英语三级笔译综合能力模拟试题(一)-聚题库

1. Fans still remember the superstar they knew during her conceit （） through Guangzhou five years ago.

Ajourney

Btour

Ctravel

Dtrip

2. I know of no other person in the club who is as kindhearted as （）.

Ahe

Bhim

Chis

Dhimself

3. He speaks English well indeed, but of course not（）a native speaker.

Aas fluent as

Bmore fluent than

Cso fluently as

Dmuch fluently than

4. Under the present system, state enterprises must （） all profits to the government.

Aturn down

Bturn up

Cturn out

Dturn in

5. In the next few years major changes will be （） in China´s industries.

Abrought forward

Bbrought on

Cbrought about

Dbrought up

6. My friend was gone（）, after staying in the same house for over six months.

Afor good

Bfor all

Con end

Don the spot

7. Nearly （） student enrolled in universities was over the age of eighteen.

Aall

Bnone

Ceach

Devery

8. When I took his temperature, it was two degrees above （）.

Aaverage

Bordinary

Cregular

Dnormal

9. They said that England was paying （） for having been the first country to experience the industrial revolution.

Apositively

Bdearly

Csensitively

Demotionally

10. It is impossible for people to avoid（）by ads in the modern society.

Ato influenced

Bbeing influenced

Cto be influenced

Dinfluencing

11. He regretted to tell the Board of Directors that the deal had （）.

Afallen through

Bfallen away

Cfallen off

Dfallen to

12. （） is often the case, he lighted a cigar after dinner.

AIt

BThat

CAs

DWhat

13. It began to rain heavily when we were about to （） for the station.

Aset out

Bset up

Cset about

Dset on

14. I was really anxious about you.You（）home without a word.

Amustn't leave

Bshouldn't have left

Ccouldn't have left

Dneedn' t leave

15. Actually, much of what was being presented on the stage at that time was（）and experimental.

Apositive

Bnegative

Csensitive

Dinnovative

16. Smiling and laughing has actually been shown to（）tension and stress.

Areconcile

Brelieve

Creclaim

Drectify

17. The design was so（）that you could not find any fault in it.

Adelicate

Belaborate

Cfancy

Dcomplicated

18. Eventually these feelings could be （） no longer; there were outbreaks of violence everywhere.

Aheld forth

Bheld off

Cheld on

Dheld in

19. Whenever Tom knew I was in trouble, he（）always lends me a hand.

Amight

Bwould

Ccould

Dshould

20. Heat is （） in the reaction; hence the reaction will become more nearly complete at comparatively low temperatures.

Aknocked off

Bgiven off

Cpassed off

Dmarked off

21. As the Olympic flame was （） and the flags lowered, the closing ceremony concluded with a firework display.

Aput out

Bdistinguished

Cextinguished

Dremoved

22. Big Ben has been（）the quarter hours now for more than a century.

Astriking out

Bchiming

Cgiving out

Dhitting

23. The insurance company decided to （） his driving record before insuring him.

Acheck out of

Bcheck on

Ccheck in

Dcheck over

24. My mother is interested in （） I have told her.

Athat

Ball that

Call which

Dall what

25. All the countries are customers or（）customers of the United States.

Apotential

Bpretended

Cpreventive

Dpretective

26. （）the 1500s（）the first European explored the coast of California.

AIt was not until...when

BIt was until...when

CIt was not until...that

DIt was until...that

27. My wife didn´t（）with what you suggested to us.

Aagree to

Bbelieve in

Clisten to

Dargue about

28. Even if he （） here, he would not be able to help us.

Ais

Bhad been

Chas been

Dwere

29. He is the only one of those boys who （） willing to take a make-up exam.

Ais

Bwere

Chas been

Dwas

30. Apart from its impact on commercial and industrial structures and procedures, the rapid development of the global communications system is apparently （） barriers between peoples at a pace neither governments nor international agencies can hope to control.

