江西财经大学现代经济管理学院2011-2012第一学期期末考试试卷Part II Reading Comprehension (Skimming and Scanning) （10%）Directions:For questions 1-7, markY (for YES) if the statement agrees with the information given in the passage;N (for NO) if the statement contradicts the information given in the passage;NG (for NOT GIVEN) if the information is not given in the passage.For questions 8-10, complete the sentences with the information given in the passage.WildfiresIn just seconds, a spark or even the sun’s heat alone sets off an extremely large fire. The wildfire quickly spreads, consuming the thick, dried-out plants and almost everything else in its path. What was once a forest becomes a virtual powder keg of untapped fuel. In a seemingly instantaneous burst, the wildfire overtakes thousands of acres of surrounding land , threatening the homes and lives of many in the vicinity. Fire Starters . On a hot summer day , when drought conditions peak , something as small as a spark from a train car’s wheel striking the track can ignite a raging wildfire. Sometimes, fires occur naturally, ignited by heat from the sun or a lightning strike . However, the majority of wildfires are the result of human carelessness. Common causes for wildfires include: Arson(故意)放火，纵火. CampfiresDiscarding lit cigarettes. Improperly burning debris Playing with matches or fireworksPrescribed fires - Everything has a temperature at which it will burst into flames. This temperature is called a material’s flash point. Woods flash point is 572 degrees Fahrenheit (300 ) . When wood is heated to this temperature, it releases hydrocarbon gases that mix with oxygen in the air, combust and create fire.There are three components needed for ignition and combustion to occur. A fire requires fuel to burn, air to supply oxygen, and a heat source to bring the fuel up to ignition temperature. Heat, oxygen and fuel form the fire triangle. Firefighters often talk about the fire triangle when they are trying to put out a blaze. The idea is that if they can take away any one of the pillars of the triangle,they can control and ultimately extinguish the fire. After combustion occurs and a fire begins to burn, there are several factors that determine how the fire spreads. These three factors include fuel, weather and topography. Depending on these factors, a fire can quickly fizzle or turn into a raging blaze that scorches thousands of acres. Fueling the Flames Wildfires spread based on the type and quantity of fuel that surrounds it. Fuel can include everything from trees, underbrush and dry grassy fields to homes. The amount of flammable material that surrounds a fire is referred to as the fuel load. Fuel load is measured by the amount of available fuel per unit area, usually tons per acre .A small fuel load will cause a fire to burn and spread, with a low intensity. If there a lot of fuel, the fire will burn more intensely, causing it to spread faster. The faster it heats up the material around it, the faster those materials can ignite. The dryness of the fuel can also affect the behavior of the fire. When the fuel is very dry, it is consumed much faster and creates a fire that is much more difficult to contain. Here are the basic fuel characteristics that decide how it affects a fire: Size and shape ArrangementMoisture content Small fuel materials , also called flashy fuels , such as dry grass , pine needles , dry leaves, twigs and other dead brush , burn faster than large logs or stumps (this is why you start a fire with kindling rather than logs). On a chemical level, different fuel materials take longer to ignite than others. But in a wildfire, where most of the fuel is made of the same sort of material, the main variable in ignition time is the ratio of the fuel’s total surface area to its volume. Since a twig’s surface area is much larger than its volume, it ignites quickly. By comparison, a tree’s surface area is much smaller than its volume, so it needs more time /to heat up before it ignites. As the fire progresses, it dries out the material just beyond it. Heat and smoke approaching potential fuel causes the fuel’s moisture to evaporate. This makes the fuel easier to ignite when the fire finally reaches it. Fuels that are somewhat spaced out will also dry out faster than fuels that are packed tightly together, because more oxygen is available to the thinned-out fuel. More tightly-packed fuels also retain more moisture, which absorbs the fire’s heat. Wind and Rain - .Weather plays a major role in the birth, growth and death of a wildfire. Drought leads to extremely favorable conditions for wildfires, and winds aid a wildfire’s progress. Weather can spur the fire to move faster and engulf more land. It can also make the job of fighting the fire even more difficult. There are three weather ingredients that can affect wildfires: TemperatureWind , MoistureAs mentioned before, temperature has a direct effect on the sparking of wildfires, because heat is one of the three pillars of the fire triangle. The sticks, trees and underbrush on the ground receive radiant heat from the sun, which heats and dries potential