Mid- Exam of Reading Course 2 2011-4-25
All the answers should be written down on the answer sheet!!
Exam time: 90 min Part I Vocabulary (30×1’)
Section A
For each underlined word, write down its Chinese meaning in this sentence. 1. The pictures give great aesthetic pleasure. _________ 2. The body is stimulated to build up resistance. _________ 3. The record was a big hit and sold a million copies. _________ 4. The young man is always ready to pay compliment to a pretty young lady. _________ 5. Their sympathy was well-meaning but ineffective. _________ 6. The vertical cliff was the most striking scenery that I had seen in my journey. _________ 7. There was no compulsion on him to go with her. He could stay at home if he liked. _________ 8. Many people have been put into prison for tax evasion. _________ 9. The little boy looked with a longing at the toys in the shop window. _________ 10. Should the police be more accountable to the public? _________
Section B Word match
1. considerate A: to see into or through 2. penetrate B: a human being
3. devastating C: thoughtful of other persons’ wishes, needs or feelings 4. hospitality D: completely destructive 5. mortal E: welcoming behavior
6. vigilance A: use of words which are clearly opposed to one’s meaning
7. forfeit B: a person who pays for professional services from a lawyer or a bank 8. client C: watchful care; continual attentiveness
9. strive D: to have sth. Taken away form one because some agreement or rule has
been broken
10. irony E: to make a great effort
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Mid- Exam of Reading Course 2 2011-4-25
Section C
Semantic variations: Choose the right meaning of the italicized word.
1. Tom works in a police station. Now he is out on his beat. A. a blow B. regular stress
C. the usual path followed by someone on duty, esp. a policeman 2. The idea of camping has never appealed to me. A. a strong request for help
B. a call to a higher court to change the decision of a lower court C. attractive or interesting
3. An atmosphere of tension filled the room. A. the mixture of gases surrounding the earth B. the air in any given place
C. general mood or social environment 4. Soup condenses when boiled. A. to express in fewer words B. to reduce the volume of C. to become liquid
5. He observed that it would probably rain. A. to make a comment B. to see and notice C. to act in accordance with
6. He has transferred from the warehouse to the accounts office.
A. to move to change from one vehicle to another in the course of a journey B. to move from one place, job, position, etc., to another C. to copy recorded material
7. My instructions seem simple enough---do I have to spell them out again? A. to write the letters of a word
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Mid- Exam of Reading Course 2 2011-4-25
B. have (sth) as a result; mean
C. make sth clear and easy to understand
8. The environmental geological conditions of the Yidu Reach are analyzed in the paper. A. to arrive at
B. to stretch out a hand or arm C. part of a river
9. Asia is a bright spot in an otherwise darkening outlook for the world economy. A. future probability B. one’s general point of view C. a view from a particular place 10. ‘I will’ can be contracted to ‘I’ll’. A. to get or begin to have (something bad) B. to become smaller
C. to arrange by formal agreement
Part Ⅱ Phrases (5×2’)
Rewrite each of the following sentences so that it still means the same, using the phrase in the brackets together with its correct form.
1. The world believed his fantastic story of having got to the Pole alone. (take in)
The world ___________________________________________________________________. 2. The book was so popular that there weren’t enough copies to supply the demand. (go round)
____________________________________________________________________________. 3. I was told that it would be repaired free of charge, but the man in the shop refuses to honor his promise. (go back on)
____________________________________________________________________________. 4. That reminds me of the time I climbed to the top if Mount Fuji. (take back)
____________________________________________________________________________. 5. I’ll explain how it works before you try it yourself. (go over)
____________________________________________________________________________.
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Mid- Exam of Reading Course 2 2011-4-25
Part Ⅲ Cloze (20×1’)
The road to a successful broadcast media (媒体) career can be very rough. People in the business point out that getting started in the field is often very difficult. To __1__ with, competition for most broadcast jobs can be __2__. Then, once on the job, the __3__ and pressure are often great. Many jobs in broadcasting require long working hours, including nights and weekends. In most __4__, the salaries are not very high. What can you do to enter the career in broadcast media? Getting some kind of practical broadcasting __5__ during high school or college can be extremely important. __6__ the field is so popular, many employers are in a position to select beginners with __7__ skills. You can start by becoming familiar ___8_ communications media while still in high school. If there is a media resource department in your school, ___9_ to do anything - run the slide and film projectors (放映机), work the computers. If there is no media __10__, take photos of games and social __11__. Work on the drama productions or write __12__ the school newspaper. Many beginners in broadcasting start at small local radio or TV stations. Such stations are usually more __13__ than the networks (网络) to take on people with little or __14__ experience. Here, you have a chance to be involved in many __15__ of the broadcast industry and get trained on the job. An important career in broadcasting is in the ___16_ field. The biggest need now is __17__ employees to keep the machines in good __18__. This career requires an ability of __19__ with equipment. Skills for most technical jobs can be __20__ through community college and vocational (职业的) school programs.
1. [A] open [B] conclude [C] begin [D] inform 2. [A] tough [B] tight [C] fantastic [D] fascinating 3. [A] rate [B] pose [C] rush [D] pace 4. [A] accounts [B] cases [C] times [D] occasions 5. [A] performance [B] occurrences [C] experience [D] programs 6. [A] Where [B] However [C] Although [D] Because 7. [A] developed [B] complicated [C] duplicated [D] convinced 8. [A] to [B] with [C] for [D] in 9. [A] volunteer [B] huddle [C] plunge [D] cling 10. [A] instrument [B] achievement [C] department [D] contentment
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Mid- Exam of Reading Course 2 2011-4-25
11. [A] stories [B] events [C] necessities [D] accounts 12. [A] within [B] off [C] with [D] for 13. [A] aware [B] universal [C] willing [D] conscious 14. [A] no [B] none [C] more [D] less 15. [A] reactions [B] actions [C] prospects [D] aspects 16. [A] impersonal [B] technical [C] manual [D] skillful 17. [A] within [B] with [C] for [D] from 18. [A] position [B] condition [C] station [D] situation 19. [A] handling [B] replacing [C] tracing [D] working 20. [A] obtained [B] required [C] addressed [D] revealed
Part Ⅵ Reading Comprehension (20×2’)
Passage 1
My observation is that many instructors, from elementary school through undergraduate college courses, have a standard, conventional, only \right way\material. A student who does it differently from the instructor is labeled \I believe that such an approach is often the result of the limited intellectual ability of the instructor, who only knows one reliable technique.
As a simple example of rigidity (僵化), when I was a pupil in elementary school, the textbook and instructor taught that the definition of a noun was \had read my mother's old college grammar book, which said that a noun was \name of anything\liked the latter definition better, because it was logically simpler: any name is a noun. But I was marked wrong for not using the official definition, although the definition I gave on the examination was equivalent.
Students who are both intelligent and highly creative often make average grades in school, because these creative students see issues and vagueness in examination problems that the instructor did not intend. Creative students \the question\according to the view of the conventional instructor. This problem is particularly severe on multiple choice examinations where a creative student can quickly find situations in which either all or none of the answers are correct,
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