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					                                               笔试全真预测试题(八)
                                       Section Ⅰ Listening Comprehension
                                            (35 minutes)
      This section is designed to test your ability to understand spoken English. You will hear a selection of
recorded materials and you must answer the questions that accompany them. There are three parts in this section,
Part A, Part B and Part C.
        Remember, while you are doing the test, you should first answer the questions in your test booklet, not on
the ANSWER SHEET. At the end of the listening comprehension section, you will have 5 minutes to transfer your
answers from your test booklet onto ANSWER SHEET 1,
      If you have any questions, you may raise your hand NOW as you will not be allowed to speak once the test
has started.
      Now look at Part A in your test booklet.
        Part A
      You will hear a talk about advice of going abroad. As you listen, answer Questions 1 to 10 by circling True or
False. You will hear the conversation ONLY ONCE.
      You now have 1 minute to read Questions 1 to 10.
   1. Zhang Hong is planning to go to the United States in the spring semester.
   2. Zhang Hong doesn't have difficulties with word order.
   3. Zhang Hong doesn't like English drills.
   4. Zhang Hong used to study English and play mah-jongg to kill time.
   5. Mr. Anderson suggested that she use a VCD player instead of a tape recorder.
   6. Mr. Anderson and Zhang Hong's English teacher have the same opinions on many things concerning
English learning.
      7. Mr. Anderson agrees that British English and American English are a6out the same.
   8. Mr. Anderson implies that Americans don't call their apartment a flat.
 9. Zhang Hong finds it a big problem to tell the difference between the spellings in American English and British
English.
 10. Mr. Anderson think that the difference in American English and British English prevents Americans and
Englishmen from understanding each other.
      You now have 20 seconds to check your answers to Questions 1 to 10.
      That is the end of Part A.
    Part B
        You will hear 3 conversations or talks and you must answer the questions by choosing A, B, C or D. You will
hear the recording ONLY ONCE.
        Questions 11 to 13 are based on the following talk on wireless communications. You now have 15 seconds to
read Questions 11 to 13.
      11. What is the speaker mainly discussing?
      [A] Traditional European architecture.
      [B] Techniques for building log cabins.
      [C] The history of log structures.
      [D] How to build a home yourself.
      12. According to the speaker, what gives modern log homes their warm atmosphere?
      [A] Their small size.
      [B] Their rustic dirt floors.
      [C] Their walls made up of rounded logs.
      [D] Their sliding board windows.
     13. According to the speaker, why were log cabins especially popular to settlers who moved west?
     [A] They could easily build the log houses themselves.
     [B] They could construct the houses from kits.
     [C] They liked the cozy atmosphere of the log interior.
     [D] They wanted homes that could be transported
     You now have 30 seconds to check your answers to Questions 11 to 13.
     Questions 14 to 16 are based on a talk about robots. You now have 15 seconds to read Questions 14 to 16.
      14. Where is the man going to make a presentation?
      [A] At an automobile factory.
      [B] At an electrical engineering class.
      [C] At a meeting of a public speaking club.
      [D] At a conference on industrial automation.
     15. What is the origin of the traditional image o{ robots?
      [A] Industrial specification.
      [B] Computer development.
      [C] Scientific drawings.
      [D] Science fiction.
     16. According to the woman, why are robots becoming more widely used?
      [A] They are smarter than human worker.
      [B] They are more productive than human workers.
      [C] They are very durable.
      [D] They are easy to design.
     You now have 30 seconds to check your answers to Questions 14 to 16.
     Questions 17 to 20 are based on the following introduction of American students. You now have 20 seconds
to read Questions 17 to 20.
     17. What's the main objective of a student who attends a certain number of courses?
      [A] To graduate and obtain a degree.
      [B] To learn something he is interested in.
      [C] To avoid working.
      [D] To obey his parents' order.
    18. why are American students usually under pressure o{ work?
      [A] Because their academic performance will affect their future career in the future.
      [B] Because they are heavily involved in student affairs.
      [C] Because they have to observe the university discipline.
      [D] Because they want to run for positions of authority.
     19. why are students enthusiastic for positions in student organizations?
        [A] Because they hate the constant pressure and strain of their study.
        [B] Because they will then be able to stay longer in the university.
        [C] Because such positions help them hunt better jobs.
        [D] Because such positions are usually well paid.
     20. In-which respect does the students' organizations seem to be effective?
        [A] dealing with academic affairs of the university.
        [B] ensuring that the students observe university regulations.
        [C] evaluating students' performance in their study.
        [D] keeping up the students' enthusiasm for social activities.
      You now have 40 seconds to check your answers to Questions 17 to 20.
      That is the end of Part B.
   Part C
      You will hear a monologue about academic freedom. As you listen, answer the questions or complete the
notes in your test booklet lot Questions 21 to 30 by writing NOT MORE THAN THREE words in the space
provided on the right. You will hear the interview TWICE.
      You now have 1 minute to read Questions 22 to 30.
    21. According to the speaker, who should enjoy the fight of Academic Freedom?
    22. What should a teacher's employment depend on?
    23. When were religious tests for graduation, fellowships, and teaching positions abolished in Britain?
    24. Where did violations of the fight of academic freedom greatly increase during the first half of the 20th
century?
    25. When did Tennessee abolish the state law that forbade the teaching of the theory of evolution ii1 the public
schools?
    26. What did many institutions of higher learning require from university teachers in the early 1950s?
    27. What happened to those professors who protested American participation in the Vietnam War?
    28. What was under way in higher education by 1973, when U. S. troops were withdrawn from Vietnam?
    29. In the early 1970s, what problems also harmed the Academic Freedom in American institutions of higher
education?