fuels. Warmer temperatures allow for fuels to ignite and burn faster, adding to the rate at which a wildfire spreads. For this reason, wildfires tend to rage in the afternoon, when temperatures are at their hottest . Wind probably has the biggest impact on a wildfire’s behavior. It’s also the most unpredictablefactor. Winds supply the fire with additional oxygen, further dry potential fuel and push the fire across the land at a faster rate. The stronger the wind blows , the faster the fire spreads . The fire generates winds of its own that are as many as 10 times faster than the wind of surrounding area. It can even throw embers into the air and create additional fires, an occurrence called spotting. Wind can also change the direction of the fire, and gusts can raise the fire into the trees, creating a crown fire.While wind can help the fire to spread , moisture works against the fire. Moisture, in the form of humidity and precipitation, can slow the fire down and reduce its intensity. Potential fuels can be hard to ignite if they have high levels of moisture, because the moisture absorbs the fires heat. When the humidity is low, meaning that there is a low amount of water vapor in the air, wildfires are more likely to start; the higher the humidity, the less likely the fuel is to dry and ignite. Since moisture can lower the chances of a wildfire igniting, precipitation has a direct impact on fire prevention. When the air becomes saturated with moisture, it releases the moisture in the form of rain. Rain and other precipitation raise the amount of moisture in fuels, which suppresses any potential wildfires from breaking out. Fire on the Mountain The third big influence on wildfire behavior is the lay of the land, or topography. Although it remains virtually unchanged, unlike fuel and weather, topography can either aid or hinder wildfire progression . The most important factor in topography as it relates to wildfire is slope. Unlike humans, fires usually travel uphill much faster than downhill. The steeper the slope, the faster the fire travels . Fires travel in the direction of the ambient wind, which usually flows uphill. Additionally, the fire is able to preheat the fuel further up the hill because the smoke and heat are rising in that direction. Conversely, once the fire has reached the top of a hill, it must struggle to come back down because it is not able to preheat the downhill fuel as well as the uphill. In addition to the damage that fires cause as they burn , they can also leave behind disastrous problems , the effects of which might not be felt for months after the fire burns out . When fires destroy all the vegetation on a hill or mountain, it can also weaken the organic material in the soil and prevent water from penetrating the soil. One problem that results from this is extremely dangerous erosion that can lead to debris flows. While we often look at wildfires as being destructive , many wildfires are actually beneficial . Some wildfires burn the underbrush of a forest, which can prevent a larger fire that might result if the brush were allowed to accumulate for a long time. Wildfires can also benefit plant growth by reducing disease spread, releasing nutrients from burned plants into the ground and encouraging new growth.1 . This passage explores how wildfires are born and live.2 . Wood will burst into flames at 300 degrees Fahrenheit. .3 . Wildfires are mainly caused by people, not by nature.4 . In most situations, we measure fuel load by tons per hectare. .5 . The winds generated by the fire itself are a little slower than the wind of the surrounding area.6 . Fires are like humans in that they usually travel downhill much faster than uphill.7 . In fact , the effects of fires might not be felt for months .8. There are three components needed for ignition and combustion to occur: fuel, air and___________________.9 . In a wildfire, the main variable in ignition time is the ratio of the fuel’s total surfacearea__________________.10 . As far as a fire’s behavior is concerned , the most unpredictable factoris_______________________.Part III Reading Comprehension（Reading in Depth）（30%)Passage OneQuestions 11 to15 are based on the following passage.Statuses are marvelous human inventions that enable us to get along with one another and to determine where we "fit" in society. As we go about our everyday lives, we mentally attempt to place people in terms of their statuses. For example, we must judge whether the person in the library is a reader or a librarian, whether the telephone caller is a friend or a salesman, whether the unfamiliar person on our property is a thief or a meter reader, and so on.The statuses we assume often vary with the people we encounter, and change throughout life. Most of us can, at very high speed, assume the statuses that various situations require. Much of social interaction consists of identifying and selecting among appropriate statuses and allowing other people to assume them in relation to us. This means that we fit our actions to those of other people based on a constant mental process