Ⅰ.Vocabulary and Structure (10 points, 1 point for each item)
1. These speculations sound ______ science fiction.
A. like B. alike C. likely D. dislike
2. It has taken him a long time to ______the fact that he won’t be able to go to college.
A. receive B. deceive C. come to terms with D. catch up with
3. The ______ of the talk released by the prosecutor show why Weinstein was a beloved figure at Thorne Middle School.
A. experts B. excerpts C. expels D. excess
4. He cut ______ his smoking.
A. in B. up C. back D. down
5. There is a growing body of evidence to support the fact that most people suffer from a lack of daydreaming ______ an excess of it.
A. other than B. rather than C. in place of D. instead
6. We do not have adequate ______ for the use of animals.
A. subsequents B. substitutes C. substances D. substitutions
7. The voters were ______ largely by a desire for change.
A. motioned B. motored C. motivated D. motived
8. In his composition there were ______ errors ______ a few misspelled words.
A. other...than B. no other...than
C. rather...than D. no rather...than
9. The specific use of leisure ______ from individual to individual.
A. varies B. ranges C. various D. distinguishes
10. Our likes and ______ are all related to social contexts and learning experiences.
A. unlikes B. dislikes C. alikes D. nonlikes
Ⅱ. Cloze Test (10 points, 1 point for each item)
Henry’s job was to examine cars which crossed the frontier to make sure that they were not smuggling anything into the country. Every morning, except at weekends, he 11 see a factory worker coming up the hill towards the frontier, 12 a bicycle with a big load of old straw on it. When the bicycle arrived the frontier, Henry used to stop the man and order him to take the straw off. Then he would examine the straw very carefully to see 13 he could find anything, after which he would look in all the man’s pockets before he let him tie the straw up again. The man would then put it on his bicycle and go off down the hill with it. Although Henry was always 14 to find gold or jewelry or other valuable things hidden in the straw, he never found 15 , even though he examined it very carefully. He was sure that the man was smuggling something, but he was not 16 to imagine what it could be.
Then one evening, after he had looked through the straw and emptied the factory worker’s pockets 17 usual, he said to him, “Listen， I know that you are smuggling things 18 this frontier. Won’t you tell me what it is that you’re bringing into the country so successfully? I’m an old man, and today’s my last day on the job. Tomorrow I’m going to 19 . I promise that I shall not tell anyone if you tell me what you’ve been smuggling.” The factory worker did not say anything for 20 . Then he smiled, turned to Henry and said quietly: “Bicycles.”
11. A. should B. might C. would D. must
12. A. pushing B. filling C. pulling D. carrying
13. A. that B. how C. where D. whether
14. A. lucky B. suspecting C. expecting D. insisting
15. A. nothing B. everything C. something D. anything
16. A. capable B. able C. possible D. clever
17. A. then B. as C. more D. like
18. A. cross B. across C. behind D. into
19. A. return B. retire C. retreat D. rest
20. A. long time B. moment C. period D. some time
Ⅲ．Reading Comprehension (30 points, 2 points for each item)
Questions 21 to 25 are based on the following passage.
The electromagnet was invented in England by William Sturgeon, who took an iron rod and bent it into the shape of a horseshoe. This “horseshoe” was coated with varnish and a layer of copper wire was wrapped around it. An electric current was passed through the wire, thus making the rod magnetic. The rod was now, because of magnetic attraction, able to support nine pounds of iron. In the US, a scientist named Joseph Henry improved on Sturgeon’s electromagnet by insulating the copper wine with silk. He was able to wrap many turns of wire around an iron core without danger of short circuits between the turns. His magnet could hold 2,300 pounds. This experiment prompted Henry to try his hand at converting magnetism into electricity. First he coiled some insulated wire around an iron bar, connecting both ends of the wire to a galvanometer (电流表). The iron bar was placed across the poles of the electromagnet. Then the coil of the electromagnet was connected to a battery. The galvanometer indicated a voltage, then dropped to zero. Henry signaled his assistant to disconnect the coil. The galvanometer showed that once again a voltage had been produced, although this time in the opposite direction. The principle of electromagnetic induction had thus been discovered. Unfortunately for Joseph Henry he did not publish his findings and someone else (Faraday) got the credit for the discovery.
21. The principle of electromagetic was discovered by ______.
A. William Sturgeon
B. Joseph Henry
D. someone else
22. Why did Sturgeon’s electromagnet could support nine pounds of iron?
A. Because the iron rod was bent into the shape of a “horseshoe”.
B. Because the rod was coated with varnish.
C. Because a layer of copper wire was wrapped around the rod.
D. Because the rod was made magnetic by the passing current.
23. What is NOT TRUE about Henry’s electromagnet?
A. His magnet could hold 2,300 pounds.
B. His magnet was more dangerous.
C. There were more turns of wire around the iron rod in his magnet.
D. His magnet was an improved model.
24. In Henry’s experiment,he connected the wire to ______.
A. a galvanometer
B. an iron bar
C. a battery
D. an electromagnet
25. In Henry’s experiment,the galvanometer indicated a voltage when ______.
A. the coil was connected to a battery
B. the coil was disconnected to a battery
C. neither A nor B
D. both A and B
Questions 26 to 30 are based on the following passage.
