2023年专升本入学考试英语试卷.doc

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专升本入学考试英语试卷(一)

考试类型:闭卷 　 　 总分:100分
专业:　 　 　 　　考号： 　 　 　 姓名:　

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I
II
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Part I　 Vｏcaｂuｌaｒy ａnｄ　Stｒｕcture (40%）
Dirｅctions: Ｔｈere ａrｅ ２0 incｏmplete　ｓｅnteｎces ｉn this paｒt. Foｒ eａch sentｅnce ｔhere　ａre fｏur　choｉces mａrkｅｄ A, B,　Ｃ and D． Choose the ONE thaｔ　best comｐｌｅｔｅs thｅ ｓentence.
1. 　 　B　　 mistakes　iｎ ｌeaｒninｇ　Enｇlish iｓ not ｓtupid, buｔ 　 aｆｒaid oｆ makiｎg ｍisｔａkeｓ ｉs.
Ａ． Make; ｂe　 B． Making; you ａre　 Ｃ. Ｍaking； ｂｅing 　 　 D. Mａkiｎg; oｎe is
2. B 　 　his ａrrｉｖａl at　the airpoｒt,　he　madｅ ａ lｏｎg　dｉsｔant call tｏ hｉs ｗife ａt　home.
A． On 　　　 Ｂ.　Siｎｃe 　　 C. Ｔhｅ moｍｅnt 　 Ｄ.　As sooｎ aｓ
3. 　 C a car on an　icｙ road, thｅ brake muｓt be used genｔｌy.
A. Driving　   　B． Ｗhen drivｉng　   　C． Iｆ drivinｇ　 　 　 　  Ｄ. Wｈen　one is dｒivｉng
４. There would　be nｏ douｂt A tｈe bｏy　ｈaｄ dｏnｅ something　wrong．

Ａ. ｗhat 　    B. whethｅｒ 　　 　 C. if 　 　 　   　 D. ｔhａt
5． Iｔ was　hｉs owｎ ｓｔupｉdity ｔhａt Ｃ 　 　hiｓ doｗnfall.
A. broughｔ uｐ 　　 　　B． brouｇht ｆorｗaｒｄ 　 　C. ｂｒougｈt　dowｎ 　 　D． bｒougｈｔ about
6. Ｉｔ iｓ tｒｕe　that thｅ　surｒounｄings wｉll B oｎe’s　wｏｒk and stｕdｉes.
Ａ．　affeｃt B. aｔtend 　 C. aｌtｅr 　 D.　aｐologizｅ
７. You　arｅ suｐｐoｓed to　ｗrｉｔe yｏur　cｏmposiｔion eｖｅｒy D 　 ｌiｎｅ.
　A. one 　 　　 B. ａ　　　 　   　 Ｃ.　ｏthｅr 　　  　 　 D. anｏthｅr
8.　Afteｒ　lｉvinｇ for yeａrs iｎ a ｂig ｃity, tｈey ｆounｄ　ｉｔ ｄｉfficuｌt to　setｔlｅ C　 　 in a　ｔown.　
Ａ. ｆor 　 　　　Ｂ. aｔ　 　 　  C. ｕp 　　 　 D. dｏwn
９. – I woｎder why　he was lａtｅ　fｏr ｔhe　meetinｇ. Ｈe ｈas always ｂeen puｎctｕal.
– Ｓo　do I． He 　 D ａn ａcｃｉdent.
　A．　musｔ have　 　B． sｈoｕld hａve　had 　 C. would have　hａd 　 D. ｍigｈt ｈave haｄ
10． Hｅarinｇ someoｎｅ unｌocking tｈｅ　door,　the man rushed ｔo ｔhｅ ｂａｃk　dｏor， 　D　 　 thｅ taｂｌｅ　ｏｖer and ａｌｍoｓt 　 all　the fine plａtes.
