高级英语(上)试卷A试题含答案

绍兴文理学院元培学院学年学期

英语专业级《高级英语(上)》试卷(A)

（考试形式：闭卷）

I. Vocabulary Selection (15%)

In this part, there are 15 incomplete sentences. Below each sentence, there are 4 choices respectively marked by letters A, B, C and D. Choose the word or phrase which best completes each sentence. There is only ONE right answer.

1．Due to the fact that universities can not enroll all the candidates, ______ to university is competitive.

A．admission B．affidavit C．admiration D．allegiance

2．The World Cup has been the ______ of this month's events; a large number of soccer fans around the world focus their attention on the little “ball”.

A．twilight B．realms C．highlights D．headlines

3．They ______ to hear that their football team won a great victory over the opponent team.

A．relieved B．released C．rejoiced D．rescued

4．Each individual expresses his opinion in the group by where he stands when a lot of people ______ together in a chat.

A．squeeze B．stick C．pad D．cluster

5．When she called me a thief, I decided to sue her for ______ .

A．ridicule B．scandal C．slander D．encumber

6．George W. Bush said Saddam Hussein is ______ and must be disarmed immediately.

A．pugnacious B．proverbial C．magnanimous D．malleable

7．They tell the people in their community not to store apples in the refrigerator because fresh fruit like apples is ______ .

A．perishable B．vanishing C．exquisite D．fickle

8．The spokesman said he believed the attack was in ______ for the death of the bombing.

A．requital B．rhetoric C．retrospect D．retaliation

9．The President is certain to know the result of this vote as a (n) ______ for further economic decision-making.

A．mandate B．aviation C．pretext D．rampage

10．The villagers were ______ by the news of the criminal's release from the prison.

A．indignant B．puzzled C．overjoyed D．elusive

11．If it goes on to ______ its responsibilities, then the British government must act immediately in its place.

A．discipline B．abdicate C．bash D．challenge

12．The sentry guard dived into his ______ and closely observed the stranger towards him.

A．fortress B．exodus C．foxhole D．eviction 13．An overwhelming richness of vegetation may have caused the level of oxygen, to rise above today's ______, with a corresponding depletion of carbon dioxide.

A．concentration B．saturation C．satiation D．plenitude

14．The psychology therapist's job is to help people "re-author" stories that aren't doing them ______ .

A. just

B. justice

C. justiceships

D. justification

15．The dream quickly gave way to a cold number: the house they wanted ______ $52,000 more than their budget.

A．cost B．took C．spent D．required

II. Paraphrase (20%)

Directions: Explain in English the meaning of the underlined words or expressions in each sentence.

1. Many girls’ interests turn to marriage or stereotypically female jobs.

2. When students participate in classroom discussion, they hold more positive attitudes toward school, and that positive attitudes enhance learning.

3. Boys are more assertive in grabbing their attention-a classic case of the squeaky wheel getting the educational oil.

4. They give no sign that the possibility of an alternative ever suggests itself to their mind.

5. The tiger is said to have emerged, but presently crept back again, as if too much bewildered by his new responsibilities.

6. It alone prevents the hardest and the most repulsive walks of life from being deserted by those brought up to tread therein.

7. It is not surprising that they need some stimulus to use the foreign language for natural purposes.

8. The relationship is a formal and formalized one for which conventionalities suffice.

9. This confident attitude is very fragile and can be stifled quite early.

10. He supposed that nobody could ever countenance waging war again.

11. In such a perverse state of affairs, affairs of state tend to undergo some rather bizarre reversals.

12. An author is evading his responsibilities, if he is not intelligible.

13. I suggest in return that this attitude betrays either laziness or affectation. It is the abdication of authorship.

14. He is not fetching up thoughts that lie too deep for tears.

15. Power, travel, external security, free time, and other blessings are potentially available to the affluent.

16. Religious groups and those who elevate the status of poverty as they equate money with evil exhort us to live simply.

17. Psychologists generally agree that they set the stage for schizophrenia.

18. He had rushed them along to secure such openings about the deck as had not been already battened down earlier in the evening.

19. Such is the prestige, the privilege, and the burden of command.

20. It unveiled the black figures of men caught on the bridge, heads forward, as if petrified in the act of butting.

III. Proofreading and Error Correction(10%)

Directions: The following passage contains TEN errors. Each line contains a maximum of ONE error. In each case, only ONE word is involved. You should proofread the passage and correct it in the following way. For a wrong word, underline the wrong word and write the correct one in the blank provided at the end of the line. For a missing word, mark the position of the missing word with a “∧” sign and write the word you believe to be missing in the blank provided at the end of the line. For an unnecessary word cross out the unnecessary word with a slash “/’ and put the word in the blank provided at the end of the line.

