英语一(15本科) A卷 试卷(印38份).doc

4南 京 理 工 大 学 继 续 教 育 学 院 试 卷 专升本 专业 级 第 学期 姓名 学号 成绩 Part I Reading Comprehension (40%)Passage 1 Questions 1 to 5 are based on the following passage: If youre finding it tough to land a job，try expanding your jobhunting plan to include the following strategies：Set your target. While you should always keep your options open to compromise，you should also be sure to target exactly what you want in a job. A specific job hunt will be more efficient than a haphazard one. Schedule ample interviews. Use every possible method to get interviewsanswering ads，using search firms，contacting companies directly，surfing the Web，and networking. Even if a job is not perfect for you，every interview can make you learn from it. Follow up. Even if someone does not hire you，write them a thankyou note for the interview. Then，some weeks later，send another brief letter to explain that you still have not found the perfect position and that you will be available to interview again if the original position you applied foror any other position，for that matteris open. Do this with every position you interview for，and you may just catch a break.Make it your fulltime job. You cant find a job by looking sporadically。You have to make time for it. If youre unemployed and looking，devote as much time as you would to a fulltime job. If you have a job while youre looking，figure out an organized schedule to maximize your searching time.Network vertically。In the research phase of your job hunt，talk to people who are on a level above you in your desired industry. Theyll have some insights that people at your own level wont have，and will be in a good position to hire you or recommend you to be hired. Keep your spirits up. Looking for a job is one of the toughest things you will ever have to do. Maintain your confidence，stay persistent，and think positively，and eventually you will get a job that suits you.1 According to the passage, the author thinks of each interview as _.A.a positive experience. B.a chance to get a perfect jobC.a chance to meet challenges D. an item on the schedule.2. According to the author, your job-hunting plan had better be as _ as possible. A. random B. specific C. fixed D. complex3. When hunting a job, youd better communicate with people on a level above you because _。A. they will hire you soon B. they will ask someone to hire youC. you will benefit from them D. you can learn from them.4. According to the passage, in order to get a good job, you should_. A. always keep an optimistic spirit B. mainly focus on a full-time job. C. apply for several different positions. D. follow other peoples footsteps5. What is the best title for this passage? A. Interview Strategies B. Interview Ceremony C. Job-hunting Expenditure D. Job-hunting StrategiesPassage 2 Questions 6 to 10 are based on the following passage:We find that bright children are rarely held back by mixed-ability teaching. On the contrary， both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming (把按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both bright and not-so-bright children. After all， it can be very discouraging to be at the bottom of the top grade! Besides， it is rather unreal to grade people just according to their intellectual ability. This is only one of their total personalities. We are concerned to develop the ability of all our pupils into the full， not just their academic ability. We also value personal qualities and social skis， and we find that mixed-ability teaching contributes to all these aspects of learning.In our classrooms， we work in various ways. The pupils often work in groups: this gives them opportunities to learn to co-operate，to share and to develop leadership skills. They also learn how to cope with personal problems as well as learning how to think， to make decisions， to analyze and evaluate， and to communicate effectively. The pupils learn from each other as well as from the teacher.Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignment， and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the libraries， and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work: it does no matter what age this child is. We expect our pupils to do their best，not their least，and we give them every encouragement to attain this goal6. In this passage the authors attitude towards mixed-ability teaching is _.A.criticalB.questioningC. approvingD. objective7. By held back (Para. 1 the author means_.A.made to remain in the same classesB.forced to study in the lower classesC.drawn to their studies D.prevented from advancing8. The author argues that a teachers chief concern should be the development of the students _.A. personal qualities and social skills B. total personalityC. learning ability and communicative skills D. intellectual ability9. Which of the following is NOT MENTIONED in the third paragraph?A. Group work gives pupils the opportunity