2002年江苏省普通高校“专转本”统一考试
大学英语
本试卷分第I卷（客观题）和第II卷（主观题）两部分。第I卷1页至11页，第II卷12页至14页。两卷满分150分。考试时间120分钟。
卷中未注明做大对象的试题为英语类和非英语类学生共同作答的试题，注明作答对象的试题按规定作答。
第I卷（共100分）
注意事项：
1、答第I卷前，考生务必按规定要求填涂答题卡上的姓名、准考证号等项目及卷首和第7页上的姓名； 2、用铅笔把答题卡上相应题号中正确答案的标号涂黑。答案不涂在答题卡上，成绩无效。
Part I Reading Comprehension （共20小题，每小题2分，共40分）
Directions: In this part there are four passages. Each passage is followed by four comprehension questions. Read the passage and answer the questions. Then mark your answer on the Answer Sheet.
Passage 1
Questions 1 to 5 are based on the following passage:
In Washington D.C., 1600 Pennsylvania Avenue is a very special address. It is the address of the White House, the home of the president of the United States.
Originally the White House was gray and was called the Presidential Palace. It was built from 1792 to 1800. at this time, the city of Washington itself was being built; it was to be the nation’s new capital city. George Washington, the first president, and Pierre Charles L’Enfant, a French engineer, chose the place for the new city. L’Enfant then planned they city. The president’s home was an important part of the plan.
A contest was held to pick a design for the president’s home. An architect named James Hoban won. He designed a large three-story house of gray stone.
President Washington never lived in the President Palace. The first president to live there was John Adams, the second president of the United States, and his wife Mrs. Adams did not really like hew new house. In her letters, she often complained about the cold. Fifty fireplaces were not enough to keep the house warm!
In 1812 the United States and Britain went to war. In 1814 the British invaded Washington. Theu burned many buildings, including the Presidential Palace.
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After the war James Hoban, the original architect, partially rebuilt the president’s homes. To cover the marks of the fire, the building was painted white. Before long it became known as the White House.
The White House is one of the most popular tourist attractions in the United States. Every year more than 1.5 million visitors go through the five rooms that are open to the public. 1. The White House was built in Washington . A. because a French engineer was invited to design it B. because President George Washington liked to live in it C. because the British invaders lived in it in 1812-1814 D. because it was to be the nation’s capital city 2. The Presidential Palace was . A. painted gray and white C. made of white stone
B. made of gray stone D. made very warm in winter
3. The president’s home and the city of Washington were . A. built by the American army C. planned by George Washington
B. built by the British troops D. planned by the French
4. The original home of the president needed to be rebuilt . A. because John Adam’s wife did not like it
B. because it was cold in winter even with 50 fireplaces C. because it had burned down during the war
D. because George Washington was not willing to live in it 5. The new presidential home was painted white to . A. cover the marks of fire C. to please Mrs. John Adams Passage 2
Questions 6 to 10 are based on the following passage:
B. attract tourist from France D. keep it warm in winter
There are two kinds of memory: shot-term and long-term. Information in long-term memory can be remembered at a later time when it is needed. The information may be kept for days or weeks. However, information over and over. The following experiment shows how short-term memory has been studied.
Henning studied how students who are learning English as a second language remember vocabulary. The subjects in his experiment were 75 college students. They represented all levels of ability in English: beginning, intermediate, and native-speaking students.
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To begin, the subjects listened to a recording of a native speaker reading a paragraph in English. Following the recording, the subjects took a 15-question test to see which words they remembered, each question had four choices. The subjects had to circle the word they had heard in the recording. Some of the questions had four choices that sound alike. For example, weather, whether, wither, and wetter are four words that sound alike. Some of the questions had four choices that have the same meaning. Method, way, manner, and system would be four words with the same meaning. Finally the subjects took a language proficiency test.
Henning found that students with a lower proficiency in English made more of their mistakes on words that sound alike; students with a higher proficiency made more of their mistakes on words that have the same meaning. Henning’s results suggest that beginning students hold the sound of words in their short-term memory, and advanced students hold the meaning of words in their short-term memory. 6. Henning made the experiment in order to study . A. how students remember English vocabulary by short-term memory B. how students learn English vocabulary C. how to develop students’ ability in English D. how long information in short-term memory is kept
7. Which of the following statements is TRUE according to the passage? A. Information in short-term memory is different from that in long-term memory. B. Long-term memory can be achieved only by training. C. It is easier to test short-term memory than long-term memory. D. Henning gave a separate test on vocabulary to his students. 8. From Henning’s result we can see that .
