Besides bad material conditions, ______also leads to the sharp increase of crime rate.A．po

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HOW TO HANDLE A BAD PERFORMANCE REVIEW

Getting a bad performance review can make you feel angry, unappreciated, defeated, and hopeless. But it's not the end of the world. Remember that the way you respond to this appraisal can make all the difference in the next one. Even if you believe that the review is inaccurate and that your boss is completely wrong, you will benefit by reacting in a mature, adult manner. Here are some suggestions:

Stay calm. Relax. Breathe. Do not overreact and be objective. Especially, do not say things that will likely be regretted later. Besides, the person giving the performance review may or may not be the one who has written the bad review.

WHAT TO DO WHEN RECEIVING A BAD PERFORMANCE REVIEW

It's best to listen attentively. And make comments or remarks only when asked for them. Besides, during the performance review, you will be given the chance to respond and may disagree.

WHAT TO DO AFTER RECEIVING A BAD PERFORMANCE REVIEW

Don't be intimidated by the bad performance review and want to quit the job; instead, learn from it. Also, if the organization allows their employees to make a written statement on their own behalf, do make one. It is important for the worker to show why she does not agree with the bed performance review; for instance, an employee may express their different understanding and, at the same time, a willingness to comply with any constructive suggestions.

WAYS TO IMPROVE A BAD PERFORMANCE REVIEW

A way to improve a bad performance review is to set self-reviews, that is, establish performance standards. Another way to improve a bad review is to learn more about what the manager, supervisor, or boss wants or expects from his/her employees. Learning what it was that caused a bad performance review helps to improve professional growth and encourages as well as motivates the worker to do better in order to receive a good review next time.

操作提示：通过题目后的下拉选项框选择正确答案。

1. What should you do when you are given a bad performance review？{A; B; C}

A. Argue with your boss.

B. Make immediate remarks.

C. Stay calm and listen carefully.

2. What should you do after you are given a bad performance review？{A; B; C}

A. Quit your job immediately.

B. Insist on making comments.

C. Learn from the review.

3. What should you do if you do not agree with the bad performance review？{A; B; C}

A. Tell the boss directly that you do not agree with the review.

B. Make a written statement on your own behalf if it is allowed.

C. Do not express your different understanding in a written statement.

4. How do you improve a bad performance review？{A; B; C}

A. Understand the established performance standards.

B. Learn more about what the employee wants or expects.

C. Learn what the person who gives the review may think.

5. Why should we understand the cause of a bad performance review？{A; B; C}

A. Because it helps the employee to get promoted immediately.

B. Because it encourages and motivates the worker to do better.

C. Because it prevents the employee from professional growth.

Questions 21 to 25 are based on the following passage.

There is a difference between science and technology. Science is a method of answering theoretical questions; technology is a method of solving practical problems. Science has to do with discovering the facts and relationships between observable phenomena in nature and with establishing theories that serve to organize these facts and relationships; technology has to do with tools, techniques, and procedures for implementing the finding of science.

Another distinction between science and technology has to do with the progress in each.

Progress in science excludes the human factor. Scientists, who seek to comprehend the universe and know the truth within the highest degree of accuracy and certainty, cannot pay attention to their own or other people's likes or dislikes or to popular ideas about the fitness of things. What scientists discover may shock or anger people-as did Darwin's theory of evolution. But even an unpleasant truth is more than likely to be useful; besides, we have the choice of refusing to believe it! But hardly so with technology; we do not have the choice of refusing to hear the sonic boom produced by a supersonic aircraft flying overhead; we do not have the option of refusing to breathe polluted air; and we do not have the option of living in a non-atomic age. Unlike science progress, technology must be measured in terms of the human factor. The legitimate purpose of technology is to serve people in general, not merely some people; and future generations, not merely those who presently wish to gain advantage for themselves. Technology must be humanistic if it is to lead to a better world.

