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Attitudes differed to small errors of gr...

 

Attitudes differed to small errors of grammar and usage, or inappropriateness of vocabulary and idiom, with the native speakers finding such errors a little irksome(令人厌烦的),though sometimes amusing, while the Chinese panel members paid hardly any attention to such errors as, for example, misuse of phrasal verbs and similar usages: “When I saw the job description, I decided to apply the position.” “I expect to find out a lot of challenge in the job.” “I can deal the emergency situations efficiently.”

Errors of idiom or appropriateness caused more comment, during the post interview discussion, from the native speakers than from the Chinese panel members, on whom the errors were sometimes lost. For example, one candidate, when asked what salary he expected, replied: “I don’t care about it.” The message was clear enough, namely that he was primarily interested in the job, but the formulation of the message was not quite right. Even such ribticklers(笑话)as “I am a well planned person .”and “I would like to expose myself in another field”(both actually heard at interviews) tended to cause lipbiting among the expatriate rather than the Chinese interviewers.

Panels with two Chinese and one expatriate used to be more common, but are becoming less common. The reason is that with more of the interview now being conducted in Chinese, the non Chinese speaker does not know what has already been asked and is liable to repeat in English questions that have already been covered in Chinese. This caused, naturally enough, confusion in the interviewee and can adversely affect the whole interview.

The sensible procedure would seem to be to open the interview in the mother tongue of the candidates, to put them at their ease, then at a later stage turn to English, to test English proficiency. In practice, however, possibly because of the problem mentioned in the previous paragraph when the panel contains a foreigner, it is often the reverse, with a few, fairly standard, opening questions in English, and if these are successfully answered, then the job interview properly gets underway in Cantonese.

One of the worst interview scenarios(方案)is when a foreigner who thinks she/he can speak Cantonese (but does so, in fact, badly) decides to question the interviewee in Cantonese. In other circumstances of a social nature the interviewee would no doubt politely compliment the foreigner on his or her good Cantonese, but in the seriousness of a job interview situation, the Chinese is confused and slightly embarrassed for the foreigner. These forays(初步尝试)into Chinese usually end pretty quickly with one of the Chinese members of the panel rescuing the foreigner and continuing the interview in English.

1.Concerning misuses of phrasal verbs,____.

A.both Chinese and the native speakers of English find them amusing

B.the Chinese interviewers tend to be tolerant

C.the Chinese interviewers and the English native speaker interviewers often have a discussion

D.might sometimes become a laughing stock to the native speakers of English but draw hardly any attention from the Chinese

2.It is implied in the passage that ____.

A.Chinese are generally liable to make mistakes in English grammar and vocabulary usage

B.expatriate interviewers are generally more friendly with interviews

C.braver candidates can often get the upper hand

D.the candidates often deliver an improper message for the use of inappropriate expressions

3.Which of the following is NOT true according to the passage?

A.The non Chinese speaking interviewer might ask the questions which have already been asked by the Chinese and hence cause confusion.

B.It is more practicable to start an interview with a few fairly standard questions in English before switching to Chinese.

C.The best procedure of an interview would seem to be beginning in Cantonese and then testing English proficiency.

D.The Chinese interviewee often politely compliments the foreign interviewer if he or she speaks cantonese if it is not actually so good in the interview.

4.This passage is mainly concerned with ____.

A.whether language proficiency or work ability counts in job interviews

B.how to avoid awkward situation in a job interview in HongKong

C.the language used in a job interview with both Chinese and expatriate panel members

D.the sensible procedure of getting on with an interview where the Chinese interviewee’s English is to be tested

 

1.选D。关于对misuses of phrasal verbs的反应,第一小段论及。第一句便告诉读者中外面试者态度不同。第二小段也提及类似问题,故D项为最佳选项。 2.选A。根据第一、二小段中内容,中国人对于语法词组错误反应迟钝,也常出这类错误。故A为正确选项。B、C、D皆为依据不足的选项。 3.选D。选项A与文中第三段内容相对,选项B与原文第四段第二句相符。选项C与原文第四小段第一句相对。故选D,D与最后一段第二句矛盾。 4.选C。此文主要涉及interviewees使用英语的情况以及interviewers使用语言的问题。故答案为选项C。关键在于将各小段内容综合起来看,不能以偏概全。
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In the eighteenth—century one of the first modern economists, Adam Smith, thought that the “whole annual produce of the land and labour of every country” provided revenue to “three different orders of people: those who live by rent, those who live by wages, and those who live by profit”. Each successive stage of the industrial revolution, however, made the social structure more complicated.