Asetting up

Btriggering off

Cbreaking up

Dbreaking down

Children´s literature traces its beginnings to preliterate times, when ancient storytellers passed tales and legends from generation to generation in the oral tradition. William Caxton, who established England´s first printing press, published books of etiquette, fables and legends. However, these didn´t constitute a body of work that could be considered literature for children. Because children at that time were considered "miniature adults" , books were didactic in nature. The content for young readers consisted mainly of religious instruction, rules of behavior, ethical messages, and moral platitudes. In 1774, Englishman John Newberry changed children´s publishing when he began to create books with attractive formats, quality illustrations, and sturdy bindings, that were designed primarily for children to enjoy. The oldest, and most
prestigious award given for childre´s books published in America, is the Newberry Medal.
In the´ following century, children´s literature began to bloom. Hans Christian Andersen´s wonderful stories like "The Ugly Duckling", and "The Little Mermaid" , and Grimm brothers collected two volumes of German folktales that included stories such as "Snow White" and "Rumpelstiltskin". Childhood came to be recognized as a joyful and carefree period of life, and books celebrating it began to be published. Charles Dodgson (Lewis Carrol) wrote the fantasy "Alice in Wonderland" , the first book that was intended purely for children´s enjoyment withoutany pretense of instruction. Edwards Lear´s books of nonsense poetry delighted both young and old readers. In North America, books for a young audience were becoming popular as well. Kate Douglas Wiggin wrote " Rebecca of Sunnybrook Farm" , Louisa May Alcott wrote "Little Women" , and Samuel Clemens (Mark Twain) created Tom Sawyer and Huckleberry Finn. By the end of the century, the pious and moralistic books of earlier times had been replaced by writing designed to amuse and entertain a young audience. In the 1800s color printing was introduced, and by the middle of the 19th century, the rough illustrations that characterized earlier children´s books had been replaced by works of art that captured the word and some of the story.

1. According to the passage, the early books of etiquette, fables, and legends could not really be considered children´s literature because（）.

Athe children couldn´t read them

Bthe early books were too heavy for children to use

Cthe stories were too difficult for children to appreciate

Dthe stories were for education rather than enjoyment

2. The word "constitute" underlined in Paragraph 1 means（）.

Aform

Btalk

Cplan

Dlook

3. According to the passage, what changed children´s publishing in 1774?

AThe Newberry Medal.

BSome books began to be produced mainly for children to enjoy.

CSome books had attractive formats, quality illustrations and sturdy bindings.

DSome books no longer contained religious instruction rules of behavior, ethical messages and moral platitudes.

4. The word " sturdy" underlined in Paragraph 1 means（）.

Arobust

Bornate

Csoft

Dhard

5. What does the author mean by the statement "children´s literature began to bloom" underlined in Paragraph 2?

AQuality illustrations and attractive formats made books more appealing.

BIllustrations often included flowers.

CIt became more varied and attractive.

DIt became more numerous and popular.

6. The word "it" underlined in Paragraph 2 refers to（）.

Apublishing

Bbooks

Clife

Dchildhood

7. According to the passage, "Alice in Wonderland" was an example of（）.

Aa fantasy story

Ba German folktale

Ca book celebrating childhood

Da book of instruction

8. Who wrote "Little Women"?

ACharles Dodgson.

BEdwards Lear.

CSamuel Clemens.

DLouisa May Alcott.

9. The word "characterized" underlined in Paragraph 2 means（）.

Arejected

Bdescribed

Cdevalued

Damused

10. What impact did color printing have on children´s books?

ASales increased by the middle of the 19th century.

BRough illustrations were now more appealing.

CIllustrations told more of the story and were more appealing.

DBooks became more amusing.

