2010级第3学期期末阅读和完型资料（学生版）

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2010级非英语专业学生第3学期英语期末考试阅读和完型复习资料

Passage One

That morning, when I left the subway station, a man ran down the street screaming, “Someone just bombed the World Trade Center (WTC).” Within one split second I was torn between running into the WTC to help evacuate people and running back to the office. I had no luck calling and decided that as the director I should run to the office to see how everyone was. I made it to the office to find three staff members trying to piece together what was happening. We had no idea how bad this day was about to become. The nightmare continued as rumors were flying about Washington D.C. being attacked and other planes being hijacked.

Then the South Tower collapsed. Soon, a storm of dust came running toward the Seaport. At this time, the Body Positive Office went into action with the rest of the building and helped in setting up a temporary first-aid station in RED, the restaurant located on the street level.

As the second tower collapsed, thousands came running toward the Seaport, where our office is located. We started bringing bottled water down to the restaurant to serve them. Although nothing in my clinical training as a social worker could have fully prepared me for this, I knew that it was important for us to be supportive of the wide range of reactions that people would be having.

Soon, some people came in with first-aid needs. We continued throughout the morning, all the time listening to the radio and television for word from the Mayor on how to proceed. At 11:45 a.m., he requested that lower Manhattan evacuate. We made the announcement to all those resting in the restaurant that the building had to be closed. As we walked the streets finding our way out of the darkness on such a sunny day, fighter jets circled above the city.

Much has been written about the disaster already. We have learned so much in such a small amount of time about appreciating life. Many parallels can be drawn between this disaster and the AIDS crisis from the multitude of losses to the bravery and courage displayed. Yet, we have only begun to understand what Tuesday, September 11, 2001 will truly mean to all of us. As I move forward, I am shocked by the images I witnessed, as much as I am so blessed to have been part of the deluge (洪水) of helping hands that came to make a difference.

Passage Two

Bad luck always seems to strike at the worst possible moment. A man about to interview for his dream job gets stuck in traffic. A law student taking her final exam wakes up with a blinding headache. A runner twists his ankle minutes before a big race. Perfect examples of cruel fate. Or are they? Psychologists who study such common unlucky accidents now believe that in many instances, they may be carefully planned schemes of the subconscious mind. In their new book, Your Own Worst Enemy, Steven Berglas of Harvard Medical School and Mclean Hospital in Belmont, Mass, and Roy Baumeister of Case Western Reserve University contend that people often engage in a from of self-defeating behavior known as self-handicapping- or in plain terms, excuse-making. It’s a simple process: by taking on a crippling handicap, a person makes it more likely that he or she will fail at an endeavor. Though it seems like a crazy thing to do, Berglas and Baumeister say it is actually a clever trick of the mind, one that sets up a win situation by allowing a person to save face when he or she does fail.

A classic self-handicapper is the French chess champion Deschapelles, who lived during the 18th century. Deschapelles was a great player who quickly became champion of his region. But when competition grew tougher, he adopted a new condition for all matches: he would compete

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only if his opponent would remove one of Deschapelle’s pawns (卒) and make the first move, increasing the odds that Deschapelles would lose. If he did lose, he could blame it on the other player’s advantage and no one would know the true limits of his ability; but if he won against such odds, he would be all the more respected for his amazing talents. Psychologists now use the term “Deschapelles coup” to refer to acts of self-handicapping popular in today’s world.

Overall, men are more likely than women to make excuses. Several studies suggest that men feel the need to appear competent in all realms, while women worry only about the skills in which they’ve invested heavily. Ask a man and a woman to go scuba diving (带水肺的潜水) for the first time, and the woman is likely to jump in, while the man is likely to first make it known that he’s not feeling too well.

In fact, the people most likely to become chronic excuse makers are those obsessed with success, says Berglas, who is a consultant to several leading business executives. Such people are so afraid of being labeled a failure at anything that they constantly develop one handicap or another in order to explain their failures.

Though self-handicapping can be an effective way of coping with performance anxiety now and then, in the end, researchers say, it is a Faustian Bargain (浮士德契约). Over the long run, excuse makers fail to live up to their true potential and lose the status they care so much about. And despite their protests to the contrary, they have only themselves to blame. Passage Three

The way people hold to the belief that a fun-filled, pain-free life equals happiness actually reduces their chances of ever attaining real happiness. If fun and pleasure are equal to happiness then pain must be equal to unhappiness. But in fact, the opposite is true: More often than not things that lead to happiness involve some pain.

