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[主观题]

&8226;Read this text taken from an article on theories of management,&8226;Choose the best

&8226;Read this text taken from an article on theories of management,

&8226;Choose the best sentence from the opposite page to fill each of the gaps.

&8226;For each gap 9-14, mark one letter (A-H) on your Answer Sheet.

&8226;Do not use any letter more than once.

&8226;There is an example at the beginning (O).

Don't follow that theory - think for yourself!

In the 1990s, according to US author Eileen Shapiro, managers have abandoned the right to manage. She argues that managers in the USA have lost confidence. (0) H

She describes a corporate culture which is extremely defensive and which has as its motto 'Managers should always follow the latest short-lived management theory, no matter how irrelevant it may be'. (9) In turn, these have been followed blindly by managers who have given up their central responsibility - taking decisions about their own business in their own particular circumstances.

"I really believe a manager's job is to manage", she says. But increasingly, she feels, they do everything but that. (10) That's because this, the identification of problems and opportunities, is the scariest part of management. Managers try to avoid the anxiety it brings by simply applying the latest theory to any problem. (11) Managers should, she believes, confront these head-on.

It is not that Ms Shapiro does not believe in cutting out unnecessary management layers and opening up organisations. Her criticism is that theories are often presented unthinkingly as solutions and are applied by managers who do not really understand what they are saying.

"Theories are often regarded as if they are some sort of miraculous cure for any type of problem", she says. "However, many projects have failed because theories have been applied which were not appropriate to the situation." (12) The blame for this inappropriate application of theories lies, she claims, mainly at the door of consultancy firms. It is difficult for big firms of consultants to specialise sufficiently. They cannot hope to offer exactly the service that a company requires at a price which the client is able to afford. (13) This is worse than having no help at all.

One of the most serious potential consequences of following theories without considering whether they are appropriate or not is a loss of staff morale and motivation. Obviously, this is something to be avoided. (14) However, Ms Shapiro believes that, unfortunately, unless managers begin again to take responsibility for their own actions that is exactly what will happen.

A. They therefore end up developing generalised solutions which are offered to clients regardless of an organisation's specific problems.

B. There are many firms of consultants offering help to companies.

C. No manager in their right mind would want to work with an angry, cynical or alienated workforce.

D. Just because a course of action has succeeded in one context, it does not mean it will be right in other circumstances.

E. From 'mission statements' to 're-engineering' she shows how one theory has replaced another in quick succession.

F. But in doing so, they often fail to address the real issues.

G. They fail to tackle the central management task, which is diagnosis.

H. They therefore no longer have the courage or the ability to take responsibility for their decisions.

(9)

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更多“&8226;Read this text taken from an article on theories of management,&8226;Choose the best”相关的问题

第1题

&8226;Read the advertisement below for a recruitment exhibition.&8226;In most of the lines

&8226;Read the advertisement below for a recruitment exhibition.

&8226;In most of the lines (34-45) there is one extra word. It is either grammatically incorrect or does not fit in with the meaning of the text. Some lines, however, are correct.

&8226;If a line is correct, write CORRECT on your Answer Sheet.

&8226;If there is an extra word in the line, write the extra word in CAPITAL LE'I-DERS on your Answer Sheet.

The Career Forum

If you work in the city centre then a visit to the Career Forum, is the city's most successful recruitment exhibition, will give you the information

34. you need to determine whether you are making up the most of yourself.

35. Currently, there are advertising many new vacancies on the job market.

36. With good skills and a healthy work record in greater demand than ever, it is

37. the ideal time to ensure that your career is being on the right track. The Career

38. Forum has been responsible for helping many thousands of the people

39. improve their job potential, and it can do something the same for you.

40. Some of the best jobs in town never reach out the advertising pages, so

41. to be Considered for one of these top jobs as they become available,

42. you will need to make closely contact with the employers' agents. The Career

43. Forum is making the perfect opportunity. It is set in an informal atmosphere

44. and there is no pressure put; you can choose which agents you talk to.

