2007年太奇考研英語強(qiáng)化班授課講義(五)

1. In the first paragraph, the author mentions Mckendrick and Plumb most probably in order to _______.

  A. contrast their views on luxury consumerism in 18th-century England
  B. confirm key questions about 18th-century England consumerism
  C. exemplify historians who have proved the growing consumerism in 18th-century England
  D. compare one historian’s interest in luxury goods to another historian’s interest in luxury services

2. Which of the following items, if preserved from eighteenth-century England, would provide an example of the kind of documents mentioned in paragraph 2?

  A. A bargain stricken between a manufacturer and a consumer
  B. A diary that mentions luxury goods and services purchased by its author.
  C. A theater ticket stamped with the date and name of a particular play.
  D. A newspaper advertisement describing luxury goods and services available.

3. In the third paragraph, the author is primarily concerned with _______.

  A. contrasting two theses and offering a compromise
  B. questioning two explanations and proposing a possible alternative to them
  C. examining two theories and supporting one over the other
  D. raising several questions but implying that they cannot be answered

4. The author would most probably agree that the Industrial Revolution _______.

  A. resulted from the growing demand for luxury goods and services 
  B. exploited the already existing demand for luxury goods and services
  C. was closely bound up with the demands for luxury goods and services
  D. was not directly driven by a growing demand for luxury goods and services

5. The title which best expresses the main idea of the text is ________.

  A. A Comment on Historians’ Study on Rising Demand for Luxuries in 18th-century England
  B. The Impacts of Consumer Demand for Luxury Goods and Services in the 18th Century                         
  C. Consumers’ Demand for Luxuries in the 18th Century and Their Motives
  D. The Ever-increasing Demand for Luxuries in Eighteenth-century England

Text  4  (課外閱讀)

    The term "leadership" is one of the most difficult in educational administration. To some, a leader is simply one who is followed. Presumably by that definition, a good leader is one who is followed consistently and reliably by large numbers of people. But that leads to the difficulty of Hitler being a "good leader". So, some will argue either that leadership itself involves both followers and a good sense of direction or that, at least, good leadership involves an approved direction. The latter distinction leaves one with the ambiguity of the "bad leader" being either one who is not followed or, very different, one who is followed but in a disapproved direction.

    In addition to those definitional problems, some people believe they know what "good leadership style" is. It may be decisive but whatever it is its supporters know it is "good". Such people are likely to substitute the criterion of style for the criteria of having followers and having an appropriate direction. Some people go even further. They assume that good leadership style is an important end in itself. They give their favored style an attractive name like "democratic leadership". In that way, principals who have a "democratic" style are automatically deemed good, even though they may be ineffective and unpopular. The ineffectiveness and unpopularity are explained away; the principal is not "really a democratic leader, because, if she were, she would be effective and popular!"

    As the concept of leadership is so obscure, leadership is a term that should be used with great care and only in circumstances where it is carefully defined. Our typology of types of style may be seen as a typology of leadership only if one limits the term leadership to the exercise of power, authority and influence.

    We distinguish an effective leader, who gets results, from a good leader, who achieves good things. But does a good leader always get plentiful, good results? Some principals appear to be effective in some circumstances but not in others. Do they then suddenly change from being effective and, perhaps, good leaders one year to being ineffective leaders the next? The answer is probably yes. Thus leadership can be seen to be as much an outcome of the internal and external working environment as it is a quality of the leader. Thus Winston Churchill was a good and effective war time leader but not a very effective leader in peace time. The reverse might be said of Franklin Roosevelt.  (412 words)

1. According to the first paragraph, whether a person is a good leader or not should be judged by __________.

  A. his/her effectiveness                          B. his democratic style in work
  C. his/her popularity                          D. the number of his/her followers and the correctness of direction

2. According to the author, if the term leadership is defined as the exercise of power, authority and influence, what is typical of a qualified leader?

  A. A good style in work                B. A talent for direction
  C. A large number of followers                    D. Getting brilliant results 

3. From the text we may learn that __________.

  A. a democratic style is the sole criterion to judge the quality of a school leader
  B. a qualified leader has not so much followers as an approved direction
  C. one’s personal and external conditions can finally decide the quality of leadership
  D. the personal character is the exclusive factor to become an efficient leader

4. The text seems to mainly discuss the leadership of __________.

  A. an educational board                        B. a headmaster or president
  C. government heads                          D. a teachers’ association

5. Which of the following would be the best title for the text?

A. The Main Qualities of a School Leader 
B. The Great Importance of School Leadership 
C. Educational Administration in the United States
D. The Dispute over the Concept of Leadership Mainly in Schools

Text  2  Word  Study

1. when (偶用if) it comes to … 當(dāng)談到…時：1) When it comes to mathematics, I’m completely at sea. (當(dāng)談到數(shù)學(xué)時，我就茫然了。)   2) The school has very good teachers, but when it comes to buildings, the school is poor.  3) If it comes to building, Austin is the firm you should consult.（如果談到建筑業(yè)，那奧斯丁是你應(yīng)該咨詢的公司。）

2. show up 露面，出場；變得更醒目：1) Why didn’t you show up at the meeting yesterday? （你為什么不出席昨天的會？）  2) At times like these the true character of the man shows up. (在這樣的時期，這個人的真實品格才更容易看出來了。)

3. in despair 絕望(作表語或作狀語)：1) I found him in despair.   2) He gave up in despair.

