【中央广播电视大学】【试卷习题】【2012—2013学年第二学期“开放本科”英语专业变化中的英语期末试题（7月）】.pdf_大学文库

Part II Reading Test 40 points) Passage 1 (Questions 21-25) Read the following passage,and decide whether the statements are T(True)or F (False). Write your answers against the numbers on your Answer Sheet. African American Vernacular English (sometimes called Ebonics,and formerly called Black English)is a major social speech type.It refers to the variety of American English most shaped by African American culture.Historically,African American English has probably drawn some features from plantation creoles,but has drawn many more characteristics from the Southern American English associated with plantation culture. Speakers of African American Vernacular English generally do not pronounce r after vowels,so that“door”may sound like doe,or“poor”like poe.Words like“this”and“that” may be pronounced dis/and dat/.Groups of consonants at the ends of words are often reduced to a single consonant,as for instance in the pronunciation of "sold"as sole,or "walked"as walk.It is common for the linking verb,usually a form of the verb to be,not to appear in such sentences as He happy or She doctor.The use of be in the sentence He be sick,on the other hand,means that he has often been sick,or has been sick over a period of time. During and after the Great Depression of the 1930s,many African Americans left farms in old plantation areas and moved to cities in search of work and opportunity.They maintained a strong common culture in the cities because of segregated housing,and African American Vernacular English was maintained as well,although some African American communities began to develop more local speech characteristics. As more and more African Americans moved away from segregated housing,they had less connection to the vernacular and more occasion to use other regional or social speech characteristics or to speak standard American English.Experts disagree about whether African American Vernacular English is becoming more different from regional and social varieties of standard English or more like these varieties. 21.African American Vernacular English is strongly influenced by the Southern American English characteristic of plantation culture. 22.Speakers of African American Vernacular English,according to the passage,are most likely to pronounce worked as works. 210

Part II Reading Test ( 40 points) Passage 1 (Questions 21-25) Read the following passage , and decide whether the statements are T (True) or F (False). Write your answers against the numbers on your Answer Shee t. African American Vernacular English (sometimes called Ebonics, and formerly called Bl ack English) is a major social speech type. It refers to the variety of American English most 生ape生by African American culture. Historically , African American English has probably drawn some features from plantation creoles, but has drawn many more characteristics from the Southern American English associated with plantation culture. Speakers of African American Vernacular English generally do not pronounce rafter vowels , so that"door" may sound like doe , or "poor" like Words like "this" and "that" may be pronounced / dis / and / dat /. Groups of consonants at the ends of words are often reduced to a single consonant , as for instance in the pronunciation of "sold" as sale , or "walked" as walk. It is common for the linking verb , usually a form of the verb to be , not to appear in such sentences as He happy or She doctor. The use of be in the sentence He be sick , on the other hand , means that he has often been sick , or has been sick over a period of tIme. During and after the Great Depression of the 1930s, many African Americans left farms in old plantation areas and moved to cities in search of work and opportunity. They maintained a strong common culture in the cities because of segregated housing , and African American Vernacular English was maintained as well , although some African American communities began to develop more local speech characteristics. As more and more African Americans moved away from segregated housing , they had less connection to the vernacular and more occasion to use other regional or social speech characteristics or to speak standard American English. Experts disagree about whether African American Vernacular English is becoming more different from regional and social varieties of standard English or more like these varieties. 21. African American Vernacular English is strongly influenced by the Southern American English characteristic of plantation culture. 22. Speakers of African American Vernacular English , according to the passage , are most likely to pronounce worked as works. 210

