1、2007年对外经济贸易大学英语专业（基础英语）真题试卷及答案与解析 一、选择题 1 Correction of the students aberrant pronunciation is a continual, on-going process, not something reserved for lessons or exercises in pronunciation. （ A） habitual （ B） familiar （ C） conventional （ D） nonstandard 2 Since examples can be adduced to support al
2、most any argument, and a set of cases can be plundered to provide examples for whatever argument one happens to be pressing, testing a theory requires more than the marshaling of striking examples or the stringing together of case studies. （ A） cited, appropriated （ B） made up, introduced （ C） set,
3、stolen （ D） presented, displayed 3 The way we use our bodies when communicating indicates how we perceive our power, authority, and position in relation to the person we are communicating with. （ A） make use of （ B） judge （ C） manipulate （ D） realize 4 Even more to the point, many studies have shown
4、 that poor readers are just as likely as good ones to rely on prior knowledge in deciphering texts, and that the use of this top-down strategy is not the hallmark of good reading in every situation. （ A） understanding, cause （ B） reading, way （ C） processing, purpose （ D） comprehending, characterist
5、ic 5 AMD has capitalized on Intels difficulties in recent years to emerge as its first really credible rival. （ A） taken advantage of （ B） run into （ C） avoided （ D） got out of 6 Look out for long, rambling sentences, pompous words and phrases, and roundabout constructions which can be made terser.
6、（ A） better organized （ B） ore simplistic （ C） briefer （ D） easier 7 As receivers of information, we all frequently have to wade through pages of historical introduction or other irrelevant material in search of information that is new and interesting. （ A） fly through （ B） labor away over （ C） turn
7、 over （ D） handle 8 By comparing the vocabulary scores with their observations of each childs home life, they were able to conclude that the size of each childs vocabulary correlated most closely to one simple factor: the number of words the parents spoke to the child. （ A） was responsive （ B） was s
8、ensitive （ C） was essential （ D） was connected 9 The market for processor chips is now a two-horse race, and Intel and AMD will probably alternate in technical leadership, suggests Nathan Brookwood of Insight 64 a research firm. （ A） take turns （ B） get over （ C） concede （ D） stumble 10 The pope ups
9、et two large sections of Turkish society with a lecture on September 12th which he quoted a Byzantine emperor who suggested that Islam had engendered nothing but violence. （ A） resisted （ B） withheld （ C） caused （ D） endured 11 _Americans groan about high taxes, most accept that it would be unethica
10、l not to pay the taxes owed. （ A） While （ B） If （ C） Wherever （ D） Provided 12 Technically, negotiation occurs between people who are interdependent,_that the actions of one party affect those of the other party and vice versa. （ A） as means （ B） to mean （ C） that means （ D） meaning 13 False conflic
11、t, also known as illusory conflict, occurs when people believe that their interests are incompatible with the other partys interests_, in fact, they are not. （ A） whether （ B） but （ C） when （ D） for 14 The hindsight bias refers to a pervasive human tendency for people to be remarkable adept at infer
12、ring a process_the outcome is known but be unable to predict outcomes_only the processes and precipitating events are known. （ A） although, if （ B） once, when （ C） when, in case （ D） where, for 15 In the next few weeks consumer spending will increase by 7% in America,_with last year, according to a
13、consumer survey by Deloitte, a consultancy. （ A） comparing （ B） compared （ C） to compare （ D） having compared 二、完形填空 15 Complete the text by choosing one word from the box below for each blank marked 1 to 25. Change the form of the word where necessary.Is American English Good English? If the questi
14、on is asked less often now than in the past, attitudes associated with the question persist. There is noting at present【 C1】_the sustained controversy over Americanisms of the nineteenth and early twentieth centuries. The steady flood of writing on the English language during recent years includes【
15、C2】 _that undertake to compare American English unfavorably with British English and even fewer that find it necessary to defend the American variety/And a judgment such as De Selincourts half a century ago would be taken as facetious【 C3】 _on either side of the Atlantic: “Only when we hear English
16、on the lips of Americans do we fear for its integrity.“ Yet one must recognize that a certain【 C4】 _toward American English is still to be encountered, often stated more obliquely than in the past. The English novelist Anthony Burgess【 C5】 _with a touch of irony, “Theres no doubt at all that the mod
