569专科 综合英语2试卷A2

2021年1月22日发(作者：小毛巾)

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电子科技大学网络教育考卷（
A2卷）

(20
年至
20
学年度第

学期
)
考试时间




年


月


日
(120
分钟
)
课程

综合英语
2


教师签名


程凯文

大题号

一

二

三

四

五

六

七

八

九

十

合

计

得


分













Part I


Reading Comprehension (Skimming and Scanning)

(10% )


Directions:
In this part, you will have 15 minutes to go over the passage quickly and answer the
questions on
Answer sheet
. For questions 1-7, choose the best answer from the four choices marked
ABCD, for questions 8-10, complete the sentences with the information given in the passage.
How Hurricanes Get Their Names


The
first
people
who
gave
names
to
hurricanes
were
those
who
knew
them
best--the
people
of
Puerto Rico. The small island of Puerto Rico is in the West Indies, off the coast of Florida. This is
where all the hurricanes begin that strike the east coast of the United States. Often they pas
s
near
Puerto
Rico
or
cross
it
on
their
way
north.
The
people
of
Puerto
Rico
expect
some
of
these
unwelcome visitors every year. Each one is named after the saint's day on which it arrives. Two of
the most destructive storms were the Santa Ana in 1825 and the San Ciriaco in 1899.

Giving
girls'
names
to
hurricanes
is
a
fairly
new
idea.
It
all
began
with
a
story
called

written by George Steward in 1941. In it a weatherman amused himself by naming storms after girls
he knew. He named one Maria. The story describes how Maria
grew and developed, and how she
changed the lives of people when she struck the United States.

Weathermen of the U.S. Army and Navy used the same system during World War II. They were
studying weather conditions over the Pacific Ocean. One of their duties was to warn American ships
and plane
s
when a storm was coming. Whenever they spotted one, they gave it a girl's name. The
first one of the year was given a name beginning with A. The second one got a name beginning with
B. They used all the letters from A to W, and still the storms kept coming. They had to use three lists
from
A
to
W
to
have
enough
names
to
go
around.
This
was
the
first
list
of
hurricane
names
that
followed the alphabet. It served as a model for the system the Weather Bureau introduced in 1952.

Before 1950 the Weather Bureau had no special system for naming hurricanes. When a hurricane
was
born
down
in
the
West
Indies,
the
Weather
Bureau
simply
collected
information
about
it.
It
reported how fast the storm was moving and where it would go next. Weather reports warned people
in the path of the hurricane, so that they could do whatever was necessary to protect themselves.

This system worked out fine as long as weather reports talked about only one hurricane at a time.
But one week in September 1950 there were three hurricanes at the same time. Then things began to
get
confused.
Some
people
got
the
hurricanes
mixed
up
and
didn't
know
which
was
which.
This
convinced
the
Weather
Bureau
that
it
needed
a
code
for
naming
the
storms
in
order
to
avoid
confusion in the future.

In 1951 a conference of weathermen decided to tag hurricanes with the letters of the alphabet. For
radio
messages,
each
letter
was
to
be
sent
out
as
a
word,
using
the
army
alphabet
code:
Able,
Baker,
Charlie, Dog, Easy, and so on. But then they found that some foreign stations had just agreed to use other
code words for the letters of the alphabet. So things were mixed up again. The next year the weathermen
decided to solve the problem by giving each hurricane a name of its own, in alphabetical order. The first
list read: Alice, Barbara, Carol, Dolly, Edna, Florence, Gilda, Hazal, Irene, Jill, Katherine, Lucy, Mabel,
Norma, Orpha, Patsy, Queen, Rachel, Susie, Tina, Una, Vicky, and Wallis.


Some women become angry because hurricanes are given their names. They sometimes complain to the
Weather Bureau. But many other women are proud to see their names make headlines. They don't even
care that they are the names of destructive storms. Because more women seem to like it than dislike it, the
Weather Bureau has decided to continue using girls' names for hurricanes.

In some ways a hurricane is like a person. After it is born, it grows and develops, then becomes old and
dies. Each hurricane has a character of its own. Each follows its own path through the world, and people
remember it long after it
is
gone. So it seems
natural
to
give hurricanes names, and to
talk about
them
almost as if they were alive.

1.

According to the passage, all the hurricanes that strike the east of the U.S
．
began from
＿＿＿＿＿．

A
．

the Santa Ana



B
．

Puerto Rico



C
．

the Saint's Day


D
．

the San Ciriaca

2.

The
“unwelcome visitor
s
”


in the first paragraph refers to ______.

A. the people of United States
B. the girls

C. hurricanes





D. weatherman

3.


Why did the Weather Bureau decided to give names to hurricanes?
A.

To avoid confusion.
B.

It is convenient to list them.
C.

The Bureau had no special system then.
D.

The people of Puerto Rico did so.

4.

People got the idea of giving a hurricane a girl's name from
＿＿＿＿＿．





A
．

a story







B
．

Maria






C
．

a hurricane






D
．

San Ciriaca

5.

The weathermen of the U
．
S
．
Army and Navy named the hurricanes by the alphabet in order to
＿＿
＿＿＿．




A
．

stop the storm

















B
．

enjoy themselves




C
．

describe the hurricanes










D
．

show the order of hurricanes

6.

Why do some women become angry?
A.

Because they don
’
t care that they are the names of destructive storms.
B.

Because hurricanes are given their names.
C.

Because they are reported by newspapers
D.

Because their names are changed by the Weather Bureau.

7.

In what ways is a hurricane is like a person?
A.

After it is born, it grows and develops, then becomes old and dies
B.

Each follows its own path through the world.
1

C.

People remember it long after it is gone.
D.

All of the above.


8.

The story written by George Stewart in 1941 is called _________
9.

