武汉工程大学：《综合英语》（英文版） 2004-2005学年第2学期考试试题(B)卷.doc_大学文库

2004-2005学年第2学期考试试题(B)卷 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 课程名称《综合英语》任课教师签名 Part Il Reading comprehension(阒读理解)(40分,每小题2分) 出题教师签名综合英语课程组_审题教师签名 Questions I to 5 are based on the following passage. 考试方式(闭)卷适用专业04级英语 Researchers have establ ished that when people are mentally engaged biochemical changes occur in the brain that allow it to act more effectively in 考试时间(120)分钟 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 题号七」总分] history of doing more rather than less will go into old age more cognitively 得分 sound than someone who has not had an active mind 平卷 Many experts are so conv inced 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 考生须知 James Fozard, associate director of the National Institute on Aging. " Most of 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。 able to maintain mental alertness. Fozard and others say they challenge their brains with different mental skill, both because they enjoy them and because 2、本卷的第一、五、六部分(听写、翻译和作文)写在答题纸(最后· they are sure that their range of activities will help the way their brains work 页)上 Gene Cohen, acting director of the same institute, suggests that people in their old age should engage in mental and physical activities individually as 3、请看清分别属于本科和专科的题目。 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 3、考试完毕后,将答题卡和答题纸交给监考人员 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 Part I Dictation听写)(15分) 1. People who are cognitively healthy are those Section A Passage Dictation(短文听写)(英语本科1-9班) A)who can remember large amounts of information B)who are highly intelligent Section B Spot Dictation(填空听写)(商务英语12班) C)whose minds are alert and receptive D)who are good at recognizing different sounds Sam benton lost his wallet Sam was sure that the 2. According to Fozard's argument people can make their brains work more by one of the villagers, but Three months passed, effectively by Sam found his wallet It had been wrapped up in newspaper A)constantly doing memory work B)taking part in various mental and it, together with a note which said: "A thief, yes, but a thief. activities )going through specific training D

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 don’t 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 information B) who are highly intelligent C) whose minds are alert and receptive D) who are good at recognizing different sounds 2.According to Fozard’s 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 adjustments

3.The findings of James and other scientists in their work Statuses too come ready made, and the range of choice among them is limited A)remain a theory to be further proved B )have been challenged by many other expert 6. In the first paragraph, the writer tells us that statuses can help us C )have been generally accepted A. determine whether a person is fit for a certain job D )are practised by the researchers themselves B behave appropriately in relation to other people 4. Older people are generally advised to C protect ourselves in unfamiliar situations A) keep fit by going in for physical activities D. make friends with other people B) keep mentally active by challenging their brains 7. According to the writer, people often assume different statuses C) maintain mental alertness through specific training A. in order to identify themselves with others D) maintain a balance between individual and group activities B in order to better identify others What is the passage mainly about? C as their mental processes change A) How biochemical changes occur in the human brain D. as the situation changes B) Why people should keep active not only physically but also mentall 8. The word"appraisal"(Line 7. Para. 2)most probably means C) How intellectual activities influence brain-cell health A involvement B appreciation C assessment D presentation D) Why people should receive special mental training as they 9. In the last sentence of the second paragraph, the pronoun "it"refers to Questions 6 to 10 are based on the follow ing passage A. fitting our actions to those of other people appropriately Statuses are marvelous human inventions that enable us to get along with B identification of other people's statuses one another and to determine where we"fit"in society. As we go about our C. selecting one s own statuses everyday lives, we mentally attempt to place people in terms of their statuses D constant mental process For example, we must judge whether the person in the library is a reader or a 10. By saying that"an American is not free to choose the costume of a Chinese librarian, whether the telephone caller is a friend or a salesman, whether the peasant or that of a Hindu prince"(Lines2-3, Para. 3), the writer means Infamiliar 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 A. different people have different styles of clothes change throughout life. Most of us can, at very high speed, assume the statuses B. ready-made clothes may need alterations that various situations require. Much of social interaction consists of identifying C statuses come ready made just like clothes and selecting among appropriate statuses and allowing other people to assume D. our choice of statuses is limited their statuses in relation to us. This means that we fit our actions to those of Questions 1l to 15 are based on the following passage. other people based on a constant mental process of appraisal and interpretation. In bringing up children, every parent watches eagerly the childs Although some of us find the task more difficult than others, most of us acquisition of each new skill -the first spoken words, the first independent perform it rather effortlessly steps, or the beginning of reading and writing. It is often tempting to hurry the A status has been compared to ready-made clothes. Within certain limits, child beyond his natural learning rate, but this can set up dangerous feelings of the buyer can choose style and fabric. But an American is not free to choose the failure and states of worry in the child. This might happen at any stage. A baby costume of a Chinese peasant or that of a Hindu prince. We must choose from might be forced to use a toilet too early, a young child might be encouraged to among the clothing presented by our society. Furthermore, our choice is limited learn to read before he knows the meaning of the words he reads On the other to a size that will fit, as well as by our pocketbook. Having made a choice hand, though, if a child is left alone too much, or without any learning within these limits we can have certain alterations made, but apart from minor opportunities, he loses his natural enthusiasm for life and his desire to find out adjustments, we tend to be limited to what the stores have on their racks. new things for himsel

