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嘉应学院大学英语3期末考试

时间:2016-04-13 来源:唯才教育网 本文已影响

篇一:试卷三 - 广东嘉应学院

《有机化学实验》

试卷三

满分:100分 考试时间:60分钟

1、萃取是从混合物中抽取();洗涤是将混合物中所不需要的物质( )。

2、减压蒸馏操作中使用磨口仪器,应该将()部位仔细涂油;操作时必须先()后才能进行( )蒸馏,不允许边()边( );在蒸馏结束以后应该先停( ),再使( ),然后才能( )。

二、选择题(每题3分,共15分)

1、检验重氮化反应终点用( )方法。

A、淀粉-碘化钾试纸变色 B、刚果红试纸变色

C、红色石蕊试纸变色 D、pH试纸变色

2、合成乙酰苯胺时,柱顶温度要控制( )度

A、100 B、250

C、60D、150

3、在减压蒸馏时,加热的顺序是()

A、先减压再加热 B、先加热再减压

C、同时进行D、无所谓

4、重结晶时,活性炭所起的作用是()

A、脱色 B、脱水

C、促进结晶D、脱脂

5、下列哪一个实验应用到水蒸汽蒸馏

A、乙酸乙酯B、正溴丁烷

C、肉桂酸 D、环己酮

三、判断题(每题3分,共15分)

1、在制备乙酸乙酯的过程中,烧瓶中液体的量不能多于2/3。( )

2、在加热过程中,如果忘了加沸石。可以直接从瓶口加入。( )

3、正溴丁烷的合成中用到分水器。( )

4、为了把反应物中的乙醇蒸出,可以采用电炉直接加热。( )

5、在正溴丁烷的合成实验中,蒸馏出的馏出液中正溴丁烷通常应在下层。(

四、问答题(每题10分,共30分)

1、什么情况下需要采用水蒸汽蒸馏?

2、什么时候用气体吸收装置?如何选择吸收剂?

3、什么是萃取?什么是洗涤?指出两者的异同点。

五、装置题(每题10分,共20分)

1、水蒸气蒸馏装置主要由几大部分组成?试画出装置图。

2、试画出制备正丁醚的实验装置图? )

篇二:嘉应学院2007级本科08092大学英语期末考试A卷(2009年6...

嘉应学院2007级本科08092大学英语期末考试A卷(2009年6月)

Part I. Writing

Directions: For this part, you are allowed 30 minutes to write a letter.You should write at least 120 words following the hints given below.

李芳收到朋友陈林的来信,信中提到她生活及学习中的不如意使她意志消沉和忧虑。现在请你以李芳的身分,拟一封适当的回信给陈林,鼓励她并提出一些消除压力与忧虑的方法。 Part II. Listening Comprehension. In this part, you will hear 8 conversations and 5 passages. Mark the corresponding letter on the answer sheet with a single line through the center. 1.A)The man wants to attend tomorrow's show.B) There aren't any tickets left for tonight's show. C).There aren't any tickets left for tomorrow's show. D).The man doesn't want to attend tomorrow's show.

2. A)Detective stories. B)Stories about jail escapes. C)Love stories.D)Stories about royal families.

3. A)She takes it as a kind of exercise. B)She wants to save money. C)She loves doing anything that is new. D)Her office isn't very far.

4 .A)Sue hit a dog. B)Sue's dog hid in a car. C)Sue's dog was hurt. D)Sue went to hospital. 5. A)Janet loves the beautiful landscape of Australia very much. B)Janet is very much interested in architecture.

C)Janet admires the Sydney Opera House very much.

D)Janet thinks it's a shame for anyone not to visit Australia.

6 .A)It is based on a lot of research. B)It can be finished in a few weeks' time.

C)It has drawn criticism from lots of people. D)It falls short of her supervisor's expectations. 7. A)Fred likes the beautiful scenery along the way to Canada. B)Fred usually flies to Canada with Jane.

C)Fred persuaded Jane to change her mind. D)Fred is planning a trip to Canada. 8.A)Find room for the paintings.B)Put more coats of paint on the wall. C)Paint the walls to match the furniture. D)Hang some pictures for decoration. Questions 9 to 11 are based on the passage you have just heard.

9. A) In a shopping mall. B) In a restaurant.C) In a supermarket. D) In an ocean park. 10. A )Rare. B)Medium rare.C) Medium.D)Well-done. 11. A) Salad.B) Steak.C)Soup.D)Potato. Questions 12 to 15 are based on the passage you have just heard.

12. A) When making the paperB) When cleaning the yard C) When taking a bath D) When drinking outside 13. A) Separating different types of garbage. B) Disposing of trash properly. C) Having a family clean-up party.D) Planting more trees.

14. A) Protect the forests. B) Cut down on waste. C) Save money. D)Earn extra money.

15. A)They visit a recycling center. B) They clean a park in their neighborhood. C) They collect newspaper. D) They do public service. Questions 16 to 18 are based on the passage you have just heard.

16. A) They want to create a new language. B)English is too complicated for them.

C) They want to be independent in language. D) They want to establish a new government. 17. A) In l776.B) In 1783. C) In 1808.D) In 1828. 18. A) Webster believed spelling rules should be complex. B) Webster's rule made American English easier to learn. C) Webster wanted to create a new system of spelling.

D)Webster believed that not every part of a word should be spoken. Questions 19 to 21 `re based on the passage you have just heard. 19. A) Because both writers and cooks have to work long hours every day. B) Because both are essential to life.

C) Because both writers and cooks can earn a good living, D) Because both are enjoyable.

20. A) Because they rely on quick notes. B) Because they have excellent secretaries. C) Because they have a computer to do it. D) Because they prefer making phone calls. 21. A) The letter will receive immediate attention. B) The letter will be dealt with by the secretary.

C) The letter is likely to be neglected. D) The letter is meant to be delivered soon. Questions 22 to 25 are based on the passage you have just heard.

22. A) people can't live without money.B) A wealthy person has a big say. C) People always talk about money. D) Money is the measurement of truth. 23. A) Fake. B) Bonus C) Large. D) illegal.

24. A) He had been treated fairly.B) He had been cheated.

C) He had succeeded in business.D) He had been sent into prison. 25. A) Get rich as quickly as possible.B) Do not believe anyone. C) Do not try to become rich quickly.D) Cooperate with others.

Part III. Fast Reading. In this part, you will have 15 minutes to read the passage and decide whether the statements are right or wrong. Then mark Y(for yes) ,N(no) or NG(not given)on the answer sheet for each statement.

The study of literature is not only civilized and civilizing — encompassing, as it does, philosophy, religion, the history of events and the history of ideas — but popular and practical. One-sixth of all those who receive bachelor’s degrees from the College of Arts and Sciences are English majors. These graduates qualify for a surprising range of jobs. Their experience puts the lie to the popular superstition that English majors must choose between journalism and teaching: in fact, English majors also receive excellent preparation for future careers in law, medicine, business, and government service.

Undergraduates looking forward to law school or medical school are often advised to follow a strict regimen of courses considered directly relevant to their career choices. Future law-school students are advised to take courses in political science, history, accounting, business administration — even human anatomy, and marriage and family life. Future medical school students are steered into multiple science courses — actually far more science courses than they need for entrance into medical school. Surprisingly, many law schools — and medical schools indicate that such specialized preparation is not only unnecessary, but undesirable. There are no "Pre-law” courses: the best preparation for law school — and for the practice of law — is that preparation which makes a student capable of critical thinking; of clear, logical self-expression; of sensitive analysis of the motives, the actions, and the thoughts of other human beings. These are skills which the study of English is designed to teach.

