You may have heard some respectable elders say, “It’s not what you want in this world, but what you get.”

Psychology teaches that you do get what you want if you know what you want and want the right things.

You can make a mental blueprint of a desire as you would make a blueprint of a house, and each of us is continually making these blueprints in the general routine of everyday living. If we intend to give a dinner for friends, we plan the menu, make a shopping list, and decide which food to cook first, and such planning is essential and necessary for any type of meal to be served.

Similarly, you can make a blueprint for your could-be-job, take a sheet of paper, and write a brief account of yourself. In making a blueprint for a job, begin with yourself, for when you know exactly what you have to offer, you can intelligently plan where to sell your service.

This account of yourself is actually a description of your working life and should include education, experience and references. Such an account is valuable. It can be referred to filling out standard application blanks and it is extremely helpful in personal interviews. While talking to you, your could-be employer is deciding whether your education, your experience and other qualifications will pay him to employ you, and your abilities must be displayed on an orderly and reasonably connected manner. When you have carefully prepared a blueprint of your abilities and desires, you have something exact to sell. Then you are ready to hunt for a job.

Get all the possible information about your could-be job. Make your eyes and ears open, and use your own judgment. Spend a certain amount of time each day seeking in the employment you wish for, and keep in mind: Obtaining a job is your job now!

1.When the elders say, “It’s not what you want in the world, but what you get”, they mean ______.

A. you will certainly get what you want

B. it’s no use dreaming but be practical

C. you should never be satisfied with what you have

D. it’s essential to be ambitious

2.The blueprint made before inviting a friend to dinner is used as______.

A. a set rule for job hunters

B. a suggestion on how to get a good job

C. an example of how to plan important things ahead

D. a guideline for a job description

3.In the passage, the author mainly intends to point out the importance of ____.

A. writing up a detailed plan for a job interview

B. keeping a blueprint of what you want to do

C. drawing a description of your working life

D. seeking the employment you want

 

【答案】

 

1.B

2.C

3.B

【解析】

試題分析:文章大意:本文作者主要講述做事情制定藍(lán)圖的重要性。

1.B句意推測(cè)。這句話的含義是在世上,不是你想要什么,而是你到底要(通過自己的努力)得到什么。 故B正確。

2.C推理題。作者舉請(qǐng)朋友吃飯這樣的例子,是為了說明怎么預(yù)先計(jì)劃好重要的事情。故C正確。

3.B主旨大意題。文章作者主要講述做事情制定藍(lán)圖的重要性。 故B正確。

考點(diǎn):考查經(jīng)濟(jì)生活類閱讀

 

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科目:高中英語(yǔ) 來(lái)源:江蘇省南京市第一中學(xué)2010屆高三下學(xué)期模擬訓(xùn)練最后沖刺英語(yǔ)試題 題型:完型填空


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36    A.    teacher    B.    parent     C.    pupil       D.    teenager
37    A.    understand      B.    admit      C.    observe   D.    pretend
38    A.    add  B.    relate      C.    comes     D.    reject
39    A.    good       B.    expert     C.    special     D.    rubbish
40    A.    add  B.    make       C.    look D.    pick
41    A.    stranger   B.    me   C.    herself     D.    somebody
42    A.    funny      B.    easy C.    attractive D.    remote
43    A.    worst      B.    prize       C.    best  D.    surprising
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47    A.    suggested B.    devoted   C.    intended  D.    adapted
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50    A.    consequences  B.    reasons    C.    findings   D.    incidents
51    A.    mistake   B.    program  C.    policy     D.    revolution
52    A.    preparation     B.    reputation       C.    requirement    D.    change
53    A.    difficult   B.    general    C.    mental     D.    basic
54    A.    class B.    head C.    textbook  D.    own
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37     A.     understand      B.     admit        C.     observe    D.     pretend

38     A.     add  B.     relate       C.     comes      D.     reject

39     A.     good         B.     expert      C.     special      D.     rubbish

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46     A.     however  B.     frequently         C.     mostly      D.     hardly

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Paragraph Topics

Detailed Contents

71 of  imagination

??      The ability to develop a mental image of something  72   the help of the senses.                  

??      The ability to build in one's  73  scenes, objects or events that do not exist, are not present or have not happened in the past.

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??      Higher or lower, imagination ability is 74  by everyone.

??      Although different people may be strong in different aspects, imagination includes all the five senses and feelings.

??      The ability to combine all the senses can be developed by means of  75 .                           

Role and value of imagination

??      By imagination, people can 76  any situation in a different way.

??      Imagination can enable people to mentally explore the past and the future.

??      People can 77  their mind by imagination, as it can make them   feel   free   from   tasks,   difficulties   and unpleasant circumstances.

??      Imagination is used extensively in any field, either daily affairs or  78 work like inventing an instrument or writing a book.

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??      Unwelcome events, situations and people may enter your lives if you deny the importance of imagination.

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80

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36    A.    teacher    B.    parent     C.    pupil       D.    teenager

37    A.    understand      B.    admit      C.    observe   D.    pretend

38    A.    add  B.    relate      C.    comes     D.    reject

39    A.    good       B.    expert     C.    special     D.    rubbish

40    A.    add  B.    make       C.    look D.    pick

41    A.    stranger   B.    me   C.    herself     D.    somebody

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43    A.    worst      B.    prize       C.    best  D.    surprising

44    A.    missed     B.    lost  C.    found      D.    chose

45    A.    get   B.    foresee    C.    fit    D.    evaluate

46    A.    however  B.    frequently       C.    mostly     D.    hardly

47    A.    suggested B.    devoted   C.    intended  D.    adapted

48    A.    well B.    sometimes      C.    seldom    D.    extremely

49    A.    enjoying  B.    hating     C.    objecting D.    mastering

50    A.    consequences  B.    reasons    C.    findings   D.    incidents

51    A.    mistake   B.    program  C.    policy     D.    revolution

52    A.    preparation     B.    reputation       C.    requirement    D.    change

53    A.    difficult   B.    general    C.    mental     D.    basic

54    A.    class B.    head C.    textbook  D.    own

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What is it about maths, anyway? Why is it that a 1 who would rather die than 2 they found reading difficult at school will happily say he is brain-dead when it 3 to numbers?
“I was 4 at maths at school,” they say. “still am. Can’t 5 up to save my life. My little girl takes after6. Thinks take-aways are something to do with fish and chips. Ha-ha!” Oh, how we all laugh.
But how many of us remember it being 7 at the time? How many of us remember the blind panic of the Monday morning maths test when the 8 we could hope for was a miracle(奇跡) to make the numbers we 9 without thinking as answers somehow 10 the questions?
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One of the 15 is that over the last ten years or so, there has been a 16 in the way maths is taught. And many of those who teach it feel it’s been a 17 for the better. There’s generally much more emphasis now on 18 arithmetic, getting children used to doing calculations without forever having a pen in one hand and a calculator in the other. Often the first question a teacher will ask is: can you do this in your19? And if they can, they do.
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      understand
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      add
    2. B.
      relate
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      good
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      add
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      make
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    1. A.
      get
    2. B.
      foresee
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      fit
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      however
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      program
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      general
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      mental
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  19. 19.
    1. A.
      class
    2. B.
      head
    3. C.
      textbook
    4. D.
      own
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