3.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 themselves 4. Older people are generally advised to_________________. A) keep fit by going in for physical activities B) keep mentally active by challenging their brains C) maintain mental alertness through specific training D) maintain a balance between individual and group activities 5.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 people C. protect ourselves in unfamiliar situations D. make friends with other people 7. According to the writer, people often assume different statuses ____. A. in order to identify themselves with others B. in order to better identify others C. as their mental processes change D. as the situation changes 8. The word “appraisal” (Line 7. Para. 2) most probably means “ ____”. A. involvement B. appreciation C. assessment D. presentation 9. In the last sentence of the second paragraph, the pronoun “it” refers to “____”. A. fitting our actions to those of other people appropriately B. identification of other people’s statuses C. selecting one’s own statuses D. 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 clothes B. ready- made clothes may need alterations C. statuses come ready made just like clothes D. our choice of statuses is limited Questions 11 to 15 are based on the following passage. In bringing up children, every parent watches eagerly the child's 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 C)forbid things which have no foundation in morality ay be especially strict in money matters. Others are severe over times of D)consistently ensure the security of their children coming home at night or punctuality for meals. In general, the controls imposed Questions 16 to 20 are based on the following passage represent the needs of the parents and the values of the community as much as Why does cream go bad faster than butter? Some researchers think they he childs own happiness have the answer. and it comes down to the structure of the food. not its c. As regards the development of moral standards in the growing child, chemical composition---a find ing that could help rid some processed foodsof sistency is very important in parental teaching. To forbid a thing one day chemical preservatives and excuse it the next is no foundation for morality. Also, parents should realize Cream and butter contain pretty much the same substances, so why cream that"example is better than precept". If they are not sincere and do not practise should sour much faster has been a mystery. Both are emulsions----tiny what they preach, their children may grow confused, and emotionally insecure globules of one liquid evenly distributed throughout another. The difference lies when they grow old enough to think for themselves, and realize they have been in what's in the globules and what's in the surrounding liquid, says to some extent fooled Brocklehurst, who led the investigation A sudden awareness of a marked difference between their parents' principles In cream, fatty globules drift about in a sea of water In butter, globules of a and their morals can be a dangerous disappointment watery solution are locked away in a sea of fat. The bacteria which make the 11. Eagerly watching the child's acquisition of new skills food go bad prefer to live in the watery regions of the mixture. This means that A)should be avoided B)is universal among parents in cream, the bacteria are free to grow throughout the mixture, he says C)sets up dangerous states of worry in the child When the situation is reversed, the bacteria are locked away in D)will make him lose interest in learning new things compartments buried deep in the sea of fat. Trapped in this way, individual 12. In the process of childrens leaning new skills parents colonies cannot spread and rapidly run out of nutrients. They also slowly poison A)should encourage them to read before they know the meaning of the themselves with their waste products. In butter, you get a self-limiting system words they read which stops the bacteria growing, says Brocklehurst B)should not expect too much of them The researchers are already working with food companies keen to see if C)should achieve a balance between pushing them too hard and leaving their products can be made resistant to bacterial attack through alter them on their own food's structure. Brocklehurst believes it will be possible to make the emulsions D)should create as many learning opportunities as possible ed in salad cream, for instance, more like that in butter. The key will be to do 13. The second paragraph mainly tells us that this while keeping the salad cream liquid and not turning it into a solid lump A)parents should be strict with their children 16. The significance of Brocklehurst's research is that B)parental controls reflect only the needs of the pa d the values of A)it suggested a way to keep some foods fresh without preservatives the community B)it discovered tiny globules in both cream and butter C)parental restrictions vary, and are not always enforced for the benefit of C)it revealed the secret of how bacteria multiply in cream and butter the children alone D)it found that cream and butter share the same chemical composition D)parents vary in their strictness towards their children according to the 17. According to the researchers, cream sours faster than butter because situation bacteria 14. The word"precept"( Para. 3)probably means A)idea B)punishment C)behaviour D)instruction A)are more evenly distributed in crea in butter B 15 C) live on less fat in cream than in butter A)observe the rules themselves D)produce less waste in cream than in butter. B)be aware of the marked difference between adults and childre 18. Accord ing to Brocklehurst, we can keep cream fresh by

