1. In the first paragraph, the author mentions Mckendrick and Plumb most probably in order to _______.

　　A. contrast their views on luxury consumerism in 18th-century England

　　B. confirm key questions about 18th-century England consumerism

　　C. exemplify historians who have proved the growing consumerism in 18th-century England

　　D. compare one historian’s interest in luxury goods to another historian’s interest in luxury services

　　2. Which of the following items, if preserved from eighteenth-century England, would provide an example of the kind of documents mentioned in paragraph 2?

　　A. A bargain stricken between a manufacturer and a consumer

　　B. A diary that mentions luxury goods and services purchased by its author.

　　C. A theater ticket stamped with the date and name of a particular play.

　　D. A newspaper advertisement describing luxury goods and services available.

　　3. In the third paragraph, the author is primarily concerned with _______.

　　A. contrasting two theses and offering a compromise

　　B. questioning two explanations and proposing a possible alternative to them

　　C. examining two theories and supporting one over the other

　　D. raising several questions but implying that they cannot be answered

　　4. The author would most probably agree that the Industrial Revolution _______.

　　A. resulted from the growing demand for luxury goods and services

　　B. exploited the already existing demand for luxury goods and services

　　C. was closely bound up with the demands for luxury goods and services

　　D. was not directly driven by a growing demand for luxury goods and services

　　5. The title which best expresses the main idea of the text is ________.

　　A. A Comment on Historians’ Study on Rising Demand for Luxuries in 18th-century England

　　B. The Impacts of Consumer Demand for Luxury Goods and Services in the 18th Century

　　C. Consumers’ Demand for Luxuries in the 18th Century and Their Motives

　　D. The Ever-increasing Demand for Luxuries in Eighteenth-century England

　　Text 4 (课外阅读)

　　The term "leadership" is one of the most difficult in educational administration. To some, a leader is simply one who is followed. Presumably by that definition, a good leader is one who is followed consistently and reliably by large numbers of people. But that leads to the difficulty of Hitler being a "good leader". So, some will argue either that leadership itself involves both followers and a good sense of direction or that, at least, good leadership involves an approved direction. The latter distinction leaves one with the ambiguity of the "bad leader" being either one who is not followed or, very different, one who is followed but in a disapproved direction.

　　In addition to those definitional problems, some people believe they know what "good leadership style" is. It may be decisive but whatever it is its supporters know it is "good". Such people are likely to substitute the criterion of style for the criteria of having followers and having an appropriate direction. Some people go even further. They assume that good leadership style is an important end in itself. They give their favored style an attractive name like "democratic leadership". In that way, principals who have a "democratic" style are automatically deemed good, even though they may be ineffective and unpopular. The ineffectiveness and unpopularity are explained away; the principal is not "really a democratic leader, because, if she were, she would be effective and popular!"

　　As the concept of leadership is so obscure, leadership is a term that should be used with great care and only in circumstances where it is carefully defined. Our typology of types of style may be seen as a typology of leadership only if one limits the term leadership to the exercise of power, authority and influence.

　　We distinguish an effective leader, who gets results, from a good leader, who achieves good things. But does a good leader always get plentiful, good results? Some principals appear to be effective in some circumstances but not in others. Do they then suddenly change from being effective and, perhaps, good leaders one year to being ineffective leaders the next? The answer is probably yes. Thus leadership can be seen to be as much an outcome of the internal and external working environment as it is a quality of the leader. Thus Winston Churchill was a good and effective war time leader but not a very effective leader in peace time. The reverse might be said of Franklin Roosevelt. (412 words)

　　1. According to the first paragraph, whether a person is a good leader or not should be judged by __________.

　　A. his/her effectiveness B. his democratic style in work

　　C. his/her popularity D. the number of his/her followers and the correctness of direction

　　2. According to the author, if the term leadership is defined as the exercise of power, authority and influence, what is typical

　　of a qualified leader?