Ａ. to knock; smａshｉｎg 　 　 　 　 　 　B. knoｃｋing; smasheｄ
　　Ｃ.　kｎoｃｋｅd; sｍaｓｈiｎｇ　     D. knockiｎg； smasｈｉnｇ
１1. Before　 Ｃ the ｏffice ｓhe　always mａkeｓ　sｕre 　 tｈｅ ｌightｓ.
　A. left; turn ｏff 　　　　　 　 B.　leavinｇ; tｏ tｕrn ofｆ
C. leave； tｕrnｉng ｏｆf 　　 　 　 D.　to ｌｅave; ｉn turninｇ oｆｆ
12. 　 　B 　 cｏmputｅｒｓ ｈavｅ gｒeatｌy changｅd　ouｒ ｗay of lｉfe is　a univeｒsally accepted faｃt.
　 A. Moｄern 　　 　 B. That ｍodeｒn　 C． What ｍoderｎ 　 　 　　Ｄ. Iｔ　is　ｍｏｄern
１3. Ｉ　aｍ　not surｅ 　Ｂ ．　
　A． wｈeｔｈeｒ　aｒｅ thesｅ ｒａilwａy　timetablｅs ａccｕratｅ
Ｂ. hoｗ accuraｔe　are　tｈese　railway　tiｍeｔａbｌｅs
C. wherｅ can we get　thesｅ raｉlwａｙ timetａbｌｅｓ
　  D. if tｈese raiｌwａys ｔimｅtaｂlｅｓ are accｕraｔe
14. It wａs bｅcause oｆ　his wifｅ’ｓ chancｅ ｄiscovery　 Ｂ 　　 ｈe was　ablｅ to ｆｉnd　hｉｓ lｏnｇ-ｌoｓt　brothｅｒ.
　 Ａ. tｈａt 　 　 　 Ｂ． tｈen 　 　 C. so ｔhａｔ 　 　　 　D. by ｗhｉch
１５. Her parents C 　 to see　ｔhe ｄocｔor without　delay.
　A． ｓuggｅsteｄ ｈer tｏ ｇｏ 　 　　  　　　B. insisted　on her　ｔo go
C. ｍaｄｅ hｅｒ　to go　　 　 　 　 D.　ｉnsiｓｔed thaｔ ｓhe gｏ
16. Havｉnｇ been treatｅｄ　so badly in heｒ ａｕnt’ｓ ｆａmｉlｙ， tｈe giｒｌ couldn’t 　　 C 　and ｌeｆt.
Ａ．　puｔ it ｕp　　 　 B．　put up　ｗｉtｈ ｉt　 　   Ｃ.　pｕt it ｏff 　 　　 　  　　D.　put ｗith it
1７. Ｔhis ｉs　ｔｈe sｕｂject Ｄ 　　ｔｈey ｗill argｕe foｒ ａ　long tｉme.
A． whicｈ　　  　 　 Ｂ. about wｈich  　 C．　ａbout that 　 　 D. that
1８. 　 A　　 receiｖeｄ edｕcatiｏn ａs todaｙ.
A.　Neｖｅr ｈａvｅ　so many woｍen　 　  　　　B. Neｖeｒ have　woｍeｎ ever
C. Neveｒ ｓo manｙ　ｗomen 　 　 　  　 Ｄ．　Neｖer haｖe　tｈere ｂeｅn so　many ｗomeｎ
19. Imagine 　C 　 wｉtｈ someone who never sｔｏpｓ 　 　pｒactiｃal jｏkeｓ on　you.

A. to live;　to play　  B. lｉving;　ｐlayｉng 　  C. ｔｏ ｌive；　playinｇ　 　　 Ｄ． ｌｉｖinｇ;　to　ｐlａy
2０. Wｈen I eｎtered the　ｌiｖing-ｒｏｏm，　mｏtheｒ dｉｄｎ’t ｓay anything, ｂut I noｔiced a 　 　 B 　lｏok come ｏｖer ｈer fａce.
　 Ａ. suｒｐrｉsｅ 　  B.　suｒpｒisiｎｇ 　 　  C. surｐrised 　　　 　 Ｄ.　surｐrisiｎgly

Part II　 Readｉｎｇ Coｍｐｒｅhｅnsｉon　(6０%)
Dｉrｅctｉｏns:　Theｒe arｅ ｔｈｒee reａｄing passages　iｎ this paｒt．　Ｅacｈ　paｓsａge is folｌoｗeｄ ｂy some　stａteｍents ａnｄ quｅｓtionｓ． You should ｄecidｅ on the beｓt　choice．
Passage One
Ｗhen　you ｓend a lｅtter ｏr a postcａｒd, ｙｏu havｅ　tｏ　put ｓtａmps on　ｔｈe envelope or on ｔhe cａrｄ．　When　did peoplｅ　ｆｉrｓt ｂegin tｏ uｓe stamｐｓ?　Ｗho　was thｅ ｆirｓt tｏ　think of thｉs iｄｅa?
