2006年10月自考英语二真题与答案
自考英语二历年真题及答案(2005-2013)大全

2005年4月高等教育自学考试全国统一命题考试英语(二)试卷及答案(课程代码:00015)PART ONE (50 POINTS)Ⅰ.Vocabulary and Structure (10 points, 1 point for each item)从下列各句四个选项中选出一个最佳答案,并在答题卡上将相应的字母涂黑。
1.Would’t you rather your child ______ successful with his study and won the scholarship?A. becameB. becomeC. would becomeD. becomes2. Although Tom is satisfied with his academic achievement, he wonders _______will happen to his family life.A. itB. thatC. whatD. this3. We hope that all the measures against sandstorms, ________ was put forward by the committee, will be considered seriously at the meeting .A. whileB. afterC. sinceD. as4. We cannot leave this tough job to a person_________.A. who nobody has confidenceB. in whom nobody has confidenceC. for whom nobody has confidenceD. who everyone has confidence of5. You are the best for the job _____ you apply your mind to it .A. untilB. if onlyC. in caseD. unless6.Hey, leave _____!I hate people touching my hair.A. behindB. outC. offD. over7.I thought the problem of water shortage would ________ at the meeting but nobody mentioned it.A. come upB. come up toC. come overD. come to8.Mr.Smith , can I ________ you for a minute? I’d like to hear your opinion on this issue.A. say a word withB. have words withC. mention a word withD. have a word with9.There is a deadlock (僵局) in the discussion when neither side gives ________ to the over .A. a wayB. wayC. the wayD. its way10. This type of desk and chair can be adjusted ________ the height of students at different ages.A. withB. forC. toD. inⅡ.Cloze Test (10 points, 1 point for each item)下列短文中有十个空白,每个空白有四个选项。
2006年10月自考综合英语

2006年10月自考综合英语(2)模拟试题及答案Part One (60 Points)I.语法词汇。
用适当的词填空。
从ABCD四个选项中,选出一个正确答案,并在答题纸上写上所选答案的字母。
(本大题共25小题,每小题1分,共25分)Complete each of the following sentences with the most likely answer (25points.)1.When summing up our experience in socialist construction,_______ on the lessons drawn from our failures and mistakes.A. stress should be laidB. we should lay stressC. stress should layD. we should be laying stress2.Mary had just arrived, but she talked as if she_______ about our plan.A. had knownB. knowC. knewD. has known3._______is often the case in nature, the commonest things are the most complicated.A. ThatB. ItC. AsD. What4.Neither the teacher nor Bob’s parents_______ satisfied with his school work.A. isB. wasC. areD. have5.You will have to pay a fine_______ you return the books to the library in time.A. untilB. providedC. ifD. unless6._______a writer of considerable distinction, people flocked to her public lectures.A. BeingB. To beC. She isD. Because she is7._______at close quarters, she looked even more dreadful.A. SeeingB. SeenC. To be seenD. Being seen8. They kept on sailing on the vast ocean,_______ where the voyage was to end.A. not knowingB. knowing notC. not knownD. known not9. That was a busy and immensely satisfying year for me,_______ hard work paid off in a big way.A. at whichB. during that timeC. of which timeD. during which10.Alice is the tallest of_______ in the Smith family.A. all the membersB. any membersC. any of the membersD. any other member11.Waterloo was_______ Napoleon was finally defeated.A. whoB. whenC. whereD. how12. In the corner of the dorm_______ a trash can filled with crumpled and torn pages of his term paper.A. was sitB. satC. sitD. is sit13.She is too shy to ask a stranger the time,_______ speak to a room full of people.A. let aloneB. much lessC. not to mentionD. not to say14. I’m afraid that you won’t be able to talk this problem _______you have to do something.A. offB. downC. aroundD. away15. It was_______ of my mother to wait until we were all together before she told us about her latest plan to do something.A. normalB. typicalC. representativeD. special16. If you can keep our community pollutionfree while developing your project,_______. If not, I would like to suggest you give up your idea.A. well and goodB. better and betterC. good and betterD. good and well17.Jules was startled to see him and_______ out the first thing that came into his mind. “Have you had your dinner, sir?” he asked.A. spokeB. brokeC. blurtedD. burst18. I can still see_______ the green grassy slope where the sheep grazed peacefully in the sun.A. on my mindB. in my mind’s eyeC. on my mind’s eyeD. in my mind19. The boy was_______ by what his mother said and felt at a loss.A. distortedB. pleasedC. bewilderedD. amazed20.Drivers are constantly advised not to drive when tired, for tiredness can_______ a person’s judgment.A. impairB. misleadC. effectD. distract21.Even though everyone_______ the incident has been questioned, the police were still at a loss as to who was the real murderer.A. informed ofB. involved inC. hearing fromD. inferred to22. The Wright brothers_______ the design of the first successful motorpowered plane.A. conceivedB. conformedC. concealedD. converted23. Eventually, Brecht moved to the United States, but neither he nor American_______ one another.A. get onB. took toC. went alongD. fond of24.It still remains a big problem to the world how to dispose_______ nuclear waste.A. withB. aboutC. ofD. up25. The plane is_______ in 5 minutes.A. dueB. justC. fairD. fittingII. 完形填空。
自考英语二历年真题及答案

自考英语二历年真题及答案【北京骄能教育】2010年4月全国自考英语(二)真题及答案/view/aa2225bd960590c69ec37615.html 2009年4月全国自考英语(二)真题及答案/view/6c39642d7375a417866f8f15.html 2009年10月全国自考英语(二)真题及答案/view/0e45235c3b3567ec102d8a15.html 2008年10月份全国自考英语(二)真题及答案/view/af4f791e650e52ea55189815.html 2007年04月份全国自考英语(二)真题及答案/view/2f082f7101f69e3143329415.html 2006年04月份全国自考英语(二)真题及答案/view/bf24f669a45177232f60a215.html 2006年10月份全国自考英语(二)真题及答案/view/6648f4687e21af45b307a815.html 2005年04月份全国自考英语(二)真题及答案/view/d100b1c66137ee06eff9180a.html 2005年10月份全国自考英语(二)真题及答案/view/ba11606e58fafab069dc020a.html 【二:真题系列】2009年4月自考英语(二)试卷答案/view/aaff1208763231126edb1134.html2009年7月自考英语(二)试题答案/view/eee8ba51f01dc281e53af037.html2009年10月全国自考英语(二)试题答案/view/09174ffb770bf78a65295436.html2008年1月英语(二)试题答案/view/88880d37f111f18583d05a34.html2008年4月全国自考英语(二)试题答案/view/31aff23a580216fc700afd2a.html2008年7月英语(二)答案/view/0a207b175f0e7cd184253634.html2008年10月自考英语(二)试题/view/e9c6ad0d4a7302768e993934.html2007年4月自考英语(二)试题/view/f0f2c2bbfd0a79563c1e7234.html 2007年4月自考英语(二)试卷答案/view/b7b5aed528ea81c758f57834.html全国2007年10月高等教育自学考试英语(二)试题/view/7478393f5727a5e9856a6131.html全国2007年10月高等教育自学考试英语(二)试题答案/view/d5e3d6c708a1284ac8504331.html2006年4月自考英语二试卷/view/6019865f804d2b160b4ec034.html 2006年4月自学英语二试卷答案/view/6e8ed07da26925c52cc5bf34.html2006年10月英语(二)试题/view/fa2a87c69ec3d5bbfd0a742a.html 2006年10月英语(二)试题答案/view/532cb400a6c30c2259019e35.html 2006年10月全国自考自学考试“英语(二)”历年试卷试题(北京卷) /view/b67624687e21af45b307a834.html 2006年10月全国自考自学考试“英语(二)”试题(北京卷)答案/view/4d97e224ccbff121dd368334.html2005年10月高等教育自学考试全国统一命题考试/view/873aac68a98271fe910ef934.html 2005年10月自考英语(二)试题/view/6fdbf709581b6bd97f19ea34.html2004年10月英语(二)试题/view/1aa793868762caaedd33d42a.html 2004年10月英语(二)试题答案/view/910eca36a32d7375a417802a.html全国2003年1月高等教育自学考试英语(二)试题/view/0f1f2669a45177232f60a231.html2003年4月全国自考英语(二)试题/view/6cdf49f7ba0d4a7302763a35.html2003年10月英语(二)试题答案/view/2a30a9d5b9f3f90f76c61b35.html浙江省2002年1月高等教育自学考试英语(二)试题/view/0a257b175f0e7cd184253631.html浙江省2002年1月高等教育自学考试英语(二)试题答案/view/26bd7f0203d8ce2f00662331.html全国2002年4月高等教育自学考试英语(二)试题/view/aff57637ee06eff9aef80736.html全国2002年4月高等教育自学考试英语(二)试题答案/view/294d018884868762caaed531.html浙江省2002年7月高等教育自学考试英语(二)试题/view/aafa1208763231126edb1131.html全国2002年10月高等教育自学考试英语(二)试题/view/71b1fb3a87c24028915fc331.html全国2002年10月高等教育自学考试英语(二)试题答案/view/a2df002ded630b1c59eeb531.html2001年4月份全国高等教育自学考试自考英语二试卷/view/6672246c1eb91a37f1115c35.html2001年4月份全国高等教育自学考试自考英语二试卷答案/view/746aa923482fb4daa58d4b35.html全国2001年10月自考英语(二)试题/view/0f31c980d4d8d15abe234e36.html全国2001年10月自考英语(二)试题答案/view/c021b51614791711cc791736.html2000年上半年全国高教自考英语(二)/view/24d2454de518964bcf847c35.html1999年下半年全国高等教育自学考试英语(二)试题/view/fa3587c69ec3d5bbfd0a7435.html自考英语二一直是自考生的一道难题,很多人都是因为英语二而不能完成学业,有的甚至放弃了自考!辛苦自考多年,最后却因为英语二而不能毕业是多么可惜的一件事啊!因为英语的特性,在短时间内很难学好英语!短时间内学好英语是不可能的!但是,现在你却有了一个可以通过英语二考试的机会----北京骄能教育自考英语二保过班!北京骄能教育拥有多位权威英语教师,一直致力于自考英语二,公共英语三级考试的研究,经过多年的努力和实践,终于总结出一套行之有效考前应试技巧,并且在考前进行押题,保证学生通过考试。