23.In thel930s,African American Vernacular English was brought to urban areas and still maintained afterwards,because many of its speakers,after moving there, merged into new communities quickly. 24.The future of African American Vernacular is still controversial in academic circles. 25.The phrase“shaped by”in paragraph1 most probably means“influenced by” Passage 2 (Questions 26-30) Read the following conversation,and answer the questions after the passage. Steven Professor!There you are.Have you got a few minutes to spare?I'd like to have a word with you if you have... Professor Yes,I'm in no hurry for once.I've finished lecturing for the day.What's the trouble?You seem worried. Steven The trouble is my new class.I don't know what to do.I saw them on Tuesday for the first time.I asked them to do a piece of writing-just so that I could get some idea of their standard of written English.I asked them to let me have it on Friday, so that I could look at it at the weekend.Not all of them did,but I have looked at some of their papers and I am really not sure what I can do to help. Professor Apart from their English standard,what do you know about them? Steven Well,the class is listed as Intermediate English.All of the students have studied English before.The class meets in the evening,so most of them have been at work all day before they arrive.Their ages?Well,most of them are in their late twenties,but there are several who must be a good deal older.One chap must be in his fifties!They simply don't know how to write the simplest English sentences!It's not surprising.They left school years ago.Of course they have forgotten most of the English they learned then!But if I treat them as beginners,they will feel upset and unhappy.They will feel as if what they did in the past has no value.I can't possibly treat them as if they were children!Besides,some of them know quite a lot of vocabulary.The trouble is,they don't know what to do with it! Professor It's common problem Steven.I know that doesn't make it easier.It sounds as if you have a class of false beginners,that is,students who need basic instruction in the sounds,the grammar,and the vocabulary of English before they can progress,but who don't recognize the need.They have different expectations based on their earlier experience. 211

23. In the1930s, African American Vernacular English was brought to urban areas and still maintained afterwards, because many of its speakers, after moving there , merged into new communities quickly. 24. The future of African American Vernacular is still controversial in academic circles. 25. The phrase "shaped by" in paragraph 1 most probably means "influenced by". Passage 2 (Questions 26-30) Read the following conversation , and answer the questions after the passage. Steven Professor! There you are. Have you got a few minutes to spare? I' d like to have a word with you if you have. . . Professor Yes , I'm in no hurry for once. I' ve finished lecturing for the day. What's the trouble? You seem worried. Steven The trouble is my new class. I don't know what to do. I saw them on 卫lesday for the first time. I asked them to do a piece of writing 一just so that I could get some idea of their standard of written English. I asked them to let me have it on Friday , so that I could look at it at the weekend. Not all of them did , but I have looked at some of their papers and I am really not sure what I can do to help. Professor Apart from their English standard , what do you know about them? Steven Well , the class is listed as Intermediate English. All of the students have studied English before. The class meets in the evening , so most of them have been at work all day before they arrive. Their ages? Well , most of them are in their late twenties, but there are several who must be a good deal older. One chap must be in his fifties! They simply don't know how to write the simplest English sentences! It's not surprising. They left school years ago. Of course they have forgotten most of the English they learned then! But if I treat them as beginners, they will feel upset and unhappy. They will feel as if what they did in the past has no value. I can' t possibly treat them as if they were children! Besides, some of them know quite a lot of vocabulary. The trouble is , they don't know what to do with it! Professor It' s common problem Steven. I know that doesn't make it easier. It sounds as if you have a class of false beginners , that is , students who need basic instruction in the sounds, the grammar, and the vocabulary of English before they can progress, but who don' t recognize the need. They have different expectations based on their earlier experience. 211

Steven Yes,that's it.I can't expect them to respond well to the first book of a course,for example,can I? Professor You do have a problem there.Introductory course books,quite rightly,choose the topics and introduce the vocabulary that is likely to appeal to young beginners.The trouble with false beginners is this.The first stage of language learning-learning the rules of the sound system,the grammatical rules,the basic vocabulary,has never been properly completed.They expect to go to the second stage-learning about the uses of English-experiencing these, practising them,making choices among them.But they can't. Steven That's the diagnosis,Professor!What's the cure? Professor Being in that position isn't an illness,and there isn't a cure!But I can tell you what I should do in your position Steven. Steven Please go right ahead! Professor I'd get the help of a bilingual speaker.You're not one.But you do have bilingual friends.These students are intelligent adults.They are as capable as you or I of understanding how people come to be false beginners,and what the needs of a false beginner are.They will understand that you can give them what they need-sound introductory English teaching.They can understand that you may not be able to use an ideal textbook.You understand that they are serious in wanting to learn and that they will probably make rapid progress with the introductory stages.Tell them!All this needs to be explained in their mother tongue.Are they Mandarin speakers? 26.The Professor uses the term false beginners for students like those in Steven's class.By this term he means_ A.students who say they are beginners,but they are not B.students who are thought by their teachers,perhaps wrongly,to be beginners C.students who have forgotten the early stages of learning a language D.students who are not serious in their wish to learn 27.By the first stage of learning,the Professor means learning the rules of the sound system,the grammar,the writing system,and the vocabulary.By the second stage he means_ A.thorough revision,going over the same groundwork again B.extending and enlarging the vocabulary of English C.practicing English conversations D.using English in a variety of ways 212

