I. Listening Comprehension Part A (30 分)
Directions: In Section A, you will hear ten short conversations between two speakers. At the end of each con
versation, a question will be asked about what was said. The conversations and the questions will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard. 1. A. Betty B. Jenny C. John D. Mary 2. A. Rome B. Paris C. New York D. San Francisco 3. A. Do some gardening B. Wash the car C. Have a rest D. Clean the room 4. A. In the laboratory B. At the news agent C. At the bank D. In the library 5. A. Librarian and student B. Operator and caller C. Boss and secretary D. Customer and repairman 6. A. Peter’s strength B. Peter’s occupation C. Peter’s character D. Peter’s likes and dislikes 7. A. The woman lost her keys B. The woman left here by car C. The woman had to open the door D. The woman didn’t think it carefully 8. A. The couple will spend Christmas abroad B. The couple will have a party on Christmas Eve C. The couple will have a Christmas party in Australia D. The man will send some postcards on Christmas Eve 9. A. Potatoes are more nutritious than eggs B. The eggs are next to the potatoes C. Most health food stores sell potatoes and eggs D. The second course will be potatoes and eggs 10.A. Difficult B. Interesting C. Dull D. Useful
Part B Passages Directions: In Part B, you will hear two short passages, and you will be asked three questions on each of the passages. The passages will be read twice, but the questions will be spoken only once. .When you hear a question, read the four possible answers on your paper and decide which one would be the best answer to the question you have heard. Questions 11 through 13 are based on the following passage. 11. A. When he was 12 B. When he was 10 C. When he was 85 D. when he was 4 12. A. He was afraid of telling the story B. He wasn’t allowed to write about it C. He wasn’t able to read or write D. He knew very little about the murder 13. A. The importance of reading
B. A black man’s struggling to learning reading C. The conflict between the white and the black D. A life story about a famous African-American Questions 14 through 16 are based on the following passage. 14. A. 17 B.25 C.47 D.40 15. A. The terrible road condition B. The army attack C. The driver’s mistake D. The water on the road 16. A. They robbed four passengers B. They were all under 16 years old C. They were arrested by policemen D. They managed to run away Part C Longer Conversations Directions: In Part C, you will hear two longer conversations. The conversations will be read twice. After you hear each conversation, you are required to fill in the numbered blanks with the information you have heard. Write your answers on your answer sheet. Blanks 17 through 20 are based on the following conversation. How many members does the club have now ? What kind of events does the club organize ? How often does the club hold language evenings ? Which language does the woman want to practice ? About (17)_______ It has social get-togethers, (18)_____ events and language evenings. Every day except (19) _____. She wants to practice (20) _____.
Complete the form. Write ONE WORD for each answer. Blanks 21 through 24 are based on the following conversation. Why doesn’t the man go to university ? What working experience does the man have ? Why does the man want the job? On what condition can the man receive a training He has to (21) ______. He once worked in a (22) ______ for two months He wants to become a (23) ______. If he can (24) _______.
Complete the form. Write no more than THREE WORDS for each answer. II. Reading Section A (16 分) Directions: Read the following two passages. Fill in each blank with one proper word or the proper form of the given word to make the passage coherent. Make sure that your answers are grammatically correct. （A） Teachers always have found that teaching and learning become interesting and enjoyable when students are actively involved in the lesson. Their active engagement, however, does not come automatically. In most cases, teachers have to find ways to get them (25)_______(involve). Hai K. P. Huynh, an English teacher at American-Vietnamese International English Centre in Da Nang, Vietnam, demonstrates (26)______ teachers can get students actively engaged in the learning process and take charge of their learning by giving them the opportunities to find and correct mistakes (27)________.
