25 minutes - 閰峰厰鑻辫

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25 minutes - 閰峰厰鑻辫 Powered By Docstoc

Section I Listening Comprehension

(25 minutes)


                                                                   English. recorded materials and you
This section is designed to test your ability to understand spokenselection You will hear a
must answer the questions that accompany them. There are two parts in this section, Part A and Part B.

                                                                  bookletAt the in your test
Remember, while you are doing the test, you should first put down your answers end of the listening
          section, you will have 3 minutes to transfer your answers from your test
comprehension                                                        onto your ANSWER SHEET I.

If you have any questions, you may raise your hand NOW as you will not be allowed to speak once the te

Now look at Part A in your test

Part A

You will hear 10 short dialogues. For each dialogue, there is one question and four possible answers. Ch
B, C or D, and mark it in your test will have 15seconds to answer the question and you will hear each d


You will hear:

W: Could you please tell me if the Beijing flight will be arriving on time?

M:Yes, Madam. It should be arriving in about ten minutes.

You will read:

Who do you think the woman is talking to?

[A] A bus conductor.

[B]A clerk at the airport.

[ C] A taxi driver.

[D]A clerk at the station.

From the dialogue, we know that only a clerk at the airport is most likely to know

the arrival time of a flight, so you should choose answer [ B ] and mark it in your test


Sample Answer: [A] [B] [C] [D] Now look at question 1.

1. What does the woman say about the book?

                                            Page 1/13
[A] She thinks it' s too difficult.

[ B] She thinks it ' s very interesting.

[C] She hasn't quite what she thinks.

[ D] She hasn' t actually read it yet.

2. What does the woman mean?

[A] She has totaled up the figures

[B] She hopes the man will do the calculations as soon as possible.

[C] Tomorrow will be too late to submit the figures.

[D] They should finish the calculations tomorrow.

3. What does the woman say about Tom?

[A] He got off the bus at the wrong stop. [ B] He has a good reason to be angry.

                      belongings                     umbrella
[C] He isn't careful with his . [D] He doesn't have an extra

4. What does the professor mean?

[A] She has another meeting all day.

[ B ] She feels the grade is all right.

[ C ] She thinks it would be wrong to change the grade.

[D] She can meet with the student that afternoon.

5. What does the woman suggest the man to do?

[ A] Finish the first half of the project right away.

[B] Make an effort to reach a .

[ C ] Have the teacher review the project.

[D] Meet his partner in the middle of the town.

6. Where will the man probably go?

[A] To a real estate agency. [B] To a car rental agency.

[C] To a computer store. [D] To a videocassette store.

7. What does the man mean?

[A] They always agreed on the same points.

[B] They both arrived at the same moment.

                                              Page 2/13
[C] He met with Amanda five more times.

[D] He took Amanda to both plays.

8. What does the man mean?

[ A] Paul will go out of his way to help.

[B] Paul passes by the dry cleaner's anyway.

[C] Paul picks out the right clothes.

[D] Paul makes himself right at home.

9. What did the man do?

[A] Ate all the food. [B] Cleaned the kitchen.

            refrigeratorD ] Left the groceries out.
[ C ] Fixed the      .[

10. What does the woman imply that Katherine should be doing?

              biology                biology
[A] Studying micro for a year. [B] Teaching.

[C] Taking a nap. [D] Taking a different course.

Part B

You are going to hear three conversations. Before listening to each conversation, you will have 5 second
questions which accompany it. After listening, you will have time to answer each question by choosing A,
each passage or conversation ONLY ONCE.

Mark your answers in your test

Questions 11-13 are based on the following conversation. You now have 15 seconds to read the questio

11. According to the conversation, what is one problem with arm exercises?

[ A] They don' t get rid of flabby arm.

[B] They can damage arm muscles.

             acceptablemost people.
[ C] They aren' t   to

[ D] They can raise one' s blood pressure.

12. According to the conversation, what are the experts now recommending?

[A] Exercising the entire body.

[B] Having your blood pressure taken daily.

[ C ] Losing weight prior to exercising.

[D] Weighing in before eachsession

                                             Page 3/13
13. Which of the following exercises is suggested?

