PART HTREE CLOSE) T' l. F' t$ v* V
Decide which of the choices given below would best complete the passage if inserted in the corresponding blanks. Mark the best choice .for each blank on Answer Sheet Two.
4 F3 Q# U$ p7 ` r Most worthwhile careers require some kind of specialized training. Ideally, therefore, the choice of a(n) (31) ___ should be made even before the choice of a curriculum in high school. Actually, (32) ___most persons make several job choices during their working live, partly (33) ___ economic and industrial changes and partly to improve their positions. The "one perfect job" does not exist. Young people should therefore (34)­­­­­___ into a broad flexible training program that will (35)____ them for a field of (36) __ rather than for a single job.
0 h- B, V0 w, c6 T7 G. G Unfortunately many young people, knowing (37) __ about the occupational world or themselves for that matter, choose their lifework (38) __ a hit-or-miss basis. Some (39)____ from job to job. Others (40)____ to work in which they are unhappy and (41) __ they are not fitted.
* c3 `3 A# j' w' ^3 }1 x One common mistake is choosing an occupation for (42) __ real or imagined prestige. Too many high-school students--or their parents for them__ choose the professional field, (43)___ both the relatively small proportion of work vacancies in the professions and the extremely high educational and personal (44) ____. The imagined or real prestige of a profession or a "white-collar" job is (45)___ good reason for choosing it as a life's wore (46) __, these occupations are not always well paid. Since a large proportion of jobs are in mechanical and manual work, the majority of young people should give serious (47) ____ to these fields.' ~# s1 |' Y, v" ~6 `8 O
Before making an" occupational choice, a person should have a general idea of what he wants (48) __ life and how hard he is willing to work to get it. Some people desire social prestige, others intellectual satisfaction. Some want security; others are willing to take (49) __ for financial gain. Each occupational choice has its demands as well as its (50)___.
. ~% f3 Z# s4 H$ K L* v 31. A. academy " l! W6 o* G' q$ P/ z9 b. |
B. occupation! `; |: A) @( F
C. guidance 0 n. Z% O, | o. X5 T; o; C6 |
D. identification
+ S: J c) J3 X' F8 ^1 o 32. A. therefore
) n/ n/ {' O5 T0 K B. so- U7 e7 W. J2 {% c5 C
C. though 6 \1 |9 a" F& ?9 {# u6 E
D. however7 i/ ~( J7 ~4 `' O
33. A. in case of % P, K$ d3 Y0 O9 y: Q& z: m/ \
B. for: Z- J- r; g; Z$ C* R/ l3 `% B m* i
C. because of " z1 k" b: s2 ?# l0 \9 D% E* C2 N7 Z0 y
D. to
& z) E7 N8 l0 u8 y* [& ~ 34. A. enter ) A$ u! {0 G- o+ _% P
B. participate
' D3 F: M" |& k0 o3 m2 J9 G C. involve / S' K6 D7 e5 `8 X+ z& W
D. join% [8 k! R' y- t9 X8 h
35. A. leave 1 N- \ J' d4 D5 H
B. fit, \/ {9 V2 e5 P; ]7 ^7 A
C. require 5 R1 p- O* A" E4 @. f
D. fix. Q U, y2 K" S! X" t
36. A. careers 1 P* ~1 B7 ^* n& ?
B. professions) d! E% r( s! `% z3 ?
C. prospects
* |8 `# ]4 `0 L# Z2 B D. work, ? k: u- o/ I8 Y6 s1 \/ z# ]
37. A. few / p( N# `; ~9 r
B. little8 w3 `0 }$ V) f Z e' T
C. much 5 _5 m4 q) e; q: C; k/ g! i9 Q
D. less
: Y) h1 c4 S) x$ j. b 38. A. with & e8 M# ] G9 f
B. by3 B8 D, u2 h, u) U' ^+ J" Y
C. on , o M8 H: n7 A2 f
D. at k, v. A) o: I0 O
39. A. flow
' y8 o9 P2 i" R$ B) v B. wander
% W O8 {1 ], ?. F C. jump 8 S( x7 g v' A) u R% @8 z% O) F+ S
D. drift K, Q+ y# i6 u0 ~$ n
40. A. stick
1 u# r1 r" Q4 J. R" v, v B. turn8 r4 l6 h; m% ?: L1 A6 v& d
C. adhere
0 a# L( C8 ~* i1 g. {+ ^& Y9 L D. subscribe" I$ u/ s3 ?4 h2 r& V% o! n
41. A. to which
1 c" E# B* {9 ~4 d9 b B. that/ h: h8 i1 F5 ~/ ]: |: U+ L
C. for which * v3 e' P, H& H H7 E
D. what
/ {' p" Y) w9 ^# A+ s 42. A. its ' w: V) f1 c6 ]9 _' e9 Q
B. their
( H, V9 N- o7 c2 t1 d a' C C. / 0 `, s8 ]9 V9 r5 T5 H+ r1 a
D. the
+ Q( H6 \- ?2 ?9 G 43. A. to have disregarded
" Z! G* [! L: J5 l) r: r B. to disregard& N. b* d0 m6 m( M) f& c
C. disregarding
/ S! T) [& |7 { D. disregard* l' U8 V0 ~; a; f" u
44. A. preparations
* x& w |- F3 `( F2 o& c B. requirements
8 H3 h: m. O5 _ C. specifications
, S/ I+ @7 Z3 m) s D. preferences5 d! Z; ]; @6 b5 C3 M% u, Y
45. A. such ! S& S) }! \) l5 p1 e* o# v: j( ~
B. no6 C0 `7 m; ~1 @( t/ v
C. very 6 g1 G; p& N0 I; I8 F" C& q
D. so
$ i$ {1 Z% \; D- ^4 N* J9 p% f/ T 46. A. Moreover ' ]) O* j9 ? D- J
B. Otherwise
2 A0 ?# j3 W4 D f( ~# u C. Nevertheless % E o0 m2 P1 r
D. Still/ _9 R _+ R1 a! m9 t
47. A. priority
6 c, n" Z* g6 Z) ^9 G0 Q B. regulation
, t0 l5 J* n6 J& N C. assessment
9 A/ j) n0 `( @$ ^ D. consideration9 Y! N8 h- e$ O( U/ Z9 E
48. A. out of
J% J& C7 n- c, J) L) E B. towards
% o& ]+ ^$ I5 V2 a( | C. for 9 I. \2 Z" c" u8 ^4 ^8 E; b; b
D. from over
8 @- H3 p9 d5 g4 a6 [) i 49. A. advantage
5 {6 J$ n/ b. s- Q3 v8 P B. patience. c! e: {9 \8 A, g0 S# g$ D
C. risks 5 t5 S. ?7 `0 E8 |4 u3 ?: }
D. turns
" h1 k5 ]- \3 G U% n3 H/ x* v 50. A. awards
! R0 R# z& d/ I% v3 o B. rewards
A, s$ X" ]" v) V/ t C. prizes 9 y+ ~- r4 S" n5 W1 g* f; G
D. bonuses |