银行求职英语练习题4.docx

1、银行求职英语练习题4英语练习题3 Section Use of English Directions: Read the following text.Choose the best word（s） for each numbered blank and mark A, B, C or D on ANSWER SHEET 1.（ 10 points ） Health implies more than physical fitness. It also implies mental and emotional well-being. An angry, frustrated, emotiona

2、lly 1 person in good physical condition is not 2 healthy. Mental health, therefore, has much to do 3 how a person copes with the world as she/he exists. Many of the factors that 4 physical health also affect mental and emotional well-being. Having a good self-image means that people have positive 5

3、pictures and good, positive feelings about themselves, about what they are capable 6, and about the roles they play. People with good self-images like themselves, and they are 7 like others. Having a good self-image is based 8 a realistic 9 of ones own worth and value and capabilities. Stress is an

4、unavoidable, necessary, and potentially healthful 10 of our society. People of all ages 11 stress. Children begin to 12 stress during prenatal development and during childbirth. Examples of stress inducing 13 in the life of a young person are death of a pet, pressure to 14 academically, the divorce

5、of parents, or joining a new youth group. The different ways in which individuals 15 to stress may bring healthful or unhealthy results. One person experiencing a great deal of stress may function exceptionally well 16 another may be unable to function at all. If stressful situations are continually

6、 encountered, the individuals physical, social, and mental health are eventually affected. Satisfying social relations are vital to 17 mental and emotional health. It is believed that in order to 18, develop, and maintain effective and fulfilling social relationships people must 19 the ability to kn

7、ow and trust each other, understand each other, influence, and help each other. They must also be capable of 20 conflicts in a constructive way. 1. A. unstable B. unsure C. imprecise D. impractical 2. A. normally B. generally C. virtually D. necessarily 3. A. on B. at C. to D. with 4. A. signify B.

8、influence C. predict D. mark 5. A. intellectual B. sensual C. spiritual D. mental 6. A. to be doing B. with doing C. to do D. of doing 7. A. able better to B. able to better C. better to able D. better able to 8. A. on B. from C. at D. about 9. A. assessment B. decision C. determination D. assistanc

9、e 10. A. ideality B. realization C. realism D. reality 11. A. occur B. engage C. confront D. encounter 12. A. tolerate B. sustain C. experience D. undertake 13. A. evidence B. accidents C. adventures D. events 14. A. acquire B. achieve C. obtain D. fulfil 15. A. respond B. return C. retort D. reply

10、16. A. why B. when C. while D. where 17. A. sound B. all round C. entire D. whole 18. A. illuminate B. enunciate C. enumerate D. initiate 19. A. access B. assess C. process D. possess 20. A. resolving B. saluting C. desolving D. solving SectionReading Comprehension Part A Directions: Read the follow

11、ing four texts. Answer the questions below each text by choosing A, B, C or D Mark your answers on ANSWER SHEET 1 （40 points） Text 1 As we have seen in earlier chapters, the American definition of success is largely one of acquiring wealth and a higher material standard of living. It is not surprisi

12、ng, therefore, that Americans have valued education for its monetary value. The belief is wide spread in the United States that the more schooling people have, the more money they will earn when they leave school. The belief is strongest regarding the desirability of an undergraduate university degr

13、ee, or a professional degree such as medicine or law following the undergraduate degree. The money value of graduate degrees in“nonprofessional”fields such as art, history, or philosophy is not as great. This belief in the monetary value of education is supported by statistics on income. Ben Wattenb

14、erg, a social scientist, estimated that in the course of a lifetime a man with a college degree in 1972 would earn about￥380 000 more than a man with just a high school diploma. Perhaps this helps to explain survey findings which showed that Americans who wished they had led their lives differently

15、in some way regretted most of all that they did not get more education. The regret is shared by those who have made it to the top and by those who have not. Journalist Richard Reeves quotes a black worker in a Ford automobile factory. When I was in the ninth grade, I was getting bad grades and messi