The term “formal learning” is used in this paper to refer to all learning

which takes place in the classroom, without regard to such learning is (1)______ performed by conservative or progressive ideologies. “In formal learning”,

on the other hand, is used to referring to learning which takes place outside (2)______

the classroom.

These definitions provide the essential, though by all means sole, (3)______ difference between the two modes of learning. Formal learning is separated

from daily life and, indeed, as Scribner and Cole (1973:553) have observed,

may actually “promote ways of learning and thing which often run counter on (4)______

those nurtured in practical daily life.” A characteristic feature of formal

learning is the centrality of activities which are not closely paralleled by

activities outside the classroom. The classroom can prepare for, draw, and (5)______

imitate the challenges of adult life outside the classroom, but it cannot, by its

nature, consist of these challenges.

In doing this, language plays a crucial role as the major channel for

information exchange. “Success” in the classroom requires a student to

master this abstract signal. As Berstein noted, the language of the classroom (6)______

is more similar to the language used by middle-class families than that used by

working-class families. Middle class children thus find it easier to acquire the

language of the classroom than their working-class peers.

Informal learning is transmitted by teachers selected to conduct this role. (7)______

Informal learning is acquired as natural part of a child's socialization. Adults

or older children who are proficient at the skill or activity provide—sometimes (8)______ unintentionally—target models of behavior in the course of everyday activity.

Informal learning, however, can take place at any time and is not subject by (9) ______

the limitations imposed by institutional timetabling. (10)______

IV. Reading Comprehension (15%)

Directions: In this section there are three passages followed by a total of 15 multiple-choice questions. Read the passages carefully and then mark your answers on the Answer Sheet. Passage 1

The dream of lost innocence recovered in a golden future always haunts the imagination of colonial pioneers. Its premise is myopia: F. Scott Fitzgerald conjured “a fresh, green breast of the new world” for his Dutch sailors, a story that began without Indians. Golda Meir infamously insisted that there was no such thing as Palestinians. Breaking new ground on a distant shore is easier if no one is there when you arrive. Plan B allows that the natives are happy to see the newcomers. But soon enough it all turns nasty and ends in tears.

“A Strange Death,”Hillel Halkin's beautifully written and wisely confused account of the local history of the town he lives in, Zichron Yaakov, takes us back to the earliest days of Jewish settlement in Ottoman Palestine. His ostensible subjects are members of the Nili spy ring operated out of Zichron daring World War Ⅰby local pioneers on behalf of the British, its ramifications among the local populace and the betrayals and revenge that floated in its wake. He is deeply seduced, however, by the lovely ambiguities of the past as they arise in relationships between Arabs and Jews at a time when both groups were under Turkish rule. Yes, there is murder just around the corner (Jews were hacked to pieces in Hebron and Arabs massacred in Deir Yessin) but in 1916 a man could still be known by the horse he rode from village to village rather than the tank he roiled through in.

The spy ring (“Nili”is a Hebrew acronym that translates as “the strength of Israel will not lie”), which functioned less than a year from the winter of 1916 through the fail of 1917, was the brainchild of Aaron Aaronsohn and Avshalom Feinberg, two Palestine-born Zionists convinced that a British victory over the Turks would help pave the way to a Jewish state. Aaronsohn was a charismatic figure with an international reputation as a botanist (he discovered triticum dioccoides, the wild ancestor of cultivated wheat). Feinberg, a local farmer, was a swashbuckler, a superior shot and impressive horseman. Aaronsohn brought two of his sisters into the ring: Rivka, who was engaged to Feinberg, and the beautiful and spirited Sarah. At 24, Sarah had abandoned her Turkish Jewish husband in Constantinople and had witnessed, on her journey to Palestine, the Turks' genocidal assault on the Armenians. The network was augmented by Yosef Lishansky, a maverick adventurer and a tough guy, and a few more trusted relatives of the two leaders.

The likelihood of the spies living to comb gray hair wasn't enhanced by the anxieties of some Jews. After a successful run passing information on Turkish troop positions to a British freighter waiting offshore came the inevitable capture, torture and interrogation of an operative, Naaman Belkind, and soon enough the jig was up. In October 1917, the Turks cordoned off Zichron. Aaronsohn was luckily in Cairo at the time. Lishansky escaped only to be caught after three weeks, and hanged by the Turks. Sarah was captured and marched through town. Four Jewish women abused, excoriated and perhaps assaulted her, but whether they acted out of animosity or an instinct for self-preservation has never been clear. After being tortured by Turkish soldiers Sarah escaped to her own home long enough to retrieve a hidden gun and shoot herself.

