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全攻全守浙江省2014年选拔高职高专毕业生进入本科学习统一考试英语试题与答案

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2021-01-22 06:08
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2021年1月22日发(作者:晚安的英文)
Part I Reading Comprehension (60 marks, 60 minutes)

Section A (
每小题
2

)

Format


Directions: There are 4 passages in this part. Each passage is followed by five questions. For
each of them there are four choices marked A, B, C, and D. You should decide on the best choice
and blacken the corresponding letter on Answer Sheet.(40 marks)
Passage One

Questions 1 to 5 are based on the following passage:
Have you ever wondered where the first doughnut(
炸面圈
) was made? Who thought up the
idea of a fried cake with a hole in the center?
No one knows for sure who made the first doughnut. Some people think that doughnuts
probably began in the 1800s as Dutch “olykoeks” or “oily cakes.” In those days, a cook would not
want to waste any scraps of food. Leftover pieces of bread dough(
生面团
) were put into hot oil and
fried. Olykoeks were tasty on the outside, but soft and uncooked in the center.
Some people say that the mother of a New Englandsea captain invented the first real
doughnut. Her name was Elizabeth Gregory. She replaced the soft center with spices and nuts.
But,Elizabeth’s son, Captain Gregory, did not like nuts. He punched out the center, and the
consequence was the first hole in a doughnut.
Others say the real story is that Captain Gregory had difficulty steering his ship while trying to
eat doughnuts. He asked the ship’s cook to make his doughnuts with holes so he could hang them
on the steering wheel! Others think that Captain Gregory saw holed cakes in Europe and brought
the idea back toAmericawith him.
During World War I, homesick American soldiers inEuropewere served doughnuts by the
Salvation Army. These brave women volunteering for the job were called “Doughnut Girls.” They
often worked in dangerous conditions near the soldiers, so the Doughnut Girls wore helmets and
uniforms. The women made doughnut cutters out of a large can with a smaller can inside it to cut
out the hole. They could set up a kettle of hot oil to fry the dough almost anywhere.
In the 1920s, doughnut machines were invented. Doughnuts were produced faster and easier
than ever before. Still, many people preferred to make their favorite doughnuts at home.
1. The passage is mainly about ______.
A. the popularity of doughnuts B. the history of doughnuts
C. the inventors of doughnuts D. the types of doughnuts
2. The first Dutch “olykoek” came into being probably because ______.

A. people did not like to eat fried food B. cooks did not like to waste leftover food
C. Dutchmen liked oil cakes very much D. cooks liked the soft center of cakes
3. What was used to replace the uncooked center to improve doughnuts?
A. Scraps of food. B. Jelly filling.
C. Spices and nuts. D. Leftover bread dough.
4. In paragraph 3, the word “consequence” probably means ______.

A. action B. damage
C. problem D. result
5. What can be inferred about the Doughnut Girls during World War I?
A. They worked aboard a ship. B. They worked near battlefields.
C. They used untested machines. D. They used helmets to cook doughnuts.
Passage Two

Questions 6 to 10 are based on the following passage:
It is a blow for the Ugly Bettys and Plain Janes

research shows that good looks lead to
better pay. A study of 4,000 young men and women found that beauty boosted pay checks more
than intelligence. Those judged to be the most attractive earned up to 10 percent more than their
less attractive friends and colleagues. Applied to the average salary of

25,000 a year, the
“plainness penalty (
处罚
)” would make a difference of

2,500 a year

or around

50 a week.
It is unclear what is behind the phenomenon but it may be that beauty creates confidence.
The self-confident may appear to be doing better than they are and will not hesitate about asking for
a pay rise.
Researcher Jason Fletcher, ofYaleUniversityin theU.S., rated the attractiveness of the 4,000
men and women. Just over half were judged average, while 7 percent were felt to be very attractive
and 8 percent were judged unattractive or very unattractive. The volunteers also sat an IQ test and
reported their salary. It became clear that pay scales were far from fair. For instance, a 14-point
increase on the IQ score was associated with a 3 to 6 percent increase in wage. But being of
above-average looks increased pay by 5 to 10 percent.
For a plain person to be paid the same as a very attractive one, they would have to be 40
percent brighter, the journal Economics Letters reports.
Dr Fletcher said: “The results do show that people’s looks have an impact on their wages and
it can be very important.”