    30. For what reason did the U. S. government impose severe restraints on the publication of research results in
1980's?
      You now have 1 minute and 40 seconds to check your answers to Questions 21 to 30.
      That is the end of Part C.
      You now have 5 minutes to transfer all your answers from your test booklet to ANSWER SHEET 1.
      That is the end of Listening Comprehension.
                                       Section Ⅱ Use of English
                                                   (15 minutes)
      Read the following text and fill each of the numbered spaces with ONE suitable word. Write your answers on
ANSWER SHEET 1.
      Complaining about faulty goods or bad service is never easy. Most people dislike making a fuss. But if
something you have bought is (31) or does not do what was claimed for it, you are not asking (32) a favour
to get it put right. It is the shopkeeper's responsibility (33) take the complaint seriously and to replace or repair
a faulty article or put right poor service, because he is the person with (34) you have entered into an agreement.
The manufacturer may have a part to play but that comes later.
      Complaints should be made to a responsible (35) . Go back to the shop (36) you bought the goods,
taking with you any receipt you may have Ask to see the owner in a large store. In a small (37) the assistant
may also be the owner so you can complian directly. In a chain store ask to see the manager. If you telephone,
ask the name of the person who handles your enquiry, otherwise you may never find (38) who dealt with the
complaint later.
      Even the bravest person finds it (39) to stand up in a group of people to complain, so if you do not want
to do it in person, write a letter. Stick (40) the facts and keep a copy of what you write. (41) this stage you
should give any receipt numbers, but you should not need to give receipts or other papers to prove you bought the
article. If you are not satisfied (42) the answer you get, or if you do not get a reply, write to the managing
director of the firm, shop, or organization. (43) sure to keep copies of your own letters and any you receive.
         If your (44) is a just one, the shopkeeper may offer to replace or repair the faulty article. You may find
this an attractive solution, In certain cases you may have the right to refuse the (45) and ask for your money
back, but this is only where you have hardly used the goods and have acted at once. Even when you cannot refuse
the goods you may be (46) to get some money back as (47) . And if you have suffered some special loss,
if for example a new Washing machine tears your clothes, you might receive money to replace them. If the
shopkeeper offers you a credit note to be used to buy goods in the same shops but you would (48) have money
say so. If you accept a credit note remember that later you will not be able to ask for your money, If the
shopkeeper refuses to give you money, ask for advice from your Citizens' Advice Bureau before you accept a
credit note. In some (49) the shopkeeper does not have to give you your money back—if, for example, he
changes an article simply because you don't like it or it does (50) fit. He does not have to take back the goods in
these circumstances.
                    Section Ⅲ Reading Comprehension
                               (50 minutes)
        Part A
     Read the following texts and answer the questions which accompany them by choosing A, B, Cor D. Mark
your answers on ANSWER SHEET 1.
                                                          TEXT 1
     In the past two years I've phoned, e-mailed and dined with three potential "ideal husbands. "(This is
according to the aunts or cousins who talk up the suitors to my parents. Marriage brokering is a favorite pastime
for my extended family. ) The investment banker was my first blind date. The timing couldn't have been worse.
He'd made his mark and was searching for a full-fledged adult companion, not a recent journalism-school
graduate who spent most of lunch whining about being unemployed.
     After that came drinks with the San Francisco-based attorney. He rattled on about himself for an hour and
then we said polite goodbyes. It was a superficial meeting, as initial conversations usually are. Two days later he
sent me a long e-mail explaining that he wasn't ready for a serious commitment which was a shame because I'd
already mailed the invitations, set up the bridal registry and commissioned the cake.
     Finally, there was the multimedia artist raised in London. We had been e-mailing each other for a few months
and, for the most part, it was a pleasant exchange. When we met in person, he complimented my apartment, but
said he would like it better if I weren't in it (I think he was joking). He made me see "Deep Impact. ' Enough said.
     Obviously, none of these gentlemen wound up being "the one. ' And compared with the agony that can follow
a breakup after just a few months of dating, I came out relatively unscathed. However, just because there wasn't
an emotional investment, the rejection didn't smart any less.
     In my most dire moments I consider surrendering my marital future to the scientists at the University of
Hawaii who successfully cloned a couple of mice. If I could take elements of my three suitors and fuse them
together, maybe I would have the perfect man. I could just relax while genetic engineering caught up with my
needs. Of course, I don't see the anxious aunts and cousins waiting it out with me. In fact, my father seems keen
on sending me on an extended holiday to India. I can just picture myself rolling out of Calcutta customs,
blearyeyed and jet-lagged, to be greeted by a line of eligible young men holding up little cards with their
respective heights printed on them, well-intentioned mothers hovering close at hand.
     51. The first date failed because______.
       [A] the banker was rude
       [B] the banker was a sexist
     [C] the author was not ideal for the banker
     [D] the author felt she was not worthy of the banker
   52. We can conclude from the second paragraph that______ .
     [A] the author was not serious when she met her second date
     [B] the author did not feel disgust toward her second date at all
     [C] the author was difficult to please
     [D] the author was afraid of being married
      53. What did the author feel about being rejected by her dates?
      [A] Painful.
      [B] Shamed.
      [C] Relieved.
      [D] As if nothing had happened.
