师正教育_育师1.When people talk about the_________of something, they are referring to the way in which
its various parts are put together and arranged.
A.conclusion
B.accommodation
C.evaluation
D.composition
2.With the third wave of education and future application ofAI,_________the shift in how
workers see leaming throughout their life.
A.coming
B.came
C.comes
D.come
3.The goal, which they are unlikely to live to see_________,is to "cure, prevent or manage all
diseases" in the next 80 0r so years.
A.accomplished
B.accomplish
C.accomplishing
D.being accomplished
4.Some students of Peking University have _________setting up a natural reserve on campus
and authorities said they were collecting data and thinking about it.
A.answered for
B.called for
C.fallen for
D.stood for
5.Researches show that weak readers leam more from difficult texts, so giving them easier
ones serves to _________ them the very information they need to move on.
A.deny
B.abandon
C.award
D.gain
6.During the 1960 Rome Olympic Games, Cassius Clay, a young boxer then, won the heavyweight Boxing Championship _________tough players.
A.in terms of
B.in reaction to
C.in honor of
D.in the face of
7.Martin Luther King insisted that everybody was bom _________ and he also demanded that
black people _________ as well as the white ones.
A.equally; treated
B.equally; be treated
C.equal; treating
D.equal; be treated
8.In recent years, the government has accelerated its speed to boost the growth of the digital economy, _________the Internet Plus policy to deepen the combination of the internet with economic and social sectors.
A.introducing
B.to introduce
C.introduced
D.having introduced
9.Picture a world where human relationships are challenging, narcissism and self-centeredness
are_________, and there is disagreement on the best way for people to live harmoniously together.
A.on the top
B.on the rise
C.on the way
D.on and off
10.I described that visit as a _________, because the patients I met were an example to us all, showing extraordinary bravery and persistence.
A.responsibility
B.virtue
C.privilege
D.gesture
11.Saul Bellow, a Canadian-bom American writer, is_________another writing intended for another Nobel Prize for Literature.
A.occupied with
B.credited with
C.confined to
D.glued to
12.My brother turned to bookstores and libraries seeking information about the book mentioned in his professor's lecture, but found _________.
A.no one
B.nothing
C.none
D.anything
13.—Mom, I've been studying English since 8 0'clock._________I got out and play with Tom
for a while?
—No, I'm afraid not.Besides, it's raining outside now
A.Wouldn't
B.Can't
C.May not
D.Won't
14.There are certain historic occasions _________are likely to remind people of what happened
in the past and set people refiecting on them.
A.when
B.that
C.where
D.what
15.When the teacher told the boy's father what he did at school, the father was _________angry.
A.other than
B.less than
C.more than
D.rather than
16.Difficult as part of the story was_________,I succeeded in catching hold ofits meaning in the end.
A.understanding
B.to be understood
C.being understood
D.to understand
17.—Did you hear the news? Dave got fired.
—_________.Last week the boss told me he regretted hiring him in the first.
A.No wonder
B.No sense
C.No kidding
D.No good
18.—David is said to be the first young teacher_________to professor in your university this year.
—Exactly,_________of his own competence is an important factor in his success
A.to have been promoted; convincing
B.promoted; convincing
C.to have been promoted; being convinced
D.promoted; convinced
19.—John, it's Mary.Do you have a few minutes? I need to see you.
—_________. But, I hope "a few minutes" doesn't tum into an hour.
A.I guess so
B.It doesn't matter
C.I don't think so
D.I'm afraid not
20.—It is said that it was Jim who started the quarrel and Edward, simply defended himself.
—I don't believe it.Those two hate each other.Anyway,_________.
A.Two wrongs don't make a right
B.It takes two to tango
C.A fox may grow grey, but never good
D.Attack is the best means of defense
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What may have seemed to be a random series of career choices has become, in retrospect, a well-planned career path.I found a way to combine my love of science and desire to help people into one fulfilling career.During the past 15 years, I moved from bench work to career education and focused on the needs ofpostdoctoral fellows and graduate students in the life sciences.
As an undergraduate at Michigan State University, I studied with William W.Wells, a prominent professor in the biochemistry department.The research was interesting, but, what I adored most was the interaction with my lab mates; they made science fun and exciting.This period began my fascination with how small the scientific community is and how much we all need to support each other to succeed.
I decided to go on to graduate school, though I had no intention of ever running my own lab.Although research was fun, I visualized myself more as an educator-applying my scientific brain, yet still with a "people component" to my career.I knew that a doctoral degree would open more doors for me.My time in grad school not only taught me how to do science, it trained me to think through a problem, to persevere, to stand up for my ideas and, it solidified my impression that members of the scientific community need to support each other to achieve success.My adviser, Cyntbia Dupureur, encouraged me to interact with every visiting scientist who came to our department.She understood that I wanted to do something di侬鹏nt, so she set up meetings for me with professors at liberal arts colleges, as well as a visit to our industry collaborators at New England Biolabs, where I met with everyone, from the patent lawyer to the bench scientists.While figuring out my career path, I discussed the options with everyone I met.
I was still searching for the career that fit me, so I used my position as a member of the school graduate student organization to coordinate career seminars for my fellow grad students.I looked to my network to find people who had used their degrees in a different way and invited them to give semmars on their jobs, all the while absorbing their information to help me decide whether one of these was the career path I was meant to follow.
As my graduation date drew closer, I still had not picked a path.Plus, I was not yet ready to leave research.What I really wanted was to broaden my scientific horizons and to try something new.I carefully explored postdoc labs, as I really wanted to have a supportive mentor who understood that I did not wish to go into academia.I had forged a great relationship at conferences with Marlene Belfort at the Wadsworth Center and knew that her lab would be perfect.Marlene was a successful scientist who also understood work-life balance.Her lab had a genetic focus but also did traditional biochemistry.I liked the flexibiliiy ofprojects and the camaraderie in the lab.
48.What did I decide to do after I made a lot of career choices?
A.I decided to be a scientist.
B.I decided to interact with my fellows and graduate students.
C.I decided to be occupied in desk work.
D.I decided to find a high-salary job.
49.What does the underlined word "postdoc" in the last paragraph mean?
A.It means "beyond the level of a doctoral degree".
B.It means chemistry.
C.It means "before one works in a hospital".
D.It means physics.
50.What can we infer from the last paragraph?
A.The writer wanted to be a professor after graduation.
B.The writer often quarreled with Marlene.
C.Marlene and the writer were classmates.
D.After her graduation, the writer was likely to work with Marlene.
