2023年12月9日发(作者：)
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Part I Listening Comprehension (35 minutes) 35%
Section A
Directions:
In this section, you will hear 8 short conversations and 2 long
conversations. At the end of each conversation, one or more questions will be asked
about what was said. Both the conversation and the questions will be spoken only once.
After each question there will be a pause. During the pause, you must read the four
choices marked A), B), C) and D), and decide which is the best answer. Then mark the
corresponding letter on Answer Sheet 2 with a single line through the centre.
1. [A] Go to an art exhibition.
friend.
display.
[B]Dine out with an old
[C]Attend the opening night of a play. [D]See his paintings on
2. [A]Sherry has never talked in public.
moments.
[B]Sherry enjoys serious
[C]Sherry probably is poor at giving speeches. [D]Sherry must be good
at giving speeches.
3. [A] To run into each other.
[C]To avoid the crowds.
[B]To get bargains.
[D]To join the crowds.
4. [A]She rarely makes mistakes.
[B]Her boss is hard to work with.
[C]She always tells others what she thinks.
[D]She regretted having replaced the secretary.
[B]He will have a business 5. [A]He no longer works here.
trip next Wednesday.
1 [C]He'll be back next Wednesday. [D]He is on a vacation.
6. [A]Find a hotel nearby again in a few days.
[B]Accommodate his parents in his dormitory.
[C]Ask his parents not come until he finds a proper hotel.
[D]Phone a hotel farther from the campus for a reservation.
[B]John is on the way home.
[D]John won't be able to
7. [A]John is lying to his wife.
[C]John will eat without meat.
come home for dinner.
8. [A]They have to set off early.
[B]They go and climb Yellow Mountain.
[C]They have to catch the early train.
[D]They should not believe weather forecast.
Questions 9 to 12 are based on the conversation you have just heard.
9. [A]Sometimes it is interesting, sometimes it is boring.
[B]It is hard work, and she wants to change her job.
[C]It id an easy job, and she likes it.
[D]Sometimes it is hard, but
sometimes it is quiet.
10. [A]A waiter.
[D]A lawyer.
11. [A]Husband and wife. [B]Friends.
[D]Colleagues.
[C]Strangers.
[B]A bank clerk. [C]A manager.
2 12. [A]She likes his job very much because he has the chance to get promotion.
[B]She likes his job because working in a bank is very nice.
[C]She dislike his job because he needs to move around
[D]She dislike his job because it isn't quite on from place to place.
weekdays.
Questions 13 to 15 are based on the conversation you have just heard.
13. [A]To help the outstanding students go abroad.
[B]To help some poor college students earn more money.
[C]To help international students prepare to enter higher institutions.
[D]To provide work opportunities for graduates in the community.
14. [A]U.S. Culture.
[B]U.S. History.
[C]Business English.
[D]African geography.
15. [A]A tuition list.
[B]A kind of student visa.
[C]An application from to a course.
[D]An offer giving permission to a program.
Section B
Directions:
In this section, you will hear 3 short passages. At the end of each
passage, you will hear some questions. Both the passage and the questions will be
spoken only once. After you hear a question, you must choose the best answer from the
four choices marked A), B), C) and D). Then mark the corresponding letter on Answer
Sheet 2 with a single line through the centre.
3 Passage One
Questions 16 to 18 are based on the passage you have just heard.
16. [A]Having snakes as pets.
[B]Describing the snakes.
[C]Observing the habits of snakes.
[D]Finding out the origin of snake myths.
17. [A]Because this kind of snakes id sold in pet stores.
[B]Because people like to collect this kind of snake.
[C]Because this kind of snake lives in cultivated areas.
[D]Because this kind of snake is often found inside homes.
18. [A]It is authentic.
[B]It is imaginative.
[C]It is complicated.
[D]It is dull.
Passage Two
Questions 19 to 21 are based on the passage you have just heard.
19. [A]Given by the local government.
[B]Born by a large number of bitches.
[C]Bought from different cities and villages.
[D]Captured over grassland.
20. [A]11-week course for control duty.
4
[B]11-week course for patrol duty.
[C]9-week course for control duty. [D]9-week course for patrol duty.
21. [A]Catching runaway criminals.