to learn to work with others.B. Pupils also learn to develop their reasoning abilities.C. Group work provides pupils with the opportunity to learn to be capable organizers.D. Pupils also learn how to participate in teaching activities.10. The authors purpose in writing this passage is to _.A. argue for teaching bright and not-so-bright children in the same classB. recommend pair work and group work for classroom activitiesC. offer advice on the proper use of libraryD. emphasize the importance of appropriate formal classroom teachingPassage 3 Questions 11 to 15 are based on the following passage:Mans first real invention， and one of the most important inventions in history， was the wheel. All transportation and every machine in the world depend on it.The wheel is the simplest yet perhaps the most remarkable of al inventions， because there are no wheels in nature-no living thing was ever created with wheels. How， then， did man come to invent the wheel?Perhaps some early hunters found that they could roll the dead body of a heavy animal through the forest on logs more easily than they could carry it. However， the logs themselves weighed a lot.It must have taken a great prehistoric thinker to imagine two thin slices of log connected at their centers by a strong stick. This would roll along just as the logs did yet be much lighter and easier to handle. Thus the wheel and axle came into being， and with them the first carts.11. The wheel is important because _.A. it was man s first real invention B. all transportation depends on it.C. every machine depends on it D. both Band C12. The wheel is described as _.A.simpleB.complicated C.strangeD.light13. I was remarkable of man to invent the wheel because _.A.it led to many other inventionsB.man had no use for it thenC.there were no wheels in natureD.it was very complicated14. This passage says that the first wheel might have been a _.A.round piece of stoneB.heavy log C.piece of metal D.slice of log15. The idea of making wheels might have come from _.A. rolling the dead body of an animal on logs B. watching a rolling trunk C. chasing an animal D. watching running animalsPassage 4 Questions 16 to 20 are based on the following passage: Earthquake may rightly be ranked as one of the most destructive forces known to man: since records began to be written down, it has been estimated that earthquake-related fatalities have numbered in millions, and that earthquake-related destruction has been beyond calculation. The greater part of such damage and loss of life has been due to falling down of buildings and the effects of rock slides, floods, fire, disease, gigantic sea waves, and other phenomena resulting from earthquakes, rather than from the quakes themselves. The great majority of all earthquakes occur on two specific areas, along the coasts of the Pacific Ocean and from the East Indies to the Atlas Mountains. But they may, however, happen anywhere at any time. This element of the unknown has for centuries added greatly to the fear and horror surrounding earthquakes, but in recent times there have been indications that earthquake prediction may be possible. By analyzing changes in animal behavior, patterns of movements on the earths surface, and other unusual phenomena, scientists have shown increasing success in predicting when and where earthquakes will strike. As a result, a worldwide earthquake warning network is already in operation and has helped to prepare for the vast destruction that might otherwise have been totally unexpected. It is doubtful that man will ever be able to control earthquakes and do away with the destructiveness altogether, but as how and why earthquakes happen become better understood, man will become more and more able to deal with their possible destruction before it occurs. 16. Most destruction brought about by earthquakes is the results of the following EXCEPT _.A. the collapsing of buildings and the fire it causes B. the floods and huge sea waves resulting from earthquakesC. the disease that often follows earthquakesD. the panic brought about by earthquakes17. “This element of the unknown” (Para.3) refers to the fact that _ .A. earthquake-related destruction has been beyond calculationB. millions of people have died during earthquakesC. earthquakes may occur anywhere at any timeD. there are other phenomena resulting from earthquakes18. Which of the following is NOT true according to the passage?A. Some of the natural phenomena are similarly destructive as earthquakes.B. A worldwide earthquake warning network has not been put into use.C. It seems possible now for scientists to predict when and where earthquakes will occur.D. Most earthquakes take place on some specific areas of the earth.19. The author believes that the prediction of earthquakes _. A. should be more accurate in future B. is as a matter of fact impossible C. is really reliable D. is of some help 20. It