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河北大学研一英语期末考试第一单元

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Unit one Education 1.AWhen I was in college I had an English major and for a while I considered going into teaching. While I was exploring the possibility of becoming a teacher, I did a lot of thinking about the way that the education system in the United States is run. And I disagree with a lot of the ways that things seem to happen and have happened for a long time in our educational system.Uh … people don’t seem to recognize various kinds of intelligence; they seem to just want to give standardized tests and peg you for what you are capable of very early on your education. I’ve always felt that a lot of classes that you’re forced to take in high school are not really geared towards what you are going to be doing. There’s very little emphasis on your o wn special interests. Uh … everybody’s sort of treated like they’re the same person. Everything is very generalized. There’s a lot of uh … there’s a lot of pressure on students to be as well-rounded as possible. I think being well-rounded isn’t really poss ible because it becomes impossible to develop any one part of yourself um … to any great degree. And as a result people can’t get into good colleges if they, yaknow, haven’t, yaknow, scored the ... the right thing on the math section of SAT, even if they a re brilliant writers, and vice versa. You know, um … people just really are not given a chance, I think, in a lot of cases.Another thing that really disturbs me is the way that students are separated from each other. I got involved with vocational ed ucation, uh … which means that the kids go out to a technical or trade school for part of the week, and then they come back to the home school for the other part of the week and they take their academic classes. However, those kids are kept separate from t he rest of the school almost as if they’re below them. There’s a lot of stratification. Um … at any rate I feel that the kids are very aware of the way that they’re perceived by the educators, by their teachers and, yaknow, by their peers. And I think thatit ... it causes them to act in a way that ... is ... not really optimal. And that’s pretty sad to me. I actually had kids tell me when I was teaching them, “yaknow, we’re the just bad class, we ... yaknow, it’s not that we have a problem with you person ally, yaknow, we are just bad, we are bad kids” because pretty much that was what they felt they were. And yaknow, their classes were very limiting, uh the teachers never try to do anything creative with those classes. I think that many of the kids in that class were intelligent, but never actually realized their potential because of the way they were tracked very early on their education.1.BMargaret Warner:Mr. Unz. Why do you believe that bilingual education should be scrapped?Ron Unz: Well, the overwhelming practical evidence is that bilingual education has failed on every large scale case that’s been tried in the United States, in particular in California. The origins of this initiative was the case last year of a lot of immigrant Latino parents in downtown LA, who had to begin a public boycott of their local elementary school to try to force the school to give their children the right to be taught English, which the school was denying. And I think that really opened my eyes to the current state of the program in California, where the statistics are dreadful. Margaret Warner: Mr. Lyons.Janies Lyons: It is not the case that bilingual education is failing children. There are poor bilingual education programs, just as there are poor programs of every type in our schools today. But bilingual education has made it possible for children to have continuous development in their native language, while they're in the process of learning English, something that doesn't hap pen overnight, and it’s mad e it possible for children to learn math and science at a rate equal to English-speaking children while they’re in the process of acquiring English.Margaret Warner: Mr. Unz, what about that point —for these children who don't speakEnglish well they will fall behind in the basic subjects if they can't be taught those in Spanish, or whatever language? I shouldn’t say just Spanish, but whatever their family’s language is.Ron Unz: That’s a very reasonable point. And to the extent that we’re talking about older children. 14 or 15 year olds who come to the United States, don't know any English and are put in the public schools I think a very reasonable case can be made for bilingual education. I don’t know if it’s correct, but at least you can make a case for it. But most of the children we're talking about enter California or America public schools when they’re five or six or seven. At the age of five years old, the only academic subjects a child is really doing is drawing with crayons or cutting and, you know, with paper and that type of thing. And at that age children can learn another language so quickly and easily that the only reasonable thing to do is to put them in a program where they're taught English as rapidly as possible and then put into the mainstream classes with the other children so they can move forward academically. Margaret Warner: There is something to that point, isn’t there, Mr. Lyons, that very youngchildren do absorb languages very quickly?James Lyons: They absorb certain facets of language very quickly. They learn to speak in an unaccented form like a native English speaker. But the research shows that actually adults are much more efficient and quicker language learners than children because they're working from a broader linguistic base, a greater conceptual base. I really take objection to what Mr. Unz is saying that children at the age of five, six, and seven are only coloring and cutting out paper. That isn't going to lead to the high standards.2.AInterviewer: Professor Gardner, what did you find in your studies to be the biggest difference between arts education in the United States and arts education in China? What struck you most, then?Gardner:I was so struck by the differences between arts education in the United States and arts education in China. US youngsters love to explore and think that they explore very well; and yet, without the requisite discipline, their products are typically of little interest ─except perhaps to their doting parents.Education in all of the arts in China is very precisely prescribed. Teachers and parents know exactly what they want children to be able to do and they know how to get the desired behaviour and performance in almost perfect fashion. On the other hand, there is little free exploration.But I must add another surprise. When young children in China were given a novel task in the arts, they performed very well. Before visiting China, I had thought that young people must always begin with a period of free exploration, before they begin to acquire discipline and skills.After visiting China and thinking about what I had seen, I came to a different conclusion. It is not important that one “explore” first; what is important is that one has a significant period for exploration, either before, during, or after one has acquired some discipline.Interviewer:As you might have noticed, these days after-school classes in music, dance, painting and calligraphy are very popular in China, although many of the “young emperors” might not be so willing to learn all these “extra skills.” What’s your opinion on this?Gardner: The fewer children you have, and the more resources at your disposal, the more likely you are to give your children every form of enrichment. China has thousands of years of history of encouraging talent development, so it not at all a surprise that many kids are taking after-school arts classes. But what children do when their parents push them, is very different than what they do when they grow up, and their parents are no longer in control of the rewards and punishment. By and large, thosegrown-up students who continue their area of talent are those who use the talent professionally and those who gain intrinsic pleasure from the activity. Interviewer:In recent years, art museums and community arts centres have been mushrooming in China as the country experiences rapid modernization and internationalization. How do you balance arts education in schools and arts education beyond school walls?Gardner:It is entirely to the good that students now have opportunities to learnabout the arts outside of class ─in museums, in children’s palaces, through the electronic media, community centres, and outdoor installations. Very often children learn much more comfortably and perso nally in what we call “informal educational settings.”Optimally, there should be a division of labour between schools and informal settings. As just one example: Schools could focus more on providing history and cultural background ─whereas museums might provide the opportunity to learn about special topics, or probe into a topic more deeply.2.BAnn: Do you find there’s much