The effective way is to prepare an activity (28)_______ students take over the role of correcting mistakes which is normally done by the teacher. The teacher purposefully becomes the ‘mistake maker ’. This technique can bring forth several benefits. For instance, by switching the role of the ‘mistake corrector’, the teacher can often observe that students get excited. The degree of excitement (29)_______ (increase) when the class is divided into two teams to compete with each other in finding and correcting the mistakes. Another benefit is that they have the opportunity to identify the possible mistakes themselves instead of the teacher (30)______(tell) them what the mistakes are. This technique can help the teacher check his or her students’ understanding of a grammar point or comprehension of a reading task. It can be used to reinforce and improve their production skills such as writing and pronunciation. The activity is a simple technique (31)______ it is very effective (32)_____ getting students' attention and participation. It can easily be developed (33)_______(satisfy ) teachers’ needs. (B) It’s likely that your (34)______(big) ambition as a Senior 3 student is to enter a good university this time next year. But (35)_______ makes your dream university “good” enough? An excellent reputation and high rankings are certainly important, according to a survey(36)______ (conduct) by Shanghai Municipal Education Commission in 50 Shanghai high schools this summer. Among the 400 students, nearly 64 percent favored universities with top rankings and outstanding academic performance records. “Compared with lower-ranking universities, a household name on the first-level list usually means more advanced facilities, better lectures and more opportunities. These will all help me settle down to a successful university experience,” said Qiu chenhao,17 of Shanghai’s Jianping High School. However, great universities are defined by other factors as well. Over 63 percent think that (37)______ ideal university should have an environment with research freedom, (38)______ (allow) their students to experiment, succeed and sometimes fail. And a similar number of students believe that a good university (39)______ produce graduates who are particularly sought after by employers. (40)_____ ______ the fact that employability is highly valued, about 28 percent say that rich history and tradition are a priority for great universities. Section B (10 分) Directions: Complete the passage with the words in the box.. Each word can only be used once. Note that there is one word more than you need. A. demonstrating B. devote C. productive E. present F. addressing G. emotion I. significantly J. productivity ABD. completed D. slightly H. happy
In the past few decades, the popular belief in the area of organizational behavior and psychology has been that 41 workers are better workers. However, new research at the University of Alberta shows that sad workers are more 42 . Psychologist Dr. Robert Sinclair recently conducted a series of four studies 43 the effects of experimentally induced ( 诱发的 ) happiness versus sadness on work 44 by
asking the participants to build circuit boards. In the first study, sad people committed 45 few errors than did happy people, but there was no difference in the number of boards 46 . In similar studies Sinclair found the same results along with the evidence that happy people might not 47 as much energy to the task in order to maintain their happy moods ---they considered that task as something that might detract from their 48 feelings. These findings are not surprising, said Sinclair, since there has been a growing body of literature in the area of social psychology 49 that sad moods lead to more calm lengthy intent consideration and often, more thought or accurate judgments. So it’s important for organizations to take into account the 50 of their employees. It seems it could be beneficial to creating situations that lead people to believe that performing their jobs will cause them to feel good. III. Reading Comprehension Section A (15 分) Directions: For each blank in the following passages there are four words and phrases marked A,B,C and D. Fill in each blank with the word or phrase that best fits the context. German Prime Minister Otto Von Bismarck may be most famous for his 51 and diplomatic talent, but his contributions to the society include many of today’s social insurance programs. During the middle of the 19th century, Germany, 52 other European nations, 53 an unusual outbreak of workplace deaths and accidents as a result of growing 54 . 55 in part by Christian sympathy for the helpless as well as a practical political impulse to get the 56 of the socialist labor movement, Bismarck 57 the world’s first worker’s compensation law in 1884. By 1908, the United States was the 58 industrial nation in the world that lacked workers’ compensation insurance. American’s injured workers could seek 59 in a court of law, but they still faced a number of tough legal barriers. 60 , employees had to prove that their injuries directly 61 employer’s lack of care and they themselves were ignorant about potential danger in the workplace. The first state workers’ compensation law in this country passed in 1911, and the program soon 62 throughout the nation. After World War II, benefit payments to American workers did not 63 the cost of living. In fact, real benefit levels were lower in the 1970s than they were in the 1940s, and in most states the maximum benefit was below the poverty level for a family of four. In 1970, President Richard Nixon set up a national 64 to study the problems workers’ compensation. Two years later, the committee issued 19 key recommendations, 65 one that called for increasing compensation benefit levels to 100 percent of the states’ average weekly wages. 51. A. artistic B. literary C. military D. economic 52. A. along with B. other than C. apart from D. rather than 53. A. experimented B. explored C. experienced D. excluded 54. A. urbanization B. revolution C. evolution D. industrialization 55. A. Inspired B. Touched C. Organized D. Motivated 56. A. feedback B. statement C. proof D. support 57. A. discovered B. created C. uncovered D. revealed 58. A. unique B. only C. powerful D. most
59. 60. 61. 62. 63.