21. The difference between science and technology lies in that _____.

A) the former provides answers to theoretical questions while the latter to practical problems

B) the former seeks to comprehend the universe while the latter helps change the material world

C) the former aims to discover the inter-connections of facts and the rules that explain them while the latter, to discover new designs and ways of making the things we use in our daily life

D) all of the above

22. Which of the following may be representative of science？

A) The improvement of people's life.

B) The theory of people's life.

C) Farming tools.

D) Mass production.

23. According to the author, scientific theories _____.

A) must be strictly objective

B) usually take into consideration people's likes and dislikes

C) should conform. to popular opinions

D) always appear in perfect and finished forms

24. The author states that technology itself _____.

A) is responsible for widespread pollution and resource exhaustion

B) should serve those who wish to gain advantage for themselves

C) will lead to a better world if put to wise use

D) will inevitably be for bad purpose

25. The tone of the author in this passage is _____.

A) positive

B) negative

C) factual

D) critical

the difference【46】right and wrong, it is hard for the child to acquire the qualities which are necessary【47】good citizenship. Unwise discipline is, almost equally obvious,【48】factor often found in the background of the young offender.

But important【49】these two factors are, they do not cover the whole field. The experience of those who work with juvenile delinquents has shown us【50】greatly behavior. is influenced by the emotional relationships within the family circle. The extent to which【51】is affection between the【52】and the child, and in the early stages especially between the mother and the child, is evidently of fundamental【53】to his development, lack of love is more【54】to produce delinquency【55】bad material conditions.

(46)

een, held, fell, used — that a culture produces. Examining a culture's tools and technology can tell us about the group's history and way of life. Similarly, research into the material culture of music: can help us to understand the music culture. The most vivid body of "things" in it, of course, are musical instruments. We cannot bear for ourselves the actual sound of any musical performance before the 1870s when phonograph was invented, so we rely on instruments for important information about music-cultures in the remote past and their develop ment. Here we have two kinds of evidence: instruments well preserved and instruments pictured in art. Through the study of instruments, as well as paintings, written documents, and so on, we can explore the movement of music from the Near East to China over a thousand years ago, or we can outline the spread of Near Eastern influence to Europe that resulted in the development of most of the instruments in the symphony orchestra.

Sheet music or printed music, too, is material culture. Scholars once defined folk music-cultures as those in which people learn and sing music by ear rather than from print, but research shows mutusl influence

among oral and written sources during the past few centuries in Europe, Britain, and America. Printed versions limit variety because they tend to standardize any song, yet they stimulate people to create new and different songs. Besides, the ability to read music notation has a far-reaching effect on musicians and, when it becomes widespread, on the music cul Lure as a whole.

One more important part of music's material culture should be singled out: the influence of the electronic media—radio, record player, tape recorder, television, and videocassette, with the future promising talking and singing computers and other developments. This is all part of the "information revolution", a twentieth-century phenomenon as important as the industrial revolution was in the nineteenth. These electronic media are not just limited to modern nations; the)' have affected music cultures all over the globe.

Research into the material culture of a nation is of great importance bucause ______.

A．it helps produce new cultural tools and technology

B．it can reflect the development of the nation

C．it helps understand the nation's past and present

D．it can demonstrate the nations civilization

Even though we had a hard life, she still maintained the attitude that everything was fine. I remember her coming home tired from her job at the restaurant and saying that we were lucky. We didn't have a lot of clothes or toys, but my mother always made sure we had enough to eat.

Her love and devotion for my brother and me made our lack of material possessions seem insignificant. Even today, if I were given a choice between having love at home and wealth, I would want it just the way I had it. I grew up poor in material things but rich in love.

Since my father was never around long enough to teach me physical things or to play games with me, I didn't succeed in any competitive sport. My mother did her best as a substitute, throwing a ball with me in the lot(空地) behind our house, but it wasn't the same. She was too protective of me, and I didn't have enough confidence in my own abilities to really try anything physically demanding.

