自考英语是指参加全国高等教育自学英语专业的考试，主要是培养具有扎实的英语语言基础和比较广泛的科学文化知识，能在外事、经贸、文化、新闻出版、教育、科研、旅游等部门从事翻译、研究、教学、管理工作的英语高级专门人才。上学吧自考英语题库是专门为自考英语专业的考生提供刷题服务的，相信考生在不断地坚持刷题练习中定会有所收获。现在就点击安装APP刷题。以下为试卷的详细内容：
一、单项选择题 Reading Comprehension.(50 points, 2 points for each)Directions: In this part of the test, there are five passages. Following each passage, there are five questions with four choices marked A, B, C and D. Choose the best answer and then write the corresponding letter on your Answer Sheet.参考答案见试卷末尾
1、Passage OneQ.There's a lot of talk about putting up manned orbital stations. What does this mean, concretely? A. It is very important to have scientific stations in space. A space telescope. with a mirror slightly over six and a half feet in diameter will be placed in orbit,. and there will be more and more of these. A few years ago, our group at Saclay, in collaboration with a number of other European Laboratories, orbited a telescope. that revolutionized our knowledge of gamma-ray emissions by celestial objects. Life aboard manned space stations won't be as exciting as we might suppose. It will probably be comparable to the life people lead aboard deep-sea oil rigs.Q.What scientific interest will these stations offer? A.Observation is much more precise beyond the atmosphere, because the sky is darker. You see many more stars and objects that are concealed by the earth's luminescence. Q.What objects? A. We know pretty well how stars are born because we can observe them. Two or three new stars appear in our galaxy every year. But nearly all the galaxies were born at the same time, when the universe was constituted 15 billion (light) years ago. No new ones are thought to exist. To observe the birth of a galaxy that happened so long ago, you have to see . a very long way. At present we can go back 10 to 12 billion years. We have to go a bit farther back still and maybe catch them in the act of birth. Distant objects are necessarily very dim, so ideal conditions are needed to observe them. Orbital stations provide such conditions.Q.Would orbital stations be choice places from which to try to communicate with extraterrestrial intelligences?Not particularly through radio communication, except on certain wave lengths that are absorbed by the atmosphere. But as points of departure for exploration they'll be very useful. Q. How far would such exploration go?A. In 1989 the satellite Voyager II will reach Neptune after a journey of three and a half years. In addition, five probes were sent to rendezvous with Halley's comet. So exploration of the solar system is more or less under way. We've put people on the moon, sent probes to Mars and Venus, lofted satellites near the sun (within a few tens of millions of miles), and one satellite even left the solar system a few years ago. But visiting the stars is something else again. Light takes four years to reach the nearest stars, so you can see that it would take a satellite hundreds of thousands of years. Questions 1-5 are based on Passage One.An orbital station is ____.
A.a scientific laboratory in space
B.a collector of gamma rays
C.a space telescope in orbit
D.a celestial object
2、Life on a space station could be very ____.
A.miserable
B.hard
C.peaceful
D.Exciting
3、From paragraph 7 we know that ____.
A.there is a new galaxy born once every two or three years
B.no new stars are thought to exist in the galaxy
C.no new stars will be observed in the future
D.all galaxies were born at the same time
4、In paragraph 12, the word "rendezvous" is closest in meaning to ____.
A.work
B.coincide
C.meet
D.collaborate
5、We can learn from paragraph 13 that ____.
