2005综合英语(2)B本科.doc

2004-2005学年第2学期考试试题 （B）卷课程名称 综合英语 任课教师签名 出题教师签名 综合英语课程组 审题教师签名 考试方式 （闭）卷 适用专业 04级英语 考试时间 （ 120 ）分钟 题号一二三四五六七总分得分评卷人考生须知：1、本卷的第二部分至第四部分的答案做在答题卡上。请务必用铅笔涂卡。2、本卷的第一、五、六部分（听写、翻译和作文）写在答题纸（最后一页）上。3、请看清分别属于本科和专科的题目。3、考试完毕后，将答题卡和答题纸交给监考人员。Part I Dictation (听写) (15分) Section A Passage Dictation (短文听写) （英语本科1-9班）Section B Spot Dictation (填空听写) （商务英语1-2班）Sam Benton lost his wallet _ . Sam was sure that the wallet _by one of the villagers, but _ . Three months passed, _, Sam found his wallet _. It had been wrapped up in newspaper and it _, together with a note which said: “A thief, yes, but _ a thief.” Two months later, some more money _ with another note: “Only 25 per cent a thief now.” In time, _ in this way. The last note said: “I am _ now.” Part II Reading Comprehension (阅读理解) （40分，每小题2分）Questions 1 to 5 are based on the following passage. Researchers have established that when people are mentally engaged, biochemical changes occur in the brain that allow it to act more effectively in cognitive areas such as attention and memory. This is true regardless of age. People will be alert and receptive if they are faced with information that gets them to think about things they are interested in. And someone with a history of doing more rather than less will go into old age more cognitively sound than someone who has not had an active mind. Many experts are so convinced of the benefits of challenging the brain that they are putting the theory to work in their own lives. “The idea is not necessarily to learn to memorize enormous amounts of information.” Says James Fozard, associate director of the National Institute on Aging. “Most of us dont need that kind of skill. Such specific training is of less interest than being able to maintain mental alertness.” Fozard and others say they challenge their brains with different mental skill, both because they enjoy them and because they are sure that their range of activities will help the way their brains work. Gene Cohen, acting director of the same institute, suggests that people in their old age should engage in mental and physical activities individually as well as in groups. Cohen says that we are frequently advised to keep physically active as we age, but older people need to keep mentally active as well. Those who do are more likely to maintain their intellectual abilities and to be generally happier and better adjusted. “The point is, you need to do both,” Cohen says. “Intellectual activity actually influences brain-cell health and size.”1.People who are cognitively healthy are those_.A) who can remember large amounts of informationB) who are highly intelligentC) whose minds are alert and receptiveD) who are good at recognizing different sounds2.According to Fozards argument people can make their brains work more effectively by_. A)constantly doing memory work B)taking part in various mental activities C)going through specific training D)making frequent adjustments3.The findings of James and other scientists in their work_. A)remain a theory to be further proved B)have been challenged by many other experts C)have been generally accepted D)are practised by the researchers themselves4. Older people are generally advised to_.A) keep fit by going in for physical activities B) keep mentally active by challenging their brainsC) maintain mental alertness through specific trainingD) maintain a balance between individual and group activities5.What is the passage mainly about?A) How biochemical changes occur in the human brain.B) Why people should keep active not only physically but also mentally.C) How intellectual activities influence brain-cell health.D) Why people should receive special mental training as they age.Questions 6 to 10 are based on the following passage:Statuses are marvelous human inventions that enable us to get along with one another and to determine where we “fit” in society. As we go about our everyday lives, we mentally attempt to place people in terms of their statuses. For example, we must judge whether the person in the library is a reader or a librarian, whether the telephone caller is a friend or a salesman, whether the unfamiliar person on our property is a thief or a meter reader, and so on.The statuses we assume often vary with the people we encounter, and change throughout life. Most of us can, at very high speed, assume the statuses that various situations require. Much of social interaction consists of identifying and selecting among appropriate statuses and allowing other people to assume their statuses in relation to us. This means that we fit our actions to those of other people based on a constant mental process of appraisal and interpretation. Although some of us find the task more difficult than others, most of us perform it rather effortlessly.A status has been compared to ready-made clothes. Within certain limits, the buyer can choose style and fabric. But an American is not free to choose the costume of a Chinese peasant or that of a Hindu prince. We must choose from among the clothing presented by our society. Furthermore, our choice is limited to a size that will fit, as well as by our pocketbook. Having made a choice