阅读1试卷

Test OnePart OneI. DISCOURSE CLOZEDirections: Read through the passage below and then choose from the list in the drop-down menu following the passage the best phrase or sentence to fill in each of the numbered spaces and write your answers on the ANSWER SHEET. Some of the suggested answers are not needed to use. (10 points, 1 point each)We observe today not a victory of party, but a celebration of freedom-----symbolizing an end, as well as a beginning----signifying renewal, as well as change. For I have sworn before you and Almighty God the same solemn oath our forebears prescribed nearly a century and three quarters ago.The world is very different now. ___1___. And yet the same revolutionary beliefs for which our forebears fought are still at issue around the globe----the belief that the rights of man come not from the generosity of the state, but from the hand of God.We dare not forget today that we are the heirs of that first revolution. Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans---born in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage----____2____.Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe,_____3____.This much we pledge----and more.To those old allies whose cultural and spiritual origins we share, we pledge the loyalty of faithful friends,.______4_____. Divided, there is little we can do----for we dare not meet a powerful challenge at odds and split asunder.To those new States whom we welcome to the ranks of the free, we pledge our word that one form of colonial control shall not have passed away merely to be replaced by a far greater iron tyranny. We shall not always expect to find them supporting our view. But we shall always hope to find them strongly supporting their own freedom---and to remember that,_____5____.To our sister republics south of our border, we offer a special pledge----to convert our good words into good deed, in a new alliance for progress, to assist free men and free governments in casting off the chains of poverty. But this peaceful revolution of hope cannot become the prey of hostile powers. ____6____. And let every other power know that this hemisphere intends to remain the master of its own house.To that world assembly of sovereign states, the United Nations, our last best hope in an age where the instruments of war have far outpaced the instruments of peace, we renew our pledge of support-----to prevent it from becoming merely a forum for invective----to strengthen its shield of the new and the weak---- and to enlarge the area in which its writ may run.Finally, to those nations who would make themselves our adversary, we offer not a pledge but a request: ____7_____.We dare not tempt them with weakness.____8____.But neither can two great and powerful groups of nations take comfort from our present course both sides overburdened by the cost of modern weapons, both rightly alarmed by the steady spread of the deadly atom, ____9_____.So let us begin anew----remembering on both sides that civility is not a sign of weakness, and sincerity is always subject to proof.____10____.A. and unwilling to witness or permit the slow undoing of these human rights to which this nation has always been committed, and to which we are committed today at home and around the world.B. Let both sides explore what problems unite us instead of belaboring those problems which divide usC. Let us never negotiate out of fear. But let us never fear to negotiate.D. yet both racing to alter that uncertain balance of terror that stays the hand of mankind’s final warE. In your hands, my fellow citizens, more than in mine, will rest the final success or failure of our courseF. For man holds in his mortal hands the power to abolish all forms of human poverty and allforms of human lifeG. in order to assure the survival and the success of libertyH. in the past, those who foolishly sought power by riding the back of the tiger ended up iinsideI. that both sides begin anew the quest for peace, before the dark powers of destruction unleashed by science engulf all humanity in planned or accidental self-destruction.J. Let all our neighbors know that we shall join with them to oppose aggression or subversion anywhere in the AmericasK. United, there is little we cannot do in a host of cooperative venturesL. For only when our arms are sufficient beyond doubt can we be certain beyond doubt that they will never be employedII. CAREFUL READINGDirections: in this section, there are 4 reading passages followed by 20 questions or unfinished statements. For each of them there are 4 choices marked A, B, C and D. Y ou should decide on the best answer and blacken the corresponding letter on the ANSWER SHEET. (40 points, 2points each)Passage OneFor the last 82 years, Sweden's Nobel Academy has decided who will receive the Nobel Prize in Literature, thereby determining who will be elevated from the great and the near-great to the immortal. But today the Academy is coming under heavy criticism both from without and from within. Critics contend that the selection of the winners often has less to do with true writing ability than with the peculiar internal politics of the Academy and of Sweden itself. According to Ingmar Bjorksten, the cultural editor for one of the country's two major newspapers, the prize continues to represent "what people call a very Swedish