2023年中国银行校园招聘考试英语部分专项训练整理版.doc

银行校园招聘考试英语部分专题训练（二）Section Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. Driving through snowstorm on icy roads for long distances is a most nerve-racking experience. It is a paradox that the snow, coming _1_ gently, blowing gleefully in a high wind, all the while _2_ down a treacherous carpet, freezes the windows,_3_ the view. The might of automated man is_4_ . The horses, the powerful electrical systems, the deep-tread tires, all go _5_ nothing. One minute the road feels _6_, and the next the driver is sliding over it, light as a_7_, in a panic, wondering what the heavy trailer trucks coming up_8_the rear are going to do. The trucks are like _9_ when you have to pass them, not at sixty or seventy _10_ you do when the road is dry, but at twenty-five and thirty. _11_ their engines sound unnaturally loud. Snow, slush and_12_ of ice spray from beneath the wheels, obscure the windshield, and rattle _13_your car. Beneath the wheels there is plenty of _14_ for you to slide and get mashed to a pulp. Inch _15_ inch you move up, past the rear wheels, the center wheels, the cab, the front wheels, all_16_too slowly by. Straight ahead you continue,_17_ to cut over sharply would send you into a slip,_18_in front of the vehicle. At last, there is_19_enough, and you creep back over, in front of the truck now, but_20_the sound of its engine still thundering in your ears.1. A up B off C down D on2. A lies B lays C settles D sends3. A blocks B strikes C puffs D cancels4. A muted B discovered C doubled D undervalued5. A for B with C into D from6. A comfortable B weak C risky D firm7. A loaf B feather C leaf D fog8. A beneath B from C under D beyond9. A dwarfs B giants C patients D princesses10. A what B since C as D that11. A So B But C Or D Then12. A flakes B flocks C chips D cakes13. A onto B against C off D along14. A snow B earth C room D ice15. A by B after C for D with16. A climbing B crawling C winding D sliding17. A meanwhile B unless C whereas D for18. A sheer B mostly C rarely D right19. A might B distance C air D power20. A with B like C inside D upon Section Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. Text 1With the extension of democratic rights in the first half of the nineteenth century and the ensuing decline of the Federalist establishment, a new conception of education began to emerge. Education was no longer a confirmation of a pre-existing status, but an instrument in the acquisition of higher status. For a new generation of upwardly mobile students, the goal of education was not to prepare them to live comfortably in the world into which they had been born, but to teach them new virtues and skills that would propel them into a different and better world. Education became training; and the student was no longer the gentleman-in-waiting, but the journeyman apprentice for upward mobility. In the nineteenth century a college education began to be seen as a way to get ahead in the world. The founding of the land-grant colleges opened the doors of higher education to poor but aspiring boys from non-Anglo-Saxon, working-class and lower-middle-class backgrounds. The myth of the poor boy who worked his way through college to success drew millions of poor boys to the new campuses. And with this shift, education became more vocational: its object was the acquisition of practical skills and useful information. For the gentleman-in-waiting, virtue consisted above all in grace and style, in doing well what was appropriate to his position; education was merely a way of acquiring polish. And vice was manifested in gracelessness, awkwardness, in behaving inappropriately, discourteously, or ostentatiously. For the apprentice, however, virtue was evidenced in success through hard work. The requisite qualities of character were not grace or style, but drive, determination, and a sharp eye for opportunity. While casual liberality and even prodigality characterized the gentleman, frugality, thrift, and self-control came to distinguish the new apprentice. And while the gentleman did not aspire to a higher station because his station was already high, the apprentice was continually becoming, striving, struggling upward. Failure for the apprentice meant standing still, not rising.1. Which of the following is true according to the first paragraph?A Democratic ideas started with education.B Federalists were opposed to education.C New education helped confirm peoples social status.D Old education had been in tune with hierarchical society.2.The difference between “gentleman-in-waiting” and “journeyman” is that _ .A education trained gentleman-in-waiting to climb higher laddersB journeyman was ready to take whatever was given to himC gentleman-in-waiting belonged to a fixed and high social classD journeyman could do practically nothing without education3. According to the second paragraph, land-grant College _.A belonged to the land-owning classB enlarged the scope of educationC was provided only to the poorD benefited all but the upper class4.Which of the following was the most important for a “gentleman-in-waiting”?A Manners.B Education.C Moral.D Personality.5. The best title for the passage is _.A Education and ProgressB Old and New Social NormsC New Education: Opportunities for MoreD Demerits of Hierarchical SocietyText 2One meaning of the Greek word “dran” is to accomplish, and in this meaning lies a further key to the structure of drama. A play concerns a human agent attempting to accomplish some purpose. In tragedy his attempt is, in personal terms at least, unsuccessful; in comedy it is successful; in the problem play final accomplishment is often either ambiguous or doubtful.This action, from the beginning to the end of a movement toward a purposed goal, must also have a middle; it must proceed through a number of steps, the succession of incidents which make up the plot. Because the dramatist is concerned with the meaning and logic of events rather than with their casual relationship in time, he will probably select his material and order it on a basis of the operation, in human affairs, of laws of cause and effect. It is in this causal relationship of incidents that the element of conflict, present in virtually all plays, appears. The central figure of the playthe protagonistencounters difficulties; his purpose or purposes conflict with events or circumstances, with purposes of other characters in the play, or with cross-purposes which exist within his own thoughts and desires. These difficulties threaten the protagonists accomplishment; in other words, they present complications, and his success or failure in dealing with these complications determines the outcome. Normally, complications build through the play in order of increasing difficulty; one complication may be added to another, or one may grow out of the solution of a preceding one. At some point in this chain of complication and solution, achieved or attempted, the protagonist performs an act or makes a decision which irrevocably commits him to a further course, points toward certain general consequences. This point is usually called the crisis; the complications and solutions which follow work out the logical steps from crisis to final resolution, or denouement. 