Entrance into law school, moreover, generally requires a bachelor’s degree from an accredited institution, a minimum grade point average, and an acceptable score on The Law School Admission Test (LSAT). This test has three parts. The first evaluates skills in reading comprehension, in figure classification, and in the evaluation of written material. The second part of the test evaluates control of English grammar and usage, ability to organize written materials, and competence to edit. The third part evaluates the student’s general knowledge of literature, art, music, and the natural and social sciences. Clearly an undergraduate major in English is strong preparation for the L.S.A.T.

As for medical schools, the main requirement for admission is only thirty-two hours of science courses. This requirement is certainly no impediment to a major in English. Moreover many medical schools require a minimum score on the Medical College Admission Test, another test which offers an advantage to the well-rounded liberal arts student. The M.C.A.T. evaluates four areas of competence: skill with synonyms, s, and word association; knowledge of basic mathematics from fractions through solid geometry; general knowledge of literature, philosophy, psychology, music, art, and the social sciences; and familiarity with those fundamentals of biology, chemistry, and physics taught in high school and in introductory college courses. The English major with a solid, basic grounding in science is well prepared for this test and for medical school, where his or her skills in reading, analysis, interpretation, and precise communication will equip him or her to excel. The study and practice of medicine can only benefit from the insights into human behavior provided by the study of literature.

Such insights are obviously also valuable to the student who plans a career in commerce. Such students should consider the advantages of an English major with an emphasis in business: this program is designed to provide a liberal education, as well as to direct preparation for a business career. The need for such a program is clear: graduates with merely technical qualifications are finding jobs in business, but often failing to hold them. Both the Wall Street Journal and the Journal of College Placement have reported that increasing numbers of graduates from reputable business schools find themselves drifting from one job or firm to another, unable to hold a position for longer than twelve months. Employers complain that these apparently promising young men and women are simply not competent communicators: because they are not sufficiently literate, they cannot absorb managerial training; they cannot make effective oral presentations; they cannot report progress or problems in their writing; they cannot direct other workers. Skill in analysis and communication is the essence of management.

Consequently the English major with an emphasis in business is particularly well prepared for a future in business administration. Nearly four hundred companies in fields ranging from banking and insurance to communications to manufacturing were asked whether they hired college graduates with degrees in English, even when those graduates lacked special training in the industry: Eighty-five percent of the companies said that they did. College graduates with degrees in English are working successfully in marketing, in systems engineering, in personnel management, in sales, in programming, in project design, and in labor relations.

English majors are also at work in the thousand occupations provided by government at all levels. Consider, for example, the federal government — by a very wide margin, America’s biggest employer. In organizations ranging from the Marine Corps to the Bureau of Mines, from the Commerce Department to the National Park Service, the federal government employs a work force of nearly three million men and women. English majors may qualify for many of these jobs. Recently, 51 federal agencies were asked the same question: whether they hired college graduates with English degrees but without special job training, 88 percent of these federal employers said yes. The list of federal positions for which English majors may qualify ranges from Claims Examiner to Foreign Service Officer to Highway Safety Management Specialist. Again, those who seek positions of high reward and responsibility may be asked to take a test — the federal government uses the Professional and Administrative Career Examination, or P.A.C.E., to evaluate applicants for about 10 000 jobs each year — and again, the test focuses on language skills: comprehension, analysis, interpretation, the ability to see logical relationships between ideas, and the ability to solve problems expressed in words. Not surprisingly, competent English majors often receive very high scores on the P.A.C.E.

In short, a major in English is neither restricting nor impractical: the study of English is excellent preparation for professional life.

26. Their experience tells the lie to the popular superstition that English majors must choose between journalism and teaching.

27. If students would like to go to law school or medical school, they should follow a strict regimen of courses related with their career choices.

28. Specialized preparation for law schools and medical schools is not unnecessary, but undesirable.

29. The Law School Admission Test evaluates skills in reading comprehension, in figure classification, and general knowledge of literature, art, music and social sciences.

30. English majors are well prepared for the Medical College Admission Test, for they

possess skills in analysis, interpretation and communication.

31. Skills in analysis and communication are essential to success in business careers.

32. Eighty-five percent of the companies said that they hired college graduates who have degrees both in English and in business administration.

33. English majors are at work in the Marine Corps, in the Bureau of Mines and in the National Park Service.

34. 88 percent of these federal employers would employ those with English degrees but without special job training.

35. The federal government uses the Professional and Administrative Career Examination to evaluate their employees’ language skills and their competence at work. Part IV. Reading Comprehension.

Section A: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Please mark the corresponding letter for each item on ANSWER SHEET with a single line through the center. You may not use any of the words in the bank more than once.

explain that there’s a big difference between "being a writer" and writing. In most cases these and fame, not the long hours alone at a typewriter. "You’ve got to want to write," I say to them, "not want to be a writer." The reality is that writing is a private and poor-paying affair. For every writer kissed by fortune there are thousands more freelance writer(自由撰稿人my room in a New York apartment building. It didn’t even matter that it was had no

After a year or so, however, I still hadn’t gotten a break and about it for years. I wasn’t going to be one of those people who die wondering, what if? I would

unfinished statements. You should decide on the best choice and mark the corresponding letter on ANSWER SHEET with a single line through the center.

Passage One

In the traditional marriage, the man worked at a job to earn money for the family. Most men worked in an office, a factory, or some other places away from the home. Since the man earned the money, they paid the bills. The money was used for food, clothes, the house, and other family needs, the man made most of the decisions. He was the boss.

In the traditional marriage, the woman seldom worked away from the house. She stayed at home to care for the children and her husband. She cooked meals, cleaned the house, washed the clothes, and did other housework. Her job at home was very important.

In recent years, many couples continue to have a traditional relationship of the kind. The man has a job and earns the money for the family. The woman stays at home and care for the children and the house. Many Americans are happy with the kind of marriage. But some other Americans have a different impression of marriage and family responsibilities.

There are two important differences in male and female roles now. One is that both men and women have many more choices. They may choose to marry or to stay single. They may choose to work or stay at home. Both men and women may choose roles that are comfortable for them.

A second difference in male and female roles is that within marriage many decisions and responsibilities are shared. The husband and wife may choose to have children, or they may not. If they have children, the man takes care of them some of the time, all of the time or not at all. The woman may want to stay at home and take care of the children, or she may want to go to work. Men and women now decide these things together in a marriage. Many married people now share these decisions and responsibilities of their families.

46. Which of the following is NOT true in the traditional marriage ?

A. Men worked at a job to earn money for the family . B. The women made most of decisions. C. The woman stayed at home to care the children. D. The man paid the bills. 47. In recent years ________.

A. young couples reject the traditional relationship.

B. the woman has a job and earns the money for the family .

C. the woman doesn't stay at home and care for the children and the house. D. the role of men and women has begun to change .

48. Men and women may now choose all the following except to _______. A. marry or to stay single. B. work or stay at home . C. leave their jobs just because they have children D. have their roles that are comfortable for them

49. The following are all now true except __________. A. they may choose to have children or not

B. the man may tack care of the children some of the time. C. the woman is the most important person in the house D. the woman may want to go to work 50. Which of the following is not true?

