河北科技大学大学英语三期末考试试卷

河北科技大学大学英语（三）期末考试试卷

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Part I Listening Comprehension (30 points, 1 point each) Section A

Directions: You are going to hear ten short conversations. At the end of each conversation, a question will be asked about what was said. Listen carefully and choose the best answer from the four choices given. 1. A) Take the class this semester. B) Register for the class next semester.

C) Take the class over again. D) Get permission to take the class.

2. A) At his new apartment. B) On the other side of town.

C) In the library. D) On a newspaper.

3. A) It is in the center of the campus.

B) It should have a map of the city.

C) It has information about summer camps.

D) It probably has a campus map.

4. A) Take the camera. B) Pack the clothes.

C) Call a taxi. D) Lock the doors.

5. A) He would like to invite Andrew and Susan now.

B) It would take long to prepare dinner for them.

C) He wants to go and visit Andrew and Susan.

D) He does not like to have visitors.

6. A) He will attend a dinner party. B) He will arrive exactly at 7:15.

C) He will arrive very soon. D) He will go to the movie instead.

7. A) A news report. B) A speech contest.

C) A movie. D) A basketball game.

8. A) A cup of tea. B) A glass of milk.

C) A cup of coffee with milk. D) A cup of coffee without milk.

9. A) Fred is busier than Alice. B) Fred and Alice are busier.

C) Fred isn’t as busy as Alice. D) Fred and Alice used to be busier.

10. A) Her paycheck. B) The long wait.

C) The computer system. D) The bank’s excuses.

Section B

Directions: You are going to hear two long conversations followed by some questions. Choose the best answer to each question you hear. Questions 11 to 15 are based on the conversation you have just heard.

11. What does the man think of the winter in New York City?

A) It is warm but rains a lot.

B) It is often damp and heavy.

C) It is perhaps the coldest place in the world.

D) There’s plenty of sunshine though sometimes it’s cold.

12. What does the man think of the summer in New York City?

A) Hot and dry. B) Cool and damp.

C) Damp and heavy. D) Mild and damp.

13. Why do so many people still like living in New York according to the man?

A) Because most people are used to the weather in New York.

B) Because most people think the weather in New York is very good.

C) Because most people like the pleasant part of the weather in New York.

D) Because most people don’t mind the weather in New York.

14. What season is the best time to visit New York City, according to the man?

A) Spring and summer. B) Summer and autumn.

C) Spring and autumn. D) Summer and winter.

15. What does the story at the end of the conversation imply?

A) The weather in New York is changeable.

B) The weather in New York is unpleasant.

C) People shouldn’t complain about the weather.

D) Most people don’t like the weather in New York.

Questions 16 to 20 are based on the conversation you have just heard.

16. A) Whether it is OK to say “no”.

B) Whether there will be a party.

C) Whether she could bring her friends to dinner.

D) Whether she should help setting up the dinner.

17. A) It is a sit-down dinner.

B) It will begin at 5 o’clock.

C) Eight guests will come to the party.

D) It has been cancelled because of lack of plates.

18. A) Her plan tonight kind of messes up and she does not want to miss the party.

B) She wants to introduce her friends to the second speaker.

C) Her friends are nice and understanding.

D) Her friends can help serve the dinner.

19. A) Ten. B) Twelve. C) Two. D) Fourteen.

20. A) Angie will very probably take the plates to the party.

B) The second speaker does not have enough plates for these two extra friends.

C) The first speaker says that her plates are not that attractive.

D) The first speaker is asked to take some wine to the party.

Section C

Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D).

Passage One

21. A) A farmer. merchant.

B) A worker. C) A cleaner. D) A

22. A) He was very lazy. B) He had no time to work.

C) There was little rain in summer. D) He hadn’t watered his crops.

23. A) He could live without it. B) Nothing could save it.

C) It was too lazy. D) It had got used to eating nothing.

Passage Two

24. A) He was generous to his daughters.

B) He left a good fortune to a dog charity.

C) He loved money more than anything else.

D) His second-hand house had recently run down.

25. A) Because his house had run down.

B) Because his television was under repair.

C) Because he wanted to save his own electricity.

D) Because the power was always out in his house.

26. A) Both felt disappointed and angry. B) Both felt disappointed and proud.

C) Both expressed hatred and regret. D) Both felt depressed and shameful.

Passage Three

27. A) More than 5. B) Over 700. C) 1000. D) 1.

28. A) Because kids might drown them in the toilet.

B) Because dogs might chew them up.

