请认真阅读下面短文.从短文后各题所给的A, B, C, D四个选项中.选出最佳选项.并在答题卡上将该项涂黑.You and I agree to meet at four-thirty. I show up at 4:33. I don’t say anything, because that’s close enough to satisfy our social . Only 题目和参考答案——青夏教育精英家教网—

请认真阅读下面短文，从短文后各题所给的A, B, C, D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。

You and I agree to meet at four-thirty. I show up at 4:33. I don’t say anything, because that’s close enough to satisfy our social _____ . Only after five minutes do you _____ me to say, “Sorry I’ m late.” At ten minutes I owe you an _____ : “The freeway exit was closed. I had to go four miles out of my way.” After twenty minutes I have to make a full and serious _____ . After forty minutes I’d better not _____ at all.

That sort of thing — so formally _____ and never explicitly stated — drives people from other cultures _____. Anthropologists (人类学家）list the _____ things to cope with in a foreign land. Second only to the language barrier is the way we deal with _____.

Now psychologists look at our _____ of time another way. They go into several countries and measure the _____ of life. They measure the accuracy of bank clocks and how fast city residents walk. They time transactions (交易) in banks and post offices. They see _____ people take to answer questions.

Japanese keep a _____ of the fastest pace. Americans are a _____ second. Italians and Indonesians are at the bottom of the _____ . Italians give long answers to your questions. Indonesians don’t _____ setting their bank clocks.

______ American cities, Boston and Kansas City are fastest. New York is up there, of course, but we keep a faster pace here in Houston. California’s “slow -pace ”reputation is _____ , as the slowest pace of all is kept in Los Angeles.

In a technology-dense world, the tension of life has changed our view of time. _____ , if we are smart enough, we should not live by the clock only when we have to.

Now it’s 4:55. I’m walking _____ , towards our 4:30 meeting.

1.A. contract B. connection C. construction D. confidence

2.A. order B. intend C. require D. expect

3.A. action B. announcement C. explanation D. eruption

4.A. apology B. excuse C. option D. opinion

5.A. look up B. stay up C. keep up D. show up

6.A. observed B. introduced C. impressed D. imitated

7.A. immoral B. unaware C. crazy D. thrilled

8.A. fastest B. toughest C. strangest D. funniest

9.A. study B. time C. budget D. transport

10.A. view B. comment C. contact D. phenomenon

11.A. rhyme B. pace C. ratio D. session

12.A. how often B. how far C. how soon D. how long

13.A. tradition B. note C. record D. secret

14.A. narrow B. shallow C. close D. severe

15.A. mood B. address C. reference D. list

16.A. take over B. care about C. reply to D. answer for

17.A. Off B. Among C. Despite D. Besides

18.A. ruined B. accomplished C. erased D. deserved

19.A. However B. Therefore C. Thus D. Rather

20.A. consistently B. unconsciously C. unhurriedly D. anxiously

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If You Get In, Make College Count

As tuition costs rise, with post-undergraduate (本科毕业后) jobs difficult to find, is higher education worth the cost?

Here is an unfortunate truth: For far too many incoming freshmen, college－any college－is not worth it. Year after year, students fail to get the full value of their tuition.

Many critics blame this cost/value problem on the universities, though each critic might point to a different reason: teachers always think of difficult research, the high costs of athletics, or the popularity of majors that are supposedly not suited to the new job market, to name some of their favorites.

But these are symptoms and not the illness itself. In our experience, the source of the wasted university experience begins with the student. Too often, students make bad choices or, frankly, just not enough great choices.

Too often we meet students who are so exhausted by the business of getting into college that they don’t work hard once they arrive－one of the most common wastes of time and tuition. A poorly constructed transcript (成绩单) can be destructive to a student’s education. Failure to engage and build professional working relationships with professors in office hours (which may lead to continued study, internships and more) also hurts the student’s experience.

Another mistake is failing to make use of the many support networks on today’s college campuses. It’s almost embarrassing how many good offerings are rolled into each tuition dollar, but most students don’t know they exist.

Another common point of failure is filling the schedule with too many extracurricular activities as students once did in high school, rather than getting intensely involved in one or two at most. The same can be said of overburdened course loads.

The final great failure we frequently see is the approach students (and their parents) take to selecting a major and accurately seeing its impact on a future career. University systems are not vocational schools. While critics nowadays complain about the attraction of useless majors — and some do exist — more frequently we see too many students pursue a course of study that is not their strength, simply because it seems to have obvious connections to a potential job after graduation.

Rather than perform poorly in a “practical” major and be of little interest as a future job candidate, we say it is better to major in a subject where a student would do well and master the tools of communication and analysis. Students who choose a unique major should complement (使更具有吸引力) that with some well-chosen skill courses, internships and other co-curricular activities that help them with career opportunities after college.

So, is college worth it? It can be. Studies show that college graduates have many advantages — material, social and emotional — that can lead to greater success later in life.

To get the full value out of college, students must be as diligent and creative about getting out of college as they were about getting in. After all, the most beautiful, Olympic saltwater pool does you no good if you don’t know how to swim.

Introduction	Students in college are 1. to get the full value of the constantly rising tuition. Critics hold that the universities are responsible for the problem, but actually it is students themselves that are to 2. .
Students’ mistakes	● Students tend to stop working hard after3. to college.
● Students fail to take advantage of the 4. that colleges provide.
●5. in too many extracurricular activities makes students overburdened with course loads
● Students can’t adopt a correct6. to select a major and accurately see its future potential.
Author’s advice	● Take personal 7. and strength into account.
● Learn the skills of communication and analysis.
● Choose some skill courses, internships and other co-curricular activities to 8. future career chances.
● Most importantly, 9. and creativity.
10.	Students, and only students themselves, can get the best out of college, as long as they learn the skills to swim in the beautiful pool of college.