-
英语阅读（二）试题
_
全国
2009
年
1
月自考
试卷
英语阅读（二）试
题
_
全国
2009
年
1
月自考试卷
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
write the corresponding letter on your
Answer Sheet.
Passage One
Before going into camp there are many
things for the camper to
learn if he
does not know how, and one of these things is how
to make a fire. If one has matches,
kindling and wood, there is
no
trick
in
making
a
campfire,
but
there
is
a
good
trick
in
making
a
fire
where
there
are
no
matches
and
the
wood
is
green or wet.
Our
own
Indians
get
fire
by
rotating
a
hard
upright
stick
in
a
cup-shaped hollow of lighter wood, in
which dry charcoal or the
shavings of
punk were placed. Cotton and any other substances
that catch a flame easily would answer
as well. This is getting
fire by
friction.
Camps are either temporary,
that is changed from day to day, or
they are permanent and may be visited
year after year, or they
1
may be used for
a few weeks at a time.
During the
autumn and when the weather is dry and the nights
not too cool, the best way to camp is
in the open, sleeping on
beds
of
boughs,
about
a
roaring
fire,
and
with
one
blanket
under and another
over.
Small
dog
tents,
like
the
ones
our
soldiers
carried
in
the
Civil
War, are cheap and
very convenient. Each man carried a section,
and
two
made
a
tent,
into
which
two
men
crawled
when
it
rained, but in dry weather they
preferred to sleep in the open,
even
when it was freezing.
Shelters
of
boughs,
arranged
in
an
A-framed
fashion
from
a
ridge pole
make good
temporary shelters
and
are first rate as
windbreaks at night.
A
shack
built
of
crossed
logs
requires
some
time
to
build
and
some skill to make, but
it is not
beyond the
reach
of any boy
who
has
seen
—
and
who
has
not
—
an
old-fashioned
log
shanty.
But
all boys, even trained foresters, are apt to get
lost in strange
woods. Every one,
however, should know what to do in such a
circumstance. As a rule the denser
growth of moss on trees is
on the north
side. This knowledge may help find the direction,
but it is better to carry a small
pocket compass.
2
When the sky is
clear, the sun and the stars help to guide the
course, and if they are followed one is
saved from traveling in a
circle, as
the lost are pretty sure to do in a dense forest.
If
twigs
are
broken
from
bushes
they
will
serve
to
show
the
course
to
those
out
searching.
A
good
plan
is
to
follow
down
the
course of a stream, which always flows into a
larger body of
water and will lead to
some abode. If a hill is accessible, the lay
of the land may be had from its summit.
In any event, should you be lost, do
not get rattled. You will be
missed in
camp and a search will be made by your friends.
Questions 1-5 are based on Passage One.
1. “There is no trick in making a
campfire”(Para. 1). The word
“trick”
means ______.
A. magic B.
deception
C. skill D. difficulty
2. The writer gives the example of how
Indians made a fire to
show ______.
A. the native Indians were good at
making tricks
B. hunters in the West
were clever in using tools
C. campers
need to use primitive tools for survival
D. campers should have some knowledge
about the natives
3. Which camp does
the writer prefer according to the passage?
3
A. Elaborate camps that boys like to
build themselves.
B. Small dog tents
that soldiers carried in the Civil War.
C. Camps of A-framed fashion that are
put up against wind.
D. Camps that are
for a temporary use and simply set.
4.
To find one’s way out, the writer recommends
______.
A. finding the
direction by breaking twigs
B.
following down a stream leading to the summit
C. using a portable instrument that
shows directions
D. looking at the sky
to avoid traveling in a circle
5. What
writing method is applied in the passage?
A. Arguing. B. Explaining.
C. Retelling. D. Reasoning.
Passage Two
It is all very
well to blame traffic jams, the cost of petrol and
the
quick
pace
of
modern
life,
but
manners
on
the
roads
are
becoming
horrible.
Everybody
knows
that
the
nicest
men
become monsters behind
the wheel. It is all very well, again, to
have a tiger behind the wheel, but to
have one in the driver’s
seat
is
another
matter
altogether.
You
might
tolerate
the
odd
road-hog,
the
rude
and
inconsiderate,
but
nowadays
the
well-mannered
motorist
is
the
exception
to
the
rule.
Perhaps
the
situation
calls
for
“Be
Kind
to
Other
Drivers”
campaign,
4
otherwise it
may get completely out of hand.
