大學(xué)英語練習(xí)題(五附答案Practice5(55minutes姓名__________班級__________學(xué)號__________成績__________PartⅠ:Writing(30minutes60%Directions:Forthispart,youareallowedthirtyminutestowriteacompositiononthetopicWhetherSchoolsWillBeReplacedbyComputers.Youshouldwritenomorethan120words,andbaseyourcompositionontheoutlinegiveninChinesebelow:1.有人認為學(xué)校會被電腦取代;2.也有人持不同意見;3.結(jié)合自己的經(jīng)歷,談?wù)勀銓@個問題的認識。PartⅡ:Choosethebestanswer(10minutes20%1.Itisimportantthatthehotelreceptionist________thatguestsareregisteredcorrectly.AmakesureBhasmadesureCmadesureDmustmakesure2.Isuggestedheshould________himselftohisnewconditions.AadoptBregulateCsuitDadapt3.I’llneverforget_______youforthefirsttime.AtomeetBtohavemeetCmeetingDhavingtomeet4.Cancellationoftheflight_______manypassengerstospendthenightattheairport.AobligedBdemandedCresultedDrecommended5.Theyoungmanstilldenies_______thefirebehindthestore.AtostartBhavingstartedCstartDtohavestarted6.______inarecentsciencecompetition,thethreestudentswereawardedscholarshiptotaling2,000dollars.ATobejudgedthebestBHavingjudgedthebestCJudgedthebestDJudgingthebest7.Withoutproperlessons,youcould______alotofbadhabitswhenplayingthepiano.AkeepupBcatchupCpickupDdrawup8.Healwaysdidwellatschool_______havingtodopart-timejobseverynowandthen.AincaseofBinspiteofCregardlessofDonaccountof9.______difficultieswemaycomeacross,we’llhelponeanothertoovercomethem.AHoweverBWheneverCWhereverDWhatever10.Somanydirectors_______,theboardmeetinghadtobeputoff.AwereabsentBbeingabsentCbeenabsentDhadbeenabsent11.Hewillsurelyfinishthejobontime______he’slefttodoitinhisownway.AinthatBincaseCasfarasDsolongas12.Thebankisreportedinthelocalnewspaper_______inbroaddaylightyesterday.ArobbedBtohavebeenrobbedCbeingrobbedDhavingbeenrobbed13.Noonehadtoldsmiththat______alecturethefollowingday.AtherebeBtherewouldbeCtherewasDtherebeing14._____thetemperaturefallingsorapidly,wecouldn’tgoonwiththeexperiment.AWithBForCAsDSince15.BythetimeyougettoNY,I_____forLondon.AwouldbeleavingBamleavingChavealreadyleftDshallhaveleft16.Thearticlesuggeststhatwhenaperson______underunusualstress,heshouldbeespeciallycarefultohaveawell-balanceddiet.AisBwereCbeDwas17.Sometimeschildrenhavetrouble_______factfromfictionandmaybelievethatsuchthingsactuallyexist.AtoseparateBseparatingCforseparatingDofseparating18.Manyadelegatewasinfavorofhisproposalthataspecialcommittee______toinvestigatetheincident.AweresetupBwassetupCbesetupDsetup19.Eyecontactisimportantbecausewrongcontactmaycreateacommunication_______.AtragedyBvacuumCquestionDbarrier20.Therewassuchalonglineattheexhibition_______wehadtowaitforabouthalfanhour.AasBthatCsoDhencePartⅢ:SkimmingandScanning(15minutes20%Directions:Inthispart,youwillhave15minutestogoovereachpassagequicklyandanswerthequestions.Forquestions1-7,markY(forYESifthestatementagreeswiththeinformationgiveninthepassage;N(forNOifthestatementcontradictstheinformationgiveninthepassage;NG(forNOTGIVENiftheinformationisnotgiveninthepassage.Forquestions8-10,completethesentenceswiththeinformationgiveninthepassage.Academicfreedomreferstotherightofteachersandresearchers,particularlyincollegesanduniversities,toinvestigatetheirrespectivefieldsofknowledgeandexpresstheirviewswithoutfearofrestraintordismissalfromoffice.Therightrestsontheassumptionthatopenandfreeinquirywithinateacher'sorresearcher'sfieldofstudyisessentialtothepursuitofknowledgeandtotheperformanceofhisorherpropereducationalfunction.Atpresentthisrightisobservedgenerallyincountriesinwhicheducationisregardedasameansnotonlyofpouringinestablishedviewsbutalsoofenlargingtheexistingbodyofknowledge.Theconceptofacademicfreedomimpliesalsothatateacher'semploymentdependsprimarilyonthecompetenceofteachersintheirfieldsratherthanonirrelevantconsiderationssuchaspoliticalorreligiousbeliefsorattachments.Theconceptandpracticeofacademicfreedom,asrecognizedpresentlyinWesterncivilization,dateroughlyfromthe17thcentury.Beforethe17thcentury,intellectualactivitiesatuniversitieswererestrictedlargelybytheologicalconsiderations,andopinionsorconclusionsthatconflictedwithreligiousdoctrineswerelikelytobecondemnedasheretical.Inthelate17thcenturytheworkofsuchmenastheEnglishphilosophersJohnLockeandThomasHobbeshelpedpavethewayforacademicfreedominthemodernsense.Theirwritingsdemonstratedtheneedforunlimitedinquiryinthesciencesandforageneralapproachtolearningunrestrainedbypreconceptionsofanykind.Inthe18thand19thcenturies,universitiesinWesternEuropeandtheUnitedStatesenjoyedincreasingacademicfreedomasacceptanceoftheexperimentalmethodsofthesciencesbecamemorewidespreadandascontrolofinstitutionsbyreligiousdenominationsbecamelessrigorous.InBritain,however,religioustestsforgraduation,fellowships,andteachingpositionswerenotabolisheduntilthelate19thcentury.Duringthesecondhalfofthe20thcenturyacademicfreedomwasrecognizedbroadlyinmostWesterncountries.However,violationsoftherightincreasedasdictatorshipemergedinvariouscountries,notablyinGermany,Italy,andRussia.EducatorsinItalywereforcedtopledgesupporttotheFascistregime.Similarrestrictions,includingtheteachingofracisttheoriesinsomefields,wereenforcedinGermanuniversitiesunderNationalSocialism.ViolationsofacademicfreedomalsooccurredintheUnitedStatesinthe20thcentury.AnotableexamplewastheScopestrial,heldinDayton,Tennessee,in1925.Ahighschoolteacherwasaccusedandconvictedofviolatingastatelawthatforbadetheteachingofthetheoryofevolutioninthepublicschools.Thislegislationwasabolishedin1967.Intheearly1950s,largelybecauseofcongressionalinvestigationsofcommunismintheU.S.,manyinstitutionsofhigherlearningadoptedregulationsrequiringloyaltyoathsfromuniversityteachers.Someoftheseoaths,insofarastheywererequiredonlyofteachers,weredeclaredunconstitutionalinsomestatecourts.Allprofessionalassociationsofteachersandadministrators,includingtheNationalEducationAssociation,theAmericanAssociationofColleges,andtheAmericanAssociationofUniversityProfessors,areopposedtospecialloyaltyoathsandtoallviolationsofacademicfreedom.The1960sandearly1970sweremarkedbyprotestandviolenceoncollegecampusesoverUnitedStatesinvolvementinthewarinVietnam.InsomeplacesprofessorsweredismissedorarrestedforprotestingAmericanparticipationinthewar.Thisturmoilreachedatragicclimaxin1970withthekillingofseveralstudentsduringcampusdemonstrations.Inthelongrun,however,thesedisturbancesledtoabroadrecognitionofthelegitimateconcernsofstudentsaboutthequalityofhighereducation,andoftheresponsibilityofuniversities,ratherthanthepublicorthegovernment,tomaintainessentialacademicorder.By1973,whenU.S.troopswerewithdrawnfromVietnam,ageneralgrowthinhighereducationwasunderway.Significantincreaseinenrollmentsandexpansionoffaculties,aswellasabroadeningofthemakeupofbothstudentandfacultypopulations,contributedtoavastenrichmentoftheacademiccurriculum,toincreasingfacultycontroloverthecontentofprograms,and,overall,totheenhancementofthefreedomtoteachandtolearnincollegesanduniversities.Beginningintheearly1970sintheUnitedStates(andsomewhatlaterinothercountriessuchasCanadaandtheUnitedKingdom,however,institutionsofhighereducationwerefacedwithseriousfinancialproblemswhichalsoharmedacademicfreedom.Forexample,theriseinirregularfacultyappointments,intendedtosavemoney,createdavirtualunderclassofteacherslackingtheemploymentsecuritygenerallyconsiderednecessaryfortheexerciseofacademicfreedom.Threatstoandviolationsofacademicfreedomcontinuedinthe1980s.TheU.S.government,inthenameofnationalsecurity,imposedsevererestraintsonthepublicationofresearchresults.Theinfluenceofresurgentreligiousconservatismwasfeltinsomeareasinefforttointroducereligiousteachingsinelementaryandsecondaryschools,andinlimitsonfreeexpressionatchurch-affiliatedcollegesanduniversities.21.Accordingtothepassage,academicfreedomistherightofresearchingandexpressingthatonlybelongstostudents.[A]Y[B]N[C]NG22.Theconcept,academicfreedom,construedateacher'semploymentdependsmainlyonpoliticalorreligiousbeliefsorattachments.[A]Y[B]N[C]NG23.Inthe18thand19thcenturies,universitiesinWesternEuropeandUnitedStatesenjoyedincreasingacademicfreedombecauseofacceptanceoftheexperimentalmethodsofthesciences.[A]Y[B]N[C]NG24.ViolationofacademicfreedomemergedinGermany,ItalyandRussiain20thcentury