嘉应学院07级本科07~08学年第一学期大学英语期末试卷.doc

嘉应学院07级本科0708学年第一学期大学英语期末试卷 (A)Part Writing（30 minutes）( The direction is on the Answer Sheet.)Part 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 1-7,markY (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 SystemTo 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 System1. 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 SystemThe 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 keyIf the battery terminal is disconnected and then reconnectedAfter one minute, the alarm will automatically stop with the starter circuit cut kept on.Reactivating the AlarmOnce 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 opened If the battery terminal is disconnected and then reconnectedStopping 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 SystemUnlock 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 LightThe indicator light gives the following three indications when the system is in use. When the light is:FLASHINGThe system is set. You need the key to open the front, sliding and back doors and hood. ONThe system will automatically be set when the time comes. The front, sliding and back doors and hood may be opened without a key.OFFThe system is inactive. You may open any door and hood.Testing the System1. Open the drivers and front passengers 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.8. As the front doors are locked, the theft deterrent system will give you a preparation time of before setting.9. Before leaving the vehicle, make sure that the indicator light . 10. When testing on the hood, also check that when the battery terminal is disconnected and then reconnected.Part 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 isnt 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 doesnt want to buy a bike. B) He doesnt 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 River B) 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 Province B) Find more about Quebec Province C) Brush up on her French D) Learn more about the local customs 21.A) Its most beautiful in summer B) It has many historical buildings. C) It was greatly expanded in the 18th century. D) Its 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 doesnt 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 One Questions 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 motorists speeding. B) Her running a stop sign. C) Her lack of driving experience. D) A motorists 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 childrens safety. Passage Three Questions 33 to 35 are based on the passage you have just heard.33.A) They havent 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 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 Columbias School of Engineering, is one of many undergraduates who become 37 , one way or another, in research 38 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 39 beneficial to both parties.Ideally, undergraduate research is an opportunity for the kind of 40 study that can expand the mind in ways traditional courses cant. Economics Professor Ralph Edison says: “To really understand a 41 you have to get the feeling that knowledge isnt just out there and you passively have to absorb it, but rather that its constantly being 42 and were 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 its an ongoing process.” He points out that research can be exciting because “ a research 44 really gives students an opportunity to answer real-life questions that we dont 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 werent 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. performed G. independent H. usually I. project J. created K. difficult L. absolutely M. method N. 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 1I 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 person B. To model upon that personC. To greatly admire that person D. To read everything about that person50. If the author wanted to learn to pla