[考研类试卷]2009年北京第二外国语学院英语专业（基础英语）真题试卷及答案与解析.doc

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1、2009年北京第二外国语学院英语专业（基础英语）真题试卷及答案与解析 一、选择题 1 Duncairn, a castle built in the twelfth century on the western coast of Scotland, is_a few feet high. （ A） hardly more than （ B） almost more than （ C） just as much as （ D） nearly more than 2 If that idea was wrong, the project is bound to fail,_good all the

2、 other ideas might be. （ A） whatever （ B） though （ C） whatsoever （ D） however 3 We are going to go_. （ A） in France in Johns （ B） in France by Johns （ C） to France in Johns （ D） to France by Johns 4 He wrote twenty novels,_six thick volumes of verse. （ A） let alone （ B） including （ C） not to mention

3、 （ D） except 5 Never again_political office after his 1928 defeat for the presidency. （ A） Alfred E.Smith seriously sought （ B） seriously Alfred E.Smith sought （ C） when did Alfred E.Smith seriously seek （ D） did Alfred E. Smith seriously seek 6 “That trumpet player was certainly loud.“ “I wasnt bot

4、hered by his loudness_by his lack of talent.“ （ A） as much as （ B） rather than （ C） as （ D） than 7 In the absence of friction, belts_in conveying power from one machine to another （ A） will not be used （ B） could not be used （ C） may not be used （ D） can not be used 8 Hot objects emit_do cold object

5、s （ A） rays more than infrared （ B） more infrared rays than （ C） rays are more infrared than （ D） more than infrared rays 9 Alexander Graham Bell once told his family that he would rather be remembered as a teacher of the deaf_of the telephone. （ A） than as the inventor （ B） than inventing （ C） the

6、invention （ D） as the inventor 10 He is_to speak the truth （ A） too much a coward （ B） so much a coward （ C） too much of a coward （ D） so much of a coward 11 The millions of calculations involved, had they been done by hand,_all practical value by the time they were finished. （ A） could lose （ B） wo

7、uld have lost （ C） might lose （ D） ought to have lost 12 If you_the bus, we_their concert in the theatre now. （ A） miss . are enjoying （ B） didnt miss . are enjoying （ C） had not missed . would be enjoying （ D） had not missed . were enjoying 13 In 1951, _confirm her theory geneticist Barbara McClint

8、ock claimed that genetic information shifted from one chromosome to another. （ A） molecular biologists could before long （ B） could molecular biologists long before （ C） before long molecular biologists could （ D） long before molecular biologists could 14 Hydrogen is the fundamental element of the u

9、niverse_it provides the building blocks from which the other elements are produced. （ A） so that （ B） but that （ C） in that （ D） provided that 15 South of Gallup, New Mexico,_, one of the legendary Seven Cities of Cibola visited by Coronadoin 1540. （ A） where the ancient ruins of HawiKuh lie （ B） th

10、e ancient ruins lie of HawiKuh （ C） the ancient ruins of HawiKuh lie （ D） lie the ancient ruins of HawiKuh 16 Old photographs give one a brief_of the past. （ A） glance （ B） glimpse （ C） sight （ D） look 17 _the world, they were a happily married couple. （ A） In the sight of （ B） At the sight of （ C）

11、From the sight of （ D） With the sight of 18 We waited more than half an hour for Beth but_we had to leave without her. （ A） at last （ B） eventually （ C） at the end （ D） afterwards 19 You must obtain_from the commune to fish in this river （ A） permit （ B） permission （ C） right （ D） freedom 20 Techniq

12、ues that create an atmosphere of suspense are commonly used by film-makers to _their audiences. （ A） harass （ B） arrest （ C） appease （ D） arouse 21 The wealth of a country should be measured_the health and happiness of its people as well as the material goods it can produce. （ A） in line with （ B） i

13、n regard with （ C） in terms of （ D） by means of 22 Richard doesnt think he could ever_what is called “free-style“ poetry. （ A） take on （ B） take over （ C） take to （ D） take in 23 A signed agreement is not change_. （ A） susceptible to （ B） suspected of （ C） susceptive to （ D） susceptible of 24 “The h

14、ealth program outlined in the article seems very sound to me.“ “To me, too, but it has_considerable public outcry.“ （ A） met with （ B） met up with （ C） run up with （ D） run against 25 If you drive a motorcar to the danger of the public, you may make yourself_a heavy fine. （ A） liable to （ B） acquain

15、ted with （ C） alert to （ D） relevant to 26 They are needed for_ foods into energy and body maintenance. （ A） shifting （ B） transferring （ C） altering （ D） transforming 27 Once started, a chain reaction sustains itself without_outside influence. （ A） endless （ B） additional （ C） interruptive （ D） mea