(全新整理)10月全国自考英语(二)试题及答案解析

全国2018年10月自学考试英语(二)试题课程代码:00015本试卷分为两部分,满分100分,考试时间150分钟。
第一部分为选择题,1页至7页,共7页。
应考者必须在“答题卡”上按要求填涂,不能答在试卷上。
第二部分为非选择题,8页至9页,共2页。
应考者必须在“答题纸”上答题。
PART ONE(50 POINTS)Ⅰ. V ocabulary and Structure (10 points, 1 point for each item)从下列各句四个选项中选出一个最佳答案,并在答题卡上将相应的字母涂黑。
1.It makes good_to bring an umbrella; it seems to be raining today.A. sense B.reasonC. suggestionD. advice2.If you are too_of your children, they will never learn to deal with difficulties in life.A. respectiveB. detectiveC.protective D.effective.3.His intelligence will_him to get a scholarship to college.A. enableB. persuadeC. suggestD. employ4.The professor asked a question, and David_a good answer.A. put up withB. stood up forC.came up with D.looked down upon5.No sooner had we reached home_a violent storm broke out.A. whenB. thatC.until D.than6.People differ_one another_their ability to handle stress.A. from...to B.from...inC. for...inD. in...from7.They should try to_their usual inhibitions and join in the fun.A. send off B.lay asideC.take to D. turn off8.During the past two decades, research has_our knowledge of daydreaming.A. expandedB. emergedC. descendedD. conquered9.The students are required to_the main ideas of the article in their own words.A. symbolizeB. minimizeC.synchronize D. summarize10.The outline of rooftops and chimneys_against the pale sky.A. pulled outB. looked outC.held out D.stood outⅡ.Cloze Test (10 points, 1 point for each item)下列短文中有+个空白,每个空白有四个选项。
自考英语二0015历年真题及答案(2006-2012)六年来完整收藏版总结

2006年4月高等教育自学考试全国统一命题考试英语(二)试卷及答案(课程代码:00015)PART ONE (50 POINTS)I.Vocabulary and Structure (10 points, 1point each)1. It would be better to make a decision now, ______ leave it until next week.A. other thanB. rather thanC. less thanD. more than2. We'll inform you as soon as tickets become ______.A. valuableB. capableC. acceptableD. available3. The foreign company has been______ running this factory for decades.A. enormouslyB. effectivelyC. infinitelyD. extremely4. If you ______ my advice, you wouldn't be in such trouble now.A. tookB. takesC. has takenD. had taken5. The meeting ______, we left the room quickly for dinner.A. overB. was overC. is overD. been over6. All the money ______, Frederick started looking for work.A. having spentB. has been spentC. having been spentD. had been spent7. ______ his talk when Mary ran out of the lecture hall.A. Hardly had be begunB. Hardly he had begunC. Hardly he has begunD. He hardly had begun8. The two sisters are _____ in many ways, not only in appearance but also in temperament.A. likeB. likelyC. alikeD. lively9. The purpose of the program is to provide training for employees so that they can work ______.A. lateB. laterC. latelyD. latest10. I hope my boy friend will be handsome, strong and ______ kind.A. above allB. in allC. at allD. after allII. Cloze Test (10 points, 1 point each)However careful one may be, he cannot possibly listen carefully to everything that he hears. There are 11 of reasons for this. One of them is the overload of messages most of us 12 each day. In addition to the numerous hours we 13 hearing other people speak, we may spend several hours listening to the radio or sitting in front of a television set. 14, it is impossible to focus our attention completely on what is said; our mind might be 15 elsewhere. Preoccupation with our personal concerns is 16 reason we don't always listen carefully. A romance 17 sour or a good grade on a test may take prominence in our mind even as 18 is speaking to us. Furthermore, we are surrounded by all kinds of noises which interfere 19 listening. For example, voices at a party or 20 of traffic may simply make it difficult for us to catch everything that is being said.11. A. the number B. a number C. number D. numbers12. A. accept B. obtain C. receive D. possess13. A. put B. consume C. spend D. spare14. A. Besides B. Whereas C. Otherwise D. Nevertheless15. A. wondering B. swinging C. recycling D. wandering16. A. other B. some C. the other D. another17. A. gone B. going C. goes D. went18. A. anyone B. everyone C. someone D. few19. A. to B. with C. of D. about20. A. sound B. noise C. voice D. screamIII. Reading Comprehension (30 points, 2 points each)Passage OneQuestions 21 to 25 are based on the following passage.Many of today's most trusted sales techniques were invented over a century ago by a young merchant named Eaton in Toronto. When he was young, Eaton worked briefly with his brothers in small-town stores. In 1869, he sep up his own shop in downtown Toronto. He had many competitors, but he was also ambitious and had a plan for success. He offered a unique style of trade, but as was expected, all the other shopkeepers laughed at him, believing he would eventually fail. However, Eaton was not a man to be easily defeated; he came up with a brand new notion of business - "Goods satisfactory, or money refunded." He sold all his goods at fixed prices and only for cash.With a sharp sense of what the public wanted, he went out of the way to meet their needs. His business grew rapidly. He set up new branches and started mail order service that allowed people to buy from a list of his goods.Eaton's list-advertisements of his day-was the first of its kind. It was distributed and read all over the country. It was the only way to access good-quality goods at reasonable prices for people living far away from big cites. It became part of their life. They even called it The Wishing Book. The secret of the list's success was that Eaton gained the respect of this customers; they trusted him for good prices and quality goods. Probably because he remembered his miserable early days in Ireland, Eaton thought much of the welfare of his employees: better working conditions, shorter weekday hours than his competitors and Saturday afternoons off in the summer. In all this, he was a leader.21. The best description of Eaton is that ______.A. he was the richest merchant in TorontoB. he was a successful technical inventorC. he introduced new sales practicesD. he changed people's ideas about businessmen22. Eaton's success lay primarily in that ____.A. he sold only good quality goodsB. he was the first person to provide good serviceC. he treated his employees better than any of his competitorsD. he won respect from his customers23. From the passage we can infer that ______.A. Eaton invented the idea of the internet shoppingB. Eaton drove other businessmen to failureC. Eaton never sold his goods on creditD. Eaton was defeated by his rivals24. The best title for this passage is _____.A. Good Goods, of Money RefundedB. Eaton, a Sales InventorC. Customers' Respect, a Secret of SuccessD. Eaton's list, a Welcome Event in Sales History25. Eaton's List was important to people on farms because it was a convenient way of getting _____.A. good-quality goods at reasonable pricesB. goods at unreasonable pricesC. good-quality