2005年4月自考英语二真题与答案范文

2005

年

4

月高等教 育自学考试全国统一命题考试

英语（二）试卷及答案

（课程代码：

00015

）

PART ONE

（

50

POINTS

）

Ⅰ

. V

ocabulary and Structure (10 points, 1 point for each item)

1.

Would’t you rather your child ______

successful with his study and won the

scholarship?

A. became

B. become

C. would become

D. becomes

2. Although Tom is satisfied with his academic achievement, he wonders _______will happen to his family

life.

A. it

B. that

C. what

D. this

3. We hope that all the measures against sandstorms, ________ was put forward by the committee, will be

considered

seriously at the meeting .

A. while

B. after

C. since

D. as

4. We cannot leave this tough job to a person_________.

A. who nobody has confidence

B. in whom nobody has confidence

C. for whom nobody has confidence

D. who everyone has confidence of

5. You are the best for the job _____ you apply your mind to it .

A. until

B. if only

C. in case

D. unless

,leave _____!I hate people touching my hair.

A. behind

B. out

C. off

D. over

7. I thought the problem of water shortage would ________ at the meeting but nobody mentioned it.

A. come up

B. come up to

C. come over

D. come to

8. , can I ________ you for a minute? I’d like to hear your opinion on this issue.

A. say a word with

B. have words with

C. mention a word with

D. have a word with

is a deadlock (

僵局

) in the discussion when neither side gives ________ to the over .

A. a way

B. way

C. the way

D. its way

10. This type of desk and chair can be adjusted ________ the height of students at different ages.

A. with

B. for

C. to

D. in

Ⅱ

.Cloze Test (10 points, 1 point for each item)

下列短文中有十个空白，

每个空白有四个选项。

根据上下文要求选出最佳答案，

并在答题卡上将相应

的字母涂黑。

For over a hundred

years

Japan has consistently spent large sums of money

and considerable human

resources

in

an

effort

to

obtain

technology.

Her

ability

to

negotiate

__11___

by

the

fact

most

of

the

technology she wanted was no commercial secrets. Japan’s

__12__ has also been strengthened by the fact

that her internal market was large, so that __13__ to this market could be offered to multinational companies

as an attraction to

them

to

grant

licenses.

Besides, Japan’s

work

force was disciplined, so it was c

apable

__14__ applying the information it acquired. Finally, American and European companies, who were __15__

licensers, felt that the Japanese companies might take a large share of the world market __16__ they were

not limited by licensing agreement.

Conditions of this sort, __17__ together in one nation, may well be unique, and the case of Japan may

therefore

not

actually

demonstrate

that

licensing

is

just

as

efficient

as

multinational

ownership

for

the

__18__ of technology. In fact, Japan

may

be

finding

this

method

of

operation

__19__

effective

than

in

the

past

,as

her

needs

for

outside

technology now require information which __20__ only a few companies and is more closely held.

11. A. was strengthened

B. will be strengthened

C. will have been strengthened

D. has been strengthened

12. A. position

B. location

C. place

D. point

13. A. entry

B. access

C. presence

D. acceptance

14. A. at

B. in

C. for

D. of

15 .A. potential

B. feasible

C. liable

D. inevitable

16. A. until

B. before

C. if

D. after

17. A. came

B. come

C. will come

D. coming

18. A. transformation

B. transfer

C. transmission

D. shift

19. A. much

B. little

C. less

D. more

20. A. sticks to

B. belongs to

C. draws on

D. takes on

Ⅲ

. Reading Comprehension

(30 points, 2 point for each item)

从下列每篇短文的问题后所给的四个选择项中选出一个最佳答案，并在答题卡上将相应的字母涂黑 。

Passage One

Questions 21 to 25 are based on the following passage.

One day, the principal came into our roo

m and, after talking to the teacher, for some reason said: “I wish

all of the white scholars to stand for a moment.” I rose with the others. The teacher looked at me and, calling

my name, said: “You sit down for the present, and rise with the others.” I di

d not quite understand her. She

repeated:

“You

sit

down

now,

and

rise

with

the

others.”

I

sat

down

puzzled

and

dumb.

I

saw

and

heard

nothing.

When

the

other

were

asked

to

rise,

I

did

not

know

it.

When

school

was

dismissed,

I

went

out

unconsciously. A few o

f the white boys laughed at me, saying: “Oh, you’re a nigger, too.”

I hurried on as fast as I could to where my looking

–

glass hung on the wall in my own little room. For

an instant

I was afraid to look, but when I did,

I looked long and earnestly. I was accustomed to hearing

remarks about my beauty; but now, for the first time, I became conscious of it and recognized it. I noticed

the ivory (

象牙

) whiteness of my skin, the beauty of my mouth, the size and liquid darkness of my eyes. I

ran

downstairs

and

rushed

to

where

my

mother

was

sitting.

I

buried

my

head

in

her

lap

and

cried

out:

“Mother, tell me, am I a nigger?” I could not see her face, but I felt her hands on my head. I looked up into

her face. There were tears in her eyes and I could see that she was suffering for me. And then it was that I

looked at her critically for the first time. I had thought of her in a childish way only as the most beautiful

woman in the world; now I looked at her searching for defects. I could see that her skin was almost brown,

and that she did differ in some way from the other ladies who came to the house; yet, even so I could see

that she was more beautiful than any of them. She must have felt that I was examining her, for she hid her

face in my hair and said with diffic

ulty: “No, my darling, you are not a nigger.” She went on: “If anyone

calls you a nigger, don’t notice them.” But the more she talked, the less was I

reassured, and I stopped her

by asking: “Well, mother, am I white? Are you white?” She answered tremblingly: “No, I am not white, but

your father is one of the greatest men in the country. The best blood of the South is in you.” This suddenly

opened up in my heart a fresh fear, and I almost fiercely demanded: “Who is my father? Where is he?” She

stroked my ha

ir and said: “I’ll tell you about him some day.” I sobbed: “I want to know now.” She answered:

“No, not now.”

21. We can infer from the passage that “a nigger ”means________.

A. a white person

B. a black person

C. anyone that is not white

D. anyone that is not black

22.

When

the

teacher

asked

him

to

sit

down

and

rise

with

the

others,

the

author

was

confused

because_________.

A.

he never considered himself a non-white person

B.

he thought the teacher didn’t recognize him

C.

he thought he should be considered

D.

he thought it rude for the teacher to call his name

23. It was on that day that he began to realize that _________.

A.

he was a nigger

B.

he was different from others because of his beauty

C.

his color was like that of his mother

D.

he differed from other white people even with his beauty

24. From the passage we can learn that _________.

A.

the boy’s father left them for some reasons

B.

the boy’s mother didn’t want to mention his father at all

C.

the boy never met his father before

D.

the boy’s m

other hated his father

25. This passage generally tells us a story of ________.

A. a boy who suddenly realized that he was a colored person

B. a boy who had been looked down upon because he had no father

C. the miserable life of colored people

D. the life of a one-parent family

Passage Two

Questions 26 to 30 are based on the following passage.

For Americans, time is a “resource” that, like water or coal, can be used well or poorly. “Time is money,”

they say. “You only get so much time in this life; you’d best use it wisely.” The future will not be better than

the

past

or

the

present

unless

people

use

their

time

for

constructive,

future- oriented

activities.

Thus,

Americans admire a “well

-

organized” person, one who has a written list of things to do and

a schedule for

doing them. The ideal person is punctual and treasures other people’s time.

The American attitude towards time is not necessarily shared by others, especially non-Europeans. They

are

more

likely

to

consider

time

as

something

that

is

simply

there

around

them,

not

something

they

can

“use”. One of the more difficult things many foreign businessmen and students must adjust to in the States is

the notion that time must be saved whenever possible and used wisely every day.

In their efforts to use their time wisely, Americans are sometimes seen by foreign visitors as automatons,

unhuman creatures who are so tied to their clocks and their schedules that they cannot participate in or enjoy

the

human

interactions

that

are

the

truly

important

things

in

life.

“They

are

like

little

machines

running

around,” one foreign visitor said.

The emphasis Americans place on efficiency is closely related to their concepts of the future, change

and

time.

To

do

something

efficiently

is

to

do

it

in

the

way

that

is

quickest

and

requires

the

smallest

investment of resources. American businesses sometimes hire “efficiency experts” to review their operations

and

suggest

ways

in

which

they

could

accomplish

more

than

they

are

currently

accomplishing

with

the

resources they are investing. Popular periodicals carry suggestions for more efficient ways to clean house,

raise children, tend the yard, and so on.

In this context the “fast

-

food industry” can be seen as a clear example of an American cultural product.

McDonald’s, Ken

tucky Fried Chicken, Pizza Hut, and other fast-food establishments prosper in a country

where

many

people

want

to

minimize

the

amount

of

time

they

spend

preparing

and

eating

meals.

The

millions of Americans who take their meals at fast-food restaurants cannot have much interest in lingering

over their food while conversing with friends, as millions of Europeans do. As McDonald’s restaurants have

spread around the world, they have been viewed as symbols of American society and culture, bringing not

just

hamburgers

but

an

emphasis

on

speed,

efficiency,

and

shiny

cleanliness.

The

typical

American

food,

some observers argue, is fast food.

26. If a person treasures other people’s time, he

.

A.

does not waste people’s time with conversation or activity that h

as no beneficial outcome

B.

does not believe the future will be any better than the present or the past

C.

likes to deep a written schedule of the daily activities with him

3