16、surable 28 The play is quite suitable for children to see; theres nothing_in it. （ A） exceptional （ B） excessive （ C） exceptionable （ D） exclusive 29 The daring rescue of those stranded on the mountaintop was truly a_deed. （ A） credited （ B） credible （ C） creditable （ D） credulous 30 You neednt kick

17、 up_over such a small matter. （ A） a dust （ B） dust （ C） dusty （ D） the dust 二、完形填空 30 Some personal characteristics play a vital role in the development of ones intelligence. But people fail to realize the importance of cultivating these factors in young people. The so-called “non-intelligence fact

18、ors“ include【 C1】 _feelings, will, motivation, interests and habits. After a 30-year follow-up study of 8000 males, American psychologists found out that the main cause of【 C2】 _in intelligence is not intelligence【 C3】 _. but non-intelligence factors including the desire to learn, willpower and self

19、-confidence. 【 C4】 _people all know that one should have definite objectives, a strong will and good learning habits, quite a number of teachers and parents dont pay much attention to【 C5】 _these factors. Some parents are greatly worried【 C6】 _their children fail to do well in their studies. They bl

20、ame either【 C7】 _factors, malnutrition, or laziness, but they never take into consideration these non-intelligence factors. At the same time, some teachers dont【 C8】 _into these, as reason why students do poorly. They simply give them more courses and exercises, or even rebuke or【 C9】 _them. In the

21、end, these students lose self-confidence. Some of them just feel defeated and【 C10】_themselves up as hopeless. Others may go【 C11】 _because they are sick of learning. Another investigation of more than 1000 middle students in Shanghai showed that 46.5 percent of them were afraid of learning, because

22、 of examination, 36.4 percent【 C12】 _persistence, initiative and conscientiousness and 10.3 percent were sick of learning. It is clear【 C13】 _the lack of cultivation of non-intelligence factors has been a main【 C14】 _to intelligence development in teenagers. It even causes an imbalance between physi

23、ological and【 C15】 _development among a few students. If we dont start now to【 C16】 _the cultivation of non-intelligence factors, it will not only obstruct the development of the【 C17】 _of teenagers, but also affect the quality of a whole generation. Some experts have put forward【 C18】 _about how to

24、 cultivate students non-intelligence factors. First, parents and teachers should【 C19】 _understand teenage psychology. On this basis, they can help them to pursue the objectives of learning, 【 C20】 _their interests and toughening their willpower. 31 【 C1】 （ A） ones （ B） their （ C） his （ D） her 32 【

25、C2】 （ A） differences （ B） disparities （ C） disaffinities （ D） discredits 33 【 C3】 （ A） in itself （ B） by itself （ C） itself （ D） on its own 34 【 C4】 （ A） Though （ B） Nevertheless （ C） However （ D） Moreover 35 【 C5】 （ A） believing （ B） studying （ C） cultivating （ D） developing 36 【 C6】 （ A） about （ B

26、） when （ C） how （ D） whether 37 【 C7】 （ A） genial （ B） genitive （ C） genetic （ D） general 38 【 C8】 （ A） inquire （ B） require （ C） inquest （ D） request 39 【 C9】 （ A） revenge （ B） ridicule （ C） burlesque （ D） burke 40 【 C10】 （ A） put （ B） get （ C） handle （ D） give 41 【 C11】 （ A） afloat （ B） astray （ C

27、） addictive （ D） astringent 42 【 C12】 （ A） lacked （ B） lacking （ C） lacked of （ D） lacked in 43 【 C13】 （ A） that （ B） how （ C） why （ D） which 44 【 C14】 （ A） storage （ B） tendency （ C） threat （ D） obstacle 45 【 C15】 （ A） intelligent （ B） characteristic （ C） psychological （ D） physical 46 【 C16】 （ A）

28、chase （ B） thrust （ C） strengthen （ D） underline 47 【 C17】 （ A） intelligence （ B） diligence （ C） maturity （ D） performance 48 【 C18】 （ A） projects （ B） warnings （ C） proposals （ D） decision 49 【 C19】 （ A） fully （ B） greatly （ C） critically （ D） highly 50 【 C20】 （ A） insuring （ B） going （ C） exceedin

29、g （ D） stimulating 50 Animals other than humans have not developed communications comparable to human language. But is it possible that other animals have the【 C21】 _to learn a language if they are adequately taught? Obviously, this is a fascinating notion. The idea of communicating directly with an

30、other species has long been a part of human folklore and childrens fantasies. But【 C22】 _a scientific level, the question of whether animals can learn a language is important primarily, because it【 C23】 _to the controversy between the cognitive and the learning approaches to language. If language is

