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2011年7月高等教育自学考试全国统一命题考试

英语（二）试卷

I. Vocabulary and. Structure (10 points, 1 point each)

从下列各句四个选项中选出一个最佳答案，并在答题卡上将相应的字母涂黑。1 .Students should_____their own interests as well as do their schoolwork. A. persuade B .pursue C. persist

2. I'd like to remind you that there is no_____on the part of suspects to answer questions. A. obligation

3. He blamed his poor performance_____jet lag.

B .for

4 .We_____knowledge from our families,schools,jobs,and the mass media.

5. Not until recently_____that Thompson had ben telling the truth all along. realized I realize did realize

I 6. I don't need any help at the moment,but I_____your offer.

7 .The sad condition of women working as house servants around the world received much media_____early this year.

A .importance B. attention

8 .She has no hostility to us, _____can be judged from her eyes. A. that

9 .When you're_____ a crisis, it often helps to talk to someone. through in for after over

on whether the message is right or wrong should at least come after _____what the message is. out out out out II. Cloze Test (10 points,1 point each)

下列短文中有十个空白，每个空白有四个选项。根据上下文要求选出最佳答案，并在答题卡上将相应的字母涂黑。

敐灯敬椠?污?慰瑲?景琠敨眠牯摬愠敲漠獢牥楶杮尠Organization (WHO) appeals to people to stop using tobacco products. WHO hopes if people stop smoking cigarettes or 12 tobacco for one day, they will stop permanently.

Health experts have warned for years that smoking can lead to heart disease, cancer and other 13 ．WHO says diseases linked to smoking kill 14 2,500,000 persons each year.

Still, many people find it 15 stopping smoking. One reason is nicotine, a substance found in cigarettes. Nicotine is a drug. Its effects are 16 those of cocaine and heroin.

urged to stop selling tobacco products for twenty-four hours. 18 are urged not to carry advertisements for cigarettes.

WHO has approved plans to help reach its 19 of a world. They urge governments to take action to help 20 make money by growing other crops. They also call for improved public information campaigns about the risks of smoking.

11. A. whether B. which C. when D. what 12.

A. to chew

B. chew

C. chewing

D. chewed

D. behaviors

13. A. problems B. questions ,C. results 14. A. at beat

B. at most

C. at worse

D. at least 15. B. inconvenient C. worrying D. reasonable

16. A. better than B. similar to C. consistent with D. dependent on 17. A. that B. this C. these D. those

D. Newspapers D. direction

18. A. Readers B. Books C. Managers 19. A. Objet B. goal C. destination 20. A. Workers

B. manufacturers

C. farmers III. Reading Comprehension (30 points,

2 points each)

D. producers

从下列每篇短文的问题后所给的四个选择项中选出一个最佳答案，并在答题卡上将相应的字母涂黑。

Passage One

Questions 21 to 25 are based on the following passage.

No one in my family could believe Allegra had any disability, much less one as severe as hers. To them a disability was physical, something you could see. They knew her as a happy, normal child. That's how it is with a learning disability -you don't see obvious physical symptoms.

But as she grew out of preschool, she would pretend to read-I knew she was pretending because the book was upside down. She withdrew into her own world where she could fantasize about being a ballet dancer, a Broadway actress or a figure skater. In the real world, ballet classes and music lessons led only to confusion, frustration and, ultimately, disappointment.

As for school, there was no way she could be included in a mainstream classroom. I went through every special 捳潨汯椠?敎?潙歲?湯祬琠?敢琠汯?癯牥愠摮漠敶?尠after the diagnosis, when I was at a pay phone on 72nd Street, waiting for an answer from the very last school 湯洠?楬瑳?楆慮汬??潣摬瘠楯散挠浡?湯?挠湡猠楴汬栠慥?瑩愭摮猠楡?尠汰捡?潦?敨?

I had lived my life as the daughter of Henry Ford II, and for the first time in my life I faced a problem that neither money nor position could solve.

I nearly gave up, but I knew I couldn't. Without me, my daughter stood no chance of making it.

21 .According to the first paragraph, Allegra's problem was _ . A.

psychological B. obvious C. physical D. invisible

22. Allegra was disabled in that _. A. she was unable to learn like a normal child B. she was always reading with her book upside down C. she isolated herself from other children in her class D. she was living in her dreams in conflict with the real world ??桔?硥牰獥楳湯尠A. the last blow B. the last school

C. special schools

D. normal education

24. It can be inferred from the last paragraph that _. A. the author would ask Henry Ford II for help B. the author would continue to help her daughter

C. the author would leave New York for the sake of her daughter

D. the author had to use money or position to deal with the problem 瀠牨獡?

A. becoming a figure skater C. becoming successful

Passage Two

Questions 26 to 30 are based on the following passage.

Contrary to what many people believe, highly intelligent children are not necessarily bound to have an academic success. In fact, so-called gifted students may fail to do well because they are unusually smart. Ensuring that a gifted child reaches his or her potential requires an understanding of what can go wrong and how to satisfy the unusual learning requirements of extremely bright young people.

One common problem gifted kids face is that they, and those around

them, place too much importance on being smart. Such an emphasis can breed a belief that bright people do not have to work hard to do well. Although smart kids may not need to work hard in the lower grades when the work is easy, they may struggle and perform poorly when the work gets harder because they do not make the effort to learn. In some cases, they may not know how to study, having never done it before. In others, they simply cannot accept the fact that some tasks require effort. If the scholastic achievement of highly intelligent children remains below average for an extended period, many teachers will fail to recognize their potential. As a result, such students may not get the encouragement they need, and may further be depressed to learn. They may fall far behind in their schoolwork and even develop behavior problems. Boys may turn aggressive or become class clowns（小丑）.Girls often develop performance anxiety and other symptoms such as stomachaches.

One way to avoid such difficulties is to recognize that IQ is just one of the elements for success. Children do well or struggle in school for a host of reasons apart from IQ, according to psychologist Franz Monks of the University of Nijmegen in the Netherlands. These include motivation and persistence, social competence, and the support of family, educators and friends. Emphasizing the importance of persistence and hard work, for example, will help a child avoid the laziness trap. Gifted children also need intellectual challenges-to teach them how to work hard.

26. According to the first paragraph, the author believes that _. A. intelligent students may fail to do well in their schoolwork B. gifted students are too smart to do well in their schoolwork C. intelligent students are bound to succeed in their schoolwork D. gifted students understand what can go wrong and how to learn

B. becoming a ballet dancer D. getting proper treatment

27. When too much emphasis is placed on students' intelligence, people are likely to take it for granted that _.

A. smart students may not do well in the lower grades

B. intelligent students know how to avoid laziness trap

C. clever students require more intelligence than hard work

D. bright students may succeed even if they do not work hard 28. It is observed in the third paragraph that _. A. highly gifted students show a great desire to learn B. highly gifted students tend to fall ill with no reason C. highly intelligent students also need encouragement

D. highly intelligent students score higher than average students 29. According to the author, a student's IQ is _. A. one of the factors of success B. the only factor for his success C. directly related to persistence

D. closely associated with competence

30. This passage aims to tell people about _. A. the academic performance of gifted students B. the proper attitudes toward gifted students C. the difficulties in recognizing gifted students D. the

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