[B]Scratching the hidden bombs.
[C]Patrolling the dangerous town.
[D]Drug sniffing or bomb sniffing.
Passage Three
Questions 22 to 25 are based on the passage you have just heard.
22. [A]Accidents and war.
[C]Accidents and aging.
23. [A]Medicine.
[B]Brain cells.
[C]The Internet.
[D]Human organs.
[B]Diseases and aging.
[D]Heart disease and war.
24. [A]Because heart disease will be far away from us.
[B]Because human brains can decide the final death.
[C]Because the basic materials of cells will last forever.
[D]Because human organs can be repaired by new medicine.
25. [A]Human life will not last more than 120 years in the future.
[B]Humans have to take medicine to build new skin cells now.
[C]Much needs to be done before humans can have a longer life.
[D]We have already solved the technical problems in building new cells.
Section C
Directions:
In this section, you will hear a passage three times. When the passage is
5 read for the first time, you should listen carefully for its general idea. When the passage
is read for the second time, you are required to fill in the blanks numbered from 26 to
33 with the exact words you have just heard. For blanks numbered from 34 to 35 you
are required to fill in the missing information. For these blanks, you can either use the
exact words you have just heard or write down the main points in your own words.
Finally, when the passage is read for the third time, you should check what you have
written.
There were twenty-three British universities in 1960. After a period of(26)______
in the 1960s, there are now forty-eight, (27)______the Open University and the
Independent University of Buckingham. There are thirty-five in England, eight in
Scotland, two in Northern Ireland, and one in Wales. They can be (28)______into three
types. The (29)______universities of Oxford and Cambridge were set up in the twelfth
century, but until the nineteenth century they were the only English universities and
(30)______no places for women. However, another four universities were(31)______in
Scotland in the fifteenth and sixteenth century. The second group of universities
were(32)______created between 1850 and 1930. The third group(33)______of new
universities founded after the Second World War, and later in the 1960s. Many of them
were set in the countryside. (34)______. A very small number of students leave
university without finishing their courses. (35)______. Most students tend to live on
campus, while others may rent houses outside the university. Until recently few British
students chose universities near their parents' homes, and many seemed to prefer those
in the South of England. But financial costs are now changing these choices.
Part Ⅱ Reading Comprehension (Skimming and Scanning)(15 minutes) 10%
Directions:
In this part, you will have 15 minutes to go over the passage quickly
6 and answer the questions on
Answer Sheet 1.
For questions 36-42, mark
Y (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 43-45, complete the sentences with the information given in the passage.
New Proposals on Youth Employment
The unemployment rate in Japan continues to hover at around the 5% level,
but the number of unemployed youths is exceptionally high compared to other age
groups. The fluid situation is gradually taking root in society, with an increasing number
of youths making a living as "freeters" (as young job-hoppers are called in Japan) or
leaving and changing jobs even after they find employment. This youth employment
problem is essentially a product of many companies' guarded stance (姿态) on
employment and the narrowing of employment opportunities for those seeking to work
as regular employees.
To deal with the youth employment problem, the government and relevant
institutions have already presented various proposals for specific policies, such as to
strengthen policies that can turn economic recovery into a vigorous increase of labor
demand; while expanding job openings for regular employees, also to promote equal
treatment of non-regular employees and secure opportunities for them to become
regular employees so that the working styles of non-regular employees are not
disadvantaged; from the earliest stage as possible, systematically to provide job
preparatory education with a long-range outlook on career development. Some of these
7 policies are actually being implemented, but they are not necessarily producing adequate
results. For this reason, the following three new measures should be considered in
addition to other measures being deliberated.
Reform of employment and recruitment practices
It is important that high school graduates are given as many opportunities as
possible to select an occupation. While completely abolishing the
one-person-one-company system on one hand, on the other hand, employment and
career guidance should begin when students enter high school so they are well able to
select an occupation on their own judgment.
Also, the year after graduation should be regarded as a period of joint follow-up by
schools and employment agencies. Especially in regard to unemployed graduates and
freeters, each party should assess the situation and support the employment of those
young people.
With respect to college students, internship opportunities, career counseling,
and other guidance schemes should be implemented soon after they enter college to
eventually enable them to make independent career decisions.