A.visiting stars is much harder than we can imagine
B.visiting stars is another experiment we will do in the near future
C.with the help of space stations, visiting stars will be much easier
D.with the help of satellites, visiting stars will gain popularity pretty soon
6、?Passage Two"Young people ought not to be idle. It is very bad for them." said Margaret Thatcher in 1984. She was right: there are few worse things that society can do to its young than to leave them in limbo. Those who start their careers on the dole are more likely to have lower wages and more spells of joblessness later in life, because they lose out on the chance to acquire skills and self-confidence in their formative years.Yet more young people are idle than ever. OECD (the Organization for Economic Cooperation and Development) figures suggest that 26m 15- to 24-year-olds in developed countries are not in employment, education or training; the number of young people without a job has risen by 30% since 2007. The International Labour Organization reports that 75m young people globally are looking for a job. The World Bank surveys suggest that 262m young people in emerging markets are economically inactive. Depending on how you measure. hem, the number of young people without a job is nearly as large as the population of America (311m). Two factors play a big part. First, the long slowdown in the West has: reduced demand for labour, and it is easier to put off hiring young people than it is to fire older workers. Second, in emerging economies population growth is fastest in countries with dysfunctional labour markets, such as India and Egypt. The result is an "arc of unemployment", from southern Europe through North Africa and the Middle East to South Asia, where the rich world's recession meets the poor world's youth quake. The anger of the young jobless has already. burst onto the streets in the Middle East. Violent crime, generally in decline in the rich world, is rising in Spain, Italy and Portugal-countries with startlingly high youth unemployment. The most obvious way to tackle this problem is to reignite growth. That is easier said than done in a world plagued by debt, and is anyway only a partial answer. The countries where the problem is worst (such as Spain and Egypt)suffered from high youth unemployment even when their economies were growing. Throughout the recession companies have continued to complain that hey cannot find young people with the right sill. This underlines the importance of two other solutions: reforming labour markets and improving education. These are familiar prescriptions, but ones that need to be delivered with both a new vigor and a new twist. Questions 6-10 are based on Passage Two.According to paragraph 1, those who live on unemployment compensation tend ____.
A.be more self-confident
B.have more time to gain skills
C.enjoy better job opportunities
D.earn a lower salary in their future jobs
7、The statistics in paragraph 2 show that ____.
A.nowadays many young people in developed countries are without a job
B.young people in the emerging markets have better job opportunities
C.many young people in Europe are now lazier than before
D.young people in the emerging markets are well-educated
8、In the emerging economies, a high youth unemployment exists when ____.
A.it is easy to hire experienced older workers
B.population growth is already under control
C.a rapid population growth coincides with an inadequate market
D.a brisk labor market coexists with a reduced supply of well-trained youth
9、We can infer from paragraph 4 that ____.
A.a high unemployment rate may lead to violence
B.world recession may sometimes result in youth quake
C.the unemployment rate in Europe and the US is not high
D.unemployment may cause young people to emigrate to other countries
10、To solve the problem of youth unemployment, we need to ____.
A.reform labor markets and improve education
B.reduce our debt and enlarge the domestic market
C.stimulate both population growth and economic growth
D.slow down the economic growth and invest more in technical training
11、Passage Three?Barry Glassner is president of Lewis & Clark College in Oregon, where he also teaches sociology. Morton Schapiro is president of Northwestern University in Illinois, where he also teaches economics. Here's what they told The Washington Post. When the presidents of colleges and universities talk privately at this time of year, a popular topic is how to handle the“helicopter parents". We muse over what to say during new-student orientation sessions to dissuade parents from hovering over their children for the next four years-- interfering with the maturation their children need, while driving us a bit crazy in the process. The usual plan of attack is to lecture parents on the importance of letting go. “Help your children unpack," parents are told.“Kiss them goodbye, and ask them to text you a couple of times per week." Having found that approach both unrealistic and ineffective, the two of us have come to take quite a different tack. We encourage the parents of freshmen to stay closely connected with their children. We know that some parents make inappropriate demands on professors, student-services staff and college officials while failing to disconnect from their children sufficiently to allow them to grow i up. But we also understand that total disengagement is not the solution. One way to counteract excessive parental involvement is constructive engagement, a way for parents to stay meaningfully involved with their children during this new phase in their growth. We speak plainly about the areas where. many parents today have a difficult time shifting gears. We counsel that most of the interventions they made on their children's behalf when they were younger should now be responsibilities of the child. And we make known that, when parents call us and say their son or daughter would kill them if he or she knew . they were calling the president, our first thought is that the child may have a good point.College is a time when parents can grant their children the precious opportunity to take responsibility as they develop into independent young men and women, fully prepared to be productive and engaged citizens. To the parents of children who don't like their roommates, teachers, academic advisers or grades, we urge empathy and calm. The social and survival skills young people develop in these situations will serve them well later in life. So parents can help by gently pushing their children to embrace complexity and diversity and to stretch the limits of their comfort zones. Some of the most important learning we provide is uncomfortable learning—where students take classes in subjects they find intimidating, and live, study and play with classmates . from backgrounds very different from their own. Questions 11-15 are based on Passage Three.The author uses the term "helicopter parents" to describe those parents ____.