A. beginners have difficulty distinguishing the pronunciation of words B. advanced students remember words by their meaning C. it is difficult to remember words that sound alike
D. it is difficult to remember words that have the same meaning 9. The word “subjects” in the passage means . A. memory
B. the theme of listening material D. the students experimented on
C. a branch of knowledge studied Passage 3
Questions 11 to 15 are based on the following passage:
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The cowboy is the hero of many movies,. He is, even today, a symbol of courage and adventure. But what was the life of the cowboy really like?
The cowboy’s job is clear from the word cowboy. Cowboy were men who took care of cows and other cattle. The cattle were in the West and in Texas. People in the cities of the East wanted beef these cattle. Trains could take the cattle east. But first the cattle had to get to the trains. Part of the cowboy’s job was to take the cattle hundreds of miles to the railroad town. The trips were called cattle drivers. A cattle drive usually took several months. Cowboys rode for sixteen hours a day. Because they rode so much, each cowboy brought along about eight horses. A cowboy changed horses several times each day.
The cowboys had to make sure that cattle arrived safely. Before starting on a drive, the cowboys branded the cattle. They burned a mark on the cattle to show who they belonged to. But these marks didn’t stop rustlers, or cattle thieves. Cowboys had to protect the cattle from rustlers. Rustlers made the dangerous trip even more dangerous.
Even though their work was very difficult and dangerous, cowboys did not earn much money. They were paid badly. Yet cowboys liked their way of life. They lived in a wild and open country. They lived a life of adventure and freedom. 11. A cowboy is a symbol of . A. courage and adventure C. movies in the past
B. a hard life and big pay D. cows and other cattle
12. The cowboys’ job was . A. to be a hero in real life C. to take care of cattle
B. to be a hero of the movie D. to be a dangerous rustler
13. During a cattle driver, cowboys took a group of cows from a wild and open country to . A. the West states and Texas C. the people who eat beef in cities
B. the cities of the East States
D. the railroad towns hundred miles away
14. On their way of cattle drivers, the cowboys protected the cattle by . A. burning a mark on their cows C. making the trip more dangerous
B. keeping an eye on cattle thieves D. looking after eight cows each person
15. Cowboys enjoyed themselves because . A. they liked their way of life C. they had a vary difficult job
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B. they made a lot of money D. they were heroes in movies
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Passage 4 (非英语类学生必做)
Questions 16 to 20 are based on the following passage:
Successful innovations have driven many older technologies to extinction and have resulted in higher productivity, greater consumption of energy, increased demand of raw materials, accelerated flow of materials through the economy and increased quantities of metals and other substances in use each person. The history of industrial development abounds with examples.
In 1870, horses and mules were the prime source of power on U.S. farms. One horse or mule was required to support four human beings a ratio that remained almost constant for many decades. At that time, had a national commission been asked to forecast the population for 1970, its answer probably would have depended on whether its consultants were of an economic or technological turn of mind. Had they been “economists”, they would probably have projected the 1970 horses or mule population to be more than 50 million. Had they been “technologists”, they would have recognized that the power of steam had already been harnessed to industry and to learn and ocean transport. They would have recognized further that it would be the prime source of power on the farm. It would have been difficult for them to avoid the conclusion that the horse and mule population would decline rapidly. 16. According to the passage, what supplied most of the power on U.S. farms in 1870? A. Animals
B. Humans
C. Engines
D. Water
17. Which of the following is NOT mentioned by the author as a consequence of new technological developments?
A. Older technologies die away. C. Overall productivity increase.
B. The quality of life is Improved.
D. More raw materials become necessary.
18. It can be inferred from the passage that by 1870 . A. technology began to be more economical B. the steam engine had been invented
C. the U.S. horse population was about 10 million D. a national commission was about 10 million
19. In the second paragraph, the author suggests that “economists” would . A. plan the economy through yearly forecasts
B. fail to consider the influence of technological innovation C. value the economic contribution of farm animals
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