opportunity... to do other things, besides studying, during term- time? I mean, if you have a, a very academic course, you say the social life is good, but you might not always have time to, er, enjoy it, if you ... have a lot... Ian: Not being a very academic course, I wouldn’t know.Ann: How about you, Tony?Tony: I suppose ... a business course isn’t particularly academic, if you like, but, er, I certainly find quite enough time to do newspapers and ... all I want to do on the social side. [Yes] Go to dances and so, on.Ian: But then you work till five in the morning, don’t you? [Laughter]Tony: Let’s not bring personalities into this!Ann: D'you think that a lot of students, are interested in producing things like newspapers and plays and writing poetry?Tony: No, but a lot of students like to have those things and a few students like to do them. This is why, I mean if you had—out of a college of, what is it, fifteen hundred students —if you had five hundred students going along to the Drama Club on the first week of term ... they try and mount two productions out of five hundred people. It’d be absolutely impo ssible. Yet, there are those, the sufficient people to see, what is it, twenty, thirty people, doing those productions. It’s the same with the newspaper. Ann: Yes. But erm, I think this is because more students haven’t got the confidence to show the work they do. I think a lot of students write things and paint, in the background, and just don’t like to er ...Ian: Er, I think, I think myself, they’re just not interested, in [You don’] sort of taking part in joint efforts. They prefer just to erm, well, they might write poetry on their own or something, but they were asked to write something for a newspaper, they wouldn’t be interested.Ann: Is this because the courses are too difficult? They have too much academic work, as I said before?Tony: I think i t’s all psychological, to bring a nice big word into it! Erm ... those students think they shouldn’t do it, because they think they won’t have [Mm] time and so on. I think this is the thing. It’s not a question of not having enough time. It’s just organizing it. I mean, Ian says I stay up till five in the morning or whatever, you know, never go to bed till two. [Yes] You can, if you, if you’re determined to do something, you can arrange it. You can say, “Okay, I’ll do the newspaper between lectures finishin g at four, or whatever, and go home at six”, and you have two hours a day on the newspaper, say. You know, [Yes] just, say, this is a way of organizingthings. A lot of other students will say at four, “Oh dear, I must go on working, but before that I must have a break”. And they spend two hours in a coffee bar. Okay, this [laughter] is the way they want to organize their time. [Yes] They spend it... you know ... it’s just that I want to do it doing newspaper, whereas other students want to drink coffee.Ann: So, in other words, students have an awful lot of freedom of choice on how they organize their social life and how they organize their working life, how they spend their money. And I think this is erm, one of the ideal things about being a student.Ia n: You’re not tied down by anything. You just do more or less as you please, within the framework of going to lectures, or the majority of lectures.Ann: Yes, that’s right, I mean, I, I have worked before and erm ... although I had, theoretically, a lot more free time ... erm ... it was only within certain hours, you know, after working hours, and at weekends, [Mm] and this isn’t what I call free time. You know, I mean, at the moment with lectures, you can take off two or three hours during the afternoon a nd go to see an art exhibition. Whereas if you’re ... erm, working all week, you have to restrict it to weekends when the art gallery is ... crowded with the weekend trippers and, [Mm. Mm.] and it’s quite unpleasant.3.ADaniel Denecke: Hello and welcome! Thank you for the opportunity to speak to so many of you about the issues facing graduate education today.Virginia: Hi, Daniel. My company recently hired a lot of PhDs. Many have good research skills, but no social skills and no working experiences besides academic experiences. Maybe universities can do a better job to address this issue.Daniel Denecke: This is something that graduate deans are beginning to address now through various professional development programs.At the master’s level, there are many “professional master’s degrees” that combine core, curricular content of a traditional degree with internships and workshops in “soft skills” such as communication, presentation, lab and budget management, etc. New York, N.Y.: Hello Daniel. Isn’t it a little disingenuous to talk about how we need to protect America’s huge production of PhDs when America can’t employ many of those PhDs? When the academic job market is so tight, it seems like perhaps we need to do a better job of screening people out of doctoral programs, rather than accepting so many who will only be disappointed when they can’t get the jobs they want.Daniel Denecke: Some disciplines (History, for example) have attempted to addressthis by limiting enrollments.My own opinion is that a graduate degree is not only about preparing students for a “job” slot that already exists. Graduate degrees are giving people the high level cognitive skills and advanced thinking that will enable them to be flexible and to adapt to an economic world where jobs are always changing. This is why China and India and Europe are so aggressively building up their graduate degree programs. Princeton, N.J.:Hi, I’m very grateful for this Q&A session. I’m an electrical engineering doctoral student in my third year. When I got shoulder-deep into doctoral research. I found it to be arduous and unrewarding, and I’m leaving graduate school without my PhD.My question then is: in the face of 50-60% attrition rates, should we really be handing out fellowships and support to push students right out of undergrad (like myself) who don’t necessarily know what they want to do with their lives? Won’t this worsen the attrition rates? Thank you for your time.Daniel Denecke: One of the things that universities are doing now to try to address exactly the problem you experienced here is to enhance the pre-admission and orientation processes so that students have a better sense of what a career in research entails. For instance, pre-admission summer research opportunities, workshops, peer mentoring, etc.Burke, Va.:Hello, Daniel. Is it better for future career prospects to earn a master’s degree from an online university or to earn a master’s degree from a university where classroom attendance at the university is a compulsory step to graduating?Daniel Denecke: Distance and online graduate education is becoming more and more common. But there is a lot of fluctuation in quality. Some online degrees are very good, and for others the quality is unknown or contested. Regional accreditation is one way of inquiring about how the graduate education community perceived these degrees.113.BSince we’re meeting here at Wisconsin, I'll draw upon a local example of a faculty member who embodies the principle of research and education being two sides of the same “integrated” coin. U.W. plant pathologist Paul Williams invented what are called “Fast Plants” — these go from being a seed to producing seeds in just 35 days. Fast plants were first developed as a research tool for biologists, but have come to be used in science classrooms around the globe. Because the plants grow and develop so fast, students can study the plants’ genetic changes over a semester. Professor Williams says fast plants “became part of a la rger sea-change in the way biology is taught. We measure our success,” he says, “by how much our ideas are adopted and adapted.” What a glowing example of integrating education and research! Throughout my own career, I have had a passion for the integration of teaching and learning with research, within both undergraduate and graduate education. Educating engineers has occupied the greater part of my life. While I was Dean of Engineering at the University of Pennsylvania, we experienced the usual challenges in supporting our graduate students financially as well as intellectually. One mechanism of financial support, still ubiquitous across academe, was to appoint first-year graduate students as Teaching Assistants (TAs), a kind of itinerant labor performed adhoc for pay, and rarely integrated within the students’ research activities. This practice fosters the attitude among students that teaching is some sort of “add-on”, not part and parcel of their doctoral education.However, our Department of Chemical. Engineering implemented quite another approach — to support all first-year graduate students fully the first year, with stipend funds drawn primarily from departmental general funds contributed by the Dean, industry and endowment income. Then, around each student’s third year, he or she would undertake a teaching practicum—first, being given preparation on how to teach and, second, teaching undergrads as a component of the doctoral curriculum. When I tried to institutionalize this paradigm across the school, one argument posed against it was that since the graduate students were partly supported by industrial monies, industry would not want their investment used for a teaching practicum. So. I canvassed a group of CEQs —and 100% of them said they’d love to hire PhDs with both teaching training and experience.Indeed, graduate students today may follow ever more diverse pathways, yet all will need the skills of teaching and learning, whether they end up as professors, practicing in industry, or serving in government.12。

