Here I want to try to give you an answer to the question: what personal qualities are (1) in a teacher Probably no two people would (2) exactly similar lists, but I think the following would be generally (3) . First, the teacher’ s personality should be pleasantly (4) and attractive. This does not rule out people who are physically (5) , or even ugly, because many such have great personal (6) . But it does rule out such types as the (7) , melancholy, frigid, sarcastic, frustrated, and over bearing: I would say too, that it (8) all of dull or purely negative personality. Secondly, it is not merely desirable (9) essential for a teacher to have a genuine (10) for sympathy -- a capacity to tune (11) to the minds and feelings of other people, especially, to the minds and feelings of children. (12) related with this is the capacity to be (13) --not, indeed, of what is wrong, but of the frailty and immaturity of human nature which (14) people, and again especially children, to make mistakes. Thirdly, I (15) it essential for a teacher to be both intellectually and morally honest. This does not mean being a saint. It means that he will be aware of his intellectual strength and (16) , and will have thought about and decided upon the moral principles by which his life shall be (17) . There is no contradiction in my going on to say that a teacher should be a (18) of an actor. That is part of the technique of teaching, which demands that every now and then a teacher should be able to (19) an act--to enliven a lesson, correct a fault, or (20) praise. Children, especially young children, live in a world that is rather larger than life.

9（）

A:capacity B:strength C:power D:ability

Here I want to try to give you an answer to the question: what personal qualities are (1) in a teacher Probably no two people would (2) exactly similar lists, but I think the following would be generally (3) .
First, the teacher’ s personality should be pleasantly (4) and attractive. This does not rule out people who are physically (5) , or even ugly, because many such have great personal (6) . But it does rule out such types as the (7) , melancholy, frigid, sarcastic, frustrated, and over bearing: I would say too, that it (8) all of dull or purely negative personality.
Secondly, it is not merely desirable (9) essential for a teacher to have a genuine (10) for sympathy -- a capacity to tune (11) to the minds and feelings of other people, especially, to the minds and feelings of children. (12) related with this is the capacity to be (13) --not, indeed, of what is wrong, but of the frailty and immaturity of human nature which (14) people, and again especially children, to make mistakes.
Thirdly, I (15) it essential for a teacher to be both intellectually and morally honest. This does not mean being a saint. It means that he will be aware of his intellectual strength and (16) , and will have thought about and decided upon the moral principles by which his life shall be (17) . There is no contradiction in my going on to say that a teacher should be a (18) of an actor. That is part of the technique of teaching, which demands that every now and then a teacher should be able to (19) an act--to enliven a lesson, correct a fault, or (20) praise. Children, especially young children, live in a world that is rather larger than life.

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)20（）

A:capacity B:strength C:power D:ability

Here I want to try to give you an answer to the question: What personal qualities are desirable in a teacher
Probably no two people would (1) exactly similar lists, but I think the following would be generally (2) .
First, the teacher’s personality should be pleasantly (3) and attractive. This does not rule out people who are physically (4) , or even ugly, because many such have great personal (5) But it (6) rule out such types as the (7) , melancholy, frigid, sarcastic, frustrated, and overbearing: I would say too, that it (8) all of dull or purely negative personality.
Secondly, it is not merely desirable (9) essential for a teacher to have a genuine (10) for sympathy—a capacity to tune (11) to the minds and feelings of other people, especially, to the minds and feelings of children. (12) related with this is the capacity to be (13) —not, indeed, of what is wrong, but of the frailty (意志薄弱) and immaturity of human nature which (14) people, and again especially children, to make mistakes.
Thirdly, I (15) it essential for a teacher to be both intellectually and morally honest. This does not mean being a saint. It means that he will be aware of his intellectual strength, and (16) , and will have thought about and decided upon the moral principles by which his life shall be (17) There is no contradiction in my going on to say that a teacher should be a (18) of an actor. That is part of the technique of teaching, which demands that every now and then a teacher should be able to (19) an act—to enliven a lesson, correct a fault, or (20) praise. Children, especially young children, live in a world that is rather larger than life.

Read tile following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1.10（）

A:capacity B:strength C:power D:ability

It is difficult to imagine what life would be like without memory. The meanings of thousands of everyday perceptions, the bases (1) the decisions we make, and the roots of our habits and skills are to be (2) in our past experiences, which are brought into the present (3) memory.
Memory can be defined as the capacity to keep (4) available for later use. It includes not only " (5) " things like arithmetic or historical facts, but also any (6) in the way an animal typically behaves. Memory is (7) when a rat gives up eating grain because he has sniffed something (8) in the grain pile. Memory is also involved when a six-year-old child (9) to swing a baseball bat.
Memory (10) not only in humans and animals but also in some physical objects and machines. Computers, for example, contain (11) for storing data for later use. It is interesting to compare the memory-storage (12) of a computer (13) that of a human being. The instant-access memory of a large computer may hold up to 100, 000 "words"—ready for (14) use. An average American teenager probably (15) the meanings of about 100, 000 words of English. (16) , this is but a fraction of the total (17) of information which the teenager has stored. Consider, for example, the (18) of facts and places that the teenager can recognize on sight. The use of (19) is the basis of the advanced problem-solving intelligence of human beings. A large part of a person’s memory is in terms of words and (20) of words.

（12）（）

A:capacity B:power C:function D:capability

capacity

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Two days (past) (before he) realized that the task was (beyond) his (capacity).（）

A:past B:before he C:beyond D:capacity

Wind, wave and tides all suffer from the fact that they are variable sources of power output. For example, there will be times when due to windless days or calm seas—and both can occur for periods of several days even in the winter time—they are producing little or no power.
Insofar as this shortfall has to be made up by electricity from conventional power stations, these newer energy sources would not necessarily reduce the installed capacity of such conventional stations needed to meet the total demand on windless or calm days. What the newer sources will do is to save fuel that would otherwise be burned in conventional power stations.
Pumped storage reservoirs could in principle be used to counter this effect, but there 1 is not enough additional reservoir capacity available. We therefore face the same type of storage problem as in solar energy. Thus, unless some new method of energy storage can be developed or we move to the widespread use of a fuel like hydrogen, the wind and wave schemes will be at an economic disadvantage.

Alternative sources of energy （）

A:could not possibly reduce the installed capacity of conventional power stations B:might not reduce the installed capacity of conventional power stations C:would automatically reduce the installed capacity of conventional power stations D:would make it necessary to reduce the installed capacity of conventional power stations

bale capacity

The vessel’s cubic capacity is usually stated both in grain capacity and in bale capacity. The ( ) is the volume of a vessel’s hold to carry packaged dry cargo such as pallets, boxes, cartons etC．

A:grain capacity B:bale capacity C:gross tonnage D:net tonnage

Grain Capacity