大学英语考试练习题附答案unit

1、Unit oneI.Vocabulary and Structure (30)Section A Change the form of the word in the bracket as required.1. It is the general rule, that all superior men inherit the elements of     from their mother. (superior)2. I might be able to judge their   

2、0;        to the case. (relevant)3. The Marketing Department of the company is planning a big        for a new product. (promote)4. This novel has a       at the end of each chapte

3、r. (summarize)5. They left        to our arrival. (priority)6. He has no        of settling down yet. (intend)7. His mother had rarely         him or

4、any of her children. (critical)8. Her sister was appointed as teaching          in chemistry at Houston University. (assist)9. This book is easily         to the young reader. (access)10. I

5、had been writing to him        , trying to get him to call me. (continual)Section B Choose the correct answer to each sentence.11. We did not find      to prepare for the worst conditions we might meet.A. worth

6、 our while    B. it worth     C. it worthwhile   D. it worthy12. He       interrupted the speaker by asking irrelevant questions.A. continuously       B. continually 

7、;  C. consequently     D. consistently13. In      to his sister, he was always considerate in his treatment of others.A. contrary      B. contract   C. contact     D

8、. contrast14. Language has always been described as the mirror to society. Chinese is no   .A. exception      B. explanation     C. expectation      D. excuse15. We came in this field late,

9、so we must work hard to make      lost time.A. out for       B. up for      C. up with      D. off with16. I have gone to all this trouble    

10、60; .A. in account with you                  B. for account of youC. on your account                    &

11、#160;D. on your own account17. After hearing her story, I felt       puzzled.A. something        B. somewhat       C. anyway       D. someho

12、w18. Television programs may,         , not be very interesting, but this is because they are aimed at the average level of the audience.A. on occasion       B. for example    C. if yes 

13、;      D. in fact19. With keen eyes and an exact memory, he rarely painted scenes on the       .A. occasion     B. place      C. spot      &

14、#160;   D. time20. Over a third of the population was estimated to have no        to the health service.A. assessment     B. assignment       C. exception     &

15、#160;    D. access21. The director was critical        the way we were doing the work.A. at         B. in           C. of

16、0;         D. with22. Only under special circumstances     to take make-up tests.A. are freshmen permitted                  B. freshmen

17、 are permittedC. permitted are freshmen                  D. are permitted freshmen23. The mad man was put in the soft-padded cell lest he     himself.A. injured   &#

18、160;         B. injure           C. had injured     D. would injure24. The project was so vast and quickly      that it has no par

19、allel.A. performed           B. affected        C. accomplished      D. executed25. In addition, many exceptions    the rules of English usage make it diff

20、icult to master.A. of            B. to               C. off               D. on26.

21、60;If tap water were as dangerous as some people think,      would be getting sick.A. a lot more of us   B. more a lot of us  C. a lot of more us    D. a lot of us more27. I intended     

22、60;    the matter with you, but I had some guests then.A. discuss       B. to have discussed    C. having discussed     D. discussing28. If I correct someone, I will do i

23、t with as much good humor and self-restraint as if I were the one     .A. to correct     B. correcting       C. having corrected      D. being corrected29. Our

24、ultimate aim is        a communist society.A. to come true     B. bringing about   C. bring about         D. to bring about30. Joe is accustomed     &

25、#160;at six in the morning.A. rising            B. to be rising        C. to rising        D. to have risen   II. Reading Tasks(20)Pass

26、age One:Reading is thought to be a kind of conversation between the reader and the text. The reader puts questions, as it were, to the text and gets answers. In the light of these he puts further questions, and so on. For most of the time this “conversation” goes on below the level of cons

27、ciousness. At time, however, we become aware of it. This is usually we are running into difficulties, when mismatch is occurring between expectations and meaning. When successful matching is being experienced, our questioning of the text continues at the unconscious level.Different people converse w

28、ith the text differently. Some stay very close to the words on the page; others take off imaginatively from the words, interpreting, criticizing, analyzing and examining. The former represents a king of comprehension, which is written in the text. The latter represents higher levels of com