within these limits we can have certain alterations made, but apart from minor adjustments, we tend to be limited to what the stores have on their racks. Statuses too come ready made, and the range of choice among them is limited.6. In the first paragraph, the writer tells us that statuses can help us _.A. determine whether a person is fit for a certain job B. behave appropriately in relation to other peopleC. protect ourselves in unfamiliar situations D. make friends with other people7. According to the writer, people often assume different statuses _.A. in order to identify themselves with others B. in order to better identify othersC. as their mental processes change D. as the situation changes8. The word “appraisal” (Line 7. Para. 2) most probably means “ _”.A. involvement B. appreciation C. assessment D. presentation9. In the last sentence of the second paragraph, the pronoun “it” refers to “_”.A. fitting our actions to those of other people appropriatelyB. identification of other peoples statuses C. selecting ones own statusesD. constant mental process 10. By saying that “an American is not free to choose the costume of a Chinese peasant or that of a Hindu prince” (Lines2-3, Para. 3), the writer means _.A. different people have different styles of clothesB. ready- made clothes may need alterations C. statuses come ready made just like clothes D. our choice of statuses is limitedQuestions 11 to 15 are based on the following passage.In bringing up children, every parent watches eagerly the childs acquisition of each new skill the first spoken words, the first independent steps, or the beginning of reading and writing. It is often tempting to hurry the child beyond his natural learning rate, but this can set up dangerous feelings of failure and states of worry in the child. This might happen at any stage. A baby might be forced to use a toilet too early, a young child might be encouraged to learn to read before he knows the meaning of the words he reads. On the other hand, though, if a child is left alone too much, or without any learning opportunities, he loses his natural enthusiasm for life and his desire to find out new things for himself.Parents vary greatly in their degree of strictness towards their children. Some may be especially strict in money matters. Others are severe over times of coming home at night or punctuality for meals. In general, the controls imposed represent the needs of the parents and the values of the community as much as the childs own happiness. As regards the development of moral standards in the growing child, consistency is very important in parental teaching. To forbid a thing one day and excuse it the next is no foundation for morality. Also, parents should realize that example is better than precept. If they are not sincere and do not practise what they preach, their children may grow confused, and emotionally insecure when they grow old enough to think for themselves, and realize they have been to some extent fooled. A sudden awareness of a marked difference between their parents principles and their morals can be a dangerous disappointment.11. Eagerly watching the childs acquisition of new skills _.A) should be avoided B) is universal among parents C) sets up dangerous states of worry in the childD) will make him lose interest in learning new things12. In the process of childrens learning new skills parents _.A) should encourage them to read before they know the meaning of the words they readB) should not expect too much of them C) should achieve a balance between pushing them too hard and leaving them on their ownD) should create as many learning opportunities as possible13. The second paragraph mainly tells us that _.A) parents should be strict with their children B) parental controls reflect only the needs of the parents and the values of the communityC) parental restrictions vary, and are not always enforced for the benefit of the children aloneD) parents vary in their strictness towards their children according to the situation 14. The word precept( Para. 3) probably means _.A) idea B) punishment C) behaviour D) instruction15. In moral matters, parents should _.A) observe the rules themselvesB) be aware of the marked difference between adults and childrenC) forbid things which have no foundation in moralityD) consistently ensure the security of their childrenQuestions 16 to 20 are based on the following passage: Why does cream go bad faster than butter? Some researchers think they have the answer, and it comes down to the structure of the food, not its chemical composition-a finding that could help rid some processed foods of chemical preservatives. Cream and butter contain pretty much the same substances, so why cream should sour much faster has been a mystery. Both are emulsions-tiny globules of one liquid evenly distributed throughout another. The difference lies in whats in the globules and whats in the surrounding liquid, says Brocklehurst, who led the investigation. In cream, fatty globules drift about in a sea of water. In butter, globules of a watery solution are locked away in a sea of fat. The bacteria which make the food go bad prefer to live in the watery