goods at unreasonable pricesD. poor-quality goods at reasonable pricesPassage TwoQuestions 26 to 30 are based on the following passage.The threat of a global outbreak (疾病大爆发) of bird flu makes it urgent for the international community to cooperate effectively. Wealthy countries will have to provide hundreds of millions of dollars for the testing and production of medicines necessary for treating patients suffering from bird flu. Developing countries, particularly in Southeast Asia, where the bird flu virus (病毒) has spread since 1997, must work out special programs so that farmers will not hide sighs of possible outbreaks. In addition, the way such farm birds as chickens and ducks are traditionally raised and marketed in the developing world should be changed; there should be more distance between the birds and their keepers. Countries should deal with the disease with joint effort. If one country is inadequately prepared, it will be a threat to every other country.The potential effects of a national outbreak of bird flu are enormous. Firstly, an outbreak may kill large numbers of people. World Health Organization (WHO) estimates that an outbreak similar to the mild Hong Kong flu of 1968 could kill as many as 7.4 millions people. If it were as dangerous as the 1918 Spanish flu, which killed 50 million, the number would be much higher. Secondly, such an outbreak may cause great financial damage. The latest outbreak of bird flu, which began in December 2003, has cost Southeast Asia more than $10 billion and depressed its GDP by 1.5 percent. If a new outbreak of bird flu were to last for a whole year, $800 billion would be lost. Despite the 124 human cases and 63 deaths from bird flu since December 2003, the virus remains mainly a disease animals. However, the more animals that die of the disease, the more chances it has of spreading to people. Large numbers of dead or dying birds mean that more people will be exposed to the virus and change into a virus with new characteristics. If the international community works together efficiently, man can surely prevent such a virus and possibly save millions of lives.26. Faced with the threat of a global outbreak of bird flu, the international community should ________.A. establish new marketsB. work together effectivelyC. stop birds from flying to other countriesD. raise fewer chickens and ducks27. The second paragraph focuses on ______.A. World Health OrganizationB. flus in Hong Kong and SpainC. the economy of Southeast AsiaD. possible effects of a bird flu outbreak28. The number of people who have died of bird flu since 2003 is _______.A. 63B. 124C. 7.4 millionD. 50 million29. In the third paragraph, the author is mainly interested in _____.A. stimulating financial growthB. reducing economic damagesC. saving human livesD. protecting bird species30. The passage deals with all the following aspects bird flu EXCEPT _______.A. the origin and history of bird fluB. the importance of international cooperationC. the possible dangers of a national outbreakD. the significance of preventing it from spreadingPassage ThreeQuestions 31 to 35 are based on the following passage.The long summer holidays are finally over and some parents are pleased. "We worry more about their safety in the holidays," explains one mother from North London. If teenagers are not wandering around on public transport in a big and potentially dangerous city, they are chatting to strangers in an internet chat room! Well, that's an extreme picture of the UK today, but many parents are worried about how much freedom they can give their children during the holidays and at weekends.Weekends are not the only time to worry! Newspaper are full of stories about too many school kids going to school by car because their parents do not want them to travel alone on a bus or train. This summer there were more frightening stories of teenagers disappearing with questionable friends that they met on the net. All the Media stories help increase parents fears, but is the UK really so dangerous?Many young people feel that life for their parents was easier. In the 1960s young people played in the streets more and traveled around town without their parents. "At least our parents can keep tabs on us," says 16-year-old Julia. "So many people have mobile phones now and their parents ring to find out where they are. I use my mobile to get Dad to come to the station when I arrive late." Mobiles are not just expensive toys; they help keep young people safe. Most significantly, they help keep young people safe. Most significantly, they make parents feel better. Only one problem is, though, that some young people have been attacked by thieves who want to steal their mobile phones.Young people like going out with friends, but they now need to learn how to get home safely. Five million young people in the UK between the ages of 9 to 16 use chat rooms to make friends, but they, too, need to be careful and never give their personal details to a stranger. Young people today have more opportunities to meet new people and go out at night more than their parents ever did. Now school, television programs and newspapers must help teenagers to enjoy their freedom and to be responsible for their own safety.31. Some parents are upset about the summer holidays mainly because their children ______.A. wander around on bus in the cityB. chat to strangers in Internet chat roomsC. make questionable friends on the netD. are taken little care of by teachers32. For the sake of the safety, many parents send their kids to school ________.A. by carB. by busC. by trainD. by public transport33. Most significantly, mobile phones _______.A. enable parents keep a close watch on their kidsB. help keep teenagers safeC. make parents feel less worriedD. protect teenagers from being attacked34. Teenagers should never give any strangers ______.A. their mobile phone numbersB. their family addressC. their personal informationD. their parents' names35. This passage is mainly about ________.A. freedom for teenagers in summer holidaysB. safety for teenagers in summer holidaysC. activities for teenagers in summer holidaysD. troubles for teenagers in summer holidaysPART TWO (50 POINTS)将下列汉语单词译成英语。
自考英语二试题及参考答案

英语《二》试题及参考答案【自学考试(英语《二》)试题】:Ⅰ.Vocabulary and Structure (10 points, 1 point for each item)从下列各句四个选项中选出一个最佳答案,并在答题纸上将相应的字母涂黑。
1. ________ Americans have different views on many issues, they tend to agree on one subject: taxes are too high.A. DespiteB. In spite ofC. BecauseD. Although2. These little things aren't important ________ themselves, but put together, they can cause troubles.A. byB. inC. forD. at3. If there were any inhabitants of the moon, they would see our earth reflecting the light of the sun, again like a huge mirror ________ in the sky.A. hangB. hangedC. hungD. hangs4. When we call a word “learned,”we do not mean that it is used by learned persons alone, ________ simply that its presence in the English vocabulary is due to books and the cultivation of literature rather than to the actual needs of ordinary conversation.A. soB. sinceC. butD. for5. ________ is accepted as true often is relatively, and not absolutely, true.A. WhatB. ThatC. WhichD. It6. I ________ awake for about two hours last night.A. lieB. liedC. laidD. lay7. In theory, every person will have ________ to an unlimited amount of information with the development of telecommunication satellites.A. entryB. accessC. entranceD. opening8. It is in Iran ________ the family members are involved in the wedding preparations.A. whereB. in whichC. thatD. from which9. I have never before met ________ as he is.A. so an intelligent personB. a so intelligent personC. so intelligent personD. so intelligent a person10. The role of the father in the traditional family was to provide ________ his family.A. forB. withC. upD. overⅡ. Cloze Test (10 points, 1 point for each item)下列短文中有十个空白,每个空白有四个选项。