　　A. A good style in work B. A talent for direction

　　C. A large number of followers D. Getting brilliant results

　　3. From the text we may learn that __________.

　　A. a democratic style is the sole criterion to judge the quality of a school leader

　　B. a qualified leader has not so much followers as an approved direction

　　C. one’s personal and external conditions can finally decide the quality of leadership

　　D. the personal character is the exclusive factor to become an efficient leader

　　4. The text seems to mainly discuss the leadership of __________.

　　A. an educational board B. a headmaster or president

　　C. government heads D. a teachers’ association

　　5. Which of the following would be the best title for the text?

　　A. The Main Qualities of a School Leader

　　B. The Great Importance of School Leadership

　　C. Educational Administration in the United States

　　D. The Dispute over the Concept of Leadership Mainly in Schools

　　Text 2 Word Study

　　1. when (偶用if) it comes to … 当谈到…时：1) When it comes to mathematics, I’m completely at sea. (当谈到数学时，我就茫然了。) 2) The school has very good teachers, but when it comes to buildings, the school is poor. 3) If it comes to building, Austin is the firm you should consult.（如果谈到建筑业，那奥斯丁是你应该咨询的公司。）

　　2. show up 露面，出场；变得更醒目：1) Why didn’t you show up at the meeting yesterday? （你为什么不出席昨天的会？） 2) At times like these the true character of the man shows up. (在这样的时期，这个人的真实品格才更容易看出来了。)

　　3. in despair 绝望(作表语或作状语)：1) I found him in despair. 2) He gave up in despair.

　　4. 注意新的合成词：slowdown 减慢；downsize 缩小规模；downscale 每况愈下。

　　Text 3 Word Study

　　1. intend vt. 打算，有…的意图：1) I intend to clean out the spare room sooner or later. (我打算迟早把这间富裕的房间打扫干净。)

　　2) I intended to have called you up, but I forgot to. (我本来打算给你打电话，但我忘了。) 3) He explained to her at length what he intended doing the week following. (他向她详细地解释了他下一周打算做的事情。) 4) Did you intend us to share the cost of the dinner? (你是否打算让我们来分担饭费？) 5) He intended that his son should inherit the business. (他打算他的儿子来继承这笔产业。) 用于成语：intend for （原）打算给（某人），准备让…干…：1) I intended these flowers for your mother, but as she is away I’d be glad if you would accept them. 2) The parcel of explosive did not reach the man for whom it was intended. 同根词：intention n. 意图，本来的想法：1) I have no intention of defending myself to you. 2) His original intention was to become a doctor. 3) A person with truly good intentions must take effect into account. (一个真正好心的人必须把影响考虑进去。) intentional adj. 有心的，有意的： I assure you that it was not intentional. (我向你保证，这并不是故意的。) intentionally adv. 有意地：I did not do it intentionally.

　　2. identify vt. /vi. 认出（身份，物件），证明是（谁的），说明（其身份）：1) I identified the coat at once; it was my brother’s.

　　(我立刻认出这件外套；那是我兄弟的。) 2) I can identify the watch as mine by the scratches on the back. (通过表背后的划痕我能认出这块表是我的。)用于成语：identify … with …把…与…联系起来；把…与…等同起来：1) He identifies her happiness with his own. (他把她的幸福和他自己的幸福等同起来。) 2) Wealth cannot be identified with happiness. (不能把财富和幸福等同起来。) identify oneself with … 与…有联系，支持：1) He refused to identify himself with the new political party. 2) The politician is too closely identified with the former government to become a minister in ours. (这位政界人士与上一届政府关系太密切以至不能成为我们政府中的一名部长。) 同根词：identification n. 认出，确定身份：1) Identification of the jewels was made by the owner. 2) A driving license is adequate identification. (一张驾驶执照足以确定身份。) identity n. 身份；相同：1) The traveler’s passport established his identity. (旅行者的护照确定了他的身份。) 2) The identity of crimes led the police to think that the same person committed them. (罪行的相同使警察认为，是同一个人犯了这些罪行。) identical adj. 同一的，完全相同的：1) This is the identical pen I lost yesterday. 2) The fingerprints of no two persons are identical. 3) This copy is identical with the one you bought last week. identifiable adj. 可看作是相同的，可证明是同一的，可辨认的：Other identifiable causes of offensive acts include frustration or failure in school, the increased availability of drugs and alcohol, and the growing incidence of child abuse and child neglect. [2004年试题37, 38,39] （其他可看作犯罪行动产生的相同原因是在学校里的挫折和失败，毒品和酒精随处可得，虐待儿童和儿童无人管理的发生率越来越高。） identifier 鉴定人。