Many intermediate groups grew up during the nineteenth century between the upper middle class and the working class. There were small—scale industrialists as well as large ones, small shopkeepers and tradesmen, officials and salaried employees, skilled and unskilled workers, and professional men such as doctors and teachers. Farmers and peasants continued in all countries as independent groups.

During the nineteenth and early twentieth centuries the possession of wealth inevitably affected a person’s social position. Intelligent industrialists with initiative made fortunes by their wits which lifted them into an economic group far higher than that of their working—class parents. But they lacked social training of the upper class, who despised them as the “new rich.”

They often sent their sons and daughters to special school to acquire social training. Here their children, mixed with the children of the upper classes, were accepted by them, and very often found marriage partners from among them. In the same way, a thrifty, hardworking labourer, though not clever himself, might save for his son enough to pay for an extended secondary school education in the hope that he would move in a “white collar” occupation, carrying with it a higher salary and a move up in the social scale.

In the twentieth century the increased taxation of higher incomes, the growth of the social services, and the wider development of educational opportunity have considerably altered the social outlook. The upper classes no longer are the sole, or even the main possessors of wealth, power and education, though inherited social position still carries considerable prestige.

1.If you compare the first and second paragraph, what groups of people did Adam Smith leave out in his classification?

A.Officials and employees.                       B.Peasants and farmers.

C.Doctors and teachers.                          D.Tradesmen and landlords.

2.Who were the ‘new rich’ during the nineteenth and early twentieth centuries?

A.They were still the upper class people.

B.They were owners of large factories.

C.They were intelligent industrialists.

D.They were skilled workers who made their fortune.

3.According to the passage, what did those people do who intended to make their children move up in the social ladder?

A.They saved a lot of money for their children to receive higher education.

B.They tried to find marriage partners from the children of the upper class.

C.They made greater fortunes by their wits.

D.They worked even harder to acquire social training.

4.In the twentieth century class differences have been partly smoothed out by ____.

A.increased income and decreased taxation

B.taxation, social services and educational opportunities

C.education, the increase of income and industrial development

D.the decrease of the upper class population

 

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     AThe three main types of secondary education in the United States have been provided by the Latin grammar school, the academy, and the public high school. The first of these was a colonial institution. It began in New England with the establishment in 1635 of the Boston Free Latin School. The curriculum(课程) consisted mainly of the classical languages, and the purpose of this kind of school was the preparation of boys for college, where most of them would be fitted for the ministry.

The academy began in the early 1750’s with Benjamin Franklin’s school in Philadelphia, which later became the University of Pennsylvania. It extended generally to about the middle nineteenth century, except in the southern states where the public high school was late in developing and where the academy continued to be a principal means of secondary education even after 1900.The academy was open to girls as well as to boys, and it provided a wider curriculum than what the Latin grammar school had furnished. It was designed not only as a preparation for college but also for practical life in commercial and business activities. Although its wide educational values are evident and are recognized as important contributions to secondary education in this country, the academy has never been considered a public institution as the public high school has come to be.

The public high school had its origin in Massachusetts in 1821 when the English Classical School was established in Boston. In 1827,the state enacted(制定)the first state wide public high school law in the United States. By 1840,there were perhaps a dozen public high schools in Massachusetts and many in other eastern states by 1850,they could also be found in many other states. Just as the curriculum of the academy grew out of that of the Latin grammar school, the curriculum of the public high school developed out of that of the academy. The public high school in the United States is a repudiation(推翻) of the aristocratic(贵族的)and selective principle of the European educational tradition. Since 1890,enrollments( 入学)in secondary schools, mainly public high schools, have practically doubled in this country every ten years.

