butcher怎么读10月英语阅读(二)自考试题(1)

2021年1月19日发(作者：藏银)
2012
年
10
月英语阅读（二）自考试题

全国
2012
年
10
月英语阅读（二）自考试题


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I. Reading Comprehension (50 points, 2 points for each)
Directions:
In
this
part
of
the
test,
there
are
five
passages.
Following each passage, there are
five questions with four choices marked A, B, C and D. Choose
the best answer and then
blacken the corresponding letter on your Answer Sheet.
Passage One

From time to time, we need an expert. In such situations, the
Internet
has
been
like
a
gift
from
the
gods.
In
the
old
days,
authorities
were
near
at
hand
for
expert
advice:
the
village
1



seamstress
on
how
to
make
a
buttonhole,
the
blacksmith
on
how
to
take
care
of
a
horse’s
hooves,
or
the
apothecary
on
what
to
do
about
warts.
On
the
Internet,
advice
and
answer
sites
are
popping
up
all
over
the
place,
with
self- proclaimed
experts at the ready.


claims to have “tens of thousands of experts who can
help you,”while the more restrained , owned by The
New York Times, limits its pitch to “Ask Anything! Real People.
Real Answers.” It’s
said that expert sites or knowledge networks
represent
the
latest
stage
in
the
Internet’s
evolution,
a
“democratization
of
expertise.”
However,
if
your
question
is
about
something
other
than
“Who
invented
the
light
bulb?”,
the answers are likely to be a wild potpourri

of personal opinions.

Top colleges and universities are rushing into online education,
but the big news is the proliferation of a new breed of for- profit
online
institutions
bringing
Internet
education
to
the
masses.“The
Internet
will
probab
ly
be
the
single
most
democratizing
force
in
education,”
says
Columbia
Business
School
Dean
Meyer
Feldberg,
who
envisions
educational
programs being routed through the net to hundreds of millions
of people.

2




The largest online institution is the University of Phoenix, with
some
6,000
students
today
and
hopes
of
reaching
200,000
students in 10 years. The university offers bachelor’s, master’s,
and
doctoral
degrees
in
business
management,
technology,
education,
and
nursing.
The
university
notes
that
its
degree
programs cost far less and may take some students far less time
to complete.


On the other hand, a Business Week survey of 247 companies
found that only a handful would consider hiring applicants who
earned their MBA degrees
r that will change as
for-profit
online
universities
improve
their
offerings
and
graduates prove their worth-
is anyone’s guess.


The rest of the world is moving into cyberspace more slowly
than
the
United
States,
and,
in
the
developing
world,
the
Internet has hardly penetrated at all. UN Secretary-General Kofi
Annan is determined to change this through the United Nations
Information Technology Service, which will train large numbers
of
people
to
tap
into
the
income
enhancing
power
of
the
Internet.
Annan
is
also
proposing
an
Internet
health
network
that will provide state-of-the-art medical knowledge to 10,000
clinics and hospitals in poor countries.

Questions l-5 are based on Passage One.
3



1. From the passage we may assume that the author______.

A. trusts old days experts more than online ones


B. believes that most of the online experts are qualified


C. trusts the intelligence of large amounts of experts online


D. believes that online experts can answer people’s questions
better

2.
From
paragraph
2
we
can
infer
th
at
the
author’s
attitude
towards experts online is_________.

A. excited B. neutral


C. doubtful D. indifferent

3.
Which
of
the
following
best
describes
the
author’s
opinion
towards the future of online education?

A. People have to wait and see.


B. It is predictable in future development.


C. It cannot thrive without good management.


D. People believe that it is doomed from the start.

4.
The
underlined
phrase“state
-of- the-
art”
in
paragraph
6
means______.

A. advanced and in large quantity B. very creative and artistic


C. skillful and attractive D. very modern

5. Kofi Annan’s United Nations Information Technology Service
aims at ______.
4




A. improving UN staff’s computer skill


B. promoting the use of the Internet over the world


C. providing medical knowledge to poor hospitals


D. promoting the use of the Internet in the United States


Passage Two

Nowadays there is a remarkable consensus among educators
and business and policy leaders on one key conclusion: we need
to bring what we teach and how we teach into the 21st century.
Right
now
we’re
aiming
too
low.
Competency
in
reading
and
math
—

the
focus
of
so
much
No
Child
Left
Behind
(NCLB)
testing
–
is the meager minimum. Scientific and technical skills
are,
likewise:
utterly
necessary
but
insuf
ficient.
Today’s
economy
demands
not
only
a
high-level
competence
in
the
traditional
academic
disciplines
but
also
what
might
be
called
21st century skills. Here’s what they are:


Knowing
more about the world. Kids are global citizens now,
even
in
small- town
America,
and
they
must
learn
to
act
that
way. Mike Eskew, CEO of UPS, talks about needing workers who
are“global
trade
literate,
sensitive
to
foreign
cultures,
conversant in different languages” —
not exactly strong points
in the U.S., where fewer than half of high school students are
5



enrolled
in
a
foreign- language
class
and
where
the
social-studies curriculum tends to fixate on U.S. history.