[A] Wearing arm weights while you are swimming.

         vigorously one place for a long time.
[ B] Jogging     in

[ C ] Using bicycles that require you to use both your arms and legs.

[D] Walking slowly while swinging your arms back and forth.

You now have 30 seconds to check your answers to questions 11 -13.

Questions 14 - 19 are based on the following conversation. You now have 30 seconds to read the questi

14. Why does the woman want David to sign up for the course?

[ A] He needs to take one more course in order to finish his credit requirements.

[B] He plays an instrument the group needs.

[ C ] She thinks the course would improve his grades in general.

[D] She thinks he's the bestat the college.

15. Why is David not sure that he wants to sign up?

[A] He doesn' t have an instrument of his own.

[ B] He doesn ' t like to play in small groups.

[C] He doesn't think he can play well enough.

[ D] He isn' t sure whether he has enough free time.

16. How often will the group meet?

[A] Once a week. [B] Twice a week.

[C] Every other day. [D] Every evening.

                                                   play in?the
17. What instrument does the director of the grouporchestra city of

[A] Cello. [B] Viola.

[C] Violin. [D] Bass.

18. What is the level of the musical proficiency of the most group members?

[A] Beginning. [B] Intermediate.

[C] Advanced. [D] Professional.

19. What will David do this evening?

[A] Try to find his music books.

                                              Page 4/13
[B] Look for a new instrument.

[ C ] Start lessons from a professional.

[D] Practice his instrument.

You now have 60 seconds to check your answers to questions 14 - 19.

Questions 20 - 25 are based on the following conversation. You now have 30 seconds to read the questi

20. To what student body office does the man want to be elected?

[ A ] Senator. [ B ] Treasurer.

[C] Secretary. [D] President.

21. Who is the woman?

         counselor A candidate.
[A] A camp     . [B]

                         [D] A manager.
[ C ] A radio announcer.campaign

22. Where will they put the posters?

[A] In the hallways. [B] In the man's room.

[C] In the cafeteria. [D] In the radio station.

                radio scheduled?
23. When is the broadcast

[A] In the morning. [B] During lunch.

[C] In the afternoon. [D] During dinner.

24. What will the man do tonight?

[A] Make posters. [B] Write a speech.

[C] Answer questions. [D] Study for chemistry.

25. What will they do after chemistry class?

[ A] Compare their lecture notes. [ B] Review the man' s talk.

[C] Prepare questions to ask candidates. [D] Vote in the school election.

You now have 60 seconds to check your answers to questions 20 -25.

                                            booklet the test
Now you have 3 minutes to transfer your answers from yourANSWER SHEET 1.

That is the end of the listening  section.

Section !a Use of English

(15 minutes)

                                              Page 5/13

Read the following text. Choose the best word or phrase for each numbered blank and mark A, B,C, or D


In some ways, the human body is both like a furnace and like an engine. It must have fuel to produce hea
have fuel to produce and do 27 as an engine does. The nutrients („%Q{ri) which 28 energy best are carb
(x³l4STri) and fats. Protein can also be used as fuel. Minerals, vitamins, and water, 29 extremely valuable
used as fuel.

                                                             storage is are the liver
If the body takes in more carbohydrates 30 are used for energy, theplacesstored. Two (ۥ) and muscles.
There is a 32 , however, to the amount of carbohydrates they can 33 . When they are filled and they alwa
best, excess carbohydrates are changed to fat and 35 around the body.

If the body does not take 36 a sufficient amount of food, it will use its stored fat for energy. If you 37 at all
                                use its order
the stored fats and 38 it would protein own to keep 39 as long as possible. Therefore, the 40 amount of
should be in 41 with your energy requirements. It is not necessary, 42 , for you to go 43 counting calories
food. If a person is the 44 weight, it is safe to 45 that he is eating enough.