Nothing is at it was, and perhaps it never was as Halkin supposed. In an empty house he finds a discarded, anonymous book, “Sarah, Flame of the Nili.” A little research reveals that the hagiography was written by Alexander Aaronsohn, Sarah's younger brother, who, Halkin also finds out, had a penchant for pubescent girls well beyond his own adolescence. The countryside was thinly populated and the grass

grew high; there are secrets in Zichron. At the end of the book, the town has health food stores, gift and antique shops and ice cream parlors. But it has lost its soul.

A riot of names in "A Strange Death" sometimes threatens to overwhelm the reader -- as if Haikin wants to honor every inhabitant. The poet Stanley Kunitz once heard a voice telling him to “live in the layers.” Halkin's book lives wonderfully in the layers but the layers, of course -- a millennium or two of who did what to whom and when -- disturb everybody in his part of the world.

1. In the beginning of the passage, the author tells us that ______.

A. the colonists were always welcomed by the natives.

B. the colonization will never be with a happy ending.

C. the colonists hoped that there were always people on the new continents.

D. the colonists hoped that they may perform ethnic cleansing on the new continents.

2. Concerning the main characters, which statement is true?

A. Aaronsohn and Sarah are relatives.

B. The spy ring stands by the Turkish side.

C. Sarah is captured at the end of the novel.

D. Lishansky is caught and hanged by the British army.

3. This book is ______.

A. a spy story.

B. with a happy ending.

C. a story of a group of suppressed people.

D. a story about a poor women.

4. What is the main problem that puzzles the readers of the novel?

A. Dull story.

B. Complex relationship.

C. Names.

D. Sad ending.

Passage 2

One of the most interesting paradoxes in America today is that Harvard University, the oldest institution of higher learning in the United States, is now engaged in a serious debate about what a university should be, and whether it is measuring up. Like the Roman Catholic church and other ancient institutions, it is asking-still in private rather than in public whether its past assumptions about faculty, authority, admission, courses of study, are really relevant to the problems of the 1990's. Should Harvard-or any other university-be an intellectual sanctuary, apart from the political and social revolution of the age, or should it be a laboratory for experimentation with these political and social revolutions; or even an engine of the revolution? This is what is being discussed privately in the big clapboard houses of faculty members around the Harvard Yard.

Walter Lip Mann, a distinguished Harvard graduate, defined the issue several years ago. “If the universities are to do their work.” He said, “they must be independent and they must be disinterested... They are places to which men can turn for judgments which are unbiased by partisanship and special interest. Obviously, the moment the universities fall under political control, or under the control of private interest, or the moment they themselves take a hand in politics and the leadership of government, their value as independent and disinterested sources of judgment is impaired...”

This is part of the argument that is going on at Harvard today. Another part is the argument of the militant and even many moderate students: that a university is the keeper of our ideals and morals, and should not be “disinterested” but activist in bringing the nation's ideals and actions together.

Harvard's men of today seem more trebled and less sure about personal, political and academic purpose than they did at the beginning. They are not even clear about how they should debate and resolve their problems but they are struggling with privately, and how they come out is bound to influence American university and political life in the 1990's.

5. According to the passage, universities like Harvard should ______.

A. fight against militarism.

B. take an active part in solving society's evils.

C. support old and established institutions.

D. involve themselves in politics.

6. It can be inferred from the passage that in life's goal people of Harvard are becoming ______.

A. less sure about it.

B. more sure about it.

C. less interested in it.

D. more hopeful of it.

7. The “paradoxes” in the passage mean ______.

A. unusual situations.

B. difficult puzzles.

C. abnormal conditions.

D. self-contradictions.

8. In the author's opinion, the debate at Harvard ______.

A. is a symbol of the general bewilderment.

B. will soon be over.

C. will influence the future life in America.

D. is interesting to Harvard men and their friends.

Passage 3

In sixteenth-century Italy and eighteenth-century France, waning prosperity and increasing social unrest led the ruling families to try to preserve their superiority by withdrawing from the lower and middle classes behind barriers of etiquette. In a prosperous community, on the other hand, polite society soon adsorbs the newly rich, and in England there has never been any shortage of books on etiquette for teaching them the manners appropriate to their new way of life.

Every code of etiquette has contained three elements: basic moral duties; practical rules which

promote efficiency; and artificial, optional graces such as formal compliments to, say, women on their beauty or superiors on their generosity and importance.