A. Everyone tries to get married. B. The man was the boss in the traditional marriage. C. The woman's job at home was very important in the past. D. Many Americans still have a traditional marriage. Passage Two

The verb 'procrastinate' comes from the Latin 'procrastinare', which means 'to postpone until tomorrow.' To procrastinate, then, is to delay doing something until some future time, and a procrastinator is someone who is always putting off what he or she should be doing right now. Those of us who have a tendency toward procrastination know that it is a terrible habit. Every day we tell ourselves that we must start doing things immediately, and each day we postpone our work, are late for deadlines, and put off keeping our promises to other people. Because we are always in the process of procrastinating, we are also always trying to catch up. We are always doing yesterday's jobs today, and tomorrow we will be doing today's unfinished work.

Maybe the way to overcome procrastination is to change our habits gradually. We can start with a daily schedule of the things we want or need to accomplish. But let's be reasonable. We shouldn't crowd the list with too many tasks, and we should be realistic about what we can do. Especially in the beginning,we should be lenient with ourselves. After all, if we get discouraged at the start, we will go right back to our old habits.

Finally, if we begin to follow our own schedule for each day, we will stop postponing the chores that face us. Life will become far less complicated and each day will be easier to face. We will undoubtedly feel better about ourselves, too, because we will know that we can overcome our weaknesses and improve ourselves.

A) the originB) the meaningC) the history D) both A and B A) importantB) unimportantC) important or unimportantD) uninteresting A) not to fill our plans with too many tasks B) to make a plan for everyday activities. C) to list as many tasks as possibleD) not to be reasonable with our plan A) life is complicated and uneasy for them to faceB) they can't choose what to do

C) things often become more difficult the next day D) they will lose interest in doing things A) that to be a procrastinator is not easy B) to be procrastinators

C) that to be a procrastinator is bad for oneself. D)that being a procrastinator is good for others. Part V. Cloze. In this part, there are 20 blanks in the following passage. You should choose one word from the four choices that fits into the passage. Then mark the corresponding letter on ANSWER SHEET with a single line through the center.

Today the car is the most popular sort of transportation in all of the United States. It has set abouttheir products and work efficiency. As a result, the yearly income of a smaller a family’s total earnings today. In 1951 it took 8.1 months of an average family’s y’s annual earnings, by 1975 it only took 4.75 income. In addition, the 1975 cars were technically to models from to American. Americans spend more money keeping their cars running than on any other item.

56.A.deniedB.reproduced C.replacedD.ridiculed 57.A.meansB.meanC.types D.kinds

58.A.hardlyB.nearly C.certainlyD.somehow 59.A.personal B.personnel C.manual D.artificial

60.A.buy B.sell C.race D.see 61.A.quickly B.regularlyC.rapidly D.recently

62.A.onB.inC.before D.after 63.A.raising B.making C.reducing D.improving

64.A.unusual B.smallestC.average D.biggest 65.A.slower B.equalC.fasterD.less

66.A.bringingB.obtainC.bought D.purchasing 67.A.part B.halfC.number D.quality 68.A.clearly B.proportionally C.percentage D.suddenly

69.A.income B.workC.plans D.debts 70.A.used B.spentC.costD.needed 71.A.months B.yearsC.family D.year 72.A.famous B.superiorC.fastest D.better 73.A.running B.notice C.influenceD.affect

74.A.then B.asC.so D.which 75.A.toB.inC.of D.for

Part. VI. Translation. Complete the sentences on ANSWER SHEET by translating into English, the Chinese given in brackets.

76. I The sight of graduates always_______________(使我想起我的第一次工作面试。) 77. The new arrival was ____________ (不是别人,正是那位著名的电影明星。) 78. I’m sure your suggestion will contribute_____________( 解决这个健康难题)

79.According to recent report, island nations___________(比其他国家更有优势)other nations. 80. Professor Harry asks his students to read the newspapers ______(阅读报纸,以跟上时事)。

年 嘉应学院07级本科08~09学年第二学期大学英语期末A卷答卷

级、专业 :

姓名 : 学

号 :

﹒﹒○﹒﹒ 密

考 1.A B C D 2.A B C D 3.A B C D 4.A B C D 5.A B C D

﹒﹒ 6.A B C D 7.A B C D 8.A B C D 9.A B C D 10.A B C D○﹒﹒生

11.A B C D12.A B C D13.A B C D14.A B C D15.A B C D

16.A B C D17.A B C D18.A B C D19.A B C D20.A B C D 封

21. .A B C D 22. .A B C D 23. .A B C D 24. .A B C D 25.A B C D ﹒﹒答

26[Y] [N] [NG]27[Y] [N] [NG]28[Y] [N] [NG]29[Y] [N] [NG] ﹒﹒30[Y] [N] [NG]31[Y] [N] [NG]32[Y] [N] [NG]33[Y] [N] [NG] 线

﹒﹒34[Y] [N] [NG]35[Y] [N] [NG] 36.A B C D E F G H I J K L M N O 37.A B C D E F G H I J K L M N O ○不

﹒﹒ 38.A B C D E F G H I J K L M N O 39.A B C D E F G H I J K L M N O 40.A B C D E F G H I J K L M N O 41.A B C D E F G H I J K L M N O

密 ﹒﹒得

42.A B C D E F G H I J K L M N O 43.A B C D E F G H I J K L M N O○

44.A B C D E F G H I J K L M N O 45.A B C D E F G H I J K L M N O

﹒﹒过封

46.A B C D47.A B C D48.A B C D49.A B C D50.A B C D ﹒﹒51.A B C D52.A B C D53.A B C D54.A B C D55.A B C D ○此

﹒﹒56. A B C D 57.A B C D58.A B C D59.A B C D60.A B C D

线 ﹒﹒线

61.A B C D62.A B C D63.A B C D64.A B C D65.A B C D

66. A B C D67.A B C D68.A B C D69.A B C D70.A B C D ○﹒﹒71.A B C D72.A B C D73.A B C D74.A B C D75.A B C D

76.

77. 78. 79. 80.

Part I.Writing

篇三:嘉应学院07级本科07~08学年第一学期大学英语期末试卷

嘉应学院07级本科07~08学年第一学期大学英语期末试卷 (A)

Part ⅠWriting(30 minutes)( The direction is on the Answer Sheet.) Part ⅡReading Comprehension (Skimming and Scanning)(15 minutes)

Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet . For questions 1-7,mark

Y (for YES)if the statement agrees with the information given in the passage;

N (for NO)if the statement contradicts the information given in the passage; NG (for NOT GIVEN)if the information is not given in the passage.

For questions 8-10, complete the sentences with information given in the passage.

Theft Deterrent System

To deter the vehicle theft, the system is designed to give an alarm and keep the engine from being started if any of the front, sliding and back doors and hood(车篷) is forcibly unlocked or the battery terminal is disconnected and then reconnected when the vehicle is locked.

The alarm blows the horn intermittently and flashes the headlights, tail lights and other exterior lights. The engine cannot be started because the starter circuit will be cut.