6. What is the “plainness penalty”?

A. To be paid less for being ordinarily-looking.
B. To be laughed at for being ordinarily-looking.
C. To be fired for being ordinarily-looking.
D. To be questioned for being ordinarily-looking.
7. What’s the average annual salary of a good
-looking person?
A.

2,500. B.

25,000.
C.

22,500. D.

27,500.
8. Good-looking people are paid more probably because ______.
A. they look smarter B. they have higher degrees
C. they are better at pleasing others D. they are more confident
9. How many people were rated as very attractive in Jason Fletcher’s study?

A. About 280 B. About 4,000
C. About 2,000 D. About 320
10. Which of the following best summarizes the main idea of the passage?
A. IQ is less important than appearance. B. Confidence makes people prettier.
C. Good looks earn an extra penny. D. How Plain Janes get a higher salary.
Passage Three

Questions 11 to 15 are based on the following passage:
Were you constantly bored as a child? Maybe that helped you to develop your ability to be
creative.
Boredom can be a good thing for children, according to Dr Teresa Belton, researcher at
theUniversityofEast Anglia’sSchoolofEducationand Lifelo
ng Learning. After interviewing authors,
artists and scientists inBritain, she’s reached the conclusion that cultural expectations that children
should be constantly active could block the development of their imagination.
British actress and writer Meera Syal grew up in a small mining village with few distractions.
The researcher said: “Lack of things to do urged her to talk to people she wouldn’t otherwise have
engaged with and try activities she wouldn’t, under other circumstances, have experienced, such
as
talking to elderly neighbors and learning to bake cakes.”

Belton added: “Boredom made her write. Meera Syal kept a diary from a young age, filling it
with observations, short stories, poems.”

The researcher didn’t ignore the old saying the devil finds
work for idle hands, though. Belton
pointed out that young people who don’t have the interior resources to deal with boredom creatively
may end up smashing up bus shelters or taking cars out for a joyride.
How about watching TV and videos on the computer? The researcher believes that nothing
replaces standing and staring at things and observing your surroundings.
It’s the sort of thing that stimulates the imagination, she said, while the screen “tends to short
circuit that process and the development of cre
ative capacity”.

Dr Belton concluded: “For the sake of creativity, perhaps we need to slow down and stay
offline from time to time.”

11. Dr Teresa Belton did her research by ______.
A. studying cultural differences
B. interviewing professionals
C. keeping a diary
D. observing the surroundings
12. Which of the following best describes the village where Meera Syal grew up?
A. Modern and open. B. Tiny and unexciting.
C. Poor and underdeveloped. D. Remote and violent.
13. The expression “the devil finds work for idle hands” probably means that people are more
likely to ______.
A. do what they should not do if they meet devils
B. achieve nothing if they work with devils
C. do more work if they didn’t work hard when they were young

D. get involved in trouble if they have nothing to do with their time
14. What is Dr Belton’s advice for youngsters?

A. Observe the world around them.
B. Get information online from time to time.
C. Remain constantly active.
D. Read as many books as possible.
15. Which of the following is the best title for the passage?
A. Deal with boredom wisely.
B. Learn from a young age.
C. Enjoy village life.
D. Forget old sayings.
Passage Four

Questions 16 to 20 are based on the following passage:
During her junior year of high school, Candice Backu
s’s teacher handed her a sheet and
instructed the 17-year-old to map out her future financial life. Backus pretended to buy a car, rent
an apartment, and apply for a credit card. Then, she and her classmates played the “stock market
game,” investing the hy
pothetical(
假设的
) earnings from their hypothetical jobs in the market in the
fateful fall of 2008. “Our pretend investments crashed,” Backus says, still horrified. “We felt what
actual shareholders were feeling.”

That pain of earning and losing money is a feeling that public schools increasingly want to
teach. Forty states now offer some types of financial instruction at the elementary or high- school
level, including lessons in balancing checkbooks(
支票本
) and buying stock in math and
social-studies classes. The interest in personal-finance classes has risen since 2007 when bank
failures became a regular occurrence.
Rather than teach investment strategies, these courses offer a basic approach to handling
money: Don’t spend what you don’t have. Put part of your mo
nthly salary into a savings account,
and invest in the stock market for the long-term rather than short-term gains. For Backus, this
means dividing her earnings from her part-time job at a fast-food restaurant into separate
envelopes for paying bills, spen
ding, and saving. “Money is so hard to make but so easy to spend,”
she says one weekday after school.
After Backus finished her financial classes, she opened up a savings account at her local
bank and started to think more about how she and her family woul
d pay for college. “She just has a
better understanding of money and how it affects the world,” says her mother, Darleen. All of this
talk of money can make Backus worry, she says, but luckily, she feels prepared to face it.
16. The purpose of the high sch
ool class’s “stock market game” is to ______.