      54. The author believes that______ .
       [A] she should marry a scientist
       [B] she should let her family decide who she should marry
       [C] she could find something desirable in each of the three men
       [D] she is too young to consider marriage
      55. From the last paragraph, we can infer that______.
       [A] the author used to work in India
       [B] the author's mother lives in India
       [C] in India, a man's height is a desirable attribute for marriage
       [D] the author was warmly received when she arrived in India
                                                         TEXT 2
      Imagine eating everything delicious you want -- with none of the fat. That would be great, wouldn't it?
      New "fake fat' products appeared on store shelves in the United States recently, but not everyone is happy
about it. Makers of the products, which contain a compound called olestra, say food manufacturers can now
eliminate fat from certain foods. Critics, however, say the new compound can rob the body of essential vitamins
and nutrients and can also cause unpleasant side effects in some people. So it's up to consumers to decide whether
the new fat-free products taste good enough to keep eating.
      Chemists discovered olestra in the late 1960s, when they were searching for a fat that could be digested by
infants more easily. Instead of finding the desired fat, the researchers created a fat that can't be digested at all.
      Normally, special chemicals in the intestines "grab" molecules of regular fat and break them down so they
can be used by the body. A molecule of regular fat is made up of three molecules of substances called fatty acids.
      The fatty acids are absorbed by the intestines and bring with them the essential vitamins A, D, E, and K.
When fat molecules are present in the intestines with any of those vitamins, the vitamins attach to the molecules
and are carried into the bloodstream.
      Olestra, which is made from six to eight molecules of fatty acids, is too large for the intestines to absorb. It
just slides through the intestines without being broken down. Manufacturers say it's that ability to slide
unchanged through the intestines that makes olestra so valuable as a fat substitute. It provides consumers with the
taste of regular fat without any bad effects on the body. But critics say olestra can prevent vitamins A, Dp E, and
K from being absorbed. It can also prevent the absorption of carotenoids, compounds that may reduce the risk of
cancer, heart disease, etc.
      Manufacturers are adding vitamins A, D, E, and K as well as carotenoids to their products now. Even so,
some nutritionists are still concerned that people might eat unlimited amounts of food made with the fat
substitute without worrying about how many calories they are consuming.
      56. We learn from the passage that olestra is a substance that______ .
       [A] contains plenty of nutrients
       [B] renders foods calorie-free while retaining their vitamins
       [C] makes foods easily digestible'
       [D] makes foods fat-free while keeping them delicious
      57. The result of the search for an easily digestible fat turned out to be______.
       [A] commercially useless
       [B] just as anticipated
       [C] somewhat controversial
       [D] quite unexpected
     58. Olestra is different from ordinary fats in that______.
       [A] it passes through the intestines without being absorbed
       [B] it facilitates the absorption of vitamins by the body
       [C] it helps reduce the incidence of heart disease
       [D] it prevents excessive intake of vitamins
     59. What is a possible negative effect of olestra according to some critics?
       [A] it may impair the digestive system.
       [B] It may affect the overall fat intake.
       [C] It may increase the risk of cancer.
       [D] It may spoil the consumers' appetite.
     60. Why are nutritionists concerned about adding vitamins to olestra?
       [A] It may lead to the over-consumption of vitamins.
       [B] People may be induced to eat more than is necessary.
       [C] The function of the intestines may be weakened.
       [D] It may trigger a new wave of fake food production.
                                                         TEXT 3
     It was a cold, rainy and wholly miserable afternoon in Washington, and a hot muggy night in Miami. It was
Sunday, and three games were played in the two cities. The people playing them and the people watching them tell
us much about the ever-changing ethnic structure of the United States.
     American males are more addicted to sports than females are, but not by a huge margin. Females are more
addicted to the theatre and concert halls than males are, but not by a huge margin. In our electronic age, addicts
and experts alike can be couch potatoes, enjoying their entertainments from the comfort of home. Tree fans get off
their butts and go. The three games in the two cities on that miserable Sunday afternoon had respective
attendances of 75, 061, 67, 204 and 57, 318. The biggest crowd watched professional football, in which the
Washington Redskins were beaten by the Baltimore Ravens. The crowds sat in the cold and rain, and most of them
endured the weather to the bitter end because the outcome of the game was in doubt.
     Professional football in the United States is almost wholly played by native-born American citizens, mostly
very large and very strong, many of them black. It is a game of physical strength. Linemen routinely weigh mdre
than 300 pounds. Players are valued for their weight and muscles, for how fast they can run, and how hard they
can hit each other. Football draws the biggest crowds, but the teams play only once a week, because they get so
battered.
     The 67, 204 fans were in Miami for the final game of the baseball World Series. Baseball was once
America's favourite game, but has lost that claim to basketball. The 1997 World Series was much reviled in the
news media of the largest cities, mostly because they had been shut out of it. NBC, which broadcast the Series,
wished loudly that it hadn't. Despite all the bad press, every game was sold out and double the tickets could have
been sold had the stadiums accommodated more people.
     Baseball is a game that requires strength, but not hugeness. Agility, quickness, perfect vision and quick
reaction are more important than pure strength. Baseball was once a purely American game, but has spread around
much of the New World. In that Sunday's finale, the final hit of the extra inning game was delivered by a native of
Columbia. The Most Valuable Player in the game was a native of Cuba. The rosters of both teams were awash
with Hispanic names, as is Miami, which now claims the World Championship is a game that may be losing
popularity in America, but has gained it in much of the rest of the world. Baseball in America has taken on a
strong Hispanic flavor, with a dash of Japanese added for seasoning.