1. According to the first paragraph of the text, a dramatist_.A seldom believes what he writes aboutB portrays what he experiences in the dramaC concerns himself with the results of human effortD tries to convince his audience of what he believes2. A drama is arranged mainly in accordance with_.A the will of the dramatistB the sequence of eventsC the law of dramatic artD the need of performance3. A dramatist usually_ .A clarifies the complicated relationship in his dramaB makes the relationship in his drama more complicatedC hopes to see his protagonist win an easy victoryD likes to present his protagonist as threatening fellows4. The word “crisis” (in the last line but one, paragraph 3) most probably implies _.A a dangerous momentB the last decisionC the crucial pointD a brave engagement5. In the text, the author mainly deals with _.A the necessity of drama in a cultureB some social functions of dramasC the responsibility of dramatistsD some key elements in drama-makingText 3Vinton Cerf, known as the father of the Internet, said on Wednesday that the Web was outgrowing the planet Earth and the time had come to take the information superhighway to outer space.“The Internet is growing quickly, and we still have a lot of work to do to cover the planet.” Cerf told the first day of the annual conference of Internet Society in Geneva where more than 1500 cyberspace fans have gathered to seek answers to questions about the tangled web of the Internet.Cerf believed that it would soon be possible to send real-time science data on the Internet from a space mission orbiting another planet such as Mars. “There is now an effort under way to design and build an interplanetary Internet. The space research community is coming closer and closer and merging. We think that we will see interplanetary Internet networks that look very much like the ones we use today. We will need interplanetary gateways and there will be protocols to transmit data between these gateways, ” Cerf said.Francois Fluckiger, a scientist attending the conference from the European Particle Physics Laboratory near Geneva, was not entirely convinced, saying: “We need dreams like this. But I dont know any Martian whom Id like to communicate with through the Internet.”Cerf has been working with NASAs Pasadena Jet Propulsion Laboratorythe people behind the recent Mars expeditionto design what he calls an “interplanetary Internet protocol.” He believes that astronauts will want to use the Internet, although special problems remain with interference and delay.“This is quite real. The effort is becoming extraordinarily concrete over the next few months because the next Mars mission is in planning stages now,” Cerf told the conference.“If we use domain names like Earth or Mars.jet propulsion laboratory people would be coming together with people from the Internet community.” He added.“The idea is to take the interplanetary Internet design and make it a part of the infrastructure of the Mars mission.”He later told a news conference that designing this system now would prepare mankind for future technological advances.“The whole idea is to create an architecture so the design works anywhere. I dont know where were going to have to put it but my guess is that well be going out there some time,” Cerf said.“If you think 100 years from now, it is entirely possible that what will be purely research 50 years from now will become commercial 100 years from now. The Internet was the sameit started as pure research but now it is commercialized.”1. According to Cerf, the purpose to design interplanetary internet is to _.A send real-time science dataB communicate with astronautsC lay foundation for future technological advancesD commercialize the technology2. From the text, we learn that Vinton Cerf is _.A seeking answers to questions about the Internet webB working on interplanetary Internet with collaboration of NASAC trying to commercialize the interplanetary InternetD exploring the possibility of establishing Internet network on Mars3. It can be inferred from the last paragraph that _.A the dream to build interplanetary Internet can be fulfilled in the futureB interplanetary Internet will be commercialized in 100 yearsC the research of Internet took 50 yearsD it will take a long time to build interplanetary Internet4. We know from the text that the Mars mission is _.A one of NASAs internet projects B an expedition to MarsC the infrastructure of the interplanetary InternetD to create an architecture on Mars5. Which of the following is the main point of the text?A The development of the Internet.B The possibility of space research.C Universal information superhighway.D The technological advances of the Mars mission.Text 4Material culture refers to the touchable, material “things”physical objects that can be seen, held, felt, usedthat a culture produces. Examining a cultures tools and technology can tell us about the groups history and way of life. Similarly, research into the material culture of music can help us to understand the music-culture. The most vivid body of “things” in it, of course, are musical instruments. We cannot hear for ourselves the actual sound of any musical performance before the 1870s when the phonograph was invented, so we rely on instruments for important information about music-cultures in the remote past and their development. Here we have two kinds of evidence: instruments well preserved and instruments pictured in art. Through the study of instruments, as well as paintings, written documents, and so on, we can explore the movement of music from the Near East to China over a thousand years ago, or we can outline the spread of Near Eastern influence to Europe that resulted in the development of most of the instruments on the symphony orchestra. Sheet music or printed music, too, is material culture. Scholars once defined folk music-cultures as those in which people learn and sing music by ear rather than from print, but research shows mutual influence among oral and written sources during the past few centuries in Europe, Britain and America. Printed versions limit variety because they tend to standardize any song, yet they stimulate people to create new and different songs. Besides, the ability to read music notation has a far-reaching effect on musicians and, when it becomes widespread, on the music-culture as a whole. Music is deep-rooted in the cultur