26. [A] has [B] needs [C] does [D] is

27. [A] job [B] function [C] behaviour [D] work

28. [A] present [B] offer [C] supply [D] grant

29. [A] as [B] since [C] when [D] while

30. [A] than [B]such [C] which [D] that

      access excess [C] assess [D] extra
31. [A]   [B]

      restriction barrier limit [D]
32. [A]         [B]     [C]       terminal

33. [A] fill [B] hold [C] involve [D] press

34. [A] might [B] would [C] could [D] should

      extended distributed [C] separated [D] stretched
35 .[A]     [B]

36. [A] in [B] up [C] on [D] down

37. [A] won 'teat [B] mustn 't eat [C] did not eat [D] have not eaten

38. [A] when [B] but [C] because [D] then

39. [A] alike [B] alive [C] asleep [ D] awake

40. [A] general [B] overall [C] usual [D] total

                [B]    [C]
41. [A] contactaccordance contrast [D] line

42. [A] anyhow [B] otherwise [C] moreover [D] however

                                              Page 6/13
43. [A] around [ B ] away [ C ] after [ D ] against

44. [A] exact [B] same [C] right [D] accurate

45. [A] imagine [B] remind [C] recommend [D] suppose

Section !b Reading Comprehension

(40 minutes)

Part A


Read the following three texts. Answer the questions on each text by choosing A, B, C or D. Mark your a
       drawing thick line across the
SHEET by       a                          letter
                               corresponding in the brackets.

Text I

The automobile has many advantages. Above all, it offers people freedom to go wherever and whenever
purpose of a motor is to get from point A to point B as cheaply, quickly, and safely as possible. However
cars are also personalmachines that serve as symbols of power, success, speed, excitement, and advent

                                                        producing supplying roads, services, and repairs fo
In addition, much of the world ' s economy is built on vehicleand motor
     s.                              relatedauto
vehicle Half of the world' s paychecks areIn the United States, one of every six dollars spent and one of e
                                             industries, such as oil, steel, rubber, plastics, automobile servi
non-farm jobs are connected to the automobile or
highway construction.

In spite of their advantages, motor many harmful effects on human lives and on air, water, land, and w
The automobile may be the mostmachine ever invented. Though we tend to deny it, riding in cars is one
dangerous things we do in our daily lives.

                                                                             vehicle been year, cars
Since 1885, when Karl Benz built the first automobile, almost 18 million people have Every killed by motor
and trucks worldwide kill an average of 250,000 peopleÿas many as were killed in the atomic bomb attac
                  permanently ten million more. Half of the world ' s people will be involved in an auto
Nagasakiÿand injure or       disable
some time during their lives.

Since the automobile was introduced, almost three million Americans have been killed on the highwaysÿa
                   battlefield                     tragicthe
Americans killed on the in all U.S. wars. In addition toloss of life, these accidents cost American society
$60      annually lost income and in insurance, , and legal expenses.
   billion     in                      administrative

Streets that used to be for people are now for cars. Pedestrians and people riding bicycles in the streets
pollution, stress, and danger.

[1] [2] NN˜u

Motor     s
     vehicleare the largest source of air pollution, producing a haze of smog over the world ' s cities. In th
produce at least 50% of the country's air pollution.

46. Cars represent people' s _________.

[A] occupation [ B]

                                             Page 7/13
[C] life style [D] fame

                                             annually traffic accidents around the world is _________
47. According to the passage, the average number of people killed

[A] 18 million [B] 250,000

[ C ] half of the world ' s population [ D] 60 million

48. A serious     al problem resulting from automobiles is _________.

          loss of life [ B ] traffic jams
[ A ]tragic

[ C ] air pollution [ D ] mental stress

49. It can be inferred from this passage that automobiles _________.

[ A ] are an important part of the world ' s economy

[ B ] are becoming less dangerous

[ C ] will produce less air pollution in the future

[ D ] are killing more people in recent years than in the past

50. The title that suits the passage best is _________.

[ A ] Automobile and Economy

[B] Automobile and the Environment

[ C ] The Problems with the Automobile

[D] Advantages and Disadvantages of the Automobile

Text 2

I don't know how I became a writer, but I think it was because of a certain force in me that had to write an
and found a channel. My people were of the working class of people. My father, a stone-cutter, was a ma
veneration for literature. He had a tremendous memory, and he loved poetry, and the poetry that he love
rhetorical kind that such a man would like. Nevertheless it was good poetry, Hamlet's Soliloquy, Macbeth
                                                                         child;itI memorized and
Oration" , Grey' s "Elegy" , and all the rest of it. I heard it all as alearned all.