Companies should give due consideration to the academic accomplishment
of students when screening job applicants, as that is the primary function of students.
Universities should draw upon France's baccalaureate system, for example, and
introduce a system of university graduation examination or college academic
certification test.
8 Finally, as a measure to expand employment opportunities, companies should
amend their traditional practice of recruiting only prospective new graduates and open
their doors to those who have already graduated.
Enhancing career education and the role of industries
Career education aiming to cultivate work values should be a consecutive (持续的) program provided over an ample amount of time beginning in the primary, junior
high, and high school compulsory education stage.
In addition to teaching students about the significance of working and about
occupations in general, career education should also include a course on "work and
daily living" as a comprehensive course aiming to prepare students to become working
members of society. The course should deal with a broad range of topics relating to the
work concept, such as rights and obligations stipulated in labor laws, as well as with the
mechanics of the pension system and other social security institutions and with such
immediate issues as the environment and energy. Such a course would help youths to
select their own lifestyles, including how to achieve a good balance between work and
private life.
The industrial community should form organizations of companies (such as
NPOs) to address career education from a cross-cutting perspective and actively engage
in activities to support the development of human resources for the next generation.
For example, they are expected to develop and provide educational programs based on
their unique technology and know-how, send personnel to schools, and offer funds and
equipment.
9 In regional areas in Japan, activities to revitalize regional industries and
promote new industries should be linked to model projects that incorporate regional
characteristics and aim to foster and retain young people as future leaders of the region.
For example, local governments could utilize the 500 or so young workers' centers
throughout Japan as the bases of such projects with the cooperation of regional
businesses and schools.
Proposal of a "career passport"
The "career passport" would function as a record of one's career and as a
certification for the utilization of various support measures. It would be issued to all
youths over the age of 18 and would be a passport to continuous support valid up to
the age of 30 to 35.
The passport would contain a record of job changes, part-time experiences,
studies, certifications and self-development efforts, in addition to accomplishments
achieved through participation in volunteer and NPO activities. In this respect, it would
take the form of an electronic card to allow the input and accumulation of information
through a digital format that can be accessed by the individual whenever necessary.
The passport would enable young workers to receive career counseling
regularly or as necessary at job cafes that are being newly established or at the more
than 500 young worker's centers throughout Japan. They would also have the
opportunity to check and evaluate their own careers, including part-time experiences,
and effectively utilize various support programs for employment, capacity development
and other areas necessary for developing their careers.
10 In addition to the above, a vocational scholarship system should be created to
provide financial support for educational courses and school expenses to all young
people who have graduated school-including the unemployed, freelance, and displaced
workers-so that they may voluntarily prepare themselves for a job or develop their
working capacities.
36. The youth frequent job changes result in many companies' guarded stance
on their employment.
37. To offer different job opportunities to both youth regular and
non-regular employees.
38. Employment and career guidance should be part of high school
curriculum.
39. Companies should revise their policies to recruit both new and old
graduates.
40. The school course should deal with a broad range of topics
relating to the work concept such as job hunting and hopping.
41. There are about 500 youth centers in some local areas.
42. The career passport contains part-time experiences, studies,
certificate and self-development except job-hopping.
43. College education should enable students to make
____________________.
11 44. Companies should provide educational program and send personnel to
schools and offer ____________________.
45. In order to provide young people with financial support, we should create
________________________.
Part III Reading Comprehension (Reading in Depth) (25 minutes) 20%
Section A
Directions:
In this section, there is a short passage with 5 questions or incomplete
statements. Read the passage carefully. Then answer the questions or complete the
statements in the fewest possible words on Answer Sheet 2.
Questions 46 to 55 are based on the following passage.
Once the world embraced the automobile, the days of depending on horses,
bicycles, ferries, and trains quickly slipped into the past. People were __46__ with the
speed of the automobile but they were also enjoying the personal freedom that the
automobile gave them. Owning a car gave people the freedom to go anyplace a road
__47__. This allowed people to travel at anytime and at their own __48_. This
independence gave the car a popular edge over buses and trains.