In ｔhe　early　niｎｅtｅｅnth　cｅnturｙ，　pｅopｌｅ ｄid　not usｅ　ｓtamｐs. Tｈeｙ haｄ to paｙ postａｇe　when ｔhey recｅｉｖeｄ ｌetterｓ.　Sometimｅs thｅy diｄn’t wａnt to recｅive　a ｌｅｔter aｔ all,　buｔ ｔhey had to pay money for it. Tｈey were ｕｎhaｐpy about　tｈis. The　poｓtaｇe　was high　aｔ thａt time, beｃausｅ the　ｐoｓｔ offices had　to　send many people　to ｇet thｅ　postage．
　 Rowlａnｄ　Hｉll ｗas a sｃhｏolteａcｈer iｎ England. Hｅ　was ｔｈｅ first to　thｉｎｋ　oｆ usｉnｇ stamps ｉｎ thｅ 18５0ｓ. He tｈouｇht ｉt would be muｃｈ eａsiｅr for peoｐｌｅ tｏ use stamps. They couｌｄ go ｔｏ the poｓt office tｏ buｙ stamｐｓ and put　tｈｅm on envｅlopｅs ｂefore they senｔ the ｌeｔｔｅｒs. Tｈe　posｔ ｏffice coｕld ｊuｓt ｐuｔ seals on the stamｐs so that peｏplｅ could not　uｓe the ｓtamps　aｇaiｎ.　In　this way， the ｐost oｆfｉcｅ ｄｉｄ not nｅｅｄ tｏ　send postmen tｏ　get postaｇe. It onlｙ neｅded fｅwer ｐosｔmｅｎ tｏ send ｌetｔeｒs.
1. Ｐeｏple ｂegan ｔo usｅ staｍpｓ aｔ the ｂｅginninｇ oｆ the nineteenth ceｎturｙ.　A
A. Ｔｒue　　 B. False
2. Ｂeｆoｒe ｓtaｍps　wｅｒe useｄ, ｐostaｇe　ｗａs ｐaid　by　ｔｈe lettｅr-rｅceｉvers. C
A. Truｅ 　　 　 　 Ｂ. Fａｌse
3. Rowland　Hiｌl __＿___＿____． 　D
A. bouｇht　thｅ firｓt　stａmp 　　 　 　 　
B． wａs　a pｏsｔman iｎ Englａｎd
　 C.　gaｖe ｔhe idea to　ｕsｅ　stamps 　 　 　
D.　wａs ｔhe fiｒst maｎ ｔo use ｓtamps
４. After stamps were used，　＿_＿__＿_＿_＿_. 　Ｂ
A. pｏstｍen neｅｄn’ｔ get　ｐoｓtage　 　 　 　
Ｂ. peopｌe neeｄn’ｔ　pay ｐｏstage
　 C. thｅ　ｐosｔ　ｏfｆiｃe could ｇeｔ more postage　
D. people shoｕｌd paｙ more　posｔage
５.　Whaｔ ｉs　ｔｈe maiｎ idｅa ｏf ｔhe　pasｓaｇe? 　B
　 Ａ. Ｈoｗ did　ｓtａmps ｂeｇiｎ to be　ｕseｄ? 　 　 　 　 　
B． Why　weｒe postmen　seｎt to ｇeｔ pｏstage?
Ｃ. Ｗhｅn diｄ pｅople fｉrst bｅｇｉｎ　to　use sｔamps?　 　　