He sent me to college to the state university.

The desire to write, which had been strong during all my days in high school, grew stronger still. I was ed
college magazine , etc. , and in my last year or two I was a member of a course in playwriting which had
                                                                           daring believe man, never
wrote several little one-act plays, still thinking I would become a lawyer or a newspaper I could seriously
become a writer. Then I went to Harvard, wrote some more plays there, became obsessed with,the idea
left Harvard, had my plays rejected, and finally in the autumn of 1926, how, why, or in what manner I hav
to determine. But probably because the force in me that had to write at length sought out its channel, I be
                                                                             and a sitting Chelsea
in London, I was living all alone at that time. I had two roomsÿa bedroom littersquare inroomÿin ain which
all the houses had that familiar, smoked brick and cream-yellow-plaster look.

51. We may conclude, in regard to the author's development as a writer, that his father _________.

                                              Page 8/13
[ A ] made an important

[ B ] insisted that he choose writing as a career

[ C ] opposed his becoming a writer

[ D] insisted that he read Hamlet in order to learn how to be a writer

52. The author believes that he became a writer mostly because of _________.

[A] his special talent [B] his father's teaching and

[C] his study at Harvard [D] a hidden urge within him

53. The author _________,

[A] began to think of becoming a writer at Harvard

[ B ] had always been successful in his writing career

[ C ] went to Harvard to learn to write plays

[ D ] worked as a newspaper man before becoming a writer

54. The author really started on his way to become a writer _________.

[A] when he was in high school [B] when he was studying at Harvard

[ C ] when he lived in London [ D ] after he entered college

55. A conclusion we cannot safely draw (based upon this passage) about the author's life in

1926 is that _________.

[A] he was

[B] he was miserable about having his plays rejected

[C] he lived in a house like all the other houses around him

[D] he started his first novel

Text 3

Greek mythology is largely made up of stories about gods and goddesses, but it must not be read as a ki
account of the Greek religion.

According to the most modern idea, a real myth has nothing to do with religion. It is an explanation of som
for instance, any and everything in came into existence: men, animals, this or that tree or flower, the sun,
stars, storms, eruptions, earthquakes, all that is and all that happens. Thunder and lightning are caused w
thunderboltvolcanoerupts because a terrible creature is imprisoned in the mountain and every now and the
                       , the     ( f^§)
The Dipper ( Y'qŠf^§) constellation called also the Great Bear, does not set below the horizon because
once was angry at it and decreed (T}Nä ) that it should never sink into the sea. Myths are early science, t
trying explain what they saw around them.

                                            Page 9/13
But there are many myths which explain nothing at all. These tales are pure entertainment, the sort of th
tell each other on a long winter' s evening. The story of Pygmalion (v®h<šlR)•Á) and Galatea is an exam
connection with any event in nature. Neither has the Quest of the Golden Fleece ([ûb~‘Ñ•ŠkÛ) , nor Orph
(YeƒòXëÿzÖt4W#bK) and Eurydice, nor many another. This fact is now generally accepted; and we do n
every mythological the moon or the dawn and in every hero' s life a sun myth. The stories are early litera
science. But religion is there, too. In the background, to be sure, but nevertheless plain to see. From Hom
and even later, there is a deepening realization of what human beings need and what they must have in

56. The author believes that myths __________.

[ A ] have nothing to do with religion

[ B ] contain very modern ideas

[ C ] are pure entertainment with no religious content

[ D ] have to do with science, religion and entertainment

57. In every myth, _________.

[ A ] there is a connection with some natural event

              not    an
[ B ] there isnecessarily attempt to explain an event in nature

[ C ] there are angry gods and goddesses

[ D ] there exists some religious teaching

58. According to the passage, the story of Pygmalion and Galatea _________.

[A] has something to do with the explanation of nature

[B] is pure entertainment

[ C ] has something to do with science

[D] is closely to religion

59. Myths are early science because they __________.

[ A ] explain the natural events

[ B ] teach about the history

[ C ] have nothing to do with religion

[ D ] reflect people ' s expectations

60. The author, in regard to modern ideas on myth _________.

[A] is impressed and agrees with them

[ B ] refuses to accept any of them

[ C ] adds to them new points of view

                                             Page 10/13
[ D ] none of the above

Part B


Read the following article in which five people talk about their ideas of education. For questions 61 to 65,
speaker to one of the statements (A to G) given below. Mark your answers on your ANSWER SHEET.