自考英语二历年真题及答案(全)

高等教育自学考试全国统一命题考试英语(二)试卷及答案PART ONE (50 POINTS)Ⅰ.Vocabulary and Structure (10 points, 1 point for each item)从下列各句四个选项中选出一个最佳答案,并在答题卡上将相应的字母涂黑。
1.Would’t you rather your child ______ successful with his study and won the scholarship?A. becameB. becomeC. would becomeD. becomes2. Although Tom is satisfied with his academic achievement, he wonders _______will happen to his family life.A. itB. thatC. whatD. this3. We hope that all the measures against sandstorms, ________ was put forward by the committee, will be considered seriously at the meeting .A. whileB. afterC. sinceD. as4. We cannot leave this tough job to a person_________.A. who nobody has confidenceB. in whom nobody has confidenceC. for whom nobody has confidenceD. who everyone has confidence of5. You are the best for the job _____ you apply your mind to it .A. untilB. if onlyC. in caseD. unless6.Hey, leave _____!I hate people touching my hair.A. behindB. outC. offD. over7.I thought the problem of water shortage would ________ at the meeting but nobody mentioned it.A. come upB. come up toC. come overD. come to8.Mr.Smith , can I ________ you for a minute? I’d like to hear your opinion on this issue.A. say a word withB. have words withC. mention a word withD. have a word with9.There is a deadlock (僵局) in the discussion when neither side gives ________ to the over .A. a wayB. wayC. the wayD. its way10. This type of desk and chair can be adjusted ________ the height of students at different ages.A. withB. forC. toD. inⅡ.Cloze Test (10 points, 1 point for each item)下列短文中有十个空白,每个空白有四个选项。
2006教育硕士 英语二 真题及答案

2006年Section I Use of English (20 minutes, 10%) Read the following text. Choose the best word for each numbered blank from A, B, C or D.With its common interest in lawbreaking but its extremely large range of subject matter and widely varying methods of treatment, the crime novel could make a reasonable 1 to be regarded as a separate branch of literature. The detective story is probably the most 2 of the crime species. Its creation is often the relaxation of university teachers, 3 economists, scientists or even poets. 4 may occur more frequently and mysteriously than might be expected in polite society, 5 the world in which they happen, the village, seaside resort, college or studio, is familiar to us, if not 6 our own experience, at 7 in the newspaper or the lives of friends. The characters, 8 normally realized superficially, are as recognizably human and 9 as our less intimate associates. A story set in a more 10 environment, African jungle, or Australian bush, ancient China or gaslit London, 11 to our interest in geography or history, and most detective story writers are 12 in providing reasonably true background. The 13 , carefully-assembled plot, disliked by the modern intellectual 14 and creators of significant novels’, has found 15 in the murder mystery, with a small number of clues and apparent 16 , all with appropriate solutions and explanations at the end. 17 the guilt of escapism from Real Life nagging gently, we secretly take great delight in the 18 of evil by a vaguely superhuman detective, who sees through and disperses the 19 of suspicion which stayed so unjustly over the 20 .01. [A] plea [B] appeal [C] claim [D] assertion02. [A] acceptable [B] respectable [C] debatable [D] vulnerable03. [A] literary [B] curious [C] sensible [D] observant04. [A] Schemes [B] Assassinations [C] Mysteries [D] Misfortunes05. [A] and [B] but [C] as [D] for06. [A] by [B] in [C] from [D] with07. [A] last [B] best [C] most [D] least08. [A] if [B] when [C] most [D] least09. [A] consistent [B] insistent [C] persistent [D] competent10. [A] strange [B] remote [C] primitive [D] mysterious11. [A] attracts [B] accords [C] appeals [D] applies12. [A] conscious [B] ambitious [C] industrious [D] conscientious13. [A] elaborate [B] accurate [C] considerate [D] deliberate14. [A] authors [B] critics [C] novelists [D] spectators15. [A] flaw [B] trouble [C] refuge [D] evidence16. [A] contradictions [B] probabilities [C] implications [D] impossibilities17. [A] With [B] For [C] Despite [D] Without18. [A] unveiling [B] unmasking [C] unwitting [D] unpacking19. [A] fog [B] mist [C] shade [D] cloud20. [A] victim [B] suspect [C] innocent [D] accusedSection II Reading Comprehension (70 minutes, 50%Part AVirtue is not so much a matter of learning specific rules or principles as it is one of developing special skills of exercising one's capacity for right action. Since "virtue" can mean both "moral goodness" and "successful or excellent action," comment regarding the teaching of virtue must apply to both senses or uses of the term, narrow or broad. Both are matters of human action or activity and, as such, are taught performatively.That virtue is taught and learned performatively has something to do with the normative quality of human action or activity. Norms are ways of doing something, getting something done, which are taught by doing and showing how to do. Being normative, however, human actions can go wrong. As Stanley Cavell wrote: "The most characteristic facts about actions is that they can be performed incorrectly. This is not a moral assertion, though it points the moral of intelligent activity. These are actions which we perform, and our successful performance of them depends upon our adopting and following the ways in which the action in question is done and upon what is normative for it." Thus, in talking about virtue, we are talking about normative matters, matters taught and learned in terms of unsuccessful human action. As such, we are speaking about the cultivation of human skills and practices, human ways of acting in this world.Whether virtue is narrowly or broadly understood, the teaching of virtue is the teaching of a skill within a practice of form of life, the training of a capacity, not the memorization of rules or guidelines. Virtue is embodied in action; accordingly, our knowledge of virtue is a kind of performative knowledge ---- both knowledge acquired through action and knowledge expressed or revealed in action. Our knowledge of virtue is not, then, a matter of prepositional knowledge, but rather a matter of performative knowledge. This helps account for our relative inability to define what virtue is with any assurance. Knowing what virtue is, is not the same as knowing what some kind of object is, because virtue is not an object. And since so much of Western thought uses our knowledge of objects as the paradigm of knowledge, any kind of knowledge that does not fit the model is apt to seem not quite or fully knowledge at all. Hence, an inability to articulate the meaning of virtue is not a sign of the lack of knowledge of virtue. Instead, it is a part of the grammar of virtue: it shows what kind of thing virtue is.21. The broad definition of virtue differs from the narrow one in its[A] dealing with cultural norms. [B] ruling out physical activities.[C] comprising the skillful teaching. [D] involving more than moral honesty.22. The author would depict the view that some human actions are morally non-normative as[A] logically persuasive. [B] profoundly mistaken.