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

从下列各句四个选项中选出一个最佳答案，并在答题卡上将相应的字母涂黑。

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 6.Hey, 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.Mr.Smith , 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

9.There 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 capable __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 room 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 did 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 of 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 difficulty: “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 hair 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 mother 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 fro 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