45. So if you are looking for a new job, come and join us at the Career Forum.

(34)

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第2题

新S1中,Practical Reading的教学目标是()

A.Explore text by reading a fiction with character

B.Develop listening skills by hearing a text read aloud

C.Analysis the main idea of a passage by using a specific graphic organizer

D.Apply the previous knowledge to analysis the text

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第3题

PART 5 Read the text below and choose the correct word for each space. For each question,

PART 5

Read the text below and choose the correct word for each space. For each question, mark the letter next to the correct word — A, B, C or D — on your answer sheet.

CAMPING

Although some groups of people have always lived outdoors in tents, camping as we know it today only began to be (26)______ about 50 years ago. The increase in the use of cars and improvements in camping (27)______ have allowed more people to travel longer (28)______ into the countryside and to stay there in greater comfort.

Many campers like to be (29)______ themselves in quiet areas, so they (30)______ their tent and food and walk or cycle into the forests or the mountains. Others, preferring to be near people, drive to a public or privately-owned campsite (31)______ has up-to-date facilities, (32)______ hot showers and swimming pools. Whether campers are (33)______ in the mountains or on a busy site, they should remember to (34)______ the area clean and tidy. In the forests, they must put out any fires and keep food hidden to avoid attracting (35)______ animals.

A.famous

B.popular

C.favourite

D.current

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第4题

?Read the text below about a management training course. ?In most of the lines(41-52)ther

?Read the text below about a management training course.

?In most of the lines(41-52)there is one extra word.It is either grammatically incorrect or does not fin with the sense of the text.Some lines,however,are correct.

?If a line is correct,write CORRECT on your Answer Sheet.

?If there is an extra word in the Iine,write the extra word in CAPITAL LETTERS on your Answer Sheet

Managing-the human side of many enterprise-today calls for top-level talents in

42.self-management and the management of others and this type course offers the inside

43.track to gaining skills which needed to achieve outstanding effectiveness.It is designed

44.for executives at all levels,to strengthen core skills in the areas of management

45.and communication skills.By the end of the course,individuals will have been taken a

46.major step forward in their ability to achieve truly excellent levels of performance,

47.from themselves and others.To maintain a high level of stimulation throughout course,

48.a variety of learning methods will be employed.These include formal lectures.

49.team exercises and case studies All will be carefully managed to ensure you that

50.learning is developed through relating to each one individual’S own work experiences.

51 In order to ensure that each participant derives the maximum of benefit from

52 the course,numbers are l imited to 15.So don't delay-book your place now!

(41)

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第5题

For the past two years, I have been working on students' evaluation of classroom teaching.
I have kept a record of informal conversations【C1】______some 300 students from at【C2】______twenty-one colleges and universities.

The students were generally【C3】______and direct in their comments【C4】______how course work could be better【C5】______. Most of their remarks were kindly【C6】______—with tolerance rather than bitterness—and frequently were softened by the【C7】______that the students were speaking【C8】______some, not all, instructors. Nevertheless,【C9】______the following suggestions and comments indicate, students feel【C10】______with things as they are in the classroom. Professors should be【C11】______from reading lecture notes. "It makes their【C12】______monotonous (单调的)." If they are going to read, why not【C13】______out copies of the lecture? Then we【C14】______need to go to class. Professors should【C15】______repeating in lectures material that is in the textbook."【C16】______we've read the material, we want to【C17】______it or hear it elaborated on,【C18】______repeated." "A lot of students hate to buy a【C19】______text that the professor has written【C20】______to have his lectures repeat it."

【C1】

A.involving

B.counting

C.covering

D.figuring

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第6题

How does your reading proceed? Clearly you try to comprehend, in the sense of identifying
meanings for individual words and working out relationships between them, drawing on your explicit knowledge of English grammar (41) ______you begin to infer a context for the text, for instance, by making decisions about what kind of speech event is involved: who is making the utterance, to whom, when and where.