     In soccer, the ethnic tide has been the reverse of baseball's. Until recently, professional soccer in the United
States had largely been an import, played by south Americans and Europeans. Now, American citizens in large
numbers are finally taking up the most popular game in the world. Basketball, an American invention increasingly
played around the world, these days draws large crowds back home. Likewise, hockey, a game largely imported to
the United States from neighbouring Canada. Lacrosse, a version of which was played by Native Americans
before the Europeans arrived, is also gaining a keen national following.
      Sports of all kinds are winning support from American armchair enthusiasts from a variety of ethnic
backgrounds.
      61. It can be inferred that the football game was played in______on that Sunday afternoon.
         [A] Washington
         [B] Miami
         [C] Baltimore
         [D] Colorado
      62. What is "revile"(paragraph 4, sentence 3) most likely to mean?
         [A] Praise.
         [B] Expose.
         [C] Abuse.
         [D] Admire.
      63. All of the following except ______are very important in baseball.
         [A] muscles
         [B] quick reaction
         [C] good eyesight
         [D] agility
      64.______is the most popular game in America.
         [A] Football
         [B] Baseball
         [C] Basketball
         [D] Soccer
      65. Which of the following statements is TRUE according to the passage?
        [A] Football teams play only once a Week, because football players need time to recover from each match.
         [B] The 1997 world series of baseball were reviled in news media because the games are played in closed
fields.
         [C] Most of the players in baseball game played in Miami came from South America.
         [D] Hocky was an American invention which has gained the popularity in the world.
   Part B
      In the following article, some paragraphs have been removed. For questions 66—70, choose the most
suitable paragraph from the list A -- F to fit into each of the numbered gaps. There is ONE paragraph which does
not fit in any of the gaps. Mark your answers on ANSWER SHEET 1.
        Not every President is a leader, but every time we elect a President we hope for one, especially in times of
doubt and crisis. In easy times we are ambivalent -- the leader, after all, makes demands, challenges the status quo,
shakes things up.
      Leadership is as much a question of timing as anything else.
    66.____________________ .
      And when he comes, he must offer a simple, eloquent message.
      Great leaders are almost always great simplifiers, who cut through argument, debate and doubt to offer.a
solution everybody can understand and remember. Churchill warned the British to expect "blood, toil, tears and
sweat"; FDR told Americans that "the only thing we have to fear is fear itself"; Lenin promised the war-weary
Russians peaces land and bread. Straightforward but potent messages.
      We have an image of what a leader ought to be. We even recognize the physical signs: Leaders may not
necessarily be tall, but they must have bigger-than-life, commanding features-LBJ's nose and ear lobes, Ike's
broad grin. A trademark also comes in handy: Lincoln's stovepipe hat, JFK's rocker. We expect our leaders to
stand out a little, not to be like ordinary men. Half of President Ford's trouble lay in the fact that, if you closed
your eyes for a moments you couldn't remember his face, figure or clothes. A leader should have an unforgettable
identity, instantly and permanently fixed in people's minds.
      It also helps for a leader to be able to do something most of us can' t: FDR overcame polio; Mao swam the
Yangtze River at the age of 72. We don't want our leaders to be "just like us". We want them to be like us but
better, special, more so.
      67.____________________ .
      Even television, which comes in for a lot of knocks as an image-builder that magnifies form over substance,
doesn't altogether obscure the qualities of leadership we recognize, or their absence. Television exposed Nixon's
insecurity, Humphrey's fatal infatuation with his own voice.
      A leader must know how to use power, but he also has to have a way of showing that he does. He has to be
able to project firmness-- no physical clumsiness(like Ford), no rapid eye movements(like Carter).
      A Chinese philosopher once remarked that a leader must have the grace of a good dancer, and there is a
great deal of wisdom to this.
      68.____________________ .
      He should he able, like Lincoln, FDR, Truman, like and JFK, to give a good, hearty, belly laugh, instead of
the sickly grin that passes for good humor in Nixon or Carter. Ronald Reagan's training as an actor showed to
good effect in the debate with Carter, when by his easy manner and apparent affability, he managed to convey the
impression that in fact he was the President and Carter the challenger.
      If we know what we' re looking for, why is it so difficult to find? The answer lies in a very simple truth about
leadership. People can only be led where they want to go. The leader follows, though a step ahead.
   69.____________________ .
      The British believed that they could still win the war after the defeats of 1940, and Churchill told them they
were right,
      A leader rides the waves, moves with the tides, understands the deepest yearnings of his people. He cannot
make a nation that wants peace at any price go to war, or stop a nation determined to fight from doing so. His
purpose must match the national mood. His task is to focus the people's energies and desires, to define them in
simple terms, to inspire, and make what people already want seem attainable, important, within their grasp.
    70.____________________ .
      Winston Churchill managed, by sheer rhetoric, to turn the British defeat and the evacuation of Dunkirk in
1940 into a major victory. FDR's words turned the sinking of the American fleet at Pearl Harbor into a national
rallying cry instead of a humiliating national scandal. A leader must stir our blood, not appeal to our reason...
      A great leader must have a certain irrational quality, a stubborn refusal to face facts, infectious optimism, the
ability to convince us that all is not lost even when we're afraid it is. Confucius suggested that, while the advisers
of a great leader should be as cold as ice, the leader himself should have fire, a spark of divine madness.
    [A] Yet if they are too different, we reject them. Adlai Stevenson was too cerebral. Nelson Rockefeller, too
rich.
    [B] The leader must appear on the scene at a moment when people are looking for leadership, as Churchill did
in 1940, as Roosevelt did in 1933, as Lenin did in 1917.