The story suggests that the author is______his mother.

A．proud of

B．worried about

C．pitiful for

D．concerned about

n be seen, held, felt, used—that a culture produces. Examining a culture’s tools and technology can tell us about the group’s history and way of life. Similarly, research into the material culture of music can help us to understand the music-culture. The most vivid body of “things” in it, of course, are musical instruments. We cannot hear for ourselves the actual sound of any musical performance before the 1870s when the phonograph was invented, so we rely on instruments for important information about music-cultures in the remote past and their development. Here we have two kinds of evidence: instruments well preserved and instruments pictured in art. Through the study of instruments, as well as paintings, written documents, and so on, we can explore the movement of music from the Near East to China over a thousand years ago, or we can outline the spread of Near Eastern influence to Europe that resulted in the development of most of the instruments on the symphony orchestra.

Sheet music or printed music, too, is material culture. Scholars once defined folk music-cultures as those in which people learn and sing music by ear rather than from print, but research shows mutual influence among oral and written sources during the past few centuries in Europe, Britain and America. Printed versions limit variety because they tend to standardize any song, yet they stimulate people to create new and different songs. Besides, the ability to read music notation has a far-reaching effect on musicians and, when it becomes widespread, on the music-culture as a whole.

Music is deep-rooted in the cultural background that fosters it. We now pay more and more attention to traditional or ethnic features in folk music and are willing to preserve the folk music as we do with many traditional cultural heritage. Musicians all over the world are busy with recording classic music in their country for the sake of their unique culture. As always, people’s aspiration will always focus on their individuality rather than universal features that are shared by all cultures alike.

One more important part of music’s material culture should be singled out: the influence of the electronic media—radio, record player, tape recorder, and television, with the future promising talking and singing computers and other developments. This is all part of the “information-revolution”, a twentieth century phenomenon as important as the industrial revolution in the nineteenth. These electronic media are not just limited to modern nations; they have affected music-cultures all over the globe.

第36题：Which of the following does not belong to material culture？

［A］ Instruments.

［B］ Music.

［C］ Paintings.

［D］ Sheet music.

___ is given, instructors expect students to be familiar with the information in the reading even if they do not discuss it in class or take an examination. The ideal student is considered to be one who is motivated to learn for the ______ of learning, not the one interested only in getting high grades. Sometimes, homework is ______ with brief written comments but without a grade. Even if a grade is not given, the student is ______ for learning the material assigned. When research is assigned, the professor expects the students to take it actively and to ______ it with minimum guidance. It is the student's responsibility to find books, magazines, and articles in the library. Professors do not have the time to explain what a university library works; they ______ students, particularly graduate students, to be able to exhaust the reference sources in the library. Professors will help students who need it, but prefer that their students should not be too ______. on them. In the United States, professors have many other duties besides teaching, such as ______ or research work. Therefore, the time that a professor can spend with a student outside of class is ______. ff a student has problems with classroom work, the student should either approach a professor during office hours or make an ______.

A) expect B) administrative C) returned D) recycled E) dependent

E) complete G) sake H) temper I) responsible J) limited

K) likely L) assignment M) concept N) qualified O) appointment

听力原文：W: Wake up, Erik, time to rise and shine.

M: Ha, oh, hi, Jane, I must have fallen asleep while I was reading.

W: You and everyone else. It looks more like a campground than a library.

M: Well, the dorm's too noisy to study in, and I guess this place is too quiet.

W: Have you had any luck finding a topic for your paper？

M: No, Prof. Grant told us to write about anything in cultural anthropology. For once I with she had not given us so much of a choice.

W: Well, why not write about the ancient civilizations of Mexico. You seem to be interested in that part of the world.

M: I am, but there is too much material to cover. I'll be writing forever, and Grant only wants five to seven pages.

M: So then limit it to one region of Mexico, say the Uka town. You've been there and you said it's got lots of interesting relics.