Thinking
outside
the
box.
Jobs
in
the
new
economy
—

the
ones
that
won’t
get
outsourced
or
automated
–

“put
an
enormous
premium
on
creative
and
innovative
skills,
seeing
patterns where other people see only chaos,” says Marc Tucker,
an author of the skills- commission report and president of the
National
Center
on
Education
and
the
Economy.
Traditionally
that’s
been

an
American
strength,
but
schools
have
become
less daring in the back-to-basics climate of NCLB. Kids also must
learn
to
think
across
disciplines,
since
that’s
where
most
new
breakthroughs are made. It’s interdisciplinary combinations
—

design
and
technology,
mathematics
and
art
–

“that
produce
YouTube
and
Google,”
says
Thomas
Friedman,
the
best
-selling
author of The World Is Flat.

Becoming smarter about new sources of information. In an age
of
overflowing
information
and
proliferating
media,
kids
need
to
rapidly
process
what’s
coming
at
them
and
distinguish
between
what’s
reliable
and
what
isn’t.
“It’s
important
that
students
know
how
to
manage
it,
interpret
it,
validate
it,
and
how to act on it,” says Dell executive Karen Bruett, who serves
on the board of the Partnership for 21st Century Skills, a group
6



of
corporate
and
education
leaders
focused
on
upgrading
American education.
Developing good people skills. EQ, or emotional intelligence, is
as
important
as
IQ
for
success
in
today’s
work
place.‘‘Most
inn
ovations
today
involve
large
teams
of
people,”
says
former
Lockheed
Martin
CEO
Norman
Augustine.
“We
have
to
emphasize
communication
skills,
the
ability
to
work
in
teams
and with people from different cultures.”

Questions 6-10 are based on Passage Two.
6. The passage is mainly concerned with______.

A.
the
No
Child
Left
Behind
program
as
a
minimum
requirement


B.
interdisciplinary
combination
for
21st
century
school
education


C.
the
overall
competence
required
of
a
student
in
the
21st
century


D. emotional intelligence as a means to career success in the
21st century

7. If the workers are global trade literate, they should be______.

A. global citizens even when they are kids


B. armed with foreign cultures and languages


C. living in big cities rather than in small towns

7




D. good at doing business with peoples over the world

8. It can be inferred from the passage that American kids used
to be strong at______.

A. making interdisciplinary combinations


B. social-studies courses and U.S. history


C. producing YouTube and Google


D. creative and innovative thinking

9. What should a student in an age of exploding information do
with new sources of information?

A. They should guard against the wrong information.


B. They should be able to tell the difference between them.


C. They should know how to interpret and organize them.


D.
They
should
be
able
to
process
them
and
identify
the
reliable ones.

10.
According
to
the
passage,
emotional
intelligence
involves______.

A. teamwork, cooperation skills and communication skills


B. ability to deal with people from different backgrounds


C. ability to make innovations as well as high intelligence


D.
success
in
today’s
workplace
with
people
from
many
cultures


8



Passage Three

It has been two decades since the fate of a bashful bird that
most
people
had
never
seen
came
to
symbolize
the
bitter
divide over whether to save or saw down the ancient forests of
the
Pacific
Northwest.
Yet
it
was
not
until
Thursday
that
the
federal
government
offered
its
final
plan
to
prevent
the
bird,
the northern spotted owl, from going extinct.


After
repeated
revisions,
constant
court
fights
and
shifting
science,
the
Fish
and
Wildlife
Service
presented
a
plan
that
addresses
a
range
of
threats
to
the
owl,
including
some
that
few imagined when it was listed as a threatened species in 1990.


The newer threats include climate change and the arrival of a
formidable feathered competitor, the barred owl, in the soaring
old-growth
evergreens
of
Washington,
Oregon
and
California
where spotted owls nest and hunt.


One
experiment
included
in
the
plan:
shooting
hundreds
of
barred owls to see whether that helps spotted owls recover.


Even
after
all
these
years
since
the
spotted
owl
became
the
cause
c?l?bre
of
the
environmental
movement,
it
is
far
from
clear that the plan is a solution. Advocates on both sides say it
will
inevitably
be
challenged,
and
both
sides
have
expressed
frustration with the Obama administration on the issue.

9




The
spotted
owl
is
declining
by
an
average
of
3
percent
per
year
across
its
range.
While
some
populations
in
Southern
Oregon
and
Northern
California
are
more
stable,
some
of
the
steepest
rates
of
decline
are
here
in
Washington.
Some
study
areas in the Olympic and Cascade ranges show annual declines
as high as 9 percent.


The listing of the spotted owl as a threatened species led to a
virtual
ban
on
logging
in
many
older
federal
forests,
inspiring
angry lawsuits and threats of violence by rural loggers against
owl advocates, who often came from urban areas.