    [C] Americans wanted to climb out of the Depression and needed someone to tell them they could do it, and
FDR did.
    [D] Our strength makes him strong; our determination makes him determined; our courage makes him a hero.
He is the symbol of the best in us.
    [E] Above all, he must dignify our desires, convince us that we are taking part in the making of great history,
give us a sense of glory about ourselves.
    [F]A leader should know how to appear relaxed and confident. His walk should be firm and purposeful.
      Part C
      The following passage is divided into three sections. You are asked to find out in which sections the 10
statements are discussed or implied.
      Note: Answer each question by choosing A, B or C and mark it on ANSWER SHEET 1.
         A=Section A             B=Section B           C=Section C
71. The author mentions that she has had to develop time management skills.
72. Parent-students cherish their chance to study in school again.
73. Parent-students seem to stay loyal to one another and support one another.
74. There are some unexpected items in the author's book bag.
75. The author is pursuing an advanced degree.
76. Once in a special occasion, the author was embarrassed when her daughter said she wanted to go to the
bathroom.
77. The children participate in the parent's studying.
78. Old parent-students are good listeners, midway between roommates and parents.
79. Most teachers praise parent-students for their assiduity.
80. Parent-students are different from other students in class in that they participate more in class discussion.
   Section A
      I am a 27-year-old single mother. I am also travelling the road to my Ph. D. in psychology. I do not believe
I am so different from the rest of the student population. I do know, however, that we parent-students have a few
characteristics that set us apart on campus.
      For instance, we parent-students carry book bags with the requisite textbooks, spirals and pens. Ours, though,
have added dimensions. At this moments, mine also contains a He Man sword, a picture of a "big thing that grinds
wood ' drawn by my son Michael, a copy of "Are You My Mother ?" and a Girl Scout cookie-order form.
Parent-students have developed strong back muscles to lug this gear around.
      We parent-students are extra-friendly creatures. Some combination of an air of maturity and our relaxed
outlook makes us natural confidants. We don't have time to listen to confession but we do anyway, for we realize
we are a sort of haven midway between loudmouthed roommates and parents.
      A student's interests may be narrow; ours must expand to include consumer information, local school-bond
issues and the names of all the Smurfs. Our knowledge spans generations--our own, our classmates', our
children's. Multigenerational wisdom makes beginning Spanish easy when we use the espanol we've learned
from Bert, Ernie and Big Bird.
      If other students need to know what time {t is, they ask us. We always wear a watch. We may lack a spark of
spontaneity, but we still enjoy going out for movies, concerts and hot-chocolate breaks. We just need some
warning to juggle our schedule. After our efforts, we do not appreciate no-shows.
    Section B
        We are tired beings. We put our kids to bed by 9:30 (if we're lucky) and then we open the books. This
schedule usually catches up to me after lunch the next day. I have several pages of notes from afternoon classes
that are downward-sloping lines, my last efforts before I succumbed to slumber. We may appear exhausted, too,
because of our daily sprints across campus when we have five minutes to meet a daughter's school bus. One
full-load semester I thought I was going blind. No, said the ophthalmologist, those dark shadowy objects are not
detached retinas, they are your eyelids. You need more rest.
      We may raise our hands more in class discussion. Stating an opinion aloud is no longer an intimidating event
when compared with having a Caesarean section. We may also have more applied examples for what the professor
is saying. Or maybe we're just loudmouths because we've learned to speak above the roar of children's voices.
      Sometimes we bring a child with us to class, when there are no babysitters available on the planet. Some may
marvel at how well-behaved the child is. They do not see the trepidation behind such visits, the bribes, the
threats and the bushel of M&M's purchased as silencers. We don't want our child interfering with the education
of others. If there is a club meeting after school hours, the probability increases that Junior will be there with us.
This has usually gone smoothly, except for the time I was being initiated into an honor society, and my daughter
announced nature's call to the solemn group.
      It may seem that we stick together, we parent-students, there being a magnet that attracts crazies to one
another. The other day one such 23-year-old with a two-year-old daughter motioned for me to come over to her
study area. She produced a cassette player. "I really should be studying Spanish, but listen to this, "she said. A
second passed and then a tiny voice sang, "A-B-C-D-E-F-G. ""It's Rachel saying her ABCs, ' she explained. "God,
isn't it wonderful?" Another time two men and two women stood in the mainstream of between class traffic at
the humanities building discussing the joys of natural childbirth. Section C
      We are seldom lonely. We do not go home to an empty--or chokingly crowded-- dorm but to a house full of
welcoming Munchkins eager to be the first to hug us and to tattle on the other sibling. The children permeate our
school projects, if we need to measure the moon's orbit, the kids are outside in the chilly night air calculating with
us, coming up with impressive figures only a few billion degrees off. They agree to be our subjects for
behaviormodification projects in Child Development classes, with mixed results: my daughter stopped sucking
her thumb for good; Michael stopped sleeping in Mommy's room only for the 30 days necessary to collect his
positive reinforcement. A parent's research trips become magical outings for the kids, who learn in the library that
one dollar's worth of nickels can produce 20 Xeroxed copies of their hands.
      We have a lot of confidence. How could we miss when we have our own cheering section? My children have
fully convinced me I am the smartest student on campus. I picked up a term paper once after school with my son
in tow, and he boomed out down the hall, "Gee, Mom, you get as in everything. "
      Most professors compliment us on our diligence in doing homework.
      We are usually good students. Many of us were in school once before and played when we should have
worked. This is our second chance, probably our last chance.
