[外语类试卷]在职申硕（同等学力）英语模拟试卷33及答案与解析.doc

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1、在职申硕（同等学力）英语模拟试卷 33及答案与解析 Section A Directions: In this section there are two incomplete dialogues and each dialogue has three blanks and three choices A,B and C,taken from the dialogue.Fill in each of the blanks with one of the choices to complete the dialogue and mark your answer on the ANSWER SHE

2、ET. 0 A. Theyre not expensive. B. What are these dolls made of? C. Can you show me some others? Customer: (1)_. Salesclerk: They are made of argil. Customer: They are so lovely. Salesclerk: Yes, you are right. Customer: (2)_. Salesclerk: Yes, please come this way. How about these? Customer: They are

3、 lovely, too. I don t know which to buy now. Salesclerk: You can take them all. (3)_. Customer: Are you sure? Salesclerk: Yes, of course. 3 A. it s a window table that we ve booked. B. just usher him here. C. We ve a reservation for a table for two under the name of Stephen. A: Good evening, sir and

4、 madam. B: Good evening. (4)_. A: Let me check the list. Yes, we do have a reservation under Mr. Stephen. B: But there is a change in the number of people. There are six of us. Four of my friends are coming soon. A: It doesn t matter. Follow me, please. What do you think of the table in the center o

5、f the dining room? B: But (5)_. A: Im sorry, but you see, all the tables by the window are small, with up to four seats. B: Oh, I see. We 11 have to make up with the center one. A: Thank you for your understanding, Mr. Stephen. B: If a Mr. Sun comes to look for me, (6)_. A: Yes, I will. Section B Di

6、rections: In this section there is one incomplete interview which has four blanks and four choices A,B,C and D,taken from the interview.Fill in each of the blanks with one of the choices to complete the interview and mark your answer on the ANSWER SHEET. 6 A. Our corporation is very much interested

7、in this tender B. All the bidders shall be invited to join us to supervise the opening. C. it will be further promoted in the future D. it is time to make arrangements now for invitation to be sent out. A: Mr. Liu, it s a great pleasure for me to call on you today soon after I arrived at my post in

8、Beijing. B: Congratulations on your taking office in Beijing, Mr. Gray. I wish you much success. A: Thank you. I will do my best to promote business between us in the days to come. B: So far, cooperation between our two corporations has been satisfactory. Of course, (7)_, I hope. A: Quite right. Tha

9、t s the aim of our corporation and meanwhile my most important mission. Mr. Liu, I ve heard that your company is prepared to call for a bid for a power engineering construction project in Northwest China, is that true? B: Yes, (8)_.You re well informed. A: Then when do you expect to open the tender?

10、 And where? B: 1 st of July. In Beijing. A: Is tender-opening done publicly? B: Yes, tender-opening is done publicly this time. (9)_. A: Would you please let me know something more about your conditions for a tender? B: Invitations will be sent next month, from which you can find the details. A: (10

11、)_, we will try our best to win the award. B: I understand fully how you feel. If the conditions of your tender prove to be most suitable, of course we 11 accept your tender. A: Thank you very much, Mr. Liu. 一、 Reading Comprehension Directions: There are 5 passages in this part. Each passage is foll

12、owed by 5 questions or unfinished statements. For each of them there are 4 choices marked A, B, C and D. Choose the best one and mark the corresponding letter with a single bar across the square brackets on your machine-scoring ANSWER SHEET. 10 A number of researchers have examined the variables/str

13、ategies that affect students learning English as a second language. This report identifies some of the learner variables/strategies used by two students in a Hong Kong Technical Institute. The instruments for data collection included observation , interviews and questionnaires. The findings are disc

14、ussed and some implications highlighted. What makes a “good“ language learner “good“, and what makes a “poor“ language learner “ poor“ ? What does this imply for the teaching of language in the Hong Kong context? These are the central questions of this assignment. The existing body of research attri

15、butes the differences between language learners to learner variables and learner strategies. Learner variables include such things as differences in personality, motivation, style, aptitude and age (Ellis, 1986: Chap 5) and strategies refer to “techniques, approaches, or deliberate actions that stud

16、ents take in order to facilitate the learning and recall of both linguistic and content area information“ (Chamot, 1987: 71) . It is important to note here that what we are considering is not the fact that language learners do and can learn, but why there should be such variations in speed of learni

