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[主观题]

He resented ______ to wait. He expected the minister ______ him at once.A.to be asked; to

He resented ______ to wait. He expected the minister ______ him at once.

A.to be asked; to see

B.being asked; to flee

C.to be asked; seeing

D.being asked; seeing

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更多“He resented ______ to wait. He expected the minister ______ him at once.A.to be asked; to”相关的问题

第1题

He resented _________ (听从比自己年轻的人的调遗) for whom he had no respect.

He resented _________ (听从比自己年轻的人的调遗) for whom he had no respect.

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第2题

He resented being called a foreigner.A.hatedB.enjoyedC.annoyedD.shocked

He resented being called a foreigner.

A.hated

B.enjoyed

C.annoyed

D.shocked

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第3题

He resented(A级)being called a foreigner. A.hatedB.enjoyedC.annoyedD.shocked

He resented(A级)being called a foreigner.

A.hated

B.enjoyed

C.annoyed

D.shocked

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第4题

He greatly resented the publication of this book, which he saw as an embarrassing inv

A.privacy

B.morality

C.dignity

D.secrecy

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第5题

Heresented(A级)beingcalledaforeigner. A.hated B.enjoyed C.annoyed D.shocked

He resented(A级)being called a foreigner.

A.hated

B.enjoyed

C.annoyed

D.shocked

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第6题

A scientist who does research in economic psychology and who wants to predict the way in w
hich consumers will spend their money must study consumer behavior. He must obtain data both on the resources of consumers and on the motives that tend to encourage or discourage money spending.

If an economist were asked which of the three groups borrow most -- people with rising incomes, stable incomes, or declining incomes -- he would probably answer: those with declining incomes. Actually, in the years 1947 to 1950,the answer was: people with rising incomes. People with declining incomes were next and people with stable incomes borrowed the least. This shows us that traditional assumption is that if people who have money expect prices to go up, they will hasten to buy. if they expect prices to go down, they will postpone buying. But research surveys have shown that this is not always true. The expectations of price increases may not stimulate buying. One typical attitude was expressed by the wife of a mechanic in an interview at a time of rising prices. "In a few months," she said," we'll have to pay more for meat and milk; we'll have less to spend on other things. ' Her family had been planning to buy a new car but they postponed this purchase. Furthermore, the rise in prices that has already taken place may be resented and buyer's resistance may be evoked. This is shown by the following typical comment: "I just don't pay these prices; they are too high."

Traditional assumptions should be investigated carefully, and factors of time and place should be considered. The investigations mentioned above were carried out in America. Investigations conducted at the same time in Great Britain, however, yielded results that were more in agreement with traditional assumptions about saving and spending patterns. The condition most conductive to spending appears to be price stability. If prices have been stable and people have become accustomed, to consider them" right" and expect them to remain stable, they are likely to buy. Thus, it appears that the common business policy of maintaining stable prices with occasional sales or discounts is based on a correct understanding of consumer psychology.

The author thinks that the traditional views about consumer behavior. are ______.

A.not always true

B.reliable

C.in consistent with the findings in investigation

D.not at all wrong

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第7题

Nonverbal Communication Like all animals, people communicate by their actions as well as b

Nonverbal Communication

Like all animals, people communicate by their actions as well as by the noises they make. Language is obviously essential for human beings, but it is not the whole story of human communication.

There are many different cultures in the world, and in each of them the children must learn a great many things that are expected of everyone who participates effectively in that culture. These things are taken for granted by everyone who shares the culture. When I say that they are taken for granted, I mean that nobody needs to describe them or write them down or try self-consciously to teach them to children. Indeed, the children begin to learn them before their linguistic skills are far enough developed to understand a verbal description of what they are learning. This kind of learning has sometimes been called "imitation," but that is much too simple an explanation for the complex processes that go on when a child learns what is normal and expected in his own community. Most of the norms (标准) are communicated to the child nonverbally, and he internalizes them as if no other possibilities existed. They are as much a part of him as his own body; he would no more question them than he would question the fact that he has two hands and two feet, but only one head.

