1、大学生英语竞赛（ NECCS） A类（研究生）模拟试卷 11及答案与解析 一、 Part Vocabulary and Structure 1 _enough time and money, the researchers would have been able to discover more in this field. （ A） Giving （ B） To give （ C） Given （ D） Being given 2 Nuclear science should be developed to benefit the people_harm them. （ A） more t
2、han （ B） other than （ C） rather than （ D） better than 3 _is known to the world, Mark Twain is a great American writer. （ A） That （ B） Which （ C） As （ D） It 4 Fat cannot change into muscle_muscle changes into fat. （ A） any more than （ B） no more than （ C） no less than （ D） much more than 5 The Nazi r
3、egime is_of all theme and principle except appetite and racial domination. （ A） full （ B） devoid （ C） typical （ D） aware 6 There were intervals when the sun broke through the clouds, because the showers were （ A） slight （ B） intermittent （ C） enduring （ D） impulsive 7 With increased taxation and ris
4、ing prices, Eric is going to_on quite a lot of things, such as clothes, records and so on. （ A） cut off （ B） cut down （ C） cut in （ D） cut across 8 There are several landladies approved by the university who can take in_. （ A） settlers （ B） inhabitants （ C） lodgers （ D） residents 9 If youve got a co
5、mplaint, the best thing is to see the person concerned and _ with him. （ A） tell it （ B） have it out （ C） say it （ D） have it known 10 _any one should think it strange, let me assure you that it is quite true. （ A） In order that （ B） Lest （ C） If （ D） Providing 11 Once they had fame, fortune, secure
6、 futures; _is utter poverty. （ A） now that all is left （ B） now all which is left （ C） now all that is left （ D） now all what is left 12 _ I like very much to do science, as a teacher 1 have to go over the students papers and thesis. （ A） Much as （ B） So far （ C） In so far as （ D） As far as 13 Brown
7、 bread and butter_usually eaten with smoked salmon in the west. （ A） is （ B） are （ C） were （ D） was 14 Stan: Thank you from the bottom of my heart for saving my little girls life. John:_. Start: I can t tell you how much I appreciate what youve done. John: Im just happy I could help. （ A） There s no
8、thing to be afraid of. （ B） This is a wonderful day. （ C） Anybody would have done the same. （ D） 1 am glad to save her. 15 Adrian: Boris. To what do I owe this honor? Boris: Just a social call, Adrian. Good to find you all at home. Adrian: Id like you to meet my family. Boris:_ （ A） You can t imagin
9、e. （ B） Never mind. （ C） With pleasure. （ D） Ive been looking forward to this for some time. 二、 Part Reading Comperhension 15 The component of the healthy personality that is the first to develop is the sense of trust. As with other personality components, the sense of trust is not something that de
10、velops independent of other manifestations of growth. It is not that infants learn how to use their bodies for purposeful movement, learn to recognize people and objects around them, and also develop a sense of trust. Rather, the concept “sense of trust“ is a shortcut expression intended to convey t
11、he characteristic flavor of all the child s satisfying experiences at this early age. Studies of mentally ill individuals and observations of infants who have been grossly deprived of affection suggest that trust is an early-formed and important element in the healthy personality. Psychiatrists find
12、 again and again that the most serious illnesses occur in patients who have been sorely neglected or abused or otherwise deprived of love in infancy. Observations of infants brought up in emotionally unfavorable institutions or moved to hospitals with inadequate facilities for psychological care sup
13、port these findings. A recent report says that “Infants under 5 months of age who have been in an institution for some time present a well-defined picture. The outstanding features are listlessness, relative immobility, quietness, poor sleep, an appearance of unhappiness, etc.“ Another investigation
14、 of children separated from their mothers at 6 to 12 months and not provided with an adequate substitute comes to much the same conclusion. Most significant for our present point, these reactions are most likely to occur in children who, up to the time of separation at 6 to 9 months of age, had a ha
15、ppy relation with their mothers, while those whose relations were unhappy are relatively unaffected. It is at about this age that the struggle between trusting and mistrusting the world comes to a climax, for it is then that children first perceive clearly that they and their environment are things
16、apart. That at this point formerly happy infants should react so badly to separation suggests, indeed, that they had a faith that now has been shattered. In most primitive societies and in some sections of our own society, the attention accorded infants is more in line with natural processes. Throug
