2010級第3學(xué)期期末閱讀和完型資料(學(xué)生版)

6/92010級非英語專業(yè)學(xué)生第3學(xué)期英語期末考試閱讀和完型復(fù)習(xí)資料PassageOneThatmorning,whenIleftthesubwaystation,amanrandownthestreetscreaming,“SomeonejustbombedtheWorldTradeCenter(WTC).”WithinonesplitsecondIwastornbetweenrunningintotheWTCtohelpevacuatepeopleandrunningbacktotheoffice.IhadnoluckcallinganddecidedthatasthedirectorIshouldruntotheofficetoseehoweveryonewas.Imadeittotheofficetofindthreestaffmemberstryingtopiecetogetherwhatwashappening.Wehadnoideahowbadthisdaywasabouttobecome.ThenightmarecontinuedasrumorswereflyingaboutWashingtonThentheSouthAsthesecondtowercollapsed,thousandscamerunningtowardtheSeaport,whereourofficeislocated.Westartedbringingbottledwaterdowntotherestauranttoservethem.Althoughnothinginmyclinicaltrainingasasocialworkercouldhavefullypreparedmeforthis,Iknewthatitwasimportantforustobesupportiveofthewiderangeofreactionsthatpeoplewouldbehaving.Soon,somepeoplecameinwithfirst-aidneeds.Wecontinuedthroughoutthemorning,allthetimelisteningtotheradioandtelevisionforwordfromtheMayoronhowtoproceed.At11:45a.m.,herequestedthatlowerManhattanevacuate.Wemadetheannouncementtoallthoserestingintherestaurantthatthebuildinghadtobeclosed.Aswewalkedthestreetsfindingourwayoutofthedarknessonsuchasunnyday,fighterjetscircledabovethecity.Muchhasbeenwrittenaboutthedisasteralready.Wehavelearnedsomuchinsuchasmallamountoftimeaboutappreciatinglife.ManyparallelscanbedrawnbetweenthisdisasterandtheAIDScrisisfromthemultitudeoflossestothebraveryandcouragedisplayed.Yet,wehaveonlybeguntounderstandwhatTuesday,September11,2001willtrulymeantoallofus.AsImoveforward,IamshockedbytheimagesIwitnessed,asmuchasIamsoblessedtohavebeenpartofthedeluge(洪水)ofhelpinghandsthatcametomakeadifference.那天早上，當(dāng)我走到地鐵站，一名男子跑在街上尖叫，"有人就炸了世界貿(mào)易中心(世貿(mào)中心)。"在一個瞬間內(nèi)我是左右為難世貿(mào)中心幫助疏散到辦公室的人和跑到運(yùn)行。我有沒有運(yùn)氣的電話，并決定處長我應(yīng)該跑到辦公室去看看每個人都是如何。我到辦公室去找三名工作人員試圖拼湊發(fā)生了什么事了。我們還不知道是多么糟糕的這一天正是想成為的。如傳言滿天飛華盛頓繼續(xù)的噩夢被攻擊和其他飛機(jī)被劫持。然后南塔樓倒塌。一場風(fēng)暴的灰塵很快向海港的方向跑。在這個時候，身體正處走進(jìn)與建筑物的其余部分的行動，幫助設(shè)立臨時急救站紅色，坐落在街道上的餐廳。當(dāng)?shù)诙€大樓倒塌，數(shù)以千計(jì)的時候向海港，我們辦公室所在的方向跑。我們開始把瓶裝的水帶下來到餐飲為他們服務(wù)。雖然一點(diǎn)我為社會工作者的臨床訓(xùn)練中可以有充分準(zhǔn)備這，我知道這是重要的我們要支持范圍廣泛的人會有的反應(yīng)。不久，有些人來與急救需求。我們繼續(xù)整個早上，word如何進(jìn)行市長在電臺和電視聽的所有時間。在11:45上午他要求曼哈頓下城撤離。我們發(fā)表的所有那些在餐館里建設(shè)不得不暫停休息。我們走在街上，在這陽光燦爛的日子上找到我們走出黑暗，戰(zhàn)斗機(jī)盤旋在城市上空。很多人寫過關(guān)于這場災(zāi)難已經(jīng)。我們知道了這么多在這樣小的時間內(nèi)欣賞生活有關(guān)。很多的相似之處可以勇敢、勇氣顯示從眾多的損失得出這場災(zāi)難與艾滋病危機(jī)。然而，我們只是開始了解星期二2001年9月11日將真正意味著什么，我們所有人。我向前的時候，我感到震驚的形象，我目睹了，就像這樣，我很幸運(yùn)的幫助來有所作為的手已經(jīng)泛濫(洪水)的一部分。