The popularity of the automobile made it the __49__ of the transportation
system. The automobile changed our lives when it created a giant industry that offered
more and more jobs. The automobile made it possible for people to live in areas
__50__ from their work place. This caused cities to grow and made suburban living
more convenient. Of course, with more places to go, more __51__ roads had to be
built. The automobile caused a __52__ effect. Jobs increased, industries grew, new
industries developed, and cities appeared. Today the automobile industry continues to
12 offer many __53__. Jobs are plentiful in this industry and improvements continue to be
made to the automobile with new technologies.
We have come a long way from that first __54__ carriage because of the
cooperative efforts of many people in the last century. It will be interesting to see what
the future holds for the automobile. We have already seen signs of the use of solar
energy in this area. As long as man has a brain, the future of the automobile is __55__.
A) backbone I) opportunities
J) snowball
K) definite
B) infinite
C) further
D) background
E) led
L) developed
M) farther
N) impressed
O) pace
F) enjoyed
G) horseless
H) developing
Section B
Directions:
There are 2 passages in this section. Each passage is followed by some
questions or unfinished statements. For each of them there are four choices marked A),
B), C) and D). You should decide on the best choice and mark the corresponding letter
on Answer Sheet 2 with a single line through the centre.
Passage One
Questions 56 to 60 are based on the following passage.
13 If you want to teach your children how to say sorry, you must be good at saying it
yourself, especially to your own children. But how you say it can be quite tricky.
If you say to your children "I'm sorry I got angry with you, but …" what
follows that "but" can render the apology ineffective: "I had a bad day" or "your noise
was giving me a headache " leaves the person who has been injured feeling that he
should be apologizing for his bad behavior in expecting an apology.
Another method by which people appear to apologize without actually doing
so is to say "I'm sorry you're upset"; this suggests that you are somehow at fault for
allowing yourself to get upset by what the other person has done.
Then there is the general, all covering apology, which avoids the necessity of
identifying a specific act that was particularly hurtful or insulting, and which the person
who is apologizing should promise never to do again. Saying "I'm useless as a parent"
does not commit a person to any specific improvement.
These pseudo-apologies are used by people who believe saying sorry shows
weakness. Parents who wish to teach their children to apologize should see it as a sign
of strength, and therefore not resort to these pseudo-apologies.
But even when presented with examples of genuine contrition, children still
need help to become aware of the complexities of saying sorry. A three-year-old might
need help in understanding that other children feel pain just as he does, and that hitting
a playmate over the head with a heavy toy requires an apology. A six-year-old might
need reminding that spoiling other children's expectations can require an apology. A
14 12-year-old might need to be shown that raiding the biscuit tin without asking
permission is acceptable, but that borrowing a parent's clothes without permission is
not.
56. If a mother adds "but" to an apology, _______.
A) she doesn't feel that she should have apologized
B) she does not realize that the child has been hurt
C) the child may find the apology easier to accept
D) the child may feel that he owes her an apology
57. According to the author, saying "I'm sorry you're upset" most probably
means "_______".
A) You have good reason to get upset
B) I'm aware you're upset, but I'm not to blame
C) I apologize for hurting your feelings
D) I'm at fault for making you upset
58. It is not advisable to use the general, all-covering apology because
_______.
A) it gets one into the habit of making empty promises
B) it may make the other person feel guilty
C) it is vague and ineffective
D) it is hurtful and insulting
15 59. We learn from the last paragraph that in teaching children to say sorry
_______.
A) the complexities involved should be ignored
B) their ages should be taken into account
C) parents need to set them a good example
D) parents should be patient and tolerant
60. It can be inferred from the passage that apologizing properly is _______.
A) a social issue calling for immediate attention
B) not necessary among family members
C) a sign of social progress
D) not as simple as it seems
Passage Two
Questions 61 to 65 are based on the following passage.
Lead deposits, which accumulated in soil and snow during the 1960's and 70's,
were primarily the result of leaded gasoline emissions originating in the United States.
In the twenty years that the Clean Air Act has mandated unleaded gas use in the United
States, the lead accumulation world-wide has decreased significantly.
A study published recently in the journal Nature shows that air-borne leaded gas
emissions from the United States were the leading contributor to the high concentration
of lead in the snow in Greenland. The new study is a result of the continued research
led by Dr. Charles Boutron, an expert on the impact of heavy metals on the
16 environment at the National Center for Scientific Research in France. A study by Dr.
