满分有关大学毕业论文,与Module1―6综合检测题相关论文范文文献

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第Ⅰ卷(选择题,共95分)

第一部分 听力(共两节,满分30分)

第一节(共5小题;每小题1.5分,满分7.5分)

听下面5段对话.每段对话后有一个小题,从题中所给的A,B,C三个选项中选出最佳选项,并标在试卷的相应位置.听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题.每段对话仅读一遍.

1. What does the woman want to do?

A. She wants to buy a skirt. B. She wants to change a skirt. C. She wants to see her daughter.

2. When should the man hand in his homework?

A. On Thursday. B. On Friday. C. On Monday.

3. Where does the conversation probably take place?

A. In a factory. B. In a library. C. In a classroom.

4. What will the woman probably do later?

A. She will see a doctor. B. She will see her friend. C. She will give the man some advice.

5. When will the man probably e home?

A. At 6:00. B. At 4:30. C. At 6:30.

第二节(共15小题;每小题1.5分,满分22.5分)

听下面5段对话或独白.每段对话或独白后有几个小题.从题中所给的A,B,C三个选项中选出最佳选项,并标在试卷的相应位置.听每段对话或独白前,你将有时间阅读各个小题,每小题5秒钟;听完后,各小题将给出5秒钟的作答时间.每段对话或独白读两遍.

听第6段材料,回答第6至7题.

6. What are they talking about?

A. Working hours in the US. B. Working experience in the US. C. Pay in the US.

7. Who can get overtime pay according to the woman?

A. Those who are in a high position and work on weekends.

B. High officials who work more than forty hours a week.

C. Ordinary workers who work on weekends.

听第7段材料,回答第8至9题.

8. Why did the speakers get lost?

A. They were driving too fast. B. They took the wrong turn on the left.

C. They made a U―turn and got into downtown.


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9. What happened when they were speaking?

A. A diver almost hit a kid on a bicycle. B. A policeman came to help them. C. They almost caused an accident.

听第8段材料,回答第10至12题.

10. Why did the woman miss the movie Star Wars?

A. She went to see a Hardy film. B. She went shopping. C. She went to visit her friend Meg.

11. What do we know about Laurel and Hardy films?

A. They are historical films and edies. B. They are horror films and thrillers.

C. They are science―fiction movies.

12. What’s the probable relationship between the speakers?

A. Classmates. B. Workmates. C. Brother and sister.

听第9段材料,回答第13至16题.

13. Why do the speakers seldom see their parents?

A. Their parents don’t have a big house. B. They don’t want to cause trouble to their parents.

C. They live far from their parents.

14. What’s the weather like now in the place where the speakers live?

A. It’s warm. B. It’s cold. C. It’s rainy.

15. What is the probable relationship between the speakers? A. Husband and wife. B. Mother and son. C. Sister and brother.

16. When will the speaker probably go to see their parents?

A. When it gets warmer. B. This summer vacation. C. Right now.

听第10段材料,回答第17至20题.

17. How long had the speaker been playing the piano before she met Michael?

A. 5 years. B. 1 year. C. 4 years.

18. Why did the speaker want a new piano teacher?

A. She wanted to learn more knowledge. B. She didn’t like her former teacher. C. She wanted to learn jazz.

19. What did Michael tell the speaker?

A. To make her music meaningful. B. To sing a song before playing the piano.

C. To find a song.

20. What can we learn about the speaker?

A. She’s thankful to have Michael as her piano teacher. B. She was tired of playing the piano.

C. She began to sing songs.

第二部分 英语知识运用(共两节,满分45分)

第一节 单项选择(共15小题;每小题1分,满分15分)

第二节 完形填空(共20小题;每小题1.5,满分30分)

阅读下面短文,从短文后各题所给的四个选项(A、B、C和D)中,选出可以填入空白处的最佳选项,并在答题卡上将该项涂黑.

第三部分 阅读理解(共10小题;每小题2分,满分20分)

阅读下列短文,从每题所给的四个选项(A、B、C和D)中,选出最佳选项,并在答题卡上将该项涂黑.

A

Language is a major problem for the European Union (EU). The agreement or treaty(条约)which created the anization that eventually became the EU, the Treaty of Rome, stated that each country’s language must be treated equally. The original six countries had only three languages between them: French, German and Dutch / Flemish. However, there are now 15 countries in the EU, with a total of 12 languages. EU documents must be translated into all these languages, and at official meetings, the speeches must be translated into all the languages by interpreters(口译者).

All this translating is very expensive and time―consuming. It is said that nearly half of all employees of the EU are engaged in translating documents and speeches, and nearly half of the EU’s administrative(管理方面的)costs are spent on this task. In the near future it is probable that several more countries, most of which having their own languages, will join the EU to make the situation even worse.

The problem is not just cost; there are practical difficulties as well. With 12 languages, there are 132 possible“translation situations”that might be needed. It is often difficult to find people in the right place at the right time who can translate from (for example) Danish into Greek, or Dutch into Portuguese, at a high professional standard.

In practice, the problem has been made less serious by the use of English in many contacts between EU officials, since almost all of them speak some English. However, any action to reduce the number of official languages (perhaps to four or five) would be a blow to the pride of the smaller countries. Another monly suggested solution is to make English the official language for all EU business. However, this is strongly protested against by powerful member countries like France and Germany. B

I’ve been writing for most of my life. The book Writing Without Teachers introduced me to one difference and one practice that have helped my writing processes greatly. The difference is between the creative mind and the critical mind. While you need to use both to get to a finished result, they cannot work in parallel no matter how much we might like to think so.

Trying to criticize writing on the fly is possibly the single greatest trouble with writing that most of us encounter. If you are listening to a 5th grade English teacher correcting your grammar while you are trying to capture(俘获)a fleeting(稍纵即逝的)thought, the thought will die. If you capture the fleeting thought and simply share it with the world in raw(未加工的)form, no one is likely to understand. You must learn to create first and then criticize if you want to make writing the tool for thinking as it is.

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The practice that can help you past your learned bad habits of trying to edit as you write is what Elbow calls “free writing”. In free writing, the goal is to get words down on paper non―stop, usually for 15―20 minutes. No stopping, no going back, and n

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满分有关论文范文文献
o criticizing. The aim is to get the words flowing. As the words begin to flow, the ideas will e from the shadows and let themselves be captured on your notebook or your screen.

Now you have raw materials that you can begin to work with using the critical mind that you’ve been persuaded to sit on the side and watch quietly. Most likely, you will believe that this will take more time than you actually have and you will end up staring blankly at the pages as the deadline draws near.

Instead of staring at a blank, start filling it with words no matter how bad they could be, stop halfway through your available time and rework your raw writing into something closer to the finished product. Move back and forth until you run out of time and the final result will most likely be far better than your current practices.

59. When the author says the creative mind and the critical mind“cannot work in parallel”in the writing process, he means ___ .

A. no one can be both creative and critical

B. they cannot be regarded as equally important

C. they are in disagreement all the time with each other

D. one cannot use them a

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