D． Whｏ　ｗaｓ thｅ firｓt to thinｋ of uｓing stamps？

Pasｓagｅ　Twｏ
I don’t　ｏｆten　loｓe　tｈiｎgs ａnd　I’ｍ eｓpｅciａlly carｅfｕl ｗitｈ ｍoneｙ, so I ｗaｓ　quite surpriｓeｄ whｅｎ Ｉ rｅａched ｆor mｙ waｌleｔ and　ｉt waｓn’ｔ　thｅre. At　fｉrst, Ｉ ｔhougｈｔ　ｉｔ　wａs ｐoｓsiblｅ that Ｉ ｃould ｈave　lｅft　it ａt hoｍe. Then I reｍemberｅd taｋinｇ ｉｔ　out tｏ pay fｏr the ｔａｘi,　so　I ｋnew I ｈad iｔ with ｍｅ ｊｕst before I ｗａlkｅd ｉｎto thｅ　rｅstauranｔ．　I ｗondered if ｉt　waｓ possiｂle thaｔ　it　ｃoｕld　ｈave slipｐeｄ out of my pocket whｉlｅ　I　waｓ eａting ｄinner． Thinkiｎg　abouｔ　that pｏsｓiｂiｌｉty, I turｎｅｄ ａnd ｗalｋed back to tｈe taｂle ｗherｅ I had been sitting． Ｕnfortunaｔely,　tｈｅre weｒe　ｓｅvｅral peoｐle ｓｉttｉｎg aｔ tｈe ｔable　aｔ the　ｔime, so　I cａlled a ｗaｉter aｎd expｌａined tｏ him thａｔ　mｙ walｌet had　falｌen ｏｕt　of ｍy pｏcket　ｗhiｌe I　waｓ sittiｎｇ at the　table a few　miｎｕｔｅs eaｒlieｒ. Ｉ haｄ thｅ ｗaiteｒ go　oveｒ tｏ the　tａｂｌe tｏ see if my walｌet waｓ on tｈｅ ｆｌoor. While thｅ waitｅｒ ｗas lｏokｉng for iｔ, the ｍａnａger of　the reｓtａuraｎt ｃaｍｅ　up　tｏ me　aｎｄ asked mｅ if ａｎyｔｈing was wrｏnｇ. Ｉ　didｎ’ｔ　want to ｇet ａ ｌoｔ ｏf　peｏpｌｅ ｉnvolvｅｄ in　tｈe probｌｅｍ, but I　knew I　ｈad ｔｏ get tｈe　wａllet　back. I tolｄ tｈe manager　ｗhａt hａd　haｐｐｅｎｅd. He had me　describe the wａｌlet　ｔo him， and theｎ ｈe insｉsted ｔhat Ｉ rｅporｔ the missｉng wallet to ｔｈｅ poｌiｃｅ． I　ｔolｄ him　that I　diｄn’t ｐartiｃｕｌarly wanｔ　to geｔ the pｏlicｅ ｉnvolveｄ in it; ｂesideｓ， I was in a hurrｙ becausｅ I had ａｎ　ａpｐｏintmｅnt　ｗith mｙ dｏｃｔｏr in just　ａ few minutｅs .．． I expｌained to　him tｈat my bｉｇgeｓt ｗorry　at ｔｈe moｍent waｓ hｏw I ｗas gｏing to pay ｔhe chｅｃk.　Ｈe told me noｔ　to wｏｒry about　that. Hｅ had me write　dｏwn　my　ｎaｍe ａnd address, anｄ he　said　he　ｗouｌd sｅnｄ mｅ a bill．
６． When hｅ walked back ｔo the tａｂle, the wrｉｔｅr askeｄ ｔｈe ｐｅｏｐle ａt tｈe ｔaｂｌe abouｔ　his wallet.　 D
A． Ｔｒｕｅ　 　 　 　 Ｂ. False
7. The mａｎａger　came up　pｒｅtty　sooｎ ｔｏ see wｈat　ｈａd happened． C
A. True 　 　　 Ｂ. Fａｌse
8. Wｈｙ was tｈe writer　sｏ ｓｕre he　hａｄ　brouｇｈt hiｓ ｗallet wiｔh　him? 　Ｂ
　Ａ. Hｅ ｒememberｅｄ ｔｈat　he diｄn’ｔ　leaｖe it ａt homｅ.
　 　B. He ａｌwaｙｓ feｌt ｈis pockeｔ for tｈe walｌｅt　before ｈe left hoｍｅ.
Ｃ. Hｅ　belｉevｅd　his　own memoｒｙ.
Ｄ. He haｄ　taｋｅn iｔ　ｏuｔ tｏ ｐay tｈe　taxｉ－drivｅr.
9．　Aｃcｏｒding　to　the passａge,　the writer most　pｒｏbablｙ lost hiｓ　waｌlet wheｎ 　 　 A 　.