The ways of reading indicated here are without doubt kinds of of comprehension. But they show comprehension to consist not just passive assimilation but of active engagement inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and cues (42) _______

Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and clocked for accuracy, or some timeless relation of the text to the world. (43) _______

Such background material inevitably reflects who we are, (44) _______This doesn’t, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page-including for texts that engage with fundamental human concerns-debates about texts can play an important role in social discussion of beliefs and values. How we read a given text also depends to some extent on our particular interest in reading it.

(45)_______such dimensions of read suggest-as others introduced later in the book will also do-that we bring an implicit (often unacknowledged) agenda to any act of reading. It doesn’t then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different kinds of reading inform. each other, and act as useful reference points for and counterbalances to one another. Together, they make up the reading component of your overall literacy or relationship to your surrounding textual environment.

A、 Are we studying that text and trying to respond in a way that fulfils the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.

B、 Factors such as the place and period in which we are reading, our gender ethnicity, age and social class will encourage us towards certain interpretation but at the same time obscure or even close off others.

C、If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the contest. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.

[D]In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.

[E]You make further inferences, for instance, about how the test may be significant to you, or about its validity—inferences that form. the basis of a personal response for which the author will inevitably be far less responsible.

[F]In plays,novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.

[G]Rather, we ascribe meanings to test on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.

41__________

42__________

43__________

44__________

45__________

请帮忙给出每个问题的正确答案和分析,谢谢!

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第7题

A man who knows a bit about carpentry (木工术) will make his table more quickly than the m

A man who knows a bit about carpentry (木工术) will make his table more quickly than the man who does not. If the instructions are not very clear, or the shape of a piece is puzzling his experience helps him to conclude that it must fit there, or that its function must be that. In the same way, the reader's sense and experience helps him to predict what the writer is likely to ,say next; that he must be going to say this rather than that. A reader who can think along with the writer in this way will find the text.

This skill is so useful that you may wish to make your students aware of it so that they can use it to tackle difficult texts. It does seem to be the case that as we read we make hypotheses (假设) about what the writer intends to say; these are immediately modified by what he actually does say, and are replaced by new hypotheses about what will follow. We have all had the experience of believing we were understanding a text until suddenly brought to a halt by some word or phrase that would not fit into the pattern and forced us to reread and readjust our thoughts. Such occurrences lend support to the notion of reading as a constant making and remaking of hypotheses.

If you are interested in finding out how far this idea accords with (符合) practice, you may like to try out the text and questions. To do so, take a piece of card and use it to mask the text. Move it down the page, revealing only one

t a time. Answer the question before you go on to look at the next section. Check your prediction against what the text actually says, and use the new knowledge to improve your next prediction. You will need to look back to earlier parts of the text if you are to make accurate prediction, for you must keep in mind the general organization of the argument as well as the detail within each sentence. If you have tried this out, you have probably been interested to find how much you can predict, though naturally we should not expect to be right every time -- otherwise there would be no need for us to read.

Conscious use of this technique can be helpful when we are faced with a part of the text that we find difficult: if we can see the overall pattern of the text, and the way the argument is organized, we can make a reasoned guess at the next step. Having an idea of what something might mean can be a great help in interpreting it.

The author uses the examples of carpentry and reading to show______.

A.the importance of making prediction

B.the similarity in using one's senses

C.the necessity of making use of one's knowledge

D.the most effective method in doing anything

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第8题

In the case of mobile phones, change is everything. Recent research indicates that the mob
ile phone is changing not only our culture, but our very bodies as well.

First, let's talk about culture. The difference between the mobile phone and its parent, the fixed-line phone, you get whoever answers it.

This has several implications. The most common one, however, and perhaps the thing that has changed our culture forever, is the "meeting" influence. People no longer need to make firm plans about when and where to meet. Twenty years ago, a Friday night would need to be arranged in advance. You needed enough time to allow everyone to get from their place of work to the first meeting place. Now, however, a night out can be arranged on the run. It is no longer "see you there at 8", but "text-me around 8 and we'll see where we all are".