[C] reasonable and practical. [D] ambiguous and misleading.23. Which of the following statements about norms would the author support?[A] Most of them are the result of persistent teaching.[B] They are derived from specific rules for behavior.[C] They are essential to the acquisition of virtue.[D] Many of them are sound principles of action.24. The author argues that teachers of virtue strive primarily to pass on[A] practical capabilities. [B] cultural conventions.[C] favorable experiences. [D] traditional principles.25. It would serve as an example for the "prepositional knowledge" (Par. 3) to[A] experiment on a trial and error basis.[B] learn diverse philosophical definitions.[C] practice virtue by imitating moral actions.[D] advance arguments without enough evidence.26. The text is chiefly aimed at[A] revealing diverse attitudes toward virtue.[B] insisting on the value of capacity training.[C] arguing for the essence of virtue instruction.[D] providing approaches to the teaching of virtue.Part BYou are going to read an extract about sign language. Six paragraphs have been removed from the extract. Choose from Paragraphs A-G the one which fits each gap (27-32). There is one extra paragraph which you do not need to usSign LanguageSince most deaf children have heating parents and thus do not learn ASL (American Sign Language) at home, they normally learn it from the other deaf children when they get to school. However, the minority of deaf children with deaf parents learn ASL under conditions similar to those of heating children learning spoken language.27As mentioned earlier, deaf children engage in making soft sounds as much as do hearing children. However, it has been claimed that babbling falls off in deaf children after six months, presumably due to the lack of auditory feedback. It has also been claimed that mirrors hung over the cribs of deaf babies prolong and increase their vocalization28The first word (sign) generally appears sooner in ASL than in speaking children. The first sign has been reported as being at 5 or 6 months, ‘compared with 10 months in normal children. Two-sign utterances have been reported in children as young as eight months. Two reasons for such early acquisition have been given. One is the nature of many signs.29The first signs appear to be of the same types that have been reported for acquisition of vocal language ---- for example, signs for things that move or that can be handled by the child.30Children sometimes will make the sign in the wrong orientation. For example, the sign meaning "shoes" is made by bringing the two fists together, making contact at the side of the hands. One child brought the fists together so that the knuckles made contact instead. Or they might bring the hand, palm downward to the bottom of thechin and wiggling the fingers. One child made it by putting the hand in the mouth instead. Or they might use the wrong hand shape.31Just as one can argue that there are phonological-like errors, so there are similarities in how children alter the meaning of words. In one area of the acquisition of meaning, one would suspect that deaf children would find it easier than hearing children. This is the acquisition of the signs corresponding to the personal pronouns me and you. One would expect deaf children learning ASL not to have any problems with these pronouns, because "me" is expressed by pointing to oneself and "you" is expressed by pointing to the person or persons being talked to. Thus ASL uses the obvious natural gestures. Yet deaf parents sign utterances such as Want Mommy help Jane? Instead of Want me help you? Just as hearing parents do in spoken languages.32[A] There are many different sign languages, which in general are no more intelligible to a user of another sign language than a French speaker would be to a monolingual English speaker. However, experienced deaf travelers can establish communication with users of other sign languages much more easily than can speakers of two oral languages. Deaf people accomplish this by using gestures and mime along with their signs.[B] Phonological mistakes generally involve simplification, such as dropping phonemes from the word or making phonemes within a word more like each other. Of the four aspects of signs, it is logically impossible to leave one out. Although not as extensive as in the case of phonology, there is some evidence of this. Specifically, of18 different hand shapes used in making signs to one child, he always used only 9.[C] The manual equivalent of babbling, at 3 to 10 months, has been reported. The manual equivalents of happy sounds begin at a younger age, but one cannot say that there is a difference here, because all infants wave their arms about. Should this be considered making a sound? Perhaps if there were statistical evidence that infants of deaf parents wave their arms more than similarly age infants of hearing parents one could argue that this excess was making soft sound.[D] Just as the first vocal words are pronounced inaccurately, so the first signs are less than perfect imitations of the adult version. There are four major aspects to the making of any ASL sign: the shape of the hand, the location of the hand, the movement of the hand, and the orientation of the hand. Children first learning ASL will generally get some of these aspects right but make mistakes on others.[E] The ASL signs meaning "cry", "drink", "eat" and "sleep" all resemble the actual actions and thus can be figured out and used by children at an earlier age, so the argument goes. The other reason involves the relative rates of maturation of neuromuscular control of the hands and of the vocal apparatus. After all normal children often begin to comprehend words four months before they begin to speak. [F] A number of such children have been studied for the purposes of comparing ASL acquisition with that of spoken language. In most respects acquisition of ASL parallels that of spoken language, but there are some slight differences, as we shall see.[G] The deaf parents do this because they know that deaf children make the samecomprehension errors, mixing up the pronouns, that hearing children do. Deaf children learning sign language apparently acquire it as an arbitrary signal system, just as hearing children acquire speech. It may be true that infants acquire their first signs sooner because the nature of ASL, but once the acquisition process starts, the nature of signs doesn't seem to help as much as one might expect.Part CYou are going to read a passage about the how to give an academic talk. Choose from the list of headings A-G, choose the best one to summarize each paragraph (33-38) of the passage. There is one extra heading that you do not need to use.How to Give an Academic Talk33Written academic language is too complex and too awkward for reading aloud. Just talk ---- it's easier to understand, and it allows you to make genuine contact with your audience. Furthermore, it ultimately helps you to think more clearly, by forcing you to communicate your points in ordinary terms. While you are talking, stand up unless you're literally forced to sit. People can see you better. Standing also puts you in a dominant position. This may sound politically incorrect, but it's not. Remember, you're the focus. The audience wants you to be in charge. Listeners need your help to