2024年春江苏开放大学综合英语进阶形考作业二高分答案

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一、2024年春江苏开放大学综合英语进阶形考作业二高分填空题答案

B1. Fill in the blanks with the words or expressions given in a word bank below. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each blank.

A.   perspective	B.   do their utmost	C.   Expelled from	D. contradict	E.   take in
F.   immune to	G. go along   with	H.   paradox	I.   tempting	J.   confess

1. When the police caught up with him, Mr. Foster had to（） that he’d broken the speed limit.

2. Whenever my boss makes a decision that I don’t agree with, I tell him what I really think, though it’s   （） to make him happy by telling him his ideas are always right.

3. The “discipline” message asks people to save, while the “enjoy yourself” message asks people to spend; therefore, they（） each other.

4. It’s very important for students to understand and（）new information. Besides, they should examine and judge information carefully and then make the right decisions.

5. It is a(n) （）that in some odd way world peace appears to depend on our spending millions of pounds on weapons that can kill us all.

6. It is far more effective for parents to allow for the child’s（）and let him make his own choice rather than make a decision for him.

7. There was an obvious indication that the police who have to enforce the new law were not （） the general discontent.

8. （）ublic school for drinking and smoking and then failing in show business as a singer, she joined her father’s business 10 years ago.

9. Both professional experts and school teachers say that children tend to（）when they see their parents making similar efforts.

10. The parents were quite happy to（）our suggestions because it had taken their most important concerns into consideration.

学生答案：J；I；D；E；H；A；F；C；B；G

2、B2. Read the passage and select one word for each blank.

A.   trouble	B.   financial	C.   driven	D.  Internet	E.   motivating
F.   satisfaction	G.  emotionally	H.  occasion	I.   accessible	J.   autonomous

The psychology of saving is a fascinating subject. Through understanding why you spend and why you save, your 1（） distress becomes a lot easier to handle. That’s why I’m really pleased to be able to share this lecture today to help you avoid being in financial 2（）! While there is nothing wrong with spending money, going overboard can quickly make you financially bankrupt. Here are three key 3（）    factors behind spending money.

Most people are motivated by having fun, either alone or with others. With seemingly free products advertised on the 4（）or TV, they find it’s hard to suspend desires. Even though there are many ways to have fun for free, a lot of people still enjoy easily 5（） plastic freedom. They feel that the more they spend, the better time they will have.

Sometimes, when people are 6（） crippled, there is also a good chance for them to spend money to feel better. While this may give them some artificial sense of 7（） , soon they will have buyers’ regrets as they realize that spending money couldn’t make them truly 8（）. And worse yet, they could end up with money worries.

Other times, people are motivated to spending their limited finances because they are completely charmed by a gift for a special 9（） such as their girlfriend’s birthday. it can be very easy for them to buy staggeringly expensive gifts to spoil the recipient in situations like this. Anyway, your buying decisions are 10（） by these three factors, which significantly affect your financial stability.

学生答案：B；A；E；D；I；G；F；J；H；C

3、B3. Reading comprehension. Questions 1 to 5 are based on the following passage.

As a society we might want to rethink the time and money spent on education, so that these resources can benefit a greater percentage of the population. Ideally, both high schools and colleges can prepare individuals for the ever-changing roles that are likely to be expected of them.

High school degrees offer far less in the way of preparation for work than they might, or than many other nations currently offer, creating a growing skills gap in our economy. We encourage students to go on college whether they are prepared or not, or have a clear sense of purpose or interest, and now have the highest college dropout rate in the world.

We might look to other countries for models of how high schools can offer better training, as well as the development of a work ethic(勤奋工作的美德) and the intellectual skills needed for continued learning and development. I recommend Harvard’s 2011 “Pathways to Prosperity” report for more attention to the “forgotten half” (those who do not go on to college) and ideas about how to address this issue.