Boutron published in 1991 showed that lead levels in arctic (北极的) snow were
declining.
In his new study, Dr. Boutron found the ratios of the different forms of lead
in the leaded gasoline used in the United States were different from the ratios of
European, Asian and Canadian gasoline and thus enabled scientists to differentiate (分区) the lead sources. The dominant lead ratio found in Greenland snow matched that
found in gasoline from the United States.
In a study published in the journal Ambio, scientists found that lead levels in
soil in the North-eastern United States had decreased markedly since the introduction
of unleaded gasoline.
Many scientists had believed that the lead would stay in soil and snow for a
longer period.
The authors of the Ambio study examined samples of the upper layers of soil
taken from the same sites of 30 forest floors in New England, New York and
Pennsylvania in 1980 and in 1990.
The forest environment processed and redistributed the lead faster than the
scientists had expected.
Scientists say both studies demonstrate that certain parts of the ecosystem
(生态系统 ) respond rapidly to reductions in atmospheric pollution, but that these
findings should not be used as a license to pollute.
17 61. The study published in the journal Nature indicates that ________.
A) the Clean Air Act has not produced the desired results
B) lead deposits in arctic snow are on the increase
C) lead will stay in soil and snow longer than expected
D) the US is the major source of lead pollution in arctic snow
62. Lead accumulation worldwide decreased significantly after the use of
unleaded gas in the US ________.
A) was discouraged
C) was prohibited by law
D) was introduced B) was enforced by law
63. How did scientists discover the source of lead pollution in Greenland?
A) By analyzing the data published in journals like Nature and Ambio.
B) By observing the lead accumulations in different parts of the arctic area.
C) By studying the chemical elements of soil and snow in Northeastern
America.
D) By comparing the chemical compositions of leaded gasoline used in
various countries.
64. The authors of the Ambio study have found that ________.
A) forests get rid of lead pollution faster than expected
B) lead accumulations in forests are more difficult to deal with
C) lead deposits are widely distributed in the forests of the US
18 D) the upper layers of soil in forests are easily polluted by lead emissions
65. It can be inferred from the last paragraph that scientists ________.
A) are puzzled by the mystery of forest pollution
B) feel relieved by the use of unleaded gasoline
Part IV
19
C) still consider lead pollution a problem
D) lack sufficient means to combat lead pollution
Cloze (15 minutes) 10%
Directions:
There are 20 blanks in the following passage. For each blank there are
four choices marked A), B), C) and D) on the right side of the paper. You should
choose the ONE that best fits into the passage. Then mark the corresponding letter on
Answer Sheet 2 with a single line through the centre.
For the past two years, I have been working on students' evaluation of classroom
teaching. I have kept a record of informal conversations __66__ some 300 students from
at __67__ twenty-one colleges and universities. The students were generally __68__ and
direct in their comments __69__ how course work could be better __70__. Most of their
remarks were kindly ___71___ - with tolerance rather than bitterness-and frequently
were softened by the __72__ that the students were speaking __73__ some, not all,
instructors. Nevertheless, __74__ the following suggestions and comments indicate,
students feel __75__ with things-as-they-are in the classroom.
Professors should be __76__ from reading lecture notes. "It makes their
__77__ monotonous(单调的)."
If they are going to read, why not __78__ out copies of the lecture? Then we
__79__ need to go to class. Professors should __80__ repeating in lectures material that
is in the text-book. "__81__ we've read the material, we want to __82__ it or hear it
elaborated on, __83__ repeated." "A lot of students hate to buy a __84__ text that the
professor has written __85__ to have his lectures repeat it."
