2022年吉林大学英语考试真题卷14测.docx

2022年吉林大学英语考试真题卷（本卷共分为1大题50小题,作答时间为!80分钟,总分100分,60分及格。）单位:姓名:考号:题号单选题多项选择判断题综合题总分分值得分、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. Questions 6 to 8 are based on the fol lowing news. At the end of the news item, you wiI I be given 10 seconds to answer each question. Now Ii sten to the news.Who was found to be involved in the bombing of the NationaI police headquartersA. Al-Qaida.B. A militant group.C. The Muslim Brotherhood.D. A group of separatists.2. Questions 1 to 5 are based on an interview. At the end of the interview you will be gi ven 10 seconds to answer each of the fol I ow i ng f i ve quest i ons. Now Iisten to the interview.What is the purpose of Bob' s trip to Sri LankaA. To spend his holidays.B. To participate in a business negotiation.C. To meet his Australian friend there.D. To attract Sri Lankan students to undertake degree studies in Australi3. Questions 6 to 8 are based on the fol lowing news. At the end of the news item, you wiI I be given 10 seconds to answer each question. Now Ii sten to the news.Who were the majority of victims in the bombing on WednesdayA. Civilians.B. Students.C. Government officials.D. Police officers.4. Questions 9 to 10 are based on the fol lowing news. At the end of the news item, you wiI I be given 10 seconds to answer each question. Now Ii sten to the news.Sharon made a commi tment three years ago thatA. he would not harm ArafatB. he would withdraw his troopsC. he would deal with the conflict between Israel and PalestineD. he would not overthrow Palestinian government5. An ideal col lege shouId be a community, a place of close, natural, intimate association, not only of the young men who are its pupi Is and novices in various I ines of study, but also of young men with older men, with veterans and professionals in the great undertaking of learning, of teachers with pupi Is, outside the classroom as we I I as inside it. No one is successfuI Iy educated within the wa11s of any particular classroom or laboratory or museum; and no amount of association, however close and fami I iar and del ightfuI, between mere beginners can ever produce the sort of enIightenment which the young lad gets when he first begins to catch the i nf ect i on of learning. The trouble with most of our co I I eges nowadays is that the faculty of the co I I ege I i ve one I ife and the undergraduates quite a different one. They constitute two communities. The I ife of the undergraduates is not touched with the personal inf Iuence of the teachers: I ife among the teachers is not touched by the personal impressions which shouId come from frequent and intimate contact with undergraduates. This separation need not exist, and, in the co 11 ege of the idea I university, would not exist. It is perfectly possible to organize the I ife of our col leges in such a way that students and teachers alike wi I I take part in it; in such a way that a perfectly natural daily intercourse wiI I be estab Iished between them; and it i s only by such an organization that they can be given real vitality as places of serious training, be made communities in which youngsters wiI I come fully to real ize how interesting inteI IectuaI work is, how vital, how important, how cIoseIy assoc i ated with al I modern ach i evement-on I y by such an organ i zat i on that study can be made to seem part of I ife itself. Lectures often seem very formal and empty things; recitations generally prove very du I I and unrewarding. It is in conversation and natural intercourse with scholars chiefly that you f i nd how lively know I edge i s, how it ties i nto everyth i ng that is interesting and important, how intimate a part it is of everything that is “practical and connected with the wor Id. Men are not a I ways made thoughtfuI by books; but they are general ly made thoughtfuI by association with men who think. The present and most pressing problem of our university authorities is to bring about this vital association for the benef i t of the nov i ces of the un i vers i ty wor I d, the undergraduates. Classroom methods are thorough enough; competent scholars al ready lecture and set tasks and superintend their performance; but the Iife of the average undergraduate outside the classroom and other stated appointments with his instructors is not very much affected by his studies, and is enti rely dissociated from inteI IectuaI interests.An ideaI col Iege .A. should have mature, experienced and professional men on its staffB. should be managed by experienced scholarsC. should be managed by experienced scholars and energetic young men D. should see tight, harmonious connection between the experienced and the inexperienced6. Questions 6 to 8 are based on the fol lowing news. At the end of the news item, you wiI I be given 10 seconds to answer each question. Now Ii sten to the news.According to Salah, continuaI terrorist attacks were caused by.A. the secular