PART ONE (50 POINTS)
Ⅰ.Vocabulary and Structure (10 points, 1 point for each item)
1.Would’t you rather your child ______ successful with his study and won the scholarship?
A. became B. become C. would become D. becomes
2. Although Tom is satisfied with his academic achievement, he wonders _______will happen to his family life.
A. it B. that C. what D. this
3. We hope that all the measures against sandstorms, ________ was put forward by the committee, will be considered seriously at the meeting .
A. while B. after C. since D. as
4. We cannot leave this tough job to a person_________.
A. who nobody has confidence B. in whom nobody has confidence
C. for whom nobody has confidence D. who everyone has confidence of
5. You are the best for the job _____ you apply your mind to it .
A. until B. if only C. in case D. unless
6.Hey, leave _____!I hate people touching my hair.
A. behind B. out C. off D. over
7.I thought the problem of water shortage would ________ at the meeting but nobody mentioned it.
A. come up B. come up to C. come over D. come to
8.Mr.Smith , can I ________ you for a minute? I’d like to hear your opinion on this issue.
A. say a word with B. have words with C. mention a word with D. have a word with
9.There is a deadlock (僵局) in the discussion when neither side gives ________ to the over .
A. a way B. way C. the way D. its way
10. This type of desk and chair can be adjusted ________ the height of students at different ages.
A. with B. for C. to D. in
Ⅱ.Cloze Test (10 points, 1 point for each item)
For over a hundred years Japan has consistently spent large sums of money and considerable human resources in an effort to obtain technology. Her ability to negotiate __11___ by the fact most of the technology she wanted was no commercial secrets. Japan’s __12__ has also been strengthened by the fact that her internal market was large, so that __13__ to this market could be offered to multinational companies as an attraction to them to grant licenses. Besides, Japan’s work force was disciplined, so it was capable __14__ applying the information it acquired. Finally, American and European companies, who were __15__ licensers, felt that the Japanese companies might take a large share of the world market __16__ they were not limited by licensing agreement.
Conditions of this sort, __17__ together in one nation, may well be unique, and the case of Japan may therefore not actually demonstrate that licensing is just as efficient as multinational ownership for the __18__ of technology. In fact, Japan may be finding this method of operation __19__ effective than in the past ,as her needs for outside technology now require information which __20__ only a few companies and is more closely held.
11. A. was strengthened B. will be strengthened
C. will have been strengthened D. has been strengthened
12. A. position B. location C. place D. point
13. A. entry B. access C. presence D. acceptance
14. A. at B. in C. for D. of
15 .A. potential B. feasible C. liable D. inevitable
16. A. until B. before C. if D. after
17. A. came B. come C. will come D. coming
18. A. transformation B. transfer C. transmission D. shift
19. A. much B. little C. less D. more
20. A. sticks to B. belongs to C. draws on D. takes on
Ⅲ. Reading Comprehension (30 points, 2 point for each item)
Questions 21 to 25 are based on the following passage .
One day, the principal came into our room and, after talking to the teacher, for some reason said: “I wish all of the white scholars to stand for a moment.” I rose with the others. The teacher looked at me and, calling my name, said: “You sit down for the present, and rise with the others.” I did not quite understand her. She repeated: “You sit down now, and rise with the others.” I sat down puzzled and dumb. I saw and heard nothing. When the other were asked to rise, I did not know it. When school was dismissed, I went out unconsciously. A few of the white boys laughed at me, saying: “Oh, you’re a nigger, too.”
I hurried on as fast as I could to where my looking–glass hung on the wall in my own little room. For an instant I was afraid to look, but when I did, I looked long and earnestly. I was accustomed to hearing remarks about my beauty; but now, for the first time, I became conscious of it and recognized it. I noticed the ivory (象牙) whiteness of my skin, the beauty of my mouth, the size and liquid darkness of my eyes. I ran downstairs and rushed to where my mother was sitting. I buried my head in her lap and cried out: “Mother, tell me, am I a nigger?” I could not see her face, but I felt her hands on my head. I looked up into her face. There were tears in her eyes and I could see that she was suffering for me. And then it was that I looked at her critically for the first time. I had thought of her in a childish way only as the most beautiful woman in the world; now I looked at her searching for defects. I could see that her skin was almost brown, and that she did differ in some way from the other ladies who came to the house; yet, even so I could see that she was more beautiful than any of them. She must have felt that I was examining her, for she hid her face in my hair and said with difficulty: “No, my darling, you are not a nigger.” She went on: “If anyone calls you a nigger, don’t notice them.” But the more she talked, the less was I reassured, and I stopped her by asking: “Well, mother, am
I white? Are you white?” She answered tremblingly: “No, I am not white, but your father is one of the greatest men in the country. The best blood of the South is in you.” This suddenly opened up in my heart a fresh fear, and I almost fiercely demanded: “Who is my father? Where is he?” She stroked my hair and said: “I’ll tell you about him some day.” I sobbed: “I want to know now.” She answered: “No, not now.”
21. We can infer from the passage that “a nigger ”means________.
A. a white person B. a black person
C. anyone that is not white D. anyone that is not black
22. When the teacher asked him to sit down and rise with the others, the author was confused because_________.
A. he never considered himself a non-white person
B. he thought the teacher didn’t recognize him
C. he thought he should be considered
D. he thought it rude for the teacher to call his name
23. It was on that day that he began to realize that _________.
A. he was a nigger
B. he was different from others because of his beauty
C. his color was like that of his mother
D. he differed from other white people even with his beauty
24. From the passage we can learn that _________.
A. the boy’s father left them for some reasons
B. the boy’s mother didn’t want to mention his father at all
C. the boy never met his father before
D. the boy’s mother hated his father
25.This passage generally tells us a story of ________.