can be inferred from the last paragraph that the author is chiefly interested in _. A. controlling earthquakes B. making earthquakes harmless C. getting prepared and handling the possible destruction beforehand D. having a better understanding of earthquakesPart II Multiple choice (20%) 21. She _ great satisfaction from her coin collection. A. extracts B. derives C. devotes D. awaits22. When the men finish work in the daytime, the night _ starts to work. A. work B. shift C. sheet D. shade23. As soon as he arrived, he _ putting the house in order. A. set out B. set about C. set in D. set up24. The failure of the project might be _to a lack of funds. A. blamed B. criticized C. attributed D. presented 25. Johnnies hard work and popularity led to his rise in salary and _ in position.A. privilege B. compliments C. promotion D. advantage . 26. There are too many _ here for me to concentrate on my term paper.A. distractions B. destructions C. direction D. discoveries27. A dentist _ the pupils teeth twice a year. A. inserts B. respects C. inspects D. insects28. You should be able to _ right from wrong. A. perceive B. distinguish C. sight D. observe29. I have got to go- something has just _ at home and I am needed there.A. come to B. come in C. come down D. come up30. Tom _ awake all night thinking of them.A. lay B. laid C.1ied D. led .31. The plant _ electricity for the entire city. -A. makes B. generates C. forms D. manufactures32. His debts _ to a considerable sum. A. add B. collect C. mount D. amount33. His plan was _ by the committee. A. dejected B. projected C. rejected D. subjected34. Many residents _about their irregular bus services.A. criticize B. comment C. complain D. condemn35. By the strange _ , we happened to be travelling on the some train. A. combination B. chance C. coincidence D. meeting36. Children are very curious_ . A. at heart B. in person C. on purpose D. by nature37. As part of their advertising campaign, they distributed _ of the new shampoo. A. similarities B. sentiments C. examples D. samples38. Only a little boy _ the accident; everyone else was killed.A. witnessed B. underwent C. saw D. survived39. They can go whenever they like, _ Im concerned. A. as well as B. as much as C. as long as D. as far as40. There is a mystery about his death and the police are _ it.A. looking for B. looking into C. looking after D. looking overPart III Close ( 15 minutes 10%) In many 41 societies such as United States or Canada, which are 42 many nationalities, religious 43 and cultural orientations, individualism and independent thinking are 44 valued. And these 45 are reflected by the education systems in these countries. Teachers emphasize the qualities that make each student 46 . Students are _47 expected to memorize information; 48 _, they are encouraged to think for themselves, find answers 49 their own and 50 individual solutions. At a(n) 51 age, students learn to form their own ideas and opinions, and to express their ideas in class discussion.In Japan, by 52 , the vast majority of people share the 53 language, history and culture. Perhaps for this reason, the education system there reflects a belief 54 group goals and traditions rather than individualism. Japanese schoolchildren often work together and help one another on assignments. In the 55 , the teacher is the main source of knowledge: he or she lectures, and the students 56 . There is not much discussion; instead, the students 57 rules or information that they have memorized. The 58 of the education system in Japan is that students there learn the social skill of cooperation. Another advantage is that they learn much more math and science than most American students. The advantage of the education system in North America, on the other 59 , is that students learn to think for themselves. They learn to take the initiative-to make decisions and take action without someone 60 them what to do.41. A. Eastern B. NorthernC. SouthernD. Western42. A. made up B. made of C. made up ofD. made from43. A. nations B. countriesC. groupsD. churches44. A. high B. highlyC. poorD. poorly45. A. values B. nationalitiesC. religionsD. cultures46. A. special B. sameC. clever D. common47. A. always B. seldomC. never D. often48. A. and B. thereforeC. insteadD. instead of49. A. by B. onC. in D. under50. A. come up B. come outC. come up withD. come at51. A. old B. early C. ancientD. modern52. A. contrast B. compareC. heartD. hand53. A. different B. diverseC. variousD. same54. A. for B. onC. inD. with55. A. society B. libraryC. classroomD. country56. A. listen B. discuss C. lecture D. talk57. A. discuss B. knowC. reciteD. lecture58. A. purpose B. disadvantageC. advantageD. danger59. A. time B. countryC. hand D. part60. A. telling B. tellsC. toldD. to be toldPart IV 61. John gave me some good . (advice) 62. Frank can throw the ball than Hart. (far)63. number of cars on the roads rose dramatically last ye