大学英语读写译、听说A2 试题一
PartⅠ Listening Comprehension Section A
Directions: In this section, you will hear a conversation three times. Write the words
you hear to complete the conversation.
Sun-hee: How about this?
Tara: Now, that is (1) _________________. It’s a (2) __________ from my
grandmother. She gave it to me when I was 18 years old.
Sun-hee: For your birthday?
Tara: No. I was in my first year of college and (3) __________________. I had no
friends. I (4) __________ my classes. I didn’t think I could (5) __________. And one day my grandmother (6) __________ me a story.
Sun-hee: Yeah?
Tara: My grandmother’s father died when she was only eight years old. Things
were hard for her family after that. She went to school. She (7) __________ at home and she had a job.
… … … … … … … … …
Tara: Yeah. So … when life was difficult for me in college, my grandmother gave
me the pendant (8) _________________ to be strong ….
Sun-hee: That’s beautiful. And it’s perfect for tonight.
Tara: (9) _________________, you’re right. (10) _________________…
Section B
Directions: In this section, you will hear 8 short conversations and a long
conversation. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B),C) and D), and decide which is the best answer.
11. A) Give his ankle a good rest. B) Treat his injury immediately. C) Continue his regular activities. D) Be careful when climbing steps. 12. A) On a train. B) On a plane. C) In a theater. D) In a restaurant. 13. A) A tragic accident. B) A sad occasion.
C) Smith's unusual life story. D) Smith's sleeping problem.
14. A) Review the details of all her lessons. B) Compare notes with his classmates.
C) Talk with her about his learning problems. D) Focus on the main points of her lectures.
15. A) The man blamed the woman for being careless. B) The man misunderstood the woman's apology. C) The woman offered to pay for the man's coffee. D) The woman spilt coffee on the man's jacket. 16. A) Extremely tedious. B) Hard to understand. C) Lacking a good plot. D) Not worth seeing twice. 17. A) Attending every lecture. B) Doing lots of homework. C) Reading very extensively. D) Using test-taking strategies.
18. A) The digital TV system will offer different programs. B) He is eager to see what the new system is like. C) He thinks it unrealistic to have 500 channels.
D) The new TV system may not provide anything better.
Question 19 to 20 are based on the passage you have just heard. 19. A) A notice by the electricity board. B) Ads promoting electric appliances. C) The description of a thief in disguise. D) A new policy on pensioners' welfare. 20. A) Speaking with a proper accent. B) Wearing an official uniform. C) Making friends with them D) Showing them his ID.
Part II Writing (20’)
Directions：For this part, you are allowed 30 minutes to write a short essay entitled How
Should Parents Help Children to Be Independent? You should write at least 150 words following the outline given below.
1. 目前不少父母为孩子包办一切 2. 为了让孩子独立，父母应该……
How Should Parents Help Children to Be Independent
Part III Reading Comprehension (40’)
Section A
Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. You may not use any of the words in the bank more than once.
Questions 1-10 are based on the following passage:
At a dinner party the guests and their (1) were involved in a
(2) discussion, or rather an (3) concerning the question of whether women had as much self-control as men. As they argued, signs appeared to one of the guests that a cobra was present in the room, While his first (4) was to jump back, he knew that this would be a mistake; so he (5) the other diners in a commanding tone to hold still without telling them why_____. (6), the cobra (7) on the veranda; and the man ran quickly to the door to (8) it shut. It was soon discovered that the cobra had (9) across the foot of the hostess, who kept clam, not uttering a sound. Thus the conclusion of this (10) laid bare the fact that women have as much self-control as men. A) argument D) crisis G) heated J) motion M) slam B) contract E) emerged H) hosts K) outgrow N) unexpected C) crawled F) faint I) impulse L) Shortly O) urged
Section B
Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.
A What do we mean by being ‘talented or gifted’? The most obvious way is to look at the work someone does and if they are capable of significant success, label them as talented. The purely quantitative route — ‘percentage definition’— looks not at individuals, but at simple percentages, such as the top five percent of the population, and labels them — by definition — as gifted. This definition has fallen from favor, eclipsed by the advent of IQ tests, favored by luminaries such as Professor Hans Eysenck, where a series of written or verbal tests of general intelligence leads to a score of intelligence.
B The IQ test has been eclipsed in turn. Most people studying intelligence and creativity in the new millennium now prefer a broader definition, using a multifaceted approach where talents in many areas are recognized rather than purely
concentrating on academic achievement. If we are therefore assuming that talented, creative or gifted individuals may need to be assessed across a range of abilities, does this mean intelligence can run in families as genetic or inherited tendency? Mental dysfunction — such as schizophrenia — can, so is an efficient mental capacity passed on from parent to child?
