Part I. Vocabulary and Grammar
Directions: For each of the following 10 incomplete sentences, there are 4 choices marked A, B, C and D. Choose the ONE answer that best completes the sentence.
1．The shocking news made me realize terrible problems we would face.
A．what B．how C．that D．why 2．—Bob has gone to California.
—Oh, can you tell me when he ? A．has left B．left C．is leaving D．would leave
3．Sit down, Emma. You will only make yourself more tired, on your feet.
A．to keep B．keeping C．having kept D．to have kept
4．The employment rate has continued to rise in big cities thanks to the efforts of the local
governments to increase . A．them B．those C．it D．that
5．With new technology, pictures of underwater valleys can be taken color.
A．by B．for C．with D．in 6．—Your flight was quite late last night.
—Yes, it was midnight our plane finally got to Jinan. A．that B．when C．since D．until
7．Nowhere else, as his mother told us, except the cabin in the backyard.
A．did he go B．he did go C．went he D．he went 8．Don‟t get off the bus until it .
A．stops B．stopped
C．will stop D．shall stop 9．The squirrel was lucky that it just missed . A．catching B．to be caught
C．being caught D．to catch
10．To serve the people means giving as and ask for as as possible. A．much…little B．much…few
C．many…a little D．more…less
Part II. Reading Comprehension
Directions: There are 3 reading passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are 4 choices marked A, B, C and D. You should
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decide on the best choice. Passage 1
Students and Technology in the Classroom
I love my Blackberry—it‟s my little connection to the larger world that can go anywhere with me. I also love my laptop computer, as it holds all of my writing and thought. Despite this love of technology, I know that there are times when I need to move away from these devices（设备）and truly communicate with others.
On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom. I have a rule —no laptops, iPads, phones, etc. When students were told my rule in advance of the class, some of them were not happy.
Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There‟s a bit of truth to that. Some students assume that I am anti-technology. There‟s no truth in that at all. I love technology and try to keep up with it so I can relate to my students.
The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and to make connections between the course the material and the class discussion.
I‟ve been teaching my history class in this way for many years and the educations reflect student satisfaction with the environment that I create .Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom.
I‟m not saying that I won‟t ever change my mind about technology use in my history class, but until I hear a really good reason for the change. I‟m sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.
11．Some of the students in the history class were unhappy with . A．the course material B．others‟ misuse of technology C．discussion topics D．the author‟s class regulations 12．The underlined word “engage ”in Para.4 probably means . A．explore B．accept C．change D．reject
13．According to the author ,the use of technology in the classroom may .
A．keep students from doing independent thinking B．encourage students to have in-depth conversations C．help students to better understand complex themes D．affect students‟ concentration on course evaluation
14．It can be inferred from the last paragraph that the author .
A．is quite stubborn B．will give up teaching history C．will change his teaching plan soon D．values technology-free dialogues in his class
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15．Which of the following statement is not True?
A．I don‟t like my laptop computer.
B．I teach a course called History Matters for a group of higher education managers.
C．Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology.
D．I want students to dig deep within themselves for inspiration and ideas.
Passage 2
Laws that would have ensured pupils from five to 16 received a full financial education got lost in the „wash up‟. An application is calling on the next government to bring it back.
At school the children are taught to add up and subtract（减法） but, extraordinarily, are not routinely shown how to open a bank account — let alone how to manage their finances in an increasingly complex and demanding world.
Today the parenting website Mumsnet and the consumer campaigner Martin Lewis have joined forces to launch an online application to make financial education a compulsory element of the school curriculum in England. Children from five to 16 should be taught about everything from pocket money to pensions, they say. And that was exactly the plan preserved in the Children, Schools and Families bill that was shelved by the government in the so-called “wash-up” earlier this month — the rush to legislation before parliament was dismissed. Consumer and parent groups believe financial education has always been one of the most frustrating omissions of the curriculum.
As the Personal Finance Education Group (Pfeg) points out, the good habits of young children do not last long. Over 75% of seven- to 11-year-olds are savers but by the time they get to 17, over half of them are in debt to family and friends. By this age, 26% see a credit card or overdraft（透支） as a way of extending their spending power. Pfeg predicts that these young people will “find it much harder to avoid the serious unexpected dangers that have befallen many of their parents' generation unless they receive good quality financial education while at school.”
The UK has been in the worst financial recession（衰退）for generations. It does seem odd that — unless parents step in — young people are left in the dark until they are cruelly introduced to the world of debt when they turn up at university. In a recent poll of over 8,000 people, 97% supported financial education in schools, while 3% said it was a job for parents. 16．The passage is mainly about .