exercise: reflecting Swedish tastes."The Academy has defended itself against such charges of provincialism in its selection by asserting that its physical distance from the great literary capitals of the world actually serves to protect the Academy from outside influences. This may well be true, but critics respond that thisvery distance may also be responsible for the academy's inability to perceive accurately authentic trends in the literary world.Regardless of concerns over the selection process, however, it seems that the prize will continue to survive both as an indicator of the literature that we most highly praise and as an elusive goal that writers seek. If for no other reason, the prize will continue to be desirable for the financial rewards that accompany it; not only is the cash prize itself considerable, but it also dramatically increase sales of an author's books.11. With which of the following subjects is the passage mainly concerned?A) The selection process of the Academy.B) The Academy's favorite works of literature.C) Recent choices of the Academy.D) The authors who deserve to be recognized by the Academy.12. According to the passage, critics of the Academy's selection process hold that it _____.A)is influenced by authentic trends in the literary worldB)does not reflect Swedish tastes and cultureC)is influenced by criteria other than the quality of the writer's workD)only considers a limited pool of authors13. According to the passage, how has the Academy responded to its critics?A)It has sent critics a compilation of works by recent prize winners.B)It has disregarded all criticism of the selection process.C)It has suggested that Sweden's independence from the world trends is an advantage to theselection process.D)It has published strong editorials in its own defense.14. The work "provincialism" in line 8 refers to all of the following EXCEPT ____.A)the location of the AcademyB)internal politics of the AcademyC)isolation from outside influencesD)genuine trends in the literary world15. The passage supports which of the following conclusion?A)Until recently, the Academy has never been criticizedB)The Nobel Prize is the only award that can confer greatness on an author.C)Some people believe the Academy misunderstands current developments in the world ofliterature.D)Many critics would like to do away with the Academy entirely.Passage TwoWhat we today call American folk art was, indeed, art of, by, and for ordinary, everyday "folks" who, with increasing prosperity and leisure, created a market for art of all kinds, and especially for portraits. Citizens of prosperous, essentially middle-class republics---whetherancient Romans, seventeenth-century Dutch burghers, or nineteenth-century Americans---have always shown a marked taste for portraiture. Starting in the late eighteenth century, the United States contained increasing numbers of such people, and of the artists who could meet their demands.The earliest American folk art portraits come, not surprisingly, from New England---especially Connecticut and Massachusetts---for this was a wealthy and populous region and the center of a strong craft tradition. Within a few decades after the signing of the Declaration of Independence in 1776, the population was pushing westward, and portrait painters could be found at work in western New Y ork, Ohio, Kentucky, Illinois, and Missouri. Midway through its first century as a nation, the United States's population had increased roughly five times, and eleven new states had been added to the original thirteen. During th ese years the demand for portraits grew and grew, eventually to be satisfied by the camera. In 1839 the daguerrotype (达盖尔银板法) was introduced to America, ushering in the age of photography, and within a generation the new invention put an end to the popular ity of painted portraits. Once again an original portrait became a luxury, commissioned by the wealthy and executed by the professional.But in the heyday of portrait painting---from the late eighteenth century until the 1850's---anyone with a modicum of artistic ability could become a limner, as such a portraitist was called. Local craftspeople---sign, coach, and house painters---began to paint portraits as a profitable sideline; sometimes a talented man or woman who began by sketching family members gained a local reputation and was besieged with requests for portraits; artists found it worth their while to pack their paints, canvases, and brushes and to travel the countryside, often combining house decorating with portrait painting.16. In line 4 the author mentions seventeenth-century Dutch burghers as an example of a group that____.A)consisted mainly of self-taught artists B)appreciated portraitsC)influenced American folk art D)had little time for the arts17. According to the passage, where were many of the first American folk art portraits painted?A)In western New Y ork B) In Illinois and MissouriC)In Connecticut and Massachusetts D)In Ohio18. How much did the population of the United States increase in the first fifty years following independence?A)It became three times larger B)It became five times largerC) It became eleven times larger D)It became thirteen times larger19. The phrase "ushering in" (Para. 2, Line 13) is closest in meaning to "____".A) beginning B) demandingC) publishing D) increasing20. The