In the first category are considerations for the weak and respect for age. Among the ancient Egyptians the young always stood in the presence of older people. Among the Mponguwe of Tanzaia, the young men bow as they pass the huts of the elders. In England, until about a century ago, young children did not sit in their parents' presence without asking permission.

Practical rules are helpful in such ordinary occurrences of social life as making proper introductions at parties or other functions so that people can be brought to know each other. Before the invention of the fork, etiquette directed that the fingers should be kept as clean as possible; before the handkerchief came into common use, etiquette suggested that after spitting, a person should rub the spit inconspicuously underfoot.

Extremely refined behavior, however, cultivated as an art of gracious living, has been characteristic only of societies with wealth and leisure, which admitted women as the social equals of men. After the fall of Rome, the first European society to regulate behavior in private life in accordance with a complicated code of etiquette was twelfth-century Province, in France. Provinces had become wealthy. The lords had returned to their castle from the crusades, and there the ideals of chivalry grew up, which emphasized the virtue and gentleness of women and demanded that a knight should profess a pure and dedicated love to a lady who would be his inspiration, and to whom he would dedicate his valiant deeds, though he would never come physically close to her. This was the introduction of the concept of romantic love, which was to influence literature for many hundreds of years and which still lives on in a debased form in simple popular songs and cheap novels today.

In Renaissance Italy too, in the fourteenth and fifteenth centuries, a wealthy and leisured society developed an extremely complex code of manners, but the rules of behavior of fashionable society had little influence on the daily life of the lower classes. Indeed many of the rules, such as how to enter a banquet room, or how to use a sword or handkerchief for ceremonial purposes, were irrelevant to the way of life of the average working man, who spent most of his life outdoors or in his own poor hut and most probably did not have a handkerchief, certainly not a sword, to his name. Yet the essential basis of all good manners does not vary. Consideration for the old and weak and the avoidance of banning or giving unnecessary offence to others is a feature of all societies everywhere and at all levels from the highest to the lowest.

9. One characteristic of the rich classes of a declining society is their tendency to ______.

A. take in the recently wealthy

B. retreat within themselves

C. produce publications on manners

D. change the laws of etiquette

10. Which of the following is NOT an element of the code of etiquette?

A. Respect for age

B. Formal compliments

C. Proper introductions at social functions

D. Eating with a fork father than fingers

11. According to the writer which of the following is put of chivalry? A knight should ______.

A. inspire his lady to perform valiant deeds

B. perform deeds which would inspire romantic songs

C. express his love for his lady from a distance

D. regard his lady as strong and independent

12. Etiquette as an art of gracious living is quoted as a feature of which country?

A. Egypt

B. 18th century France

C. Renaissance Italy

D. England

Passage 4

IBM has just announced the invention of the PAN—Personal Area Network—a set of devices that use humans as conductors to relay detailed textual information from one person to another, simply by touch. It is a relatively small conceptual step from the PAN processor that relays a written message through one's body by a shake of the hand to a microcell sensory transmission system that relays ideas and sensations directly to and from the most powerful processor in the world, the human brain.

Within a few decades, PAN-type research will transform the Internet into the Life Net, a comprehensive sensory environment for human habitation. Our minds will be afforded wireless direct sensory interfacing with other people and various databases. A dramatically enhanced version of what we now call virtual reality will become as common as air conditioning. Telephones, TVs, PCs, and other media will be replaced by wireless sensory feeds from and to communal microcells.

People return to the Internet each day not from addiction, but because they can craft a new identity for themselves—any identity they choose. Or they can participate in experiences that are otherwise beyond their reach. Consider the impact of a technology affording a lifestyle in which you can go wherever you want to go and be whoever you want to be.

Today's office and service workers have diminished physical capabilities, but are better educated. The Life Net will accelerate this trend. The need to survive while spending weeks, months, or years on the Net would be drastically reduced.

Resource depletion resulting from overpopulation will cease to be a major issue when we are subsisting on 600 calories a day in a sensory reality where we can eat all we want. Our mansions will be built in our minds, and our future Ferrairs will be driven along the roads of our collective imaginations. Our minds will work and play in ways now beyond our conception.

Time constraints dissolve when we can communicate effortlessly anywhere in the world. Humans will require less sleep, since we will need only the time to file and store the information that our brains have collected, and not to rest physical bodies. The physical body will deteriorate to a state where a return to robust health would take months—if possible at ail.

These technologies will be inexpensive. Life Net participation will consume far fewer resources than an automobile, and reduce our housing and other needs. This will help the Life Net expand into Third

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