Steven Yes, that' s it. I can' t expect them to respond well to the first book of a course , for example , can I? Professor You do have a problem there. Introductory course books, quite rightly , choose the topics and introduce the vocabulary that is likely to appeal to young beginners. The trouble with false beginners is this. The first stage of language learning一一一learning the rules of the sound system , the grammatical rules, the basic vocabulary , has never been properly completed. They expect to go to the second stage- 一learning about the uses of English 一-experiencing these , practising them , making choices among them. But they can' t. Steven That's the diagnosis , Professor! What's the cure? Professor Being in that position isn' t an illness, and there isn' t a cure! But I can tell you what I should do in your position Steven. Steven Please go right ahead! Professor I' d get the help of a bilingual speaker. You' re not one. But you do have bilingual friends. These students are intelligent adults. They are as capable as you or I of understanding how people come to be false beginners, and what the needs of a false beginner are. They will understand that you can give them what they need ou introductory English teaching. They can understand that you may not be able to use an ideal textbook. You understand that they are serious in wanting to learn and that they will probably make rapid progress with the introductory stages. Tell them! All this needs to be explained in their mother tongue. Are they Mandarin speakers? 26. The Professor uses the term false beginners for students like those in Steven' s class. By this term he means A. students who say they are beginners, but they are not Eo students who are thought by their teachers, perhaps wrongly , to be beginners C. students who have forgotten the early stages of learning a language Do students who are not serious in their wish to learn 27. By the first stage of learning , the Professor means learning the rules of the sound system , the grammar , the writing system , and the vocabulary. By the second stage he means A. thorough revision , going over the same groundwork again B. extending and enlarging the vocabulary of English C. practicing English conversations Do using English in a variety of ways 212

28.Steven is afraid that if he teaches this class the introductory rules and vocabulary that they need to learn,they will think A.that he does not respect them as serious adult students B.that he knows only one way of teaching C.that he hasn't bothered to find suitable textbooks D.that he doesn't really want to teach the class 29.The Professor's advice is that Steven should A.try to teach the class at the level that students expect B.just start as he would with a class new to studying English C.ask if he can exchange this class with another,so that this one is taught by a bilingual colleague D.explain to the class,with the help of a bilingual colleague,how he sees the problem and intends to tackle it 30.The word "sound"in the last paragraph refers to A.basic phonetic rules B.listening to different accents C.“complete or thorough”as in the phrase“sound knowledge of something?” D.a short course used for introducing other courses Passage 3 (Questions 31-35) Read the following passage,and answer the questions after the passage. Parts of Speech refer to words classified according to their functions in sentences,for purposes of traditional grammatical analysis.Eight parts of speech are usually identified: nouns,adjectives,adverbs,prepositions,conjunctions,pronouns,verbs,and interjections. Most of the major language groups spoken today,notably the Indo-European languages and Semitic languages,use almost the identical categories;Chinese,however,has fewer parts of speech than English. A noun (Latin nomen,"name")is usually defined as a word denoting a thing,place, person,quality,or action and functioning in a sentence as the subject or object of action expressed by a verb or as the object of a preposition.In modern English,proper nouns, which are always capitalized and denote individuals and personifications,are distinguished from common nouns. Nouns and verbs may sometimes take the same form,as in Polynesian languages. Verbal nouns,or gerunds,combine features of both parts of speech.They occur in the Semitic and Indo-European languages and in English most commonly with words ending in-ing 213

