Several years ago, I had to replace a receptionist for my unit. Before I advertised for the position, I was approached by another manager, and asked if l would consider a transfer from his staff instead of opening a new competition. My natural question was to ask who he wanted me to consider and why.
It appeared from his description of this employee, Maria, that she was having a lot of problems performing her duties, and had difficulties with her boss, and did not appear to respond to any attempts he, the manager, had made to settle the issues. Now, after listening to his explanation, I really had severe doubts. What crossed my mind, after this discussion, was that he wanted me to take a problem off his hands.
I told him I would think about it and would let him know the next day. As promised, after thinking more about this potential performance issue, I decided that I would agree to speak with Maria privately before I made any decision.
And, what I found out during this interview, left me deep in thought. As it turned out, the performance issue appeared to result from working for a boss who never extended a good morning greeting, never gave a word of encouragement, and was constantly changing the work load and routines. The end result was a totally ruined employee who was unconfident, hated to see a new work day start.
I decided to accept her transfer to my unit. What started out as a shy, withdrawn and frightened employee turned out to be one of the most productive and loyal employee that I had ever worked with. Maria couldn't do enough and was constantly asking for more and for more responsibility. I was more than happy to give her what she needed-praise for work well done, respect as a person, and encouragement for doing well in anything she dealt with.
Sometimes, we are guilty of holding others back from accomplishing or doing or developing as they should or could. It may be a wise idea that we all look in the mirror, from time to time, to see what we are really like.What can we learn about the writer from the first paragraph?
| A．He is a manager in the company. |
| B．He doesn't like his receptionist. |
| C．He likes to compete with others. |
| D．He wants to find another position. |
After hearing his colleague's description of Maria, the writer thought that Maria_______.
| A．attempted to settle the issues |
| B．was a problem to her boss |
| C．shouldn't stay in the company |
| D．could get on well with others |
Why did Maria fail to perform well in her previous job?
| A．Her previous job was not suitable for her. |
| B．She had difficulty responding to her manager. |
| C．Her boss didn't inspire her working enthusiasm. |
| D．Her boss showed no trust in her ability. |
The writer accepted Maria's transfer to unit probably because he thought that________.
| A．she was a ruined employee |
| B．she would need his protection |
| C．she would turn out to be a good employee |
| D．she was a shy and frightened employee |
The writer probably believes that a good boss should________.
| A．praise and award his employees a lot |
| B．respect, praise and encourage his employees |
| C．greet his employees and give them much work |
| D．always give his employees guidance in working |
On the night of November 14, 1978, a six-year-old Korean boy was flying to the United States. All he knew was that he was on a plane heading for somewhere. The plane landed at Kennedy International Airport, where he was greeted by a family. This young boy was me.
I have grown up in a town where there were few Asians, so I stuck out in the crowd. I made friends quickly and they treated me just like anyone else. You may ask if anyone made fun of my appearance. Well, of course, I met that kind of person. I just shrugged it off.
As an adopted child, I have something that others don't have. I have had the benefit of two families. I'm lucky to have got a chance to start a new life. But we must try never to forget our past. Someday I will go back to Korea to find out what kind of culture I left behind.
There is only one thing that I regret about being adopted. When I argue with my parents and they realize they are losing the argument, they sometimes wonder what I would be doing if I were back in Korea. I don't understand this because I thought the purpose of adopting someone was to give them a better chance of growing up in a family. Some day when I am older, I want to adopt a girl and raise her the way my parents have raised me, but I would do it better, for I know what went well and what did not.We learn that when the writer was on the way to his new family,______.
| A．he was with his own parents |
| B．he was very happy and excited |
| C．he was about ten years old then |
| D．he didn't know he was going to be adopted |
If someone sticks out in the crowd, it means that he/she_______.
| A．is very good-looking |
| B．is very kind-hearted |
| C．is easily noticed by others |
| D．is disliked by others |
When the writer was made fun of by others, he _______.
| A．was deeply hurt |
| B．wanted to go back to Korea |
| C．didnt care about it that much |
| D．tried to make friends with them |
What can we learn from Paragraph 3?
| A．The writer wants to forget his past. |
| B．The writer isn't sad about being adopted. |
| C．The writer isn't interested in Korean culture. |
| D．The writer doesnt know anything about Korea. |
What does the writer want to do when he is older?
| A．Go back to live with his parents in Korea. |
| B．Tell his parents what they have done wrong. |
| C．Find out how to raise children in a better way. |
| D．Adopt a girl and raise her in a good way. |
Some people learn a second language easily. Others have trouble learning a new language. How can you help yourself learn a new language, such as English? There are several ways to make learning English a little easier and more interesting.