regions of the mixture. “This means that in cream, the bacteria are free to grow throughout the mixture,” he says.When the situation is reversed, the bacteria are locked away in compartments buried deep in the sea of fat. Trapped in this way, individual colonies cannot spread and rapidly run out of nutrients. They also slowly poison themselves with their waste products. “In butter, you get a self-limiting system which stops the bacteria growing,” says Brocklehurst.The researchers are already working with food companies keen to see if their products can be made resistant to bacterial attack through alterations to the foods structure. Brocklehurst believes it will be possible to make the emulsions used in salad cream, for instance, more like that in butter. The key will be to do this while keeping the salad cream liquid and not turning it into a solid lump.16. The significance of Brocklehursts research is that . A) it suggested a way to keep some foods fresh without preservatives B) it discovered tiny globules in both cream and butter C) it revealed the secret of how bacteria multiply in cream and butter D) it found that cream and butter share the same chemical composition17. According to the researchers, cream sours faster than butter because bacteria . A) are more evenly distributed in cream B) multiply more easily in cream than in butter C) live on less fat in cream than in butter D) produce less waste in cream than in butter.18. According to Brocklehurst, we can keep cream fresh by . A) removing its fat C) reducing its water content B) killing the bacteria D) altering its structure.19. The word colonies (Line 2, Para. 4) refers to A) Tiny globules C) bacteria communities B) watery regions D) little compartments20. Commercial application of the research finding will be possible if salad cream can be made resistant to bacterial attack .A) by varying its chemical compositionB) by turning it into a solid lump C) while keeping its structure unchangedD) while retaining its liquid formPart III Vocabulary & Structure (词汇和结构) （15分，每小题0.5分）Part IV Cloze (完形填空) （10分，每小题0.5分）During recent years we have heard much about race: how this race does certain things and that race believes certain things and so on. Yet, the 51 phenomenon of race consists of a few surface indications.We judge race usually 52 the colouring of the skin: a white race, a brown race, a yellow race and a black race. But 53 you were to remove the skin you could not 54 anything about the race to which the individual belonged. There is 55in physical structure, the brain or the internal organs to 56 a difference.There are four types of blood. 57 types are found in every race, and no type is distinct to any race. Human brains are the 58. No scientists could examine a brain and tell you the race to which the individual belonged. Brains will 59 in size, but this occurs within every race. 60 does size have anything to do with intelligence. The largest brain61 examined belonged to a person of weak 62. On the other hand, some of our most distinguished people have had63 brains.Mental tests which are reasonably 64 show no differences in intelligence between races. High and low test results both can be recorded by different members of any race. 65 equal educational advantages, there will be no difference in average standings, either on account of race or geographical location. Individuals of every race 66 civilization to go backward or forward. Training and education can change the response of a group of people, 67 enable them to behave in a 68 way.The behavior and ideals of people change according to circumstances, but they can always go back or go on to something new 69 is better and higher than anything 70 the past.51. A) complete B) full C) total D) whole52. A) in B) from C) at D) on53. A) since B) if C) as D) while54. A) speak B) talk C) tell D) mention55. A) something B) everything C) nothing D) anything56. A) display B)indicate C) demonstrate D) appear57. A) All B) Most C) No D) Some58. A) same B) identical C) similar D) alike59. A) remain B) increase C) decrease D) vary60. A) Only B) Or C) Nor D) So61. A) ever B) then C) never D) once62. A) health B) body C) mind D) thought63. A) big B) small C) minor D) major64. A) true B) exact C) certain D) accurate65. A) Provided B) Concerning C) Given D) Following66. A) make B) cause C) move D) turn67. A) and B) but C) though D) so68. A) ordinary B) peculiar C) usual D) common69. A) that B) what C) whichever D) whatever70. A) for B) to C) within D) inPart V Translation (10分)Section A 英译汉（英语本科1-9班）Heredity or environment: which is stronger? The potentials which a person is born with determine in some way what he will do in life. Therefore heredity is fate. However, genes do not work in a vacuum; as soon as we begin considering the role that they play in the development of the individual, we see that there can be no development without the interacting environment. No characteristic is caused exclusively by either environment or genes.Section B 英译汉 （商务英语1-2班） Air pollution is becoming a major concern in China. Studies conducted at Chinese rural sites show that ozone pollution is already a threat to agriculture. There ha