《高級(jí)英語》考試試卷(C).doc

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《高級(jí)英語》考試試卷（C） 考試時(shí)間： 120分鐘 I. Fill in the blanks (1-10) with the appropriate forms of the given words and phrases in the table below. Fill in the blanks (11-15) with the proper forms of the words in the brackets. (15%) at one’s disposal to no avail in the vicinity of look up to act as a battery of oblivious of speak volumes in lieu of follow suit 1. Her oddness ____________ about her personality. 2. People who live _________ airports have become increasingly concerned about potential health effects from aircraft noise. 3. Having a powerful computer _________, John might easily be content with this gain in performance. 4. WWI ________ a catalytic agent in the breakdown of the Victorian social structure. 5. The two little girls sped toward the foot of the mountain, seemingly ______ the danger. 6. There are very few popular stars that I ________. 7. They tried their hardest to save him from his folly, but _______. 8. The two parties made it clear that they would not _______ unless the Centre reduced its tax component. 9. The teacher was showered with ________ questions from his students. 10. The dentist has been keeping his personal records_______ official statistics. 11. Its managers and workers created an economic marvel ______in modern history. (parallel) 12. On a more _______ note, 74 percent of teens think it is essential to obey “all laws,” and 90 percent said it is “never okay” to cheat on one’s income tax. (reassure) 13. Bad blood ______ makes you feel cold. (circulate) 14. This journalist sees a deeper _________in the rude behavior, the violence, the delinquency of the youth. (significant) 15. A serious fire has broken out in an exhibition hall off Moscows Red Square, and soon this historic building was ________in flames. (gulf) II. Please paraphrase the following sentences. Pay attention to the underlined parts and be sure to write complete sentences. (20%) (see “Answer Sheet”) III. Proofreading (10%) (see “Answer Sheet”) IV. Reading Comprehension (25%) In this section there are four reading passages followed by a total of twenty five multiple-choice questions. Read the passages and then mark your answers on your answer sheet. TEXT A When people are struck by lightening, they fall to the ground as though they were struck a severe blow to the head. After the shock they may remain unconscious, become semiconscious or be conscious but confused and dazed, at least for a time. Flashes of light may continue passing before their eyes, and blindness and deafness may follow. The nervous system may be badly affected, causing paralysis, pain in the limbs and even hemorrhage. There will be burns where the lightning passed through the body, and like all electrical burns, they are often deep and severe. All persons, especially campers and hunters, should know how to give first aid to someone who has been struck by lightning. Do not be afraid to touch the victim. You won’t get a shock. The lightning has already been grounded. Remember that speed is of the greatest importance in severe cases. The first thing to do is to loosen tight clothing about the throat and waist. Then clear the air passages of mucus if present, and apply artificial respiration if necessary. Give mouth-to-mouth resuscitation if needed or give oxygen if available. Many victims thought to be dead have been revived after treatment. Send someone for a doctor as soon as possible, but don’t leave the victim alone. If a doctor is not available, take the person to a hospital as soon as the person can be safely moved. Signs of shock are: pale, cold, clammy skin; weak, rapid pulse; shallow, irregular breathing or, in extreme cases, no breathing at all. To treat shock, you must keep the patient lying down with the head lower than the feet and cover him or her with a blanket but watch out for overheating. Giving a simulating hot tea or coffee will help, but only if the patient is thoroughly conscious. After breathing has been restored and shock is treated, treat the burns. Apply some ointment and cover them with a clean or a sterile dressing. If conscious, the patient will be badly frightened, so do all you can to be reassuring. A little knowledge and a helping hand may save someone’s life. 1.The passage tells us A. where to go in a thunderstorm. B. how to treat someone struck by lightning. C. which metals conduct electricity. D. the rules of mouth-to mouth resuscitation. 2. According to this passage, all of the following are signs of shock except A. irregular breathing B. clammy skin. C. skyrocketing fever. D. rapid pulse 3. From the passage we can guess that A. many campers and hunters are struck by lightning. B. cars are good conductors of electricity. C. electrical shock causes little damage to the human body. D. only registered nurses or doctors are allowed to give first aid. 4. The first paragraph tells us A. that it ‘s okay to touch a shock victim. B. about artificial respiration. C. how to treat and care for electrical burns. D. what happens when the body receives an electrical shock. 5. Which of the following statement is not true according to this selection? A. The first thing to do is to loosen tight clothing about the throat and waist of the victim. B. To treat shock, you must keep the patient lying down with the head higher than the feet. C. Weak, rapid pulse and shallow, irregular breathing are certain signs of shock. D. You won’t get a shock if you touch the victim of a lightning. 6. A good synonym for ointment is A. compress B. salve C. bandage D. water TEXT B Vic knew that anyone who looked at him could see the bulge in his pocket. He thought his mother would never leave the house, but finally she quit staring at his jacket and went to the club meeting. Nobody else would be home for at least three hours. Vic had checked about that. He zipped his faded-but-not-outgrown Little League jacket carefully, and sauntered with feigned disinterest toward the garage, pausing to look furtively around the backyard before closing the door. He wished the garage windows had blinds on them. Maybe the best place to sit would be over against the wall by the windows. Silly, the way his heart was pounding so loudly. Vic took the package out, and fingered the cellophane. The pack was kind of crumpled, but that had mostly happened before Vic found it in the glove compartment in the afternoon he sat in the driver’s seat, dreaming of the time when he would be old enough. He slid his left hand into his jeans pocket, found the match, and frowned still deeper when he noticed how his hand was shaking. 