Setting the System

1. Turn the ignition key to the “LOCK” position and remove it.

2. Have all passengers get out of the vehicle.

3. Close and lock the front, sliding and back doors and hood.

The indicator light will come on when the front, sliding and back doors and hood are closed and locked. As the front doors are locked, the system will give you a preparation time of 30 seconds before the setting, during which the front, sliding and back doors and hood may be opened to prepare for the setting. Be careful not to use the key when opening either front door. This will cancel the system.

4. After making sure the indicator light starts flashing, you may leave the vehicle.

The system will automatically be set after the preparation time elapses. The indicator light will flash to show the system is set. If any of the front, sliding and back doors and hood is opened at that time, the setting is interrupted until it is closed and locked. Never leave anyone in the vehicle when you set the system, because unlocking from the inside will activate (使起动) the system.

When the System Is Set, Activating the System

The system will give the alarm and cut the starter circuit under the following conditions: If any of the front, sliding and back doors and hood is unlocked without using the key If the battery terminal is disconnected and then reconnected

After one minute, the alarm will automatically stop with the starter circuit cut kept on.

Reactivating the Alarm

Once set, the system automatically resets the alarm each time the front, sliding and back doors and hood are closed after the alarm stops.

The alarm will be activated again under the following conditions:

If any of the front, sliding and back doors and hood is openedIf the battery terminal is disconnected and then reconnected

Stopping the Alarm

Turn the ignition key from the “LOCK” to “ACC” position. The alarm will be stopped with the starter circuit cut kept on. Stopping the alarm in this manner will keep the alarm from being reactivated when any of the front, sliding and back doors and hood is opened.

Canceling the System

Unlock either front door with the key, or unlock the sliding door with the key when it has been closed. This cancels the system completely and the starter circuit cut will be cancelled at once.

Indicator Light

The indicator light gives the following three indications when the system is in use. When the light is: FLASHING—The system is set. You need the key to open the front, sliding and back doors and hood.

ON—The system will automatically be set when the time comes. The front, sliding and back doors and hood may be opened without a key.

OFF—The system is inactive. You may open any door and hood. Testing theSystem

1.Open the driver’s and front passenger’s windows.

2.Set the system as described above. The front doors should be locked with the key. Be sure to wait until the indicator light starts flashing.

3.Unlock one of the front, sliding and back doors from the inside. The system should activate the alarm.

4.Cancel the system by unlocking either front door with the key.

5.Repeat this operation for the other doors and hood. When testing on the hood, also check that the system is activated when the battery terminal is disconnected and then reconnected.

Questions:

1. The system is used to deter the vehicle theft according to the instructions. 2. In order to set the system, you should have all passengers get out of the vehicle.

3. The system will be cancelled when you use the key to open the back door.

4. The system will not be activated unless you use the key to open any of the front, sliding and back doors and hood. 5. In order to stop the alarm, you have to turn the ignition key from the “ACC” to “LOCK” position. 6. When the indicator light is flashing, it is needless to use the key to open any of the doors and hood.

7. The passage tells us that the system works so effectively that it never breaks down.

before setting. 9. Before leaving the vehicle, make sure that the indicator light .

10. When testing on the hood, also check that the battery terminal is disconnected and then reconnected.

Part Ⅲ Listening Comprehension(25 minutes)

Section A Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A,B,C and D, and decide which is the best answer. Then mark the corresponding letter on Answer Sheet with a single line through the centre.

11. A) Plan his budget carefully B) Give her more information.

C) Ask someone else for advice.D) Buy a gift for his girlfriend. 12.A) It is very bad. B) It is just so-so.

C) It is as good as she had expected. D)It isn’t good enough.

13.A)More working hours. B) A better position. C) More days off. D) A long vacation. 14.A) He is very satisfied with the new job. B) He is afraid of the job.

C) He is bored with the job. D) He can earn a lot of money.

15.A) He doesn’t want to buy a bike.B) He doesn’t have enough money to buy a car. C) He plans to buy a car, but not now.D) He will have enough money for a car soon. 16.A) To feed the baby. B) To bathe the baby. C) To wake the baby up. D) To take care of the baby.

17.A) Write a report. B) Be together with his friends. C) Go to the laboratory. D) Go to the party. 18. A) Because it comes by mail.B) Because it arrives a few days earlier.

C) Because it is much cheaper. D) Because it is inconvenient to buy one from the bookstore. Questions 19 to 21 are based on the conversation you have just heard. 19.A) To go boating on the St. Lawrence RiverB) To go sightseeing in Quebec Province C) To call on a friend in Quebec City

D) To attend a wedding in Montreal

20.A) Study the map of Quebec ProvinceB) Find more about Quebec Province C) Brush up on her French D) Learn more about the local customs 21.A) It’s most beautiful in summerB) It has many historical buildings. C) It was greatly expanded in the 18th century.

D) It’s the only French-speaking city in Canada

Questions 22 to 25 are based on the conversation you have just heard. 22 .A) It was about a little animal. B) It took her six years to write.

C) It was adapted from a fairy tale. D) It was about a little girl and her pet. 23.A) She knows how to write best-selling novels. B) She can earn a lot of money by writing for adults. C) She is able to win enough support from publishers. D) She can make a living by doing what she likes.

24.A) The characters.B) Her ideas.C) The readers. D) Her life experiences. 25.A) She doesn’t really know where they originated B) She mainly drew on stories of ancient saints.

C) They popped out of her childhood dreams. D) They grew out of her long hours of thinking.

Section B Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A),B),C) and D).Then mark the corresponding letter on Answer sheet 2 with a single line through the centre.

Passage OneQuestions 26 to 28 are based on the passage you have just heard. 26.A) Monitor students’ sleep patterns. B) Help students concentrate in class. C) Record students’ weekly performance. D) Ask students to complete a sleep report. 27.A) Declining health. B) Lack of attention.

C) Loss of motivation. D) Improper behavior.

28. A) They should make sure their children are always punctual for school. B) They should ensure their children grow up in a healthy environment. C) They should help their children accomplish high-quality work. D) They should see to it that their children have adequate sleep.

Passage Two Questions 29 to 32 are based on the passage you have just heard. 29.A)She stopped being a homemaker.B) She became a famous educator. C) She became a public figure.D) She quit driving altogether. 30.A)A motorist’s speeding. B) Her running a stop sign.

C) Her lack of driving experience. D) A motorist’s failure to concentrate. 31. A) Nervous and unsure of herself. B) Calm and confident of herself.

C) Courageous and forceful.D) Distracted and reluctant.

32. A) More strict training of women drivers. B) Restrictions on cell phone use while driving. C) Improved traffic conditions in cities. D) New regulations to ensure children’s safety. Passage Three Questions 33 to 35 are based on the passage you have just heard. 33.A) They haven’t devoted as much energy to medicine as to space travel. B) Three are too many kinds of cold viruses for them to identify. C) It is not economical to find a cure for each for each type of cold. D) They believe people can recover without treatment.

34.A)They reveal the seriousness of the problem.B) They indicate how fast the virus spreads. C) They tell us what kind of medicine to take. D) They show our body is fighting the virus. 35.A) It actually does more harm than good. B) It causes damage to some organs of our body C) It works better when combined with other remedies. D) It helps us to recover much sooner.

Part Ⅳ Reading Comprehension(Reading in Depth)(25 minutes)

Section A Direction: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet with a single line through the center. You may not use any of the words in the bank more than once.

