2022年江苏大学英语考试模拟卷（2）.docx

2022年江苏大学英语考试模拟卷（2）本卷共分为1大题50小题，作答时间为180分钟，总分100分，60分及格。一、单项选择题（共50题，每题2分。每题的备选项中，只有一个最符合题意） 1.You fool! You _ for a house full of wonderful food, but you only wished for a cake.A. could wishB. could have wishedC. can wishD. may wish 2.When do you think _ visit her uncleA. she was going toB. will she go toC. she will goD. she will go to 3.If you think that treating a woman well means always _ her permission for things, think again.A. getsB. gotC. to getD. getting 4.I was just talking to Margaret when Jackson _.A. cut inB. cut downC. cut outD. cut up 5.It was not an easy decision for her to make as it would affect her future study in college and her future job _.A. thoughB. as wellC. eitherD. at the same time 6.Road conditions in this area had gone from bad to worse. Accidents had taken place _ before the strict measures were taken.A. by the wayB. in a rowC. in the wayD. in a line 7.I have no idea how it _ that the man met with trouble again.A. came aboutB. came outC. came upD. came across 8.I'm certain David's told you his business troubles. _ , it's no secret that he owes a lot of money to the bank.A. HoweverB. AnywayC. ThereforeD. Though 9._ both sides accept the agreement will a lasting peace be established in this region.A. UnlessB. As long asC. If onlyD. Only if 10.Though my father suffered from illness, he had to _ great pain to work for my education.A. live inB. live atC. live withD. live up to 11.It was said that not until the old man had passed away _ to his relatives.A. she let out the secretB. was the secret let outC. out she let the secretD. out let the secret 12.Philippines, a country located in Southeast Asia, _ more than seven thousand islands.A. holds togetherB. is consisted ofC. is made ofD. is made up of 13.Nuclear science should be developed to benefit the people _ harm them.A. more thanB. rather thanC. other thanD. better than 14.Although she did not know Boston well, she made her way _ to the Home Circle Building.A. easy enoughB. enough easyC. easily enoughD. enough easily 15.As soon as we got to the river bank, we _ three groups and got down to planting trees.A. divided intoB. separated fromC. were divided intoD. were separated from 16.Professor Wang works in our city as a researcher. It will be two years since he _ here.A. leftB. stayedC. cameD. lived 17.I had just stepped out of the bathroom and was busily drying myself with a towel _ I heard the steps.A. whileB. whenC. sinceD. after 18.Those who want to be an editor of English Weekly must be _ carefulness, patience and much knowledge of English.A. made up ofB. owned upC. armed withD. concentrated on 19.So badly _ in the car accident that he had to stay in hospital for several weeks.A. did he injureB. he injureC. was he injuredD. he was injured 20.A man cannot smile like a child, _ a child smiles with his eyes, while a man smiles with his lips alone.A. soB. butC. andD. for 21.He had already walked three or four miles _ he saw a cart, half-full of hay, by the side of the road.A. whileB. whenC. the momentD. unless 22.The road sign is easy to read; the words _ well.A. make outB. stand outC. work outD. turn out 23.Not once since my son went to high school _ traveling with him.A. had I goneB. have I goneC. I have goneD. I had gone 24.What a strange man! He loves his wife, but _ he often beats her.A. at a timeB. at one timeC. in timeD. at the same time 25.He was a man of strong feelings, _ normally lay hidden deep inside him.A. itB. thatC. thoseD. which 26.We have（）this year as last year.Amany as snowBas many snowCas much snowDmuch as snow27.He has worked very hard（）he entered the factory.AwhenBtillCwhileDsince28.He has never really（）the shock of his son's death.Agot downBgot overCgot offDgot on29.Unless bad weather（）me, I will go for a walk tomorrow.Awill stopBstopsCstopDshould stop30.It's high time someone（）Mike that each member of a team has to do his share of work.Acould tellBtellCtoldDwould tell31.It would be better to mail a letter of application to his advertiser（）to call him.Arather thanBso asCas wellDor else32.The supply and demand of agricultural products are（）balanced.Aon purposeBon averageCin advanceDin general33.（）, he forgot all his trouble.AOnce he being on the stageBOnce being on the stageCOnce on the stageDOnce being he on the stage34.We visited the room（）they used as their lab last semester.AwhichBin thatCwhereDin which35.The medicine has many functions,（）are unknown to us.Awhich of someBsome of whichCof which some of themDthat some of them36.The use of contextual clues can be one of the best ways. to improve students’ reading skills. Unfortunately, students often insist on, understanding each word when reading. Realizing that a text can be understood in a general sense by using contextual clues can go a long way towards helping students cope with increasingly difficult texts, At the same time, the use of contextual clues can also help students to increase their existing vocabulary base rapidly.This lesson provides a number of pointers helping students identify and use context to their advantage.Aim. increased awareness and usage of contextual reading cluesActivity. awareness raising concerning the use of contextual cluesOutline:•Write this example sentence on the board. Tom decided that he desperately needed the glockum if he were to solve the problem.•Ask students what they do if they are reading an English text and do not understand a specific word.•Ask students what they do if they are reading a text in their native language and do not understand a specific word.•Ask students what ’glockum’ means.•Once students have established that they don’t know what a ’glockum’ is, ask them to guess what it might be.•Ask students what part of speech a ’glockum’ is (i. e. verb, noun, preposition etc. ).•Have students explain how they arrived at their guesses and which clues they used.•Explain the concept of reading in chunks i.e. looking at the text surrounding the unknown word for clues.•Show them an article from an advanced level magazine (Wired, National Geographic, The Economist etc. ).•Ask students to identify the probable vocabulary areas that may be used in the example article.•Explain the importance of activating vocabulary by first quickly glancing at the text to be read. This idea is very important as the brain will begin to focus on related concepts thus preparing the student for what is to be read.