maintain their attention.34Speak loudly and clearly, facing the audience. Make sure, especially when using visual aids, that you continue to face the audience when you speak. An important element of vocal technique is to focus on the bottom (the deepest pitch) of your vocal range, which is its loudest and most authoritative tone. This can be especially important for women. Speak from the gut, not the throat. Breathe deeply ---- it's necessary for volume, and will also help you keep your mind clear. Here are two effective vocal "special effects." First, when you come to a key phrase that you want people to remember, repeat it. Second, pause for a few seconds at several points in your talk; this breaks the monotony of a continuous flow of speech. It also gives you a chance to sip some water.35In a conference situation, where talks are short and yours is one of many, your audience is not going to remember details. In such a situation, less is more. Give them short, striking "punch lines" that they'll remember. They can always read your written work later, but if you don't get them interested and show them why it's important, they won't want to.36At a minimum, have an outline of your talk. Some people seem to think they're giving everything away by showing people what they're going to say before they're said it. But the effect of a good talk outline is exactly the opposite: it makes your audience want to hear the details. At the same time, it helps them understand the structure of your thinking. Slides should be extremely concise and visually simple. Slides are maps, not territories; they are tracking devices that let both you and your audience follow the flow of the talk. So they must not be overfilled.37In conference settings, exceeding your time limit is also incredibly rude, since it cuts into other speakers' time to speak and/or other people's time to discuss. Don't rely on panel chairs to enforce time limits; do it yourself. You can make real enemies by insisting on continuing after your time is up--but nobody has ever been criticized for finishing two minutes early. Nothing is more embarrassing ---- for both you and your audience ---- than getting only halfway through your talk before hitting the time limit. The only way to be sure you time things right is to rehearse your talk. Timing is a complicated, learned skill that requires a lot of practice--so practice where it's easy, i.e. at home.38Perhaps the best way to become an excellent speaker yourself is to watch really good, experienced speakers and model your talks on theirs. Notice/not just what they say, but what they do: how they move, how they use their voices, how they look at the audience, how they handle timing and questions. If you find an excellent model and work hard to imitate that person, you can't go wrong.A Imitate excellent speakersB Focus on main argumentsC Make the best of your voiceD Respond to the audienceE Talk rather than readF Time your talk wiselyG Use visual aidPart D You are going to read a passage about research on L2 writing. Decide whether the statement in the box agree with the information given in the passage. You should choose from the following:A YES = the statement agrees with the information in the passageB NO = the statement contradicts the information in the passageC NOT GIVEN = there is no information on this in the passage.As a teacher of L2 writing for many years, I had puzzled over how my students were learning to write and correspondingly how I could improve my pedagogy. While teaching writing (and reading) in an intensive preparatory program in a Turkish university, I had taken a current-traditional rhetoric approach, stressing the arrangement of sentences and paragraphs into appropriate patterns within the traditional five-paragraph essay and correcting liberally with red ink to prevent, I had hoped, grammatical errors from taking root. In addition, I had read various composition theories pointing out differences between "good" and "not so good" writing and strategies, and had attempted to "transmit" them to my students. These theories offered only descriptions of what experienced and inexperienced writers did. They did not explain how new writers became good writers, nor did they offer me the critical edge I needed to analyze my teaching practice. After all, most students do improve their writing with sufficient study and practice. Were they improving because of my teaching practice? Because of their own practice? A mix of the two?My quest to answer these questions began with returning to the U. S. to pursue a doctorate degree in foreign language education. Among the courses I took, several dealt with writing, and I studied the research on composition in school and in the workplace. Most of the research focused on process, product, or socializationdescribing differences between "good" writers and "novices," between native-speaker products and those of non-native speakers, and between newcomers and oldtimers in the workplace or a discipline.This research did not, however, address the nature of learning. Even the process research did not consider the processes of learning to write. Rather, it studied differences between experts and beginners. It analyzed what experts do and asked new writers to try to do the same, a sort of Here you are and There you need to be approach that notes the two ends but does not map out the crucial path of processes connecting them and through which good writers acquired their expertise. To link the two ends and evaluate pedagogy critically, I felt it necessary to attend more directly to the nature of learning. In fields other than writing, I came across current theories that did address the nature of learning. Three of these were radical constructivism, sociocultural theory, and complexity theory. The first two are prominent in educational research (even dominant in the fields of science and mathematics educational research ), and the third, although not yet widespread, has its adherents across both social and natural sciences. Nevertheless, they are not well known in L2 research, and much less inI2 composition research. Only a few articles have appeared explicitly addressing radical constructivism in the L2 literature, and although some L2 writing studies have taken approaches fitting together with it, a review of the table of contents of the Journal of Second Language Writing for the past eight years emphasizes most researchers' concern with text, strategies, and skills rather than the process of learning to construct texts and to acquire strategies, skills, and an understanding of writing in a foreign language.39 The author had difficulty in improving his students' writing competence.40 The author corrected the students' writing with red ink because there were too many errors.41 The author did not think the theories he had read met his needs.42 The author took some writing courses when returning to the U. S.43 The process research failed to find out how students could become expert writers.44 There is a need to combine process and product research45 There are theories that could account for the real process ofSection III Translation (20 minutes, 20%)The act of teaching is always a dynamic interaction of individuals (teachers and teachers, teachers and learners, learners and learners), in which decisions constantly are being made by all concerned. We believe that teaching must be deliberate and planned.Not all of the decisions