author implies that most limners (Para. 3) ____.A) received instruction from traveling teachersB) were womenC) were from wealthy familiesD) had no formal art trainingPassage ThreeIt is commonly believed in the United States that school is where people go to get an education. Nevertheless, it has been said that today children interrupt their education to go to school. The distinction between schooling and education implied by this remark is important.Education is much more open-ended and all-inclusive than schooling. Education knows no bounds. It can take place anywhere, whether in the shower or on the job, whether in a kitchen or on a tractor. It includes both the formal learning that takes place in schools and the whole universe of informal learning. The agents of education can range from a revered grandparent to the people debating politics on the radio, from a child to a distinguished scientist. Whereas schooling has a certain predictability, education quite often produces surprises. A chance conversation with a stranger may lead a person to discover how little is known of other religions. People are engaged in education from infancy on. Education, then, is a very broad, inclusive term. It is a lifelong process, a process that starts long before the start of school, and one that should be an integral part of one's entire life.Schooling, on the other hand, is a specific, formalized process, whose general pattern varies little from one setting to the next. Throughout a country, children arrive at school at approximately the same time, take assigned seats, are taught by an adult, use similar textbooks, do homework, take exams, and so on. The slices of reality that are to be learned, whether they are the alphabet or an understanding of the workings of government, have usually been limited by the boundaries of the subject being taught. For example, high school students know that they are not likely to find out in their classes the truth about political problems in their communities or what the newest filmmakers are experimenting with. There are definite conditions surrounding the formalized process of schooling.21. What is the main idea of the passage?A)The best schools teach a wide variety of subjects.B)Education and schooling are quite different experiences.C)Students benefit from schools, which require long hours and homework.D)The more years students go to school the better their education is.22. What does the author probably mean by using the expression "children interrupt theireducation to go to school" (Lines 2--3)?A) Going to several different schools is educationally beneficial.B) School vacations interrupt the continuity of the school year.C) Summer school makes the school year too long.D) All of life is an education.23.The word "integral" in line 12 is closest in meaning to "____".A) an equitable B) a profitableC) a pleasant D) an essential24.The passage supports which of the following conclusion?A) Without formal education, people would remain ignorant.B) Education systems need to be radically reformed.C) Going to school is only part of how people become educated.D) Education involves many years of professional training25.The passage is organized by ____.A) listing and discussing several educational problemsB) contrasting the meanings of two related wordsC) narrating a story about excellent teachersD) giving examples of different kinds of schoolsPassage FourThe case for college has been accepted without question for more than a generation. All high school graduates ought to go, says conventional wisdom and statistical evidence, because college will help them earn more money, become "better" people, and learn to be more responsible citizens than those who don't go.But college has never been able to work its magic for everyone. And now that close to half our high school graduates are attending, those who don't fit the pattern are becoming more numerous, and more obvious. College graduates are selling shoes and driving taxis; c ollege students interfere with each other's experiments and write false letters of recommendation in the intense competition for admission to graduate school. Others find no stimulation in their studies, and drop out---often encouraged by college administrators.Some observers say the fault is with the young people themselves---they are spoiled and they are expecting too much. But that's a condemnation of the students as a whole, and doesn't explain all campus unhappiness. Others blame the state of the world, and they are partly right. We've been told that young people have to go to college because our economy can't absorb an army of untrained eighteen-year-olds. But disappointed graduates are learning that it can no longer absorb an army of trained twenty-two-year olds, either.Some adventuresome educators and campus watchers have openly begun to suggest that college may not be the best, the proper, the only place for every young person after the completion of high school. We may have been looking at all those surveys and statistics upside down, it seems, and through the rosy glow of our own remembered college experiences. Perhaps college doesn't make people intelligent, ambitious, happy, liberal, or quick to learn things---maybe it's just the other way around, and intelligent, ambitious, happy, liberal, quick-learning people are