A large part of effective leadership is dependent on something called " style". But style is difficult to teach, and what makes one leader great and another mediocre is not easily defined. Leadership always implies power, and a broad definition in this context is that leadership includes the power to influence thoughts and actions of others in such a way that they achieve higher satisfaction and/or performance. Over the past century, there have been three major approaches to understanding leadership.
Identifying leadership traits, or the physical and psychological characteristics of leaders, was die first formal approach, and had a lot of intuitive appeal. It owed its origins to the turn of the century (about 1904) when trait studies began. At this time most American leaders came from certain wealthy families, the vast majority were white males, and there were some social norms about what leaders looked like (tall, square jaw, well groomed, etc. ). The original assumption that " leaders are born, not made" has been discredited, because there were too many exceptions to the traits to give mem any credibility. Beginning after World War II, in sharp contrast to the trait approach, the behavioral approach looked at what a leader does, what behaviors leaders use that set them apart from others. This approach assumed that leadership could be learned. Virtually all of the studies focused on classifying behaviors according to whether they fell into a process or "people approach" (satisfying individual needs), or a "task approach" (getting the job done). The basis for this classification was in the discovery in social psychology that every group needs someone to fulfill both these roles in the group for it to be effective. The earliest of these studies began in Ohio State University and the University of Michigan in the late 1940s. Many of the early trait and behavioral writers tried to make their ideas applicable to all leadership situations. The earliest situational approach to leadership was developed in 1958. This approach strived to identify characteristics of the situation that allowed one leader to be effective where another was not. The trend later developed toward the third approach, understanding the unique characteristics of a situation and what kind of leadership style best matches with these.

11. Which of the three approaches tended to later gain most acceptance?

Asituation

Btrait

Cpower

Dbehavior

12. Which of the following questions does the author answer in Paragraph 1?

AWhat is 'style'?

BIs power the most important aspect of leadership?

CHow many main historical approaches have there been to leadership?

DWhy is leadership so difficult to define?

13. The word "context" underlined in Paragraph 1 means（）.

Asetting

Blimit

Cgenerality

Dwork

14. The assumption that "leaders are born, not made" has lost credibility because（）.

Abetter theories have since been developed

Bthere were too many exceptions to the rule

Cit was found not to be the most important factor

Dit was not proved after World War II

15. According to Paragraph 2, which of the following is NOT one of the three major approaches to understanding leadership?

ASituation.

BTrait.

CPower.

DBehavior.

16. The word "norms" underlined in Paragraph 2 means（）.

Arequirements

Bacceptance

Cpreference

Dstandards

17. The word "them" underlined in Paragraph 2 means（）.

Aassumptions

Bleaders

Cexceptions

Dtraits

18. What was the assumption of the behavioral approach?

AThat leaders are born, not made.

BThat leadership could be learned.

CThat leadership could be classified into two functions.

DThat every effective group needs someone to fill each of the two roles.

19. What is the foundation for the classification of behaviors in the behavioral approach?

AThat an effective group needs both task and process roles fulfilled.

BThat getting the job done is a more important task than satisfying individual needs.

CThat both could be taught.

DThat both could be applied to all leadership situations.

20. The word "strived" underlined in Paragraph 2 means（）.

Aachieved

Bstressed

Ctried

Dfailed

Motivation is "the driving force within individuals that impels them to action." And goals are the
sought-after results (1) motivated behavior.
Motivation can be either positive or negative (2) direction. We may feel a driving force toward some object
or condition, (3) a driving force away from some object or condition. For example, a person may be impelled
toward a restaurant to fulfill a need, hunger, and away (4) an airplane to fulfill a need of safety. Some
psychologists refer to positive drives (5) needs, wants or desires, (6) negative drives as fears or aversions. (7) ,
though negative and positive motivational forces seem to differ dramatically (8) terms of physical and
sometimes emotional activity, they are basically similar in (9) they both serve to initiate and
sustain human behavior. (10) this reason, researchers often refer (11) both kinds of drives or motives as
needs, wants and desires.
Goals, (12) , can be either positive or negative. A positive goal is one toward (13) behavior is directed and it is
often referred to as an approach object. A negative goal is (14) from which behavior is directed away and it
is sometimes referred to as an avoidance object. Since both approach and avoidance goals can be
considered objectives of motivated behavior, most researchers refer to (15) types simply as goals. Consider
this example. A middle-aged woman may wish to remain (16) attractive as possible. Her positive goal is to
appear desirable, and (17) she may use a perfume advertised to make her irresistible. A negative goal may
be to prevent her skin (18) aging, and therefore she may buy and use face creams. (19) the former case, she
uses perfume to help her achieve her positive goal -- attractiveness; in the (20) case, she uses face creams to
help avoid a negative goal --wrinkled skin.

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英语三级笔译综合能力模拟试题(一)

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