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[单选题]

()do you g o to have piano lessons?—At five in the afternoon.

A.Where

B.What time

C.Which time

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更多“()do you g o to have piano les…”相关的问题

第1题

--you have a computer room--Yes,we do（）

A.an

B.o

C.Is

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第2题

--- you have a music room--- Yes , we do（）

A.re

B.o

C.Is

D.m

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第3题

你想知道对方有多少本书，可以问（）

A.o you have a storybook

B.What many books do you have

C.How many books do you have

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第4题

——————It's 8 o'clock（）

A.How many books do you have

B.What time is it

C.How old is it

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第5题

你想问什么时候上体育课，应该说（）

A.How many PE classes do we have

B.o you like PE classes

C.When do we have PE classes

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第6题

你几点写作业（翻译）（）

A.What time do you go to school

B.What time do you do homework

C.What time do you have lunch

D.I do homework at 8 o'clock

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第7题

It's already two o'clock in the afternoon and you have( ) much work to do( )go out for lunch.

It's already two o'clock in the afternoon and you have（) much work to do（)go out for lunch.

A、not only…but also

B、too…to

C、neither...nor

D、either…or

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第8题

A What do you mean B What about you C I’m not sure D What a pity E What do you think F S

A What do you mean B What about you

C I’m not sure D What a pity

E What do you think F Sounds great

G Say, why don’t you come with us H Do you mean it

Jessica: I’m so excited! We have two weeks off! What are going to do？

Natasha:__56__. I guess I’ll just stay home. Maybe I’ll catch up on my reading. __57__？ Any plans？

Jessica: Well, my parents have rented an apartment in California. I’m going to take long walks along the beach every day and do lots of swimming.

Natasha: __58__!

Jessica: __59__？ My parents will be happy to have you with in.

Natasha: __60__？I’d love to!

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第9题

Harry Truman didn't think his successor had the right training to be president. "Poor Ike-

--it won't be a bit like the Army," he said. "He'll sit there all day saying 'do this, do that, ' and nothing will happen." Truman was wrong about Ike. Dwight Eisenhower had led a fractious alliance---you didn't tell Winston Churchill what to do--in a massive, chaotic war. He was used to politics. But Truman's insight could well be applied to another, even more venerated Washington figure: the CEO-turned cabinet secretary.

A 20-year bull market has convinced us all the CEOs are geniuses, so watch with Astonishment the troubles of Donald Rumsfeld and Paul O'Neill. Here are two highly regarded businessmen, obviously intelligent and well-informed, foundering in their jobs.

Actually, we shouldn't be surprised. Rumsfeld and O'Neill are not doing badly despite having been successful CEOs but because of it. The record of senior businessmen in government is one of almost unrelieved disappointment. In fact, with the exception of Robert Rubin, it is difficult to think of a CEO who had a successful career in government.

Why is this？ Well, first the CEO has to recognize that he is no longer the CEO. He is at best an adviser to the CEO, the president. But even the president is not really the CEO. No one is. Power in a corporation is concentrated and vertically structured. Power in Washington is diffuse and horizontally spread out. The secretary might think he's in charge of his agency. But the chairman of the congressional committee funding that agency feels the same. In his famous study "Presidential Power and the Modern Presidents," Richard Neustadt explains how little power the president actually has and concludes that the only lasting presidential power is "the power to persuade."

Take Rumsfeld's attempt to transform. the cold-war military into one geared for the future. It's innovative but deeply threatening to almost everyone in Washington. The Defense Secretary did not try to sell it to the Joint Chiefs of Staff, Congress, the budget office or the White House. As a result, the idea is collapsing.

Second, what power you have, you must use carefully. For example, O'Neill's position as Treasury Secretary is one with little formal authority. Unlike Finance Ministers around the world, Treasury does not control the budget. But it has symbolic power. The secretary is seen as the chief economic spokesman for the administration and, if he plays it right, the chief economic adviser for the president.

O'Neill has been publicly critical of the IMF’s bailout packages for developing countries while at the same time approving such packages for Turkey, Argentina and Brazil. As a result, he has gotten the worst of both worlds. The bailouts continue, but their effect in holstering investor confidence is limited because the markets are rattled by his skepticism.