merely the ones who have been attracted to college in the first place. And perhaps all those successful college graduates would have been successful whether they had gone to college or not. This is heresy to those of us who have been brought up to believe that if a little schooling is good, more has to be much better. But contrary evidence is beginning to mount up.26.Accdording to the passage, the author believes that____.A) people used to question the value of college educationB) people used to have full confidence in higher educationC) all high school graduates went to collegeD) very few high school graduates chose to go to college27.The drop-out rate of college students seems to go up because ____.A) young people are disappointed with the conventional way of teaching at collegeB) many young people are required to join the armyC) young people have little motivation in perusing a higher educationD) young people don't like the intense competition for admission to graduate school28.According to the passage the problems of college education partly arise from the fact that ____.A) society cannot provide enough jobs for properly trained college graduatesB) high school graduates do not fit the pattern of college educationC) too many students have to earn their own livingD) college administrators encourage students to drop out29.In this passage the author argues that ____.A) more and more evidence shows college education may not be the best thing for high schoolgraduatesB) college education is not enough if one wants to be successfulC) college education benefits only the intelligent, ambitious, and quick-learning peopleD) intelligent people may learn quicker if they don't go to college30. The "surveys and statistics" mentioned in the last paragraph might have shown that ____.]A) college-educated people are more successful than non-college-educated peopledB) college education was not the first choice of intelligent peopleC) the less schooling a person has the better it is for himD) most people have sweet memories of college lifeIII. SPEED READINGDirections: Skim or scan the following passage, and decide on the best answer and blacken the corresponding letter on the ANSWER SHEET.(10 points, 1 point each)Passage FiveThe task of being accepted and enrolled in a university begins early for some students, long before they graduate from high school. These students take special courses to prepare for advanced study. They may also take one or more examinations that test how well prepared they are for the university. In the final year of high school, they complete applications and send them, with their student records, to the universities which they hope to attend. Some high school students may be required to have an interview with representatives of the university. Neatly dressed, and usually very frightened, they are determined to show that they have good attitude and the ability to succeed.When the new students are finally accepted, there may be one more step they have to take before registering for classes and falling to work. Many colleges and universities offer an orientation (情况介绍) program for new students. In these programs, the young people get to know the procedures for registration and student advising, university rules, the utility of the library and all the other major services of the college or university.Beginning a new life in a new place can be very confusing. The more knowledge students have about the school, the easier it will be for them to adapt to the new environment. However, it takes time to get used to college life.31. High school students prepare themselves to attend a university _______.A.after they have been enrolled in itB.after they have taken an entrance examinationC.long before they graduate from high schoolD.when they know they have been accepted32. The students will make the following preparations except ______.A.taking special coursesB.talking with their teachersC.filling in applicationsD.having an interview with representatives of the university33. They are neatly dressed for the purpose of ________.A.showing their ability and confidenceB.hiding their nervousnessC.attracting the interviewersD.pleasing their teachers34. New students can get information about _______ from an orientation program.A.the procedures for registrationB.university regulationsC.the utility of the libraryD.all of above35. We can infer from the last paragraph that _______.A.it's very difficult for the new students to adapt to college lifeB.freshmen will feel quite confused even though they know something about the schoolC.new environment is full of excitementD.it's very necessary for the new students to learn more information about the school andthen they'll become less confusedPassage SixDuring her childhood, Rachel showed an interest in nature and in writing. After high school, she enrolled in Pennsylvania State College for Women, intending to become a writer. She switched to biology, however, thereby setting the course of her life. Rachel went to Johns Hopkins University in Baltimore for further study and became a member of the zoology staff at the University of Maryland.For fifteen years, Rachel worked for the United States Fish and Wildlife Service, writing and editing publications. Fortunately, her employer encouraged her to reach a larger audience. Rachel's poetic style of