66. A) involving B) counting C) covering
67. A) best B) least
D) figuring
D) large
D) frank
D) of
D) written
C) length
68. A) reserved
69. A) over
B) hard-working C) polite
B) at C) on
70. A) presented
20
B) submitted C) described 71. A) received B) addressed
C) made
D) taken
72. A) occasion B) truth
73. A) on
C) case
D) fact
D) with
D) if
D) satisfactory
B) about C) at
C) as 74. A) though B) whether
75. A) dissatisfied B) unsatisfactory C) satisfied
76. A) interfered
77. A) voices
78. A) hold
B) interrupted C) discouraged D) disturbed
B) sounds
B) leave
C) pronunciation D) gestures
C) drop D) give
D) shouldn't
D) avoid
79. A) couldn't
80. A) refuse
81. A) Once
B) wouldn't
B) prohibit
B) Until
C) mustn't
C) prevent
C) However D) Unless
C) discuss
C) and
D) keep
D) or
D) deserved
D) only
82. A) remember B) argue
83. A) yet B) not
84. A) desired
85. A) about
B) revised
B) how
C) required
C) but
Part V Translation (5 minutes) 10%
Directions:
Complete the sentences by translating into English the Chinese given in
brackets. Please write your translation on Answer Sheet 2
21 86. In fact, Peter would rather have left for San Francisco
________________________(而不肯待着纽约).
87. I suggested he ____________________ (适应新环境) as soon as
possible.
88. A good many proposals were raised by the delegates,
__________________________(正如预料的一样).
89. ____________________________(即便计算是正确的), scientists
can .never be sure that they have included all variables and modeled them accurately.
90. If you don't like to swim, ____________________ (你不妨待在家里).
Part VI Writing (30 minutes) 15%
Directions: For this part, you are allowed 30 minutes to write an Address of
Welcome. You should write at least 120 words following the outline given below.
学生会邀请了来自某大学的李教授作一个关于运算机人工智能的演讲。作为主持人，你在演讲前作一个开场白。请写一份简明的欢迎词。(1. 简明介绍演讲者;2. 运算机人工智能的作用;3. 表示欢迎等)
Listening scripts
Part I Listening Comprehension
Section A
1. M: Hi, Donna, are you interested in going to an art exhibition on Sunday? A
22 friend of mine is showing some of her paintings there. It’s the opening night, free
drinks and food.
W: Well, actually, I don’t have anything planned. It sounds kind of fun.
Q: What did the man invite the woman to do on Sunday?
2. W: What’s the matter with Sherry?
M: She becomes nervous whenever it comes to speaking in public.
Q: What do we learn from the conversation?
3. M: Well, this is a pleasant surprise. It seems to me we ran into each other here
last week too.
W: You and I must have the same idea. The only way to beat the crowds when
you do the grocery shopping on Saturday is to be here when they open at 9:00 sharp!
Q: Why did both of them do grocery shopping at 9:00 sharp?
4. W: I’m surprised that Sarah told her boss he was wrong to have fired his
secretary.
M: I know. But that Sarah… If she has an opinion, everyone’s got to know about
it.
Q: What does the man say about Sarah?
5. M: Hi! Can I have a few words with Mr. Edgar?
W: Mr. Edgar is out on a business trip and he won’t be back until next
Wednesday.
Q: What do we learn about Mr. Edgar?
6. W: My parents want to come to visit next weekend but I’ve checked every
23 hotel in the area and they all seem to be full.
M: Well, why not call the Cliffside Inn? It’s not so near the campus but it’s
always got a few vacancies.
Q: What does the woman suggest the man do?
7. M: John, dinner is all ready and my parents have just arrived. Where are you ?
W: I’m sorry, Helen, but the meeting I’m attending won’t be over for an
hour. You should all go ahead and eat without me.
Q: What do we learn from this conversation?
8. W: The weather forecast said that we would have another wonderful day
tomorrow. Shall we go and climb Yellow Mountain?
M: Good idea. But we’d better leave very early, or else we’ll get caught in the
traffic.
Q: What does the woman suggest?
Now you’ll hear two long conversations.
Conversation One
M: So you work in a pub.
W: Yes, that’s right.
M: What’s it like?
W: It’s nice. I like it. You meet a lot of interesting people. A lot of boring ones,
too.
M: I beg your pardon?
W: I said, a lot of boring ones, too.
24 M: Oh, yes. I can imagine. A pub I should think that’s hard work, isn’t it?
W: Yes and no. It depends.
M: What do you mean?
W: Well ,it’s hard at weekends. I mean, last Saturday night, with both bars full
and one barman away ill-well, my feet didn’t touch the ground. But on weekdays
it’s usually very quiet. What about you ? What do you do? You’re a clerk or
something, aren’t you?