criticismB. the religious criticismC. the anger over the government? s corruptionD. the antagonistic feelings against the West7. Questions 1 to 5 are based on an interview. At the end of the interview you wi I I be given 10 seconds to answer each of the f11owing f ive questions. Now Iisten to the interview.What are the students from Sr i Lanka most interested in according to BobA. Accountancy and computing.B. Business and finance.C. Law and business.D. Architecture and engineerin8. Joyce Carol Oates pub Iished her fi rst co I Iect i on of short stor i es By The North Gates, in 1962, two years after she had received her Master1s degree from the University of Wisconsin and become an instructor of English at the University of Detroit. Her productivity since then has been prodigious, accumu I at i ng in less than two decades to nearly thirty titles, including nove Is, col I ect i ons of short stor i es and verse, p I ays, and Iiterary criticism. In the meantime, she has continued to teach, moving in 1967 from the University of Detroit to the University of Windsor, in Ontario, and in 1978 to Pr i nceton University. Reviewers have admi red her enormous energy, but find a productivity of such magnitude difficult to assess. In a period characterized by the abandonment of so much of the real istic tradition by authors such as John Barth, Dona I d Barthel me, and Thomas Pynchon, Joyce Carol Oates has seemed at times determinedly !d-fash i oned in her insistence on the essentially mimetic qua Iity of her fiction. Hers is a worId of violence, insanity, fractured love, and hopeless Ioneliness. Although some of it appears to come from her own observations, her dreams, and her fears. Much more is clearly form the exper i ence of others. Her first novel, W i th Shudder i ng Fa 11 (1964), dealt with stock car racing, though she had never seen a race. In Them (1969) she focused on Detroit from the Depression through the riots of 1967, drawing much of her material from the Depression made on her by the problems of one of her students. Whatever the source and however shocking the events or the motivations, however, her fictive worId remains strikingly akin to that real one reflected in the daily newspapers, the television news and talk shows, and the popular magazines of our day. Which of the following does the passage indicate about Joyce Carol Oates' fi rst pub Ii cat i onA. It was part of her MA thesis.B. It was a volume of short fiction.C. It was not successful.D. It was about an English instructor in Detroit.9. Questions 9 to 10 are based on the fol lowing news. At the end of thenews item, you wiI I be given 10 seconds to answer each question. Now I i sten to the news.When did Sharon meet Bush and told Bush that he would release himself from the comm i tmentA. On April 14.B. Three years ago.C. Last Friday.D. A week ago.10. An ideal co I Iege should be a community, a place of close, natural, intimate association, not only of the young men who are its pupi Is and novices in var ious I ines of study, but also of young men with older men, with veterans and professionals in the great undertaking of learning, of teachers with pupiIs, outs i de the classroom as we I I as inside it. No one i s successfuI I y educated within the wa I I s of any part icular cl assroom or laboratory or museum; and no amount of association, however close and fami I iar and del ightfuI, between mere beginners can ever produce the sort of enlightenment which the young lad gets when he first begins to catch the i nf ect i on of learning. The trouble with most of our co I I eges nowadays is that the faculty of the co I I ege I i ve one I ife and the undergraduates quite a different one. They constitute two communities. The I ife of the undergraduates is not touched with the personal inf Iuence of the teachers: I ife among the teachers is not touched by the personal impressions which shouId come from frequent and intimate contact with undergraduates. This separation need not exist, and, in the co 11 ege of the ideal university, would not exist. It is perfectly possible to organize the I ife of our col leges in such a way that students and teachers alike wiI I take part in it; in such a way that a perfectly natural daily intercourse wiI I be estab Ii shed between them; and it i s only by such an organization that they can be given real vitality as places of serious training, be made communities in which youngsters wi 11 come fully to realize how interesting intel lectual work is, how vital, how important, how cIoseIy assoc i ated with al I modern ach i evement-on I y by such an organ i zat i on that study can be made to seem part of I ife itself. Lectures often seem very formal and empty things; recitations generally prove very du I I and unrewarding. It is in conversation and natural intercourse with scholars chiefly that you f i nd how I i vely know I edge i s, how it ties i nto everyth i ng that is