writing in three books about the ocean caught the imaginat ion of the general reader.Her rare talent as both a physical scientist and a gifted writer earned her the National Book A ward for The Sea Around Us.Rachel's next book marked her as a leading conservationist and a crusader (努力消除公害的人) for the preservation of the natural environment. She began writing Silent Spring, knowing that she would be personally attacked and ridiculed. She continued writing despite the ill health that slowed her progress. Upon completing the book, she wrote to a close friend, "I have felt bound by a solemn obligation to do what I could -- if I didn't at least try I could never again be happy in nature. But now I can believe I have at least helped a little."Rachel Carson did more than help a little. Although both government and industry opposed her, specialists in public health, the press, and the public itself all supported her fight against the irresponsible use of insecticides (杀虫剂). Her book eventually led the government to ban DDT.36. This passage is concerned mainly with ______.A. the environmental revolution in the United StatesB. Rachel Carson as a poetic writerC. the popularity of The Sea Around Us and Silent SpringD. Rachel Carson as a conservationist37. Which of the following is NOT true according to the passage?A.As a child, Rachel loved books land the natural world.B.Rachel started her higher education aiming at becoming a writer.C.She decided to switch her major to biology in Johns Hopkins UniversityD.Rachel won the National Book A ward for The Sea Around Us38. She began to write Silent Spring because ______.A.her employer encouraged her to do soB.she felt obliged to fight against the poisoning of the earthC.her poetic writing style was very much appreciated by the general readerD.she knew that it would not bring her any personal harm39. The statement "Rachel Carson did more than help a little" in the fourth paragraph signifies that______.A.she played a significant role in the environmental revolutionB.she had proved herself to be an outstanding writer, poet and scientistC.she knew the importance of what she was doing and she succeededD.she devoted her whole life to helping friends and those suffering from the poisonedenvironment40. We can draw from the passage the conclusion that ______.A.Rachel Carson was the first and the last leading conservationistB.people will remember Rachel Carson as a gifted and outstanding writerC.whoever does his best to work in the interest of mankind will enjoy support from, andprestige among, the common peopleD.it is due to the contributions of Rachel Carson that people are now living in a cleanenvironmentPart TwoIV. WORD FORMA TIONDirections: Complete each of the following sentences with the proper forms of words given in the brackets. Write your answers on the ANSWER SHEET. (10 points, 1 point each)41. (admire) The singer’s handsome appearance, attractive character and his superbperformance won great ________ in his fans.42. (even) The bus jolted (颠簸) along over the ________ road, and some of the passengersfelt bus-sick.43. (hesitate) Without _________, she agreed to lend me her bike. .44. (incline) To the surprise of most people, the descendants (后代) of the great statesmanshow no _______ for politics.45. (responsible) Y ou should take up your _______.46. (instruct) Following her _________, I succeeded in working out the difficultmathematical problem.47. (disaster) He made a ________ mistake by investing his savings in that dubious stock..48. (curious) What his sister said aroused his to find out the truth.49. (converse) It is difficult to have a with him.50. (describe) He failed to give an accurate of the robber.V. GAP FILLINGDIRECTION: The following is taken from what you have learned in the textbook. There are 10 gaps in this excerpt. Y ou should give the correct forms to fill in the numbered gaps with the vocabulary provided in the box and write your answer on the ANSWER SHEET. (10 points, 1 point each) Note that there are more lexical items than you need and thus some words or expressions are not necessary.Dogmatic, prone, contrary, perverse, device, unappetizing,settle, fatal, avoid, made, caution, count, commit,If the matter is one that can be ____51____by observation, make the observation yourself. Aristotle could have ____52____ the mistake of thinking that women have fewer teeth than men, by the simple ___53___ of asking Mrs. Aristotle to keep her mouth open while he ____54_____. He did not do so because he thought he knew. Thinking that you know when in fact you don’t is a ____55____ mistake, to which we are all ____56___. I believe myself that hedgehogs eat black beetles, because I have been told that they do; but if I were writing a book on the habits of hedgehogs, I should not ___57____ myself until I had seen one enjoying this ____58____diet. Aristotle, however, was less ____59____. Ancient and medieval authors knew all about unicorns and salamanders; not one of them thought it necessary to avoid ___60____ statements about them because he had never seen one of them.VI. SHORT ANSWER QUESTIONSDirections: The following 2 questions are based on Passage Four in this test paper. Read the passage carefully and answer the questions briefly by referring back to Passage Four. Write your answers on the ANSWER SHEET. (10 points, 5 points each)。