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河北大学大一英语考试

河北大学大一英语考试

句重音、语调尚可，基本上能表达说话者的情感和态度
个别断句有问题，但整体比较流利
3分
发音不清，重音有错误，有时影响句意。
句重音不清楚、语调没有变化，无法体现句子和段落语气
无法合理安排断句、停顿，整体不流畅
注意事项：1.可根据评分标准上下浮动（总分10分），给整分；给满分要慎重；
2.成绩应基本呈正态分布。
3．评分后统一上交，部领导抽查，发现偏差大的须重新Байду номын сангаас分。
口语测试（语音模仿）评分标准
分值
语音准确性（加权0.4）
语调正确性（加权0.3）
断句与连贯性（加权0.3）
9分
发音较清晰，元音饱满、声音同化、连读准确、爆破音发音较好、单词重音基本正确
句重音恰当，节奏较清晰、语调升降恰当，较好表达说话者的情感和态度
句间、句群间停顿断句较好
整体流利、自然顺畅
6分
发音有缺陷，重音有个别错误，但基本不会影响句意。
2023年河北考研英语一真题及答案

2023年河北考研英语一真题及答案

2023年河北考研英语一真题及答案一、完形填空考察了丝绸之路上的驿站话题，选项没有什么特别难的词或者短语，文章逻辑也很好懂，考到了并列逻辑和举例逻辑，只要考生认真读题应该拿到不错的分数Use of EnglishCaravanserais were roadside inns that were built along the Silk Road in areas includingChina, North Africa and the Middle East. They were typically __1__ outside the walls of a city or village and were usually funded by governments of __2__.This wo rd “Caravanserais” is a __3__ of the Persian word “karvan”, which means a group of travellers or a caravan, and seray, a palace or enclosed building. The Perm caravan was used to __4__ groups of people who travelled together across the ancient network for safety reasons, __5__ merchants, travellers or pilgrims.From the 10th century onwards, as merchant and travel routes become more developed, the __6__ of the Caravanserais increased and they served as a safe place for people to rest at night. Travellers on the Silk Road __7__ possibility of being attacked by thieves or being __8__ to extreme conditions. For this reason, Caravanserais wer e strategically placed __9__ they could be reached in a day’s travel time.Caravanserais served as an informal __10__ point for the various people who travelled the Silk Road. __11__, those structures became important centers for culture __12__ and interaction, with travelers sharing their cultures, ideas and beliefs, __13__ talking knowledge with them, greatly __14__ the development of several civilizations.Caravanserais were also an important marketplace for commodities and __15__ in the trade of goods along the Silk Road. __16__, it was frequently the first stop merchants looking to sell their wares and __17__ supplies for their own journeys. It is __18__ that around 120000 to 15000 caravanserais were built along the Silk Road, __19__ only about 3000 are known to remain today, many of which are in __20__.1、答案：C. located2、答案：A. privately3、答案：D. combination4、答案：C. describe5、答案：C. such as6、答案：A. construction7、答案：B. faced8、答案：B. subjected9、答案：A. so that10、答案：D. meeting11、答案：D. As a result12、答案：C. exchange13、答案：C. as well as14、答案：B. influencing15、答案：A. aided16、答案：B. indeed17、答案：D. stock up on18、答案：A. believed19、答案：D. although20、答案：A. ruins二、阅读理解Text 1The weather in Texas may have cooled since the recent extreme heat, but the temperature will be high at the State Board of Education meeting in Austin this month as officials debate how climate change is taught in Texas schools.Pat Hardy, who sympathized with views of the energy sector, is resisting the proposed change to science standards for pre-teen pupils. These would emphasise the primacy of human activity in recent climate change and encourage discussion of mitigation measures.Most scientists and experts sharply dispute Hardy’s views. “They casually dismiss the career work of scholars and scientists as just another misguided opinion.” says Dan Quinn, senior communications strategist at the Texas Freedom Network, a non-profit group that monitors public education，“What millions of Texas kids learn in their public schools is determined too often by the political ideology of partisan board members, rather than facts and sound scholarship.”Such debate reflects fierce discussion discussions across the US and around the world, as researchers, policymakers, teachers and students step up demands for a greater focus on teaching about the facts of climate change in schools.A study last year by the National Center for Science Education, a non-profit group of scientists and teachers, looking at how state public schools across the country address climate change in science classes, gave barely half of US states a grade B+ or higher. Among the 10 worst performers were some of the most populous states, including Texas, which was given the lowest grade (F) and has a disproportionate influence because its textbooks are widely sold elsewhere.Glenn Branch, the centre’s deputy director, cautions that setting state-level science standards is only one limited benchmark in a country that decentralises decisions to local school boards. Even if a state is considered a high performer in its science standards, “that does not mean it will be taught”, he says.Another issue is that while climate change is well integrated into some subjects and at some ages — such as earth and space sciences in high schools — it is notas well represented in curricula for younger children and in subjects that are more widely taught, such as biology and chemistry. It is also less prominent in many social studies courses.Branch points out that, even if a growing number of official guidelines and textbooks reflect scientific consensus on climate change, unofficial educational materials that convey more slanted perspectives are being distributed to teachers. They include materials sponsored by libertarian think-tanks and energy industry associations.21. In paragraph 1, the weather in Texas is mentioned to答案：C. indicate the atmosphere at the board meeting22. What does Quinn think of Hardy?答案：B. She denies the value of scientific work.23. The study mentioned in Paragraph 5答案：A. Climate education is insufficient at state public school24. According to Branch, state-level science standards in the US答案：C. have limited influence25. It is implied in the last paragraph that climate change teaching in some schools答案：D. can be swayed by external forcesText 2Communities throughout the region have been attempting to regulate short-term rentals since sites like Airbnb took off in the 2010s. Now, with record-high home prices and historically low inventory, there’s an increased urgency in su ch regulation, particularly among those who worry that developers will come in and buy up swaths of housing to flip for a fortune on the short-term rental market.In New Hampshire, where the rental vacancy rate has dropped below 1 percent, housing advocates fear unchecked short-term rentals will put further pressure on an already strained market. The state Legislature recently voted against a bill that would’ve made it illegal for towns to create legislation restricting short-term rentals.“We are at a crisis level on the s upply of rental housing, so anytime you’re taking the tool out of the toolkit for communities to address this, you’re potentially taking supply off the market that’s already incredibly stressed,’’ said Nick Taylor, executive director of the Workforce Housing Coalition of the Greater Seacoast. Without enough affordable housing in southern New Hampshire towns, “employers are having a hard time attracting employees, and workers are having a hard time finding a place to live,’’ Taylor said.However, short-term rentals also provide housing for tourists, a crucial part of the economies in places like Nantucket, Cape Cod, or the towns that make up New Hampshire’s Seacoast and Lakes Region, pointed out Ryan Castle, CEO of the Cape Cod & Islands Association of Rea ltors. “A lot of workers are servicing the tourist industry, and the tourism industry is serviced by those people coming in short term,’’ Castle said, “and so it’s a cyclical effect.’’Short-term rentals themselves are not the crux of the issue, said Keren Horn, an affordable housing policy expert at the University of Massachusetts Boston. “I think individuals being able to rent out their second home is a good thing. If it’s their vacation home anyway, and it’s just empty, why can’t you make money off it?’’ Horn said. Issues arise, however, when developers attempt to create large-scale short-term rental facilities —de facto hotels —to bypass taxes and regulations. “I think the question is, shouldn’t a developer who’s really building a hotel, but disguising it as not a hotel, be treated and taxed and regulated like a hotel?’’ Horn said.At the end of 2018, Governor Charlie Baker signed a bill to rein in those potential investor-buyers. “The bill requires every rental host to regi ster with the state, mandates they carry insurance, and opens the potential for local taxes on top of a new state levy,’’ the Globe reported. Boston took things even further, limiting who is authorized to rent out their home, and requiring renters to register with the city’s Ins pectional Services Department.Horn said similar registration requirements could benefit other strugglingcities and towns. The only way to solve the issue, however, is by creating more housing. “If we want to make a change in the housing market, the ma in one is we have to build a lot more.’’26.Which of the following is true of New England?答案：A. Its housing supply is at a very low level.27.The bill mentioned in the Paragraph 2 was intended to?答案：D. allow a free short-term rental market.28 . Compared with Castle, Tailor is more likely to support?答案：B in increase in a affordable housing29. What does Horn emphasize in paragraph 3?答案：C the necessity to stop developers from evading taxes.30. Horn holds that imposing registration requirements is答案：D an inadequate solution.Text 3If you’re heading for your nearest branch of Waterstones in search of the Duchess o f Sussex’s new children’s book The Bench, you might have to be prepared to hunt around a bit; the same may be true of The President's Daughter, the new thriller by Bill Clinton and James Patterson. Both of these books are published next week by Penguin Random House, a company currently involved in a stand-off with Waterstones.The problem began late last year, when Penguin Random House confirmed that it had introduced a credit limit with Waterstones “at a very significant level”. The trade magazine The Bookseller reported that Waterstones branch managers were being told to remove PRH books from prominent areas such as tables, display spaces and windows, and were “quietly retiring them to their relevant sections”.PRH declined to comment on the issue, but a spokesperson for Waterstones told me: “Waterstones are currently operating with reduced credit terms from PRH, the only publisher in the UK to place any limitations on our ability to trade. We are not boycotting PRH titles but we are doing our utmost to ensure that availability for customers remains good despite the lower overall levels of stock. We do this generally by giving their titles less prominent positioning within our bookshops. “We are hopeful with our shops now open again that normality will return and that we will be allowed to buy appropriately. Certainly, our shops are exceptionally busy and book sales are very strong. The sales for our May Books of the Month surpassed any month since 2018.”In the meantime, PRH authors have been the losers - as have customers, who might expect the new titles from the country’s biggest publisher to be prominently displayed by its biggest book retailer. Big-name PRH authors may suffer a bit, but it’s those mi d-list authors, who normally rely on Waterstone s staff’s passion for promoting books by lesser-known writers, who will be praying for an end to the dispute.It comes at a time when authors are already worried about the consequences of the proposed merger between PRH and another big publisher, Simon & Schuster - the reduction in the number of unaligned UK publishers is likely to lead to fewer bidding wars, lower advances, and more conformity in terms of what is published. And one wonders if PRH would have been confident enough to deal with Waterstones in the way it has if it weren’t quite such a big company (it was formed with the merger of Penguin and Random House in 2013) and likely to get bigger.“This is all part of a wider change towards concentration of power and cartels. Literary agencies are getting bigger to have the clout to negotiate better terms with publishers, publishers consolidating to deal with Amazon,” says Lownie. “The publishing industry talks about diversity in terms of authors and staff but it also needs a plurality of ways of delivering intellectual contact, choice and different voices. After all, many of the most interesting books in recent years have come from small publisher s.”We shall see whether that plurality is a casualty of the current need among publishers to be big enough to take on all-comers.31. the author mentions two books in the paragraph 1 to present ____答案：A. an ongoing conflict32. Why did Waterstones shops retire PRH books to their relevant sections?答案：C. to respond to PRH's business move33. What message did the spokesman of Waterstones seem to convey?答案：A. their customers remain royal34. What can be one consequence of the current dispute?答案：A Sales of books by mid-list PRH writers fall off considerably35. Which of the following statements best represents Lownie`s view?答案：D The merger of publishers is a worrying trendText 4Scientific papers are the recordkeepers of progress in research. Each year researchers publish millions of papers in more than 30,000 journals. The scientific community measures the quality of those papers in a number of ways, including the perceived quality of the journal (as reflected by the title’s impact factor) and the number of citations a specific paper accumulates. The careers of scientists and the reputation of their institutions depend on the number and prestige of the papers they produce, but even more so on the citations attracted by these papers.In recent years, there have been several episodes of scientific fraud, including completely made-up data, massaged or doctored figures, multiple publications of the same data, theft of complete articles, plagiarism of text, and self-plagiarism. And some scientists have come up with another way to artificially boost the number of citations to their work.Citation cartels, where journals, authors, and institutions conspire to inflate citation numbers, have existed for a long time. In 2016, researchers developed an algorithm to recognize suspicious citation patterns, including groups of authors that disproportionately cite one another and groups of journals that cite each other frequently to increase the impact factors of their publications. Recently, I cameacross yet another expression of this predatory behavior: so-called support service consultancies that provide language and other editorial support to individual authors and to journals sometimes advise contributors to add a number of citations to their articles and the articles of colleagues. Some of these consultancies are also active in organizing conferences and can advise that citations be added to conference proceedings. In this manner, a single editor can drive hundreds of citations in the direction of his own articles or those of colleagues that may be in his circle.How insidious is this type of citation manipulation? In one example, an individual—acting as author, editor, and consultant—was able to use at least 15 journals as citation providers to articles published by five scientists at three universities. The problem is rampant in Scopus, which includes a high number of the new “international” journals. In fact, a listing in Scopus seems to be a criterion to be targeted in this type of citation manipulation.36 According paragraph1, the careers of scientists can be determined by________答案：B how many times their papers are cited37 The support service consultancies tend to _________.答案：C ask authors to include extra citation38 the function of the milk cow to journals is to ________.答案：A boost citation counts for certain authors39. What can be learned about Scopus from the last two paragraph?答案：[B] It has the capability to identify suspicious citation40. What should an author do to deal with citation manipulation?答案：[D]Reveal their misconduct三、新题型考察了排序题，出题形式与往年略有差异，给出了三个既定选项位置，并给出了8个选项，首段空缺，虽然出题形式略有差异但解题思路和难度并无差异，只要能看出指代即可轻松判断出首段，整体难度中等。

河北大学研一英语期末考试第一单元

河北大学研一英语期末考试第一单元

Unit one Education 1.AWhen I was in college I had an English major and for a while I considered going into teaching. While I was exploring the possibility of becoming a teacher, I did a lot of thinking about the way that the education system in the United States is run. And I disagree with a lot of the ways that things seem to happen and have happened for a long time in our educational system.Uh … people don’t seem to recognize various kinds of intelligence; they seem to just want to give standardized tests and peg you for what you are capable of very early on your education. I’ve always felt that a lot of classes that you’re forced to take in high school are not really geared towards what you are going to be doing. There’s very little emphasis on your o wn special interests. Uh … everybody’s sort of treated like they’re the same person. Everything is very generalized. There’s a lot of uh … there’s a lot of pressure on students to be as well-rounded as possible. I think being well-rounded isn’t really poss ible because it becomes impossible to develop any one part of yourself um … to any great degree. And as a result people can’t get into good colleges if they, yaknow, haven’t, yaknow, scored the ... the right thing on the math section of SAT, even if they a re brilliant writers, and vice versa. You know, um … people just really are not given a chance, I think, in a lot of cases.Another thing that really disturbs me is the way that students are separated from each other. I got involved with