28. Steven is afraid that if he teaches this class the introductory rules and vocabulary that they need to learn , they will think A. that he does not respect them as serious adult students B. that he knows only one way of teaching C. that he hasn' t bothered to find suitable textbooks D. that he doesn' t really want to teach the class 29. The Professor's advice is that Steven should A. try to teach the class at the level that students expect B. just start as he would with a class new to studying English C. ask if he can exchange this class with another, so that this one is taught by a bilingual colleague D. explain to the class, with the help of a bilingual colleague , how he sees the problem and intends to tackle it 30. The word "sound" in the last paragraph refers to A. basic phonetic rules B. listening to different accents C. "complete or thorough" as in the phrase "sound knowledge of something" D. a short course used for introducing other courses Passage 3 (Questions 31-35) Read the following passage , and answer the questions after the passage. Parts of Speech refer to words classified according to their functions in sentences, for purposes of traditional grammatical analysis. Eight parts of speech are usually identified: nouns, adjectives, adverbs , prepositions, conjunctions, pronouns, verbs, and interjections. Most of the major language groups spoken today , notably the Indo-European languages and Semitic languages, use almost the identical categories; Chinese , however, has fewer parts of speech than English. A noun (Latin nomen , "name") is usually defined as a word denoting a thing , place , person , quality , or action and functioning in a sentence as the subject or object of action expressed by a verb or as the object of a preposition. In modern English , proper nouns, which are always capitalized and denote individuals and personifications, are distinguished from common nouns. Nouns and verbs may sometimes take the same form , as in Polynesian languages. Verbal nouns, or gerunds, combine features of both parts of speech. They occur in the Semitic and Indo-European languages and in English most commonly with words ending tn-mg 213

Nouns may be changed in form at their ends called inflection)to indicate gender (masculine,feminine,and neuter),number,and case.In modern English,however, gender has been eliminated,and only two forms,singular and plural,indicate number (how many perform or receive an action).Some languages have three numbers:a singular form (indicating,for example,one book),a plural form (indicating three or more books),and a dual form (indicating,specifically,two books).English has three cases of nouns: nominative (subject),genitive possessive),and objective (indicating the relationship between the noun and other words). An adjective is a word that modifies,or qualifies,a noun or pronoun,in one of three forms of comparative degree:positive (strong,beautiful),comparative (stronger,more beautiful),or superlative (strongest,most beautiful).In many languages,the form of an adjective changes to correspond with the number and gender of the noun or pronoun it modifies. Words that express some form of action are called verbs.Their inflection,known as conjugation,is simpler in English than in most other languages.Conjugation in general involves changes of form according to person and number (who and how many performed the action),tense (when the action was performed),voice (indicating whether the subject of the verb performed or received the action),and mood (indicating the frame of mind of the performer).In English grammar,verbs have three moods:the indicative,which expresses actuality;the subjunctive,which expresses contingency;and the imperative,which expresses command (I walk;I might walk;Walk!) Certain words,derived from verbs but not functioning as such,are called verbals.In addition to verbal nouns,or gerunds,participles can serve as adjectives (the written word), and infinitives often serve as nouns (to err is human). 31.Implied,but not directly stated,is that in English A.a noun usually denotes a thing,place,person,quality or action B.what functions as a subject or object of an action expressed by a verb must be a noun C.nouns and verbs have separate forms that are not interchangeable D.there was probably no distinction between proper and common nouns in the past 32.One of the differences between modern English and older forms of the language is that modern English A.has no noun inflection for gender B.has lost its dual form for nouns C.has no case forms for nouns D.has no way of indicating noun relationships 214

Nouns may be changed in form at their ends (called inflection) to indicate gender (masculine , feminine , and neuter) , number, and case. In modern English , however, gender has been eliminated , and only two forms , singular and plural , indicate number (how many perform or receive an action). Some languages have three numbers: a singular form (indicating , for example , one book) , a plural form (indicating three or more books) , and a dual form (indicating , specifically , two books). English has three cases of nouns: nominative (subject) , genitive (possessive) , and objective (indicating the relationship between the noun and other words). An adjective is a word that modifies, or qualifies, a noun or pronoun , in one of three forms of comparative degree: positive (strong , beautiful) , comparative (stronger, more beautiful) , or superlative (strongest , most beautiful) . In many languages, the form of an adjective changes to correspond with the number and gender of the noun or pronoun it modifies. Words that express some form of action are called verbs. Their inflection , known as conjugation , is simpler in English than in most other languages. Conjugation in general involves changes of form according to person and number (who and how many performed the action) , tense (when the action was performed) , voice (indicating whether the subject of the verb performed or received the action) , and mood (indicating the frame of mind of the performer). In English grammar, verbs have three moods: the indicative , which expresses actuality; the subjunctive , which expresses contingency; and the imperative , which expresses command (l walk; I might walk ; Walk D Certain words, derived from verbs but not functioning as such , are called verbals. In addition to verbal nouns, or gerunds, participles can serve as adjectives (the written word) , and infinitives often serve as nouns (to err is human). 31. Implied , but not directly stat巳d is that in English A. a noun usually denotes a thing , place , person , quality or action B. what functions as a subject or object of an action expressed by a verb must be a noun co nouns and verbs have separate forms that are not interchangeable D. there was probably no distinction between proper and common nouns in the past 32. One of the differences between modern English and older forms of the language is that modern English A. has no noun inflection for gender B. has lost its dual form for nouns co has no case forms for nouns D. has no way of indicating noun relationships 214