M: I work in a bank.
W: Oh yes, that’s right. Ann told me that. That must be nice.
M: It’s all right.
W: But you have to move round from one place to another, don’t you? I
mean, if you get a better job, if they make you manager or something, it’ll probably
be in another town, won’t it?
M: Yes, probably.
W: I wouldn’t like that. I mean, I’ve got lots of friends here. I wouldn’t
like to move somewhere else.
M: Oh, we like it. We’ve lived here for, what, six years now. Ann and I are
ready for a change.
9. What does the woman think of her job?
10. What is the man?
11. What is the probable relationship between Ann and the man?
12. What does the woman think of the man’s job?
25 Conversation Two
M: English Language Center. How may I help you?
W: Yes, I’m calling to find out more information about your program. For
example, what kind of courses do you offer?
M: Well, first of all, the purpose of our program is to provide language learning
opportunities to this area’s community, whether a student’s goal is to master
basic functional language skills, let’s say, for his or her job, or to study intensively
to enter a US college or university.
W: Okay, I’m calling for a friend who is interested in attending a US
university.
M: And that’s the kind of, uh, instruction that we provide, from basic
communication courses to content based classes such as computer literacy,
intercultural communication, and business English.
W: Great. What is your application deadline for the next semester?
M: Well, we ask applicants to apply no later than two months before the semester
begins. This gives us time to process the application and issue the student’s I 20.
W: An I 20?
M: Oh, am I 20 is a form that indicates that we are giving permission for the
student to study in our program, and then the student takes this from to the US
embassy in his or her home country to apply for the F-1 student visa.
W: Alright. What is the tuition for a fulltime student?
M: It’s two thousand thirty dollars.
26 W: Great. Thank you for your help.
M: No problem and please don’t hesitate to call again if you have any other
questions.
W: Okay. Goodbye.
13. Which is one of the purposes of the English Language Center?
14. Which is the course taught at the English Language Center?
15. What is the I 20 according to conversation?
Section B
Passage One
We often pass on little bits of information to our children, not knowing if they are
true, and only because they were passed on to us. This is usually how myths spread. Many
myths about snakes exist, and it can be fun to try and figure out how these stories
originated. I have learned from my hobby of studying these myths that they often start
when one person observes a phenomenon incorrectly and passes on the false information
It always amazes me to see how quickly the misbelieve spread even though science has
already identified and proved the contrary.
One common and colorful myth is that the well known garter snake swallows
its young to save them from danger. The daily customs of these snakes are well known in
the United States because they tend to reside in parks and gardens. They like to live among
greenery and in areas well surrounded by plant life. Many children as well as adults enjoy
observing these creatures because they see them quite often.
27
Like all snakes, the garter swallows its food whole。 Unlike most snakes, on the other hand, the garter gives birth to live offspring, in numbers of approximately fifty. I
hypothesize that our ancestors, while observing the garter snakes, assumed that the snake
had previously swallowed down its little ones to protect them and was now setting them
free again. Not many people know that garters are one of the few snakes that can bear live
snakes. Unable to challenge the power of this creative myth, this imaginative folklore
continues to persist in American daily life.
16. What does the speaker enjoy?
17. Why is the garter snake well-known in the ?
18. How would the speaker describe the snake myth?
Passage Two
The dog has often been an unselfish friend to man. It is always grateful to its master.
It helps man in many ways. Certain breeds of dog are used in criminal investigations.
They are trained to sniff out drugs and bombs. They help police to catch criminals. Some
dogs are trained to leave lined people.
The dogs that help in criminal investigations are trained at a school called the
Military Dog Studies Branch of the U. S. Air Force in Lackland, Texas. The dogs to be
trained are selected by an air force team. This team visits large cities across the country to
buy the dogs; They may buy dogs from private citizens for up to $ 750 each. Some
citizens freely give their dogs. The dogs selected must be healthy, brave and aggressive.