      We are 20;we are 50. We are single parents; we are married; we are grandparents. We have all sacrificed for
the privilege of sitting at a cramped desk, and we don't take our education lightly. Our greatest common bond?
We parent-students all love school.
                                    Section Ⅳ Writing
                                      (40 minutes)
      Present a written argument or case to an educated reader with no specialist knowledge of the following topic.
      What influence do computers and calculators have on children? Discuss their negative and positive effects.
      You should write no less than 250 words. Write your article on ANSWER SHEET 2.
                                听力部分录音稿
         W: Section One: Listening Comprehension
      This section is designed to test your ability to understand spoken English. You will hear a selection of
recorded materials and you must answer the questions that accompany them. There are three parts in this section,
Part A, Part 13 and Part C.
      Remember, while you are doing the test, you should first put down your answers in your test booklet, NOT
on the ANSWER SHEET. At the end of the listening comprehension section, you will have 5 minutes to transfer
your answers from your test booklet onto ANSWER SHEET 1.
      If you have any questions, you may raise your hand NOW as you will not be allowed to speak once the test is
started.
  W: Now look at Part A in your test booklet.
  Part A
  W: You will hear a talk about advice of going abroad. As you listen, answer Questions 1 to 10 by circling True or
False. You will hear the conversation ONLY ONCE.
       You now have 60 seconds to read Questions 1 to 10.
  W: Hi, Zhang Hong!
  W: Hi, Mr. Anderson!
  M: I haven't seen you for a long time. What keeps you so busy lately?
  W: Studying English.
  M: What makes you study English so hard?
  W: You know I'm planning to go to the United States this coming summer. I'm a bit nervous about my English.
  M: Your English is very good.
    W: Thank you, but I'm afraid my pronunciation isn't accurate enough and that I might get confused.
  M: Don't worry about it. As an American I understand you quite well. Besides, you've passed the "PETS Level
5".
  W: Yes. I have passed the "PETS Level 5"but I still find the word order very difficult. Sometimes I know every
word in an expression, but I don't know what it implies. Honestly, when I see an English film, I understand very
little.
  M: Wei1, the speakers in the film may speak so emotionally and sometimes with so much lo cai accent that even
native audience can hardly tell exactly what they say.
  W: I used to study English for entertainment because I didn't have a special hobby, like playing mah-jongg, to
kill time. Now I have a particular purpose for it.
  M: So what's the problem?
  W: The teacher assigned me a bunch of homework. She wants me to memorize all the phrases and expressions.
  M: She simply wants you to practice them over and over again until they are fixed in your mind.
  W: Yes, she said it is necessary to drill as much as possible and the more I apply it in real situations the more
natural it will become. Drill is boring!
  M: She is right.
  W: So, that's the problem, I need so much practice and I'm getting discouraged.
  M: Actually, the fastest way to reach your goal would be to have a VCD player or a tape recorder.
  W: Really?
  M: The laser discs or tapes have native voices and you can study them by listening again and again and imitating
the sounds as many times as you wish.
  W: That way I'm not only training my listening comprehension but also my speaking ability.
  M: Besides, since English is not your native tongue, you must develop the muscles of your speech organs to
produce unfamiliar sounds. When you read, read aloud.
  W: And my teacher also said that language is an instrument.
  W: Yes, language is intimately tied to man's feelings and activities. It is bound up with nationality, religion, and
the feeling of self. As groups of men developed in different areas of the world, each group created its own spoken
language. However, the written language came about long after the spoken language was created.
  W: She said that too.
  W: She surely sounds like an expert.
  W: She is, I guess.
  M: You're certainly lucky to have her as your teacher.
  W: I'm glad to hear you say that. And one more problem with' my English is that I've so got used to British
English that I feel it hard to understand American English. British English and American English are really
about the same, aren't they?
   M: Yes, but it seems to me that some of the spellings are different.
  W: That I know. Words like theater and center end in r-e in England instead of in e-r as Americans spell them.
  M: Right. And many words which end in o-r in American English are spelled o-u-r in British English.
  W: That is not the biggest problem to me. What puzzles me is the American accent. I mean, if someone comes
here from England, can you understand what he's saying completely?
  M: Practically no problem at all. But I remember seeing an English movie where the actors kept calling their
apartment a flat. Half of the movie was over before I realized what they were talking about.
  W: So there are slight differences in spelling and some vocabulary.
  M: And pronunciation, too. But basically, we all agree that British English and American English are the same
language.
  W: Not so different that it prevents Americans and Englishmen from understanding each other.
  M: That's what I mean.
  W: Thank you for answering so many questions.
  M: My pleasure. Good-bye!
  W: Bye!
  W: You now have 20 seconds to check your answers to Questions 1 to 10.
  W: That is the end of Part A.
 Part B
  W: You will hear 3 conversations or talks and you must answer the questions by choosing A, B, C or D. You will
hear the recording ONLY ONCE.
  W: Questions 11 to 13 are based on the following talk on wireless communications. You now have 15 seconds to
read Questions 11 to 13.
      As you all know, log structures are gaining popularity. They are no longer just the simple country homes
which we think of as the traditional log cabin. Some upscale homes now incorporate natural round logs in sealing
beams and walls. People seem to think that the rounded logs give their homes a cozy warm atmosphere. And even
people who want to build
  a traditional log cabin on their own can buy a kits with precut logs that fit together like pieces of jigsaw puzzle.
Before showing you some slides of modern log houses, I'd like to introduce a little historical background on the
subject.