What is an example of the sort of thing that children learn nonverbally? One of the simplest examples to observe and analyze and discuss is the way people use clothing and bodily ornamentation (装饰) to communicate. At any particular time in any particular culture there is an accepted and normal way to dress and to arrange one's hair and to paint the face and to wear one's jewelry. By adopting those conventions for dressing himself, a person communicates to the world that he wants to be treated according to the standards of the culture for which they are appropriate. When a black person in America rejects the normal American dress and puts on African clothing, he is communicating to the world that he wants to be treated as an Afro-American. On the surface, dressing up in unusual costumes would seem to be one of the more innocent forms of dissent that a person would express, but in fact it is deeply resented by many people who still feel bound by the traditional conventions of their culture and who become fearful or angry when those norms are violated. The nonverbal message that such a costume communicates is "I reject your culture and your values," and those who resent this message can be violent in their response.

Eye contact also has an important role in regulating conversational interactions. In America, a typical pattern is for the listener to signal that he is paying attention by looking at the talker's mouth or eyes. Since direct eye contact is often too intimate, the talker may let his eyes wonder elsewhere. As the moment arrives for the talker to become a listener, and for his partner to begin talking, there will often be a preliminary signal. The talker will often look toward the listener, and the listener will signal that he is ready to talk by glancing away.

Such eye signals will vary, of course, depending on what the people are talking about and what the personal relation is between them. But whatever the pattern of eye signals that two people are using, they use them unconsciously. If you try to become aware of your own eye movements while you are talking to someone, y6u will find it extremely frustrating. As soon as you try to think self-consciously about your own eye movements, you don't know where you should be looking. If you want to study how the eyes communicate, therefore, you should do it by observing other people, not yourself. But if you watch other people too intently, of course, you may disturb them or make them angry. So be careful!

Eye communication seems to be particularly important for Americans. It is part of the American culture that pe

A.Y

B.N

C.NG

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第8题

A scientist who does research in economic psychology and who wants to predict way in which
consumers will spend their money must study consumer behaviors. He must obtain data both on the resources of consumers and on the motives, that tend to encourage or discourage money spending.

If an economist were asked which one of the three groups borrow most — people with rising incomes, stable incomes, or declining incomes--he would probably answer: those with declining incomes. Actually, in the years 1947 to 1950, the answer was: people with rising incomes. People with declining incomes were next and people with stable incomes borrowed the least. This shows us that traditional assumption is that if people who have money expect prices to go up, they will hasten to buy. If they expect prices to go down, they will postpone buying. But research surveys have shown that this is not always true. The expectations of income increases may not stimulate buying. One typical attitude was expressed by the wife of a mechanic in an interview at a time of rising prices. "In a few months," she said, "we'll have to pay more for meat anal milk, we'll have less to spend on other things." Furthermore, the rise in prices that has already taken place may be resented and buyer' s resistance may be evoked. This is shown by the following typical comment: "I just don't pay these prices, they are too high."

Traditional assumptions should be investigated carefully, and factors of time and place should be considered. The investigations mentioned above were carded out in America.

Investigations conducted at the same time in Great Britain, however, yielded results that were more in agreement with traditional assumptions about saying and spending patterns. The conditionmost conductive to spending appears to be price stability, ff prices here been stable and people have become accustomed, to consider them "right" and expect them to remain stable, they are likely to buy. Thus, it appears that the common business policy of maintaining stable prices with occasional sales or discounts is based on a correct understanding of consumer psychology.

The example of the mechanic's wife is intend to show film in times of rising prices, ______.

A.people with declining income tend to buy less

B.people with stable income tend to borrow less

C.people with increasing income tend to buy more

D.people with money also tend to buy less

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第9题

Americans today don't place a very high value on intellect. Our heroes are athletes, enter
tainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education--not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren't difficult to find.

"Schools have always been in a society where practical is more important than intellectual," says education writer Diane Ravitch. "Schools could be a counterbalance. "Ravitch's latest book, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.

But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, "We will become a second rate country. We will have a less civil society."

"Intellect is resented as a form. of power or privilege," writes historian and professor Richard Hofstadter in Anti-Intellectualism in American Life, a Pulizer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.

Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: "We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing. "Mark Twain's Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized - going to school and learning to read - so he can preserve his innate goodness.

Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, reorder, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes, and imagines.

School remains a place where intellect is mistrusted. Hofstadter says our country's educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise."

What do American parents expect their children to acquire in school?

A.The habit of thinking independently.

B.Profound knowledge of the world.

C.Practical abilities for future career.

D.The confidence in intellectual pursuits.

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第10题

Our staff _____ of being underpaid and overwork.

A. resented

B. pointed

C. accused

D. complained

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第11题

He can drive a car, _________?()A、doesn't heB、isn't heC、can't he

He can drive a car, _________?()

A、doesn't he

B、isn't he

C、can't he

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