西南大学网院机考2017年12月课程考试[0849]高级英语二【答案】

作业辅导

西南大学网络与继续教育学院课程考试试题卷

类别： 网教     专业：英语（教育）          2017年12月
课程名称【编号】：  高级英语二   【0849】        A卷
   大作业                                      满分：100分


I.        Multiple Choice (20%)
Directions: There are 20 sentences in this part. In each of the sentences, there is a blank. Beneath each sentence, there are 4 words or phrases marked A, B, C, and D. Choose the word or phrase that best completes the sentence. Write your answer in the corresponding space on the ANSER SHEET.

1.                He must __________ his emotions, or let them out only on a very special occasion.
A. express                                B. call on                 C. bottle up                        D. ask for
2.         By then, Miss Genovese had crawled to the back of the building, where the freshly painted brown doors         to the apartment house             hope for safety.
A. took out                      B. gave out                     C. held out                    D. sent out
3.         It is really one of the kindest yet most effective ways to             someone’s ardor.
A. dull                                B. deaden                                C. depress                        D. dampen
4.         The pastoral ideal connotes a _________ nature where conflict, danger, and tension are non-existent.
         A. rough                          B. malicious              C. capricious                         D. benign
5.         Prof. White, my respected tutor, frequently reminds me to _______ myself of every         chance to improve my English.
        A. assure                                  B. inform                                C. avail                                 D. notify
6.         Through             spraying against one enemy we have destroyed the natural balances our survival requires.
A. uninhibited                        B. uncontrolled                C. limitless                D. excessive
7.         Appetite is the keenness of living; it is one of the senses that tells you that you are still curious to exist,         that you still have a(n)            on your longings…
A. fringe                                B. edge                                C. bound                                D. urge


8.         Fasting is an act of homage to the             of appetite.
A. magnificent              B. grandeur                C. majesty                       D. royalty
9.        It is true, of course, that all cars must have a width that is _____ by the traffic lanes, and must have proper brakes, lights, and so on.
A. accommodated          B. created                          C. elaborated                           D. fitted
10.         It is a long time now since I knew that acute moment of             that comes from putting parched lips to a cup of cold water…
A. pleasure                        B. bliss                                C. happiness                        D. bless
11.  They have always regarded a man of ______ and fairness as a reliable friend.
A. robustness                         B. temperament                 C. integrity                       D. intelligence
12.         A sniveling self-pity             you at the sight of so much food.
        A. comes over                 B. comes into its own         C. comes at                        D. comes by
13.         When the police arrived at the club, the suspects had disappeared; they had probably been __________ by         someone.
        A. ripped off               B. tipped off                 C. ripped up               D. rattled off
14.         “The hunting parties went into the forest in force, rather like raiders than hunters.” Here in force can be         replaced by            .
        A. in large numbers          B. heavily armed           C. aggressively                   D. forcefully
15. Our towns are __________ with wreckage and the debris of our toys — our automobiles and our         packaged         pleasures.
    A. girdled                 B. dumped            C. blasted                       D. eliminated
16.         And then he sang a song about the ninety and nine safe in the fold, but one little lamb was left out in the cold. The figures of speech used here are            .
A. simile and metaphor                                            B. metaphor, alliteration and rhyming
C. personification and metaphor                          D. metaphor and hyperbole   
17.         Appetite is too good to lose, too precious to be __________ into insensibility by satiation and over-doing it.
           A. refreshed                B. strayed                    C. broken                  D. bludgeoned
18.         And the church sang a song about the lower lights are burning, some poor sinners to be saved. The figure         of speech used here is            .
A. simile                                B. metaphor                         C. metonymy                        D. personification
19.         “The cave was empty of men for days on end.” Here on end can be replaced by            .   
A. consequently                 B. endlessly                C. excessively              D. successively
20.         At night the quiet neighborhood is shrouded in the slumbering darkness that marks most         residential areas.         The figure of speech used here is            .
A. antithesis                        B. metaphor                         C. transferred epithet        D. personification


II.        Blank Filling (10%)
Directions: There is a passage with 10 blanks. Fill in the blanks with the proper forms of words and expressions given in the box given before the passage. Write your answer in the corresponding space on the ANSWER SHEET.


helpless                rob                        merciless                        land-mad                  rape
reservoir          search                   crop out                   abandon                  expose



It is little wonder that they went    1    , because there was so much of it. They cut and burned the forests to make room for crops; they     2    their knowledge of kindness to the land in order to maintain its usefulness. When they had ____3____ a piece they moved on,   4   the country like invaders. The topsoil, held by roots and freshened by leaf-fall, was left    5    to the spring freshets, stripped and eroded with the naked bones of clay and rock ___6___. The destruction of the forests changed the rainfall, for the    ___7    clouds could find no green and beckoning woods to draw them on and milk them. The   8____    nineteenth century was like a hostile expedition for loot that seemed limitless. Uncountable buffalo were killed, stripped of their hides and left to rod, a    9   of permanent food supply eliminated. More than that, the land of the Great Plains was     10   of the manure of the herds.