      Log cabins were first built in the late 1600s along the Delaware River Valley. The European immigrants
who settled there brought centuries old traditions of working with logs. And in this heavily wooded area logs were
the material in hand. Log cabins were the most popular in the early 1800s with the settlers who were moving west.
They provided the answer to the pioneer's need for a sale and sturdy home that an ordinary family, could build
quickly. They had dirt floors and sliding boards for windows. But the log buildings that have probably had most
influence on modern architects are those of the mountain retreats of wealthy New Yorkers. These country houses
which were popular in the early 1900s typify what's known as the Adoroundyx style. Now let's look at those
slides.
  W: You now have 30 seconds to check your answers to Questions 11 to 13
  W: Questions 14 to 16 are based on a talk about robots. You now have I5 seconds to read Questions 14 to 16.
  W: Hi! Paul. All set for your speech club presentation this evening?
  M: Yes, I'm going to discuss robots.
  W: Robots? You mean, those machines that walk and talk like in the movies?
  M: No, industrial robots, like those used in the automotive and electronics industries.
  W: I saw an article about that kind of robot the other day. There were pictures of robots welding cars, but they
certainly didn't look the way I thought robots should look.
  M: The robots we usually imagine are made up in science fiction. In industry, robots are designed to do a
specific set of operations such as welding car frames. They are rarely built to resemble humans.
  W: Actually, all they need is a kind of brain to give signals and a mechanism such as an arm to carry out
instructions, right?
  M: Right! Tiny computers become the brains of these robots. The computer sends signals in the form of electrical
impulses that move an arm and a claw. The claw is the hand that does a particular kind of work. Some new
industrial robots can reach to a number of tasks and it's easy to reprogram them to perform totally different
operations. That's one reason why they're becoming so popular.
   W: They increase productivity, don't they? I mean that even though they're still quite expensive, they often cost
less time doing the same job. I imagine robot will be used more and more.
  M: Exactly. So now that you know all about the next industrial revolution, you don't have to come to speech club
tonight.
  W: You now have 30 seconds to check your answers to Questions 14 to 16.
      Questions 17 to 20 are based on the following introduction of American Students. You now have 20 seconds
to read Questions 17 to 20.
      Normally a student must participate a certain number of courses in order to graduate, and each course which
he attends gives him a credit which he may count towards a degree. In many American universities the total work
for a degree is made up of thirty-six courses each lasting for one semester. A typical course consists of three
classes per week for fifteen weeks; while attending a university a student will probably attend four or five courses
during each semester. Normally a student would expect to take four years attending two semesters each year. It is
possible to spread the period of work for the degree over a longer period, ft is also possible for a student to move
between one university and another during his degree course, though this is not in fact done as a regular practice.
      For every course that he follows a student is given a grade, which is recorded, and the record is available for
the student to show to prospective employers. All this imposes a constant pressure and strain of work, but in
spite of this some students still find time for great activity in student affairs. Elections to positions in student
organizations arouse much enthusiasm. The effective work of maintaining discipline is usually performed by
students who advise the academic authorities. Any student who is thought to have broken the rules, for example,
by cheating has to appear before a student court. With the enormous numbers of students, the operation of the
system does include a certain amount of activity. A student who has held one of these positions of authority is
much respected and it will be of benefit to him later in his career.
  M: You now have 40 seconds to check your answers to Questions 17 to 20.
   W: That is the end of Part B.
   Part C
  W: You will hear a monologue about academic freedom. As you listen, answer the questions or complete the
notes in your test booklet for Questions 21 to 30 by writing NOT MORE THAN THREE words in the space
provided on the right. You will hear the interview TWICE.
      You now have 1 minute to read Questions 21 to 30.
        Academic Freedom refers to the right of teachers and researchers, particularly in colleges and
universities, to investigate their respective fields of knowledge and express their views without fear of restraint or
dismissal from office. The right rests on the assumption that open and free inquiry within a teacher's or
researcher's field of study is essential to the pursuit of knowledge and to the performance of his or her proper
educational function. At present this right is observed generally in countries in which education is regarded as a
means not only of pouring in established views but also of enlarging the existing body of knowledge. The
concept of academic freedom implies also that a teacher's employment depends primarily on the competence of
teachers in their fields rather than on irrelevant considerations such as political or religious beliefs or attachments.
      The concept and practice of academic freedom, as recognized presently in Western civilization, date
roughly from the 17th century. Before the 17th century, intellectual activities at universities were restricted largely
by theological considerations, and opinions or conclusions that conflicted with religious doctrines were likely to
be condemned as heretical. In the late 17th century the work of such men as the English philosophers John Locke
and Thomas Hobbes helped pave the way for academic freedom in the modern sense. Their writings demonstrated
the need for unlimited inquiry in the sciences and for a general approach to learning unrestrained by
preconceptions of any kind. In the 18th and 19th centuries, universities in Western Europe and the United States
enjoyed increasing academic freedom as acceptance of the experimental methods of the sciences became more
widespread and as control of institutions by religious denominations became less rigorous. In Britain, however,
religious tests for graduation, fellowships, and teaching positions were not abolished until the late 19th century.
      During the second half of the 20th century academic freedom was recognized broadly in most Western
countries. However, violations of the right increased as dictatorship emerged in various countries, notably in
Germany, Italy, and Russia. Educators in Italy were forced to pledge support to the Fascist regime. Similar
restrictions, including the teaching of racist theories in some fields, were enforced in German universities under
National Socialism.