PassageTwoBadluckalwaysseemstostrikeattheworstpossiblemoment.Amanabouttointerviewforhisdreamjobgetsstuckintraffic.Alawstudenttakingherfinalexamwakesupwithablindingheadache.Arunnertwistshisankleminutesbeforeabigrace.Perfectexamplesofcruelfate.Orarethey?Psychologistswhostudysuchcommonunluckyaccidentsnowbelievethatinmanyinstances,theymaybecarefullyplannedschemesofthesubconsciousmind.Intheirnewbook,YourOwnWorstEnemy,StevenBerglasofHarvardMedicalSchoolandMcleanHospitalinBelmont,Mass,andRoyBaumeisterofCaseWesternReserveUniversitycontendthatpeopleoftenengageinafromofself-defeatingbehaviorknownasself-handicapping-orinplainterms,excuse-making.It’sasimpleprocess:bytakingonacripplinghandicap,apersonmakesitmorelikelythatheorshewillfailatanendeavor.Thoughitseemslikeacrazythingtodo,BerglasandBaumeistersayitisactuallyaclevertrickofthemind,onethatsetsupawinsituationbyallowingapersontosavefacewhenheorshedoesfail.Aclassicself-handicapperistheFrenchchesschampionDeschapelles,wholivedduringthe18thcentury.Deschapelleswasagreatplayerwhoquicklybecamechampionofhisregion.Butwhencompetitiongrewtougher,headoptedanewconditionforallmatches:hewouldcompeteonlyifhisopponentwouldremoveoneofDeschapelle’spawns(卒)andmakethefirstmove,increasingtheoddsthatDeschapelleswouldlose.Ifhedidlose,hecouldblameitontheotherplayer’sadvantageandnoonewouldknowthetruelimitsofhisability;butifhewonagainstsuchodds,hewouldbeallthemorerespectedforhisamazingtalents.Psychologistsnowusetheterm“Deschapellescoup”torefertoactsofself-handicappingpopularintoday’sworld.Overall,menaremorelikelythanwomentomakeexcuses.Severalstudiessuggestthatmenfeeltheneedtoappearcompetentinallrealms,whilewomenworryonlyabouttheskillsinwhichthey’veinvestedheavily.Askamanandawomantogoscubadiving(帶水肺的潛水)forthefirsttime,andthewomanislikelytojumpin,whilethemanislikelytofirstmakeitknownthathe’snotfeelingtoowell.Infact,thepeoplemostlikelytobecomechronicexcusemakersarethoseobsessedwithsuccess,saysBerglas,whoisaconsultanttoseveralleadingbusinessexecutives.Suchpeoplearesoafraidofbeinglabeledafailureatanythingthattheyconstantlydeveloponehandicaporanotherinordertoexplaintheirfailures.Thoughself-handicappingcanbeaneffectivewayofcopingwithperformanceanxietynowandthen,intheend,researcherssay,itisaFaustianBargain(浮士德契約).Overthelongrun,excusemakersfailtoliveuptotheirtruepotentialandlosethestatustheycaresomuchabout.Anddespitetheirproteststothecontrary,theyhaveonlythemselvestoblame.壞運(yùn)氣似乎總是在最壞的可能時刻罷工。約他夢寐以求的工作面試的人獲取在交通堵塞。以她的期末考試法律學(xué)生致盲的頭痛醒過來。轉(zhuǎn)輪波折大比賽前他的腳踝分鐘。殘酷的命運(yùn)極好的例證。還是他們嗎？心理學(xué)家研究這種常見的不幸事故，現(xiàn)在相信在很多情況下，他們可能潛意識精心策劃的方案。在他們的新預(yù)訂，您自己最大敵人，貝爾蒙特麥克萊恩醫(yī)院與哈佛醫(yī)學(xué)院的StevenBerglas大眾，和凱斯西儲大學(xué)的羅伊·鮑抗衡的人經(jīng)常從事從弄巧成拙行為稱為自我設(shè)限的-或平原來說，借口。這是一個簡單的過程：通過對一個嚴(yán)重的缺陷，一個人就更有可能的是他或她會在努力失敗。它似乎是件瘋狂的事，雖然Berglas和鮑說這是真正聰明的技巧，心靈，一個用來通過允許一個人設(shè)置贏了面子，當(dāng)他或她不會失敗。經(jīng)典的self-handicapper是法國國際象棋冠軍Deschapelles，住在18世紀(jì)的過程中。