III.         Reading Comprehension (40%)
Directions: In this part there are 4 passages followed by questions or unfinished statements, each with four suggested answers marked A, B, C and D. Choose the one that you think is the best answer. Write your answer on the answer sheet.

Passage 1

The whole aim of good teaching is to turn the young learner, by nature a little copycat, into an independent, self-propelling creature who can work as his own boss to the limit of his powers. This is to turn pupils into students, and it can be done on any rung of the ladder of learning. When I was a child, the multiplication table was taught from a printed sheet which had to be memorized one square at a time — the ones and the twos and so on up to nine. It never occurred to the teacher to show us how the answers could be arrived at also by addition, which we already knew. No one said, “Look: if four times four is sixteen, you ought to be able to figure out, without aid from memory, what five times four is, because that amounts to four more ones added to the sixteen. This would at first have been puzzling, more complicated and difficult than memory work, but once explained and grasped, it would have been an instrument for learning and checking the whole business of multiplication. We could temporarily have dispensed with the teacher and cut loose from the printed table.
This is another way of saying that the only thing worth teaching anybody is a principle. Naturally, principles involve facts and some facts must be learned “bare” because they do not rest on any principle. The capital of Alaska is Juneau and, so far as I know, that is all there is to it; but a European child ought not to learn that Washington is the capital of the United States without fixing firmly in his mind the relation between the city and the man who led his countrymen to freedom. That would be missing an association, which is the germ of a principle. And just as a complex athletic feat is made possible by rapid and accurate coordination, so all valuable learning hangs together and works by associations which make sense.

1. Which of the following would be the best title for the passage?
A. How to teach arithmetic.
B. A good memory makes a good student.
C. Principles — the basis of learning.
D. Using addition to teach multiplication.
2. The author implies that the difference between a pupil and a student is the difference between __________.
A. youth and maturity
B. learning and teaching
C. beginning and ending
D. memorizing and understanding
3. The author indicates that children are naturally __________.
A. deceitful
B. perceptive
C. logical
D. imitative
4. According to the passage, what would be the most desirable way to teach?
A. By relating facts to principles.
B. By stressing the importance of learning.
C. By insisting that pupils work independently.
D. By recognizing that a knowledge of facts is useless.
5. In this passage, the author develops his paragraphs primarily by __________.
A. narration
B. comparison
C. definitions
D. examples


Passage 2

Of all the components of a good night’s sleep, dreams seem to be least within our control. In dreams, a window opens into a world where logic is suspended and dead people speak. A century ago, Freud formulated his revolutionary theory that dreams were the disguised shadows of our unconscious desires and fears; by the late 1970s, neurologists had switched to thinking of them as just “mental noise” the random byproducts of the neural-repair work that goes on during sleep. Now researchers suspect that dreams are part of the mind’s emotional thermostat, regulating moods while the brain is “off-line”. And one leading authority says that these intensely powerful mental events can be not only harnessed but actually brought under conscious control, to help us sleep and feel better, “It’s your dream” says Rosalind Cartwright, chair of psychology at Chicago’s Medical Center. “If you don’t like it, change it.”
Evidence from brain imaging supports this view. The brain is as active during REM (rapid eye movement) sleep — when most vivid dreams occur — as it is when fully awake, says Dr. Eric Nofzinger at the University of Pittsburgh. But not all parts of the brain are equally involved; the limbic system (the “emotional brain”) is especially active, while the prefrontal cortex (the center of intellect and reasoning) is relatively quiet. “We wake up from dreams happy or depressed, and those feelings can stay with us all day.” says Stanford sleep researcher Dr. William Dement.
And this process need not be left to the unconscious. Cartwright believes one can exercise conscious control over recurring bad dreams. As soon as you are wake up, identify what is upsetting about the dream. Visualize how you would like it to end instead, the next time it occurs, try to wake up just enough to control its course. With much practice people can learn to, literally, do it in their sleep.
At the end of the day, there’s probably little reason to pay attention to our dreams at all unless they keep us from sleeping of “we wake up in a panic.” Cartwright says terrorism, economic uncertainties and general feelings of insecurity have increased people’s anxiety. Those suffering from persistent nightmares should seek help from a therapist. For the rest of us, the brain has its ways of working through bad feelings. Sleep — or rather dream — on it and you’ll feel better in the morning.