A.who usually travel by taking helicopters
B.who are often busy travelling on business
C.who frequently visit their children during holidays
D.who always interfere with the growing up of their children
12、When parents fail to disconnect from their children, they tend to ____.
A.pay a visit to student-services staff
B.write to the president of the university
C.ask the college officials to get in touch with their children
D.make unreasonable demands on the working staff of the university.
13、A good way to counterbalance parents' interference with their children's maturation is to ____.
A.force them to disconnect from their children
B.allow them to text their children several times per week
C.let them get involved in the growth of their children constructively
D.prevent them from shouldering the responsibilities for their children.
14、College is a time when young adults can ____.
A.be very empathetic and energetic
B.break the shackle of their parents' control
C.be quite willing to take advice from their teachers
D.learn how to take responsibilities and get prepared for the future
15、The word "intimidating" in paragraph 7 probably means ____.
A.boring
B.frightening
C.interesting
D.Practical
16、?Passage FourWhere do you go when you want to know the latest business news, follow commodity prices, keep up with political gossip, find out what others think of a new book, or stay abreast of the latest scientific and technological developments? Today, the answer is obvious: you log on to the Internet. Three centuries ago, the answer was just as easy: you went to a coffee-house. There, for the price of a cup of coffee, you could read the latest pamphlets, catch up on news and gossip, attend scientific lectures, strike business deals, or chat with like-minded people about literature or politics. The coffee-houses that sprang up across Europe, starting around 1650, functioned as information exchanges for writers, politicians, businessmen and scientists. Like today's websites, weblogs and discussion boards, coffee-houses were lively and often unreliable sources of information that typically specialized in a particular topic or political viewpoint. They were outlets for a stream of newsletters, pamphlets, and advertising free-sheets. Depending on the interests of their customers, some coffee-houses displayed commodity prices, share prices and shipping lists, whereas others provided foreign newsletters filled with coffee-house gossip from abroad.Rumors, news and gossip were also carried between coffee-houses by their patrons, and sometimes runners would fit from one coffee-house to another within a particular city to report major events such as the outbreak of a war or the death of a head of state. Coffee-houses were centers of scientific education, literary and philosophical speculation, commercial innovation and, sometimes, political fermentation. Collectively, Europe's interconnected web of coffee-houses formed the internet of the Enlightenment era.The contrast between coffee and alcoholic drinks was reflected in the decor of the coffee-houses that began to appear in European cities, London in particular. They were adorned with bookshelves, mirrors, git-framed pictures and good furniture, in contrast to the noisiness, gloom and squalor of taverns. According to custom, social differences were left at the coffee-house door, and anyone who started a quarrel! had to atone for it by buying an order of coffee for all present. In short, coffee-houses were calm, sober and well-ordered establishments that promoted polite conversation and discussion. With a new rationalism abroad in the spheres of both philosophy and commerce, coffee was the ideal drink. Its popularity owed much to the growing middle class of information workers—clerks, merchants and businessmen—who did mental work in offices rather than performing physical labor in the open,and found that coffee sharpened their mental faculties.Such men were not rich enough to entertain lavishly at home,but could afford to spend a few pence a day on coffee. Coffee-houses provided a forum for education, debate and self-improvement. They were nicknamed "penny universities" in a contemporary English verse which observed: "So great a Universitie, I think there ne'er was any; In which you may a Scholar be,for spending of a Penny." Questions 16-20 are based on Passage Four.Today,if you want to get the latest business news and keep up with political gossip, you _____.
A.go to the coffee-houses
B.log in to the Internet
C.attend business lectures
D.chat with like-minded politicians
17、Three centuries ago,coffee-houses were _____.