Deschapelles是地區(qū)的一個偉大的球員，他們很快就成為他冠軍。但當(dāng)競爭長大更嚴(yán)厲，他通過了新的條件的所有匹配項(xiàng)：他將競爭只有當(dāng)他的對手會刪除Deschapelle的棋子(卒)之一，并作出第一步，Deschapelles將會失去的幾率增加。如果丟失了他，他可以把它歸咎于對方的優(yōu)勢和無人知道他的真實(shí)的限制，他的能力；但如果他贏了這樣的不利，他會更加尊重他驚人的人才。心理學(xué)家現(xiàn)在使用"Deschapelles政變"一詞指自我設(shè)限在當(dāng)今世界流行的行為。總體而言，男性多于女性，找借口。幾項(xiàng)研究表明男人覺得有必要出現(xiàn)主管在所有的領(lǐng)域，而婦女只擔(dān)心，他們已經(jīng)大量投資的技能。問一個男人和一個女人去潛水(帶水肺的潛水)第一次，和這個女人很可能跳到水中，雖然男人很可能會先讓大家知道，他不太舒服。事實(shí)上，最有可能成為慢性借口制造商的人是那些癡迷成功，說Berglas，他是一位顧問，幾個主要業(yè)務(wù)的高管。這樣的人都如此害怕被標(biāo)記為故障時什么他們不斷開發(fā)一個障礙或另一種為了解釋他們的失敗。雖然自我設(shè)限可以是有效的辦法，應(yīng)對性能焦慮的最后，研究者說，是次浮士德式的交易(浮士德契約)。長期來看，借口制造商不能辜負(fù)他們的真正潛能和很多關(guān)于失去他們關(guān)心的狀態(tài)。盡管他們的抗議，相反，他們只能怪自己。PassageThreeThewaypeopleholdtothebeliefthatafun-filled,pain-freelifeequalshappinessactuallyreducestheirchancesofeverattainingrealhappiness.Iffunandpleasureareequaltohappinessthenpainmustbeequaltounhappiness.Butinfact,theoppositeistrue:Moreoftenthannotthingsthatleadtohappinessinvolvesomepain.Asaresult,manypeopleavoidtheveryattemptsthatarethesourceoftruehappiness.Theyfearthepaininevitablybroughtbysuchthingsasmarriage,raisingchildren,professionalachievement,religiouscommitment,self-improvement.Askabachelorwhyheresistsmarriageeventhoughhefindsdatingtobelessandlesssatisfying.Ifheishonesthewilltellyouthatheisafraidofmakingacommitment.Forcommitmentisinfactquitepainful.Thesinglelifeisfilledwithfun,adventure,andexcitement.Marriagehassuchmoments,buttheyarenotitsmostdistinguishingfeature.Coupleswithinfantchildrenareluckytogetawholenight’ssleeporathree-dayvacation.Idon’tknowanyparentwhowouldchoosethewordfuntodescriberaisingchildren.Butcoupleswhodecidenottohavechildrenneverknowthejoysofwatchingachildgrowuporofplayingwithagrandchild.Understandingandacceptingthattruehappinesshasnothingtodowithfunisoneofthemostliberatingrealizations.Itliberatestime:Nowwecandevotemorehourstoactivitiesthatcangenuinelyincreaseourhappiness.Itliberatesmoney:Buyingthatnewcarorthosefancyclothesthatwilldonothingtoincreaseourhappinessnowseemspointless.Anditliberatesusfromenvy:Wenowunderstandthatallthosewhoarealwayshavingsomuchfunactuallymaynotbehappyatall.人們持有的看法，即等于充滿樂趣、無痛苦的生活幸福實(shí)際上降低了他們的機(jī)會不斷實(shí)現(xiàn)真正的幸福。如果開心和快樂是等于幸福則必須等于不幸痛。但事實(shí)上，恰恰相反：通向幸福的事情往往不涉及一些痛苦。因此，很多人避免非常的嘗試的是真正的快樂之源。他們害怕疼痛不可避免地帶來的婚姻，提高兒童、專業(yè)成就、宗教承諾、自強(qiáng)不息之類的東西。問他為什么抗拒婚姻即使他發(fā)現(xiàn)要少令人滿意的約會學(xué)士。如果他是誠實(shí)他會告訴你他是怕作出的承諾。因?yàn)槌兄Z其實(shí)是很痛苦的。單身生活被充滿樂趣、冒險(xiǎn)和興奮?；橐鲇羞@樣的時刻，但它們不是它的最顯著特點(diǎn)。與未成年子女的夫婦很幸運(yùn)，得到了整整一個晚上的睡眠或一個為期三天的假期。我不知道任何會選擇word樂趣來描述養(yǎng)育孩子的父母。但決定不生孩子的夫婦永遠(yuǎn)不會知道的看著長大的孩子或?qū)O子玩的樂趣。了解和接受真正的幸福并不是與趣味是最徹底的解放的體現(xiàn)之一。它解放時間：現(xiàn)在我們可以真正可以增加我們的幸福的活動投入更長的時間。它解放錢：購買新車或那些漂亮的衣裳，無助于提高我們的幸福，現(xiàn)在看起來毫無意義。