If you were to begin a new job tomorrow, you would bring with you some basic strengths and weaknesses. Success or 1 in your work would depend, to 2 great extent, 3 your ability to use your strengths and weaknesses to the best advantage. 4 the utmost importance is your attitude. A person 5 begins a job convinced that he isn't going to like it or is 6 that he is going to ail is exhibiting a weakness which can only hinder his success. On the other hand, a person who is secure 7 his belief that he is probably as capable 8 doing the work as anyone else and who is willing to make a cheerful attempt 9 it possesses a certain strength of purpose. The chances are that he will do well。 10 the prerequisite skills for a particular job is strength. Lacking those skills is obviously a weakness. A bookkeeper who can't add or a carpenter who can't cut a straight line with a saw 11 hopeless cases. This book has been designed to help you capitalize 12 the strength and overcome the 13 that you bring to the job of learning. But in groups to measure your development, you must first 14 stock of somewhere you stand now. 15 we get further along in the book, we'll be 16 in some detail with specific processes for developing and strengthening 17 skills. However, 18 begin with, you should pause 19 examine your present strengths and weaknesses in three areas that are critical to your success or failure in school: your 20 , your reading and communication skills, and your study habits.
1.A.improvement B.victory C.failure D.achievement
2.A.a B.the C.some D.certain
3.A.in B.on C.of D.to
4.A.Out of B.Of C.To D.Into
5.A.who B.what C.that D.which
6.A.ensure B.certain C.sure D.surely
7.A.onto B.on C.off D.in
8.A.to B.at C.of D.for
9.A.near B.on C.by D.at
10.A.Have B.Had C.Having D.Had been
11.A.being B.been C.are D.is
12.A.except B.but C.for D.on
13.A.idea B.weakness C.strength D.advantage
14.A.make B.take C.do D.give
15.A.as B.till C.over D.out
16.A.deal B.dealt C.be dealt D.dealing
17.A.learnt B.learned C.learning D.learn
18.A.around B.to C.from D.beside
19.A.to B.onto C.into D.with
20.A.intelligence B.work C.attitude D.weakness
第二篇答案+解说：
1.【答案】C
【解析】本句的意思是：“成功或失败在很大程度上取决
于你是否能扬长避短。”improvement改进;victory胜利;achievement成果，成就。这三个词都不合
题意，只有C.failure“失败”最合适。
2.【答案】A
【解析】to a great extent是固定短语，意思是“很大程度上”，符合题意。类似的说法还有：to a large extent,to some extent, to an extent, to a certain extent, to that extent, to the extent of…。the, some, certain都不能与great extent搭配。
3.【答案】B
【解析】on与前面的depend构成本句谓语。
4.【答案】B
【解析】of与名词连用,表示具有某种性质,状态，做表语。置于句首，表示强调。正常语序为：Your attitude is of the utmost importance.
5.【答案】A
【解析】A person后应当是定语从句,“开始工作的那个人”。
6.【答案】C
【解析】本句的意思是“如果一个刚刚开始工作的人就深信自己不会喜欢或肯定不适应这项工作，那么阻碍他成功的缺点就暴露出来了。”or后面省略了主语he。ensure保证;certain肯定的(只能用于It做主语的句子里);surely确实地;sure肯定的。
7.【答案】D
【解析】in one?s belief相信。其它选项都不能与belief搭配。
8.【答案】C
【解析】capable of doing是固定搭配，意为“能够干什
么”。
9.【答案】D
【解析】attempt用做名词，后接介词at，意为“试图，努力”;如果后面接介词on，表示攻击的意思。其他两项都不能与attempt搭配。
10.【答案】C
【解析】本句的意思是“具有某一工作的必要技能是一个优势”此处应填句子的主语，故选动名词having。
11.【答案】D
【解析】本句主语是A book?keeper or carpenter…。根据主谓一致原则，其谓语应当用单数is，而不是复数are。being, been都是分词，应该排除。
12.【答案】D
【解析】on与前面的capitalize搭配，表示“利用”。做不定式help的补语。其它选项不能与capitalize搭配。
13.【答案】B
【解析】本句的意思是“克服缺点”,应选weakness(缺
点，弱点)。idea观点;strength优点;advantage优势。
14.【答案】B
【解析】固定短语take stock of，意为“对……估价，对……作出判断”。
15.【答案】A
【解析】本句的意思是：“随着更深入的阅读”，从语法角度，此处应填关联词。四个选项中，只有as能用做关联词。
16.【答案】D
【解析】选项A, B, C分别是deal(处理，论述，涉及)的原形，过去分词及被动语态。根据语法和语义，此处应填将来进行时，意思是“随着书中内容的进一步深入，我们将详细论述发展和加强学习技能的具体过程。”
17.【答案】C
【解析】根据上下文，这里应当指“学习技能”。
18.【答案】B
【解析】固定短语to begin with，意为“首先，第一”，常用做插入语。
19.【答案】A
【解析】谓语动词pause后，examine又是动词原形，所以这里应当选to，可构成动词不定式，做目的状语。其余选项都是介词，不合题意。
20.【答案】C
【解析】本句对全文进行总结概括，与文章的开头相呼应，Of the utmost importance is your attitude故选attitude。
2010长沙县英语教师招聘阅读理解(3题)
There was large damage and loss of life at Concepcion, Chile's top industrial city. Near the city of Valdivia, the earthquake and following aftershocks generated landslides which killed 18 people. At the port city of Valparaiso, a city of 200,000, many buildings collapsed. A total of 130,000 houses were destroyed --- one in every three in the earthquake zone and nearly 2,000,000 people were left homeless.