I think it's a great shame people don't learn anything today. I mean, good heavens, when you think of all
Government have spent on educationÿnew schools, more teachers, new equipment. And yet still you find
properly, can't even write their names and don ' t know what two and two is without a calculator. I think it
I remember when I was young you went to school to learn. You did as you were told and respected your
long-haired kids who aren ' t interested in anything. No wonder they don ' t learn anything.


Well, there are a lot of different views on this, but I think it is probably wrong to imagine that there was so
when everything was perfect. It all depends, of course, on what you measure and how you measure it. It
that there has not been an obvious and dramatic increase in the standard of education, given the vast am
area by                                 unfortunately
              governments in recent years. But , most improvements in education are intangible.


Well, if you asked me, it's all these modern methods that is the problem. In the old days you sat in rows a
were told. You knew that you had to do and you did itÿand you kept quiet. Nowadays, my god, the noise
deafening especially primary schools. The children wander aroundÿdo more or less what they want to as
teacher just sits there or wanders around with them, talking to them. Informal teaching they call it.Discove
     recipe discovering disaster to me.
like a     for


Many people talk about how to improve education and a lot suggest raising the salaries of teachers and p
very important to education. However, increasing the salary of teachers is just one way to improve educa
without the cooperation of the other determinants, such as student ' s love of knowledge and reading. Ev
      , it
devoted will make no sense if the students are not willing to learn.


The criticism that what students learn today is not adapted to present-day society is utterly wrong becaus
seen only in terms of how useful the subjects are when students leave school. We ought to evaluate edu
the students enjoy those subjects and how much they mean to those students. Instead of being trained to
should be encouraged to do things for their own sake, and study what they are interested in.

Now match each of the persons to the

Note: there are two extra statements.


61. Alien [A] Education is a       of
                            extension oneself.

[B] Students should get satisfaction out of education.

                                            Page 11/13
62. Martha [C] Education standards are higher than in the past.

[ D ] Education involves learning as well as teaching.

63. Pritt [E] Many students are spoilt by our present-day

64. Symons [F] Schools should practical skills.

65. Wilbert [G] Educational standards are declining.

Section IV Writing

( 40 minutes )

You should write your responses to both parts on ANSWER SHEET 2.

Part A

66. Write a note to explain why you were absent from the night class.

Part B

67. For this part, you are required to write based on the following table of The Brain and the Computer. Y
compositionshould be no less than 150 words.

The Brain and the Computer

                      Brain                        Computer
Size                  one tenth of a cubic foot    hundreds of cubic feet of space
                                of    power
Electrical energy used25 wattselectrical                         electrical
                                                   100,000 watts of power
Structure of cells                                 unconnected cells like a cell of
                      directly connected to many other cells
                                                   pigeonholes (ž=]âR|{g¶)
Capacity                        10 and 100
                      betweenbillion                   billion
                                           billion a few      items of immediately
                      items of information             ible
                                                   access information,nothinking
NN˜u [1] [2]

     booklet  [´buklit]     n.\QŒ[P VÛ~§‹ÍlG
     belongings   [bi´lTKiKz]        n.b@griÿˆLgN VÛ~§‹ÍlG
     biology [bai´TlYd’i]          n.uri[fÿu`[f VÛ~§‹ÍlG
     taking [´teikiK]       a.•÷Nºv„ n.cUƒ·ri Qm~§‹ÍlG
     acceptable   [Yk´septYbYl]        a.Sïc¥S×v„ÿTav„ VÛ~§‹ÍlG
     vigorously   [´vigYrYsli]      ad.|¾R›eúvÛW0ÿPeXîW0 VÛ~§‹ÍlG
     violin[,vaiY´lin]       n.(\)cÐt4 VÛ~§‹ÍlG
     intermediate   [,intY´mi:diYt]     a.N-•ôv„ Qm~§‹ÍlG
     counselor   [´kaunsYlY]        n.˜~•îÿS•^ÿ_‹^ VÛ~§‹ÍlG
     protein [´prYuti:n]       n.†Ëv}•( a.†Ëv}•(v„ Qm~§‹ÍlG
     terminal  [´tY:minYl]        n.~Èp¹(zÙ) a.g+zïv„ VÛ~§‹ÍlG