“Nothing against the bird, but it’s wreaked a lot of havoc in the
Pacific
Northwest
for
the
past
20
years,”
said
Ray
Wilkeson,
president
of
the
Oregon
Forest
Industries
Council,
which
represents loggers, sawmills and others in the industry. “A lot of
human
suffering
has
resulted
from
this.
Now
there’re
new
threats
to
the
owl
that
may
be
beyond
anybody’s
ability
to
control.”


Although
the
plan
does
not
map
critical
habitat
—

the
mapping process is more than a year away from completion, a
fact
that
frustrates
conservationists
–

it
proposes
expanding
protections
for
owls
beyond
areas
currently
set
aside.
The
existing
areas
were
outlined
by
the
Northwest
Forest
Plan,
10



which
was
approved
a
year
after
President
Clinton’s
Timber
Conference,
revised
under
President
George
W.
Bush
to
allow
more logging and reinstated by the Obama administration.


The
American
Forest
Resource
Council,
a
timber
industry
group, said the plan would impose “massive new restrictions on
both federal and private lands.”


But
supporters
say
it
will
provide
more
wood
for
mills
by
increasing forest thinning and restoration work to battle threats
like
disease
and
fire
that
could
increase
with
climate
change.
The plan would provide timber companies incentives to create
potential spotted owl habitat. Officials from the Forest Service
and
from
the
Bureau
of
Land
Management,
which
oversee
logging on federal land, expressed support for the plan.


While
timber
advocates
question
protections
for
a
bird
that
some say may be bound for extinction, conservationists say that
it is too soon to give up on the spotted owl, and that the fight
to
save
it
has
served
broader
benefits
of
the
forest,
from
cleaner water and air to habitat for hundreds of other species,
including endangered salmon.


“The spotted owl is

the icon,” Dr. Forsman said, “but there are
a
lot
of
other
players
in
terms
of
species
and
protecting
biodiversity in these forests.”

11




Questions 11-15 are based on Passage Three.
11. The purpose of the new government plan is to______.

A. save Northern spotted owl


B. save the Northwest forest


C. list environmental threats to the Northern spotted owl


D. list the Northern spotted owl as a threatened species

12. Which (from Paras. 3, 4) of the following is NOT true?

A. The number of barred owls grows fast.


B. The spotted owl is hunted in the forest.


C. The number of spotted owls is in decline.


D. The barred owl is a newcomer to the forest.

13. Who doubt about the plan?

A. Only timber advocates.


B. Only owl advocates.


C. Advocates from both urban and rural areas.


D. Both owl advocates and timber advocates.

14. Conservationists feel frustrated because______.

A.
the
new
mapping
of
habitat
in
the
protection
for
owls
is
slow to complete


B.
the
new
mapping
of
habitat
for
owls
will
extend
beyond
presently set areas

12




C. the revised Northwest Forest Plan under President Obama
is maintained


D. President Bush revised Northwest Forest Plan and allowed
more logging

15.
Dr.
Forsman
wanted
to
express
in
the
last
paragraph
that_______.

A. the spotted owl is a rare species


B. there are a lot of other players in the forest


C. the spotted owl needs protection


D. some other species are equally important


Passage Four

If
you’ve
ever
been
pranked
on
April
Fools’
Day,
you
may
wonder
how
this
trad
ition
started.
Well,
you’re
not
alone.
No
one knows for sure how April Fools’ Day began. But
the most
likely explanation has to do with the calendar.

No, that’s not an April Fools’ Day joke. People used to celebrate
New Year’s Day on April lst. Just like
today, people would have
big
parties to celebrate.
Over
time,
the calendar changed and
so did the date for New Year’s. In the 1500s, the new calendar
marked New Year’s Day as
January lst. But
because there was
no
Internet
or
other
means
to
spread
the
word,
the
news
13



traveled slowly by word of mouth. It took a while for everyone
to hear about the change, and even then some people resisted
it.
They
continued
to
celebrate
New
Year’s
on
April
lst.
These
people were given the nickname“April fools”.


People follow
ing; the new calendar played tricks on the “April
fools” by sending them on“ fool’s errands”. They had the “April
fools”
deliver
invitations
to
big
New
Year’s
celebrations
that
weren’t
really
going
to
happen.
In
France,
“April
fools”
were
called
“Poisson
d’
Avril”,
which
is
French
for
“April
Fish”.
This
began
because
people
thought
fish
were
easy
to
catch
since
they
could
be
fooled
into
taking
the
bait
on
a
hook.
Children
would tag a paper fish on a person’s back to mark them as an
“April Fish”. When the per
son discovered the fish, the prankster
would yell “Poisson d’
Avril”.


Not
everyone
is
convinced
that
this
is
actually
how
the
tradition of April Fools’Day began. People have tried to pinpoint
the exact date of the first April Fools’ Day, but this only led
to
more
pranks.
A
professor
from
Boston
University
pranked
a
reporter by making up a story about a court jester who said he
could run the empire better than the king. The jester was made
king for a day on April lst. This turned out to be a big April Fools
’
Day trick because the reporter thought the story was real.

14