Total damage losses, including to agriculture and to industry, were estimated(估计) to be over a half billion dollars . The total number of death related with both the tsunami and the earthquake was never found accurately for the region. Estimates of deaths reached between 490 to 5,7002 with no distinction(差别) as to how many deaths were caused by the earthquake and how many were caused by the tsunami. However, it is believed that most of the deaths in Chile were caused by the tsunami.
1. Where did the largest tsunami damage occurred?
A. Concepcion B. Isla Chiloe C. Valdivia D. Valparaiso
2. What can we learn about the tsunami waves generated by the earthquake?
A. The tsunami waves as high as 25 meters arrived immediately after the earthquake.
B. The tsunami waves killed 200 people and sank all boats.
C. The tsunami waves were very destructive.
D. The tsunami waves flooded half of the inland.
3. What is generally thought the main cause of deaths in Chile?
A. landslides B. the tsunami C. aftershocks D. the magnitude 9.5 earthquake
4. What is the total number of deaths in the earthquake?
A. 2,000,000 B. between 490 to 5,7002
C. 200,000 D. it was hard to know.
5. What does the underlined word “collapsed” probably mean ?
A. was destroyed B.. caught fire
C. was flooded D. sank
参考答案与解析：
1.答案为B.细节题。从文章第二段第三行“the largest tsunami damage occurred at Isla Chiloe---the coastal area closest to the epicenter(震中).”可以得到答案。
2.答案为C。本题为细节题，考察文章第二段的最后几句。A选项不是arrived immediately而是10-15分钟以后到来。B选项为至少200人，D选项不是half of the inland而是half a kilometer，故以上3个选项均有误。
3.答案为B。最后一段的最后一句“However, it is believed that most of the deaths in Chile were caused by the tsunami.”说明本题答案。
4.答案为D.细节题。, 2,000,000为无家可归人的数目；200,000为the city of Valparaiso的人口数。490 to 5,7002为地震和海啸共同导致的死亡数。
5.答案为A.由本段的下一句A total of 130,000 houses were destroyed可以推测出答案。
As you read this, nearly 80,000 Americans are waiting for a new heart, kidney or some other organ that could save their life. Tragically, about 6,000 of them will die this year--nearly twice as many people as perished in the Sept. 11 attacks--because they won't get their transplant in time. The vast majority of Americans (86%, according to one poll) say they support organ donation. But only 20% actually sign up to do it. Why the shortfall?
Part of the problem is the way we handle organ donations. Americans who want to make this sort of gift have to opt in--that is, indicate on a driver's license that when they die, they want their organs to be made available. Many European and Asian countries take the opposite approach; in Singapore, for example, all residents receive a letter when they come of age informing them that their organs may be harvested unless they explicitly object. In Belgium, which adopted a similar presumed-consent system 12 years ago, less than 2% of the population has decided to opt out.
Further complicating the situation in the U.S. is the fact that whatever decision you make can be overruled by your family. The final say is left to your surviving relatives, who must make up their minds in the critical hours after brain death has been declared. There are as many as 50 body parts, from your skin to your corneas, that can save or transform the life of a potential recipient, but for many families lost in grief, the idea of dismembering a loved one is more than they can bear.