are made as the result of systematic and organized planning. Sometimes the choices are made intuitively. The use of intuition in teaching is quite prevalent. Many choices must be made intuitively because the rapid pace of classroom learning demands instant decision-making. In these instances, teachers depend on experience and quick thinking to provide the most appropriate instructional technique. [46] We may assume that the intuition of the experienced teacher is likely to be superior to that of the beginner, and that it is like an opinion in that its usefulnessis dependent on the experiential background on which it is based. Yet, in many cases, teachers depend on intuition when systematic and organized planning would be more appropriate. For example, a teacher may believe that a new activity ought to be offered in the school setting, so a particular course of action is taken. [47] Sometimes these intuitions prove to be right and the results are beneficial to the students, but sometimes they are not effective or are inappropriate for the needs of the learners.Intuition as a sole guide to instructional behavior represents a very limited view of the teaching process. [48] Like the proposition that "good teachers are born, not made," the use of intuition alone restricts teachers from considering teaching as both science and art, which negates the development of a systematic planning pattern from which rational and consistent decisions can be made. It implies that intuition is the beginning and end of instructional effectiveness, rather than one aspect of the teaching process.[49] Too often the teacher who relies exclusively on intuition determines objectives and selects procedures that are more reflective of instructor needs than student needs. Thus if a teacher feels like lecturing, a lecture is delivered. If a teacher feels like showing a film, a film it is! Few of us would tolerate this mode of operation in arenas outside the realm of education. [50] Consider for a minute how much confidence you would place in a bus driver who repeatedly changed the bus route because of a belief that such changes were inherently good and relieved both the driver and the riders of boredomSection I 01. CBADB 06. CDDAB 11. CDABC 16. DABDCSection II Part A 21 D B D A B C Part B 27 F C E D B G Part C 33 E C B GF A Part D39 C B A B A C A46 我们可以认定有经验教师的直觉可能比新教师的直觉优越 直觉像是一种想法 因为它是否有效取决于它赖以存在的经验背景。
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2006年10月高等教育自学考试全国统一命题考试英语(二)试卷及答案(课程代码:00015)第一部分选择题I. V ocabulary and Structure1. The fixed star was a planet.A. made ofB. made fromC. made up forD. mistaken for2. Some students from asking questions in class.A. shy awayB. blow awayC. do awayD. carry away3. Mrs. Weinstein bravely and persistently used every skill and power she had to her attacker to simply take her car and not her life.A. trustB. creditC. convinceD. believe4. Let’s personal feelings in making judgment.A. set offB. set asideC. set backD. set up5. A good worker in a key spot could, he kept up production, take all the coffee breaks he wanted, and the bosses would very likely look the other way.A. as long asB. as thoughC. as soon asD. as if6. the bosses cannot do without profit, workers have an edge.A. ThoughB. ForC. SinceD. So7. Decision makers must have some way of determining of several alternatives is best.A. thatB. itC. oneD. which8. In August 1977, a satellite to gather data about the 10 million black holes which are thought to be in the Milky Way.A. launchedB. was launchedC. has been launchedD. is launched9. In studio recordings, new techniques made possible effects that not even an electronic band could produce .A. liveB. aliveC. livelyD. living10. It is essential that everything in advance.A. should decideB. be decidedC. decidedD. will be decided.II. Cloze TestThe money and the time we spend on pets is simply not our own to spend as we like in a time of widespread want and starvation. A 11 organization advertises that for $33 a month they can give hospital care to a child suffering from kwashiorkor-the severe deficiency disease 12 is simply a starving for protein. Doing 13 such a pet, and then sending the money saved to a relief organization would mean 14 a life-over the years, several human lives.Children not 15 from such a grave disease could be fed with half that amount-not on a diet like ours, but on plain, basic, life-sustaining food. It is not unreasonable to believe 16 the amount of money we spend on the average pet dog could keep a child 17 in a region of great poverty. 18 what we would spend on a cat might not feed a child, but it 19 probably pay for his medical care or basic education. The point needs no 20 . That is all that need be said.11. A. relied B. fund C. domestic D. medical12. A. why B. when C. where D. which13. A. with B. for C. against D. without14. A. to save B. saving C. save D. saved15. A. recovering B. having C. suffering D. infecting16. A. which B. what C. that D. where17. A. alive B. life C. live D. survive18. A. Giving B. To give C. Given D. Give19. A. would B. should C. must D. need20. A. doing B. operating C. laboring D. functioningIII. Reading ComprehensionPassage OneQuestions 21 to 25 are based on the following passage.We can make mistakes at any age. Some mistakes we make are about money. But most mistakes are about people. "Did Jerry really care when I broke up with Helen?" "When I got that great job, did Jim really feel good about it, as a friend? Or did he envy my luck?" "Why didn’t I realize that Paul was friendly just because I had a car?" When we look back, doubts like these can make up feel bad. But when we look back, it’s too late.Why do we go wrong about our friends or our enemies? Sometimes what people say hides their real meaning. If we don’t really listen, we miss the feeling behind the words. Suppose someone tells you, "You’re a lucky dog." Is he really on your side? If he says, "You’re a lucky boy" or "You’re a lucky girl", that’s being friendly. But there’s a bit of envy in "lucky dog." Maybe he doesn’t see it himself. But bringing in the "dog" bit puts you down a little. What he may be saying is that he doesn’t think you deserve your luck. "Just think of all the things you have to be thankful for" is another noise that says one thing and means another. It could mean that the speaker is trying to get you to see your problem as part of your life as a whole. But is he? Wrapped up in this phrase is the thought that your problem isn’t important.It’s telling you to think of all the starving people in the world when you haven’t got a date for Saturday night.How can you tell the real meaning behind someone’s words? One way is to take a good look at the person talking. Do his words fit the way he looks? Does what he says square with the tone of voice? His gesture? The look in his eyes? Stop and think.The minute you spend thinking about the real meaning of what people say to you many save another mistake.21. According to the writer, when people look back it is too late, because .A. mistakes have already been madeB. mistakes can made them feel badC. they are unaware of their mistakesD. they are doubtful of their friends22. People make mistakes when they fail toA. deal with others with due friendlinessB. hide their true feelings in what they sayC. realize they deserve what they have gotD. see the real meaning of what others say23. Judging from the phrase "just think of all the things you have to be thankful for", it is clear