good job, you should mention it again and again and again, because for most of us the desire for appreciation is never satisfied.

Moreover, a good supervisor (监管者) certainly notices the changes in all members of his staff and asks about them. When a staff member is back from leave, the good supervisor asks the staff member how he enjoyed his time off. He welcomes him back with a cheerful smile. It is just these small touches that make all the difference between a pleasant and unpleasant working environment.

It is a fact that anyone loves being given attention, and you have to recognize it if you want good results when dealing with people. People crave (渴求) attention. And they will get it one way or another. If they can't get it by being constructive (建设性的), they will get it by being destructive (破坏性的). Don't ignore people. Even a few seconds of attention periodically (周期性地) can make all the difference.

As a boss, before you yourself eat or look after your own needs, you must see to the needs of your people. You should also keep yourself in touch with the habits and ways of the people who work for you. Give them plenty of chances to say what they think. Encourage them to do so. This is one of the best ways to keep open the lines of communication. Do this often. Talk to your people. Get to know what's on their minds. Then you will be able to anticipate their needs and even stop trouble well before a matter becomes serious.

91. It may be surprising that people in general just ___________________.

A. feel happy and satisfied often

B. wish to reveal their innermost feelings

C. listen to what others have to say

D. want to answer back when told something

92. To be a smart boss, you should ____________________.

A. only praise your staff members for a good job sometimes

B. show your craving (渴求) for appreciation again and again

C. take notice of ordinary things and show your appreciation

D. do a good job and expect your staff members to praise you

93. We can guess that these small touches of your care __________________.

A. enhance the pleasant feelings at work

B. urge your staff members to come back

C. enable yourself to go on working

D. keep your staff members working hard

94. It is a general fact that people _______________________.

A. want good results in their work

B. want to work without being bothered

C. would become constructive (建设性的) when neglected

D. have a strong desire for attention

95. The passage is mainly about _____________________.

A. praise being better than criticism

B. how to be a smart boss

C. listening to your staff

D. making a difference

Questions 96 to 100 are based on the same passage or dialog.

In 1848, gold was discovered in California; from all over the nation, thousands of young men set out for California. People called this the time of the Gold Rush. A gold miner came into a city looking for a pair of pants. He wanted pants strong enough to stand up to the rough work of mining. He met a young man named Levi, who sold heavy cloth for tents and wagon tops. They asked a tailor to use heavy cloth for their pants. Then Levi went into the business of making work pants. He asked his brothers to send him some strong blue cotton cloth called denim (斜纹粗棉布). With this

blue denim cloth, Levi started making the kind of pants we call blue jeans today. They were sewed up in the same way as other pants.

In 1860, a miner said that the pockets weren't strong enough to hold the pieces of gold he found. The pockets kept falling off the pants. The cloth was all right. It was the thread that wasn't strong enough. So Levi used rivets (铆钉) to attach the pockets onto the pants.

Cowboys needed tough pants, too. They liked their pants to fit tightly. But the rivets marked the cowboys' saddles. So Levi covered the rivets with cloth. Then everybody was happy.

96. This article as a whole is about __________________.

A. how people got blue jeans

B. the Gold Rush in California

C. How blue jeans are made

D. The kind of pants cowboys' wear

97. While not stated in the article, you can tell that __________________.

A. everybody who went to California got a lot of gold

B. Levi found riches in the gold fields

C. Levi sold more jeans to cowboys than to gold miners

D. Levi made more money than many gold miners

98. The word this in the last sentence of the first paragraph refers to ___________.

A. California

B. the discovery of gold

C. many people looking for gold

D. the nation at this time

99. Levi used strong blue cotton cloth to make pants because __________.

A. gold miners liked the blue color

B. this was the only cloth he had

C. miners wanted pants which could stand rough work

D. cowboys liked their pants to fit tightly

100. Which of the following sentences is NOT true?

A. It was Levi who started the business of making blue jeans.

B. It was one tailor who started making blue jeans.

C. It was in California that blue jeans first became popular.

D. It was in California that gold was discovered.

Questions 101 to 105 are based on the same passage or dialog.

Rote-learning (死记硬背), spoon-fed education, produces a brand of kids that don't know what to do when entering university. They are disciplined into following, not leading. Yet the future depends on creativity and imagination. The world needs creators, makers and shakers of the new centuries, not the followers of the past centuries. As the numbers increase at college and university level, more students from the lower ends are likely to be thrown into a process designed to choose only learners that have proved excellent in listening to teachers. There are three ways to learn: looking, listening and doing.

Students and teachers today are a product of learning by listening. The computer may not be liked by traditional teachers, who use rote-learning to put information, which will be out of date in a few years, into the heads of the students. With computer learning you learn by looking, listening and doing; you use three methods of learning, not just one. Therefore, you can learn faster.

The changing speed of information is frightening. What we learn now will be out of date in the near future. So what students are learning now at school may be replaced by the time they finish university. We have to learn by choice what to forget. Rote-learning for exams is one thing, but wouldn't it be better to learn how to learn? The students at university today could possibly be doing a job in the not too distant future which has not

yet been invented.

101. According to the author, the future doesn't need ____________.

A. creativity

B. imagination

C. creators

D. followers

102. In the author's view, how can students learn well?

A. Carefully listen to the teacher in class.

B. Take down every single word said by the teacher.

C. Learn all the notes by heart.

D. Combine listening with looking and doing.

103. What does the author mean by \

frightening\

A. We don't have enough time to adjust ourselves to the speed of information.

B. What we learned today may not be useful tomorrow.

C. The pace of life is too fast.

D. The world is changing every minute.

104. What does the last sentence of the passage tell us?

A. Rote-learning is completely harmful.

B. Students may have to do jobs which are not yet in existence.

C. It's better to learn how to learn than learn what to forget.

D. Students must imagine the future.

105. The author's attitude towards rote-learning is _________.

A. approving

B. disapproving

C. confident

D. opposite to what the words say

Key: 1-10 A C D C D/ C B B A C

21-30 D B D A C/ C B B A A 41-50 D B D B D/ B D B A C

11-20 C C C A C/ D B D C A 31-40 C A D D D/ B D B A D

51-55: guilty moved away divorce so as not smelled of

56 -60 uncomfortable grew up appreciate apparent so did his problem 61-65 function communicating arguments frustrated hold 66-70 depressed face up process fall asleep at least 71-75 afraid supported further joining necessarily 76-80 appearance remarkable noticed belong weren't 81-85 statement average extent styled to hide

86-90 misrepresenting losing rubbing characteristic confuse 91-105: B C A D B/ A D C C B/ D D B B B