6.        Researchers have come to believe that dreams __________.
A. can be modified in their courses??                         B. are susceptible to emotional changes
        C. reflect our innermost desires and fears                D. are a random outcome of neural repairs
7.         By referring to the limbic system, the author intends to show __________.
A. its function in our dreams??????                              B. the mechanism of REM sleep
C. the relation of dreams to emotions                   D. its difference from the prefrontal cortex
8.         The negative feelings generated during the day tend to __________.
        A. aggravate in our unconscious mind???                 B. develop into happy dreams
        C. persist till the time we fall asleep?????                 D. show up in dreams early at night
9.         Cartwright seems to suggest that __________.
        A. waking up in time is essential to the ridding of bad dreams
        B. visualizing bad dreams helps bring them under control
        C. dreams should be left to their natural progression
        D. dreaming may not entirely belong to the unconscious
10.         What advice might Cartwright give to those who sometimes have bad dreams?
        A. Lead your life as usual.???????????                                 B. Seek professional help.
        C. Exercise conscious control.???????                         D. Avoid anxiety in the daytime.

Passage 3

Even psychoanalysis, which in general has been the greatest benefactor of civilization since the wheel, has unwittingly reinforced the terrorization campaign. The trouble was that it brought with it from its origin in medical therapy a criterion of normality instead of rationality. On sheer statistics every pioneer, genius and social reformer, including the first woman who demanded to be let out of the kitchen and into the polling booth, is abnormal, along with every lunatic and eccentric. What distinguishes the genius from the lunatic is that the genius’s abnormality is justifiable by reason or aesthetics. If a woman who is irked by confinement to the kitchen merely looks around to see what other women are doing and finds they are accepting their kitchens, she may well conclude that she is abnormal and had better enlist her psychoanalyst’s help toward “living with” her kitchen. What she ought to ask is whether it is rational for women to be kept to the kitchen and whether nature really does insist on that in the way it insists women have breasts.
And in a far-reaching sense to ask that question is much more normal and natural than learning to “live with” the handicap of women’s inferior social status. The normal and natural thing for human beings is not to tolerate handicaps but to reform society and to circumvent or supplement nature. We don’t learn to live minus a leg; we devise an artificial limb.
That, indeed, is the crux of the matter. Not only are the distinctions we draw between male nature and female nature largely arbitrary and often pure superstition, they are completely beside the point. They ignore the essence of human nature. The important question is not whether women are or are not less logical by nature than men, but whether education, effort and the abolition of our illogical social pressures can improve on nature and make them – and, incidentally, men as well – more logical. What distinguishes human from any other animal nature is its ability to be unnatural. Logic and art are not natural or instinctive activities, but our nature includes a propensity to acquire them. It is not natural for the human body to orbit the earth; but the human mind has a natural adventurousness which enables it to invent machines whereby the body can do so.
Civilization consists not necessarily in defying nature but in making it possible for us to do so if we judge it desirable. The higher we can lift our noses from the grindstone of nature, the wider the area we have of choice; and the more choices we have freely made, the more individualized we are. We are at our most civilized when nature does not dictate to us, as it does to animals and peasants, but when we can opt to fall in with it or better it. If modern civilization has invented methods of preparing baby foods and methods of education which make it possible for men to feed babies and for women to think logically, we are betraying civilization itself if we do not set both sexes free to make a free choice.

In pointing out that psychoanalysis has reinforced the terrorization campaign against           women, the author _______.
A. has committed an arbitrary mistake
B. has failed to justify her accusation
C. has thrown a new light on the understanding of abnormal behavior
D. has been led astray by her blind anger against anti-women prejudice
Which of the following statements is true?
A. Nature insists that women must “live with” her kitchen.
   B. Nature insists that women must not “live with” her kitchen.
   C. Nature does not insist that women must “live with” her kitchen.
   D. The author believes that women should be able to decide for themselves if they prefer   
      to live with her kitchen or not.
The dispute over the distinction between male nature and female nature can’t be easily settled because ________.
A. the said distinction can’t be accurately defined
          B. the disputers overlook the more essential human nature common to both sexes
C. feminists have their guilt of prejudice against men
D. anti-feminists can’t rid themselves of their bias against women
To support her argument that women should free themselves from their social bondage, the author has said “We don’t learn to live minus a leg, we devise an artificial limb. (Para.2)” Decide what rhetorical device has been used here.
A. Analogy                B. Metaphor                C. Chiasmus                D. Irony
The author believes the most civilized state of society is one in which ________.
A. women can do what is traditionally done by men
   B. men can do what is traditionally done by women
   C. neither men nor women have to do what is traditionally done by both sexes
   D. both men and women have the freedom to choose to do what they like to do