17、hout infancy the baby is surrounded by people who are ready to feed it, fondle it, and otherwise comfort it at a moment s notice. Moreover, these ministrations are given spontaneously and wholeheartedly, and without that element of nervous concern that may characterize the efforts of young mothers m
18、ade self-conscious and insecure by our scientific age. We must not exaggerate, however. Most infants in our society too find smiles and comfort. As their own bodies come to be more dependable, there is added to the pleasures of increasing sensory response and motor control the pleasure of the mother
19、s encouragement. Then, too, psychologists tell us that mothers create a sense of trust in their children not by the particular techniques they employ but by the sensitiveness with which they respond to the children s needs and by their overall attitude. 16 The sense of trust in an infant is under de
20、velopment when_. （ A） the infant experiences some satisfaction （ B） adults trust is adequate （ C） the infant learns how to move （ D） the infant is surrounded by people he can recognize 17 The author raises evidence of mental illness and other disorders in children_. （ A） to introduce a discussion of
21、 the effect of institutions on children （ B） to show the effect on children of an unhappy relation with their mothers during infancy （ C） to warn parents of the dangers of neglecting and abusing their children （ D） to support the point that trust is an early formed and important element of a healthy
22、 personality 18 The climax in the development of a sense of trust occurs_. （ A） before maternal affection is provided （ B） when a child perceives that he or she is separate from the environment （ C） when a child successfully controls his or her muscular coordination （ D） as a result of maternal sepa
23、ration 19 A possible reason that a child having an unhappy relation with his/her mother will not be affected by maternal separation at 6 to 9 months is that_. （ A） the struggle between trusting and mistrusting has reached a climax （ B） the child sees himself/herself as being separate from the enviro
24、nment （ C） the child s sense of trust is destroyed （ D） no sense of trust has ever developed 20 According to this passage, the most important factor in developing a sense of trust is （ A） the type of techniques used by the mother （ B） the sensitivity of the child （ C） maternal love （ D） the combined
25、 effect of natural feeling and cultural altitudes 20 The cost of staging the year 2000 Olympics in Sydney is estimated to be a staggering $ 960 million , but the city is preparing to reap the financial benefits that ensue from holding such an international event by emulating the commercial success o
26、f Los Angeles, the only city yet to have made a demonstrable profit from the Games in 1984. At precisely 4:20 a. m, on Friday the 24th of September 1993, it was announced that Sydney had beaten five other competing cities around the world, and Australians everywhere, not only Sydneysiders, were just
27、ifiably proud of the result. But, if Sydney had lost the bid, would the taxpayers of NSW and of Australia have approved of governments spending millions of dollars in a failed and costly exercise? There may have been some consolation in the fact that the bid came in $ 1 million below the revised bud
28、get and $5 million below the original budget of $29 million formulated in mid-1991. However, the final cost was the considerable sum of $ 24 million, the bulk of which was paid for by corporate and community contributions, merchandising, licensing, and the proceeds of lotteries, with the NSW Governm
29、ent, which had originally been willing to spend up to $ 10 million, contributing some $2 million. The Federal Governments grant of $5 million meant, in effect, that the Sydney bid was financed by every Australian taxpayer. Prior to the announcement of the winning city, there was considerable debate
30、about the wisdom of taking financial risks of this kind at a time of economic recession. Others argued that 70 percent of the facilities were already in place, and all were on government-owned land, removing some potential areas of conflict which troubled previous Olympic bidders. The former NSW Pre
31、mier, Mr. Nick Greiner, went on record as saying that the advantage of having the Games. . . “is not that you are going to have S 7. 4 billion in extra gross domestic product over the next 14 years. . . I think the real point of the Games is the psychological change, the catalyst of confidence. . .
