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发表于 2017-8-6 21:47:44
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Part II Cloze Test (20 minutes, 10 points, 1 point each)
Directions: For each blank in the following passage, choose the best answer
from the choices given below. Mark your answer on the Answer Sheet by drawing
with a pencil a short bar across the corresponding letter in the brackets.
It is difficult to imagine what life would be like without memory. The
meanings of thousands of everyday perceptions, the bases ____21____ the
decisions we make, and the roots of our habits and skills are to be ____22____
in our past experience, which are brought into the present ____23____
memory.
Memory can be defined as the capacity to keep ____24____ available for
later use. It includes not only "remembering" things like arithmetic or
historical facts, but also any change in the way an animal typically behaves.
Memory is ____25____ when a rat gives up eating grain because he has sniffed
something suspicious in the grain pile. Memory is also involved when a
six-year-ole child learns to swing a baseball bat.
Memory ____26____ not only in humans and animals but also in some physical
objects and machines. Computers, for example, contain devices for storing data
for later use. It is interesting to compare the memory-storage capacity of a
computer ____27____ that of a human being. The instant-access memory of a large
computer may hold up to 100 000 "words"--ready for ____28____ use. An average
American teenager probably recognizes the meanings of about 100 000 words of
English. However, this is but a fraction of the total ____29____ of information
which the teenager has stored. Consider, for example, the number of facts and
places that the teenager can recognize on sight. The use of words is the basis
of the advanced problem-solving intelligence of human beings. A large part of a
person's memory is in terms of words and ____30____ of words.
21. A. of B. to C. for D. on
22. A. keep B. found C. sought D. stored
23. A. by B. from C. with D. in
24. A. experiences B. bases C. observations D. information
25. A. called B. taken C. involved D. included
26. A. exists B. appears C. affects D. seems
27. A. to B. with C. against D. for
28. A. progressive B. instructive C. instant D. protective
29. A. deal B. number C. mount D. amount
30. A. combinations B. connections C. co-ordinations D. collections
Part III Reading Comprehension (60 minutes, 40 points)
Section A (30 points, 1.5 points each)
Directions: In this part there are four passages followed by questions or
unfinished statements, each with four suggested answers. Choose the one you
think is the best answer and mark your choice on the Answer Sheet.
Passage One
Questions 31-35 are based on the following passage:
The need for solar electricity is clear. It is safe, ecologically sound,
efficient, continuously available, and it has no moving parts. The basic problem
with the use of solar photovoltaic devices is economics, but until recently very
little progress had been made toward the development of low-cost photovoltaic
devices. The larger part of research funding has been devoted to study of
single-crystal silicon solar cells, despite the evidence, including that of the
leading manufacturers of crystalline silicon, that the technique holds little
promise. The reason for this pattern is understandable and historical.
Crystalline silicon is the active element in the very successful semiconductor
industry, and virtually all of the solid state devices contain silicon
transistors and diodes. Crystalline silicon, however, is particularly unsuitable
to terrestrial solar cells.
Crystalline silicon solar cells work well and are successfully used in the
space program, where cost is not an issue. While single-crystal silicon has been
proven in extraterrestrial use with efficiencies as high as 18 percent, and
other more expensive and scare materials such as gallium arsenide can have even
higher efficiencies, costs must be reduced by a factor of more than 100 to make
them practical for commercial use. Besides the fact that the starting
crystalline silicon is expensive, 95 percent of it is wasted and does not appear
in the final device. Recently, there have been some imaginative attempts to make
polycrystalline and ribbon silicon, which are lower in cost than high-quality
single crystals; but to date the efficiencies of these apparently lower-cost
arrays have been unacceptably small. Moreover, these materials are cheaper only
because of the introduction of disordering in crystalline semiconductors, and
disorder degrades the efficiency of crystalline solar cells.
This dilemma can be avoided by preparing completely disordered or amorphous
materials. Amorphous materials have disordered atomic structure as compared to
crystalline materials: that is, they have only short-range order rather than the
long-range periodicity of crystals. The advantages of amorphous solar cells are
impressive. Whereas crystals can be grown as wafers about four inches in
diameter, amorphous materials can be grown over large areas in a single process.
Whereas crystalline silicon must be made 200 microns thick to absorb a
sufficient amount of sunlight for efficient energy conversion, only 1 micron of
the proper amorphous materials is necessary. Crystalline silicon solar cells
cost in excess of $100 per square foot, but amorphous films can be created at a
cost of about 50 per square foot.