4. 注意新的合成詞：slowdown 減慢；downsize 縮小規(guī)模；downscale 每況愈下。

Text  3  Word Study

1. intend vt. 打算，有…的意圖：1) I intend to clean out the spare room sooner or later. (我打算遲早把這間富裕的房間打掃干凈。)  2) I intended to have called you up, but I forgot to. (我本來打算給你打電話，但我忘了。)  3) He explained to her at length what he intended doing the week following. (他向她詳細(xì)地解釋了他下一周打算做的事情。)  4) Did you intend us to share the cost of the dinner? (你是否打算讓我們來分擔(dān)飯費(fèi)？)  5) He intended that his son should inherit the business. (他打算他的兒子來繼承這筆產(chǎn)業(yè)。)  用于成語：intend for （原）打算給（某人），準(zhǔn)備讓…干…：1) I intended these flowers for your mother, but as she is away I’d be glad if you would accept them.   2) The parcel of explosive did not reach the man for whom it was intended. 同根詞：intention n. 意圖，本來的想法：1) I have no intention of defending myself to you. 2) His original intention was to become a doctor. 3) A person with truly good intentions must take effect into account. (一個真正好心的人必須把影響考慮進(jìn)去。)  intentional adj. 有心的，有意的： I assure you that it was not intentional. (我向你保證，這并不是故意的。)  intentionally adv. 有意地：I did not do it intentionally.

2. identify vt. /vi.  認(rèn)出（身份，物件），證明是（誰的），說明（其身份）：1) I identified the coat at once; it was my brother’s. (我立刻認(rèn)出這件外套；那是我兄弟的。)  2) I can identify the watch as mine by the scratches on the back. (通過表背后的劃痕我能認(rèn)出這塊表是我的。)用于成語：identify  … with …把…與…聯(lián)系起來；把…與…等同起來：1) He identifies her happiness with his own. (他把她的幸福和他自己的幸福等同起來。)  2) Wealth cannot be identified with happiness. (不能把財富和幸福等同起來。) identify oneself with … 與…有聯(lián)系，支持：1) He refused to identify himself with the new political party.   2) The politician is too closely identified with the former government to become a minister in ours. (這位政界人士與上一屆政府關(guān)系太密切以至不能成為我們政府中的一名部長。)  同根詞：identification n. 認(rèn)出，確定身份：1) Identification of the jewels was made by the owner.   2) A driving license is adequate identification. (一張駕駛執(zhí)照足以確定身份。)  identity n. 身份；相同：1) The traveler’s passport established his identity.  (旅行者的護(hù)照確定了他的身份。)   2) The identity of crimes led the police to think that the same person committed them. (罪行的相同使警察認(rèn)為，是同一個人犯了這些罪行。)      identical adj. 同一的，完全相同的：1) This is the identical pen I lost yesterday.  2) The fingerprints of no two persons are identical.  3) This copy is identical with the one you bought last week. identifiable adj. 可看作是相同的，可證明是同一的，可辨認(rèn)的：Other identifiable causes of offensive acts include frustration or failure in school, the increased availability of drugs and alcohol, and the growing incidence of child abuse and child neglect. [2004年試題37, 38,39] （其他可看作犯罪行動產(chǎn)生的相同原因是在學(xué)校里的挫折和失敗，毒品和酒精隨處可得，虐待兒童和兒童無人管理的發(fā)生率越來越高。）  identifier 鑒定人。

II. Writing

(I)

Directions: Study the following picture carefully and write a letter of 160—200 words to the newspaper based on the following outline:

1) Describe the picture to illustrate the present situation, 
2) Suggest possible measures to be taken, and 
3) Predict future prospect.   

尊敬的先生/女士：

    我給您寫信是想陳述我對水的污染問題的看法。普遍認(rèn)為，水的污染是當(dāng)今嚴(yán)重的公害。世界各國的河流正在受到工廠排放的垃圾及有害化學(xué)物質(zhì)所污染。船舶加劇了污染，因為它們依靠河流排放廢物。油和其它化學(xué)物質(zhì)會殺死魚類并使水不能飲用�？傊�，污染了的水對人人都是個大問題。

    正如你所知道的，人們靠水生活。他們應(yīng)該參與找到解決污染問題的方法。我認(rèn)為，需要盡快采取某些應(yīng)對措施。首先，各國政府理應(yīng)制訂處理污染問題的規(guī)章制度。此外，在全面處理和凈化廢液以前，必須禁止城鄉(xiāng)工廠把廢液排入河流。我覺得，如果這些工廠違反有關(guān)的法規(guī)或法律，則應(yīng)加重罰款。當(dāng)然還會有一些其它的治理方法值得采取。但是如果我們采取上述提到的措施，我們就不會有水枯竭的危險。

    至于未來的前景，我相信，在這一方面會取得良好的成果。過去一度被工業(yè)廢料污染的河流將會得到清理，幾年以前魚類不能生長的河流將又會重見魚群。總之，似乎很明顯，只要人人各盡其責(zé)并努力去尋找控制污染的方法，明天將會變得更美好、更光明。

    如果需要對這個問題做進(jìn)一步評論，請不吝賜函。謝謝！

順致敬意

李明