of appraisal and interpretation. Although some of us find the task more difficult than others, most of us perform it rather effortlessly.A status has been compared to ready-made clothes. Within certain limits, the buyer can choose style and fabric. But an American is not free to choose the costume (服装) of a Chinese peasant or that of a Hindu prince. We must choose from among the clothing presented by our society. Furthermore, our choice is limited to a size that will fit, as well as by our pocketbook(钱包). Having made a choice within these limits we can have certain alterations made, but apart from minor adjustments, we tend to be limited to what the stores have on their racks. Statuses too come ready-made, and the range of choice among them is limited.11. In the first paragraph, the writer tells us that statuses can help usA) determine whether a person is fit for a certain jobB) behave appropriately in relation to other peopleC) protect ourselves in unfamiliar situationsD) make friends with other people12. According to the writer, people often assume different statusesA)in order to identify themselves with othersB) in order to better identify othersC)as their mental processes changeD) as the situation changes13. The word "appraisal" (Line5, Para. 2 ) most probably means ___________A) involvement B) appreciation C) assessment D) presentation14.In the last sentence of the second paragraph, the pronoun “it” refers to “”A) fitting our actions to those of other people appropriatelyB) identification of other people's statusesC) selecting one's own statusesD) constant mental process15.By saying that “an American is not free to choose the costume of a Chinese peasant orthat of a Hindu prince” (lines 2--3, Para. 3), the writer means ___________A) different people have different styles of clothesB) ready---made clothes may need alterationsC) statuses come ready made just like clothesD) our choice of statuses is limitedPassage TwoQuestions16 to20 are based on the following passage.Last week, on a flight to Wshington, I met a self-assured businessman who asked me about my profession when sitting himself down comfortable next to me. I told him that I am an educator, and for twelve years I have been trying to develop and promote critical thinking about learning in mainstream education.“Good gracious, that must be the most difficult task in the world!” He thought for a moment. “Why do you do this?”I talked about how I had started teaching geography. I told him about the struggles of being a headmaster. And then I told him what I have since come to regard as my real turning-point experience.It was back in 1984, when I visited what was known at the time as one of the most outstanding high schools on the Eastern seaboard. After two days there I was totally amazed. I had never met such a fine collection of young people, every one of them apparently confident, enthusiastic, sensitive and well able to manage their futures. I asked the principal how this had been a chieved and he grinned. “We believe in functional literacy for all young people; that is, the ability to feel confident that you can handle the challenges of modern society. That confidence comes when you know that you are able to manageyour own learning and will be able to handle that throughout a lifetime. And that,”he concluded, “requires the highest possible skills in thinking, communicating, collaborating and decision-making.”“But, for goodness’ sake, those are just the skills I’m looking for among my employees,” exclaimed my companion. “That’s just what industry’s been trying to tell the academic world for years. Instead of listening, you continue to perpetuate(使永久) a set of practices which are counter-productive to those very skills needed in employment. you teachers think that life is about working alone on some piece of academic research in an ivory tower far removed from the daily routines and the need to consult other people. You just don’t understant about working with muddle, nor do you accept the importance of rule-or-thumb calculations or even plain guesswork! This is the real world. There are real issues. What are you or anyone else going to do about just that!”16.What was the turning point in the author’s teaching career?A)His encounter with a self-assured businessman.B)His visit to a high school on the Eastern seaboard.C)His appointment as a headmaster.D)His teaching of geography.17.What impressed the writer most when he visited a high school on the Eastern seaboard?A)The confidence of the students in managing their own future.B)The enthusiasm of the principal in experimenting with new methods.C)The students’ critical attitude toward traditional education.D)The quality of teaching and the intelligence of the students.18.What does the principal mean by “functional literacy”?A)The ability to read, write and make calculations.B)The ability to do every assignment on one’s own.C)The ability to communicate and collaborate with others.D)The ability to feel confident in the face of challenges.19.What qualities does the businessman prefer to see in his employees?A)The willingness to work