                                           Page 12/13
                                       extended    [iks´tendid] a.O8••v„ÿ^•Y'v„ Qm~§‹ÍlG
                                       drawing   [´drT:iK]           n.u;VþÿR6VþÿVþh7 VÛ~§‹ÍlG
                                       corresponding       [,kTri´spTndiK]       a.{&Tv„ÿvø_Sv„ VÛ~§‹ÍlG
                                       vehicle [´vi:ikYl]          n.•f•†ÿZ’NËri VÛ~§‹ÍlG
                                       fantasy [´fæntYsi]            n.^{`ó(fò)ÿ`óŒa Qm~§‹ÍlG
                                       destructive    [di´strŒktiv] a.x4WO`'v„ VÛ~§‹ÍlG
                                       permanently      [´pY:mYnYntli]         ad.l8NEW0ÿcNEW0 VÛ~§‹ÍlG
                                       disable [dis´eibl] vt.O•k‹^Ÿ VÛ~§‹ÍlG
                                       battlefield  [´bætlfi:ld]        n.bW: Qm~§‹ÍlG
                                       administrative     [Yd´ministrYtiv]      a.{¡tv„ÿˆLe?v„ VÛ~§‹ÍlG
                                       identity [ai´dentiti] n.Ž«NýÿTN`'ÿN•ô Qm~§‹ÍlG
                                       daring [´deYriK]             a.&n.RÇeb(v„) VÛ~§‹ÍlG
                                       playwright    [´pleirait]      n.RgO\[¶ Qm~§‹ÍlG
                                       unmarried     [,Œn´mærid] a.g*ZZv„ÿr쎫v„ VÛ~§‹ÍlG
                                       thunderbolt     [´¸ŒndYbYult]           n.–÷u5ÿ—9–ó VÛ~§‹ÍlG
                                       dipper [´dipY]             n.••gÄRú Qm~§‹ÍlG
                                       constellation    [,kTnstY´leiƒYn]         n.f^§ÿp•pÂv„N•¤ VÛ~§‹ÍlG
                                       trying[´traiiK]           a.–¾X*v„ÿ•9R²v„ VÛ~§‹ÍlG
                                       conceivable     [kYn´si:vYbYl]         a.Sï`óŒa_—Qúv„ VÛ~§‹ÍlG
                                            [fli:s] n.•ŠkÛÿ•ŠkÛr¶ri VÛ~§‹ÍlG
                                       heroine  [´herYuin]            n.Ys‚ñ–ÄÿYsN;NºQl VÛ~§‹ÍlG
                                       downright     [´daunrait] a.vôs‡v„ ad._{^• Qm~§‹ÍlG
                                       disgraceful   [dis´greisful] a.Sï€;v„ÿNQI_iv„ Qm~§‹ÍlG
                                       informal   [in´fT:mYl]           a.—^kc_v„ÿ—^kc‰Äv„ VÛ~§‹ÍlG
                                       devoted   [di´vYutid]           a.s.Ž« &v„ÿ_à[žv„ VÛ~§‹ÍlG
                                       accessible   [Yk´sesYbYl]           a.fc¥•Ñv„ÿSïR0•¾v„ VÛ~§‹ÍlG


                                   ‘wQT€ÌSU‹Í    ‘wQT~ÃT,R›     ‘wQTR¨u;‚ñ‹í       ‘wQT‚ñ‹ín8b              ‘wQTW(~¿‚ñ‹í‹ÍQx
                                   ‘wQT‚ñ‹í•De™N•}    ‘wQT‚ñ‹í[fN`•oNö       [fN`e¹hH      ry‚r‹þz

                                                                                Page 13/13

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