vocational ed ucation, uh … which means that the kids go out to a technical or trade school for part of the week, and then they come back to the home school for the other part of the week and they take their academic classes. However, those kids are kept separate from t he rest of the school almost as if they’re below them. There’s a lot of stratification. Um … at any rate I feel that the kids are very aware of the way that they’re perceived by the educators, by their teachers and, yaknow, by their peers. And I think thatit ... it causes them to act in a way that ... is ... not really optimal. And that’s pretty sad to me. I actually had kids tell me when I was teaching them, “yaknow, we’re the just bad class, we ... yaknow, it’s not that we have a problem with you person ally, yaknow, we are just bad, we are bad kids” because pretty much that was what they felt they were. And yaknow, their classes were very limiting, uh the teachers never try to do anything creative with those classes. I think that many of the kids in that class were intelligent, but never actually realized their potential because of the way they were tracked very early on their education.1.BMargaret Warner:Mr. Unz. Why do you believe that bilingual education should be scrapped?Ron Unz: Well, the overwhelming practical evidence is that bilingual education has failed on every large scale case that’s been tried in the United States, in particular in California. The origins of this initiative was the case last year of a lot of immigrant Latino parents in downtown LA, who had to begin a public boycott of their local elementary school to try to force the school to give their children the right to be taught English, which the school was denying. And I think that really opened my eyes to the current state of the program in California, where the statistics are dreadful. Margaret Warner: Mr. Lyons.Janies Lyons: It is not the case that bilingual education is failing children. There are poor bilingual education programs, just as there are poor programs of every type in our schools today. But bilingual education has made it possible for children to have continuous development in their native language, while they're in the process of learning English, something that doesn't hap pen overnight, and it’s mad e it possible for children to learn math and science at a rate equal to English-speaking children while they’re in the process of acquiring English.Margaret Warner: Mr. Unz, what about that point —for these children who don't speakEnglish well they will fall behind in the basic subjects if they can't be taught those in Spanish, or whatever language? I shouldn’t say just Spanish, but whatever their family’s language is.Ron Unz: That’s a very reasonable point. And to the extent that we’re talking about older children. 14 or 15 year olds who come to the United States, don't know any English and are put in the public schools I think a very reasonable case can be made for bilingual education. I don’t know if it’s correct, but at least you can make a case for it. But most of the children we're talking about enter California or America public schools when they’re five or six or seven. At the age of five years old, the only academic subjects a child is really doing is drawing with crayons or cutting and, you know, with paper and that type of thing. And at that age children can learn another language so quickly and easily that the only reasonable thing to do is to put them in a program where they're taught English as rapidly as possible and then put into the mainstream classes with the other children so they can move forward academically. Margaret Warner: There is something to that point, isn’t there, Mr. Lyons, that very youngchildren do absorb languages very quickly?James Lyons: They absorb certain facets of language very quickly. They learn to speak in an unaccented form like a native English speaker. But the research shows that actually adults are much more efficient and quicker language learners than children because they're working from a broader linguistic base, a greater conceptual base. I really take objection to what Mr. Unz is saying that children at the age of five, six, and seven are only coloring and cutting out paper. That isn't going to lead to the high standards.2.AInterviewer: Professor Gardner, what did you find in your studies to be the biggest difference between arts education in the United States and arts education in China? What struck you most, then?Gardner:I was so struck by the differences between arts education in the United States and arts education in China. US youngsters love to explore and think that they explore very well; and yet, without the requisite discipline, their products are typically of little interest ─except perhaps to their doting parents.Education in all of the arts in China is very precisely prescribed. Teachers and parents know exactly what they want children to be able to do and they know how to get the desired behaviour and performance in almost perfect fashion. On the other hand, there is little free exploration.But I must add another surprise. When young children in China were given a novel task in the arts, they performed very well. Before visiting China, I had thought that young people must always begin with a period of free exploration, before they begin to acquire discipline and skills.After visiting China and thinking about what I had seen, I came to a different conclusion. It is not important that one “explore” first; what is important is that one has a significant period for exploration, either before, during, or after one has acquired some discipline.Interviewer:As you might have noticed, these days after-school classes in music, dance, painting and calligraphy are very popular in China, although many of the “young emperors” might not be so willing to learn all these “extra skills.” What’s your opinion on this?Gardner: The fewer children you have, and the more resources at your disposal, the more likely you are to give your children every form of enrichment. China has thousands of years of history of encouraging talent development, so it not at all a surprise that many kids are taking after-school arts classes. But what children do when their parents push them, is very different than what they do when they grow up, and their parents are no longer in control of the rewards and punishment. By and large, thosegrown-up students who continue their area of talent are those who use the talent professionally and those who gain intrinsic pleasure from the activity. Interviewer:In recent years, art museums and community arts centres have been mushrooming in China as the country experiences rapid modernization and internationalization. How do you balance arts education in schools and arts education beyond school walls?Gardner:It is entirely to the good that students now have opportunities to learnabout the arts outside of class ─in museums, in children’s palaces, through the electronic media, community centres, and outdoor installations. Very often children learn much more comfortably and perso nally in what we call “informal educational settings.”Optimally, there should be a division of labour between schools and informal settings. As just one example: Schools could focus more on providing history and cultural background ─whereas museums might provide the opportunity to learn about special topics, or probe into a topic more deeply.2.BAnn: Do you find there’s much opportunity... to do other things, besides studying, during term- time? I mean, if you have a, a very academic course, you say the social life is good, but you might not always have time to, er, enjoy it, if you ... have a lot... Ian: Not being a very academic course, I wouldn’t know.Ann: How about you, Tony?Tony: I suppose ... a business course isn’t particularly academic, if you like, but, er, I certainly find quite enough time to do newspapers and ... all I want to do on the social side. [Yes] Go to dances and so, on.Ian: But then you work till five in the morning, don’t you? [Laughter]Tony: Let’s not bring personalities into this!Ann: D'you think that a lot of students, are interested in producing things like newspapers and plays and writing poetry?Tony: No, but a lot of students like to have those things and a few students like to do them. This is why, I mean if you had—out of a college of, what is it, fifteen hundred students —if you had five hundred students going along to the Drama Club on the first week of term ... they try and mount two productions out of five hundred people. It’d be absolutely impo ssible. Yet, there are those, the sufficient people to see, what is it, twenty, thirty people, doing those productions. It’s the same with the newspaper. Ann: Yes. But erm, I think this is because more students haven’t got the confidence to show the work they do. I think a lot of students write things and paint, in the background, and just don’t like to er ...Ian: Er, I think, I think myself, they’re just not interested, in [You don’] sort of taking part in joint efforts. They prefer just to erm, well, they might write