山东省普通高等教育专升本统一考试真题2.docx

1、山东省普通高等教育专升本统一考试真题2山东省2008年普通高等教育专升本统一考试英语试卷（考试时间：120分钟）Part1 listening comprehension(15 points,1 point each )Section A1.A.30 dollars. B.40 dollars. C.50 dollars. D.60 dollars.2.A.At a concert. B.At a flower shop. C.At a museum. D.At a restaurant.3.A.Two blocks. B.Three blocks. C.Four blocks. D.Five

2、 blocks4.A.The mans father didnt go. B.The man thought the game was excellent. C.They thought the game was unsatisfactory. D.The mans father thought the game was satisfactory.5.A.Go to dance. B.Go to the Student Centre. C.Go to a lecture. D.Stay at home.Section BQuestion 6 to 10 are based on the fol

3、lowing conversation:6.A.She works at the meat counter. B.She puts groceries out on the shelves. C.She carries groceries out of the store for customers. D.She checks the quality of milk products.7.A.He wants to earn money for school. B.He wants to keep his familys yard looking nice. C.He wants to be

4、able to work outdoors. D.He wants to get exercise while working.8.A.Because he cant earn much money. B.Because he has to work for too long. C.Because he doest have time for lunch. D.Because he sometimes has to work in bad weather.9.A.He is going to finish his homework. B.He is going to cut grass. C.

5、He is going to plant trees. D.He is going to buy groceries.10.A.They are a couple. B.They are schoolmates. C.They are doctor and nurse in a school. D.They are boss and secretary in a company.Question 11 to 15 are based on the following passage.11.A.Lung cancer. B.High blood pressure. C.AIDS. D.High

6、fever.12.A.Because smoking makes them good thinkers. B.Because smoking makes them feel relaxed. C.Because smoking is fun to them. D.Because smoking cures them of cancer.13.A.Cigarette ashes. B.Nicotine. C.Tar. D.Not mentioned in the passage.14.A.To buy cigarettes with less tar. B.To smoke only a few

7、 cigarettes a day. C.To smoke only during a break. D.To give up smoking entirely.15.A.Because they are less harmful. B.Because they cost less. C.Because they taste better. D.Because they last longer.Part 2 Vocabulary and structure (20 points, 1 point each) 16.I left very early last night, but I wish

8、_so early. A.didnt B.hadnt left C.havent left D.couldnt leave17.North America produces a great deal more wheat_. A.as South America B.than does South America C.like South America does D.than like South America18.You must remember to_all your belongings out of this office today.A.fetch B.take away C.

9、bring D.take19.She has got fifty dollars, but she wishes to get_.A.one other fifty dollars. B.the same amount also C.another fifty D.more fifty20.I saw_boys at the cinema.A.the both B.many a C.both the D.the several21._dictionary is enough for me.A.Such one B.One such C.Such a one D.One such a22.In

10、order to finish the task in time we must agree_a plan of action.A.with B.on C.to D.in23.By this time next week, the winners_their awards.A.will have receive B.will be received C.will have received D.will have been receiving24.George is delighted _his new secretary because she works very hard.A.to B.

11、with C.of D.at25.The young man still denies_the fire behind the store.A.to start B.to starting C.having started D.having been started26.I cannot find my umbrella.I must have_it on the bus.A.lost B.forgotten C.mislaid D.left27.The streets are all wet. It_during the night.A.must be raining B.must have

12、 been rain C.had to rain D.must have rained28.Paul just had_.A.cut his hair B.his hair cut C.hair cut D.his hair cutting 29.Look_the different meaning of these words in a dictionary.A.out B.for C.up. D.on30.Because they usually receive the same score on examinations,there is disagreement as to_is th

13、e better student.A.who B.which C.whom D.whose31.Only after a year _to see the results of my experiment.A.I began B.I had begun C.have I begun D.did I begin32.I cannot imagine a time when_to solve.A.there no problems will be B.there will be no problemsC.no problems there will be D.no problems will be

14、 there33.It is generally believed that teaching is_it is a science.A.an art much as B.much an art as C.as an art much as D.as much an art as34.A computer can only do_you have instructed it to do.A.how B.after C.what D.when35._him tomorrow ?Its too late now.A.Why not to call on B.Why dont call on C.W