Sophia Stella, a 36 at Columbia’s School of Engineering, is one of many undergraduates who become , one way or another, in research at the university. Some do it for academic credit, some for money, some just for experience. Students and professors agree that an undergraduate research project can be beneficial to both parties.

Ideally, undergraduate research is an opportunity for the kind of study that can expand the mind in ways traditional courses can’t. Economics Professor Ralph Edison says: “To really understand a you have to get the feeling that knowledge isn’t just out there and you passively have to absorb it, but rather that it’s constantly being and we’re constantly rethinking things… When students see a discipline as evolving rather than fixed, they 43 get a lot more excited about learning because they see that it’s an ongoing process.” He points out that research can be exciting because “ a research really gives students an opportunity to answer real-life questions that we don’t know the answers to.”

Research also spurs 45 thinking and intellectual confidence in students. Amelia, a graduate student in computer science, says, “You had to go out and learn on your own. You weren’t going to be spoon-fed.” Her fond

memories of work as an undergraduate researcher played an important role in her decision to leave her Wall Street programming job and return to Columbia as a graduate student.

A. sophomore B. involved C. intensive D. uniquely E. discipline F. performedG. independentH. usuallyI. project J. createdK. difficultL. absolutelyM. methodN. imagined O. taught

Section B Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A),B),C) and D) .You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre. Passage 1

I have a young son. I notice every day that he learns something new. It did not take long for me to see he was watching me and then trying to do whatever I did. Utilizing this simple method he has learned to walk, run, open doors, and climb stairs. When he does these things he never looks exactly like I do. He supplements his actions with his own creative touch. I call how he learns creative emulation.

I used creative emulation to help me attain my goal of playing tennis on the pro circuit. I used several methods to creatively emulate those players who were winning pro tournaments. I would read every tennis book I could find in the library and .bookstores. I examined back issues of every tennis magazine looking for articles on techniques. I would watch top pros on television. I would videotape pro matches and play them back, sometimes in slow motion. I would go to see pros play in person. As I studied I made observations. I wrote most of these ideas in my personal journal, which consisted of several notebooks and thousands of index cards. I used this journal to help me apply what I had observed. This process converted me from a third-string player on a second-rate college tennis team to someone who could win a few minor tournaments on the pro circuit. Along the way I developed one of the best approaches to learning tennis there is.

Shortly after finishing my Ph.D., I established a goal of starting a part-time business lecturing and conducting seminars. I used the same creative emulation to help me reach my goal. The next stage of my transition to the business world was my purchase of a computer in early 1985. I once again tried to learn all I could about how I could use this machine in business. I subscribed to computer periodicals. I learned how to use spreadsheet, database, word processing, graphics, desktop publishing, and outlining processing software. I wrote down almost every idea I get from my readings or my own thinking and published articles. I became a part-time computer hardware and software agent and consultant. Because of the software skills I now had, I became confident of my ability to do more significant things in business. I realized that I could manage complex projects that involved many co-workers, customers, resources, and products. I started doing seminars to the public in 1988. These went so well that I was able to leave traditional education for good in 1989. My one-person home business bloomed over the years into a collection of larger enterprises which have taught at least 11 000 adults computer and business skills.

My success tells me that the key to successful creative emulation is to emulate the successful people, the doers of the world. The best way to emulate someone in business is to follow him or her around and make observations of what they do. If you do this long enough, with the right person, and apply what you observe you should succeed. The second best way to emulate is to listen or read about what your model businessperson or mentor does and how he does it. The more you know about how your mentor succeeds the more clues you will have to help you succeed. 46. Why does the author mention his young son before talking about himself?

A. To show how simple and common his method of learning is.

B. To get parents of lazy children to read his article. C. To entertain the reader with a familiar example. D. To get some children to read his article.

47. How does the author compare the methods he used in tennis, computers, and business?

A. He says each of these required a completely different method. B. He says each of these required a somewhat different method. C. He says each of these required exactly the same simple method. D. He says he is not sure whether they were the same.

48. Why does the author write so many observations in his journals?

A. He thinks he has a very poor memory for facts and details. B. He wants to publish the journals and make some money.

C. He eventually wants to show the journals to his son.

D. Writing things down helps him summarize and apply his observations. 49. What does the author mean by emulating another person?

A. To exactly copy that personB. To model upon that person

C. To greatly admire that person D. To read everything about that person

50. If the author wanted to learn to play a guitar, what would he be most likely to do first?

A. Buy the best and most expensive guitar. B. Talk to other students who have guitars. C. Get VCD's of the world's best guitarists. D. Write fan letters to some famous guitarists. Passage 2

Friendships Do End

Friendships may not last. Friendships can lose importance and die gradually. Some friendships end abruptly with uesolved conflict. The worst enemy of friendships is change by one or both friends. There is usually pain with the loss of friendship. In fact, friendships end with pain and change.

Carole king’s song, “You’ve Got a Friend” promises “Winter, spring, summer, or fall ---- all you’ve got to do is call ---- and I’ll be there.” Many people expect that their friends will always be there. They expect friendship to last forever.

Yet, friendships end and friends part company every day. Unfortunately, even the best maintained friendships can end.

Many end because of a change in personality or lifestyle when friends just drift apart and fade away with time. There is a retreat from self-disclosure and seeking out each other’s company. Avoidance begins. The friendship slowly loses importance and finally disappears.

Sue said, “The end of our friendship was a gradual thing. I moved from one side of the city to the other. We had over an hour’s drive to see each other. For a year or so, we met regularly. Then our friendship began to taper off.”

John wrote, “I didn’t even know the friendship was over until I caught myself thinking of Alan as a former friend, in the past tense rather than the present.”

Pat explained, “We started seeing each other less and less. The friendship was just over.”

Other friendships break up suddenly from a disagreement or a move to another town.

Paul said, “When I moved to Seattle after college, our friendship abruptly died. We were both struggling with new jobs and didn’t keep in touch. Now that friendship is so dead, I don’t even call him when I go home.”

Bob Carver, Dallas psychotherapist, says, “A friendship or any other relationship fails because of three things: unexpressed expectations, undelivered communication, and/ or thwarted attention.

Yet the biggest threat to a friendship is change. For example, moving from single life to coupled life has a great effect on friendship. Coupled persons often feel their single friends act interested in them only when a romantic prospect their way to the hospital. The gardener was called to tell the way the poor dog had died. “ Did it much before death?” asked one of the ois not in sight. The single friend may feel awkward and withdraw from a world of twosomes. Divorced and widowed gardener, looking rather 75 . “It was killed the moment a car hit it.” people often have a feeling of being abandoned by old friends.

Lillian Rubin in her book Just Friends says, “Thus generally it’s true that friends accept each other so long as they 56. A) sure of B) careless about C) pleased withD) disappointed at both remain essentially the same as they were when they met, or change in similar directions. If they change or grow in 57. A) share B) grow C) washD) cook different or incompatible ways, the friendship most likely will be lost.”

58. A) check B) smell C) try D) examine Regardless of why, when, or how friendships end, there is always some pain of loss to assimilate. When nothing can 59. A) frightenedB) shy C) cheerfulD) careful be done to mend the friendship, it is important to grieve and feel the pain fully. Then move on to enhance another 60. A) refuse B) hate C) want D) enjoy friendship or build entirely new friendships.