The first step is to feel positive about learning English. If you believe that you can learn, you will learn. Be patient. You do not have to understand everything all at once. It is natural to make mistakes when you learn something new. We can learn from our mistakes. In other words, do not worry about taking risks.
The second step is to practice your English. For example, write a diary every day. You will get used to writing it in English, and you will feel comfortable expressing your ideas in English. Several weeks later, you will see that your writing is improving. In addition, you must speak English every day. You can practice with your classmates outside class. You will make mistakes, but gradually you will become comfortable communicating in English.
The third step is to keep a record of your language learning. You can write this in your journal. After each class, think about what you did. Did you answer a question correctly? Did you understand something the teacher explained? Perhaps the lesson was difficult, but you tried to understand it.
You must be positive about learning English and believe that you can do it. It is important to practice every day and make a record of your achievements. You will enjoy learning English, and you will feel more confident in yourself. To feel positive about learning English means _________.
| A．if you are patient, you will learn |
| B．if you keep a record, you can improve |
| C．if you believe you can learn, you will learn |
| D．if you make mistakes, you can learn from your mistakes |
When you learn English, you do not need to _________.
| A．understand everything all at once |
| B．practice with your classmates outside class |
| C．write a diary regularly |
| D．feel more confident in yourself |
According to the passage, what is not helpful for you to enjoy learning English?
| A．To communicate in English. |
| B．To worry about taking risks. |
| C．To make a record of the achievements. |
| D．To think about what has been done after each class. |
What does the underlined word journal in Paragraph 4 mean?
| A．Diary. | B．Composition. |
| C．Magazine. | D．Newspaper. |
What is the main idea of this passage?
| A．It is very important to learn a second language. |
| B．Some people learn a second language easily while others do not. |
| C．Dont worry about making mistakes when learning a second language. |
| D．There are some ways to help you learn a second language more easily. |
Time and how we experience it have always puzzled us. Physicists have created fascinating theories, but their time is measured by a pendulum（钟摆）and is not psychological time, which leaps with little regard to the clock or calendar. As someone who understood the difference remarked, “When you sit with a nice girl for two hours it seems like a minute, but when you sit on a hot stove, a minute seems like two hours.”
Psychologists have long noticed that larger units of time, such as months and years, fly on swifter wings as we age. They also note that the more time is structured with schedules and appointments, the more rapidly it seems to pass．For example, a day at the office flies compared with a day at the beach. Since most of us spend fewer days at the beach and more at the office as we age, an increase in structured tune could well be to blame for why time seems to speed up as we grow older．
Expectation and familiarity also make time seem to flow more rapidly. Almost all of us have had the experience of driving somewhere we’ve never been before. Surrounded by unfamiliar scenery, with no real idea of when we’ll arrive, we experience the trip as lasting a long time. But the return trip, although exactly as long, seems to take far less time. The unfamiliarity of the journey has become routine. Thus taking a different route on occasion can often help slow the clock.
When days become as identical as beads（小珠子）on a string, they mix together, and even months become a single day. To fight this, try to find ways to interrupt the structure of your day—to stop time. Learning something new is one of the ways to slow the passage of time. One of the reasons the days of our youth seems so full and long is that these are the days of learning and discovery. For many of us, learning ends when we leave school, but this doesn’t have to be.
| A．physical time is different from psychological time |
| B．time should not be measured by a pendulum |
| C．psychological time is quite puzzling |
| D．physical theory has nothing to do with the true sense of time |
| A．Our sense of time changes. |
| B．We spend less time at the beach. |
| C．More time is structured and scheduled. |
| D．Time is structured with too many appointments. |
| A．It gives various explanations about time. |
| B．It explains why time flies fast and how to slow it down psychologically. |
| C．It shows the different ideas of physicists and psychologists on time. |
| D．It describes how we experience time psychologically. |
During my high school years, the most important thing was what I was wearing to the Friday night dance and who I was taking. Although college was talked about, it was the least of my worries.