Simultaneously, the liberal arts become more important than ever. In a knowledge economy where professional roles change rapidly and many college students are preparing for positions that may not even exist yet, the skill set needed is one that prepares them for change and continued learning.

Learning to express ideas well in both writing and speech, knowing how to find information, and knowing how to do research are all solid background skills for a wide variety of roles, and such training is more important than any particular major in a liberal arts college. We need to continue to value broad preparation in thinking skills that will serve for a lifetime.

Students also need to learn to work independently and to make responsible decisions. The lengthening path to adulthood appears exacerbated(恶化) by parental involvement in the college years. Given the rising investment in college education, parental concern is not surprising, but learning where and when to intervene (干涉)will help students take more ownership of the outcomes of these increasingly costly educations.

1. What kind of education does the author think is ideal?（）

A) It benefits the great majority of the general population.

B) It prepares students to meet the future needs of society.

C) It encourages students to learn throughout their lives.

D) It ensures that students’ expectations are successfully fulfilled.

2. What does the author say is the problem with present high school education?（）

A) Ignoring the needs of those who don’t go to college.

B) Teaching skills to be used right after graduation only.

C) Giving little attention to those having difficulty learning.

D) Creating the highest dropout rate in the developed world.

3. What characterizes a knowledge economy according to the passage?（）

A) People have to receive higher education to qualify for a professional position.

B) Students majoring in liberal arts usually have difficulty securing a job.

C) New positions are constantly created that require people to keep learning.

D) Colleges find it hard to teach students how to cope with the changing economy.

4. What does the author think a liberal arts college should focus on?（）

A) Solid background knowledge in a particular field.

B) Practical skills urgently needed in current society.

C) Basic skills needed for change and lifelong learning.

D) Useful thinking skills for advanced academic research.

5. What suggestion does the author offer to parents?（）

A) Rethinking the value of higher education.

B) Investing wisely in their children’s education.

C) Helping their children to bring their talent into full play.

D) Avoiding too much intervention in their children’s education.

学生答案：B；A；C；C；D

4、B4. Passage Two. Questions 1 to 5 are based on the following passage.

A new study shows a large gender gap on economic policy among the nation’s professional economists, a divide similar to the gender divide found in the general public.

“As a group, we are pro-market,” says Ann Mari May, co-author of the study and a University of Nebraska economist. “But women are more likely to accept government regulation and involvement in economic activity than our male colleagues.”

“It’s very puzzling,” says free market economist Veronique de Rugy of the Mercatus Center at George Mason University. “Not a day goes by that l don’t ask myself why there are so few women economists on the free market side.”

A native of France, de Rugy supported government intervention(干预) early in her life but changed her mind after studying economics. “We want many of the same things as liberals — less poverty, more health care — but have radically different ideas on how to achieve it.”

Liberal economist Dean Baker, co-founder of the Center for Economic Policy and Research, says male economists have been on the inside of the profession, confirming each other’s anti-regulation views. Women, as outsiders, “are more likely to think independently or at least see people outside of the economics profession as forming their peer group,” he says.

The gender balance in economics is changing. One-third of economics doctorates (博士学位) now go to women. “More diversity is needed at the table when public policy is discussed,” May says.

Economists do agree on some things. Female economists agree with men that Europe has too much regulation and that Wal-mart is good for society. Male economists agree with their female colleagues that military spending is too high.

The genders are most divorced from each other on the question of equality for women. Male economists overwhelmingly think the wage gap between men and women is largely the result of individuals’ skills, experience and voluntary choices. Female economists overwhelmingly disagree by a margin of 4-to-1.

The biggest disagreement: 76% of women say faculty opportunities in economics favor men. Male economists point the opposite way: 80% say women are favored or the process is neutral.

1. What is the finding of the new study?（）

A) The gender divide is a big concern of the general public.

B) Men and women understand economics quite differently.

C) The gap between male and female economists needs to be closed.

D) Male and female economists disagree widely on economic policy.