1.According to the passage, which of the following sequences indicates the order in which the schools developed?

       A.Latin grammar school, public high school, academy.

B.Latin grammar school, academy, public high school.

C.Public high school, Latin grammar school, academy.

D.Public high school, academy, Latin grammar school.

2.It is the opinion of the author that the academy, compared with the public high school, was ____.

A.obviously academically better

B.more discriminatory in student selection

C.coeducational

D.not generally considered as a public institution

3.One can probably infer from his article that “Latin grammar school” refers to ____.

A.the Boston Free Latin School

B.all the elementary schools in the United States

C.schools which taught Latin, exclusive of all other subjects

D.a number of schools which developed in New England

4.It is implied but not stated in the passage that ____.

A.European educational systems are not good

B.As high schools developed in the united states, the decision was made to make them responsible to people from all classes of society.

C.There was an aristocratic and selective principle in the European educational tradition

D.public high schools in the United States embraced the European educational tradition

 

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阅读下面短文,掌握其大意,然后从各题所给的四个选项(A、B、C和D)中,选出最佳选项,并在答题卡上将该项涂黑。

Our holidays were coming to an end but we had not yet realized our plan to drive to Dalat. Our   1about Dalat with its shining cherry blossoms (花) and scenic views were   2us to start our journey.

Then one morning our dream   3. We hired a car and drove   4to Dalat early in the morning. Splendid landscapes   5on either side of the road   6before us. The refreshing morning breeze was caressing (抚摸) our skin and in   7spirits we were singing merrily.

When we reached Blao Pass, we saw a white   8in front of us. We   9down the pass. It seemed to us that the young girl in the white car did not want to be   10as she was driving at full speed. Suddenly she lost  11of her car; it turned to the left and crashed into the slope and   12.

Quite frightened, we braked   13and jumped out of our car. We turned her car over and pulled out the girl who was   14in the car. The girl had narrowly escaped death. She was shivering like an aspen (白杨) leaf. In spite of her   15, she looked very beautiful, just like an angel. When she had   16from her panic, she timidly (胆小地) thanked us for having rescued her, then she looked at her flat   17in despair.

Reading her thoughts, we took off our shirts and began to   18the punctured tyre. We then put on the   19wheel for her. As soon as the work had been done, we started our  20again and followed Da Huong Lan—the girl we had helped.

1.A.thoughts              B.ideas                C.suggestions      D.stories

2.A.promising             B.telling              C.urging             D.refusing

3.A.came true             B.woke up          C.took place        D.broke out

4.A.back                    B.again               C.slowly             D.straight

5.A.at dusk                B.at night            C.at dawn           D.at noon

6.A.disappeared          B.unfolded          C.grown             D.developed

7.A.strange                B.fresh               C.high                D.low

8.A.bus                      B.car                  C.dog                 D.cat

9.A.walked                 B.ran                  C.climbed           D.sped

10.A.overtaken           B.beaten              C.discovered       D.known

11.A.anger                 B.control             C.life                  D.memory

12.A.left                    B.stopped            C.returned           D.overturned

13.A.highly                B.successfully     C.hard                D.hardly

14.A.trapped              B.locked             C.thrown            D.found

15.A.pleasure             B.death               C.shock              D.wake

16.A.came                 B.recovered         C.learned            D.turned

17.A.tyre                   B.chair                C.car                  D.leg

18.A.repair                 B.remove            C.throw              D.check

19.A.other                  B.new                 C.second-hand    D.spare

20.A.journey              B.voyage             C.passage           D.umbrella

 

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 Hardly could he _________this amount of work in such a short of time.

A.live through     B.look through     C.come  through   D.get through

 

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 He’s obviously quite embarrassed about it so he ____ me to tell anyone.

A. prevented           B. owed                C. permitted          D. forbade

 

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