33.According to the text,which of the following would be the most reasonable restatement about adjectives in many languages? A.Adjectives normally have three general forms B.Adjectives cannot be inflected in the same way as nouns C.Adjectives must agree with the noun or pronoun they qualify D.Adjectives precede the nouns or pronouns they qualify 34.The word 'actuality'in line 7,para.6 is closest in meaning to A.reality B.indication C.supposition D.comparison 35.Which of the following can be inferred from the last paragraph of the passage? A.Unlike participles,verbal nouns cannot serve as adjectives B.Verbals are also called verbal nouns C.Verbals consist of gerunds,participles and infinitives D.Verbal nouns include gerunds,infinitives and participles Passage 4 (Questions 36-40) Read the following passage,and decide whether the statements are T (True)or F (False). Write your answers against the numbers on your Answer Sheet. A dialect is a variety of a language spoken by an identifiable subgroup of people. Traditionally,linguists have applied the term dialect to geographically distinct language varieties,but in current usage the term can include speech varieties characteristic of other socially definable groups.Determining whether two speech varieties are dialects of the same language,or whether they have changed enough to be considered distinct languages,has often proved a difficult and controversial decision.Linguists usually cite mutual comprehensibility as the major criterion in making this decision.If two speech varieties are not mutually comprehensible,then the speech varieties are different languages;if they are mutually comprehensible but differ systematically from one another,then they are dialects of the same language.There are problems with this definition.However,because many levels of mutual comprehensibility exist,and linguists must decide at what level speech varieties should no longer be considered mutually comprehensible.This is difficult to establish in practice.Comprehensibility has a large psychological component:If a speaker of one speech variety wants to understand a speaker of another speech variety,understanding is more likely than if this were not the case.In addition,chains of speech varieties exist in which adjacent speech varieties are mutually intelligible,but speech varieties farther apart in the chain are not.Furthermore,sociopolitical factors almost inevitably intervene in the process of distinguishing between dialects and languages.Such factors,for example,led to the 215

33. According to the text , which of the following would be the most reasonable restatement about adjectives in many languages? A. Adjectives normally have three general forms B. Adjectives cannot be inflected in the same way as nouns C. Adjectives must agree with the noun or pronoun they qualify D. Adjectives precede the nouns or pronouns they qualify 34. The word ‘ act ualit y ' in line 7 , para. 6 is closest in meaning to A. reality B. indication C. supposition D. comparison 35. Which of the following can be inferred from the last paragraph of the passage? A. Unlike participles, verbal nouns cannot serve as adjectives B. Verbals are also called verbal nouns C. Verbals consist of gerunds , participles and infinitives D. Verbal nouns include gerunds, infinitives and participles Passage 4 (Questions 36-40) Read the following passage , and decide whether the statements are T (True) or F (False). Write your answers against the numbers on your Answer Sheet. A dialect is a variety of a language spoken by an identifiable subgroup of people. Traditionally , linguists have applied the term dialect to geographically distinct language varieties, but in current usage the term can include speech varieties characteristic of other socially definable groups. Determining whether two speech varieties are dialects of the same language , or whether they have changed enough to be considered distinct languages, has often proved a difficult and controversial decision. Linguists usually cite mutual comprehensibility as the major criterion in making this decision. If two speech varieties are not mutually comprehensible , then the speech varieties are different languages; if they are mutually comprehensible but differ systematically from one another , then they are dialects of the same language. There are problems with this definition. However, because many levels of mutual comprehensibility exist. and linguists must decide at what level speech varieties should no longer be considered mutually comprehensible. This is difficult to establish in practice. Comprehensibility has a large psychological component: If a speaker of one speech variety wants to understand a speaker of another speech variety , understanding is more likely than if this were not the case. In addition , chains of speech varieties exist in which adjacent speech varieties are mutually intelligible , but speech varieties farther apart in the chain are not. Furthermore , sociopolitical factors almost inevitably intervene in the process of distinguishing between dialects and languages. Such factors , for example , led to the 215