Texting changes people as well. In their paper, "Insights into the Social and Psychological Effects of SMS Text Messaging", two British researchers distinguished between two types of mobile phone users: the "talkers" and the "texters"--those who prefer voice to text message and those who prefer text to voice.

They found that the mobile phone's individuality and privacy gave texters the ability to express a whole new outer personality. Texters were likely to report that their family would be surprised if they were to read their texts. This suggests that texting allowed texters to present a self-image that differed from the one familiar to those who knew them well.

Another scientist wrote of the changes that mobiles have brought to body language. There are two kinds that people use while speaking on the phone. There is the "speakeasy": the head is held high, in a self-confident way, chatting away. And there is the "spacemaker': these people focus on themselves and keep out other people.

Who can blame them? Phone meetings get cancelled or reformed and camera-phones intrude on people's privacy. So, it is understandable if your mobile makes you nervous. But perhaps you needn't worry so much. After all, it is good to talk.

When people plan to meet nowadays, they ______.

A.arrange the meeting place beforehand

B.postpone fixing the place till last minute

C.seldom care about when and where to meet

D.still love to work out detailed meeting plans

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第9题

There is a great concern in Europe and North America about declining standards of literacy
in schools. In Britain, the fact that 30 percent of 16 year old have a reading age of 14 or less has helped to prompt massive educational changes. The development of literacy has far-reaching effects on general intellectual development and thus anything which impedes the development of literacy is a serious matter for us all. So the hunt is on for the cause of the decline in literacy. The search so far has forced on socioeconomic factors, or the effectiveness of "traditional" versus "modem" teaching techniques.

The fruitless search for the cause of the increase in illiteracy is a tragic example of the saying "They can't see the wood for the trees". When teachers use picture books, they are simply continuing a long-establisbed tradition that is accepted without question. And for the past two decades, illustrations in reading primers have become increasingly detailed and obtrusive, while language has become impoverished -- sometimes to the point of extinction.

Amazingly, there is virtually no empirical evidence to support the use of illustrations in teaching reading. On the contrary, a great deal of empirical evidence shows that pictures interfere in a damaging way with all aspects of learning to read. Despite this, from North America to the Antipodes, the first books that many school children receive are totally without text.

A teacher's main concern is to help young beginning readers to develop not only the ability to recognize words, but the skills necessary to understand what these words mean. Even if a child is able to read aloud fluently, he or: she may not be able to understand much of it: this is called "barking at text". The teacher's task of improving comprehension is made harder by influences outside the classroom. But the adverse effects of such things as television, video games, or limited language experiences at home, can be offset by experiencing "rich" language at school.

Instead, it is not unusual for a book of 30 or more pages to have only one sentence full of repetitive phrases. The artwork is often marvellous, but the pictures make the language redundant, and the children have no need to imagine anything when they read such books. Looking at a picture actively prevents children younger than nine from creating a mental image, and can make it difficult for older children. In order to learn how to comprehend, they need to practise making their own meaning in response to text. They need to have their innate powers of imagination trained.

As they grow older, many children turn aside from books without pictures, and it is a situation made more serious as our culture becomes more visual. It is hard to wean children off picture books when pictures have played a major part throughout their formative reading experiences, and when there is competition for their attention from so many other sources of entertainment. The least intelligent are most vulnerable, but tests show that even intelligent children are being affected. The response of educators has been to extend use of pictures in books and to simplify the language, even at senior levels. The Universities of Oxford and Cambridge recently held joint conferences to discuss the noticeably rapid decline in literacy among their undergraduates.

Pictures are also used to help motivate children to read because they are beautiful and eye-catching. But motivation to read should be provided by listening to stories well read, where children imagine in response to the story. Then, as they start to read, they have this experience to help them understand the language. If we present pictures to save children the trouble of developing these creative skills, then I think we are making a great mistake.

Academic journals ranging from educational research, psychology, language learning, psycholinguistics, and so on cite experime

A.they read too loudly

B.there are too many repetitive words

C.they are discouraged from using their imagination

D.they have difficulty assessing its meaning

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