alone on academic research.B)The ability to do simple calculations and plain guesswork.C)The willingness to take business risks.D)The ability to solve problems in the real world.20.We can infer from the passage that the businessman____.A)is critical of the way students are taught in schoolsB)attaches great importance to work experienceC)thinks highly of the teaching professionD)is not satisfied with the performance of his employeesPassage ThreeMany a young person tells me he wants to be a writer. I always encourage such people, but I also explain that there’ s a big difference between “being a writer” and writing. In most cases these individuals are dreaming of wealth and fame, not the long hours alone at a typewriter. “You’ve got to want to write,” I say to them, “not want to be a writer.”The reality is that writing is a lonely, private and poor-paying affair. For every writer kissed by fortune there are thousands more whose longing is never rewarded. When I left a 20-year career in the U.S. Coast Guard to become a freelance writer ( 自由撰稿者), I had no prospects at all. What I did have was a friend who found me my room in a New York a partment building. It didn’ t even matter that it was cold and had no bathroom. I immediately bought a used manual typewriter and felt like a genuine writer.After a year or so, however, I still hadn't gotten a break and began to doubt myself. It was so hard to sell a story that barely made enough to eat. But I knew I wanted to write. I had dreamed about it for years. I wasn't going to be one of those people who die wondering. What if? I would keep putting my dream to the test--even though it meant living with uncertainty and fear of failure, this is the Shadowland of hope, and anyone with a dream must learn to live there.21. The passage is meant toA) warn young people of the hardships that a successful writer has to experienceB) advise young people to give up their idea of becoming a professional writerC) show young people it' s unrealistic for a writer to pursue wealth and fameD) encourage young people to pursue a writing career22. What can be concluded from the passage?A) Genuine writers often find their work interesting and rewarding.B) A writer's success depends on luck rather than on effort.C) Famous writers usually live in poverty and isolation.D) The chances for a writer to become successful are small.23. Why did the author begin to doubt himself after the first year of his writing career?A) He wasn't able to produce a single book.B) He hadn’t seen a change for the better.C) He wasn’ t able to have a rest for a whole year.D) He found his dream would never come true.24. “... people who die wondering. What if?” (Line 3, para. 3) refers to “those .”.A) who think too much of the dark side of lifeB) who regret giving up their career halfwayC) who think a lot without making a decisionD) who are full of imagination even upon death25. “Shadowland” in the last sentence refers to___________A) tile wonderland one often dreams aboutB) the bright future that one is looking forward toC) the state of uncertainty before one's final goal is reachedD) a world that exists only in one's imaginationPart IV Cloze (10%)New York can be 26 kind of state the visitor wants it to be. There 27 speed, glitter, excitement in the city; moccasined (软拖鞋般的) quite in the Adirondack woods; Fishing in the Finger Lakes, and skiing 28 white face Mountain.New York is the only state 29 both the Atlantic Ocean and the Great Lakes. It has a127-mile Atlantic coastline. 30 are important means of transportation 31 New York. The Hudson and the Mohawk are the chief rivers, followed 32 the Genesee and Oswego. 33 more than 8, 000 lakes, the best 34 are the Finger lakes, 35 make central New York a major water-recreation area.Temperatures of New York very greatly 36 altitude and surface of the 37 , with the coastal areas 38 the hottest summers, mildest winters and least snow, and the Adirondack Hithlands receiving the 39 snows, coldest winters, and coolest summers.Farming, 40 only 4 percent of the people are engaged in it, is a leading source of income.41 the most important products are dairy and poultry, beef cattle, fruits. New York is second only 42Wisconsin43 milk production, and is a leader in production of butter and cheese.New York turns 44 over $19 billion in manufactured products each year, leading all states in the 45 of manufactured goods.26.A. any B. all C. one D. some27.A. are B. was C. is D. were28.A. in B. on C. over D. to29.A. bordering B. closing C. between D. standing30A. Highway B. Airline C. Waterways D. Railways31.A. to B. within C. for D. of32.A. with B. by C. of D. in33.A. Between B. With C. In D. Of34.A. knows B. know C. knew D. known35.A. that B. which C. it D. they36.A. to B. because C. following D. with37.A. city B. water C. land D. mountain38.A. having B. have C. is D. are39.A. biggest B. largest C. heaviest D. lightest40.A. since B. though C. but D. now41.A. For B. With C. In D. Among42.A. to B. after C. behind D. following43.A. at B. with C. in D. of44.A. on B. out C. upon D. up45.A. value B. income C. valve D. amount。