Passage 4
Recent stories in the newspapers and magazines suggest that teaching and research contradict each other, that research plays too prominent a part in academic promotions, and that teaching is badly underemphasized. There is an element of truth in these statements, but they also ignore deeper and more important relationships.
Research experience is an essential element of hiring and promotion at a research university because it is the emphasis on research that distinguishes such a university from an arts college. Some professors, however, neglect teaching for research and that presents a problem.
Most research universities reward outstanding teaching, but the greatest recognition is usually given for achievements in research. Part of the reason is the difficulty of judging teaching. A highly responsible and tough professor is usually appreciated by top students who want to be challenged, but disliked by those whose records are less impressive. The mild professor gets overall ratings that are usually high, but there is a sense of disappointment in the part of the best students, exactly those for whom the system should present the greatest challenges. Thus, a university trying to promote professors primarily on the teaching qualities would have to confront this confusion.
As modern science moves faster, two forces are exerted on professor: one is the time needed to keep on with the profession; the other is the time needed to teach. The training of new scientists requires outstanding teaching at the research university as well as the arts college. Although scientists are usually “made” in the elementary schools, scientists can be “lost” by poor teaching at the college and graduate school levels. The solution is not to separate teaching and research, but to recognize that the combination is difficult but vital. The title of professor should be given only to those who profess, and it is perhaps time for universities to reserve it for those willing to be an earnest part of the community of scholars. Professors unwilling to teach can be called “distinguished research investigators” or something else.
The pace of modern science makes it increasingly difficult to be a great researcher and a great teacher. Yet many are described in just those terms. Those who say we can separate teaching and research simply do not understand the system but those who say the problem will disappear are not fulfilling their responsibilities.

What idea does the author want to convey in the first paragraph?
A. It is wrong to overestimate the importance of teaching.
B. Teaching and research are contradictory to each other.
C. Research can never be emphasized too much.
D. The relationship between teaching and research should not be simplified.
In academic promotions research universities still attach more importance to research partly because ______.
A. research improves the quality of teaching
B. students who want to be challenged appreciate research professors
C. it is difficult to evaluate teaching quality objectively
D. professors with achievements in research are usually responsible and tough
        18. According to the fourth paragraph, which of the following will the author probably     
       agree with?
A. Distinguished professors at research universities should concentrate on research only.
B. The separation of teaching from research can lower the quality of future scientists.
C. It is of utmost importance to improve teaching in elementary schools in order to train new scientists.
D. The rapid developments of modern science make it impossible to combine teaching with research.
The title of professor should be given only to those who, first and foremost, do _____.
A. teaching
   B. field work
   C. scientific research
   D. investigation
20. The phrase “the problem” (Para. 5, Line 4) refers to _____.
   A. raising the status of teaching
        B. the combination of teaching with research
        C. the separation of teaching from research
        D. improving the status of research


IV. Translation (30%)
Section A        C-E Translation (10%)
Directions: There are 5 Chinese sentences in this section. Translate them into English and write your answer in the corresponding space on ANSWER SHEET.

1. 在大萧条时期，贫困使许多人在街上乞讨。

2. 恶劣的飞行条件是一种没有预料到的复杂情况。

3. 大家一致认为她唱这首歌唱得无懈可击。

4. 挣扎着走过泥泞的地方后，这匹马筋疲力尽了。

5. 这么坚持不懈的努力，我们会按时完成任务的。



Section B        E-C Translation (20%)

Directions: Translate the following into Chinese. Write your answer in the corresponding space on the ANSER SHEET.


At a time when a towering personality like Mme. Curie has come to the end of her life, let us not merely rest content with recalling what she has given to mankind in the fruits of her work. It is the moral qualities of its leading personalities that are perhaps of even greater significance for a generation and for the course of history than purely intellectual accomplishments. Even these latter are, to a far greater degree than is commonly credited, dependent on the stature of character.
It was my good fortune to be linked with Mme. Curie through twenty years of sublime and unclouded friendship. I come to admire her human grandeur to an ever growing degree. Her strength, her purity of will, her austerity toward herself, objectively, her incorruptible judgment – all these were of a kind seldom found joined in a single individual. She felt herself at every moment to be a servant of society and her profound modesty never left any room for complacency.

















































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