它解放我們從羨慕：我們現(xiàn)在知道所有那些總是有很多樂趣的人實(shí)際上可能不快樂根本。PassageFourPeoplehavewonderedforalongtimehowtheirpersonalitiesandbehaviorsareformed.Itisnoteasytoexplainwhyonepersonisintelligentandanotherisnot,orwhyoneiscooperativeandanotheriscompetitive.Socialscientistsare,ofcourse,extremelyinterestedinthesetypesofquestions.Theywanttoexplainwhywepossesscertaincharacteristicsandexhibitcertainbehaviors.Therearenoclearanswersyet,buttwodistinctschoolsofthoughtonthematterhavedeveloped.Asonemightexpect,thetwoapproachesareverydifferentfromoneanother,andthereisagreatdealofdebatebetweenproponentsofeachtheory.Thecontroversyisoftenreferredtoas“nature/nurture”.Thosewhosupportthe“nature”sideoftheconflictbelievethatourpersonalitiesandbehaviorpatternsarelargelydeterminedbybiologicalandgeneticfactors.Thatourenvironmenthaslittle,ifanything,todowithourabilities,characteristicsandbehavioriscentraltothistheory.Takentoanextreme,thistheorymaintainsthatourbehaviorispredeterminedtosuchadegreethatwearealmostcompletelygovernedbyourinstincts.Proponentsofthe“nurture”theory,orastheyareoftencalled,behaviorists,claimedthatourenvironmentismoreimportantthanourbiologicallybasedinstinctsindetermininghowwewillact.Abehaviorist,B.F.Skinner,seeshumansasbeingswhosebehaviorisalmostcompletelyshapedbytheirsurroundings.Thebehaviorists’viewofthehumanbeingisquitemechanistic;theymaintainthat,likemachines,humanrespondtoenvironmentalstimuliasthebasisoftheirbehavior.Neitherofthesetheoriescanyetfullyexplainhumanbehavior.Infact,itisquitelikelythatthekeytoourbehaviorliessomewherebetweenthesetwoextremes.Thatthecontroversywillcontinueforalongtimeiscertain.人們懷疑很長時間，自己的個性和行為如何形成的。它不容易解釋為什么一個人是智能和另一個，或?yàn)槭裁粗皇呛献鞑⒉涣硪环N是競爭。社會科學(xué)家，當(dāng)然，極感興趣這些類型的問題。他們想要解釋一下為什么我們擁有的某些特征，并表現(xiàn)出某些行為。然而，都沒有明確的答案，但兩個不同的學(xué)派對這件事了。象人們所想象的這兩種方法都有很大不同，而且有大量的每個理論的支持者之間的爭論。爭議通常被稱為"自然/后天"。那些支持沖突的"自然"方相信我們的個性和行為模式主要由生物和遺傳因素。我們的環(huán)境已經(jīng)很少，如果有什么，我們的能力，與特征和行為是這一理論的核心。這一理論走向極端，堅(jiān)持認(rèn)為我們的行為是預(yù)定到如此程度我們幾乎完全受我們的本能。支持者的"后天"理論，或因?yàn)樗麄兘?jīng)常叫，相反，聲稱我們的環(huán)境是比我們基于生物本能在確定我們將采取怎樣的行動更為重要。行為B.F.斯金納認(rèn)為人類的行為幾乎完全受周圍環(huán)境的人。人類的空話的觀點(diǎn)是很機(jī)械；他們認(rèn)為，像機(jī)器，作為他們的行為的基礎(chǔ)環(huán)境刺激的人回應(yīng)。這些理論都尚未完全解釋人類行為。事實(shí)上，它是很有可能的是我們的行為，關(guān)鍵在于某處兩個極端之間。很長時間會繼續(xù)爭論是肯定的。PassageFiveHowoftenonehearschildrenwishingtheyweregrown-up,andoldpeoplewishingtheywereyoungagain.Eachagehasitspleasuresanditspains,andthehappiestpersonistheonewhoenjoyswhateachagegiveshimwithoutwastinghistimeinuselessregrets.Childhoodsisatimewhentherearefewresponsibilitiestomakelifedifficult.Ifachildhasgoodparents,heisfed,lookedafterandloved,whateverhemaydo.Itisimpossiblethathewilleveragaininhislifebegivensomuchwithouthavingtodoanythinginreturn.Inaddition,lifeisalwayspresentingnewthingstothechildthingsthathavelosttheirinterestforolderpeoplebecausetheyaretoowell-known.Butachildhashispains:Heisnotsofreetodowhathewishestodo;heiscontinuallybeingtoldnottodothings,orbeingpunishedforwhathehasdonewrong.Whentheyoungmanstartstoearnhisownliving,hecannolongerexpectotherstopayforhisfood,hisclothesandhisroom,buthastoworkifhewantstolivecomfortably.Ifhespendsmostofhistimeplayingaboutinthewaythatheusedtodoasachild,hewillgohungry.Andifhebreaksthelawsofsocietyasheusedtobreakthelawsofhisparents,hemaygotoprison.If,however,heworkshard,keepsoutoftroubleandhasgoodhealth,hecanhavethegreathappinessofbuildingupforhimselfhisownpositioninsociety.如何往往希望他們成年的兒童和老人希望他們再次年輕人們聽到。每個時代都有其樂趣和其痛，和世界上最幸福的人是一位喜歡什么每個時代給他沒有把他在無用的遺憾的時間浪費(fèi)。童年是一段時間有幾個責(zé)任使生活困難時。如果一個孩子有好的父母，他是美聯(lián)儲、照顧和愛，不管他可能做什么。它是不可能會再在他生活中給他太多而無需做任何回報(bào)。此外，生活總是提出新的東西對孩子因?yàn)樗鼈兲觊L的人失去他們感興趣的東西。但孩子都有他的痛苦：他不是那么自由地做他想做；他不斷地被告知不能做的事情，或受到懲罰，他做了什么錯。當(dāng)這位年輕人開始自己謀生時，他可以不再指望別人來支付他的食物、衣服和他的房間，但不得不工作，如果他想要舒適生活。如果他花大部分的時間里就是他用來做為一個孩子玩耍，他就會挨餓。他違背社會的法律，他用來打破他的父母的法律，如果他可能去坐牢。如果，然而，他努力工作、不斷的麻煩和有良好的健康，他可以自己在社會中的地位有的自己建立的最大的幸福。PassageSixItiscommonlybelievedintheUnitedStatesthatschooliswherepeoplegotogetaneducation.Nevertheless,ithasbeensaidthattodaychildreninterrupttheireducationtogotoschool.Thedistinctionbetweenschoolingandeducationimpliedbythisremarkisimportant.Educationismuchmoreopen-endedandall-inclusivethanschooling.Educationknowsnobounds.Itcantakeplaceanywhere,whetherintheshoweroronthejob,whetherinakitchenoratractor.Itincludesboththeformallearningthattakesplaceinschoolsandthewholeuniverseofinformallearning.Theagentsofeducationcanrangefromarespectedgrandparenttothepeopledebatingpoliticsontheradio,formachildtoadistinguishedscientist.Whereasschoolinghasacertainpredictability,educationquiteoftenproducessurprises.Achanceconversationwithastrangermayleadapersontodiscoverhowlittleisknownofotherreligious.Peopleareengagedineducationfrominfancyon.Education,then,isaverybroad,inclusiveterm.Itisalifelongprocess,aprocessthatstartslongbeforethestartofschool.Andonethatshouldbeanintegralpartofone’sentirelife.Schooling,ontheotherhand,isaspecific,formalizedprocess,whosegeneralpatternvarieslittlefromonesettingtothenext.Throughoutacountry,childrenarriveatschoolatapproximatelythesametime,takeassignedseats,aretaughtbyanadult,usesimilartextbooks,dohomework,takeexams,andsoon,theslicesofrealitythataretobelearned,whethertheyarethealphabetoranunderstandingoftheworkingsofgovernment,haveusuallybeenlimitedbytheboundariesofthesubjectbeingtaught.Forexample,highschoolstudentsknowthattheyarenotlikelytofindoutintheirclassesthetruthaboutpoliticalproblemsintheircommunitiesorwhatthenewestfilmmakersareexperimentingwith.Therearedefiniteconditionssurroundingtheformulizedprocessofschooling在美國通常相信學(xué)校是來獲得教育的人在哪里。