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总分 浙江省 2014 年选拔优秀高职高专毕业生进入本科学习统一考试
英 语
得分
核分人
请考生按规定用笔将所有试题的答案涂、写在答题纸上。
选择题部分
注意事项：
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Part I Reading Comprehension (60 marks, 60 minutes) Section A （每小题 2 分）
Format Ⅰ
Directions: There are 4 passages in this part. Each passage is followed by five questions. For each of them there are four choices marked A, B, C, and D. You should decide on the best choice and blacken the corresponding letter on Answer Sheet.（40 marks） Passage One
Questions 1 to 5 are based on the following passage.
Have you ever wondered where the first doughnut(炸面圈)was made? Who thought up the idea of a fried cake with a hole in the center?
No one knows for sure who made the first doughnut. Some people think that doughnut probably began in the 1800s as Dutch “ olykoeks ” or “oily cakes.” In those days, a cook would not want to waste any scraps of food. Leftover pieces of bread dough (生面团) were put into hot oil and fried. Olykoeks were tasty on the outside, but soft and uncooked in the center.
Some people say that the mother of a New England sea captain invented the first real doughnut. Her name was Elizabeth Gregory. She replaced the soft center with spices and nuts. But, Elizabeth’s son, Captain Gregory, did not like nuts. He punched out the center, and the consequence was the first hole in a doughnut.
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Others say the real story is that Captain Gregory had difficulty steering his ship while trying to eat doughnut. He asked the ship’s cook to make his doughnuts with holes so he could hang them on the steering wheel! Others think that Captain Gregory saw holed cakes in Europe and brought the idea back to America with him.
During world war I, homesick American soldiers in Europe were served doughnuts by the Salvation Army. These brave women volunteering for the job were called “Doughnut Girls.” They often worked in dangerous conditions near the soldiers, so the Doughnut Girls wore helmets and uniforms. The women made doughnut cutters out of a large can with a smaller can inside it to cut out the hole. They could set up a kettle of hot oil to fry the dough almost anywhere.
In the 1920s, doughnut machines were invented. Doughnuts were produced faster and easier than ever before. Still, many people preferred to make their favorite doughnuts at home. 1.The passage is mainly about
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A. the popularity of doughnuts B. the history of doughnuts C. the inventors of doughnuts D. the types of doughnuts 2.The first Dutch “ olykoek ” came into being probably because .
A. people did not like to eat fried food
B. cooks did not like to waste leftover food
C. Dutchmen liked oil cakes very much D. cooks liked the soft center of cakes
3.What was used to replace the uncooked center to improve doughnuts?
A. Scraps of food B. Jelly filling C. Spices and nuts D. Leftover bread dough 4.In paragraph 3, the word “consequence” probably means .
A. action B. damage C. problem D. result 5.What can be inferred about the Doughnut Girls during world war I? A. They worked aboard a ship . B. They worked near battlefields C. They used untested machines D. They used helmets to cook doughnuts
Passage Two
Questions 6 to 10 are based on the following passage.
It is a blow for the Ugly Bettys and Plain Janes —— research shows that good looks lead to better pay. A study of 4,000 young men and women found that beauty boosted pay checks more than intelligence. Those judged to be the more attractive earned up to 10 percent more than their less attractive friends and colleagues. Applied to the average salary of ￡ 25,000 a year, the “ plainness
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penalty(处罚)”would make a difference of ￡2,500 a year —— or around ￡50 a week.
It is unclear what is behind the phenomenon but it may be that beauty creates confidence. The self-confident may appear to be doing better than they are and will not hesitate about asking for a pay rise.
Researcher Jason Fletcher, of Yale University in the U.S., rated the attractiveness of the 4,000 men and women. Just over half were judged average, while 7 percent were felt to be very attractive and 8 percent were judged unattractive or very unattractive. The volunteers also sat an IQ test and reported their salary. It became clear that pay scales were far from fair. For instance, a 14-point increase on the IQ score was associated with a 3 to 6 percent increase in wage. But being of above-average looks increased pay by 5 to 10 percent .
For a plain person to be paid the same as a very attractive one , they would have to be 40 percent brighter, the journal Economics Letters reports.
Dr Fletcher said:“The results do show that people’s looks have an impact on their wages and it can be very important.” 6.What is the “plainness penalty”?
