2007考研英语强化班授课讲义(七)

I. Use of English (Cloze)

    Television is different from other media in some important ways. The television set is___1___ in the average American home more than six and a half hours a day. Children are born into a new symbolic environment and grow up ___2___ thousands of stories told by television each year. There is no longer any need to go  ___3___ of the home—to church, to school—or to learn to read in order to encounter the broader culture. The ritualistic ___4____ of the activity and the quantity of time children and adolescents spend watching television makes it a historically unprecedented phenomenon. We assume that there might be ___5___ unprecedented consequences.

    Some claim that television has created a brighter, more ____6___ generation, with greater knowledge of the people and the cultures of the world. Some ___7___ television can stimulate reading, increase vocabulary, expand general knowledge, and help ____8___ critical faculties.

    Many who view the medium’s effects as ___9____ tend to be far more vocal, outspoken, and adamant（坚定不移的） about their position. To support their case, they are likely to ____10____ research studies or reports of those studies, which often exaggerate or sensationalize the data. Some of these critics point to ___11___ social developments, such as the steady decline in school performance and the ___12___ of millions of functionally illiterate adults. Critics note that the longer we live with television, the ___13___ these situations become. Similarly, veteran teachers complain about pupils with short attention spans, ___14___ frames of reference seem entirely determined by television. There is no potential source of these ills as easy to ___15___ for the blame as television.    (267 words)

 1. A. nearby   B. open        C. up      D. on
 2. A. watching   B. digesting          C. absorbing       D. hearing
 3. A. outdoor           B. exterior              C. outside        D. external
 4. A. essence           B. nature             C. character       D. feature
 5. A. fairly            B. equally             C. similarly        D. evenly
 6. A. aware             B. awake          C. conscious       D. knowing
 7. A. debate            B. indicate           C. quarrel         D. argue
 8. A. learn             B. progress           C. develop         D. acquire
 9. A. different         B. opposing            C. contrary        D. negative
10. A. quote              B. take            C. cite            D. extract
11. A. frightening      B. bothering        C. changing       D. troubling
12. A. existence        B. exertion         C. expansion       D. endurance
13. A. better           B. worse              C. more serious       D. weaker
14. A. which               B. whose               C. whom               D. of which
15. A. target               B. aim              C. look              D. find 转贴于：博学在线_考研

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II. 选择搭配题

Directions:

    You are going to read a text about the tips on resume writing, followed by a list of examples. Choose the best example from the list A—F for each numbered subheading (41—45). There is one extra example which you do not need to use. Mark your answers on ANSWER SHEET 1.  (10 points)

    The main purpose of a resume is to convince an employer to grant you an interview. There are two kinds. One is the familiar“tombstone”that lists where you went to school and where you’ve worked in chronological order. The other is what I call the“functional”resume — descriptive, fun to read, unique to you and much more likely to land you an interview.

    It’s handy to have a“tombstone”for certain occasions. But prospective employers throw away most of those unrequested“tombstone”lists, preferring to interview the quick rather than the dead.

    What follows are tips on writing a functional resume that will get read — a resume that makes you come alive and look interesting to employers.

41. Put yourself first:

   In order to write a resume others will read with enthusiasm, you have to feel important about yourself.

42. Sell what you can do, not who you are:

    Practice translating your personality traits, character, accomplishments and achievements into skill areas. There are at least five thousand skill areas in the world of work.

Toot your own horn!

    Many people clutch when asked to think about their abilities. Some think they have none at all! But everyone does, and one of yours may just be the ticket an employer would be glad to punch — if only you show it.

43. Be specific, be concrete, and be brief!

    Remember that “brevity is the best policy.”

44. Turn bad news into good:

    Everybody has had disappointments in work. If you have to mention yours, look for the positive side.

45. Never apologize:

    If you’re returning to the work force after fifteen years as a parent, simply write a short paragraph (summary of background) in place of a chronology of experience. Don’t apologize for working at being a mother; it’s the hardest job of a11. If you have no special training or higher education, just don’t mention education.

    The secret is to think about the self before you start writing about yourself. Take four or five hours off, not necessarily consecutive, and simply write down every accomplishment in your life, on or off the job, that made you feel effective. Don’t worry at first about what it all means. Study the list a