Weather
reports
warned
people
in
the
path
of
the
hurricane,
so
that
they
could
do
whatever
was
necessary to _________________.
10.

Because more women seems to be happy to have a same name with a hurricane, the Weather Bureau
had decided to _______________.


Part II








Listening Comprehension





(25 %)

Section A
Directions:

In this section, you will hear 8 short conversations and 2 long conversations. At the end of
each
conversation,
one
or
more
questions
will
be
asked
about
what
was
said.
Both
the
conversation and the questions will be spoken only once. After each question there will be a
pause.
During
the
pause,
you
must
read
the
four
choices
marked
A),
B),
C)
and
D),
and
decide which is the best answer, then mark the corresponding letter on
Answer Sheet

with a
single line through the centre.

注意：此部分答题在答题卡
2
上作答。


11. [A] Saying goodbye to friend.







[B] Buying a ticket for a sports event.



[C] Paying a bill at the bank.







[D] Arranging a plane trip.

12. [A] Stay at home.



[B] Fix the telephone.



[C] Call the telephone company.



[D] Work in the telephone company.

13. [A] The hotel turns to be much better.



[B] There is no difference in the hotel compared with the former times.



[C] The hotel is surprising.



[D] The hotel was cleaner at the former times.

14. [A] She bought a sweater in the end.




[B] She bought a blouse finally.



[C] She bought a skirt finally.







[D] She bought a coat in the end.

15. [A] He usually talks quietly.




[B] He usually assigns homework.



[C] He didn’t teach class today.




[D] He noti
ced that the students didn’t do their homework.


16. [A] Ask someone to help the man.



[B] Give the man the note for his reference.



[C] Lend the man her pencil and paper.



[D] Feel sorry that she can’t help the man.


17. [A] They like to listen to the record again and again.



[B] They are happy she plays a different song this time.



[C] This song is always their favorite one.



[D] They are fed up with Mary’s song.


18. [A] He knows little about concepts of engineering.



[B] He can’t explain s
ome concepts of engineering.



[C] He gives talks to high school students regularly.



[D] He doesn’t want the woman to postpone the talk.


Questions 19 to 22 are based on the conversation you have just heard.
19. [A] The strength of ocean currents.





[B] The movement of sediment deep in the ocean.



[C] A new way of measuring the depth of the ocean.



[D] The best methods for studying deep ocean processes.

20. [A] What a turbidity current is.



[B] The causes of underwater earthquakes.



[C] How winds can affect some ocean currents.



[D] Why the book talks about turbidity currents.

21. [A] By crushing large amounts of stone.



[B] By causing mud or sand to mix with ocean water.



[C] By creating large waves on the surface of the ocean.



[D]
By greatly increasing the ocean’s depth in some areas.


22. [A] To explain the effects of turbidity currents.



[B] To explain how winds cause turbidity currents.



[C] To remind the student about the next assignment.



[D] To remind the student where ocean sediments originate.

Questions 23 to 25 are based on the conversation you have just heard.
23. [A] She imitates the lifestyles of celebrities.
2



[B] She gets inspirations from celebrities.



[C] She doesn’t hold celebrities as role models.




[D] She has no interest in celebrities.

24. [A] We should care more about our friends and families than celebrities.



[B] People should not have any interest in celebrities.



[C] Celebrities make us spend money.



[D] Celebrities are no more ideal citizens than we are.

25. [A] Celebrities as role models.




[B] Interest in celebrities.



[C] Inspirational values of celebrities.




[D] The entertainment value of celebrities.

Section B

Passage One

Questions 26 to 28 are based on the passage you have just heard.
26. [A] They liked to eat tea leaves.



[B] They did not know how to do with tea.



[C] They wanted to make sandwiches with tea.



[D] They were curious about the taste of tea leaves.

27. [A] Britons got expensive tea from China.



[B] Britons got their first tea from Finland.



[C] Britons were the first people in Europe who drank tea.



[D] The East India Company brought tea direct to Britain.

28. [A] It became a popular drink.



[B] It tasted better than mixed with butter.



[C] They followed everything the Britons did.



[D] They were influenced by a woman in the upper class.

Passage Two

Questions 29 to 32 are based on the passage you have just heard.
29. [A] Oil refinery.








[B] Linen textiles.



[C] Food products.








[D] Deepwater port.

30. [A] Soap.










[B] Grain.








[C] Steel.






































[D] Tobacco.

31. [A] In 1177.









[B] In 1315.



[C] In the 16th century.























[D] In the 17th century.

32. [A] French refugees arrived.







[B] The harbor was destroyed.



[C] Ship- building began to flourish.




[D] The city was taken by the English.

Passage Three
Questions 33 to 35 are based on the passage you have just heard.
33. [A] The population of elderly people.




[B] Nuclear weapon.



[C] Violence in crime.







[D] Living standards.

34. [A] People are more destructive.



[B] People are more selfish.



[C] People do what they preach now.



[D] People do not have moral principle to follow now.

35. [A] Indifferent.








[B] Surprised.






[C] Confident.























[D] Worried.


Part III

Reading Comprehension (reading in depth)


(35%)
Section A

(5%)
Directions: R
ead the following passage carefully and give brief answers to the questions.








All of us communicate with one another nonverbally as well as with words. Most of the time
we’re not aware that we’re doing it. We gesture with eyebrows or hands, meet someone
else
’
s eyes and
look
away,
or
change
positions
in
a
chair.
These
actions
we
assume
are
occasional.
However
in
recent
years researchers have discovered that there is a system to them almost as consistent and understandable
as language.
One important kind of body language is eye behavior. Americans
are careful about how and when
they
meet
one
another’s
eyes.
In
our
normal
conversation,
each
eye
contact
look
searchingly
into
each
3