Students who score high in achievement needs tend to make higher grades in college than those who score low.When degree aptitude for college work,as indicated by College Entrance Examination Board Tests, is constant,engineering students who score high in achievement needs tend to make higher grades in college than the aptitude test scores would indicate.
We can define this need as the habitual desire to do useful work well. It is a salient influence characteristic of those who need little supervision. Their desire for accomplishment is a stronger motivation than any stimulation the supervision can provide. Individuals who function in terms of this drive do not“bluff” in regard to a job that they fail to do well.
Some employees have a strong drive for success in their work; others are satisfied when they make a living. Those who want to feel that they are successes have high aspiration for themselves. Thoughts concerning the achievement drive are often prominent in the evaluations made by the typical employment interviewer who interviews college seniors for executive training. He wants to find out whether the senior has a strong drive to get ahead or merely to hold a job. Research indicates that some who do get ahead have an even stronger drive to avoid failure.
26. What is the main subject of this passage?
A. Student grades in college.
B. Individual motivation for work.
C. The achievement needs of engineering students.
D. Successful interview techniques.
27. What is interesting about engineering students who score high in achievement needs?
A. Their grades tend to be higher than those of other students.
B. Their college grades are often unusually good.
C. They show a high aptitude for college work.
D. They also achieve high scores in the College Entrance Examination Board Tests.
28. According to the passage, individuals with a strong drive to succeed ______.
A. accept responsibility for themselves
B. blame others if they fail
C. are motivated by stimulation from a supervisor
D. pretended they haven’t failed when they have
29. What quality do employment interviewers look for in college seniors for executive training?
A. Ability to hold down a job.
B. High achievement needs.
C. Capacity to work hard.
D. Constant aptitude for work.
30. What motivates some seniors to succeed?
A. They are afraid of failing.
B. They like living well.
C. They want to become executives.
D. They wish to do research work.
Questions 31 to 35 are based on the following passage.
It is a favorable thing to look back at some of the reforms which have long been an accepted part of our life, and to examine the opposition, usually bitter and very strange, sometimes dishonest but all too often honest, which had to be countered by the restless advocates of “grandmotherly” law.
The reforms treated in this book are not the well known measures—like the abolition of slavery, the reform of Parliament, the vote of women—which are recorded in the standard history books. Here are some of the less familiar struggles which, with one or two exceptions, social historians have tended to dismiss briefly. Yet these old controversies give no less revealing an insight into the minds of our grandfathers than do the major issues of the last century. The pulse of a generation can be taken just as effectively by considering its attitudes to the marrying of dead wives’ sisters, to the fetching of father’s beer or even to the sweeping of chimneys. Some of the reforms dealt with were carried out within living memory; none is older than the nineteenth century. They have been selected for the variety of their background and for the fertility (state of being fertile) and stimulus of the opposition against them.
Misguided and completely unreasonable though some of this opposition now appears, it is doubtful whether it will seem any more peculiar, one hundred years hence, than some of the reasons we produce today for continual hardship and injustice. Our ancestors thought it strange that wives should wish to keep their own earnings; our descendants may be astonished at our system which forces a man to maintain a woman, sometimes for life, after a hopeless marriage has been disrupted. It is likely that our descendants will derive as much heartless fun from thought of our divorce laws, and the reasons we use to defend them. They may also think that the indifference of the nineteenth century to death and suffering in the mills was fully matched by that of the twentieth century to death and suffering on the highways.
31. The author says of the reforms that we take for granted that______.
A. it is good to look at the arguments against them
B. it is good that they have been accepted
C. they were healthier than we now appreciate
D. we should study the alternative
32. The trouble with the people who were against reforms in the past was that______.
A. they were wellmeaning in too many cases
B. all of them were too frequently sincere
C. they could only be successfully opposed by lawyers
D. they were nervous
33. The argument over the reforms ______.
A. were about reforms with more important results than other reforms
B. concerned reforms equally as important as any other reforms
C. are more instructive than other arguments
D. are instructive as regards the nineteenth century
34. As regards different generations’ attitudes, perhaps ______.
A. our descendants’ opposition to reform will be as absurd as ours
B. our ancestors’ objections to reform will seem justified to our descendants
C. our case against reforms is even more blind than our ancestors’
D. our arguments against reform are as unreasonable as our ancestors’
35. The author believes that in the future people will be surprised that in our present society ______.
A. men are expected to keep their wives with them even after a marriage has broken down
B. men have to pay money to their wives even after separation
C. women do not share their husbands’ earnings
D. women expect to be supported by their men