They must be able to fight back if they are attacked. The dogs chosen are between the
ages of one and three. They are given a medical examination when they arrive at the
school. Their physical examination includes X-rays and heart tests. The trainee dogs
28 undergo the first stage of training when they arrive in Lackland. This is an 11-week
course for patrol duty. After this course, the best dogs are selected to go on another
9-week course. They learn drug sniffing or bomb-sniffing. After this course, the dogs are
ready for their jobs in the cities or on air force bases.
The training given to a drug-sniffing dog is different from that given to a
bomb-sniffing dog. A drug-sniffing dog is trained to scratch and dig for the drugs when
he sniffs them. A bomb-sniffing dog sits down when he finds a bomb. That is the alert
for hidden explosives.
Questions:
19. How are the dogs obtained for training?
20. What is the first stage of training for the dogs?
21. What do dogs learn during the 9-week training?
Passage Three
What will people die of 100 years from now? If you think that is a simple question,
you have not been paying attention to the revolution that is taking place in
bio-technology(生物技术). With the help of new medicine, the human body will last a
very long time. Death will come mainly from accidents, murder and war. Today's leading
killers, such as heart diseases, cancer, and aging itself, will become distant memory.
In discussion of technological changes, the Internet gets most of the attention
these days. But the change in medicine can be the real technological event of our times.
How long can humans live? Human brains were known to decide the final death.
Cells(细胞) are the basic units of all living things, and until recently, scientists were sure
29 that the life of cells could not go much beyond 120 years because the basic materials of
cells, such as those of brain cells, would not last forever. But the upper limits will be
broken by new medicine. Sometime between 2050 and 2100, medicine will have
advanced to the point at which every 10 years or so, people will be able to take medicine
to repair their organs(器官). The medicine, made up of the basic building materials of
life, will build new brain cells, heart cells, and so on---in much the same way our bodies
make new skin cells to take the place of old ones.
It is exciting to imagine that the advance in technology may be changing the
most basic conditional human existence, but many technical problems still must be
cleared up on the way to this wonderful future.
22. Which is the main cause for human death now according to the passage?
23. In the author’s opinion, in which aspect does today’s most important
advance in technology lie?
24. Why humans may live longer in the future?
25. What can we learn from the passage?
Section C
There were twenty-three British universities in 1960. After a period of expansion
in the 1960s, there are now forty-eight, including the Open University and the
Independent University of Buckingham. There are thirty-five in England, eight in
Scotland, two in Northern Ireland, and one in Wales. They can be classified into three
types. The ancient universities of Oxford and Cambridge were set up in the twelfth
century, but until the nineteenth century they were the only English universities and
30 offered no places for women. However, another four universities were founded in
Scotland in the fifteenth and sixteenth century. The second group of universities were
mainly created between 1850 and 1930. The third group consisted of new universities
founded after the Second World War, and later in the 1960s. Many of them were set in
the countryside. Some 340,000 full-time students attend British universities, and the
government would like to increase this figure by some 25 percent in the 1990s.
A very small number of students leave university without finishing their courses.
The majority aim for a good degree to obtain a good job, or to continue in higher
education by doing research. Most students tend to live on campus, while others may
rent houses outside the university. Until recently few British students chose universities
near their parents' homes, and many seemed to prefer those in the South of England. But
financial costs are now changing these choices.
Keys
Part I Listening Comprehension
Section A and B
Section C
26．Expansion 27. including 28. classified 29. ancient 30. offered
31. founded 32. mainly 33. consisted
34. Some 340,000 full-time students attend British universities, and the government
would like to increase this figure by some 25 percent in the 1990s.
35. The majority aim for a good degree to obtain a good job, or to continue in
31 higher education by doing research.
Part Ⅱ Reading Comprehension (Skimming and Scanning)
37. N 38. Y 39. Y 40. NG 41 . N 42. N
43. their independence career decision
44. funds and equipment
45. a vocational scholarship system
Part III Reading Comprehension (Reading in Depth)
Section A
46. N 47. E 48. O 49. A 50. M 51. L 52. J 53. I 54. G 55. B
56~60 DBCBD 61~65 DBDAC
66~70 ABDCA 71~75 CDBCA 76~80 CADBD 81~85 ACBCD
Part V Translation
86. than stayed in New York
87. should adapt himself to new environment
88. as was to be expected
99. Even if the calculation is right
as well stay at home
32
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