poetry on their own or something, but they were asked to write something for a newspaper, they wouldn’t be interested.Ann: Is this because the courses are too difficult? They have too much academic work, as I said before?Tony: I think i t’s all psychological, to bring a nice big word into it! Erm ... those students think they shouldn’t do it, because they think they won’t have [Mm] time and so on. I think this is the thing. It’s not a question of not having enough time. It’s just organizing it. I mean, Ian says I stay up till five in the morning or whatever, you know, never go to bed till two. [Yes] You can, if you, if you’re determined to do something, you can arrange it. You can say, “Okay, I’ll do the newspaper between lectures finishin g at four, or whatever, and go home at six”, and you have two hours a day on the newspaper, say. You know, [Yes] just, say, this is a way of organizingthings. A lot of other students will say at four, “Oh dear, I must go on working, but before that I must have a break”. And they spend two hours in a coffee bar. Okay, this [laughter] is the way they want to organize their time. [Yes] They spend it... you know ... it’s just that I want to do it doing newspaper, whereas other students want to drink coffee.Ann: So, in other words, students have an awful lot of freedom of choice on how they organize their social life and how they organize their working life, how they spend their money. And I think this is erm, one of the ideal things about being a student.Ia n: You’re not tied down by anything. You just do more or less as you please, within the framework of going to lectures, or the majority of lectures.Ann: Yes, that’s right, I mean, I, I have worked before and erm ... although I had, theoretically, a lot more free time ... erm ... it was only within certain hours, you know, after working hours, and at weekends, [Mm] and this isn’t what I call free time. You know, I mean, at the moment with lectures, you can take off two or three hours during the afternoon a nd go to see an art exhibition. Whereas if you’re ... erm, working all week, you have to restrict it to weekends when the art gallery is ... crowded with the weekend trippers and, [Mm. Mm.] and it’s quite unpleasant.3.ADaniel Denecke: Hello and welcome! Thank you for the opportunity to speak to so many of you about the issues facing graduate education today.Virginia: Hi, Daniel. My company recently hired a lot of PhDs. Many have good research skills, but no social skills and no working experiences besides academic experiences. Maybe universities can do a better job to address this issue.Daniel Denecke: This is something that graduate deans are beginning to address now through various professional development programs.At the master’s level, there are many “professional master’s degrees” that combine core, curricular content of a traditional degree with internships and workshops in “soft skills” such as communication, presentation, lab and budget management, etc. New York, N.Y.: Hello Daniel. Isn’t it a little disingenuous to talk about how we need to protect America’s huge production of PhDs when America can’t employ many of those PhDs? When the academic job market is so tight, it seems like perhaps we need to do a better job of screening people out of doctoral programs, rather than accepting so many who will only be disappointed when they can’t get the jobs they want.Daniel Denecke: Some disciplines (History, for example) have attempted to addressthis by limiting enrollments.My own opinion is that a graduate degree is not only about preparing students for a “job” slot that already exists. Graduate degrees are giving people the high level cognitive skills and advanced thinking that will enable them to be flexible and to adapt to an economic world where jobs are always changing. This is why China and India and Europe are so aggressively building up their graduate degree programs. Princeton, N.J.:Hi, I’m very grateful for this Q&A session. I’m an electrical engineering doctoral student in my third year. When I got shoulder-deep into doctoral research. I found it to be arduous and unrewarding, and I’m leaving graduate school without my PhD.My question then is: in the face of 50-60% attrition rates, should we really be handing out fellowships and support to push students right out of undergrad (like myself) who don’t necessarily know what they want to do with their lives? Won’t this worsen the attrition rates? Thank you for your time.Daniel Denecke: One of the things that universities are doing now to try to address exactly the problem you experienced here is to enhance the pre-admission and orientation processes so that students have a better sense of what a career in research entails. For instance, pre-admission summer research opportunities, workshops, peer mentoring, etc.Burke, Va.:Hello, Daniel. Is it better for future career prospects to earn a master’s degree from an online university or to earn a master’s degree from a university where classroom attendance at the university is a compulsory step to graduating?Daniel Denecke: Distance and online graduate education is becoming more and more common. But there is a lot of fluctuation in quality. Some online degrees are very good, and for others the quality is unknown or contested. Regional accreditation is one way of inquiring about how the graduate education community perceived these degrees.113.BSince we’re meeting here at Wisconsin, I'll draw upon a local example of a faculty member who embodies the principle of research and education being two sides of the same “integrated” coin. U.W. plant pathologist Paul Williams invented what are called “Fast Plants” — these go from being a seed to producing seeds in just 35 days. Fast plants were first developed as a research tool for biologists, but have come to be used in science classrooms around the globe. Because the plants grow and develop so fast, students can study the plants’ genetic changes over a semester. Professor Williams says fast plants “became part of a la rger sea-change in the way biology is taught. We measure our success,” he says, “by how much our ideas are adopted and adapted.” What a glowing example of integrating education and research! Throughout my own career, I have had a passion for the integration of teaching and learning with research, within both undergraduate and graduate education. Educating engineers has occupied the greater part of my life. While I was Dean of Engineering at the University of Pennsylvania, we experienced the usual challenges in supporting our graduate students financially as well as intellectually. One mechanism of financial support, still ubiquitous across academe, was to appoint first-year graduate students as Teaching Assistants (TAs), a kind of itinerant labor performed adhoc for pay, and rarely integrated within the students’ research activities. This practice fosters the attitude among students that teaching is some sort of “add-on”, not part and parcel of their doctoral education.However, our Department of Chemical. Engineering implemented quite another approach — to support all first-year graduate students fully the first year, with stipend funds drawn primarily from departmental general funds contributed by the Dean, industry and endowment income. Then, around each student’s third year, he or she would undertake a teaching practicum—first, being given preparation on how to teach and, second, teaching undergrads as a component of the doctoral curriculum. When I tried to institutionalize this paradigm across the school, one argument posed against it was that since the graduate students were partly supported by industrial monies, industry would not want their investment used for a teaching practicum. So. I canvassed a group of CEQs —and 100% of them said they’d love to hire PhDs with both teaching training and experience.Indeed, graduate students today may follow ever more diverse pathways, yet all will need the skills of teaching and learning, whether they end up as professors, practicing in industry, or serving in government.12。

(1)大学英语一级试卷及答案

(1)大学英语一级试卷及答案