The U.S., like all medically advanced societies, has struggled to find a way to balance an individual's rightful sovereignty over his or her body with society's need to save its members from avoidable deaths. Given America's tradition of rugged individualism and native distrust of Big Brotherly interference, it's not surprising that voters resisted attempts to switch to a presumed-consent system when it was proposed in California, Oregon, Minnesota, Pennsylvania and Maryland. Health Secretary Tommy Thompson last spring announced plans for a new initiative to encourage donations--including clearer consent forms--but its impact is expected to be modest. Given the crying need for organs, perhaps it's time we considered shifting to something closer to the presumed-consent model.
Meanwhile, if you want to ensure that your organs are donated when you die, you should say so in a living will or fill out a Uniform Donor Card (available from the American Medical Association). Make sure your closest relatives know about it. And if you don't want to donate an organ, you should make your wishes equally explicit.
1.According to the author, one of the reasons for a shortage of organs in America is ______.
[A] most Americans are reluctant to donate their organs after death
the information about organ donation is not popular in America
[C] the ways to handle organ donation is far from perfect
[D] people waiting for transplant are rapidly increasing in America
2.What is most Americans’ attitude towards the organ donation?
[A] Indifferent.
Indignant.
[C] Detached.
[D] Supportive.
3.It can be inferred from paragraph 4 that ______.
[A] Americans have a long tradition of weak individualism
all the states in America resist the presumed-consent system
[C] it’s not easy to find a way to serve the society’s need and at the same time to protect the individual’s right in the matter of organ donation
[D] the government is not active in solving the problem
4.The term “presumed-consent” probably means ______.
[A] one’s organs should be donated whether they agree or not
one is supposed to agree that their organ will be donated after death unless they explicitly object
[C] dismembering a dead body is inhuman
[D] one is assumed to be happy after they decide to donate their organs
5.From the text, we can see the author’s attitude towards organ donation is ______.
[A] supportive
indignant
[C] indifferent
[D] negative
答案：CDCBA
Now let us look at how we read. When we read a printed text, our eyes move across a page in short, jerky movement. We recognize words usually when our eyes are still when they fixate. Each time they fixate, we see a group of words. This is known as the recognition span or the visual span. The length of time ofr which the eyes stop ---the duration of the fixation ----varies considerably from person to person. It also vaies within any one person according to his purpose in reading and his familiarity with the text. Furthermore, it can be affected by such factors as lighting and tiredness.
Unfortunately, in the past, many reading improvement courses have concentrated too much on how our eyes move across the printed page. As a result of this misleading emphasis on the purely visual aspects of reading, numerous exercises have been devised to train the eyes to see more words at one fixation. For instance, in some exercises, words are flashed on to a screen for, say, a tenth or a twentieth of a second. One of the exercises has required students to fix their eyes on some central point, taking in the words on either side. Such word patterns are often constructed in the shape of rather steep pyramids so the reader takes in more and more words at each successive fixation. All these exercises are very clever, but it’s one thing to improve a person’s ability to see words and quite another thing to improve his ability to read a text efficiently. Reading requires the ability to understand the relationship between words. Consequently, for these reasons, many experts have now begun to question the usefulness of eye training, especially since any approach which
trains a person to read isolated words and phrases would seem unlikely to help him in reading a continuous text.
Q:
1. The time of the recognition span can be affected by the following facts except ________ .
A. one’s familiarity with the text
B. one’s purpose in reading
C. the length of a group of words
D. lighting and tiredness
2. The author may believe that reading ______.
A. requires a reader to take in more words at each fixation
B. requires a reader to see words more quickly
C. demands an deeply-participating mind
D. demands more mind than eyes
3 What does the author mean by saying “but it’s one thing to improve a person’s ability to see words and quite another thing to improve his ability to read a text efficiently.” in the second parapraph?
A. The ability to see words is not needed when an efficient reading is conducted.
B. The reading exercises mentioned can’t help to improve both the ability to see and to comprehend words.
C. The reading exercises mentioned can’t help to improve an efficient reading.
D. The reading exercises mentioned has done a great job to improve one’s ability to see words.
4. Which of the following is NOT true?
A. The visual span is a word or a group of words we see each time.
B. Many experts began to question the efficiency of eye training.
C. The emphasis on the purely visual aspects is misleading.
D.The eye training will help readers in reading a continuous text.
5. The tune of the author in writing this article is ________
A critical
B neutral
C prssimistic
D optimistic
答案：CCCDA