17、el of spoken English that the whole world is now taking comes from America and not despised and diminished Britain.“ But he makes clear that he considers the model an【 C6】 _one: “American speech seems to me to have difficulty in achieving a mode of converse which shall strike a men between heavy for
18、mality and folkiness there is a tendency for it to be either brutally and sentimentally colloquial or pentagonally grandiloquent.“ The Americanism that he【 C7】 _as especially illustrative of such difficulties in tone is the greeting Hi. It is instructive to be aware of linguistic prejudice in others
19、 if only to guard against it in ourselves【 C8】 _we observe varieties of English in countries whose traditions are younger and less assured than our own. The opinion of William Archer, 【 C9】_was markedly liberal at the time and which strikes us now as self-evident, has implications that are broader t
20、han the specific question of Americanisms: “We are apt in England to class as an Americanism every unfamiliar or too familiar locution which we do not happen to like. But there can be no rational【 C10】 _, I think, that the English language has gained, and is gaining, enormously by its expansion over
21、 the American continent. The prime function of a language, after all, is to interpret the form and pressure of life the experience, knowledge, thought, emotion and aspiration of the race which employs it. This【 C11】 _so, the more taproots a language sends down into the soil of life and the more vari
22、ed the strata of human experience from which it【 C12】 _its nourishment, whether of vocabulary or idiom, the more perfect will be its potentialities as a medium of expression. The English language is no mere historic monument, like Westminster Abbey, to be religiously【 C13】 _as a relic of the past, a
23、nd reverenced as the burial-place of a bygone breed of giants; it is a living organism, ceaselessly busied, like any other organism, in the process of assimilation and excretion. It has【 C14】 _it. we may fairly hope, a future still greater than its glorious past. And the greatness of that future wil
24、l greatly depend on the harmonious interplay of spiritual forces throughout the American Republic and the British Empire.“ 【 C15】 _this point of view the American has the most natural sympathy. A flourishing literary tradition that regularly includes Nobel laureates among its numbers is eloquent【 C1
25、6】 _that a language gains in extending its taproots, and the history of that tradition serves to remind speakers in both the United States and Britain that similar extensions throughout the world will continue to enrich the language. Along with the good use of English there will be much that is indi
26、fferent or frankly【 C17】 _. In India, Ghana, and the Philippines, in Australia and Jamaica, as in the United States and England, one can find plentiful samples of English that deserve a low estimate. Many earlier attacks on American English were【 C18】 _by the slang, colloquialisms, and linguistic no
27、velties of popular fiction and journalism, just as recent criticisms have been directed at jargon in the speech and writings of American government officials, journalists, and social scientists. 【 C19】 _the English of a whole country should not be judged by its least graceful examples. Generalizatio
28、ns about the use of English throughout a country or a region are more【 C20】 _to mislead than to inform, and questions that lead to such generalizations are among the least helpful questions to ask. Good American English is simply good English, English that differs a little in pronunciation, vocabula
29、ry, and occasionally in idiom from good English as spoken in London or South Africa【 C21】 _differs no more than our physical surroundings, our political and social institutions, and the other circumstances reflected in language differ from those of other English-speaking areas. It rests upon the sam
30、e【 C22】_as that which the standard speech of England rests upon the usage of reputable speakers and writers throughout the country. 【 C23】 _American students of language are so provincial as to hope, or wish, that the American standard may some day be adopted in England. Nor do they【 C24】 _the views
31、 of such in England as think that we would do well to take our standard ready-made from them. They will be content with the opinion of Henry Bradley that “the wiser sort among us will not【 C25】_that Americans have acquired the right to frame their own standards of correct English on the usage of the
32、ir best writers and speakers.“ And Americans generally will subscribe to the sentiment with which the same scholar continues: “But is it too much to hope that one day this vast community of nations will possess a common standard English, tolerant of minor local varieties.? There are many on both sid
33、e of the ocean who cherish this ideal and are eager to do all in their power to bring it nearer to fulfillment.“ 16 【 C1】 17 【 C2】 18 【 C3】 19 【 C4】 20 【 C5】 21 【 C6】 22 【 C7】 23 【 C8】 24 【 C9】 25 【 C10】 26 【 C11】 27 【 C12】 28 【 C13】 29 【 C14】 30 【 C15】 31 【 C16】 32 【 C17】 33 【 C18】 34 【 C19】 35 【 C
