surface to eat the krill. Groundfish, such as the Atlantic cod, live in the ocean’s bottom layer, congregating in the shallow waters where they prey on krill and small fish. This rich environment has produced cod by the millions and once had a greater density of cod than anywhere else on Earth.

Beginning in the eleventh century, boats from the ports of north western Europe arrived to fish the Grand Banks. For the next eight centuries, the entire Newfoundland economy taking fish back to European markets. Cod laid out to dry on wooden “flakes” was a common sight in the fishing villages dotting the coast. Settlers in the region used to think the only sea creature worth talking about was cod, and in the local speech the word “fish” became synonymous with cod. Newfoundland’s national dish was a pudding whose main ingredient was cod.

By the nineteenth century, the Newfoundland fishery was largely controlled by merchants based in the capital at St. John’s. They marketed the catch supplied by the fishers working out of more than 600 villages around the long coastline. In return, the

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