61. A) besidesB) but C) andD) or 51. Which of the following is most impossible to be true according to the passage? 62. A) astonished B) exhausted C) puzzledD) fainted A. Friendships may end slowly. B. Friendships may end suddenly. 63. A) cruelly B) curiouslyC) seriously D)finally C. Friendships may end painfully. D. Friendships may end pleasantly.

64. A) Immediately B) Carefully C)Suddenly D)Slowly 52. Which of the following does not suggest a friendship has ended?

65. A) hardB) busy C) exciting D) unforgettable A. We meet frequently, mainly as a habit. B. We think of our friend as a former friend. 66. A) keptB) dropped C) settledD) remained C. we see each other less and less. D. We disagree with each other.

67. A) hurried B) droveC) went D) returned 53. According to the information from the passage, what is the greatest danger to a friendship? 68. A) studyB) discussC) record D) remember A. One of the friends moving (to another place).B. Change 69. A) panicB) pains C) dangersD) worry C. Distrust between the friends.D. One of the friends withdrawing from the relationship.

70. A) inB) along C)on D) with 54. According to the passage, who may most often have a feeling of being deserted by old friends? 71. A) how B) in that C)where D)in which A. single people B. Coupled peopleC. Divorced people D. Old people 72. A) sufferB) eat C) harm D) bite

55. How can you ENSURE that a friendship will NEVER end? 73. A) to feel B) feelingC) felt D) having felt A. Try to meet your friend very regularly so you won’t lose contact. 74. A) strange B) painfulC) peaceful D) natural B. Try to avoid any extreme changes in your personality or lifestyle. 75. A) alarmed B) interestedC) surprised D) excited C. Try to avoid all conflicts or disagreements, and keep no secrets.

D. There is no way for that: even the best maintained friendships may end.

Part Ⅵ Translation (5 minutes)

Direction: Complete the sentences on Answer Sheet by translating into English the Chinese given in brackets. Part V Cloze(15minutes)

questions are on the Answer Sheet ) Directions: There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) on the right side of the paper. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on the Answer Sheet with a single line through the centre.

57 the mushrooms with his brother officers. When their breakfast arrived the next day, each officer found some mushrooms on his plate.

“ Let the dog a piece first,” suggested one The dog seemed to 60 his mushrooms, and the officers then began to eat their meal saying that the mushrooms had a

An hour later, however, they were all the gardener rushed on and said dog was dead. the officers jumped into their cars and rushed into the nearest hospital. Pumps were used and the officers had a very 65 time getting rid of the mushrooms that

( The

嘉应学院

07级本科07~08学年第一学期大学英语期末试卷答卷(A)

1[Y] [N] [NG] 2[Y] [N] [NG] 3[Y] [N] [NG] 4[Y] [N] [NG] 5[Y] [N] [NG] 6[Y] [N] [NG] 7[Y] [N] [NG]

8.___________________ 10. 11.A B C D12.A B C D13.A B C D14.A B C D15.A B C D

16.A B C D17.A B C D18.A B C D19.A B C D20.A B C D 21.A B C D22.A B C D23.A B C D24.A B C D25.A B C D 26.A B C D27.A B C D28.A B C D29.A B C D30.A B C D

31. .A B C D 32. .A B C D 33. .A B C D 34. .A B C D 35.A B C D 36.A B C D E F G H I J K L M N 37.A B C D E F G H I J K L M N 38.A B C D E F G H I J K L M N 39.A B C D E F G H I J K L M N

40.A B C D E F G H I J K L M N 41.A B C D E F G H I J K L M N

42.A B C D E F G H I J K L M N 43.A B C D E F G H I J K L M N 44.A B C D E F G H I J K L M N 45.A B C D E F G H I J K L M N

46.A B C D47.A B C D48.A B C D49.A B C D50.A B C D

51.A B C D52.A B C D53.A B C D54.A B C D55.A B C D 56. A B C D 57.A B C D58.A B C D59.A B C D60.A B C D 61.A B C D62.A B C D63.A B C D64.A B C D65.A B C D

66. A B C D67.A B C D68.A B C D69.A B C D70.A B C D

71.A B C D72.A B C D73.A B C D74.A B C D75.A B C D 76. 对于美国人来说,生活在一个没有汽车的地方是不可思议的。

where there are no cars. 77. 吸烟是导致肺癌的主要因素。

78. 无论发生什么情况,他就是一言不发。

79. 这家合资企业制定了今年的目标,要将销售额提高50%。

by 50%. 80. 毕业20年后,他几乎认不出他以前的同学了。

Part ⅠWriting(30 minutes)

Directions: For this part, you are allowed thirty minutes to write a composition on the topic:

ou should write at least 120 words, and base your composition on the outline given in Chinese below:

1. 信息的重要性;2. 获取信息的多种途径;3. 我最喜欢的获取信息的途径。

篇四:嘉应学院2007级本科07082大学英语期末考试A卷(2008年6...

13.A)He stayed outside the door.B)He left away.

C)He hid behind the door. D)He went to the next door.

14.A)He was being watched by the dog at the door. B)He was locked outside the door.

C)He was watching the monkey through the keyhole.Part I Composition (30 minutes)

D)He was watching the monkey eating the food. Directions: For this part, you are allowed 30 minutes to write a composition of no less than 120 words on Who Should

嘉应学院2007级本科07082大学英语期末考试A卷(2008年6月)

and How to Take Care of the Seniors? You should base your composition on the outline given in Chinese below: 1. 引起Who should and how to take care of the seniors?问题的原因。 2. 孩子应该照顾老人,政府也应该分担照顾老人的责任,分别该怎么做? 3. 总结。 Part II Listening Comprehension (20 minutes)

Section A 10 short conversations

1. A) A movie camera. B) A television camera.C) A photographer's camera. D) There really is no camera. 2. A) That the man will not be able to sleep. B) That someone will enter the back door while the man is sleeping.C) That the lock on the door will break.D) That the man will not be able to come back. 3. A) She wants to fix supper.B) She wants to stay at home.C) She is not hungry. D) She wants to go out. 4. A) She doesn't have class. B) At 8:00. C) At 9:00. D) At 10:00. 5. A) That Bill is in the Army. B) That Bill doesn't like cars.C) That Bill is a car salesman.D) That Bill can fix her car. 6. A) Go to a higher floor. B) Go to another building.C) Go to a lower floor. D) Walk across the hall.

7. A) To a museum.B) To a wedding.

C) To (转 载自:wWw.HN1c.cOM 唯才 教 育网:嘉应学院大学英语3期末考试)New Mexico.D) To visit a friend in Arizona.

8. A) It’s 5 minutes slow. B) It’s 5 minutes fast.

C) It’s 10 minutes slow. D) It’s 10 minutes fast. 9. A) At lunch.B) At the office.C) In class. D) At home. 10. A) She wanted the kitchen dirty. B) She wanted to see George and Martha.C) She wanted the kitchen clean.D) She must leave in 25 minutes. Section B 2 short passages

Passage I Questions 11 to 15 are based on the passage you have just heard.

11.A)To find out how clever monkeys were.B)To test the intelligence of different animals.C)To compare the difference between man and the monkey.D)To find out how monkeys search for food. 12.A)Look for the small boxes.B)Look for the food.C)Move the boxes. D)Eat the food. 15.A)The monkey found the keyhole.B)The monkey was on the other side of the wall.C)The monkey got down on its knees.D)The monkey was watching him through the keyhole. Passage II Questions 16 to 20 are based on the passage you have just heard. 16.A)In Rome.B)In England. C)In Hawaii. D)In Paris.