C) Because books are like family to him.

D) Because he was too poor to buy books for himself.

29. A) He dusted the books. B) He repaired torn pages.

C) He talked to them. D) He reorganized them every week.

30. A) Back in the libraries. B) In his home.

C) On the kitchen floor. D) In the hands of good kids.

Part II Skimming and Scanning (10 points, 1 point each)

Directions: In this part, you will have 15 minutes to go over the passage quickly and choose the best answer from the four choices marked A), B), C) and D). Intelligence: A Changed View

The use of intelligence tests has been dominated by the idea that intelligence was an inherited characteristic of the mind that could be reasonably accurately measured. The tests have been used to find out whether children were “working up to the capacity.” If the Intelligence Quotient（智商）was well above the

attainment（造诣）level, then clearly the fault lay with factors other than intelligence

and, where possible, steps could be taken to remedy the situation. But if both Intelligence Quotient and attainment were low, then nothing could be done since it was assumed that the children were innately dull.

Today, we are beginning to think differently. In the last few years, research has thrown doubt on the view that innate intelligence can ever be measured and on the very nature of intelligence itself. Perhaps most importantly, there is considerable evidence now which shows the great influence of the environment both on achievement and intelligence. Children with poor home backgrounds not only do less well in their school work and in intelligence test—a fact that could be explained on genetic grounds—but their performance tend to deteriorate（退化；恶化） gradually compared with that of their more fortunate classmates. Evidence like this lends support to the view that we have to distinguish between genetic

intelligence and observed intelligence. Any deficiency in the appropriate genes will obviously restrict development, no matter how stimulating the environment is. But we cannot observe or measure innate intelligence; whereas we can observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment. Changes may occur in our observations or measurements, if the environment is changed. In other words, the Intelligence Quotient is not constant.

Researches over the past five years or ten years have been investigating what happens in this interaction. Work in this country has shown that parental interest and encouragement are more important than the material circumstances of the home.

Two major findings have emerged from these studies. Firstly, that the greater part of the development of observed intelligence occurs in the earliest years of life. Professor Bloom in the University of Chicago has estimated that 50 percent of measurable intelligence at age 17 is already predictable by the age of four. In other words, deprivation in the first four or five years of life can have greater consequences than any of the following twelve or so years. And the longer the early deprivation continues the more difficult it is to remedy.

Secondly, the most important factors in the environment are language and psychological aspects of the parent-child relationship. Much of the difference in measured intelligence between privileged and disadvantaged children may be due to the latter’s lack of appropriate verbal stimulation and the poverty of their

perceptional experiences.

These research findings have led to a revision in our understanding of the nature of intelligence. Instead of it being some largely inherited fixed power of the mind, we now see it as a set of developed skills with which a person copes with any environment. These skills have to be learned and, indeed, one of them—a fundamental one—is learning how to learn. Form birth a baby learns from his environment, and how to react with it. He learns from one experience how to cope with other similar experiences and then with different ones.

It seems equally certain that any build-in mechanism for learning needs to be sustained and encouraged. A child must be allowed to do his own learning because full intellectual development will not occur if his role is a passive one. The more new things he has seen and heard, the more interested he is in seeing and hearing. The more different things he has coped with himself, the greater his capacity for coping. In this way the intellectual skills of intelligence are built up.

Bloom suggests that most children will master any task or solve any problem provided they are given sufficient time. He admits that a few children, probably less than 5 per cent, may need an impossibly long time to learn some tasks. This fits in well with the changed view of intelligence. High intelligence is not the ability to learn complex tasks so much as the ability to learn rapidly. And a child of relatively low intelligence is not incapable of learning complex tasks but needs a longer time to learn them.

Although educationists have been aware of this idea, the term “slower learner” is sometimes applied to a child of low IQ the “fixed potential” concept of intelligence has tended to dominate our education system. Teachers are being constantly assured through their classroom experiences that this concept is apparently sound, and that a system which separates children into groups according to their innate potential, really works.

The modern ideas concerning the nature of intelligence put forward here are bound to have some effect on our school system. In one respect a change is already occurring. With the move towards comprehensive education and the development of unstreamed classes, fewer children will perhaps be given the label “low IQ” which must inevitably condemn a child in his own, if not society’s eyes. The idea that we can teach children to be intelligent in the same way that we can teach them reading or arithmetic may take some getting used to. But perhaps the greatest changes are still to come.