As a result, many people avoid the very attempts that are the source of true happiness. They fear the pain inevitably brought by such things as marriage, raising children, professional achievement, religious commitment, self-improvement.

Ask a bachelor why he resists marriage even though he finds dating to be less and less satisfying. If he is honest he will tell you that he is afraid of making a commitment. For commitment is in fact quite painful. The single life is filled with fun, adventure, and excitement. Marriage has such moments, but they are not its most distinguishing feature.

Couples with infant children are lucky to get a whole night’s sleep or a three-day vacation. I don’t know any parent who would choose the word fun to describe raising children. But couples who decide not to have children never know the joys of watching a child grow up or of playing with a grandchild.

Understanding and accepting that true happiness has nothing to do with fun is one of the most liberating realizations. It liberates time: Now we can devote more hours to activities that can genuinely increase our happiness. It liberates money: Buying that new car or those fancy clothes that will do nothing to increase our happiness now seems pointless. And it liberates us from envy: We now understand that all those who are always having so much fun actually may not be happy at all. Passage Four

People have wondered for a long time how their personalities and behaviors are formed. It is not easy to explain why one person is intelligent and another is not, or why one is cooperative and another is competitive.

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Social scientists are, of course, extremely interested in these types of questions. They want to explain why we possess certain characteristics and exhibit certain behaviors. There are no clear answers yet, but two distinct schools of thought on the matter have developed. As one might expect, the two approaches are very different from one another, and there is a great deal of debate between proponents of each theory. The controversy is often referred to as “nature/nurture”.

Those who support the “nature” side of the conflict believe that our personalities and behavior patterns are largely determined by biological and genetic factors. That our environment has little, if anything, to do with our abilities, characteristics and behavior is central to this theory. Taken to an extreme, this theory maintains that our behavior is predetermined to such a degree that we are almost completely governed by our instincts.

Proponents of the “nurture” theory, or as they are often called, behaviorists, claimed that our environment is more important than our biologically based instincts in determining how we will act. A behaviorist, B. F. Skinner, sees humans as beings whose behavior is almost completely shaped by their surroundings. The behaviorists’ view of the human being is quite mechanistic; they maintain that, like machines, human respond to environmental stimuli as the basis of their behavior.

Neither of these theories can yet fully explain human behavior. In fact, it is quite likely that the key to our behavior lies somewhere between these two extremes. That the controversy will continue for a long time is certain.

Passage Five

How often one hears children wishing they were grown-up, and old people wishing they were young again. Each age has its pleasures and its pains, and the happiest person is the one who enjoys what each age gives him without wasting his time in useless regrets.

Childhoods is a time when there are few responsibilities to make life difficult. If a child has good parents, he is fed, looked after and loved, whatever he may do. It is impossible that he will ever again in his life be given so much without having to do anything in return. In addition, life is always presenting new things to the child --- things that have lost their interest for older people because they are too well-known. But a child has his pains: He is not so free to do what he wishes to do; he is continually being told not to do things, or being punished for what he has done wrong. When the young man starts to earn his own living, he can no longer expect others to pay for his food, his clothes and his room, but has to work if he wants to live comfortably. If he spends most of his time playing about in the way that he used to do as a child, he will go hungry. And if he breaks the laws of society as he used to break the laws of his parents, he may go to prison. If, however, he works hard, keeps out of trouble and has good health, he can have the great happiness of building up for himself his own position in society.

Passage Six

It is commonly believed in the United States that school is where people go to get an education. Nevertheless, it has been said that today children interrupt their education to go to school. The distinction between schooling and education implied by this remark is important. Education is much more open-ended and all-inclusive than schooling. Education knows no bounds. It can take place anywhere, whether in the shower or on the job, whether in a kitchen or a tractor. It includes both the formal learning that takes place in schools and the whole universe of

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informal learning. The agents of education can range from a respected grandparent to the people debating politics on the radio, form a child to a distinguished scientist. Whereas schooling has a certain predictability, education quite often produces surprises. A chance conversation with a stranger may lead a person to discover how little is known of other religious. People are engaged in education from infancy on. Education, then, is a very broad, inclusive term. It is a lifelong process, a process that starts long before the start of school. And one that should be an integral part of one’s entire life.

