武汉工程大学2008年
Paper One 大学英语考试样题
Part I Listening Comprehension
Section A
Directions: In this section, you will hear several short conversations. At the end of each conversation, a question will be asked about what was said. Both the conversation and the question will be spoken only once. After each question there will be a pause. During the pause, you must read the four
choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on the Answer Sheet with a single line through the centre.
1.A) The man was in the hospital. B) The man was on business trip. C) The man was on vacation.
D) The man was visiting a sick aunt.
2.A) 10:00 B) 10:30 C) 10:45 D) 11:15
3.A) Please sit down.
B) She doesn't want him to sit down.
C) She'll mind if he sits down.
D) She doesn't want the man to sit with her. 4.A) She would have something more important to do. B) She had to meet a friend of hers.
C) She was not in the mood to attend the party. D) She was afraid she might be kept too late. 5.A) Took a photo of him. B) Bought him a picture. C) Held a birthday party.
D) Bought him a frame for his picture.
6.A) A raincoat. B) A sunny day. C) A lovely hat.
D) An attractive hut.
7.A) The reason for making an early start. B) The process of her written work. C) The topic of her research paper.
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D) The reason of her decision.
8.A) The term project was finished.
B) The woman received the best score. C) He was sure his term project was good. D) His score was better than the woman's. 9.A) Engineering. B) Insurance.
C) Scientific research. D) Diplomatic services.
10.A) He wants to say good-bye at the airport. B) He would like her to take a day off. C) He likes to watch the planes take off.
D) He thinks she should take the bus to the airport. Part II Reading Comprehension
Directions: There are several passages in this part. Each passage is
followed by some questions or unfinished statements. 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 centre.
Questions 11 to 15 are based on the following passage:
Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can
improve performance at work and school. Cognitive (认知学派的) researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on approval and gifts from others.
The latter view has gained many supporters, especially among educators. But the careful use of small monetary (金钱的) rewards sparks creativity in
grade-school children, suggesting that properly presented inducements (刺激) indeed aid inventiveness, according to a study in the June \Personality and Social Psychology\ \ challenging task, they show the most creativity,\the University of Delaware in Neward. \giving rewards for poor performance or creating too much anticipation for rewards.\
A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing
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efforts at major universities to tighten grading standards and restore
failing grades.
In earlier grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points toward valued rewards, shows promise in raising effort and creativity, the Delaware psychologist claims.
11.Psychologists are divided with regard to their attitudes toward _____. A) the choice between spiritual encouragement and monetary rewards B) the amount of monetary rewards for students' creativity C) the study of relationship between actions and their consequences D) the effects of external rewards on students' performance
12.What is the response of many educators to external rewards for their students?
A) They have no doubts about them.
B) They have doubts about them. C) They approve of them.
D) They avoid talking about them.
13.Which of the following can best raise students' creativity according to Robert Eisenberger?
A) Assigning them tasks they have not dealt with before. B) Assigning them tasks which require inventiveness. C) Giving them rewards they really deserve. D) Giving them rewards they anticipate.
14.It can be inferred from the passage that major universities are trying to tighten their grading standards because they believe ______.
A) rewarding poor performance may kill the creativity of students B) punishment is more effective than rewarding
C) failing uninspired students helps improve their overall academic standards
D) discouraging the students' anticipation for easy rewards is a matter of urgency
15.The phrase \ to _____.
A) ways to develop economy
B) systems of rewarding students C) approaches to solving problems D) methods of improving performance
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Questions 16 to 20 are based on the following passage:
The decline in moral standards -- which has long concerned social analysts -- has at last captured the attention of average Americans. And Jean Bethke Elshtain, for one, is glad. The fact that ordinary citizens are now starting to think seriously about the nation's moral climate, says this ethics (伦理学) professor at the University of Chicago, is reason to hope that new ideas will come forward to improve it. But the challenge is not to be underestimated. Materialism and individualism in American society are the biggest obstacles. \that 'I'm in it for me' has become deeply rooted in the national consciousness,\
Some of this can be attributed to the disintegration of traditional communities, in which neighbors looked out for one another, she says. With today's greater mobility and with so many couples working, those bonds have been weakened, replaced by a greater emphasis on self.
In a 1996 poll of Americans, loss of morality topped the list of the biggest problems facing the US. And Elshtain says the public is correct to sense that: Data show that Americans are struggling with problems unheard of in the 1950s, such as classroom violence and a high rate of births to unmarried mothers.
The desire for a higher moral standard is not a lament (挽歌) for some nonexistent \一厢情愿的) longing for a time that denied opportunities to women and minorities. Most people, in fact, favor the lessening of prejudice.
Moral decline will not be reversed until people find ways to counter the materialism in society, she says. \that matter are those that can't be bought.\ 16.Professor Elshtain is pleased to see that Americans ________. A) have adapted to a new set of moral standards B) are longing for the return of the good old days C) have realized the importance of material things
D) are awakening to the lowering of their moral standards
17.The moral decline of American society is caused mainly by _____. A) its growing wealth
B) the self-centeredness of individuals
C) underestimating the impact of social changes D) the prejudice against women and minorities
18.Which of the following characterizes the traditional communities? A) Great mobility.
B) Concern for one's neighbors. C) Emphasis on individual effort.
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D) Ever-weakening social bonds. 19.In the 1950s, classroom violence _____. A) was something unheard of
B) was by no means a rare occurrence C) attracted a lot of public attention D) began to appear in analysts' data
20.According to Elshtain, the current moral decline may be reversed _____. A) if people can return to the \ B) when women and men enjoy equal rights C) when people rid themselves of prejudice D) if less emphasis is laid on material things
Questions 21 to 25 are based on the following passage:
Alice Walker makes her living by writing, and her poems, short stories, and novels have won many awards and fellowships for her. She was born in Eatonton, Georgia. She went to public schools there, and then to Spelman College in Atlanta before coming to New York to attend Sarah Lawrence College, from which she graduated in 1966. For a time she lived in Jackson, Mississippi, with her lawyer husband and small daughter. About Langston Hughes, American poet, her first book for children, she says, \
first meeting with Langston Hughes I vowed I would write a book about him for children someday. Why? Because I, at twenty-two, knew next to nothing of his work, and he didn't scold me; he just gave me a stack of his books. And he was kind to me; I will always be grateful that in his absolute warmth and generosity he fulfilled my deepest dream of what a poet should be.\ \him or speak of him. Once, just before he died, when he was sick with the flu, I took him a sack full of oranges. The joy I felt in giving that simple gift is undiminished by time. He said he liked oranges, too.\ 21.The main topic of the passage is ________.
A) Alice Walker's reflection on Langston Hughes
B) the influence of Alice Walker on the writing of Langston Hughes C) Langston Hughes' book about Alice Walker
D) a comparison of the childhoods of Alice Walker and Langston Hughes 22.In the passage, Alice Walker is described as ________. A) a research fellow at Spelman College B) a professor at Sarah Lawrence College C) a prize-winning writer of prose and poetry
D) an author of plays for children
23.Before attending college, Alice Walker went to school in _________. A) Atlanta, Georgia
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