A. To be paid less for being ordinarily-looking.
B. To be laughed at for being ordinarily-looking.
C. To be fired for being ordinarily-looking.
D. To be questioned for being ordinarily-looking. 7.What’s the average annual salary of a good-looking person?
A. ￡2,500 B. ￡25,000 C. ￡22,500
8.Good-looking people are usually paid more probably because
D. ￡27,500 .
A. they look smarter B. they have higher degrees C. they are better at pleasing others D. they are more confident
9.How many people were rated as very attractive in Jason Fletcher’s study?
B. About 4,000 C. About 2,000 D. About 320 A. About 280
10.Which of the following best summarizes the main idea of the passage ?
A. IQ is less important than appearance.
B. Confidence makes people prettier.
C. Good looks earn an extra penny.
D. How Plain Janes get a higher salary.
Passage Three
Questions 11 to 15 are based on the following passage.
Were you constantly bored as a child? Maybe that helped you to develop your ability to be creative.
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Boredom can be a good thing for children, according to Dr Teresa Belton, researcher at the University of East Anglia’s School of Education and Lifelong Learning. After interviewing authors, artists and scientists in Britain, she’s reached the conclusion that cultural expectations that children should be constantly active could block the development of their imagination.
British actress and writer Meera Syal grew up in a small mining village with
few distractions. The researcher said:“Lack of things to do urged her to talk to people she wouldn’t otherwise have engaged with and try activities she wouldn’t, under other circumstances, have experienced, such as talking to elderly neighbors and learning to bake cakes.”
Belton added: “Boredom made her write. Meera Syal kept a diary from a young age, filling it with observations, short stories, poems. ”
The researcher didn’t ignore the old saying the devil finds work for idle hands, though. Belton pointed out that young people who don’t have the interior resources to deal with boredom creatively may end up smashing up bus shelters or taking cars out for a joyride.
How about watching TV and videos on the computer? The researcher believes that nothing replaces standing and staring at things and observing your surroundings.
It’s the sort of thing that stimulates the imagination, she said, while the screen “tends to short circuit that process and the development of creative capacity. ”
Dr Belton concluded: “For the sake of creativity, perhaps we need to slow
down and stay offline from time to time. ”
11. Dr Teresa Belton did her research by .
A. studying cultural differences
B. interviewing professionals
C. keeping a diary
D. observing the surroundings
12.Which of the following best describes the village where Meera Syal grew up?
A. Modern and open B. Tiny and unexciting
C. Poor and underdevelopment D. Remote and violent
13.The expression “the devil finds work for idle hands” probably means that
people are more likely to ?
A. do what they should not do if they meet devils.
B. achieve nothing if they work with devils
C. do more work if they didn’t work hard when they were young. D. get involved in trouble if they have nothing to do with their time.
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14.What is Dr Belton’s advice for youngsters ?
A. Observe the world around them.
B. Get information online from time to time.
C. Remain constantly active.
D. Read as many books as possible.
15.Which of the following is the best title for the passage?
A. Deal with boredom wisely.
B. Learn from a young age.
C. Enjoy village life. D. Forget old sayings.
Passage Four
Questions 16 to 20 are based on the following passage:
During her junior year of high school, Candice Backus’s teacher handed her a sheet and instructed the 17-year-old to map out her future financial life. Backus pretended to buy a car, rent an apartment, and apply for a credit card. Then, she and her classmates played the “stock market game, ” investing the hypothetical(假设的) earnings from their hypothetical jobs in the market in the fateful fall of 2008. “Our pretend investments crashed , ”Backus says, still horrified. “We felt what actual shareholders were feeling.”
That pain of earning and losing money is a feeling that public school increasingly want to teach. Forty states now offer some types of financial instruction at the elementary or high-school level, including lessons in balancing checkbooks( 支票本 ) and buying stock in math and social-studies classes. The interest in personal-finance classes has risen since 2007 when bank failures became a regular occurrence.
Rather than teach investment strategies, these courses offer a basic approach to handling money: Don’t spent what you don’t have. Put part of your monthly salary into a saving account, and invest in the stock market for the long-term rather than short-term gains. For Backus, this means dividing her earnings from her part-time job at a fast-food restaurant into separate envelopes for paying bills, spending, and saving. “Money is so hard to make but so easy to spend, ”she says one weekday after school.
After Backus finished her financial classes, she opened up a savings account at her local bank and started to think more about how she and her family would pay for college. “She just has a better understanding of money and how it affects the world ,” says her mother, Darleen. All of this talk of money can make Backus worry, she says, but luckily, she feels prepared to face it.
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