17、ng, ability to use the target language, and in achieving examination grades, areas which generally lead to the classification of students as being either good or “poor“ . Learner variables and strategies have been the focus of a number of research projects, (O Malley et al, 1985, Oxford, 1989) .Howe

18、ver, to the best of my knowledge, this area has not been researched in Hong Kong classrooms. Since I am a teacher of English working in Hong Kong, gleaning a little of what learner variables and strategies seem to work for local students seems to be a fruitful area of research. In discussing learner

19、 variables and strategies, we have to keep in mind the arbitrary nature of actually identifying these aspects. As the existing research point out, it is not possible to observe directly qualifies such as aptitude, motivation and anxiety. (Oxford, 1986) . We cannot look inside the mind of a language

20、learner and find out what strategies, if any, they are using. These strategies are not visible processes. Also, as Naiman and his colleagues (1978) point out, no single learning strategy, cognitive style or learner characteristic is sufficient to explain success in language learning. The factors mus

21、t be considered simultaneously to discover how they internet to affect success of failure in particular language learning situation. Bearing these constraints in mind, the aim of this assignment is to develop two small scale studies of the language learners attempting to gain an overall idea of what

22、 strategies are in use and what variables seem to make a difference to Hong Kong students. 11 In paragraph 2 “learner variables“ and “strategies“ are defined by reference to other writers_. （ A） because these writers are authorities in the field and these are recognized as important concepts （ B） be

23、cause these writers are authorities in the field and these are recognized as important definitions （ C） because the present author is not sure what these terms mean （ D） because the present author wishes to redefine the scope of research in this area 12 The main point of paragraph 2 is_. （ A） to def

24、ine technical terms （ B） to define terms and scope of the study （ C） to outline the main sections of the report （ D） to summarize the area to be covered in the article 13 In paragraph 3 the writer uses the phrase “to the best of my knowledge because （ A） she has good knowledge of this area （ B） she

25、is not sure if the area has been researched in Hong Kong （ C） she thinks the area has been researched in Hong Kong （ D） she does not wish to take responsibility for any omissions in the bibliography 13 There are hidden factors which scientists call “feedback mechanisms“ . No one knows quite how they

26、 will interact with the changing climate. Here s one example: plants and animals adapt to climate change over centuries. At the current estimate of half a degree centigrade of warming per decade, vegetation may not keep up. Climatologist James Hansen predicts climate zones will shift toward the pole

27、s by 50 to 75 kilometers a year faster than trees can naturally migrate. Species that find themselves in an unfamiliar environment will die. The 1 000-kilometer-wide strip of forest running through Canada, Russia, and Scandinavia could be cut by half. Millions of dying trees would soon lead to massi

28、ve forest fires, releasing tons of C02 and further boosting global warming. There are dozens of other possible “feedback mechanisms“ . Higher temperatures will fuel condensation and increase cloudiness, which may actually damp down global warming. Others, like the “albedo“ effect is the amount of so

29、lar energy reflected by the earth s surface. As northern ice and snow melts and the darker sea and land pokes through, more heat will be absorbed, adding to the global temperature increase. Even if we were to magically stop all greenhouse-gas emissions tomorrow, the impact on global climate would co

30、ntinue for decades. Delay will simply make the problem worse. The fact is that some of us are doing quite well the way things are. In the developed world prosperity has been built on 150 years of cheap fossil fuels. Material progress has been linked to energy consumption. Today 75 percent of all the

31、 world s energy is consumed by a quarter of the world s population. The average rich-world resident adds about 3.2 tons of C02 yearly to the atmosphere, more than four times the level added by each Third World citizen. The US, with just seven percent of the global population, is responsible for 22 p

32、ercent of global warming. 14 “Feedback mechanisms“ in paragraph 1 most probably refer to_. （ A） how plants and animals adapt to hidden factors （ B） how plants and animals interact with the changing climate （ C） how climate changes （ D） how climate zones shift 15 We can learn from the passage that_.