•Point out that by using all of these clues (i. e. chunking, part of speech, logical deduction, and vocabulary activation), students can arrive at a much fuller understanding of difficult texts - even if they do not understand each word.In the passage, what does it mean by "chunks" （）AA thick piece in irregular shape.BA large piece of reading material.CPart of the reading text where the unknown word exists.DThe whole text.37.The use of contextual clues can be one of the best ways. to improve students’ reading skills. Unfortunately, students often insist on, understanding each word when reading. Realizing that a text can be understood in a general sense by using contextual clues can go a long way towards helping students cope with increasingly difficult texts, At the same time, the use of contextual clues can also help students to increase their existing vocabulary base rapidly.This lesson provides a number of pointers helping students identify and use context to their advantage.Aim. increased awareness and usage of contextual reading cluesActivity. awareness raising concerning the use of contextual cluesOutline:•Write this example sentence on the board. Tom decided that he desperately needed the glockum if he were to solve the problem.•Ask students what they do if they are reading an English text and do not understand a specific word.•Ask students what they do if they are reading a text in their native language and do not understand a specific word.•Ask students what ’glockum’ means.•Once students have established that they don’t know what a ’glockum’ is, ask them to guess what it might be.•Ask students what part of speech a ’glockum’ is (i. e. verb, noun, preposition etc. ).•Have students explain how they arrived at their guesses and which clues they used.•Explain the concept of reading in chunks i.e. looking at the text surrounding the unknown word for clues.•Show them an article from an advanced level magazine (Wired, National Geographic, The Economist etc. ).•Ask students to identify the probable vocabulary areas that may be used in the example article.•Explain the importance of activating vocabulary by first quickly glancing at the text to be read. This idea is very important as the brain will begin to focus on related concepts thus preparing the student for what is to be read.•Point out that by using all of these clues (i. e. chunking, part of speech, logical deduction, and vocabulary activation), students can arrive at a much fuller understanding of difficult texts - even if they do not understand each word.Which of the following is NOT the author's viewpoint （）AStudents need not understand each word. when reading.BA difficult text can be understood in a general sense by using contextual clues.CContextual clues can help students to increase their existing vocabulary base in a short time.DThe use of contextual clues can be the best way to improve students' reading skills.38.The use of contextual clues can be one of the best ways. to improve students’ reading skills. Unfortunately, students often insist on, understanding each word when reading. Realizing that a text can be understood in a general sense by using contextual clues can go a long way towards helping students cope with increasingly difficult texts, At the same time, the use of contextual clues can also help students to increase their existing vocabulary base rapidly.This lesson provides a number of pointers helping students identify and use context to their advantage.Aim. increased awareness and usage of contextual reading cluesActivity. awareness raising concerning the use of contextual cluesOutline:•Write this example sentence on the board. Tom decided that he desperately needed the glockum if he were to solve the problem.•Ask students what they do if they are reading an English text and do not understand a specific word.•Ask students what they do if they are reading a text in their native language and do not understand a specific word.•Ask students what ’glockum’ means.•Once students have established that they don’t know what a ’glockum’ is, ask them to guess what it might be.•Ask students what part of speech a ’glockum’ is (i. e. verb, noun, preposition etc. ).•Have students explain how they arrived at their guesses and which clues they used.•Explain the concept of reading in chunks i.e. looking at the text surrounding the unknown word for clues.•Show them an article from an advanced level magazine (Wired, National Geographic, The Economist etc. ).•Ask students to identify the probable vocabulary areas that may be used in the example article.•Explain the importance of activating vocabulary by first quickly glancing at the text to be read. This idea is very important as the brain will begin to focus on related concepts thus preparing the student for what is to be read.•Point out that by using all of these clues (i. e. chunking, part of speech, logical deduction, and vocabulary activation), students can arrive at a much fuller understanding of difficult texts - even if they do not understand each word.What kinds of contextual clues are mentioned in the passage （）APart of speech, chunking, vocabulary activation, and logical deduction.BPart of speech and vocabulary activation.CChunking, part of speech and vocabulary activation.DChunking, vocabulary activation and logical deduction.39.The use of contextual clues can be one of the best ways. to improve students’ reading skills. Unfortunately, students often insist on, understanding each word when reading. Realizing that a text can be understood in a general sense by using contextual clues can go a long way towards helping students cope with increasingly difficult texts, At the same time, the use of contextual clues can also help students to increase their existing vocabulary base rapidly.This lesson provides a number of pointers helping students identify and use context to their advantage.Aim. increased awareness and usage of contextual reading cluesActivity. awareness raising concerning the use of contextual cluesOutline:•Write this example sentence on the board. Tom decided that he desperately needed the glockum if he were to solve the problem.•Ask students what they do if they are reading an English text and do not understand a specific word.•Ask students what they do if they are reading a text in their native language and do not understand a specific word.•Ask students what ’glockum’ means.•Once students have established that they don’t know what a ’glockum’ is, ask them to guess what it might be.•Ask students what part of speech a ’glockum’ is (i. e. verb, noun, preposition etc. ).•Have students explain how they arrived at their guesses and which clues they used.•Explain the concept of reading in chunks i.e. looking at the text surrounding the unknown word for clues.•Show them an article from an advanced level magazine (Wired, National Geographic, The Economist etc. ).•Ask students to identify the probable vocabulary areas that may be used in the example article.•Explain the importance of activating vocabulary by first quickly glancing at the text to be read. This idea is very important as the brain will begin to focus on related concep