A. a boy who suddenly realized that he was a colored person
B. a boy who had been looked down upon because he had no father
C. the miserable life of colored people
D. the life of a one-parent family
Questions 26 to 30 are based on the following passage.
For Americans, time is a “resource” that, like water or coal, can be used well or poorly. “Time is money,” they say. “You only get so much time in this life; you’d best use it wisely.” The future will not be better than the past or the present unless people use their time fro constructive, future-oriented activities. Thus, Americans admire a “well-organized” person, one who has a written list of things to do and a schedule for doing them. The ideal person is punctual and treasures other people’s time.
The American attitude towards time is not necessarily shared by others, especially non-Europeans. They are more likely to consider time as something that is simply there around them, not something they can “use”. One of the more difficult things many foreign businessmen and students must adjust to in the States is the notion that time must be saved whenever possible and used wisely every day.
In their efforts to use their time wisely, Americans are sometimes seen by foreign visitors as automatons, unhuman creatures who are so tied to their clocks and their schedules that they cannot participate in or enjoy the human interactions that are the truly important things in life. “They are like little machines running around,” one foreign visitor said.
The emphasis Americans place on efficiency is closely related to their concepts of the future, change and time. To do something efficiently is to do it in the way that is quickest and requires the smallest investment of resources. American businesses sometimes hire “efficiency experts” to review their operations and suggest ways in which they could accomplish more than they are currently accomplishing with the resources they are investing. Popular periodicals carry suggestions for more efficient ways to clean house, raise children, tend the yard, and so on.
In this context the “fast-food industry” can be seen as a clear example of an American cultural product. McDonald’s, Kentucky Fried Chicken, Pizza Hut, and other fast-food establishments prosper in a country where many people want to minimize the amount of time they spend preparing and eating meals. The millions of Americans who take their meals at fast-food restaurants cannot have much interest in lingering over their food while conversing with friends, as millions of Europeans do. As McDonald’s restaurants have spread around the world, they have been viewed as symbols of American society and culture, bringing not just hamburgers but an emphasis on speed, efficiency, and shiny cleanliness. The typical American food, some observers argue, is fast food.
26. If a person treasures other people’s time, he .
A. does not waste people’s time with conversation or activity that has no
B. does not believe the future will be any better than the present or the past
C. likes to deep a written schedule of the daily activities with him
D. likes to have his meals at the fast-food restaurants to save time 27. In the eyes of the foreign visitors in the States, American people .
A. think that time is always there which needs budgeting
B. enjoy saving and using time wisely everyday
C. are indifferent in that they are like feelingless machines
D. are so fully engaged that they are unable to enjoy the important things in life
28. What is the job of an efficiency expert?
A. Writing articles for periodicals.
B. Recommending ways of efficient investment.
C. Examining the quality of a company’s products.
D. Teaching people how to take care of their yard.
29. Which of the following can be inferred from the last paragraph?
A. Many Americans love having meals at fast-food restaurants.
B. Americans are busier than other people in the world.
C. The American fast-food industry helps spread the American culture around the
D. The United States is the father of the world’s fast-food industry. 30. The best title for this passage is ..
A. The American Concept of Time
B. The Development of the American Fast Food Industry
C. How to Raise Efficiency
D. The American Food and Culture
Questions 31 to 35 are based on the following passage.
It is difficult to estimate the number of youngsters involved in home schooling, where children are not sent to school and receive their formal education from one or
both parents. Legislation and court decisions have make it legally possible in most states for parents to educate their children at home, and each year more people take advantage of that opportunity.
Supporters of home education claim that it is less expensive and far more efficient than mass public education. Moreover they quote several merits: relief of school overcrowding, added curricular and pedagogical (课程和教学法) alternatives, strengthened family relationships, lower dropout rates, increased motivation, higher standardized test scores, and reduced discipline problems. Supporters of home schooling also believe that it provides the parents with the opportunity to reinforce their moral values through education.
Critics of home schooling movement claim that it creates as many problems as it solves. They acknowledge that, in a few cases, home schooling offers educational opportunities superior to those found in most public schools, but few parents can provide such educational advantages. Some parents who withdraw their children form the schools in favor of home schooling have an inadequate educational background and insufficient formal training to provide a satisfactory education for their children. Typically, parents have fewer, not more technological resources available than do schools. However, the relatively inexpensive computer technology that is readily available today is causing some to challenge the notion that home schooling is in any way not so good as more highly structured classroom education.
Finally, a sociological (社会学) concern is the restricted social interaction experienced by children who are educated at home. Technology will never replace the pupil-teacher relationship. Also, while relationships with parents and brothers and sisters may be improved, children taught at home may develop a distorted (歪曲的) view of society. 31. The main idea of the passage is that .
A. more and more parents are in favor of home schooling
B. home schooling is superior to school education because it has been legally
C. though home schooling has its advantages, it creates as many new problems at
the same time
D. school education is no doubt better than home education 32. Those who support home schooling think that .
A. it’s less expensive and more efficient apart from other merits
B. it has added curricular and pedagogical alternatives
C. it will cause fewer discipline problems
D. it’s more important to reinforce moral values 33. Critics believe that .
A. few parents can afford computers and technology when providing home education
B. few parents are qualified enough to provide a satisfactory home education
C. school teachers are better than parents
D. classroom environment can provide most satisfactory education 34. According to the author, home schooling cannot help children .
A. acquire social knowledge
B. build up a relationship with family members
C. build up pupil-teacher relationship
D. develop a right view of society 35. The attitude of the author toward home schooling is .