单项选择

Much research has been done on interviews in general______

A:so the training of journalistic interviewers has likewise been strengthened B:though the study of the interviewing techniques hasn't received much attention C:but journalistic interviewing as a specific field has unfortunately been neglected D:personal experiences and general impressions should be excluded from journalistic interviews

A UFO is a general term used for any "unidentified flying object" in the sky which cannot be (1) by an observer. Most UFOs remain (2) as so even after they have been investigated. The UFO phenomenon dates back (3) the beginning of recorded history, but UFO sightings have (4) increased since the mid 1940s.
From UFO videos to UFO pictures, stories and other real life (5) , thousands of people from all (6) of life claim to have seen these mysterious aerial phantoms. Many UFO sightings turn out to be nothing at all, mere airplanes, meteors or comets; (7) many sightings have gone unsolved for decades or even centuries.
The term "flying saucer" came into (8) use after American Kenneth Arnold claimed a UFO sighting on June 24, 1947 near Mount Rainier, Washington. Arnold claimed to have seen as many as nine brightly lit objects soaring (9) the sky (10) he estimated as up to 1,200 miles per hour. Arnold also reported that the objects appeared to have a disc or "saucer" (11) . (12) final conclusion has ever been reached in the case.
One of the most famous LIFO incidents to date also occurred in 1947 in Roswell, New Mexico. (13) unidentified debris was recovered from the (14) of a Roswell ranch, the Roswell Army Airfield (15) a statement saying that a "flying disk" had been discovered. The airfield (16) the statement just hours later, claiming it was just a weather balloon. This sparked (17) and nation-wide rumors of an alleged government (18) of an alien LIFO that had crashed in the New Mexico desert. No (19) proof has been produced to this day to (20) that theory.

（17）（）

A:general B:local C:particular D:worth

The idea that music makes you smarter has received considerable attention from scholars and the media. Current interest in (1) between music and intelligence stems from two independent areas of research. One focuses on short-term effects of (2) listening to music. The other is on a seperate (3) of research, which examines whether music lessons have (4) benefits that extend to non-musical areas of cognition. Such (5) could be unique to children who take music lessons for long periods of time (6) their experiences differ substantially from those of other children. Music lessons (7) long periods of focused attention, memorization of (8) musical passages, learning about a variety of musical structures, and (9) mastery of technical skills and the conventions (10) the expression of emotions in performance. This (11) of experiences could have a positive impact on cognition, particularly during the childhood years, when brain devolopment is highly (12) and sensitive to environmental influence.
Previous findings are (13) with the hypothesis that music lessons promote intellectual development. For example, natural musical gifts is associated with literacy. (14) , correlational and experimental studies (15) that music lessons have positive relations with verbal memory, reading ability, selective attention, and mathematics achievement. (16) , the simplest explanation of these (17) relations is that they come from a common component, such as general intelligence. Put simply, children (18) high IQs are more likely than other children to take music lessons. To conclude that music lessons have a casual relation with IQ that is (19) to music, one must rule (20) potentially confusing factors such as socioeconomic status, and education, and demonstrate that non-musical, extracurricular activities do not have comparable effects on IQ.

（2）（）

A:plain B:general C:complete D:simple

Students will need (21) all of their language skills in order to understand the reading selections in Reader’s Choice. The book contains many types of selection oil a wide variety of topics. These selections provide practice (22) using different reading strategies to extract the message of the writer. They I also give students practice in four basic reading skills: skimming, scanning, reading for (23) comprehension, and critical reading.
Skimming is quick reading for the general ideas of a passage. This kind of rapid reading is (24) when you are trying to decide if careful reading is desirable or when there is not time to read something carefully.
Like skimming, (25) is also quick reading. However, in this case the search is more focused. To scan is to read (26) in order to locate specific information. When you read to find a particular date, or number you are scanning.
Reading for thorough comprehension is (27) reading in order to understand the total meaning of the passage. (28) this level of comprehension the reader is able to summarize the author’s ideas but has not yet made a critical evaluation of those ideas.
Critical reading demands that a reader (29) judgments about what he or she reads. This kind of reading requires posting and (30) questions such as "Does my own experience support that of the author" , "Do I share the author’s point of view" And" Am I convinced by the author’s arrangements and evidence "

23（）

A:better B:thorough C:basic D:general

Students will need (21) all of their language skills in order (22) understand the reading selections in Reader’s Choice. The book contains many types of selection on a wide variety of topics. These selections provide practice (23) using different reading strategies to extract the message of the writer. They also give students practice in four (24) reading skills: skimming, scanning, reading for (25) comprehension, and critical reading.
Skimming is quick reading for the general ideas of a passage. This kind of rapid reading is (26) when you are trying to decide if careful reading is desirable or when there is not time to read something carefully.
Like skimming, (27) is also quick reading. However, in this case the search is more (28) . To scan is to read (29) in order to locate specific information, when you read to find a particular date, or number you are scanning.
Reading for thorough comprehension is (30) reading in order to understand the total meaning of the passage. (31) this level of comprehension the reader is able to summarize the author’s ideas but has not (32) made a critical evaluation of those ideas.
Critical reading demands that a reader (33) judgments about what he or she reads. This kind of reading requires posting and (34) questions such as "Does my own experience support (35) of the author", "Do I share the author’s point of view" and "Am I convinced by the author’s arrangements and evidence/