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 child's 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 child's acquisition of new skills __________. A) should be avoided B) is universal among parents C) sets up dangerous states of worry in the child D) will make him lose interest in learning new things 12. In the process of children's learning new skills parents _________. A) should encourage them to read before they know the meaning of the words they read B) should not expect too much of them C) should achieve a balance between pushing them too hard and leaving them on their own D) should create as many learning opportunities as possible 13. 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 community C) parental restrictions vary, and are not always enforced for the benefit of the children alone D) 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) instruction 15. In moral matters, parents should _________. A) observe the rules themselves B) be aware of the marked difference between adults and children C) forbid things which have no foundation in morality D) consistently ensure the security of their children Questions 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 what’s in the globules and what’s 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 food’s 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 Brocklehurst’s 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 composition 17. 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

its fat C)reducing its water content enable them to behave in a 68 way B)killing the bacteria D)altering its struc The behavior and ideals of people change according to circumstances, 19. The word"colonies"(Line 2, Para. 4)refers to they can always go back or go on to something new 69 is better and higher A)Tiny globules C)bacteria communities han anything 70 the past 20. Commercial application of the research finding will be pos sible if salad 52. A/inplete B)fullC)total B)watery regions D)little compartments 51.A)c B)from C)at D) cream can be made resistant to bacterial attack 53. A)since B)if C)as A)by varying its chemical composition 54. A)speak B)talk C)tell D)mention B)by turning it into a solid lump ng B)everything C) D)anything C)while keeping its structure unchanged 56. A)display B)indicate C)demonstrate D)appear D)while retaining its liquid form 57.A)A B)MO B)identical C)similar alike 59. A)remain B)increase C)decrease Part lll Vocabulary& Structure(词汇和结构)(15分,每小题0.5分)60.A)On B)Or C)Nor D)S never Part Iv cloze(完形填空)(10分,每小题0.5分 62. A)health B)body C)mind D)thought 63. A)bi B)small C)minor D)major During recent years we have heard much about"race".how this race does 64.A)true B)exact C)certain D)accurate certain things and that race believes certain things and so on. Yet, the 51 65. A)Provided B)Concerning C)Giver D)Following phenomenon of race consists of a few surface indications. We judge race 66. A)make B)cause C)move usually 52 the colouring of the skin a white race, a brown race, a yellow race 67. A)and B)but C)though D)so anything about the race to which the individual belonged. There is 55in physical 69. A)thar ary B)peculiar C)usual and a black race. But 53 you were to remove the skin you could not 54 68. A)ordi B)what C)whichever D)whatever structure, the brain or the intemal organs to 56 a difference 70. A)for 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 Part V Translation(10 A) 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 Section A英译汉(英语本科1-9班) Heredity or environment: which is 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 stronger? The potentials which a person is bom with determine in some way what he will do in life. Therefore hered ity is fate. However, genes do not work Mental tests which are reasonably 64 show no differences in intell igence in a vacuum, as soon as we begin considering the role that they play in the members of any race. 65 equal educational advantages, there will be no the interacting environment. No characteristic is caused exclusively by eitheror between races. High and low test results both can be recorded by d ifferent development of the individual, we see that there can be no development witho difference in average standings, either on account of race or geographical environment or genes location Individuals of every race 66 civilization to go backward or forward raining and education can change the response of a group of people, 67

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 compartments 20. Commercial application of the research finding will be possible if salad cream can be made resistant to bacterial attack . A) by varying its chemical composition B) by turning it into a solid lump C) while keeping its structure unchanged D) while retaining its liquid form Part 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) whole 52. A) in B) from C) at D) on 53. A) since B) if C) as D) while 54. A) speak B) talk C) tell D) mention 55. A) something B) everything C) nothing D) anything 56. A) display B)indicate C) demonstrate D) appear 57. A) All B) Most C) No D) Some 58. A) same B) identical C) similar D) alike 59. A) remain B) increase C) decrease D) vary 60. A) Only B) Or C) Nor D) So 61. A) ever B) then C) never D) once 62. A) health B) body C) mind D) thought 63. A) big B) small C) minor D) major 64. A) true B) exact C) certain D) accurate 65. A) Provided B) Concerning C) Given D) Following 66. A) make B) cause C) move D) turn 67. A) and B) but C) though D) so 68. A) ordinary B) peculiar C) usual D) common 69. A) that B) what C) whichever D) whatever 70. A) for B) to C) within D) in Part 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