32、apart from the other more obvious reasons, such as the building of sporting facilities, tourism, and things of that nature. However, the dubiousness of the benefits that Melbourne, as) unsuccessful bidder for the 1988 Olympic Games, received at a time when the Stale of Victoria was still in economic
33、 turmoil meant many corporate bodies were unenthusiastic. There is no doubt that Sydney s seductive physical charms caused the world s media to compare the city favorably to its rivals Beijing, Berlin, Manchester, and Istanbul. Mr. Godfrey Santer, the Australian Tourist Commission s Manager of Corpo
34、rate Planning Services, stated that soon after the bid was made, intense media focus was already having a beneficial effect on in-bound tourism. Developers and those responsible for community development projects eagerly pointed to the improvements taking place to the existing infrastructure of the
35、city, the creation of employment, and especially the building of sporting facilities, all of which meet the needs of the community and help to attract more tourists. At Homebush Bay $300 million was spent providing the twin athletic arenas and the “high-tech Aquatic Centre. However, perhaps the most
36、 impressive legacy was the new attitude shown towards both industrial relations and environmental problems. The high-profile nature of the bid; and the perception that it must proceed smoothly created a unique attitude of co-operation between the workforce and employers involved in the construction
37、of the Olympic Village at Homebush Bay. The improvements included the lack of strikes, the breaking down of demarkation barriers, and the completion of projects within budget and ahead of time. 21 _is the only city yet to have made a demonstrable profit from the Olympic Games in 1984. 22 The Federal
38、 Government s grant to Sydney s bid for the Olympic Games meant that the Sydney bid was financed by_. 23 The bid for the Games was made during_. 24 The potential for conflict was less because the Olympic sites were all_. 25 There was a positive effect on_not long after the bid for the Games was made
39、. 25 Historically, dictionaries have been thought of as dull and mechanical which is perhaps why many teachers are reluctant to exploit them in their classes. But these books have come a long way in recent years. This passage is about how learner s dictionaries can be a stimulating source of activit
40、ies. You know that guilty feelingyour students could really benefit from the excellent learner s dictionaries now available, but somehow you cant find the time to check on their reference skills. I can t count the number of times teachers have said to me, “ In theory, we do dictionary skills lessons
41、 every term, but actually it often seems to go by the board. Perhaps that s partly because dictionary activities used to be rather dull and mechanical. So did the dictionaries. In the old days, they were impenetrable books, full of complicated definitions and rather artificial, made-up examples, whi
42、ch didnt really help the student find out what the word meant or when and how it should be used. It s no wonder that language learners were less than enthusiastic about dictionary work. But things have come long way since then. Dictionaries themselves have become much more user-friendly and accessib
43、le, and, as a result. they are more powerful and valuable as teaching and learning tools. The once difficult definitions have been replaced by easy-to-understand word explanations, which are written in limited defining vocabularies. Headwords are often accompanied by useful in-formation, such as det
44、ails about frequency and the examples of words usage are typically authentic and illustrative. A similar revolution has taken place with dictionary activities. In the past, workbooks and worksheets concentrated on the mechanics of dictionary use, rather than focusing on the user. The emphasis was on
45、 explaining conventions, and on working through the various parts of an entry. Today, the new generation of dictionary workbooks show how dictionaries can be used to help students improve their reading comprehension, and, in some cases, their writing as well. Let s look at receptive uses of a dictio
46、nary first. This is how dictionaries are normally usedto look up the meaning of a word that is either not known at all or not fully understood. One way of making dictionary activities more realistic and stimulating has been achieved by embedding dictionary activities in text-based work, thereby repl
47、icating the way a student would normally use a dictionary, that is, to work from text to dictionary. This enables the classroom teacher to use texts for a variety of purposes: as practice for student has understood the meaning and that they know about basics such as alphabetical order and so on. It
48、s important that students know how to deal with multi-sense words in English. As teachers, we are all familiar with the very odd written work that results from students looking up each and every word in a passage, and quite often producing paraphrases that indicate that the student has selected the
49、wrong sense of a word. Viewing the word in context helps the student fully understand the word or the meaning instead of trying to decode the word in isolation. The activity on this page can be used with any multi-sense words found in any text. It s very easy to create other exercises like this yourself. Naturally, the words you choose must be presented in a definite context, and they must have multiple meanings. Dictionary workbooks