不過，有人說今天的兒童打斷他們的教育，不能上學(xué)。隱含的這句話的教育與學(xué)校教育之間的區(qū)別是重要的。教育是不限成員名額和包容比上學(xué)得多。教育永無止境。它可以在任何地方，無論是在淋浴或工作，無論在廚房或一臺拖拉機(jī)。它包括兩個正規(guī)教育，在學(xué)校和整個宇宙的非正式學(xué)習(xí)。教育的代理人的范圍可以從受人尊敬的祖父母或外祖父母到辯論政治的電臺節(jié)目，窗體的一個杰出的科學(xué)家，孩子的人。教育也有一定的可預(yù)見性，而教育往往產(chǎn)生的驚喜。一個陌生人的機(jī)會交談可能會導(dǎo)致一個人發(fā)現(xiàn)的其他宗教所知甚少。人們從事教育從嬰兒期上。那么，教育是一個非常廣泛的、包容性的術(shù)語。它是學(xué)校的一個終生的過程，很久之前開始啟動的進(jìn)程。還有一個，應(yīng)該是一個人的一生的一個組成部分。教育，另一方面，是一個特定的、正式的過程，其一般模式變化少從到下一個設(shè)置。全國兒童到達(dá)學(xué)校大約在同一時間，以分配的席位，教導(dǎo)的成年人，使用類似的教科書、做家庭作業(yè)，以考試，等等，都需要學(xué)習(xí)，無論它們是字母或了解政府的運(yùn)作的現(xiàn)實(shí)的切片通常已有限由主體正在教的邊界。例如，高中學(xué)生知道他們不可能找出自己的類中的真相在他們的社區(qū)或最新的電影制作人正在試驗(yàn)的政治問題。有明確的條件公式化作過程中的學(xué)校教育.Cloze1Directions:Completethefollowingarticlewithwordsfromthegroupslistedbelow.Manyteachersbelievethattheresponsibilitiesforlearningliewiththestudent.____1____alongreadingassignmentisgiven,instructorsexpectstudentstobefamiliarwiththeinformationinthereadingeveniftheydonotdiscussitinclassortakeanexamination.The___2__studentisconsideredtobeonewhoismotivatedtolearnforthesakeof_____3____,nottheoneinterestedonlyingettinghighgrades.Sometimeshomeworkisreturned____4______briefwrittencommentsbutwithoutagrade.Evenifagradeisnotgiven,thestudentisresponsibleforlearningthematerialassigned.Whenresearchis________5___,theprofessorexpectsthestudenttotakeitactivelyandtocompleteitwithminimumguidance.Itisthestudent’sresponsibilitytofindbooks,magazines,andarticlesinthelibrary.Professorsdonothavethetimetoexplain_____6__auniversitylibraryworks;theyexpectstudents,particularlygraduatestudentstobeabletoexhaustthereference____7__inthelibrary.Professorwillhelpstudentswhoneedit,butpreferthattheirstudentsnotbe_____8______dependentonthem.IntheUnitedStates,professorshavemanyotherdutiesbesidesteaching,suchasadministrativeorresearchwork.____9____,thetimethataprofessorcanspendwithastudentoutsideofclassislimited.Ifastudenthasproblemswithclassroomwork,thestudentshouldeither_____10_____aprofessorduringofficehoursormakeanappointment.1.A.IfB.AlthoughC.BecauseD.Since2.A.poorB.idealC.averageD.disappointed3.A.funB.workC.learningD.prize4.A.byB.inC.forD.with5.A.collectedB.distributedC.assignedD.finished6.A.whenB.thatC.whatD.how7.A.selectionsB.collectionsC.sourcesD.origins8.A.tooB.suchC.muchD.more9.A.HoweverB.ThereforeC.FurthermoreD.Nevertheless10.A.greatB.annoyC.approachD.attachCloze2Directions:Completethefollowingarticlewithwordsfromthegroupslistedbelow.Oldpeoplearealwayssayingthattheyoungarenotwhattheywere.Thesamecommentismadefromgenerationtogenerationanditisalwaystrue.Ithasneverbeentruerthanitistoday.Theyoungarebettereducated.Theyhave__1____moremoneytospendandenjoymorefreedom.Theygrowupmorequicklyandarenotso___2_______