Road
politeness
is
not
good
manners,
but
good
sense
too.
It
takes
the
most
coolheaded
and
good-tempered
of
drivers
to
resist the temptation to revenge when
subjected to uncivilized
behavior. On
the other hand, a little politeness goes a long
way
towards relieving the tensions of
motoring. A friendly nod or a
wave
of
acknowledgements
of
goodwill
and
tolerance
is
necessary
in
modern
traffic
conditions.
But
such
acknowledgements
of
politeness
are
all
too
rare
today.
Many
drivers nowadays don’t even seem
a
ble to recognize politeness
when they see it.
However,
misplaced
politeness
can
also
be
dangerous.
Typical
examples are the driver who brakes
violently to allow a car to
emerge from
a
side street at some hazard to
following traffic,
when a few seconds
later the road would be clear anyway; or
the man who waves a child across a
zebra crossing into the path
of
oncoming vehicles that may be unable to stop in
time. The
same
goes
for
encouraging
old
ladies
to
cross
the
road
wherever and whenever they care to. It
always amazes me that
the
highways
are
not
covered
with
the
dead
bodies
of
these
grannies.
A
veteran
driver,
whose
manners
are
faultless,
told
me it would help if motorists learn to
filter correctly into traffic
5
streams one at a time without causing
the total blockages that
give rise to
bad temper. Unfortunately, modern motorists can’t
even
learn
to
drive,
let
alone
master
the
subtler
aspects
of
roadsmanship.
Years ago experts warned us that the
car-ownership explosion
would demand a
lot more give-and-take from all road users. It is
high time for all of us to take this
message to heart.
Questions 6-10 are
based on Passage Two.
6. According to
the passage, troubles on the road are primarily
caused by ______.
A.
people’s attitude towards the road
-hogs
B. the rhythm of modern life
C. the behavior of the driver
D. the horrible traffic conditions
7. The sentence “You might tolerate the
odd road
-
hog...the rule.”
(Para. 1) implies that ______.
A.
nowadays
impolite
drivers
constitute
the
majority
of
motorists
B. rude and
impolite drivers can be met only occasionally
C. the well-mannered motorist cannot
tolerate the road-hog
D. our society is
unjust towards well-mannered motorists
8. By “good sense”(Para.2), the writer
means ______.
6
A. the driver’s
ability to understan
d and react
reasonably
B.
the
driver’s
prompt
response
to
difficult
and
severe
conditions
C. the driver’s tolerance of rude or
even savage behavior
D. the
driver’s acknowledgement of politeness and
regulations
9.
Experts
have
long
pointed
out
that
in
the
face
of
car-ownership explosion
______.
A. drivers will suffer great
loss if they pay no respect to others
B. drivers should have more
communication among themselves
C.
drivers should be ready to yield to each other
D. road users should make more
sacrifice
10. In the writer’s opinion
______.
A. strict traffic
regulations are badly needed
B. drivers
should apply road politeness properly
C. rude drivers should be punished
D. drivers should avoid traffic jams
Passage Three
One period of
our lives when superior results are demanded of
us is, strangely enough, childhood.
Despite being young we are
expected
to
achieve
good
grades,
stay
out
of
trouble,
make
friends at school, do well on tests,
perform chores at home and
so on. It’s
not easy.
7
The good news
is that being likeable can help a child perform
better. Likeable children enjoy many
advantages, including the
ability
to
cope
more
easily
with
stresses
of
social
interaction
and growing up.
In
her
book
Understanding
Child
Stress,
Dr.
Carolyn
Leonard
states that children who are likeable,
optimistic, and personable
fare well
and are able to gain support from others. This
leads to
resilience and focus; a child
who has adequate emotional armor
can
continue down the path to success. Much research
shows
that
resilience,
the
ability
to
recover
from
or
adjust
early
to
misfortune
and
sustained
life
stress,
has
enabled
children
to
succeed
in
school,
avoid
drug
abuse,
and
develop
a
healthy
self-concept.
Why
does
a
likeable
child
more
easily
navigate
stress
and
do
better in
his
or her life? Because likeability
helps create what’s
known
as
a
positive
feedback
loop.
The
positive
feelings
you
invoke
in
other
people
are
returned
to
you,
creating
constant
encouragement and an antidote to the
daily strains of life.
This
feedback
loop
continues
into
adulthood.
To
return
once
again
to the example of teaching, learning becomes
easier with
a
likeable
personality.