When I was graduating eighth grade and starting high school, my older brother was graduating twelfth grade and going onto college. For my graduation, he gave me a card in which he wrote, “Enjoy your four years…, they go by fast.” I remember not believing him then, but looking back…, he was right. Those four years shaped who I was as a person, pushed me to my limit and encouraged me to become an adult.
However, I was so completely absorbed in my junior and senior years of high school, that when someone spoke of college I brushed it off. I wasn't ready to leave my comfort zone of having all of my closest friends together and knowing what every single day was going to be like . Studying was something I did only AFTER I nailed my half-time dance performance. I knew my parents wanted me to go to college, so I told them I would go to community college and I didn’t worry about my SAT scores.
When my senior year passed and everyone graduated and went off to their own college ,I started to wish I had done the same. My friends were living away, meeting new people, discovering new places, and I was living at home and driving to and from class every day. It seemed exactly like high school. I hated it! I thought college was supposed to be different! Why didn’t I take more time to research colleges and do the same? I ended up loving college and wishing I had four years to enjoy the campus atmosphere instead of two.
My advice to anyone thinking about attending college is to think about it very seriously and look into all of your choices well ahead of time. Now I have graduated and I am working full time and I would do anything to go back to my high school days for a second chance!
| A．He had a gift for dance.. |
| B．He wanted to go to community college |
| C．He was well prepared for the exam. |
| D．He believed his brother would help him. |
| A．buried himself in his study all the time |
| B．lived in the school except on holidays |
| C．enjoyed talking about future college life |
| D．drove to and from class every day |
| A．He advised the author to value the years. |
| B．He encouraged the author to leave his comfort zone. |
| C．He wished the author to have more dance. |
| D．He suggested the author aim at a community college. |
| A．Lonely | B．regretful | C．angry | D．pleased |
Sorry to say, our brains naturally start slowing down at the cruelly young age of 30. It used to be thought that this couldn’t be helped, but new studies show that people of any age can train their brains to work faster. “Your brain is a learning machine ”, says University of California scientist Dr. Michael Merzenich. Given the right tools, we can train our brains to act like they did when were younger. All that’s required is the practice designed just for the purpose: a few exercises for the mind.
Merzenich has developed a computer---based training method to speed up the process in which the brain deals with information. Since much of the data we receive comes through speech, the Brain Fitness Program works with language and hearing to better speed and accuracy.
Over the course of training, the program starts asking you to distinguish sounds (between “dog” and “bog”, for example) at an increasingly faster speed. “It’s a bit like tennis instructor,” says Merzenich , “hitting balls at you faster and faster to keep you challenged. You may start out slow, but before long you’re pretty quick.”
The biggest finding in brain research in last ten years is that the brain at any age is highly plastic. If you ask your brain to learn, it will learn. And it may even speed up while in the process.
To keep your brain young and plastic you can do one of a million new activities that challenge and excite you: playing table tennis or bridge, doing crossword puzzles, learning a language...... “When it comes to preventing aging, you really do “do it or lose it”, says Barbara Sahakian, professor at Cambridge University.
| A．the information being dealt with |
| B．computer languages |
| C．the activities one joins in |
| D．speech training |
| A．developed | B．mastered |
| C．used | D．researched |
| A．Practice makes a quick mind |
| B．Brain research started ten years ago. |
| C．Dr. Merzenich is a scientist in computer |
| D．People used to believe nothing could stop the brain slowing down. |
| A．The training methods work better for the old |
| B．The training of the brain should start at an early age |
| C．People should use the brain to stop it from aging. |
| D．It’s necessary to take part in as many activities as possible. |
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