17.A)At 10:00.B)After 7:00. C)Before 7:00. D)About 6:00. 18.A)They found Rome a very beautiful city.B)They had to go to bed hungry. C)The clerk is still serving dinner.D)They had to stay to eat from morning to night. 19.A)From twelve to three at noon. B)From four to five in the afternoon.C)From five to six in the afternoon.D)From four to half past four in the afternoon. 20.A)No. They do not necessarily eat all day long at hotel.B)No. They can spend half of their day time seeing Rome.C)Yes. They have not any time to see Rome.D)Yes. They must stay at hotel to wait for their meals. Part III Reading Comprehension (Skimming and Scanning)(15 minutes) Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer

Sheet. For questions, mark Y (for YES) if the statement agrees with the information given in the passage; N (for NO) if the statement contradicts the information given in the passage; NG (for NOT GIVEN) if the statement is not given in the passage. Learning a Language When Do We Learn a Language? Children begin learning languages at birth (infants pay attention to their parents' voices, as opposed to random noises or even other languages), and haven't really mastered the subtleties before the age of ten

years. Indeed, we never really stop learning our language. This isn't exactly the sort of behavior (like foals walking an hour after birth) that we call "instinct" in animals. Do We Learn When We Don't Have to? But at least it's effortless, isn't it? Well, no, as we can see when children have a choice of languages to learn. What's found is that, to be frank, children don't learn a language if they can get away with not learning it. Many an immigrant family in the U. S. intends to teach their child their native language; and for the first few years it goes swimmingly so much so that the parents worry that the child won't learn English.

Then the child goes to school, picks up English, and within a few years the worry is reversed: the child still understands his parents, but responds in English. Eventually the parents may give up, and the home language becomes English. People's Influence

A child is likely to end up as a fluent speaker of a language only if there are significant people in her life who speak it: a nanny who only speaks Spanish, a relative who doesn't speak English, etc. Once a child discovers that his parents understand English perfectly well, he's likely to give up on the home language, even in the face of strong disapproval from the parents.

It's a myth that children learn to speak mainly from their parents. They don't: they learn mostly from their peers. This is most easily seen among children of immigrants, whether they come from different language backgrounds or merely different dialect areas; the children invariably come to speak the dialect of their neighborhood and school, not that of their parents. (I found a neat example of this in my college's alumni magazine: A liberal family in Mississippi sent their daughter to the public schools, which except for her were all black. She grew up speaking fluent African-American Vernacular English. ) Do We Need Grammar?

Supporters of the "language instinct" make much of the fact that children learn to speak without formal instruction-indeed, they notoriously ignore explicit corrections.

Very little of what we learn is through formal instruction. Children aren't schooled in video games, either, yet they pick them up with the same seeming ease.

The apparent effortlessness is largely an illusion caused by psychological distance. We just don't remember how hard it was to learn language. (In fact, there's some studies suggesting that memory is tied to language, so that we can't remember the language learning process.) The perception of effortlessness should be balanced, anyway, by the universal amusement (which some cartoonists have been mining for nearly half a century) over children's language mistakes. Do Children Learn Faster?

One may fall back on the position that languages may be hard for children to learn, but at least they do it better than adults. This, however, turns out to he surprisingly difficult to prove. Singleton examined hundreds of studies, and found them resoundingly ambiguous. Quite a few studies, in fact, find that adult learners progress faster than children. Even in phonetics, sometimes the last stronghold of the kids-learn-free position, there are studies finding that adults are better at recognizing and producing foreign sounds,

Now, I think Singleton misses a key point in understanding this discrepancy: the studies he reviews compare children vs adults who are learning languages. That's quite reasonable, and indeed it's hard to imagine an alternative approach; but the two groups are not really comparable! All children have to learn at least one language; but few adults do. So the studies compare the situation of all children with that of the minority of adults motivated to formally learn other languages. Why?

Why do children learn languages well, when even adults who want to learn them have trouble with them? Innate abilities aside, children have a number of powerful advantages:

? They can devote almost their full time to it. Adults consider half an hour's study a day to be onerous. ? Their motivation is intense. Adults rarely have to spend much of their time in the company of people

they need to talk to but can't; children can get very little of what they want without learning language

( s ) .

? Their peers are nastier. Embarrassment is a prime motivating factor for human beings (I owe this

insight to Marvin Minsky's The Society of Mind, but it was most memorably expressed by David Berlinski (in Black Mischief, PI 29) , who noted that of all emotions, from rage to depression to first love, only embarrassment can recur, decades later, with its full original intensity). Dealing with a French waiter is nothing compared with the vicious reception in store for a child who speaks funny. If adults could be placed in a similar situation, they might well learn languages as readily as children. The closest such situation is cross-cultural marriage. And indeed, this works quite well. My wife, for instance, a native Spanish speaker who comes here in her late 20s, has learned exceptional English, since we speak it at home. By contrast, some of her Spanish-speaking friends of the same age, married to other Spanish speakers, speak English haltingly and with a strong accent.

21. The passage gives a general explanation about the benefits of a cross-cultural marriage. 22. According to the author, children don't learn another language if they don't have to.

23. Unless children have other people in their lives who speak another language, they won't become fluent speakers in that language.

24. Children don't learn to speak another language from their parents because at times, children don't get along with their parents.

25. Nearly everything we learn is through formal instruction.

26. Few studies find that adult language learners progress faster than children- 27. Some studies say that adults are better at learning phonetics than children.

28. Singleton's studies compare the situation of all children with that of the minority of adults motivated to formally learn other languages.

29. Three advantages that children have over adults in language learning include: time, intense, and nastier.

30. The closest situation to that of a children's environment for adults is immigration.

Part IV Reading Comprehension (Reading in Depth) (25 minutes)

Section ADirection: In this section, there is a passage with ten blanks. You are required to select one word for

each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet with a single line through the center. You may not use any of the words in the bank more than once.

Questions 31 to 40 are based on the following passage.

Few people question the wisdom of dieting. After all, we reason, the worst that can happen is that we’ll the weight we’ve lost----then we can simply go on a diet again. But some new research suggests there is a risk: yo-yo dieting may seriously ’s weight-control system. The more indicates that repeated of losing and gaining weight may raise the risk of heart problem.

This last possibility is especially1959 men, researchers reported that the men showing large up-and-down weight changes had twice the risk of heart disease as

those with only small changes in weight. One study shows people who lose ten percent of their body weight had about 20 percent and back to 150 again, could leave them with a higher heart-disease risk than they started with.

None of this means that dieting is or foolish. For those who are 20 percent or more overweight, there are good reasons to reduce: successful weight loss can pressure, help control blood sugar in diabetics and enable people to feel better about themselves. But the new research does suggest that dieting must be takenby people at any weight.

Section B Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished

statements. For each of them are four choices marked A), B), C) and D).You should decide on the best choice and mark the corresponding letter on Answer sheet 2 with a single line through the centre.

Passage One Questions 41 to 45 are based on the following passage.