traditional characterization of Chinese as a single language with a number of dialects that are not mutually comprehensible. Dialects develop primarily as a result of limited communication between different parts of a community that share one language.Under such circumstances,changes that take place in the language of one part of the community do not spread elsewhere.As a result,the speech varieties become more distinct from one another.If contact continues to be limited for a long enough period,sufficient changes will accumulate to make the speech varieties mutually unintelligible.When this occurs,and especially if it is accompanied by the sociopolitical separation of a group of speakers from the larger community,it usually leads to the recognition of separate languages.The different changes that took place in spoken Latin in different parts of the Roman Empire,for example,eventually gave rise to the distinct modern Romance languages,including French,Spanish,Portuguese,Italian,and Romanian. In ordinary usage,the term dialect can also signify a variety of a language that is distinct from what is considered the standard form of that language.Linguists,however,consider the standard language to be simply one dialect of a language.For example,the dialect of French spoken in Paris became the standard language of France not because of any linguistic features of this dialect but because Paris was the political and cultural center of the country. 36.It has been difficult to establish,when there are two distinct speech varieties in a community whether they are dialects of the same language,or whether they are distinct languages. 37.The author thinks it hard to distinguish between dialects of the same language and distinct languages due to absence of an absolute definition of mutual comprehension. 38.The author indirectly suggests,that in accordance with pure linguistic standards, some dialects in Chinese can be viewed as distinct languages. 39.Through the example of the different modern Romance languages,the author intends to prove the irrelevance of sociopolitical separation to the relationship between dialects and languages. 40.According to the principles held by the experts,it is linguistic features,instead of any sociopolitical factors,that promote the growth of a standard language. Part I Writing Test (20%) Write short notes according to what you have learned in the course.(10 points for each one) 41.Name five approaches to ELT methodology. 42.Please explain the style of Science English.Please list five characteristics. 216

traditional characterization of Chinese as a single language with a number of dialects that are not mutually comprehensible. Dialects develop primarily as a result of limited communication between different parts of a community that share one language. Under such circumstances, changes that take place in the language of one part of the community do not spread elsewhere. As a result , the speech varieties become more distinct from one another. If contact continues to be limited for a long enough period , sufficient changes will accumulate to make the speech varieties mutually unintelligible. When this occurs, and especially if it is accompanied by the sociopolitical separation of a group of speakers from the larger community , it usually leads to the recognition of separate languages. The different changes that took place in spoken Latin in different parts of the Roman Empire , for example , eventually gave rise to the distinct modern Romance languages, including French , Spanish , Portuguese , Italian , and Romanian. In ordinary usage , the term dialect can also signify a variety of a language that is distinct from what is considered the standard form of that language. Linguists, however, consider the standard language to be simply one dialect of a language. For example , the dialect of French spoken in Paris became the standard language of France not because of any linguistic features of this dialect but because Paris was the political and cultural center of the country. 36. It has been difficult to establish , when there are two distinct speech varieties in a community whether they are dialects of the same language , or whether they are distinct languages. 37. The author thinks it hard to distinguish between dialects of the same language and distinct languages due to absence of an absolute definition of mutual comprehension. 38. The author indirectly suggests, that in accordance with pure linguistic standards, some dialects in Chinese can be viewed as distinct languages. 39. Through the example of the different modern Romance languages, the author intends to prove the irrelevance of sociopolitical separation to the relationship between dialects and languages. 40. According to the principles held by the experts, it is linguistic features , instead of any sociopolitical factors, that promote the growth of a standard language. Part ill Writing Test (20 %) Write short notes according to what you have Ie 216