A. introduce a new course B. encourage personal savings
C. learn about investment D. teach credit card hazards
17. Student interest in taking classes on finance has increased because of ______.
A. the state of the economy B. the need for employment
C. the rate of graduation D. the desire to purchase cars
18. According to the passage, taking money management courses will help young people to
______.
A. get accepted by colleges B. become very wealthy
C. take more vacations D. prevent from going into debt
19. After Candice Backus completed the class about money, she ______.
A. is debt free B. manages the family income
C. will graduate early D. feels more competent
20. The author’s attitude toward financial classes i
n public schools is ______.
A. positive B. critical
C. objective D. worried
Format


Directions: In the following passage, some sentences have been removed. For questions
21

25, choose the most suitable one from the list A

G to fit into each of the numbered blanks.
There are two extra choices, which do not fit into any of the gaps. Mark your answers on Answer
Sheet.(10 marks)
Now put on sunscreen(
防晒霜
)
Some sunscreens prevent sunburn but not other types of skin damage. Make sure yours
offers a broad range of protection.
● 21. ______ Anything higher than SPF 50+ can tempt you to stay in the
sun too long. Even if
you don’t burn, your skin may be damaged. Stick to SPFs between 15 and 50+. Pick a product
based on your own skin color, time outside, shade and cloud cover.
● News about vitamin A. Eating vitamin A
-rich vegetables is good for you, but spreading
vitamin A on your skin may not be. Government data shows that cancers develop sooner on skin
coated with creams with vitamin A. 22. ______
● Pick a good sunscreen. EWG’s sunscreen database rates the safety and effect of about
1,400 SPF-rated products, including about 750 sunscreens for beaches and sports use. We give
high ratings to brands that provide broad- range, long-lasting protection with ingredients that pose
fewer health concerns when absorbed by the body.
● 23. ______ Cream, because spr
ays cloud the air with tiny particles that may not be safe to
breathe. Reapply cream often. Sunscreen chemicals sometimes degrade in the sun, wash off or rub
off on towels and clothing.
● 24. ______ The FDA treats powdered sunscreens as unapproved new drug
s and may take
enforcement action against companies that sell them-except for small businesses, which can sell
powders until December 2013.
● 25. ______ Wear sunscreen. In 2009, nearly twice as many American men died from skin
cancers as women. Surveys show that 34 percent of men wear sunscreens, compared to 78
percent of women.
● Got your vitamin D? Many people don’t get enough vitamin D, a hormone manufactured by
the skin in the presence of sunlight. Your doctor can test your level and recommend supplements if
you are low in this vital nutrient.
A. No powder!
B. Avoid midday sun.
C. Message for men:
D. Cream or spray?
E. Don’t fall for high SPF labels.

F. Take special precautions with infants and children.
G. Avoid any sun product whose label says vitamin A.
Section B (
每小题
1

)

Directions: In this section, there is a passage with ten blanks. You are required to select one
word for each blank from a list of choices given in a word bank following the passage. Read the
passage through carefully before making your choices. Please blacken the corresponding letter for
each item on Answer Sheet. You may not use any of the words in the bank more than once.(10
marks)
A survey of English schoolchildren shows boys and girls are worrying about the way they look.
The 26 found that over half of male schoolchildren lacked confidence because of their body
27 . The figure for girls was slightly 28 , at 59 percent. Researchers questioned 693 teachers
about how their students 29 about their bodies. All the children had taken lessons on body image
and self-esteem. Teachers said many children were very 30 if others said bad things about their
appearances. Around 55 percent of teachers reported that girls were extremely sensitive to
comment 31 their looks; the figure for boys being easily hurt by teasing(
取笑
) was 27 percent.
Teachers gave a number of 32 why children as young as four years old were stressing out
about their shapes. Over 90 percent of teachers 33 the Internet and television. Children see images
of “perfect” bodies every day and they feel they
have to look that way too. Many children are on
diets to make themselves 34 to the opposite sex. One elementary school teacher said: “I work with
four to five-year-
olds and some say things like, ‘I can’t eat cheese, it will make me

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