15、hy not calling on D.Why not call onPart 3 Reading Comprehension(1) (30 points, 2 points each)Task 1 A historic change is taking place in higher education.Professors are being held responsible as never before for how well they serve students. It has become as common in colleges and universities for s

16、tudents to grade professors as for professors to grade students. In fact, student ratings have become the most widely used and, in many cases , the only source of information on teaching effectiveness.In comparing three studies of the same 600 fouryear colleges, it was found that the number of colle

17、ges using student rating to evaluate teachers had climbed from 29 per cent to 68 per cent. No other method of evaluation approached that degree of usage ,and other studies have found similar results. One reason that student evaluation of teachers have become so popular is that they are easy to adimi

18、nister and to score. But they also are easy to abuse. If they are to shed meaningful light on teachers performance, the rating must be used in a way that reflects at least some of what weve learnt about them from reseach and from experience. Research and experience have shown us, for example, that s

19、tudent ratings should never be the only basis for evaluating teaching effectiveness. There is much more to teaching than what is evaluates on student rating forms. When ratings are used, we know that students should not be expected to judge whether the materials used in a course are up to date or ho

20、w well the teacher knows the subject matter of the course. These judgments require professional background and are best left to the professors colleagues. On the other hand , students should be asked to estimate what they have learned in a course, and to report on such things as a professors ability

21、 to communicate at the students level, professional behavior in the classroom, relationship with students, and ability to arouse interest in the subject.36.The central idea of the passage is that_.A.student rating are the only source of information on teaching effectiveness.B.rating have become the

22、most widely used source of information on teaching effectivenessC.besides student ratings, there are other methods to evaluate teachersD.student ratings are very popular and should be properly used37.Which statement is true?A.Student evaluations of teachers are popular because they are very accutate

23、.B.In student ratings, students should not be asked questions that require professional background.C.Student ratings can be used under any circumstances.D.All colleges are inclined to use student ratings to evaluate teachers. 38. In student ratings all the following questions can be asked except_ .A

24、.Can the teacher make himself easily understood?B.How does the teacher deal with students?C.Is what is taught new?D.Are students interested in what is taught?39.The sentence in the third paragraph “But they also are easy to abuse”means_ .A. teachers are easy to misunderstood .B. teachers are easy to

25、 wrongedC.student ratings can easily be put to wrong useD.student ratings can easily be made use to attack teachers40. The word “approach” in paragraph 2 means_ .A. be more than B.come near C.equal D.better thanTask 2Are some people born clever, and others borned stupid? Or is intelligence developed

26、 by our environment and our experiences? Strangely enough, the answer to both these question is yes. To some extent our intelligence is given us at birth, and no amount of special education can make a genius out of a child born with low intelligence. On the other hand, a child who lives in a boring

27、environment will develop his intelligence less than a child who lives in a rich and varied surroundings. Thus the limits of a persons intelligence fixed at birth, but whether or not he reaches those limits will depend on his environment.This view now held by most experts, can be supported in a numbe

28、r of ways.It is easy to show the intelligence is to some extent something we are born with. The closer the blood relationship between two people, the closer they are likely to be in intelligence. Thus if we take two unrelated people at random from the population, it is likely that their degrees of i

29、ntelligence will be completely different. If, on the other hand , we take two identical twins, they will very likely be as intelligence as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that intelligence depends on

30、birth. Imagine now that we take two identical twins and put them into different environments. We might send one, for example, to a universityand the other to a factory where the work is boring. We could soon find the difference in intelligence developing, and this indicates that environment as well

31、as birth plays a part. This conclusions is also suggested by the fact that people who lives in close contact with each other, but who are not related at all, are likely to have similar degrees of intelligence.41.The writer is in favor of the view that mans intelligence is given to him_.A. at birth B

32、. through education C .both at birth and through educationsD. neither at birth nor through educations.42. If a child is born with low intelligence, he can_.A. never become a geniusB. still become a genius if he should be given special educationC. Exceed his intelligence limits in rich surroundingsD. not reach his intel