A．how to manage school lessons B．how to deal with the financial crisis C．teaching young people about money D．teaching students how to study effectively 17．It can be inferred from the first two paragraphs that . A. the author complains about the school education B. pupils should not be taught to add up and subtract C. students have been taught to manage their finances
D. laws on financial education have been effectively carried out 18. The website and the consumer campaigner joined to .
A. instruct the pupils to donate their pocket money B. promote the connection of schools and families C. ask the government to dismiss the parliament D. appeal for the curriculum of financial education
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19. According to Pfeg, . A. it is easy to keep good habits long
B. teenagers spend their money as planned
C. parents are willing to pay the debt for their kids D. it will be in trouble if the teenagers are left alone 20. A poll is mentioned to .
A. stress the necessity of the curriculum reform B. show the seriousness of the financial recession C. make the readers aware of burden of the parents
D. illustrate some people are strongly against the proposal
Passage 3
What is your favorite color? Do you like yellow, orange, or red? If you do, you must be an optimist, a leader, an active person who enjoys life, people and excitement. Do you prefer grays and blues? Then you are probably quiet, shy, and you would rather follow than lead. You tend to be a pessimist. At least, this is what psychologists tell us, and they should know, because they have been seriously studying the meaning of colors preference, as well as the effect that colors have on human beings. They tell us, among other facts, that we do not choose our favorite color as we grow up— we are born with our preference. If you happen to love brown, you did so, as soon as you opened your eyes, or at least as soon as you could see clearly.
Colors do influence our moods— there is no doubt about it .A yellow room makes most people feel more cheerful and more relaxed than a dark green one; and a red dress brings warmth and cheer to the saddest winter day. On the other hand, black is depressing. A black bridge over the Thames River, near London, used to be the scene of more suicides than any other bridge in the area— until it was repainted green. The number of suicide attempts immediately fell sharply; perhaps it would have fallen even more if the bridge had been done in pink or baby blue.
Light and bright colors make people not only happier but more active. It is an established fact that factory workers work better, harder, and have fewer accidents when their machines are painted orange rather than black or grey.
21.\"You would rather follow than lead\" means . A. you don't like to follow others
B. you would be a member rather than a leader C. you would be afraid of following others
D. you would like to be a leader rather than a follower 22. If one enjoys life, one is sure to prefer . A. red to yellow B. blue to orange C. red to grey D. blue to yellow
23. \"They tell us, among other facts, that we don't choose our favorite colors as we grow up\". \"Among other facts\" means . A. besides other facts B. in regard to other facts C. not considering other facts D. according to other facts 24. Which of the following is fact?
A. People's preference of one color to another is instinct.
B. People's preference of one color to another is acquired as they grow up.
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C. More people happen to love brown because they saw something brown when they were born.
D. Colors have little influence on our moods.
25. Those who committed suicide preferred the bridge over the Thames River near London to others because of . A. its shape B. its structure C. its color D. its building material
Part III. Translate English into Chinese.
Directions: For this part, you are required to translate English into Chinese.
As a young girl growing up in the 1930s, I always wanted to fly a plane, but back then it was almost unheard of a woman to do that. I got a taste of that dream in 2011, when my husband arranged for me to ride in a hot air balloon for my birthday. But the experience turned out to be very dull. Around that time, I told my husband that I wanted to skydive. So when our retirement community（社区）announced that they were having an essay competition and the topic was an experience of a lifetime that you wanted to have, I decided to write about my dream.
Part IV. Translate Chinese into English.
Directions: For this part, you are required to translate Chinese into English.
杭州是浙江省政治、经济、文化、科教中心，是中国东南沿海开发开放的重要窗口。也是中国最著名的风景旅游城市之一，杭州有着江、河、湖、山交融的自然环境。全市山地占总面积的65.6%，平原占26.4%，江、河、湖、水库占8%。杭州西部、中部和南部属浙西中低山丘陵，东北部属浙北平原, 江河纵横，湖泊密布，物产丰富。
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201203学期课程考试《大学英语预备级1》复习纲要A答案
Part I Vocabulary and Structure 1-5 ABBCD 6-10 BAACA
Part II. Reading Comprehension
11-15: DAADA
16-20 CADDA
21-25 BCAAC
Part III. Translate English into Chinese（主观题无标准答案）
Part IV. Translate Chinese into English（主观题无标准答案）
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