16、ng around. My father came home in the kitchen one night with a pair of Ford work pants and he threw them in my face.“Put these on,”he said,“because youre going to be wearing them the rest of your life if you dont get an education.” Douglas Fraser, the president of the United Auto Workers Union, regr

17、etted not finishing high school so much that he occasionally lied about it. He told Richard Reeves about his pride in graduating from high school, but then a few minutes later he said: I wasnt telling the truth about high school. I never finished. I quit in the twelfth grade to take a jobIts funny a

18、fter all these years, I still lie about it. Because the fact is, I still think it was a stupid thing to do. I should have finished my education. Even a man like Fraser, a nationally known and successful leader, was troubled by regrets that he did not climb higher on the educational ladder. 21.What i

19、s the main idea of this passage? A.Americans place a high value on education. B.Americans believe it is possible, though difficult, to be successful without an advanced degree. C.Americans believe that the more the education, the higher the salary. D.A basic American value is acquiring material weal

20、th. 22.Which of the following degrees would probably be most valued by Americans? A.A masters degree in literature. B.A masters degree in specialized fields. C.A masters degree in pure maths. D.A masters degree in anthropology. 23.The survey conducted by Ben suggested that people regretted most havi

21、ng not got more education. A.who hoped to teach B.who were not content with their own way of living C.who were proud of their social positions D.who had quit high schools too early 24.When the factory worker in the third paragraph was a teenager, his father . A.wanted him to start earning a living B

22、.wanted him to study harder C.wanted him to work with him at the Ford plant D.wanted him to stop wearing such messy clothes 25. Which of the following is TRUE about Douglas Fraser? A.He was proud to have finished high school. B.He became a successful leader thanks to his education. C.He wished he ha

23、dnt dropped out of school. D.He was a liar. Text 2 The main idea of these business-school academics is appealing. In a word where companies must adapt to new technologies and source of competition, it is much harder than it used to be to offer good employees job security and an opportunity to climb

24、the corporate ladder. Yet it is also more necessary than ever for employees to invest in beter skills and sparkle with bright ideas. How can firms get the most out of people if they can no longer offer them protection and promotion? Many bosses would love to have an answer. Sumantrra Ghoshal of the

25、London Business School and Christopher Bartlett of the Harvard Business school think they have one:“Employability.”If managers offer the right inds of training and guidance, and change their attitude towards their underlings, they will be able to reassure their employees that they will always have t

26、he skills and experience to find a good job-even if it is with a different company. Unfortunately, they promise more than they deliver. Their thoughts on what an ideal organization should accomplish are hard to quarrel with: encourage people to be creative, make sure the gains from creativity are sh

27、ared with the pains of the business that can make the most of them, keep the organization from getting stale and so forth. The real disappointment comes when they attempt to show how firms might actually create such an environment. At its nub is the notion that companies can attain their elusive goa

28、ls by changing their implicit contract with individual workers, and treating them as a source of value rather than a cog in a machine. The authors offer a few inspiring example of companies-they include Motorola, 3M and ABB-that have managed to go some way towards creating such organizations. But th

29、ey offer little useful guidance on how to go about it, and leave the biggest questions unanswered. How do you continuously train people, without diverting them from their everyday job of making the business more profitable? How do you train people to be successful elsewhere while still encouraging t

30、hem to make big commitments to your own firm? How do you get your newly liberated employees to spend their time on ideas that create value, and not simply on those they enjoy? Most of their answers are platitudinous, and when they are not they are unconvincing. 26. We can infer from the passage that

31、 in the past an employee . A. had job security and opportunity of promotion B. had to compete with each other to keep his job C. had to undergo training all the time D. had no difficulty climbing the corporate ladder 27 What does the writer of this passage think of the ideas of Ghoshal and Bartlett?

32、 A. Very instructive. B. Very inspiring. C. Hard to implement. D. Quite harsh. 28 In their work, Ghoshal and Bartlett discuss . A. changes in business organizations B. contracts between employers and employees C. employment situation D. management ideas 29 This passage seems to be a（n） . A. book review B. advertisement C. news report D. research paper 30. According to Chritopher Bartlett what will improve“employability”?