The greatest gains from this view of intelligence must benefit the disadvantaged child. Not only must we train him in the skills of learning but if necessary we must make our education system more flexible to give him more time for learning if he needs it. Though all children may be to some extent disadvantaged, some are more so than others.

31. People use intelligence tests because of the idea that _____.

A) children must work up to the capacity

B) intelligence can be precisely measured

C) intelligence Quotient is vital to children

D) such tests can locate innately dull children

32. The greater part of the development of observed intelligence occurs _____.

A) during one’s adulthood B) in the earliest years of life

C) during the first year after birth D) in the course of school education

33. Intelligence is now believed to be _____.

A) a set of developed skills

B) only found in children

C) incapable of any kind of measurement

D) some largely inherited fixed power of mind

34. Children can’t achieve full intellectual development until _____.

A) their IQ are well above the attainment level

B) they acquire the ability to learn complex tasks

C) they have the freedom to do their own learning

D) they are provided with good material circumstances

35. If necessary we must give the slow learner _____.

A) a head start on other children

B) a better home environment

C) more practice in answering intelligence tests

D) more time for learning

36. The old view of intelligence would seem to justify _____.

A) comprehensive education and unstreamed classes

B) the selection of children for different classes

C) sending the duller children out to work at an early age

D) taking “disadvantaged” children away from their home environment

37. A “disadvantaged” child is one _____.

A) who is unintelligent

B) who is incapable of learning

C) who comes from a deprived home environment

D) whose parents are poor and segregated

38. A low IQ is a poor index of disadvantaged children’s because _____.

A) their intelligence cannot be measured

B) they may never have really been given a chance to learn

C) they do not come from middle-class homes

D) their parents are probably not intelligent

39. According to the text, a “slow learner” is _____.

A) a polite term for some one with low IQ

B) a child who just does not do well in intelligence tests

ability to learn

C) an unintelligent child who tries hard but does not quite succeed

D) a child who may be as “intelligent” as others but takes longer to learn

40. Teachers are likely to _____.

A) reject completely the new ideas about intelligence

B) remain skeptical about the new view of intelligence

C) welcome the new ideas about the nature of intelligence

D) take some time before they generally accept the new view of intelligence

Part III Vocabulary (15 points, 1 point each)

Directions: There are 15 blanks in this part. For each blank there are four choices marked A), B), C) and D). You should choose the best one that fits into each sentence.

41. He _____ himself as a waiter and watched what was going on around.

A) hid B)covered C) deceived D) disguised

42. There were certain people in that room, like Peter and John, who had failed to _____ what I was saying.

A) grasp B) hold C) catch D) capture

43. Church Mill, although of fairly _____ size compared with some of its neighbors, is a delightful two-story building of stone.

A) large B) modern C) moderate D) striking

44. In the case of a polluted river, the _____ lies in the hands of the national government.

A) penalty B) benefit C) criticism D) remedy

45. One of the things many of us hope for is a chance to contribute something _____ to the world.

A) worth B) worthy C) worthwhile D) worthily

46. They must know how to make use of and, when necessary, to replace the old, _____ rules.

A) comprehensive B) conventional C) controversial D) suspicious

47. The reports have attracted considerable _____ although only a tiny proportion of the reports have been debated in the House.

A) publicity B) curiosity C) responsibility D) complexity

48. The statue of Liberty had just arrived from Paris and was being _____ so it was not in New York Harbor when they arrived.

A) put B) had C) collected D) assembled

49. It’s getting more and more difficult to _____ experience staff.

A) employ B) invite C) recruit D) supply

50. Many elderly people feel more _____ knowing that if they need help, there is always someone with them, caring for them.

A) insured B) secured C) assured D ensured

51. A very promising football player back home, Kamte decided to _____ to golf and turned professional in 2002.

A) switch B) slide C) manage D) go

52. The doctor advised us to take every _____ so as not to catch cold.

A) measure B) action C) precaution D) performance

53. The government demands that the bridge be built to _____ an earthquake of magnitudes.

A) resist B) withdraw C) prepare D) withstand

54. Passengers should keep their seat belts _____ until the warning light is extinguished.

A) arranged B) fastened C) joint D) enclosed

55. The baby had woken up for another feed after a(n) _____ of three or four hours.

A) interval B) rate C) length D) gap

Part IV Reading in Depth (20 points, 2 points each)

Directions: Read the following 2 passages and choose the best answer from the four choices marked A), B), C) and D). Passage One

Questions 56 to 60 are based on the following passage:

The concept of obtaining fresh water from icebergs that are pulled to populated areas and dry regions of the world was once treated as a joke more appropriate to cartoons than real life. But now it is being considered quite seriously by many nations, especially since scientists have warned that human race will outgrow its fresh water supply faster than it runs out of food.