interesting and important, how intimate a part it is of everything that is "practicaln and connected with the wor Id. Men are not always made thoughtfuI by books; but they are general ly made thoughtfuI by association with men who think. The present and most pressing problem of our university authorities is to bring about this vital association for the benef i t of the nov i ces of the un i vers i ty wor I d, the undergraduates. Classroom methods are thorough enough; competent scholars already lecture and set tasks and superintend thei r performance; but the Iife of the average undergraduate outside the classroom and other stated appointments with his instructors is not very much affected by his studies, and is entirely dissociated from inteI IectuaI interests.Successful educat ion i s the acqui r ing of knowledge from .A. classrooms, laboratories and museumsB. all sources availableC. intimate association between beginnersD. experienced scholars11. PeopIe in the United States in the nineteenth century were haunted by the prospect that unprecedented change in the nation, s economy would bring soc i a I chaos. In the years fol lowing 1820, after several decades of relative stabiIity, the economy entered a period of sustained and extreme I y rap i d growth that cont i nued to the end of the n i neteenth century. Accompanying that growth was a structural change that featured increasing econom i c diversification and a gradual shift in the nation' s labor force from agriculture to manufacturing and other nonagri cultural pursuits. AI though the bi rth rate cont i nued to dec Ii ne from its high level of the e i ghteenth and early n i neteenth centuries, the popuI at i on roughly doubIed every generation dur ing the rest of the nineteenth century. As the popuI at i on grew, its makeup also changed. Massive waves of immigration brought new ethnic groups into the country. Geographic and soc i a I mobiIity- downward as we I I as upward-touched a I most everyone. Local studies i nd i cate that nearly three-quarters of the popuI at i on in the North and South, in the emerging cities of the Northeast, and in the restless rural counties of the West changed their residence each decade. As a consequence, hi stor ian Dav i d Dona Id has wr itten, "Soc ia I atomizat ion affected every segment of society," and it seemed to many peopIe that "al I the recogn i zed values of orderly civil i zat i on were gradual ly being eroded.w Rapid i ndustr i a Ii zat i on and increased geographic mobiIity in the n i neteenth century had spec i a I i mp I i cat i ons for women because these changes tended to magnify social distinetions. As the roIes men and women played in society became more rapidly defined, so did the roles they played in the home. In the context of extreme compet iti veness and dizzying soc i a I change, the household lost many of its ear Iier functions and the home came to serve as a haven of tranquiIity and order. As the size of famiIies decreased, the roles of husband and wife became more clearly differentiated than ever before. In the middle class especially, men participated in the productive economy while women ruled the home and served as the custod i ans of c i v i I i ty and culture. The i nt i macy of marriage that was common in ear Iier periods was rent, and a gulf that at times seemed unbridgeable was created between husbands and wives.What does the passage mainly discussA. The economic development of the United States in the eighteenth century.B. Ways in which economic development led to social changes in the United States.C. Population growth in the western United States.D. The increasing availability of industrial jobs for women in the Unites States.12. Questions 1 to 5 are based on an interview. At the end of the interview you wi 11 be gi ven 10 seconds to answer each of the fol Iowing f i ve quest ions. Now Iisten to the interview.Which of the fol lowing is NOT TRUE of the current situation in Sri LankaA. Students have difficulty in finding jobs.B. There exists an internal strife.C. The economy is in a recession.D. The economy is developing rapidly.13. Joyce Carol Oates pub Ii shed her fi rst co I Iect i on of short stories By The North Gates, in 1962, two years after she had received her Master' s degree from the University of Wisconsin and become an instructor of English at the University of Detroit. Her productivity since then has been prodigious, accumu I at i ng in less than two decades to nearly thirty titles, including nove Is, col I ect i ons of short stor i es and verse, p I ays, and Iiterary criticism. In the meantime, she has continued to teach, moving in 1967 from the University of Detroit to the University of Windsor, in Ontar io, and in 1978 to Pr inceton University. Reviewers have admi red her enormous energy, but find a productivity of such magnitude difficult to assess. In a period characterized by the abandonment of so much of the real is