A.　hｅ tｏok it　out ｔo pａy for thｅ ｔaｘi
　　B. he　walｋed inｔo thｅ restａuｒａnt
　 　C. ｈe was ｅating ｄｉnner
D.　he wａs ordeｒing his dish
10. Ｗhｙ dｉｄ tｈe wｒｉteｒ　ｗalk back　tｏ　the tａble where　he ｈａd ｂeen　sｉtｔｉng? C
　　Ａ. He　was surｅ　his ｗallet was　stｉll thｅre．
　B.　It wａｓ possｉble thaｔ he cｏuｌd ｆinｄ hｉs　walｌｅt tｈｅｒe．
C.　He　could aｓｋ ｓomeｏne there abｏｕｔ hｉs wallet.
　　　D．　He sａw the wallｅｔ lying　ｏn　tｈe flooｒ　ｎｅar ｔhe tａblｅ．

Paｓsage Three
Wｈen we　taｌk aboｕｔ iｎtｅｌlｉgence， wｅ　ｄo noｔ meａn the　ａbility tｏ ｇet ａ　gooｄ scorｅ　on ａ ｃerｔａｉn kind of test,　or ｅven tｈe ａbility　to　ｄo　welｌ　in　schｏoｌ. Thesｅ　arｅ ａt best only inｄicatｏrs　ｏf somｅthing　laｒｇer, deeper, aｎd ｆaｒ mｏｒe ｉｍpoｒtanｔ.　Bｙ ｉnｔeｌligencｅ　we　mｅan　a ｓtyle of liｆe, ａ way of ｂehaving iｎ varioｕs situations． Tｈe　ｔrue ｔeｓt ｏf intelligｅｎce is ｎot　how mucｈ wｅ kｎow what　to ｄo, ｂut hｏw we ｂehavｅ wheｎ we　don’t ｋnow　what to do.
The ｉｎtelliｇent perｓon, ｙounｇ or olｄ, meｅting a new situａtion　ｏr problem, openｓ　ｈiｍsｅlｆ up to it. He ｔrｉes ｔo　take in　wｉｔｈ miｎd　and senses everything hｅ can ａboｕt iｔ.　He　thinｋs abｏut it, insteａd of ａbｏut hiｍｓelf or　wｈat it　mighｔ cause　ｔo happen　to ｈim． He　ｇrａpplｅs (努力克服)　witｈ iｔ bolｄlｙ， iｍagｉｎativeｌy, ｒｅsourcefuｌｌy (机智地）, and　if　ｎｏｔ confiｄently, at leasｔ hopefuｌly： iｆ ｈe fａｉls to mastｅr it, he looks withouｔ　feaｒ　or sｈame　ａt　his　mｉstaｋｅs　anｄ ｌｅarｎs　wｈat he caｎ fｒom thｅm． Ｔｈiｓ　iｓ　inｔｅｌligeｎce. Ｃlearlｙ ｉｔs　roots lie in ａ cｅrtaｉｎ feｅｌing about　ｌife, ａnd　ｏne’s　ｓｅlf wｉth resｐect tｏ lｉfｅ．　Just as ｃlｅarly, unintｅlliｇencｅ is not ｗhat most　psychｏlogiｓｔs sｅem ｔo suppose, tｈe same thｉnｇ as ｉnｔelｌigenｃe，　ｏnｌｙ leｓs of　iｔ.　It iｓ an eｎｔiｒeｌy diffｅｒeｎｔ sｔyle of　ｂeｈａvior, ａriｓinｇ　oｕt oｆ ｅnｔirｅly differeｎｔ　sｅt of ａttｉtudes.
Yeａrｓ of　watchiｎg and coｍparinｇ brｉgｈｔ　childreｎ with the ｎｏt-ｂrighｔ, ｏr　leｓs bｒight, have　ｓhｏwｎ ｔｈａｔ they ａｒｅ ｖery　ｄifferｅnｔ ｋiｎds ｏf　peｏplｅ.　Ｔhe　bright ｃhｉld is ｃurｉoｕｓ　aｂouｔ　life aｎd reality，　eａgｅr ｔo gｅt　in ｔouch wｉtｈ it， ｅmbｒａce （捉住机会） iｔ, ｕnite himsｅlf　wｉｔｈ　it. Tｈｅrｅ　iｓ nｏ wａll; no baｒｒieｒ, ｂｅｔｗeｅn ｈｉｍｓｅlf and life. On thｅ oｔheｒ hand， tｈe dull cｈｉld　is far lｅｓs curｉoｕｓ, ｆar　less iｎtereｓted　in wｈat ｇｏeｓ　on and what iｓ reaｌ, moｒe ｉnclinｅｄ　(倾向于) tｏ　ｌivｅ　iｎ ａ world of　fantａｓy.　The bｒighｔ chｉld lｉｋes to　exｐerimeｎt,　to try ｔhingｓ　out． He　lives by the maxim (格言)　ｔｈat ｔherｅ ｉs ｍorｅ than one ｗａy tｏ ｓｋin ａ　caｔ. If he can’t dｏ ｓｏmething one ｗaｙ， he’lｌ ｔrｙ　anoｔheｒ.　Tｈe ｄuｌl chiｌd is usuaｌlｙ　aｆｒaiｄ to　tｒy at　aｌl． Ｉｔ　takeｓ　ａ　greaｔ　ｄeal ｏf urging tｏ　get him to tｒy evｅn　once; if　that try　fails, he is　througｈ.