Michael
Delucchi
of
the
University
of
Hawaii
reviewed
dozens
of
studies
to
determine
if
likeable
8
teachers
received
good
ratings
because
of
their
likeability
or
because they in fact taught well.
Delucchi found that “Students
who
perceive a teacher as likeable, in contrast to
those who do
not, may be more attentive
to the information that the teacher
delivers and they’ll work harder on
assignments, and they’ll be
more
receptive to grading and they will learn
more.”
You may have noticed
this pattern in your own life when you try
to give some advice. The more positive
your relationship with
that person, the
more he or she seems to listen, and the more
you feel certain that that person has
heard you and intends to
act on your
words.
Questions 11-15 are based on
Passage Three.
11. The writer implies
in the first paragraph that ______.
A.
children are expected to do well in school work
B. children are expected much than we
usually think
C. likeable children
outperform in their childhood
D.
likeable children fare well in dealing with peers
12. According to Dr. Leonard, likeable
children ______.
A. can cope more
easily with stress independently
B. can
avoid any trouble and unpleasant events
C. can develop a proper self-evaluation
D. can focus their attention on
learning
9
13. The term “emotional
armor” in paragraph 3 means ______.
A. mental support from peers B. mental
support from adults
C. ability to
handle life stress D. ability to achieve success
14. The main purpose of the studies
done by Michael Delucchi
is to find
______.
A. if a likeable teacher has a
positive personality
B. if a likeable
teacher draws more attention
C. what
results a likeable teacher gets in class
D. what factors influence a likeable
teacher’s evaluation
15. The
passage aims at proving that ______.
A.
likeable people outperform in their childhood
B. likeable people outperform in life
generally
C. likeable people can
cultivate confidence in them
D.
likeable people can cultivate popularity in peers
Passage Four
When I was
about 5 years old, I used to watch a bird in the
skies
of
southern
Alberta
from
the
Blackfoot
Blood
Reserve
in
northern Montana where I was born. I
loved this bird; I would
watch him for
hours. He would glide effortlessly in that
gigantic
sky, or he would come down and
light on the water and float
there
very
majestically.
Sometimes
when
I
watched
him
he
would
creep
into
the
grasses
and
waddle
around
not
very
10
gracefully.
We
called
him
meksikatsi,
which
in
the
Blackfoot
language
means
“pink
-
colored
feet”;
meksikatsi
and
I
became
very good friends.
The
bird
had
a
very
particular
significance
to
me
because
I
desperately wanted to be able to fly
too. I felt very much as if I
was the
kind of person who had been born into a world
where
flight
was
impossible.
And
most
of
the
things
that
I
dreamed
about or read about
would not be possible for me but would be
possible only for other people.
When
I
was
ten
years
old,
my
life
changed
drastically.
I
found
myself
adopted
forcefully
and
against
my
parents’
will;
they
were
considered
inadequate
parents
because
they
could
not
make enough money to support me, so I
found myself in that
terrible
position
that
60
percent
of
native
Americans
find
themselves in, living in a city that
they do not understand at all,
not in
another culture but between two cultures.
A teacher of the English language told
me that meksikatsi was
not called
meksikatsi, even though that is what my people
have
called that bird for thousands of
years. Meksikatsi, he said, was
really
“duck”. I was very disappointed with English. I
could not
understand it. First of all,
the bird did not look like “duck”, and
when
it
made
a
noise,
it
did
not
sound
like
“duck”,
and
I
was
11
even more confused when I found out
that the meaning of the
verb “to duck”
came from the bird and not vice versa.
As
I
came
to
understand
English
better,
I
understand
that
it
made a great deal of
sense, but I never forgot that meksikatsi
made a different kind of sense. I
realized that languages are not
just
different
words
for
the
same
things
but
totally
different
concepts, totally different ways of
experiencing and looking at
the world.
Questions 16-20 are based on Passage
Four.
16.
According
to
the
passage,
meksikatsi
can
do
all
of
the
following EXCEPT ______.
A.
waddling elegantly around in the grasses
B. floating majestically on the water
C. creeping shyly into the grasses
D. flying effortlessly in the sky
17. The bird “meksikatsi” was probably
part
icularly attractive to
the author because ______.
A. he wanted to become a pilot when he
grew up
B. the color of the bird caught
the author’s imagination
C.
the bird always reminded him of his own culture
D. the bird represented freedom in the
author’s min
d
18. Which of
the following is implied in the third paragraph?
12