河北大学课程考核试卷xxxx—xxxx学年第x学期xxxx 级xxxx专业（类）考核科目大学英语一课程类别必修考核类型考试考核方式闭卷卷别 A （注：考生务必将答案写在答题纸上，写在本试卷上的无效）Part I Listening Comprehension( 30 marks, 1 mark each)Section ADirections: In this section you will hear 10 short conversations. At the end of each conversation, a question will be asked about what was said. Theconversation and the question will be read only once. After each questionthere will be a pause. During the pause you must read the four choicesmarked A, B, C, and D, and decide which is the best answer.1. A. Come back again to apply for the job.B. Decide whether he really wants to give up the job.C. Get some teaching experience before quitting the job.D. Apply for a second job at the same time.2. A. He wants the woman to wait.B. He is well-prepared to go now.C. He has decided not to go.D. He wants the woman to put on her hat.3. A. The man doesn’t understand the notice either.B. The man can’t see the words on the blackboard.C. The man do esn’t notice how dark it is.D. The man gets a higher mark than the woman.4. A. Everyday except Friday.B. Monday, Tuesday and Friday.C. Tuesday, Thursday and Friday.D. Monday, Wednesday and Friday.5. A. She got the highest mark in physics in her class.B. She was not very satisfied with the mark she got.C. She will have to take the physics test again.D. She failed in her physics test but she didn’t want to take it again.6. A. In a bar. C. In a book store.B. In a post office. D. In a restaurant.7. A. He thinks the woman should have begun to do the homework 5 hours earlier.B. He thinks it unbelievable that the woman spent so much time on the homework.C. He thinks it difficult for him to finish the homework in 30 minutes.D. He thinks it unbelievable for the woman to finish the homework so soon.8. A. Betty cannot wait for the woman.B. Betty wants to know the news from the woman.C. Betty is eager to pass the information to the woman.D. Betty has to wait for her turn to talk to the woman.9. A. Apologize to Jenny. C. Forget Jenny’s unfriendliness.B. Contact Jenny directly. D. Write Jenny a letter.10. A. The man is happy to have a chance to go to the beach.B. The man doesn’t mind the sand on their suitcases.C. The man knows how to get the sand off their suitcases.D. The man is complaining about their trip to the beach.Section BDirections: In this section you will hear two talks. The talks will be read twice. After each of them, you will hear some questions. The questions will be read onlyonce. After you hear a question, you must choose the best answer from thefour choices marked A, B, C and D.Questions 11 to 15 are based on the following talk about traveling in Tokyo:11. A. He forgets all about his first visit to Japan.B. He has left his train ticket at home.C. He doesn’t know how to ride a bike.D. He is in desperate need of help.12. A. Tokyo Subway Station. C. Tokyo Art Museum.B. Tokyo Tower. D. Tokyo Airport.13. A. 130 yen. C. 170 yen.B. 113 yen. D. 117 yen.14. A. About every five minutes. C. About every six minutes.B. About every seven minutes. D. About every eight minutes.15. A. The train is nonstop and very fast.B. He should get on the train at platform No. 5.C. He will be able to understand the sign at the station.D. He’s likely to miss the place he wants to go to.Questions 16 to 20 are based on the following talk about college life:16. A. He wants to become a teacher.B. He hopes to go to a graduate school.C. He’d like to work at a hotel.D. He is going to be an engineer.17. A. History. C. Computer science.B. French. D. Economics.18. A. She has a part-time job.B. She has received a scholarship.C. Her parents are paying for it.D. She borrows money from the bank.19. A. At a bakery. C. At a restaurant.B. In a library. D. At a theatre.20. A. His co-workers are friendly. C. He’s not well-paid.B. He works long hours. D. He works as a waiter.Section CDirections: In this section you will listen to a conversation between the tour guide and traveler. Listen to the conversation and complete the outline according towhat you’ve heard. You will hear t he conversation three times.Now listen again and complete the schedule below:The schedule for a one-day tour in AthensNow listen again and check your answers.Part II Reading Comprehension (30 marks, 2 marks each)Section ADirections:Read the following passages and choose the best answer to each of the questions following the passage.Questions 31 to 35 are based on the following passage:The good news about Britain’s National Health Service (NHS) is that it gives free medical he lp to everyone who needs it. Sick people don’t have to pay to see the doctor, or to stay in hospital, and they only pay part of the cost of their medicines. The bad news is that the NHS is always running out of money. The British government spends even less on health than the American government. And in the USA sick people also have to pay every time they see a doctor. The NHS has been admired and enjoyed by British people since 1946 when it started. The idea then was to look after people “from the cradle t o the grave”. Free medicine was part of the “welfare state”, which gave free education to the young, money to the unemployed, and pensions to the old.Slowly, as the years pass, problems have grown up. Governments are finding that the bills are getting bigger and bigger. In 1982, £14,000 million was spent on health. One reason for this is that there are many more old people now than there were in 1946. Forty percent of NHS money goes to looking after the old. Some people say that the NHS is a luxury Britain can not afford. They want to bring back more private medicine, for which people would pay. Free medicine, they say, should be given only to the poor. Other people, including many doctors, disagree. Everyone, they say, has the right to the same medical help. In a two-part system, the rich would always get the best. This would not be fair. People also disagree about how NHS money should be spent. Should £15,000 be spent on each heart transplant operation, when there are not enough beds for thousands of old people in pain? Should abortions be paid for by the NHS? Should more money bespent on the mentally ill? Shouldn’t doctors and nurses be better paid?The questions go on and on—but so does the NHS. And millions of British people are thankful that it’s there.31. In Britain sick people have to pay some money to__________.A. see a doctorB. stay in a hospitalC. get some medicineD. have an operation32. In Britain more money is spent on health than before because__________.A. more people get illB. there are more old peopleC. medicines become more expensiveD. doctors and nurses are better paid33. Some people want to have more private medicine in Britain becausethey__________.A. don’t trust the NHSB. want better medical treatmentC. don’t think Britain can afford free medicine for allD. believe that everyone has the right to medical help34. What is the biggest problem the NHS is facing?A. Shortage of money.B. Criticisms from the people.C. Arguments about its function.D. Pressure from the government.35. Which of the following is a controversial issue concerning the NHS?A. Whether it’s ne cessary or not to provide beds for old people in pain.B. Whether there should be free medical care for the mentally ill.C. Whether people should ever be cared for from birth to death.D. Whether money should be spent on more critical cases.Questions 36 to 40 are based on the following passage:In some ways the employment interview is like a persuasive speech because the applicant (interviewee) seeks to persuade the employer (interviewer) to employ him or her. Several suggestions might prove helpful to the applicant when he or she is preparing for the actual interview.A job applicant should gather certain types of information before the interview. First, the applicant should know what kind of job he wants and how that job relates to his career objective. It is important that the applicant be able to state why he wishes to work for a particular company. Second, the applicant should seek as much information as possible concerning the company, such as the location, the financial situation of the company, plans for expansion, and company philosophy. Information about most big corporations is available in reference books and periodicals.After gathering information concerning the company, the applicant is ready for the interview. The interviewer’s first impression comes from the interviewee’s appearance. For most interviews, the appropriate dress for a man is a conservative(保守的) dark colored suit with a long sleeve white or light blue shirt and conservative tie.Although hairstyle and dress are matters of personal taste, many personnel directors get first impressions from these characteristics. For example, one recent college graduate, who felt himself qualified, interviewed for a public relations job. However, the personnel manager considered this youn g man’s long hair, sloppy dress, and overly casual manner unsuited for this particular position.36. For whom is the passage most likely written?A. An employee. C. An interviewee.B. An employer. D. An interviewer.37. As the author suggests, what the applicant should know before the interview is_____.A .the type of work he wants and his career expectationB. his career objective a particular company will decideC. the reasons why a particular company wants to employ himD. all of the above38. Before the interview, the applicant should obtain some information about _____.A. most big corporationsB. the company he wants to work forC. reference books and periodicalsD. business and philosophy39. What the applicant wears, as the author suggests, can make him become _____.A. expressive C. informativeB. impressive D. conservative40. What does the passage tell us through the example in the last paragraph?A. The importance of personal taste.B. The importance of public relations.C. The importance of self-confidence.D. The importance of a first impression.Section BDirections:In this section there is a short passage with five questions or incomplete statements. Read the passage carefully. Then answer the questions