A. rights B. help C. compensation D. support A. For example B. However C. Consequently D. Moreover A. resulted in B. stood for C. resulted from D. deal with A. spread B. promoted C. stretched D. placed A. put up with B. face up to C. benefit from D. keep up with 64. A. community B. committee C. authority D. government 65. A. including B. insisting C. installing D. investing Section B (2X12=24) ( A) If you want to stay young, sit down and have a good think. This is the research finding of a team of Japanese doctors, who say that most of our brains are not getting enough exercise and, as a result, we are growing old unnecessarily soon. Professor Taiju Matsuzawa wanted to find out why quite healthy in northern Japan appeared to be losing their ability to think and reason at a rather early age, and how the speed of getting old could be slowed down. With a team of researchers at Tokyo National University, he set about measuring brain volumes of a thousand people of different ages with different jobs. Computer technology helped the researchers to get most exact measurements of the volume of the front and side parts of the brain, which have something to do with intellect and feelings, and decide the human character. As we all know, the back part of the brain, which controls task like eating and breathing, does not contract with age. Contraction of front and side parts—as cells die off—was seen in some people in their thirties, but it was still not found in some sixty and seventy-year-olds. Matsuzawa concluded from his tests that there is a simple way to prevent the contraction—using the head. The findings show that contraction of the brain begins sooner in people in the country than in the towns. “Those with least possibility,” says Matsuzawa, “are lawyers, followed by university professors and doctors. White collar workers doing the same work day after day in government offices are, however, as possible to have contracting brains as the farm worker, bus driver and shop assistant.” 66. The team of doctors wanted to find out _____. A. at what point people grow mentally old B. how to make people live longer C. the size of certain people’s brains D. which people are the most clever 67. Their research findings are based on _____. A. an examination of farmers in northern Japan B. tests given on a thousand old people C. examining the brain volumes of different people D. using computer technology 68. The doctors’ tests show that _____. A. our brains contract as we grow older B. one part of the brain does not contract
C. sixty-year-olds have better brains than thirty-year-olds D. some people’s brains have contracted earlier than other people’s 69. The most possible conclusion of the passage is that _____. A. most of us take more exercise B. it’s better to live in the town C. the brain contracts if it is not used D. the more one uses his brain, the sooner he becomes old (B) During the next several weeks I went completely to the wolves. I took a tiny tent and set it up on the shore of bay. The big telescope was set up in the mouth of the tent in such a way that I could observe the wolves by day or night. Quite by accident I had pitched (set up) my tent within ten yards of one of the major paths used by the wolves. Shortly after I had taken up residence one of the wolves came back and discovered me and my tent, but he did not stop or hesitate in his pace. Later, one or more wolves used the track past my tent and never did they show the slightest interest in me. I felt uncomfortable at being so totally ignored. The next day I noticed a male wolf make boundary markers by passing water on the rounds of his family lands. Once I had become aware of the strong feeling of property rights which existed among the wolves, I decided to use this knowledge to make them at least recognize my existence. One evening, after they had gone off for their regular nightly hunt I staked out a property of my own, including a long section of the wolves’ path. In order to ensure that my claim would not be overlooked, I made a property mark on stones, dumps of moss, and patches of vegetation with a lot of tea. Before the hunters came back, task was done, and I retired, somewhat exhausted, to observe results. A few minutes later, the leading male appeared. As usual he did not bother to glance at the tent, but when he reached the point where my property line intersected (cut across) the trail, he stopped as suddenly as if he had run into an invisible wall. Cautiously, he extended his nose and sniffed at one of my marked bushes. After a minute of hesitation he backed away a few yards and sat down. Then, he looked directly at the tent and at me. His glare seemed to become more fierce as I attempted to stare him down. The situation was becoming intolerable. To break the impasse I turned my back on the wolf. Then quickly and with an air of decision, he turned his attention away from me and began a systematic tour of the area I had staked out as my own. As he came to each boundary marker he sniffed it once or twice, then carefully placed his mark on the outside of mine. 70. Why did the wolves manage to ignore the author’s presence? A. Because his tent was out of the wolves’ estate boundaries. B. Because the author and the wolves were already good friends. C. Because they did not know him at all. D. Because the wolves were afraid of strangers. 71. Which is TRUE according to the passage ? A. The author likes staring matches esp. with wolves. B. Staking the land was very easy. C. Wolves can see the estate boundaries clearly with their eyes. D. The author managed to know why the wolves ignore his presence.
72. What was the author’s discovery? A. Wolves were not settled beasts, as is almost universally believed. B. Wolves were settled beasts and the possessors of an estate with definite boundaries. C. Wolves were not interested with strangers. D. Wolves’ family was dominated by a female. 73. Why did the author stake out an area of his own? A. Because he thought it better to be stared at than to be ignored. B. Because he didn’t want the wolves to use the track past his tent. C. Because he wanted the wolves to take cognizance of his existence. D. Because he wanted to find out how fierce the wolf’s glare was.