Glaciers（冰川）are a possible source of fresh water that has been overlooked

until recently. Three quarters of the Earth’s fresh water supply is still tied up in glacial ice, a reservoir of untapped fresh water so immense that it could sustain all the rivers of the world for 1,000 years. Floating on the oceans are 7,659 trillion metric tons of ice encased in 10,000 icebergs that break away the polar ice caps, more than ninety percent of them from Antarctica.

Huge glaciers that stretch over the shallow continental shelf give birth to icebergs throughout the year. Icebergs are not like sea ice, which is formed when the sea itself freezes; rather, they are formed entirely on land, breaking off when glaciers spread over the sea. As they drift away from the polar region, icebergs sometimes move mysteriously in a direction opposite to the wind, pulled by subsurface currents. Because they melt more slowly than smaller pieces of ice, icebergs have been known to drift as 35 degrees south of the equator in the Atlantic Ocean. To corral them and steer them to parts of the world where they are needed would not be too difficult.

The difficulty arises in other technical matters, such as the prevention of rapid melting in warmer climates and the funneling（输送）of fresh water to shore in great volume. But even if the icebergs lost half of their volume in hauling, the water they could provide would be far cheaper than that produced by desalination（脱盐作用）, or removing salt form water.

56. What is the passage mainly about?

A) The movement of glaciers. B) Icebergs as a source of fresh water.

C) Future water shortages. D) The future of the world’s rivers.

57. With which of the following ideas would the author be likely to agree?

A) Pulling icebergs to dry area is economically possible.

B) Desalination of water is the best way to obtain drinking water.

C) Using water from icebergs is a very short term solution to water shortages.

D) Icebergs could not be hauled very far before they would melt.

58. The word “corral” (Line 7, Para. 3) is closest in meaning to _____.

A) protect by forming groups B) capture and keep hold of

C) gather D) control

59. It can be inferred from the passage that _____.

A) there will be a shortage of water but sufficient supply of food in the future

B) there have been different opinions of future water sources

C) icebergs can be used extremely efficiently

D) the earth has ten thousand polar ice caps

60. According to the passage, icebergs sometimes move in a direction opposite to wind _____.

A) for unknown reasons

B) owing to the force of wind

C) because of the melting of ice due to the pull

D) due to the currents beneath the sea level

Passage Two

Questions 61 to 65 are based on the following passage:

The girl of being able to describe a face accurately is a rare one, as every experienced police officer knows to his cost. As the Lancet put it recently: “When we try to describe faces precisely words fail us, and we resort to identikit（拼图认人）procedures.”

Yet, according to one authority on the subject, we can each probably recognize more than 1,000 faces, the majority of which differ in fine details. This,

when one comes to think of it, is a tremendous feat, though, curiously enough, relatively little attention has been devoted to the fundamental problems of how and why we acquire this gift for recognizing and remembering faces. Is it an inborn property of our brains, or an acquired one? As so often happens, the experts tend to differ.

Thus, some argue that it is inborn, and that there are “special characteristics about the brain’s ability to distinguish faces”. In support of this thesis they note how much better we are at recognizing a face after a single encounter than we are, for example, in recognizing an individual horse. On the other hand, there are those, and they are probably in the majority, who claim that the gift is an acquired one.

The arguments in favor of this latter view, it must be confessed, are impressive. It is a habit that is acquired soon after birth. Watch, for instance, how a quite young baby recognizes his mother by sight. Granted that his mother’s senses help─the sound of her voice, his sense of smell, the distinctive way she handles him.

But of all these, sight is predominant. Formed at the very beginning of life, the ability to recognize faces quickly becomes an established habit, and one that is, essential for daily living, if not necessarily for survival. How essential and valuable it is we probably do not appreciate until we encounter people who have been deprived of the faculty.

This unfortunate inability to recognize familiar faces is known to all, but such

people can often recognize individuals by their voices, their walking manners or their spectacles. With typical human ingenuity many of these unfortunate people overcome their handicap by recognizing other characteristic features.