A.forums for politicians and scientists
B.sources and exchanges of information
C.trading platforms for business people
D.collecting and distributing centers of commodities
18、Compared with taverns,coffee-houses were usually _____.
A.poorly decorated
B.noisy and dirty
C.calm and well-furnished
D.highly specialized
19、Coffee became popular among middle-class workers because _____.
A.it had a peculiar flavor
B.it could make them feel relaxed
C.it was the only drink they could afford
D.it could help sharpen their mental faculties
20、Coffee-houses were called"penny university"because _____.
A.you were charged only a penny for a cup of coffee in the coffee-house
B.you could learn a lot by spending just a little in the coffee-house
C.you could meet a lot of university teachers in the coffee-house
D.you could gain access to the Internet in the coffee-house
21、?Passage FiveFor most architects, moss (苔藓) and lichen (地衣) growing up the side of a structure is a bad sign. Building materials are designed specifically to resist growth, and much research has been done to develop paint treatments and biocides that make sure the concrete and wood and bricks that sheathe a building aren't colonized by living things. But a new group is trying to change all that. Instead of developing surfaces resistant to moss and lichen, the BiotA lab wants to build [facades] that are“bioreceptive”. BiotA lab, based in University College London's Bartlett School of Architecture, was founded last year. The lab's architects and engineers are working on making materials that can foster the growth of organisms like lichens and mosses. The idea is that ultimately they'll be able to build buildings onto which a variety of these plants can grow. Right now, they re particularly focused on designing a type of bioreceptive concrete. Marcos Cruz, one of the directors of the BiotA lab, says that he has long been interested in what he sees as a conflicted way of thinking about buildings and beauty:“We admire mosses growing on old buildings, we identify them with our romantic past, but we don't like them on contemporary buildings," he says. Cruz says that he wants the BiotA project to push back against the idea that cleanliness is the ideal that buildings should strive for. “Architects were wearing a straightjacket, that only in the last 20 years architects started shredding off." Richard Beckett, another director of the BiotA lab, says that he's interested in the project flipping the usual way that buildings are designed, at least in a small way. "Traditionally architecture is a top-down process, you decide what the building will look like, and then you build it. Here we' re designing for a specific species or group of species, the material and geometry we' re using is so specific that it only allows certain species to grow." It's controlled chaos. Both Cruz and Beckett talked about a particular way of thinking about their buildings. “Every architect you speak to talks about the skin of the building," says Beckett. But they want to propose a different way of seeing things. Instead of skin, the lab wants people to think of the exterior of a building as bark. “'Not just a protective thing, a host; it allows other things to grow on it, it integrates as well," says Beckett. But these living systems can be expensive and hard to maintain. Sometimes all the plants die, and have to be replaced. Cruz tells a story of a plant nursery in East London that had a green wall.“When 1 saw it for the first time, I thought it was wonderful!" he says. But six months later when he passed the nursery again, he noticed that the plants were all dead and falling off the wall. “A year later, much to my surprise, they were putting up steel panels with photographs of a forest on them," he says, laughing. Questions 21-25 are based on Passage Five.In paragraph I, the word“facades”means _____.
A.the exterior walls of a building
B.the shape of a building
C.the interior walls of a building
D.the framework of a building
22、Presently, one of the main tasks of the BiotA lab is to _____.
A.find new paint treatments and biocides
B.build exterior walls resistant to living things
C.design a new type of bioreceptive building material
D.foster the growth of organisms like mosses and lichens
23、We can infer from paragraph 3 that _____.
A.architects were tightly restrained in mind
B.architects were likely to behave eccentrically
C.architects usually had an untraditional way of dressing
D.architects used to have the odd habit of wearing straightjackets
24、According to Richard Bechett, traditionally, architecture is a _____.
A.vertical process
B.top-down process
C.horizontal process
D.bottom-up process
25、The new type of exterior of a building can be _____.
A.a romantic memory of the past
B.visual pollution of the environment
C.both a decorative art and a protector
D.both a protector and a host for certain organisms
参考答案：
【一、单项选择题】
1~5 ABDCA 6~10 DACAA
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