C Animal experiments throw some light on this question, and on the whole area of whether it is genetics, the environment or a combination of the two that allows for intelligence and creative ability. Different strains of rats show great differences in intelligence or ‘rat reasoning’. If these are brought up in normal conditions and then run through a maze to reach a food goal, the ‘bright-strain make far fewer wrong turns that the ‘dull-ones’. But if the environment is made dull and boring the number of errors becomes equal. Return the rats to an exciting maze and the discrepancy returns as before — but is much smaller. In other words, a dull rat in a stimulating environment will almost do as well as bright rat who is bored in a normal one. This principle applies to humans too — someone may be born with innate intelligence, but their environment probably has the final say over whether they become creative or even a genius.
D Evidence now exists that most young children, if given enough opportunities and encouragement, are able to achieve significant and sustainable levels of academic or sporting prowess. Bright or creative children are often physically very active at the same time, and so many receive more parental attention as a result — almost by default — in order to ensure their safety. They may also talk earlier, and this, in turn, breeds parental interest. This can sometimes cause problems with other siblings who may feel jealous even though they themselves may be bright. Their creative talents may be undervalued and so never come to fruition. Two themes seem to run through famously creative families as a result. The first is that the parents were able to identify the talents of each child, and nurture and encourage these accordingly but in an even handed manner. Individual differences were encouraged, and friendly sibling rivalry was not seen as particular problem. If the father is, say, a famous actor, there is no undue pressure for his children to follow him onto the boards, but instead their chosen interests are encouraged. There need not even by any obvious talent in such a family since there always needs to be someone who sets the family career in motion, as in the case of the Sheen acting dynasty.
E Martin Sheen was the seventh of ten children born to a Spanish immigrant father and an Irish mother. Despite intense parental disapproval he turned his back on entrance exams to university and borrowed cash from a local priest to start a fledgling acting career. His acting successes in films such as Badlands and Apocalypse Now made him one of the most highly-regarded actors of the 1970s. Three sons — Emilio Estevez, Ramon Estevez and Charlie Sheen — have followed him into the profession as a consequence of being inspired by his motivation and enthusiasm. F A stream seems to run through creative families. Such children are not necessarily smothered with love by their parents. They feel loved and wanted, and are secure in their home, but are often more surrounded by an atmosphere of work and where following a calling appears to be important. They may see from their
parents that it takes time and dedication to be master of a craft, and so are in less of a hurry to achieve for themselves once they start to work.
G The generation of creativity is complex: it is a mixture of genetics, the environment, parental teaching and luck that determines how successful or talented family members are. This last point — luck — is often not mentioned where talent is concerned but plays an undoubted part. Mozart, considered by many to be the finest composer of all time, was lucky to be living in an age that encouraged the writing of music. He was brought up surrounded by it, his father was a musician who encouraged him to the point of giving up his job to promote his child genius. Mozart himself simply wanted to create the finest music ever written but did not necessarily view himself as a genius — he could write sublime music at will, and so often preferred to lead a hedonistic lifestyle that he found more exciting than writing music to order.
H Albert Einstein and Bill Gates are two more examples of people whose talents have blossomed by virtue of the times they were living in. Einstein was a solitary, somewhat slow child who had affection at home but whose phenomenal intelligence emerged without any obvious parental input. This may have been partly due to the fact that at the start of the 20th century a lot of the Newtonian laws of physics were being questioned, leaving a fertile ground for ideas such as his to be developed. Bill Gates may have had the creative vision to develop Microsoft, but without the new computer age dawning at the same time he may never have achieved the position on the world stage he now occupies.
11. We can label someone who are capable of significant success as talented.
12. Most people studying intelligence and creativity in the new millennium now prefer a broader definition.
13. Animal experiments are contributed to whether it is genetics, the environment or a combination of the two that allows for intelligence and creative ability.
14. Bright or creative children are often physically very active at the same time.
15. Children in creative families feel loved and wanted, and are secure in their home. 16. The generation of creativity is not simple.
17. Bill Gates is an example of people whose talents have blossomed by virtue of the times they were living in.
18. Evidence shows that bright or creative children are often physically very active and thus receive more parental attention to ensure their safety.
19. Luck is often not mentioned but an undoubted part of a person how creative or talented.
20. Albert Einstein’s and Bill Gates’ significant success may be due to thetimes they were living in.
Section C
Directions: There are 2 passages in this part. Each passage is followed by some questions. For each questions or statement there are 4 choices marked A), B), C) and D). You should decide on the best answer.
大学英语读写译、听说a2试题一