      Violations of academic freedom also occurred in the United States in the 20th century. A notable example
was the Scopes trial, held in Dayton, Tennessee, in 1925. A high school teacher was accused and convicted of
violating a state law that forbade the teaching of the theory of evolution in the public schools. This legislation was
abolished in 1967.
      In the early 1950s, largely because of congressional investigations of communism in the U. S. , many
institutions of higher learning adopted regulations requiring loyalty oaths from university teachers. Some of these
oaths, insofar as they were required only of teachers, were declared unconstitutional in some state courts. All
professional associations of teachers and administrators, including the National Education Association, the
American Association of Colleges, and the American Association of University Professors, are opposed to special
loyalty oaths and to all violations of academic freedom.
      The 1960s and early 1970s were marked by protest and violence on college campuses over United States
involvement in the war in Vietnam. In some places professors were dismissed or arrested for protesting
American participation in the war. This turmoil reached a tragic climax in 1970 with the killing of several students
during campus demonstrations. In the long run, however, these disturbances led to a broad recognition of the
legitimate concerns of students about the quality of higher education, and of the responsibility of universities,
rather than the public or the government, to maintain essential academic order.
      By 1973, when U. S. troops were withdrawn from Vietnam, a general growth in higher education was under
way. Significant increase in enrollments and expansion of faculties, as well as a broadening of the makeup of both
student and faculty populations, contributed to a vast enrichment of the academic curriculum, to increasing faculty
control over the content of programs, and, overall, to the enhancement of the freedom to teach and to learn in
colleges and universities.
      Beginning in the early 1970s in the United States(and somewhat later in other countries such as Canada and
the United Kingdom), however, institutions of higher education were faced with serious financial problems which
also harmed academic freedom. For example, the rise in irregular faculty appointments, intended to save money,
created a virtual underclass of teachers lacking the employment security generally considered necessary for the
exercise of academic freedom.
      Threats to and violations of academic freedom continued in the 1980s. The U. S. government, in the name
of national security, imposed severe restraints on the publication of research results. The influence of resurgent
religious conservatism was felt in some areas in effort to introduce religious teachings in elementary and
secondary schools, and in limits on free expression at church-affiliated colleges and universities.
  笔试全真预测试题(八)答案
                                           SectionⅠ Listening Comprehension
 1. F 2. F 3. T 4. F 5. F 6. T 7. T 8. T 9. F 10. F
 11. C 12. C 13. A 14. C 15. D 16. B 17. A 18. A 19. C 20. B
 21. teachers (and) researchers                        26. Loyalty oaths
 22. teachers' competence                                 27. dismissed or arrested
 23. (in)late 19th century                              28. a general growth
 24. Germany, Italy(and)Russia                           29. Serious financial problems
 25. in 1967                                                 30. For national security
                                            Section Ⅱ Use of English
   31. faulty          32. for        33. to             34. whom                35. person
   36. where             37. store     38 out              39. difficult      40. to
   41. At                42. with        43. Be             44. complaint        45. goods
   46. able             47. well        48. rather       49. cases             50. not
                                            Section Ⅲ Reading Comprehension
       Part A          Text I       51. C          52. B         53. A        54. C         55. C
                         Text 2       56. D          57. D          58. A       59. C         60. B
                         Text 3       61. A         62. C          63. A        64. C         65. A
       Part B                         66. B         67. A          68. F        69. C         70. E
       Part C                         71. A         72. C          73. B        74. A         75. A
                                        76. B         77. C          78. A       79. C         80. B
                                                       Section Ⅳ Writing
               [范文]
          Scientific tools like PCs and calculators are becoming popular. Some people argue that we should limit
the use of scientific tools like computers and calculators because they have bad effects on children's writing and
mathematics abilities, while some people believe that these tools benefit people greatly. In my opinion, the wide
use of scientific tools like computers and calculators has both positive and negative effects.
      On the positive side, such tools increase study efficiency and interest. For one thing,
 they usually work rapidly, and seldom make mistakes. They can finish many tasks perfectly, saving much time
and making study more interesting. For example, the popularity of studying software benefits children's study
greatly. This can be proved by concrete examples. There is a software named "Easily Memorized English". The
computer can immediately tell you the pronunciation and meaning of new words at any time you want, and point
out your spelling mistakes at once, so that you don't have to resort to dictionaries. The computer can record your
study progress and the mistakes you have made. As a result, homework can be arranged automatically. It is no
exaggeration to say that computers can become our good teachers, and greatly improve our study efficiency and
interest in school work.
      However, relying too much on technical products such as PCs and calculators can harm children's study
progress. Because of depending too much on technical products, children do not wish to do basic exercises with
their minds or hands. For example, they may rely too much on the calculator to do their arithmetic for them, and
become eventually unable to do basic calculations by themselves. As a result, they are not trained properly to
solve problems.
       Therefore, the popularity of technical products has both positive and negative effects. My suggestion is that,
we should normally encourage the use of technical tools, while some technical tools should be limited under
certain circumstances. For example, primary students should not use slide-rules calculators when they do their
homework or during examinations. This needs help from both teachers and parents.
    [解析]
      写这类文章的一般思路是,就事实或现象提出的问题展开讨论并简要表述出自己的主张。分析利与弊
的部分应分段,并根据侧重点,对文字多少略作安排;注意对每层意思的论述要深入,不能只浮在对表面
的观点的解释上。最后要对自身观点做总结表述。本范文是个很好的例子,考生可以分析学习一下。
 [写作策略]
   这是一篇利弊对比型的文章。

				
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