29、prehension. The balance between these is important, especially for advanced readers.There is another conversation which from our point of view is equally important, and that is to do not with what is read but with how it is read. We call this a “process” conversation as opposed to a “

30、content” conversation. It is concerned not with meaning but with the strategies we employ in reading. If we are advanced readers our ability to hold a content conversation with a text is usually pretty well developed. Not so our ability to hold a process conversation. It is precisely

31、this kind of conversation that is of importance when we are seeking to develop our reading to meet the new demands being placed upon us by studying at a higher level.31. Reading as a kind of conversation between the reader and the text becomes conscious only when _.A) the readers expectati

32、ons agree with what is said in the text.B.) the reader has trouble understanding what the author says.C) the reader asks questions and gets answers.D) the reader understands a text very well.32. At a lower level of comprehension, readers tend to _.A) read a text slowlyB) read without thinking hardC)

33、 interpret a text in their own wayD.) concentrate on the meaning of words only.33. A “process” conversation has to do with _.A.) the application of reading strategiesB) matching our expectations with the meaning of a textC) the development of our ability to check the detailsD) determining

34、the main idea of a text.34. According to the passage, it is of great importance for readers at a higher level to maintain a balance between _.A) conscious and unconscious levels of comprehensionB) the readers expectations and the meaning of a textC.) lower and higher level of com

35、prehensionD) interpreting and criticizing a text35. If we want to develop our reading ability at an advanced level, we should _.A.) learn to use different approaches in reading different textB) make our reading process more consciousC) pay more attention to the content of a textD) take a critical at

36、titude towards the authors ideaPassage Two: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 pupils. It does not take into account the fact that c

37、hildren develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite 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 a

38、spect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.In our classr

39、ooms, we work in various ways. The pupils often work in groups: this gives them the opportunity 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 evaluat

40、e, 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 assignments, and they can do this at their own speed. They also have some formal class teaching when this is appropriat

41、e. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work: it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragem

42、ent to attain this goal.36. In the passage the authors attitude towards “mixed-ability teaching” is _.A) criticalB) questioningC.) approvingD) objective37. By “held back” (Line 1) the author means “_”A) made to remain in the same classesB) forced to study I the lower classesC) drawn to the

43、ir studiesD.) prevented from advancing38.      The author argues that a teachers chief concern should be the development of the students _.A) personal qualities and social skillsB.) total personalityC) learning ability and communicative skillsD) intellectual abilit

44、y39. Which of the following is NOT MENTIONED in the third paragraph?A) Group work gives pupils the opportunity to learn to work together with other.B) Pupils also learn to develop their reasoning abilities.C) Group work provides pupils with the opportunity to learn to be capable organizers.D.)

45、Pupils also learn how to participate in teaching activities.40. The authors purpose in writing this passage is to _.A.) argue for teaching bright and not-so-bright pupils in the same classB) recommend pair work and group work for classroom activitiesC) offer advice on the proper use of the libr

46、aryD) emphasize the importance of appropriate formal classroom teachingIII. Translation (20)Translate the following sentences from Chinese into English.41.                        &

47、#160;             （我们房间的钥匙被系在上）a large plastic block with the room number on it.42. Our task in China was to                    &#

48、160;                  (揭示中国人对创造性活动的态度).43. The child is neither old enough nor clever enough to                   &

49、#160;                  (独自完成要做的动作).44. But assuming that the contrast I have developed is valid, and that             &#

50、160;                                           (培养技艺与创造力两者都是值得追求的目标)45.  &#

51、160;                                                 &#

52、160;                                                 &#

53、160;                          (关键在于，在这个过程中，我们试图让本杰明懂得，一个人是能够很好地自行解决问题的)46. So long as the child is shown exactly how to do something,      &

54、#160;                                      (那他就不太可能自行想办法去弥补错误行为)。47. The idea that learning should take place

55、by continual careful shaping and molding                    (同样适用于艺术)。48. Can we gather a superior way to approach education, perhaps           &

56、#160;                                              (在创造力与基本技能这两极之间获得某种

57、较好的平衡)？49.                                                &#

58、160;                                                （回想起来，当时

59、我就清楚地意识到，这件事正是体现了问题的关键之所在） and key in more than one sense.50.                                                         &