Schooling, on the other hand, is a specific, formalized process, whose general pattern varies little from one setting to the next. Throughout a country, children arrive at school at approximately the same time, take assigned seats, are taught by an adult, use similar textbooks, do homework, take exams, and so on, the slices of reality that are to be learned, whether they are the alphabet or an understanding of the workings of government, have usually been limited by the boundaries of the subject being taught. For example, high school students know that they are not likely to find out in their classes the truth about political problems in their communities or what the newest filmmakers are experimenting with. There are definite conditions surrounding the formulized process of schooling.

Cloze 1

Directions: Complete the following article with words from the groups listed below.

Many teachers believe that the responsibilities for learning lie with the student. ____1____ a long reading assignment is given, instructors expect students to be familiar with the information in the reading even if they do not discuss it in class or take an examination. The ___2__ student is considered to be one who is motivated to learn for the sake of _____3____, not the one interested only in getting high grades. Sometimes homework is returned ____4______ brief written comments but without a grade. Even if a grade is not given, the student is responsible for learning the material assigned. When research is ________5___, the professor expects the student to take it actively and to complete it with minimum guidance. It is the student’s responsibility to find books, magazines, and articles in the library. Professors do not have the time to explain _____6__ a university library works; they expect students, particularly graduate students to be able to exhaust the reference ____7__ in the library. Professor will help students who need it, but prefer that their students not be _____8______ dependent on them. In the United States, professors have many other duties besides teaching, such as administrative or research work. ____9____, the time that a professor can spend with a student outside of class is limited. If a student has problems with classroom work, the student should either _____10_____ a professor during office hours or make an appointment. 1. A. If B. Although C. Because D. Since

2. A. poor B. ideal C. average D. disappointed 3. A.fun B. work C. learning D. prize

4. A. by B. in C. for D. with

5. A. collected B. distributed C. assigned D. finished 6. A. when B. that C. what D. how

7. A. selections B. collections C. sources D. origins 8. A. too B. such C. much D. more

9. A. However B. Therefore C. Furthermore D. Nevertheless 10. A. great B. annoy C. approach D. attach

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Cloze 2

Directions: Complete the following article with words from the groups listed below.

Old people are always saying that the young are not what they were. The same comment is made from generation to generation and it is always true. It has never been truer than it is today. The young are better educated. They have __1____ more money to spend and enjoy more freedom. They grow up more quickly and are not so ___2_______ on their parents. They think more for themselves and do not blindly accept the ideas of their elders. Events which the older generation remembers vividly are much more than past history. This is as it should be. Every new generation is different from the one that preceded it. Today the difference is very _____3___ indeed.

The old always assume that they know best for the simple reason that they have been ____4___ a bit longer. They don’t like to feel that their values are being questioned or threatened. And this is precisely ______5___ the young are doing. They are questioning the ___6_____ of their elders and disturbing their complacency. They take leave to doubt that the older generation has created the best of all possible worlds. What they _____7______ more than anything is conformity. Office hours, for instance, are nothing more than enforced slavery. Wouldn’t people work best if they were given complete freedom and responsibility? And what about_____8__? Who said that all the man in the world should wear drab gray suits? If we turn our minds to more serious ______9____, who said that human differences could best be solved through conventional politics or by violent means? Why has the older generation so often used violence to solve their problems? Why are they so unhappy and guilt-ridden in their personal lives, so obsessed with mean ambitions and the desire to amass more and more material possessions? Can anything be right with the retrace? Haven’t the old lost touch with all ___10________ is important in life. 1. A. a lot B. a little C. a lot of D. a bit

2. A. depend B. independent C. dependent D. depended 3. A. unique B. unexpected C. objective D. marked 4. A. existed B. alone C. inhabited D. around 5. A. how B. what C. why D. where

6. A. thoughts B. assumptions C. inference D. cautious 7. A. reject B. object C. eject D. subject 8. A. food B. clothing C. shelter D. leisure 9.A. things B. substances C. matters D. materials 10. A. what B. that C. which D. but

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