7. Which of these is the best title for the paragraph? A. Vic B. How to keep From Getting Caught C. Prologue to an Early venture in Smoking D. The Mystery of the Package in the Pocket 8. Which is the best estimate of Vic’s age? A. Five B. Eleven C. Eighteen D. Twenty 9. Why did Vic decide to sit over against the wall by the window? A. The sunlight coming in the windows-without-blinds would not get in his eyes. B. It appeared to be the best place of sitting. C. He would be in less danger of being observed. D. His heart was pounding, and the solidity of the wall was comforting. 10. The last sentence indicates that Vic “frowned deeper still.” Why did he frown? A. He was displeased at the indications of his own nervousness. B. The package was crumpled and unwieldy. C. Trying to reach into his jeans pocket while seated against the wall was difficult and produced a sense of frustration and clumsiness. D. There were no blinks on the garage windows, so the sunlight made him squint and frown. 11. Vic’s mother “finally … quit staring at his jacket”. Why had she been staring at it? A. She was suspicious of the bulge in the pocket. B. She was concerned about the fading. C. She hadn’t really been staring at it. D. None of the about applies. TEXT C Spend too long watching old movies this holiday season, and your nightlife might seem a lot less colorful. When we are surrounded by black and white imagery, we think our dreams are monochrome, says a US philosopher. In surveys from the 1950s-the golden age of black and white-most said that their dreams were never or rarely in colour, found Eric Schwitzgebel of the University of California, Riverside. Before and since, most have reported colourful dreams. The finding shows how little we know our own senses, says Schwitzgebel. “This is one piece of a general picture—our knowledge of our stream of experience is very poor.” American dreaming in the Eisenhower era was no different from that in any other period, Schwitzgebel thinks. People were just more likely to believe that they dreamed in black and white because that reflected the artificial dreams around them. Before the twentieth century, dreams were often compared to paintings or tapestries. We know little about what a dreaming brain is up to, comments neuroscientist Daniel Glaser of University College London. Brain scans of sleepers might show whether the brain regions that process color vision are active during vivid dreams, he says. Another possibility is that dream colors are indeterminate, in the same way that a novelist can describe something without naming its color. They would only become coloured, or not in our waking reconstruction of them. When people say that they dream in black and white, they probably mean that they haven’t noticed any colors, says psychologist Mark Blagove of the University of Wales at Swansea, UK. Black and white dreaming is a concept borrowed from technology, he agrees. “The idea that things in dreams are in shades of grey has no meaning.” Our waking perceptions of color are just fluid. Only the central patch of the retina can see in color, yet we perceive the whole world as colored. Our eyes jump around, and the brain fills in the gaps with memory or guesswork.. “Our feelings that we see in color could be akin to our perception of dreaming in color,” Glaser says. The media probably influence our dreaming lives as much as now as they did in the 1950s. Few people mention touch in dreams, Schwitzgebel points out that’s why people pinch themselves to see if they’re awake. But as entertainment becomes more immersive—with virtual reality providing tactile, as well as visual stimulation—our dreams may come to seem more touchy-feely. “We might start thinking our dreams are really great,” he says. 12. Schwitzgebel believes that ______. A. our knowledge is very poor. B. dreams in 1950s were never in color C. we have little knowledge about our own senses D. most people tend to dream in black and white. 13. In the future, _____. A. none will dream in black and white. B. we might not be able to see whether we are dreaming by pinching ourselves. C. the media will influence our dreaming much less than they do now. D. dream colors will become determinate. 14. According to neuroscientist Daniel Glaser, ______. A. people never dream in black and white B. it is meaningless to say dreaming in black and white C. much work has to be done before we know why a brain dreams. D. we are incapable of perceiving the world around us in color 15. It can be inferred from this passage that our dreams ______. A. are somewhat influenced by what we watch during waking hours B. black and white dreaming results from watching old movies C. people who dream in black and white are all color-blind. D. what we dream are certainly what we have seen 16. The best title for this passage should be ______. A. Artificial Dreams B. Our Future Dreams C. American Dreaming in the Eisenhower Era D. Black and White Imagery Makes Dreams Monochrome. TEXT D Ninety-six percent of American homes have one television set which is turned on for an average of six hours each day. During the last three decades television has become a major agent of socialization, often competing with parents, peers and teachers. Kenneth Keniston, chairman of the Carnegie Council on Children has referred to television as the “flickering blue parents occupying more of the waking hours of American children than any other single influence----including both parents and schools.” Singer and Singer have characterized it as “a member of the family.” How much television and what kind of programs do children watch? The answer depends on many factors, including children’s age and season of the year. According to Winick and Winick, school-age children watch television between seventeen and thirty hours a week. For preschool children it is often as high as fifty-four hours a week. Nancy Larrick, a reading specialist and children’s author, has pointed out that “by the time the child goes to kindergarten, he or she will have devoted more hours to watching television than a college student spends in four years of classes… And by the time the younger graduates from high school, he or she will have spent roughly 11,000 hours in school compared to more than 22, 000 hours in front of television. Children are not just watching so-called children’s programs. On the contrary, according to figures released by the A.C Nielsen Company, only 