Although many scientists were aware of the very low cost of amorphous solar
cells, they felt that they could never be manufactured with the efficiencies
necessary to contribute significantly to the demand for electric power. This was
based on a misconception about the feature which determines efficiency. For
example, it is not the conductivity of the materials in the dark which is
relevant, but only the photoconductivity, that is, the conductivity in the
presence of sunlight. Already, solar cells with efficiencies well above 6
percent have been developed using amorphous materials, and further research will
doubtless find even less costly amorphous materials with higher
efficiencies.
31. What's the major obstacle to the wide use of solar electricity?
A. Solar photovoltaic devices are too expensive.
B. Little research has been done to study solar cells.
C. Solar electricity is neither safe nor efficient.
D. The leading manufacturers only produce crystalline silicon for
extraterrestrial use.
32. According to the passage, which of the following is NOT true of
crystalline silicon?
A. It can be found in nearly all solid state devices in the form of
transistors and diodes.
B. It is successfully used in the space program with high efficiency.
C. It is unsuitable to terrestrial solar cells as it is limited to military
use.
D. Its use is not economical with a high percentage wasted.
33. The author's attitude toward attempts to make polycrystalline and
ribbon silicon can best be described as ________.
A. enthusiasm
B. optimism
C. doubt
D. disapproval
34. In Para. 3, the author focuses primarily on ________.
A. presenting two types of materials for solar cells
B. discussing the advantages of amorphous materials over crystalline
silicon
C. pointing out the feasibility of using amorphous materials in
extraterrestrial programs
D. outlining the specific reasons why a problem in solar cells has not yet
been solved
35. Which of the following was true of many scientists?
A. They felt amorphous materials were too costly.
B. They were doubtful whether they could develop amorphous solar cells with
higher efficiencies.
C. They realized that it was the conductivity in the presence of sunlight
that was relevant to efficiency.
D. They were optimistic about the future use of amorphous materials with
higher efficiencies.
Passage Two
Questions 36-40 are based on the following passage:
My hands are sweating, my face is breaking out, my heart is pounding, my
temper is short. Am I having a heart attack? Am I having a nervous breakdown?
No! Final exams are coming up and I am experiencing test anxiety.
Is test anxiety destructive? Can we make test anxiety work for us? The
answer to both of these questions is yes. Test anxiety often interferes with
student performance but this same test anxiety, if channeled correctly, can help
improve performance.
The good side of test anxiety is that it causes us to attend to the
problem. It motivates us to want to study and prepare for the exam. Without this
catalyst we might never be concerned about preparing for a test. Thus, a little
anxiousness shouldn't worry you. Those of us who speak publicly know that a few
butterflies in the stomach just prior to a speech means that we will probably do
a good job, that we will focus on our speech and block out extraneous
material.
However, when stress interferes with your ability to concentrate, then it
has reached the destructive state. In order to lessen the destructive elements
of test anxiety, the approach should be to develop improved confidence and
knowledge. These two factors go hand in hand. As your knowledge of the course
material increases, your confidence in your ability to succeed will increase. As
your confidence increases, your anxiety will go down, allowing your knowledge to
come through more efficiently. The way you prepare for a test can reduce anxiety
during the test.
36. Which of the following is NOT a symptom of test anxiety?
A. Hands are sweating. B. Face is breaking out.
C. Heart is pounding. D. Heart attack.
37. According to the passage, test anxiety can benefit us in all of the
following ways except that it________.
A. motivates us to make good preparation for the test
B. helps us to concentrate
C. can ensure us a good score in the test
D. can help improve performance if channeled correctly
38. Which of the following statement is TRUE about the relationship between
test anxiety and confidence and knowledge?
A. As your knowledge of the course material increases, your confidence in
your ability to succeed will increase.
B. As your confidence increases, your anxiety will go down.
C. As your anxiety increases, your knowledge will increase more
efficiently.
D. Both A) and B)
39. What might be discussed in the following part of the article?
A. Some specific recommendations for reducing test anxiety
B. The negative effects of anxiety on students who take tests
C. only poor students have the problem of test anxiety
D. only if you are hard-working, you will not have the problem of test
anxiety
40. What is the best title for the passage?
A. How to prepare tests?
B. Knowledge and preparation for tests
C. Test Anxiety: Friend or Foe?
D. Is test anxiety destructive?
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