2. What does Ann Mari May say about female economists?（）

A) They are strongly against male domination in the economics profession.

B) They tend to support government intervention in economic activity.

C) They usually play an active role in public policy-making.

D) They are mostly strong advocates of free market economy.

3. What do we learn about economist Veronique de Rugy?（）

A) She represents most female economists’ standpoint.

B) She devotes herself to eliminating women’s poverty.

C) Her study of economics changed her view on government’s role in economic activities.

D) Her academic background helped her get into the inner circle of the economics profession.

4. What does Ann Mari May imply about public policy-making?（）

A) More female economists should get involved.

B) It should do justice to female economists’ studies.

C) More attention should be paid to women’s rights.

D) It should aim at sustainable development.

5. On what issue do male and female economists differ most?（）

A) Government regulation.

B) Job creation.

C) Military spending.

D) Gender equality.

学生答案：D；B；C；A；D

5、B5. Passage Three. Questions 1 to 5 are based on the following passage.

The number of postgraduate students travelling from non-EU countries to study at UK universities has fallen for the first time in 16 years, fuelling fears that the government’s immigration crackdown is discouraging thousands of the brightest students from continuing their studies in Britain.

Jo Beall, British Council director of education and society, said the fall would cause alarm among UK vice-chancellors (大学行政主管). “The sector was expecting a decline in growth, but the actual reduction in postgraduate numbers is of real concern as international students make up the majority of numbers in many postgraduate courses and research students teams in science, technology, engineering and mathematics.”

“Attracting the brightest and most ambitious postgraduate and research students is critical if the UK is to maintain its quality reputation for research,” Beall said.

Universities get a third of their tuition(学费) fee revenue from non-EU students. There is growing fear among vice-chancellors that this revenue — as well as the cultural, academic and economic benefit international students bring — is being put at risk.

Tim Westlake, director for the student experience at Manchester University, said students whose families relied on them working in the UK after their studies to gain experience and repay the fees were starting to look elsewhere.

Last month the home secretary, Theresa May, announced that embassy staff would interview more than 100,000 applicants in an attempt to prevent bogus (假冒的)ones entering the country. She also said immigrants were responsible for pushing up UK house prices. The comments followed the introduction of new limitations on students’ right to work during and after their studies.

Beall said: “Government statistics for the first time provide real evidence that the changes to UK visa regulations may have discouraged many students from applying to the UK, and in particular postgraduate students who are so important to the UK’s research output. The UK enjoys an excellent reputation around the world for the high quality of our education system, so the government needs to ensure that institutions have all the support they need to attract international students who make a tremendous academic, cultural and eco-nomic contribution to the UK.”

1. What has caused the decline of the number of non-EU postgraduates in the UK?（）

A) The increase in tuition and fees.

B) The ever-rising living expenses.

C) Changed immigration policies.

D) Universities’ tightened budgets.

2. What is UK vice-chancellors’ biggest concern?（）

A) How to obtain financial support from the government.

B) How to keep the academic reputation of their institutions.

C) How to prevent bogus applicants entering their universities.

D) How to stimulate the creativity of their research teams.

3. Why do UK universities try to attract postgraduate students from outside the EU?（）

A) A substantial part of their revenue comes from non-EU students’ tuition and fees.

B) Non-EU postgraduate students are usually highly motivated.

C) The number of UK postgraduate students has fallen sharply.

D) Some of the postgraduate programs are specially designed for non-EU students.

4. What were the expectations of some non-EU students’ families?（）

A) Their children could enjoy the UK’s cultural benefits.

B) Their children could find well-paying jobs upon their return.

C) Their children could become established academically.

D) Their children could work in the UK after graduation.

5. What does Beall suggest the UK government should do?（）

A) Allow promising international students to work in research teams.

B) Revise UK visa regulations to accommodate non-EU students.

C) Give universities adequate support to attract non-EU students.

D) Try to address the needs of international students in the UK.