(C) We often use the words growth and development as if they meant essentially the same thing. But this may not always be the case. One can easily imagine instances in which a country has achieved higher levels of income (growth) with little or no benefit coming to most of its citizens (development). In the past, most development policies were aimed increasing the growth rate of income per capita. Many still are, based on the theory that benefits of economic growth will come to all members of society. If this theory is correct, growth should promote development. By the early 1970s, however, the relationship between growth and development was being questioned. A major study by the World Bank in 1974 concluded that it is now clear that more than a decade of rapid growth in underdeveloped countries has been of little benefit to a third of their population. The World Bank study indicated that increases in GNP per capita did not promise important improvements in such development indicators as nutrition, health, and education. Although GNP per capita did indeed rise, its benefits come down to only a small part of the population. This realization gave rise to a call for new development policies. These new policies favored agriculture over industry, called for domestic redistribution of income and wealth, and encouraged programs to satisfy such basic needs as food and shelter. In the late 1970s and early 1980s, the international macroeconomic crises of high oil prices, worldwide recession, and third world debt forced attention away from programs designed to get rid of poverty. However, the lesson remains: economic growth does not promise economic development. Efforts may be required to change growing output capacity into economic benefits that reach most of a nation’s people. 74. As to the relationship between growth and development, what can we infer from the passage? A. Development is a reliable measure of growth. B. Growth always brings about development. C. Development is not necessarily the result of growth. D. Growth and development refer to the same thing. 75. According to the study by the World Bank in 1974,economic growth in some background countries brought A. benefit only to a third of their population.
B. almost no benefit to a third of their population. C. little benefit to their people. D. no benefit at all to their people. 76. The programs designed to get rid of poverty were not very well carried out because the government A. knew that growth didn’t promise development. B. gave too much attention to increases in GNP per capita. C. wished to replace the programs with new development policies. D. was busy solving other more serious economic problems. 77. If the passage continues, what is the author most likely to discuss in the next paragraph? A. How to turn growth into development. B. How to remove poverty from society. C. How to decrease third world debt. D. How to cope with economic crises. Section C （8 分） (D) Brazil has become one of the developing world’s great successes at reducing population growth but more by accident than design. While countries such as India have made joint efforts to reduce birth rates, Brazil has had better result without really trying, says George Martine at Harvard. Brazil’s population growth rate has dropped from 2.99% a year between 1951 and 1960 to 1.93% a year between 1981 to 1990, and Brazilian women now have only 2.7 children on average. Martine says this figure may have fallen still further since 1990, an achievement that makes it the envy of many other Third World countries. Martine puts it down to, among other things, soap operas and installment plans introduced in the 1970s. Both played an important, although in direct, role in lowering the birth rate. Brazil is one of the world’s biggest producers of soap operas. Globo, Brazil’s most popular television network, shows three hours of soaps six nights a week, while three others show at least one hour a night. Most soaps are based on wealthy characters living the high life in big cities. “ Although they have never really tried to work in a message towards the problems of reproduction, they describe middle and upper class values ---- not many children, different attitudes towards sex, women working,” says Martine. “ They sent this image to all parts of brazil and made people conscious of behavior and other values, which were put into a very attractive package.” Meanwhile, the installment plans tried to encourage the poor to become consumers. “ This led to an enormous change in consumption patterns and consumption was incompatible with unlimited reproduction.” says Martine. 78. According to the passage, the two factors that lead to the success of population control in Brazil are _______________________________________. 79. The underlined phrase “ put down to ” in paragraph 3 has the closest meaning to _________________________________. 80. What made Brazil the envy of many other Third World countries? _________________________________________________________________
81. Why did the author say that soap operas helped in lowering the birth rate? _________________________________________________________________
第 II 卷
I. Translation（22 分）
（共 45 分）
Directions: Translate the following sentences into English, using the words given in the brackets. 1. 一个好老师总能看到学生身上的正面的品质。(positive) 2. 正如金字塔代表埃及一样，悉尼歌剧院代表澳大利亚。 （as…as） 3. 当你失去某东西时候，你才会明白它是多么的珍贵。 （Only） 4. 人们相信严谨的处事态度将为成功奠定基础。 （It…,lay） 5. 这种教育计划有助于我们培养出一些在未来决策中能帮助世界实现和平的明智的人。 (sensible) II Guided Writing（25 分） Directions: Write an English composition in 120-150 words according to the instructions. 校园一角有一些学生的“涂鸦作品” ，请就你看到的校园“涂鸦”现象，发表你的看法。 涂鸦 graffiti
44. J 56-60.
45. I DBBCA
46. ABD 47. B 61-65.
49. A 50. G
III. 51-55. (A) 66. A. (B) 70. A (C) 74. C
CACDD 67. C 71. D 75. B
68. D 72. B 76. D
69. C 73. C 77. A