31、【 C24】 _on and is actually an outgrowth of the intellectual structure of the human mind, there is the strong supposition【 C25】 _only humans are capable of using language. Therefore, Noam Chomsky and other psycholinguists have argued that only humans can learn a language, 【 C26】 _most behaviorists fe

32、el that with sufficient patience it should be possible to teach an animal some sort of language. 【 C27】 _the two schools of thought clearly differ on this point, it is not really a crucial test of the two theories. If a chimpanzee can master a simple language all it would mean is that the chimps int

33、ellectual capacity and brain structure are more【 C28】_to ours than we thought. It would not necessarily imply that our intellectual structure is unimportant in our own mastery of language. Thus, teaching an animal language is an impressive demonstration of the power of learning techniques, but it is

34、 not evident that language is developed entirely through learning. On the other hand, the question of whether other animals can learn a language is fascinating 【 C29】 _its own right, aside from its value as a test of the two theories of language development. Accordingly, 【 C30】 _ones position on the

35、 theoretical dispute, we must consider training an animal to use language a dramatic accomplishment. 51 【 C21】 52 【 C22】 53 【 C23】 54 【 C24】 55 【 C25】 56 【 C26】 57 【 C27】 58 【 C28】 59 【 C29】 60 【 C30】 三、阅读理解 60 There are two types of avalanches, loose snow and slab avalanches. Loose snow avalanches

36、begin from a single point and expand when descending. The slide path looks much like an upside down V. Loose snow avalanches are usually fairly minor, but in exposed climbing situations or in late spring they can be very serious. Slab avalanches are the greatest threat to skiers, climbers and snow-m

37、obilers. A slab is a cohesive layer of snow that has not bonded well with the layer below it. As a result, it is under stress, supporting its own weight on a slope. When the stress within the snow layer exceeds the strength of the snow, the slab releases much like a pane of glass when it shatters un

38、der its own weight. The trigger may be another storm, a change in temperature, or the weight of a person. Avalanches are one of the greatest hazards facing winter travelers in the mountain. Every year too many people are killed, usually triggering the avalanche that buries them. About half of all bu

39、ried victims will die if they are not rescued within 30 minutes. Many are killed during or within minutes of the avalanche from suffocation, the severe trauma of hitting boulders or trees during the slide, or having been crushed by massive blocks of snow. The victims only hope for survival is a fast

40、 and organized rescue from the rest of the party. Learning to avoid avalanche terrain is essential to safe winter travel in the mountains. 61 The passage mainly talks about the types of avalanches_. （ A） and ways to avoid them （ B） and how to distinguish them （ C） and their relationship to survivabi

41、lity （ D） and their dangers to travelers 62 The main difference between loose avalanches and slab avalanches according to the passage is_. （ A） the time of the year they usually occur （ B） that one is fatal and the other is not （ C） that their beginning stages are different （ D） the frequency at whi

42、ch they occur 63 Which of the following is NOT mentioned as a cause of travelers death in an avalanche? （ A） Frigidness. （ B） Injury. （ C） Choking. （ D） Pressing. 64 Why does the author mention “a pane of glass“ in the 2nd paragraph? （ A） To demonstrate the effect of the falling snow. （ B） To unders

43、tand the avalanches power. （ C） To show why the base gives way in several sections. （ D） To introduce the effect of its own weight on a slope. 65 The main advice given to travelers for their safety and protection against avalanches is_. （ A） organized and fast rescue （ B） to avoid boulders and trees

44、 （ C） to avoid areas that are likely to trigger them （ D） not to travel at certain times of the year 65 Minimizing the environmental damage that new roads cause is generally regarded as a good thing. But to do that, it helps to understand just how new roads cause the damage of which they are accused

45、. Recently, a group of researchers led by Dr Gonzalez conducted an experiment which shows what ecologists have long suspected, but never been able to prove: that immigration is good for the health of animal populations. A road destroys only a small part of the habitat it traverses, and thus annihila

46、tes just a few local populations of creatures. So the argument that road-building itself is bad for biodiversity is not self-evidently correct. Those who nevertheless hold this view usually point to a piece of ecological theory called “meta-population dynamics“. This says that apparently separate lo

47、cal populations of animals are, in fact, parts of much larger populations connected via migration. According to this theory, when a local population floundersbecause of an epidemic, for exampleindividuals from neighboring communities can fill the gaps. So the more such communities there are, the bet

48、ter the chance of given local population remaining healthy. The implications of the theory for conservation are straightforward. Cut local populations off from each other and each is more likely to disappear. And roads are good at doing just that. Testing the theory with experimental roads, however, would be expensive. Dr Gonzalezs brainwave was to do the whole thing on a much smaller scale. Instead of studying, say, a forest, the team looked at moss-covered rocks. These support diverse population of tiny arthropods(insects, mites and so on).