Like a needle climbing up a bathroom scale, the number keeps rising. In 1991, 15% of Americans were obese (肥胖);by 1999, that proportion had grown to 27%. Youngsters, who should have age and activity on their side, are growing larger as well: 19% of Americans under 17 are obese. Waistbands have been popping in other western countries too, as physical activity has declined and diets have expanded. By and large, people in the rich world seem to have lost the fight against flab (松弛).

Meanwhile, poorer nations have enjoyed some success in their battles against malnutrition and famine. But, according to research presented at the annual meeting of the American Association for the Advancement of Science, it is more a case of being out of the frying pan and into the fire. The most striking example actually in the poor world comes from the Pacific islands, home of the world’s most obese communities. In 1966, 14% of the men on this island were obese while 100% of men under the age of 30 in 1996 were obese.

This increase in weight has been uneven as well as fast. As a result, undernourished and over-nourished people frequently live cheek by jowl(面颊). The mix can even occur within a single household. A study of families in Indonesia found that nearly 10% contained both the hungry and the fat. This is a mysterious phenomenon, but might have something to do with people of different ages being given different amounts of food to eat.

The prospect of heading off these problems is bleak. In many affected countries there are cultural factors to contend with, such as an emphasis on eating large meals together, or on food as a form of hospitality. Moreover, there is a good measure of disbelief on the part of policymakers that such a problem could exist in their countries. Add to that reluctance on the part of the government to spend resources on promoting diet and exercise while starvation is still a real threat, and the result is a recipe for inaction. Unless something is done soon, it might not be possible to turn the clock back. 41.The first sentence of the passage most probably implies that_______.

A) many Americans are obsessed with the rising temperature in their bathroom. B) more people are overweighed in the United States

C) people are doing more physical exercises with the help of scales D) youngsters become taller and healthier thanks to more activities 42.As physical exercise declines and diet expands, __________.

A). other western countries have been defeated by fat

B). obesity has become an epidemic (流行病) of the rich world C). waistbands begin to be popular in other western countries D). western countries can no longer fight against obesity

43.Which is NOT the point of the example of the Pacific Islands?

A). The poor community has shaken off poverty and people are well-fed now B). Obesity is becoming a problem in the developing world too

C). Excessive weight increase will cause no less harm than the food shortage D). The problem of overweight emerges very fast.

44.Of tackling obesity in the poor world, we can learn from the passage that_____.

A). the matter is so complex as to go beyond our capacity B). no matter what we do, the prospect will always be bleak C). it is starvation, the real threat, that needs to be solved

D). we should take immediate actions before it becomes incurable 45.What is the main idea of this passage?

A). Obesity is now a global problem that needs tackling B). The weights increase fast throughout the whole world

C). Obesity and starvation are two main problems in the poor world D). Obesity has shifted from the rich world to the poor world.

Passage Two Questions 46 to 50 are based on the following passage.

People have been painting pictures for at least 30,000 years. The earliest pictures were painted by people who hunted animals. They used to paint pictures of the animals they wanted to catch and kill. Pictures of this kind have been found on the walls of caves in France and Spain. No one knows why they were painted there. Perhaps the painters thought that their pictures would help them catch these animals. Or perhaps human beings have always wanted to tell stories in pictures. About 5,000 years ago, the Egyptians and other people in the Near East began to use pictures as a kind of writing. They drew simple pictures or signs to represent things and ideas, and also to represent the sounds of their language. The signs these people used became a kind of alphabet. The Egyptians used to record information and tell stories by putting writing and pictures together. When an important person died, scenes and stories from his life were painted and carved on the walls of the place where he was buried. Some of these pictures are like modern comic strip stories. It has been said that Egypt is the home of the comic strip. But, for the Egyptians, pictures still had magic power. So they did not try to make their way of writing simple. The ordinary people could not understand it. By the year 1,000 BC, people who lived in the area around the Mediterranean Sea had developed simpler system of writing. The signs they used were very easy to write, and there were fewer of them than in the Egyptian system. This was because each sign or letter represented only one sound in their language. The Greeks developed this system and formed the letters of the Greek alphabet. The Romans copied the idea, and the Roman alphabet is now used all over the world. These days, we can write down a story, or

record information, without using pictures. But we still need pictures of all kinds: drawing, photographs, In the same way, art can reflect a religious beliefs. For hundreds of years in Europe, signs and diagrams. We find them everywhere: in books and newspapers, in the street, and on the walls of religious art was almost type of art that existed. Traditional art in of the world the places where we live and work. Pictures help us to understand and remember things more easily, and expresses both the religious beliefs and the daily life of the people. In they can make a story much more interesting. cultures. Yet, in the modern world, cultures influence 46. According to the first paragraph, pictures of animals were painted on the walls of caves because urban areas, their values and beliefs their effect. _________. On the other hand, urban artists also learn from traditional art. The result is, the world gets A) the pictures were thought to be helpful “small”, the art of each culture becomes very international. B) the painters wanted to tell stories in pictures 51. A) ordinary B) typical C) instructive D) special C) the painters wanted to paint their hunted animals 52. A) fixes B) acts C) focuses D) comments D) both A and B 53. A) if B) unless C) although D) because 47. The Greek alphabet was simpler than the Egyptian system for all the following reasons EXCEPT that 54. A) In addition B)However C)In contrast D) Therefore ________. 55. A) us B) our own C) ourselvesD) our arts A) the former was easy to write B) there were fewer signs in the former 56. A) in B) by C) with D) from C) the former was easy to spell D) each sign stood for only one sound 57. A) essential B) unusualC) excellentD) critical 48. Which of the following statements is not true? 58. A) shows B) suggests C) presents D) offers A) The Egyptians used to record information by putting writing and pictures together. 59. A) most ofB) most of theC) mostD) the most B) The Greeks developed the alphabet system from the Mediterranean Sea. 60. A) economic B) politicalC) social D) artificial C) The Roman alphabet was developed from the Egyptian one. 61. A) situations B) opinions C) inspections D) references D) The Romans copied their writing system from the Greeks. 62. A) country’s B) culture’s C) nation’s D) nationality’s 49. In the last paragraph, the author thinks all those except that pictures________. 63. A) a only B) a uniqueC) the onlyD) the unique A) are useful in every aspect of out life. B) should be made interesting 64. A) a lotB) many C) plenty D) much C) are of much use in our lifeD) have different forms 65. A) a sense B) addition C) particular D) general 50. The best title for this passage is ________. 66. A) a varietyB) varied C) various D) varying A) History of Pictures B) Pictures and Alphabet System 67. A) one another B) another C) each and otherD) others C) Origin of PicturesD) The Ancient Egyptians 68. A) would changeB) are changed C) changeD) have changed

69. A) take B) produceC) change D) lose

70. A) asB) ifC) because D) as if Part V Cloze (15 minutes)

Directions: There are 20 blanks in the following passage. For each blank there are four choices marked

A), B), C) and D). You should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet with a single line through the centre.

A study of art history might be a good way to learn more about a culture than is possible to learn in general history classes.

Most history courses concentrate on politics, economics, and war. But art history on much more than this art reflects not only the political life of a people, but also religious beliefs, emotions, and psychology. —or of people very different from —can be provided art. In short, art expresses the qualities of a time and a place, and a study of it clearly us a deeper understanding than can be found in history books.

In history books, objective information about the life of a country is presented; that is, facts about politics are given, but are not expressed. Art, on the other hand, is subjective: it reflects emotions and opinions.