江西财经大学
06－07第一学期期末考试试卷
试卷代码：34052A 授课课时：39
课程名称：大学英语I(非涉外) 适用对象：06级本科非涉外班 Part I Reading Comprehension (2’ × 20 = 40’?)
Directions: There are 4 reading passages in this part. Each passage is followed by some questions. For each of them there are four choices marked [A], [B], [C], and [D]. You should decide on the best choice and mark the corresponding letter on the Answer Sheet with a single line through the center.
Passage 1
Questions 1-5 are based on the following passage:
Last Thursday an old chap came to our school to talk about the evils of smoking. He said he wouldn‘t go on for too long, and we saw him take his wrist-watch off and lay it on the table. I can‘t remember what he said about smoking because Slater and I had other things to think about. He finished when the bell rang for play-time, and the headmaster told us to go out. Slater happened to slip.
In the playground Slater showed me the watch. He put it on his wrist, and it looked lovely. I was wishing that I‘d been the one to slip by the table, because it was a beautiful watch, gold by the look of it. The headmaster came outside then, and the old boy was with him. They walked about, looking around and talking all the time. After a bit the bell rang, and we got into our lines, ready to go in.
The headmaster said, ―I‘ve got a little job for you boys. This gentleman, our lecturer, has just lost his watch in the playground. It‘s happened before, he says — it just slips off his wrist. So look around for it, will you? See if you‘re clever enough to find it. I‘ve no doubt the boy who does so will get a useful reward.‖
Well, of course, Slater wasn‘t going to miss a chance like that. He‘s just about the luckiest devil in the school — rewards just drop into his hands. We all walked about the playground, looking for the watch. And I wasn‘t a bit surprised when Slater bent down as if he was picking something up. Then he hurried past me towards the old man.
―Where are you going?‖ I called out, though I knew very well where he was going. ―Where do you think?‖ he called back.
And the next minute there was Slater, all smiles, handing over the watch to the old fellow and hanging about for the reward.
But the lecturer didn‘t seem at all pleased. In fact he looked quite ready to put a knife in Slater‘s heart — until the headmaster burst out laughing. Then they both laughed. Slater told
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afterwards that the old man hadn‘t even said ―Thank you‖ for the watch.
The thing that puzzled us most of all was that Slater didn‘t get any reward. When he reminded the headmaster about it, the headmaster said: ―Ah yes, we mustn‘t forget that. I said ?a useful reward‘, didn‘t I?‖ And then he gave Slater a big sheet of paper and told him to write a composition on the evils of smoking. Slater says he hasn‘t got a clue what to write.
1. What were the two boys thinking about during the lecture? [A] They were not thinking about anything.
[B] They were thinking about the evils of smoking. [C] About the watch — and how to get it, perhaps. [D]They thought that the headmaster was very clever.
2. Why did the story-teller wish that he had slipped? [A] Because it was a beautiful watch.
[B] Because he thought he could have taken the watch if he had slipped. [C] Because the watch wouldn‘t have been lost if that had happened. [D] Because in that case he wouldn‘t have given it back to the lecturer.
3. ―The headmaster came outside then, and the old boy was with him.‖ Who was the old boy? [A] An old student. [B] The lecturer. [C] The headmaster‘s son. [D] A servant. 4. When Slater ―bent down‖, what was he trying to do? [A] He had to bend down in order to pick up the watch.
[B] He was trying to hide the fact that he had found the watch.
[C] The watch had slipped off his wrist, and he was trying to pick it up. [D] He was pretending to have found the watch.
5. Why didn‘t Slater get the kind of reward he expected? [A] Because the headmaster had forgot it, probably.
[B] Because the lecturer did not agree to give him any reward.
[C] Because the headmaster never meant to give the usual kind of reward to anyone. [D] Because the headmaster did not keep his word.
Passage 2
Questions 6-10 are based on the following passage:
Many teachers believe that the responsibility for learning lies with students. If a long reading assignment is given, instructors expect students to be familiar with the information in the reading even if they do not discuss it in class or give an examination. (Courses are not designed merely for students to pass exams.) The ideal student is considered to be one who is encouraged to learn for the purpose of learning, not the one interested only in getting high grades. Some students may be frustrated with teachers who do not believe it is necessary to grade every assignment. Sometimes homework is returned with short written comments but without a grade. Even if a grade is not given, students should learn the material assigned.
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When research is assigned, the professor expects students to begin and to complete the assignment with minimum instruction. It is the student‘s responsibility to find books and articles in the library. Professors do not have the time to explain how a university library works; they expect students, especially graduate students, to be able to find what they need in the library.
Professors will help students who need it, but prefer that their students not depend on them too much. This is different from teacher-student relationships in other countries. In the United States, professors have other duties in addition to teaching. Often they do some administrative work within their departments. In addition, they may be required to write articles and books. Therefore, the time that a professor can spend with a student outside of class is limited If a student has problems with classroom work, the student should either ask a professor for help during office hours or make an appointment.