61. It is stated in the passage that _____.

A) it is unusual for a person to be able to identify a face satisfactorily

B) the ability to recognize faces unhesitatingly is an unusual gift

C) quite a few people can visualize faces they have seen

D) few people can give exact details of the appearance of a face

62. What the author feels strange about is that people _____.

A) have the tremendous ability to recognize more than 1,000 faces

B) don’t think much of the problem of how and why we acquire the ability to recognize and remember faces

C) don’t realize how essential and valuable it is for them to have the ability to recognize faces

D) have been arguing much over the way people recognize and remember faces

63. What is the first suggested explanation of the origin of the ability to recognize and remember faces?

A) It is one of the characteristics peculiar to human beings.

B) It is acquired soon after birth.

C) It is something we have from the very moment we are born.

D) It is learned from our environment and experiences.

64. According to the passage, how important is the ability to recognize faces?

A) It is useful in daily life but is not necessarily essential.

B) Its absence would make normal everyday life impossible.

C) Under certain circumstances we could not exist without it.

D) Normal social life would be difficult without it.

65. This passage seems to emphasize that _____.

A) the ability to recognize individuals is dependent on other senses as well as sight

B) sight is indispensable to recognizing individuals

C) the ability to recognize faces is a special inborn ability of the brain

D) the importance of the ability to recognize faces is fully appreciated by people

Part V Cloze (10 points, point each)

Directions: There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D). You should choose the one that best fits into the passage. Hyde was founded in 1966 to provide education based on character development (66) _____ academic achievement. It is a place where well-to-do families can send their children who have difficulty in other educational environments. Many students are there (67) _____ their parents believe in the educational theory of character (68)_____ performance.

Although Hyde is (69) _____ categorized as a college preparatory school, the school regards its (70)_____ purpose as preparation for life. Hyde helps students learn, embrace, and (71) _____ a character compass that will guide them for the rest of their lives.

Emphasis (72) _____ performing arts and sports. Hyde believes that one needs to (73) _____ themselves to group and community interactions as part of the

growth process. Competitive sports are played year round and have (74) _____ many championships. There are typical high school classes and academics. Many Advanced Placement courses are (75) _____ and encouraged. Most students are accepted to four-year colleges and universities.

There are “Group Discovery” sessions several times per week. Students are encouraged to (76) _____ each other when they think another student’s actions or thoughts do not correspond (77) _____ the school’s philosophy. These sessions (78) _____ the individual students and their current issues and problems faced at the school. Students are encouraged to (79) _____ intimate secrets, doubts and regrets about themselves and their families. These sessions are (80) _____ to parents. The purpose of the sessions is to (81) _____ the whole family into the Hyde community social structure.

Truth is emphasized (82) _____ harmony. Students who have difficulty with following the school rules are (83) _____ to perform maintenance jobs and lawn care for the school. The practice is not solely punitive (处惩性的) (84)_____ serves to illustrate that the transgressor (违规者) has separated him/her from the community by their actions. The idea behind it is to (85) _____ acceptance by the group, and work back into the trust of the community.

66. A) more than B) rather than C) better than D) other than

67. A) though B) while C) even D) because

68. A) before B) after C) instead of D) despite

69. A) ultimately 70. A) preliminary 71. A) adapt 72. A) is placed on 73. A) show 74. A) lay in down

75. A) applicable 76. A) suspend 77. A) to 78. A) work out on

79. A) perform 80. A) extended

B) typically C) finally D) consequently

B) possible C) conventional D) primary

B) adopt C) bring D) receive

B) is put forth C) is made into D) is headed for

B) reveal C) display D) expose

B) resulted from C) led to D) settled

B) available C) acceptable D) possible

B) counsel C) insult D) recognize

B) at C) for D) up

B) rely on C) focus on D) keep

B) reform C) share D) enjoy

B) ranged C) exploited D) expended

81. A) relate B) involve C) invest D) invade

82. A) beyond B) from C) over D) upon

83. A) assigned B) afforded C) admired D) assured

84. A) but that B) but for C) but then D) but also

85. A) arouse B) earn C) make D) offer

Part VI Writing (15 points)

Direction: For this part you are allowed 30 minutes to write a composition on the topic Face to Face Communication. You should write no less than 120 words and base your composition on the outline below: 1. 现在人与人之间的交流方式愈来愈多 (信件, email, MSN, 电话等)；

2. 面对面交流的优势或缺点；

3. 我喜爱的交流方式是……