that the speaker actually lacks .A. optimismB. sympathyC. motivationD. courage24. To be a successful listener, one is advised toA. ask the speaker as many questions as he canB. observe the speaker as carefully as possibleC. listen to the speaker as attentively as he canD. challenge the speaker as actively as possible25. The passage aims to tell readers how to .A. interpret what people sayB. interpret what money meansC. avoid mistakes about peopleD. avoid mistakes about moneyPassage TwoQuestions 26 to 30 are based on the following passage.Doctors have long known that eating fish helps protect against heart disease. What the y don’t know is why fish are beneficial. For years they figured it was a simple question of substitution: folks who replace red meat with fish are naturally cutting down their intake of saturated (饱和的) fat. But a growing body of evidence collected over the past 30 years suggests fish contain healthful elements called omega-3 fatty acids.Omega-3 fatty acids belong to a group of compounds known as polyunsaturated fats. These fats serve as the raw material for a whole host of essential structures in the body, from brain cells to molecules (分子) that regulate blood pressure.Since our bodies cannot manufacture their own supply of omega-3s, we have to get them from the food we eat, mostly from fish but also from plant sources like soybeans (大豆).The American Heart Association has recommended that everyone eat two 85-g servings of fatty fish a week. But the A.H.A’s expert panel wasn’t ready to declare that taking omega-3 pills will protect your heart. It’s just too easy to get more omega-3 than you need from pills, and the panel was worried that an excess could cause serious side effects, such as internal bleeding.The U.S. Food and Drug Administration, however, allowed manufactures of omega-3 pills and fish oils to advertise the fat’s benefits-as long as the label does not suggest taking more than two grams per day.One thing is clear whether you get your omega-3s from pills, oils or fish: they are not cure-alls. You still have to eat a well-balanced diet that’s lower in total fat than most Americans currently consu me. Otherwise, you’re fishing for trouble.26. Doctors have long been puzzled by .A. why red meat is harmfulB. how beneficial fish areC. what makes fish healthfulD. how red meat is replaced27. We can learn from the passage that .A. human beings get omega-3s from their foodB. omega-3s are only found in fish and soybeansC. omega-3s are the raw material for saturated fatsD. polyunsaturated fats constitute human molecules28. The A.H.A. didn’t recom mend omega-3 pills, becauseA. it had no knowledge of the safe dose of omega-3B. it had no evidence that they can protect the heartC. the pills contain too little omega-3 to be helpfulD. one is likely to get too much omega-3 from the pills29. The FDA allowed manufacturers of omega-3 pills and fish oils to advertise omega-3’s benefits on condition thatA. their suggested dose is printed on the labelB. their suggested dose is within the safety limitC. the fat’s potential side effects are mentionedD. the products contain side effects are mentioned30. The writer seems to suggest thatA. omega-3s can balance one’s dietB. omega-3s can serve as a supplementC. an unbalanced diet is made worse by omega-3sD. a well-balanced diet contains enough omega-3sPassage ThreeQuestions 31 to 35 are based on the following passage.It was a terrible tragedy, six times more deadly than the Titanic (泰坦尼克号). When the German ship Wilhelm Gustloff was hit by torpedoes (鱼雷) fired from a Russian submarine (潜水艇) in the final winter of World War II, more than 10,000 people---mostly women, children and old people fleeing the final Red Army push into Germany-were packed aboard. An ice storm had turned the dicks into frozen sheets that sent hundreds of families sliding into sea as the ship listed and began to go down. Others desperately tried to put lifeboats down. Some who succeeded fought off those in the water who had the strength to try to get aboard. Most people froze immediately. "I’ll never forget the screams," says Christa Nutzmann, 87, one of the 1,200 survivors. She recalls watching the ship, brightly lit, slipping into its dark grave-and rarely mentioned for more than half a century.3The long silence about the sinking of the Wilhelm Gustloff was probably unavoidable-and necessary. By unreservedly confessing their country’s horrible crimes Germans have managed to win acceptance abroadand make peace with their neighbors. Today’s unified Germany is more prosperous and stable than at any time in its long, troubled history. For that, a half century of willful forgetting about painful memories like the German Titanic was perhaps a reasonable price to pay. But even the most politically correct Germans b elieve that they’ve now earned the right to discuss the full historical record. Not to identify German suffering with that of its victims, but simply to acknowledge a terrible tragedy.31. The Wilhelm Gustloff went down becauseA. it ran into an ice stormB. it was hit by another shipC. it crashed into a submarineD. it was attacked by torpedoes32. Most passengers on board the Wilhelm Gustloff took the voyage toA. taste the luxury of the shipB. seek protection in another placeC. escape the cold winter back homeD. enjoy their holidays abroad33. As the ship began to sink, some passengersA. set the decks on fire as a signal for helpB. fought fiercely on the decks for lifeboatsC. jumped into sea and swam to a nearby shipD. prevented others from getting on their lifeboats34. The Wilhelm Gustloff tragedy remains a near secret for more than half a century because GermansA. preferred to say nothing about itB. were requested to keep silent about itC. spared not effort to cover up the storyD. were denied access to the whole story35. It can be inferred from the passage that Germans no longer think thatA. it is too early to claim responsibility for the Wilhelm Gustloff tragedyB. the German tragedy is a reasonable price to pay for the nation’s pastC. they will be misunderstood if they talk about the German tragedyD. Germany is responsible for the horrors it caused during World War II第二部分非选择题IV. Word Spelling36. 结果,成果 n. 37. 分享,股份n.38. 愿意的,乐意的 adj. 39. 警告,告诫v.40. 表达,表情 n. 41. 多样性 n.42. 预算 n 43. 衡量,测量n.44. 保证,担保 v. 45.家庭的,国内的adj.46. 发源,发起 v. 47. 应用,用具n.48. 激发,作为….的动机 v. 49. 可行的,可能的adj.50. 欣赏,感激 n. 51. 战略,策略n.52. 精制,使精美 v. 53. 面对,对抗v.54. 一致,相符 v. 55. 最后的,最终的adj.V. Word Form56. Do not let this (say) of you. It shows an unattractive indifference to your employer and to your job.57. The theory of black holes in space (accept) by many serious scientists and astronomers.58. If you had been in better health, we (allow) you to join them in the work.59. Although they agree that life is important and should be respected, they feel that the quality of life should not (ignore).60. I would rather you (come) tomorrow.61. One hundred miles (be) too far to travel on foot.62. Robots, (become) increasingly prevalent in factories and industrial plants throughout the developed world, are programmed and engineered to perform industrial tasks without human intervention.63. Every boy and girl (treat) in the same way.64. He took his umbrella with him lest it (rain).65. Many other new techniques are now available that enable more research (do) in the test tube to see if chemicals produce harmful biological effects.VI. Translation from Chinese into English66. 他孤注一掷用自己的积蓄开了一家小商店。