Perhaps the government doesn't do bailouts well. But that leads to a third rule: you can't just quit. Jack Welch's famous law for re-engineering General Electric was to be first or second in any given product category, or else get out of that business. But if the government isn't doing a particular job at peak level, it doesn't always have the option of relieving itself of that function. The Pentagon probably wastes a lot of money. But it can't get out of the national-security business.

The key to former Treasury secretary Rubin's success may have been that he fully understood that business and government are, in his words, "necessarily and properly very different.' In a recent speech he explained, "Business functions around one predominate organizing principle, profitability…Government, on the other hand, deals with a vast number of equally legitimate and often potentially competing objectives---for example, energy production versus environmental protection, or safety regulations versus productivity.”

Rubin's example shows that talented people can do well in g

A．regard the president as the CEO

B．take absolute control of his department

C．exercise more power than the congressional committee

D．become acquainted with its power structure

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第10题

根据以下内容回答下列各题 When studying human talent, the temptation is usually to concent

rate on the upper reaches. Understandably so: we all admire the Einsteins and Mozarts of this world and 36 to imitate them. In comparison, studying the opposite end of the spectrum might seem pointless, patronizing(摆出恩赐态度的)or downright tasteless. Lack of intelligence is shameful enough without treating people like lab rats. Yet it often takes a different viewpoint to find new insights into an old problem. Stupidity is too important and interesting to ignore. The science of stupidity is producing results that 37 our concepts of intelligence and that should be humbling for many of the smart people who run the world. It turns out that a tendency for entertaining 38 , foolish or illogical ideas is not necessarily the result of a low IQ. This measure of intelligence is largely 39 of rationality. Just because you score on the high end of one scale doesnt mean that you wont fall at the bottom of the other. Importantly, no one is 40 to the biases that lead to stupid decisions. Yet our respect for IQ and education means that it is easy to rest on the laure/s (桂冠) of our qualifications and assume that we are,by definition, not stupid. That can be 41 on a personal level: regardless of IQ, people who score badly on rationality tests are more likely to have unplanned pregnancies or fall into serious debt. Large scale stupidity is even more damaging. Business cultures that 42 encourage it, for example,may have contributed to the economic crisis. Indeed, the effects may have been so damaging precisely because banks assumed that intelligent people act logically while at the same time rewarding rash behavior. based on intuition rather than 43 . As one researcher puts it: "The more intelligent someone is, the more disastrous the results of their stupidity". The same surely applies to politicians: the tenth anniversary of the invasion of Iraq serves as a 44 that clever people can do monumentally stupid things. If we want to avoid making similar mistakes in the future, everybody--especially the most intelligent and powerful--would do well to humbly 45 their own weaknesses. To quote Oscar Wilde: "There is no sin except stupidity. " A)acknowledge I) independent B)aspire J)negligible C)challenge K)nomination D)commemorate Dperpetually E)damaging M)rash F)deliberation N)recipient G)immune O)reminder H)inadvertently 请回答36题_____

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第11题

Section ADirections: In this section, there is a passage with ten blanks. You are required

Section A

Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item with a single line through the center. You may not use any of the words in the bank more than once.

Every social experience we have affects us in at least some small ways. Family, schooling, peers, and mass media all have an【S1】______on how we are socialized as children. Each of these factors has the power to shape our thoughts, feelings, and actions. The family is the most important because it【S2】______the center of children's lives. Babies are almost totally【S3】______on others, and the responsibility of meeting their needs almost falls on parents and other family members. At least until the start of schooling, the family is responsible for teaching children cultural【S4】______and attitudes. Schooling【S5】______children's social world to include people with backgrounds that differ from their own. Formally, schooling teaches children a wide range of knowledge and skills. School is also most children's first experience with rigid【S6】______. Children are encouraged to conform. to roles and be on time. Another factor that【S7】______children is their peer group. Unlike the family and school, the peer group allows young people to【S8】______from the direct control of adults. Peer groups also give young people the【S9】______to discuss interests that may not be shared by adults. The fourth major influence on social development is the mass media--【S10】______ television. Years before children learn to read, watching television has become a regular habit. Indeed, children spend as much time watching television as they do interacting with their parents.

A) obviously B) opportunity C) relevant D) represents

E) impact F) dominant G) especially H) discipline

I) stretches J) values K) solution L) escape

M) vary N) affects O) dependent

【S1】

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