13 percent of television viewing among six-to-eleven-year-old children occurs on Saturday between eight A.M. and one P.M. The largest portion of their viewing, 33 percent, takes place between eight and eleven P.M. Monday through Saturday and between seven and eleven P.M. on Sunday. Who selects the programs that children watch? According to Bower, when mothers and children watch together, the mother makes selections in 37 percent of the cases; joint decisions occur 27 percent of the time; 33 percent of the time children decide by themselves. In a study by Lyle and Hoffman, over 60 percent of mothers of first-graders reported that they placed no restrictions on the amount of time they permitted their children to watch television. Teachers, schools, and parents associations have become increasingly concerned about the effects of television on school performance. Based on their classroom experiences, many teachers have reported mounting incidences of fatigue, tension, and aggressive behavior, as well as lessened spontaneity and imagination. So what have schools been doing? At Kimberton Farms School in Phonenixville, Pennsylvania, parents and teachers have been following written guidelines for five years which include no television at all for children through the first grade. Children in second grade through high school are encouraged to watch no television on school nights and to restrict viewing to a total of three to four hours on weekends. According to Harry Blanchard, head of the faculty, “You can observe the effects with some youngsters almost immediately…Three days after they turn off the set you see a marked improvement in their behavior. They concentrate better, and are more able to follow directions and get along with their neighbors. If they go back to the set you notice it right away. As Fiske has pointed out, “In the final analysis, the success of schools in minimizing the negative effects of television on their (children’s) academic progress depends almost entirely on whether the parents share this goal.” Many parents do share this goal and have been working with the National Parent-Teacher’s Association in offering advice on choosing programs, setting time limitations, and helping parents and children develop critical attitudes. One of their publications, PTA Review Guide, periodically reports the collected opinions of 6,000 parents and teachers concerning current television programming. In addition, they have recommended guidelines which include keeping a log of what programs and at what times children watch, helping in the selection of program, setting reasonable limits, joining children in watching their programs, and asking and answering questions about the positive and negative content of them. As Linda Lombardi has pointed out “In the 1950s many parents felt they were depriving their children of something important if they didn’t give them a TV set. Today, we’re beginning to realize we’re doing our children a favor when we take the TV set away, at least for a while every day.” 17. A main point of this selection is that A. television is a better instrument of education than our public schools. B. parents do not watch enough television. C. television has helped children improve their imaginations. D. children watch television extensively and their viewing habits need to be controlled. 18. One thing that parents can do to improve children’s viewing habits is to A . remove television from the home. B. ask teachers to select appropriate programs C. view program with them and discuss the ideas presented D. give them complete freedom in selecting program 19. When an eighteen-year-old graduates from high school, he or she will have spent A. more hours attending school than in watching television B. less time watching television than he or she will spend studying in college. C. more hours watching television than attending school. D. more time watching television than he or she will spend studying in college. 20. The largest portion of children’s television viewing time is spent watching A. children’s programs on Saturday morning B. adult programs during the evening C. game shows and children’s programs D. educational programs. 21. Many parents and educators feel that television has had A. a positive effect on student learning and behavior. B. a negative effect on student learning and behavior C. a positive effect on student learning but not on behavior D. little effect on student learning but not on behavior. 22. Television might be considered as a member of the family because A. children spend so much time with it B. children learn from it C. parents emphasize its importance by watching it at night. D. children do exactly what they are told on television 23. By referring to television as the “ flickering blue parent,” the authors try to suggest that A. television exerts a strong in influence on children that used to be exerted by parents B. television is able to teach and guide children toward acceptable behavior. C. television is a member of the family D. parents use television as a substitute for talking to their children 24. Which of the following statements would best describe how the authors would control their own children’s watching of television? A. They would not allow any viewing. B. They would allow unlimited viewing. C. They would permit carefully selected viewing. D. They would require the children to keep a log of what they watch. 25. Two adjectives that would best describe the authors’ attitude toward their subject are A. serious and concerned B. outraged and upset C. indifferent and oblivious D. noncommittal and evasive V. Text Analysis：Read the following passage and answer the questions on the answer sheet. (30%) Reasons for Juvenile Crime One of the biggest problems that the United States is faced with is juvenile crime. The reason experts feel why juveniles commit crimes is because of risk factors when they were younger, but experts still have not found the main reason why juveniles commit crimes. Some risk factors associated with juvenile crime are poverty, repeated exposure to violence, drugs, easy access to firearms, unstable family life and family violence, delinquent peer groups, and media violence. Especially the demise of family life, the effect of the media on the juveniles today, and the increase of firearms available today have played a big role in the increase of juveniles’ crimes. The most common risk factor is the demise of the family life and the increase in family violence. Between 1976 and 1