orcomplete the statements with no more than 10 words.Questions 41-45 are based on the following passage.I am not a computer expert. I have been in the field for only a short time. I neverlearned much in the way of science or math. And I am quite puzzled by things like engineering or electronics.Then why am I able to write about computers? I can write on this subject because of these shortcomings. The last two years of learning have been an ordeal (考验) for me. By hard work I have managed to learn enough to use computers fairly well, and to work with people who know a great deal more than I. Since I have learned all this at such personal cost, I would like to share my knowledge with others. More and more people want to know about computers, and want to know quickly.The best way to learn is to take a course. However, many people do not have the time for this. They will have to find some other ways to get some basic information. I hope to be able to help them by writing about some of the things I have learned myself.I have a home computer on which I’ve learned in my own time. I have used it like a home study course. I have sat down with it day after day, night after night. I have forced it to give up some of its secrets. Now I can use it to do some of the work that I get paid for.Some things about computers are easier than you may think. First, computers are logical. Things that at first seem difficult will make sense to you after you learn the rules. Second, it is really not hard to learn enough to use today’s machines. Y ou do not need to be a great brain. But you do have to learn to think in new ways. And you do have to keep a good bit of information in your head. Finally, there are many people around who are really enthusiastic about computers. These people are always happy to be of help.41. What are the subjects the author is poor at?____________ ___________ _________ _________ ___________ __________ __________ __________ __________ ________.42. What’s the author’s purpose of writing the article?____________ ___________ _________ _________ ___________ ____________________ __________ __________ ________.43. What do people think of computers when they first begin to learn to use them?____________ ___________ _________ _________ ___________ __________ __________ __________ __________ ________.44. According to the author, to learn to use the computer requires ____________ ___________ ________ _________ ___________ __________ __________ __________ __________ ________.45. According to the author, who can you turn to for help when learning the computer?____________ ___________ _________ _________ ___________ __________ __________ __________ __________ __________.Part III Vocabulary and Structure (25 marks)Section A (15 marks, 0.5 mark each)Directions: There are 30 incomplete sentences in this part. For each sentence there are four choices marked A, B, C and D. Choose the one answer that bestcompletes the sentence.46. Few of the students understand why language is _______ to human beings.A. awareB. uniqueC. absoluteD. continual47. The method he used turned out to be _______ in improving the students' English.A. effectiveB. ableC. capableD. explicit48. The boss refused to give any _______ on the fact that his workers were out of jobs.A. responseB. commentC. answerD. reply49. What a ________ smell! Open the window and air the room.A. disgustingB. pleasingC. powerfulD. disturbing50. She was putting on her jeans ________ me to hand her the sweater.A. while askedB. askedC. askingD. while asking51. I got a little ________ when I learned that the appointment with the general manager was changed to another time.A. concernedB. distractedC. upsetD. awful52. She ______________ him to help her to find answers to her problems.A. learned fromB. came intoC. leaned onD. looked at53. People working in the government should not _________________ business affairs that might change their political judgment.A. engage inB. hope forC. choose betweenD. pick on54. The large wings of that bird _________________ it to fly very high and fast.A. makeB. enableC. forceD. realize55. When you're in Paris you can't help being ________ of the way the streets are kept clean.A. effectiveB. relaxedC. consciousD. obvious56. He was a good worker who was ________ to his family as well as to his work.A. consistentB. committedC. contentD. engaged57. It is said that ________ to the plan so far have been positive.A. reactionsB. viewsC. ideasD. opinions58. Robin thought that the best _______ to learning a foreign language is the study of the spoken language.A. methodB. wayC. meansD. approach59. Listening, speaking, reading, and then writing _______ the basic order in language learning.A. assistsB. constitutesC. establishesD. founds60. The young professor ______ himself as an international leader in the field of mathematics.A. establishedB. builtC. foundedD. found61. The little girl could not ________ her curiosity to see what was in the box.A. holdB. keepC. takeD. restrain62. With the job ________, he went to see a film with his colleagues.A. doneB. doingC. to doD. do63. Neither his colleagues nor his mother ________ his marriage to that girl.A. acceptB. acceptsC. agreeD. agrees64. Most people have no real idea how to change to healthy food, and Maureen was no ________.A. foundationB. possibilityC. exceptionD. ignorance65. He refuses to let others speak and ________ every meeting.A. confrontsB. affectsC. attachesD. dominates66. Y oung children have a limited attention ________ and can't focus on one activity for very long.A. rangeB. spanC. reachD. spread67. When I'm going out in the evening I use the bike if I can, ________ the car.A. regardless ofB. more thanC. other thanD. rather than68. A man walked in off the street and fell flat ________ his face, unconscious.A. forB. onC. againstD. in69. Good managing of a company ________ great efforts.A. calls onB. calls outC. calls inD. calls at70. She is a ______ woman who is certain of her ideas and actions.A. significantB. awareC. confidentD. intense71. ________ speech is the most obvious form of communication, we do use other forms to communicate.A. SinceB. WhenC. WhileD. As72. After a long period of regular exercise, I now ____________ much less than I used to.A. weighB. likeC. growD. increase73. Mother dropped the glass ________ she was standing up from her seat.A. andB. butC. soD. as74. If you try to learn too many things at a time, you may get _______.A. alarmedB. scaredC. surprisedD. confused75. She can't remember committing the murder, although all the facts point to her________.A. guiltB. intentionC. violenceD. victimSection B（10 marks, 1 mark each）Directions: Complete each of the following sentences with the proper form of the word derived from the one given in brackets.76. (woe) From his _____ expression, I can see he is still suffering from toothache.77. (mature) He is in his full ______ as an actor.78. (complain) If your neighbors are too noisy then you have cause for ______.79. (emphasize) The English course places great ______ on speaking skills.80. (present) I have been asked to give a short ______ on the aims of the plan.81. (frustrate) ______ by his father in regard to his wish to become a doctor made theyoung man very unhappy.82. (require) The new pills met all the ______ set by the government.83. (amaze) Visitors are often ______ to discover how little the town has changed.84. (envy) She will always be ______ of her sister’s beauty.85. (ignore) Needs of the poor, disease and _______ remain major problems. This isespecially true in the third world countries.Part IV Guided Writing (15 marks)Directions:Write a composition about your impression of college. In your opening sentence include one or two words to describe your feelings about college life. Then give some evidence to support your impression. You should write at least 120 words. You can begin your writing in this way:College life is wonderful /exciting /rewarding /tiring, etc.河北大学课程考核参考答案及评分标准（xxxx —xxxx 学年第x 学期）考核科目大学英语一(新视野大学英语1) 课程类别必修考核方式闭卷卷别 APart I Listening Comprehension (30marks,1 mark each)Section A1-10: BAADB DBCBDSection B11-20: DBACC CCBCASection C21. leaves the hotel 22. the big central square 23. the National Gardens24. the Olympic Stadium 25. guard 26. an hour and a half27. the National Museum 28. lunch 29. shops and things 30. picks upPart II Reading Comprehension ( 30 marks, 2 marks each )Section A31-35: CBCAD 36-40: CABBDSection B41. Science, math, engineering and electronics.42. To help computer learners by sharing his knowledge with them.43. It’s difficult and requires a great brain.44. thinking in new ways and remembering a lot of information45. The people around you (who are enthusiastic about computers).Part III V ocabulary and Structure (25 marks)Section A (15 marks, 0.5 mark each)46-50: BABAD 51-55: CCABC 56-60: BADBA61-65: DABCD 66-70: BDBAC 71-75: CADDASection B (10 marks, 1 mark each)76. woeful 77. maturity 78. complaint 79. emphasis 80. presentation81. frustration 82. requirements 83. amazed 84. envious 85. ignorancePart IV Writing (15 marks)评分标准：0分……作文与题目毫不相关，或只有几个孤立的词而无法表达思想；或白卷。