M: That's not a bad idea. I brought many books and things back with me last summer, that would be great resource material, now if I can only remember where I put them.

Why has the woman come to talk to the man？

A．To discuss his trip to Mexico.

B．T0 bring him a message from Professor Grant.

C．To ask for help with an anthropology assignment.

D．To see what progress he's made on his paper.

such an action could be _46_ to their development, and cause them to be more materialistic as adults. The study suggests that those who were rewarded and spoiled were more likely to think possessions define who they are. “Using material possessions to express love or reward children for their _47_ can have bad effect,” wrote the authors of the study. “It can _48_ materialism in them.” The authors surveyed 701 adults to measure the long term _49_ of material parenting. They were asked to describe their current life situation and values, and also reported on a _50_ of childhood circumstances, their relationship with their parents, and the rewards and punishments they received. Results showed adults who had received more material rewards and punishments as children were more likely than others to use possessions to define who they are. And they were likely to continue rewarding themselves with material _51_. Parents should, therefore, be cautious about using material possessions to express their love and reward their children for good behavior, _52_ the authors. They say _53_ emphasis on material possessions during childhood can have significant effects. It can _54_ “the way for their children to grow up to be more likely than others to _55_ people with expensive possessions and judge success by the kinds of things people own.” the authors conclude.

A.achievements.

B.admire

C.blame

D.careful

E.develop

F.excessive

G.goods

H.harmful

I.impact

J.level

K.motivate

L.pave

M.responsibilities

N.variety

O.warn

A.achievements.

B.admire

C.blame

D.careful

E.develop

F.excessive

G.goods

H.harmful

I.impact

J.level

K.motivate

L.pave

M.responsibilities

N.variety

O.warn

A.achievements.

B.admire

C.blame

D.careful

E.develop

F.excessive

G.goods

H.harmful

I.impact

J.level

K.motivate

L.pave

M.responsibilities

N.variety

O.warn

A.achievements.

B.admire

C.blame

D.careful

E.develop

F.excessive

G.goods

H.harmful

I.impact

J.level

K.motivate

L.pave

M.responsibilities

N.variety

O.warn

A.achievements.

B.admire

C.blame

D.careful

E.develop

F.excessive

G.goods

H.harmful

I.impact

J.level

K.motivate

L.pave

M.responsibilities

N.variety

O.warn

A.achievements.

B.admire

C.blame

D.careful

E.develop

F.excessive

G.goods

H.harmful

I.impact

J.level

K.motivate

L.pave

M.responsibilities

N.variety

O.warn

A.achievements.

B.admire

C.blame

D.careful

E.develop

F.excessive

G.goods

H.harmful

I.impact

J.level

K.motivate

L.pave

M.responsibilities

N.variety

O.warn

A.achievements.

B.admire

C.blame

D.careful

E.develop

F.excessive

G.goods

H.harmful

I.impact

J.level

K.motivate

L.pave

M.responsibilities

N.variety

O.warn

A.achievements.

B.admire

C.blame

D.careful

E.develop

F.excessive

G.goods

H.harmful

I.impact

J.level

K.motivate

L.pave

M.responsibilities

N.variety

O.warn

A.achievements.

B.admire

C.blame

D.careful

E.develop

F.excessive

G.goods

H.harmful

I.impact

J.level

K.motivate

L.pave

M.responsibilities

N.variety

O.warn

请帮忙给出每个问题的正确答案和分析，谢谢！

ary, both their knowledge and experience are enriched. We feel that there are many dis-advantages in streaming (按智力划分) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!

Besides, it is rather unreal to grade pupils just according to their intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.

In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.

Sometimes the pupils work in pairs; sometimes they work on individual tasks and as-signments, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do ad-vanced work: it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.

In the passage the author's attitude towards "mixed-ability teaching" is ______.

A．critical

B．questioning

C．approving

D．objective