33、（ A） some feedback mechanisms may slow down global warming （ B） the basic facts of global wanning are unknown （ C） developing countries benefit from cheap fossil fuels （ D） developed countries have decided to reduce their energy consumption 16 The word “emission“ in paragraph 2 is closest in meaning

34、 to_. （ A） admission （ B） entrance （ C） ejection （ D） agitation 17 James Hansen predicts that the shift of climate zones will be accompanied by_. （ A） the cutting of many trees （ B） desirable environmental changes （ C） successful migration of species （ D） unsuccessful migration of trees 18 It can be

35、 inferred from the passage that_. （ A） the developing world has decided to increase its energy consumption （ B） a third-world citizen adds less than a ton of C02 yearly to the atmosphere （ C） the world climate would soon gain its balance if we stopped greenhouse gas emissions （ D） future prosperity

36、of the world is dependent on cheap fossil fuels 18 Early that June Pius XII secretly addressed the Sacred College of Cardinals on the extermination of the Jews. “Every word We address to the competent authority on this subject, and all Our public utterances, he said in explanation of his reluctance

37、to express more open condemnation, “have to be carefully weighed and measured 15 by us in the interest of the victims themselves, lest, contrary to our intentions, We make their situation worse and harder to bear. “ He did not add that another reason for proceeding cautiously was that he regarded Bo

38、lshevism as a far greater danger than Nazism. The position of the Holy See was deplorable but it was an offense of omission rather than com-mission. The Church, under the Pope s guidance, had already saved the lives of more Jews than all other churches, religious institutions, and rescue organizatio

39、ns combined, and was presently hiding thousands of Jews in monasteries, convents, and Vatican City itself. The record of the Allies was far more shameful. The British and Americans, despite lofty pronouncements, had not only avoided taking any meaningful action but gave sanctuary to few persecuted J

40、ews. The Moscow Declaration of that year signed by Roosevelt, Churchill, and Stalin methodically listed Hitlers victims as Polish, Italian, French, Dutch, Belgian, Norwegian, Soviet, and Cretan. The curious omission of Jews (a policy emulated by the U. S. Office of War Information) was protested veh

41、emently but uselessly by the World Jewish Congress. By the simple expedient of converting the Jews of Poland into Poles, and so on, the Final Solution was lost in the Big Three s general classification of Nazi terrorism. Contrasting with their reluctance to face the issue of systematic Jewish exterm

42、ination was the forthrightness and courage of the Danes, who defied German occupation by transporting to Sweden almost every one of their 6 500 Jews; of the Finns, allies of Hitler, who saved all but four of their 4 000 Jews; and of the Japanese, another ally, who provided refuge in Manchuria for so

43、me 5 000 wandering European Jews in recognition of financial aid given by the Jewish firm of Kuhn, Loeb & Company during the RussianJapanese War of 1904-1905. 19 “We, Our“ and “Us“ in the first paragraph refer to_. （ A） Pius XII himself （ B） Plus XII and the College of Cardinals （ C） an unknown grou

44、p （ D） something that cannot be determined by the text 20 “The Allies“ refers to_. （ A） Britain, the Soviet Union, and the U. S.A. （ B） the Polish, Italians, etc （ C） the Jews （ D） something that cannot be determined by the text 21 The actions of the British and the Americans, as contrasted to the a

45、ctions of the Church, may be illustrated by which of the following? （ A） There s many a slip twixt the cup and the lip. （ B） A stitch in time saves nine. （ C） All say and no do. （ D） What goes around comes around. 22 The U. S. Office of War Information_. （ A） eschewed the policy mentioned （ B） emasc

46、ulated the policy mentioned （ C） aped the policy mentioned （ D） did none of the above 23 “The Final Solution“ refers to_. （ A） the extermination of the Jews （ B） the answer to the problem of war in general （ C） a mathematical problem （ D） none of the above 24 “Their“ in paragraph 3, line 1, refers t

47、o the_. （ A） Jews （ B） Poles, and so on （ C） Big Three （ D） Danes 24 The procedures followed by scholars studying literature are often unsatisfactory: the control over a cognitive project as a whole is often lost. The literary scholar seems to be collecting data which is a preliminary operation with

48、out making use of them. Like a diligent ant gathering food it will never eat, the contemporary literary scholar seems intent upon writing footnotes of a books he will never try to read. I propose that at the outset of a research project it is necessary to render explicit the questions the scholar wi

49、ll try to answer, what methods will be used and why and the reason why s / he thinks that it may be worthwhile answering such questions. More, the work of the people concerned with the study of literature seems casual. For instance, much research is devoted to one author, often on the occasion of an anniversary. Now there is no reason to think that our observations will be more valid, urgent, appropriate, useful, or interesting if the author of the texts we are concern