34、20】 36 【 C21】 37 【 C22】 38 【 C23】 39 【 C24】 40 【 C25】 三、选词填空 40 Complete the text by choosing one sentence from the box below for each blank marked 1 to 6.Hart and Risley showed that language exposure in early childhood correlated strongly with I. Q. and academic success later on in a childs life. H
35、earing fewer words, and a lot of prohibitions and discouragements, had a negative effect on I. Q.; hearing lots of words, and ore affirmations and complex sentences, had a positive effect on I. Q. The professional parents were giving their children an advantage with every word they spoke, and the ad
36、vantage just kept building up. In the years since Hart and Risley published their findings, social scientists have examined other elements of the parent-child relationship, and while their methods have varied, their conclusions all point to big class differences in childrens intellectual growth. Jea
37、nne Brooks Gunn, a professor at Teachers College, has overseen hundreds of interviews of parents and collected thousands of hours of videotape of parents and children, and she and her research team have graded each on a variety of scales. Their conclusion: 【 K1】 _They analyzed the data to see if the
38、re was something else going on in middle-class homes that could account for the advantage but found that while wealth does matter, child-rearing style matters more. Martha Farah, a researcher at the University of Pennsylvania, has built on Brooks-Gunns work, using the tools of neuroscience to calcul
39、ate exactly which skills poorer children lack and which parental behaviors affect the development of those skills. 【 K2】 _ Another researcher, an anthropologist named Annette Lareau, has investigated the same question from a cultural perspective. Over the course of several years, Lareau and her rese
40、arch assistants observed a variety of families from different class backgrounds, basically moving in to each home for three weeks of intensive scrutiny. Lareau found that the middle-class families she studied all followed a similar strategy, which she labeled concerted cultivation. 【 K3】 _They plann
41、ed and scheduled countless activities to enhance their childrens development piano lessons, soccer games, trips to the museum. The working-class and poor families Lareau studied did things differently. In fact, they raised their children the way most parents, even middle-class parents, did a generat
42、ion or two ago. They allowed their children much more freedom to fill in their afternoons and weekends as they chose paling outside with cousins, inventing games, riding bikes with friends but much less freedom to talk back, question authority or haggle over rules and consequences. Children were ins
43、tructed to defer to adults and treat them with respect. This strategy Lareau named accomplishment of natural growth. In her book “Unequal Childhoods“ published in 2003, Lareau described the costs and benefits of each approach and concluded that the natural-growth method had many advantages. Concerte
44、d cultivation, she wrote, “places intense labor demands on busy parents. Middle-class children argue with their parents, complain about their parents incompetence and disparage parents decisions.“ Working class and poor children, by contrast, “learn how to be members of informal peer groups. They le
45、arn how to manage their own time. They learn how to strategize.“ But outside the family unit, Lareau wrote, the advantages of “natural growth“ disappear. 【 K4】 _Middle-class children become used to adults taking their concerns seriously, and so they grow up with a sense of entitlement, which gives t
46、hem a confidence, in the classroom and elsewhere, that less-wealthy children lack. The cultural differences translate into a distinct advantage for middle-class children in school, on standardized achievement tests and, later in life, in the workplace. Taken together, the conclusions of these resear
47、chers can be a little unsettling. Their work seems to reduce a childs upbringing, which to a parent can feel something like magic, to a simple algorithm: give a child X, and you get Y. Their work also suggests that the disadvantages that poverty imposes on children arent primarily about material goo
48、ds. True, every poor child would benefit from having more books in his home and more nutritious food to eat(and money certainly makes it easier to carry out a program of concerted cultivation). 【 K5】 _However you measure childrearing, middle-class parents tend to do differently than poor parent and
49、the path they follow in turn tends to do it differently than poor parents and the path they follow in turn tends to give their children an array of advantages. As Lareau points out, kids from poor families might be nicer, they might be happier, they might be more polite but in countless way, the manner in which they are raised puts them at a disadvantage in the measures that count in cont