6. What does the author mean by saying that ―Courses are not designed merely for students to pass exams‖?
[A] Students study hard only for exams.
[B] Teachers think it necessary for their students to fail exams.
[C] Teachers think that the only purpose of studying hard is to pass exams. [D] The purpose of designing courses is not only for passing exams.
7. According to the 2nd paragraph, students in the United States should_________.
[A] depend more on themselves than on professors [B] plan their time and sequence their work [C] always follow the professors‘ advice [D] find a suitable place for studying
8. If students need the advice of their teachers, they should__________.
[A] put forward their questions in class [B] go to their teachers‘ office
[C] find some excuses to see teachers at home [D] turn to their teachers during the break
9. Students who __________ in the United States are considered good ones.
[A] pay more attention to good scores [B] have the desire to learn by themselves [C] are good at learning words by heart [D] know much about computers
10. American professors may be required to spend more of their time_________.
[A] knowing what is on their students‘ mind [B] helping students finish their assignments [C] writing articles
[D] instructing students‘ research
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Passage 3
Questions 11-15 are based on the following passage:
A few years ago it was common to speak of a generation gap between young people and their elders. Parents said that their children did not respect and listen to them, while children said that their parents did not understand them at all. What had gone wrong? Why had the generation gap suddenly appeared? Actually, the generation gap has been around for a long time. Many people argue that it is built into every part of our society.
One important cause of the generation gap is the opportunity that young people have to choose their own ways of life. In a more traditional society, when children grow up, they are expected to live in the same area as their parents, to marry people that their parents know and like, and often to continue the family jobs. In our society, young people often travel great distances for their education, move out of the family at an early age, marry or live with people whom their parents have never met, and choose jobs different from those of their parents.
In our society, parents often expect their children to do better than they did, to find better jobs, to make more money and to do all the things that they were unable to do. Often, that is another cause of the gap between them. Often, they discover that they have very little in common with each other.
Finally, the speed at which changes take place in our society is the third cause of the gap between the generations. In a traditional culture, senior people are valued for their knowledge, but in our society the knowledge of a lifetime may become out of date. The young and the old seem to live in two very different worlds, separated by different skills and abilities. No doubt, the generation gap will continue in American life for some time to come.
11. The first paragraph tells us that___________.
[A] the problem of the generation gap draws much attention from people [B] it is out of date to talk about generation gap
[C] children and parents are trying to understand each other
[D] it is very important for people to frequently communicate with each other 12. In a more traditional society, old people _________.
[A] have their children respect and listen to them [B] do not care for their children at all
[C] expect their children to rebel against them [D] do not live together with their children 13. In American society young people__________.
[A] do not need to find jobs
[B] marry people younger than them
[C] have better education than their parents [D] leave home at an early age
14. Which of the following is NOT the cause of the generation gap?
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[A] Young people like to depend more on themselves [B] Parents do not love their children dearly [C] American society changes rapidly
[D] Parents expect too much of their children. 15. The main idea of the passage is _________.
[A] that the generation gap needs considering
[B] when the generation gap is necessary in American society [C] why the generation gap exists
[C] how we can reduce the generation gap
Passage 4
Question16-20 are based on the following passage
Pronouncing a language is a skill. Every normal person is an expert in the skill of pronouncing his own language; but few people are even fairly proficient at pronouncing foreign languages. Now there are many reasons for this, some obvious, some perhaps not so obvious. But I suggest that the basic reason why people in general do not speak foreign languages very much better than they do native language is that they fail to understand the true nature of the problem of learning to pronounce. Far too many people fail to realize that pronouncing a foreign language is a skill----one that needs careful training of a special kind, and one that cannot be gained by just leaving it to take care of itself. I think even teachers of language, while realizing the importance of a good accent, often neglect, in their practical teaching, the branch of study concerned with speaking the language. So the first point I want to make is that English pronunciation must be taught; the teacher should be prepared to devote some of the lesson time to this, and get the student to feel that here is a matter worthy of receiving his close attention. So, there should be occasions when other aspects of English, such as grammar or spelling, are allowed for the moment to take second place.
Besides this question of the time given to pronunciation, there are two other requirements for the teacher: the first, knowledge; the second, technique.
It is also possible to get a clear mental picture of the relationship between the sounds of different languages, between the speech habits of English people and those, say, of your students. Unless the teacher has such a picture, any comments he may make on his students‘ pronunciation are unlikely to be of much use, and lesson time spent on pronunciation may well be time wasted.
16. What does the author say about pronouncing foreign languages?
[A] Every normal person is an expert in the skill of pronouncing foreign languages [B] It is difficult for people to pronounce foreign languages
[C] No one is really an expert in the skill of pronouncing foreign languages [D] There are not many people who are even fairly good at it
17. The writer argues that going about the problem of pronunciation in the wrong way is _________
[A] obvious cause of not understanding the problem correctly
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