Nobodｙ startｓ off stupｉd. Harｄｌy ａｎ aduｌt　in a thｏusand，　ｏr teｎ　thoｕｓand, could in anｙ tｈree yｅａｒs of　hiｓ ｌife lｅａrｎ aｓ ｍucｈ,　grｏｗ aｓ much in ｈis undersｔanding of ｔhe　world around　ｈim,　as every ｉnfant (婴儿） learns　ａnd　gｒows iｎ hｉs first tｈree ｙeａｒs.　Bｕt what　hapｐens, as wｅ groｗ olｄｅｒ, to thiｓ extｒａｏｒdiｎary capａcity　for leａｒning aｎd ｉnteｌleｃｔｕaｌ　growth？　What　ｈａppeｎｓ is ｔｈat ｉt is dｅstrｏyed， aｎｄ　more than by anｙ other one tｈinｇ,　it　is dｅsｔroｙed by the　ｐｒocess　that ｗｅ misnaｍｅ edｕｃation – a process thaｔ goes on　in ｍoｓt ｈomes and scｈoolｓ．
11． Tｈe wriｔeｒ believｅｓ that ｉntelligence　is dｏing ｗｅlｌ on　soｍe examｉｎationｓ． B
A. Trｕｅ　　 　 B. Falｓe
１2. Tｈe　wｒｉter believes tｈat “uｎiｎtelｌigｅnce” ｉs a　parｔｉculaｒ wａｙ oｆ　looking ａｔ tｈｅ woｒld.B
A． Trｕe　 　 　　 　 B． False
１3.　Why　does　ｔhe ｗritｅr saｙ thａt　educａtiｏｎ is　misｎamｅd?B
　A.　Becａｕｓｅ it takes　place moｒe　iｎ hｏmes thaｎ in　schoｏl．
　　　Ｂ. Bｅcａｕsｅ it dｉｓcouｒages iｎtelｌectｕal growth.
　 C． Becauｓｅ it helps dull chilｄrｅn ｗith ｔheｉr pｒoblems.
　 Ｄ． Becaｕｓe iｔ helpｓ childｒen undｅrstａｎｄ ｔｈe　woｒlｄ　aｒound ｔｈem.
1４. “There’ｓ more　than one way　to skｉn a ｃat.”　Whｉch of tｈe ｆolloｗing maxims ｈas a　ｓimｉlａr meaninｇ tｏ thｉs oｎｅ? C
　 Ａ.　If at fiｒst yoｕ ｄoｎ’t　ｓuｃｃeeｄ， ｔry, ｔry, and ｔｒy　aｇaｉn.
B. Ａll ｗｏrk　ａｎd nｏ　pｌay makｅｓ Johｎny a duｌl boｙ.
　　　Ｃ. Makｅ neｗ　frｉendｓ anｄ ｋｅep　the oｌｄ； one　iｓ　sｉｌver and thｅ othｅr is gold．
D. Mａke hａy wｈile tｈe sun ｓhinｅs.
１5. “Ｉt is an　entｉrely differenｔ stｙｌe of　behａvior,　ａrｉsing　out of an eｎtiｒely differｅnｔ ｓet of ａttiｔuｄｅｓ.” “Iｔ” ｉｎ tｈｉs sentence refｅrs tｏ　 　 A .
　 Ａ. ｉntｅlｌigeｎcｅ B． behavior 　 　　 Ｃ. ｌｉfe　 　　 D. uninｔelｌigｅnce

答案:
Paｒt I Vocabulary aｎd Struｃture
1－５ CADＤＤ　 6-1０ ACDＤD 11－15 BＢDＡＤ １６-20 BＢAＢC

Parｔ　II 　Reａｄing Cｏmpｒeｈensｉｏn
1-5 ＢＡCAＡ　 6-10 ＢADCＢ 　１1-15 BABAＤ