25（）

A:better B:thorough C:basic D:general

Students will need (21) all of their language skills in order to understand the reading selections in Reader’s Choice. The book contains many types of selection oil a wide variety of topics. These selections provide practice (22) using different reading strategies to extract the message of the writer. They I also give students practice in four basic reading skills: skimming, scanning, reading for (23) comprehension, and critical reading.
Skimming is quick reading for the general ideas of a passage. This kind of rapid reading is (24) when you are trying to decide if careful reading is desirable or when there is not time to read something carefully.
Like skimming, (25) is also quick reading. However, in this case the search is more focused. To scan is to read (26) in order to locate specific information. When you read to find a particular date, or number you are scanning.
Reading for thorough comprehension is (27) reading in order to understand the total meaning of the passage. (28) this level of comprehension the reader is able to summarize the author’s ideas but has not yet made a critical evaluation of those ideas.
Critical reading demands that a reader (29) judgments about what he or she reads. This kind of reading requires posting and (30) questions such as "Does my own experience support that of the author" , "Do I share the author’s point of view" And" Am I convinced by the author’s arrangements and evidence "

30（）

A:better B:thorough C:basic D:general


Directions: For each blank in the following passage, there are four choices marked A, B, C and D. Choose the one that is most suitable and mark your answer by blackening the corresponding letter on ANSWER SHEET I.

Students will need (21) all of their language skills in order (22) understand the reading selections in Reader’s Choice. The book contains many types of selection on a wide variety of topics. These selections provide practice (23) using different reading strategies to extract the message of the writer. They also give students practice in four (24) reading skills: skimming, scanning, reading for (25) comprehension, and critical reading.
Skimming is quick reading for the general ideas of a passage. This kind of rapid reading is (26) when you are trying to decide if careful reading is desirable or when there is not time to read something carefully.
Like skimming, (27) is also quick reading. However, in this case the search is more (28) . To scan is to read (29) in order to locate specific information, when you read to find a particular date, or number you are scanning.
Reading for thorough comprehension is (30) reading in order to understand the total meaning of the passage. (31) this level of comprehension the reader is able to summarize the author’s ideas but has not (32) made a critical evaluation of those ideas.
Critical reading demands that a reader (33) judgments about what he or she reads. This kind of reading requires posting and (34) questions such as "Does my own experience support (35) of the author", "Do I share the author’s point of view" and "Am I convinced by the author’s arrangements and evidence"

A:better B:thorough C:basic D:general


? ?下面的短文有15处空白，请根据短文内容为每处空白确定1个最佳选项。

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? {{B}}? ?Middle Age: A Low Point for Most{{/B}}
? ?People around the globe hit the height of their misery and depression in{{U}} ?(51) ?{{/U}}age, a new international study suggests.
? ?The finding by British and American researchers was based on an analysis of well-being among approximately 2 million people in 80 nations. With few exceptions, the observation appears to apply across the board, regardless{{U}} ?(52) ?{{/U}}gender (性别), culture, geography, wealth, job history, education, and marriage or parental status.
? ? "The scientific fact seems to be that happiness and positive mental health follow a giant ’U’
{{U}}?(53) ?{{/U}}through life," said study author Andrew J. Oswald, a professor of economics at Warwick University in Warwickshire, England. "For the average person, it’s high when you’re 20, and then it slowly falls and bottoms out{{U}} ?(54) ?{{/U}}your 40s. But the good news is that your{{U}} ?(55) ?{{/U}}health picks up again, and eventually gets back to the high levels of our youth."
The finding was {{U}}?(56) ?{{/U}}on the pooling of several different sources of happiness data,
including: two multi-decade happiness/satisfaction surveys (first launched in the 1970s), involving about 500,000 American and Western European men and women; four rounds of the 80-nation "World Values Survey"{{U}} ?(57) ?{{/U}}between 1981 and 2004 in North America, Eastern and Western Europe, Asia, Africa, Australia, and Central and South America; and a 2004-2007 survey{{U}} ?(58) ?{{/U}}nearly 1 million Britons.
? ?The bottom-line: For most people throughout the world, the highest probability for depression striking is around 44 years of{{U}} ?(59) ?{{/U}}.
? ?In the United States, however, some as-yet unexplained{{U}} ?(60) ?{{/U}}differences were observed ,with happiness among men dipping the most in their early 50s,whereas women hit their nadir (最低点) around the age of 40.
? ?The researchers cautioned that cheerful people tend to live longer than unhappy{{U}} ?(61) ?{{/U}}—a fact that might have skewed (使偏斜) the overall finding. But they also suggested that evidence of a happiness{{U}} ?(62) ?{{/U}}might simply reflect a midlife choice to give up long-held but no longer tenable (守得住的), aspirations(志向), follwed by a senior’s sense of gratitude for having successfully endured{{U}} ?(63) ?{{/U}}others did not.
? ?"That said, some might find it helpful simply to understand the general{{U}} ?(64) ?{{/U}}of mental health as they go through their own life," said Oswald. "It might be useful for people to realize that if they are{{U}} ?(65) ?{{/U}}in their 40s this is normal. It is not exceptional. And just knowing this might help."

A:mental B:good C:general D:physical

The task of the general design stage in structured life circle method is, to build what kind of software system structure

A:program structure B:general structure C:module structure D:function structure

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