Part ⅠListening Comprehension (20 minutes)
Directions:In this section, you will hear 10 short conversations. At the
end of each conversation, a question will be asked about what was said. Both the
conversation and the question will be spoken only once. After each question the
re 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 the Answer Sheet with a single line through the centre.
Example: You will hear:W: I certainly hope the library w
ill be open this Saturday.
M:The sign says library hours! Week days 8:00 am. to 9:00 pm. On Saturda
ys 9:00 to 5:00, closed Sunday.
Q: When will the library be open on Saturday?
You will read:
A.8:00 am. to 9:00 am.
B.5:00 am. to 9:00 pm.
C.9:00 am. to 5:00 pm.
From the conversation we know that the two are talking about library hours. On w
eek days the library is open from 8:00 am. to 9:00 pm. On Saturdays it is open fr
om 9:00 am. to 5:00 pm. Therefore C) “9:00 am. to 5:00 pm.” is the correct answ
er. You should choose C) on the Answer Sheet and mark it with a single line thro
ugh the centre.
Sample Answer ［A］ ［B］ ［C］［D］
That Mary is going to Hawaii.
That Mary likes to collect postcards.
That Mary is going to meet her mother.
That Mary is fond of playing
Sometimes she eats in her friend’s home.
Sometimes she eats at home when she gets ride and leaves the house.
Sometimes she eats in a hotel.
Sometimes she has her breakfast in the school cafeteria.
On or before November 13.
On or before November 30.
He just had his new car come in.
The dealer is taking his time getting the car ready.
He hasn’t got his driver’s license.
He wants to ride in the car himself.
They bought new fishing rods.
A service station attendant.
To the college on the corner.
To a college poetry class.
To the man’s house for coffee.
She is welcome to borrow one.
Her English teacher needs the dictionary.
Buy a French-English dictionary for herself.
Take the dictionary out of the library.
It was not well organized.
It was attended by many people.
Directions: In this section you will hear 3 short passages. At the end o
f 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 a
nswer from the four choices marked A), B), C), and D). Then mark the correspondi
ng letter on the Answer Sheet with a single line through the centre.
Questions 11-14 are based on the passage you have just heard.
Because it moves very quickly.
Because it spread through Greek army long ago.
Because it spread through the crowded most quickly.
Because army moves more often.
Before 1936 people didn’t know what caused influenza.
A group of American doctors first discovered the types of influenza.
All kinds of vaccine cannot prevent every kind of influenza virus.
The earliest outbreak of disease mentioned happened in the year 412.
Questions 15-17 are based on the passage you have just heard.
Because that was where the path went.
Because the path was blocked by bushes.
Because he wanted to explore it.
Because he wanted to avoid climbing.
Because it had been worn smooth.
Because there was no gra
ss on it.
Because it was wet and slippery.
Because it was soft and sandy.
Questions 18 to 20 are based on the passage you have just heard.
A return match with Lloyd Smith.
His return to the United
A chance to defeat the British champion.
Future victories in Paris a
Part ⅡReading Comprehension (35 minutes)
Directions:There are four passages in this part. Each passage is followe
d by some questions or unfinished statements. For each of them there are four ch
oices marked A), B), C) and D) . You should decide on the best choice and mark t
he corresponding letter on the Answer Sheet with a single line through the centre.
Questions 21 to 25 are based on the following passage:
In one very long sentence, the introduction to the U.N. Charter expresses the id
eals and the common aims of all the peoples whose governments joined together to
form the U.N.
“We the peoples of the U.N. determined to save succeeding generations from the
scourge of war, which twice in our life time has brought untold suffering to man
kind, and to reaffirm faith in fundamental rights, in the dignity and worth of t
he human person, in the equal rights of men and women and of nations large and s
mall, and to establish conditions under which justice and respect for the obliga
tions arising from treaties and other sources of international law can be mentio
ned, and to promote social progress and better standards of life in larger freed
om, and for these ends, to practise tolerance and live together in peace with on
e another as good neighbors, and to unite our strength to maintain international
peace and security, and to ensure, by the acceptance of principles and the inst
itution of methods, that armed force shall not be used, save in the common inter
est, and to employ international machinery for the promotion of economic and soc
ial advancement of all people, have resolved to combine our efforts to accomplis
h these aims”.
The name “United Nations” is accredited to U.S. President Franklin D. Roosevel
t, and the first group of representatives of member states met and signed a decl
aration of common intent on New Year’s Day in 1942. Representatives of five pow
ers worked together to draw up proposals, completed at Dumbarton Oaks in 1944. T
hese proposals, modified after deliberation at the conference of International O
rganization in San Francisco which began in April 1945, were finally agreed on a
nd signed as the U. N. Charter by 50 countries on 26 June 1945. Poland, not repr
esented at the conference, signed the Charter later and was added to the list of
original members. It was not until that autumn, however, after the Charter had
been ratified by China, France, the U. S. S. R., the U. K. and the U. S. and by
a majority of the other participants that U. N. officially came into existence.
The date was 24 October, now universally celebrated as United Nations’ Day.
The essential functions of the U. N. are to maintain international peace and sec
urity, to develop friendly relations among nations, to cooperate internationally
in solving international economic, social, cultural and human problems, promoti
ng respect for human rights and fundamental freedoms and to be a centre for co-o
rdinating the actions of nations in attaining these common ends.
No country takes precedence over another in the U. N.. Each member’s rights and
obligations are the same. All must contribute to peaceful settlement of interna
tional disputes, and members have pledged to refrain from the threat or use of f
orce against other states. Though the U. N. has no right to intervene in any sta
te’s internal affairs, it tries to ensure that non-member states act according
to its principles of international peace and security. U. N. member must offer v
eery assistance in an approved U. N. action and in no way assist states against
which the U. N. is taking preventive or enforcement action.
The first stated aim of the U. N. was ______ .[1分]
to supervise peace and treaties
to revise international laws
to prevent a third world war
to assist the “third world” countries
Under its charter, the U.N. guarantees ______ .[1分]
to employ international machines
to better standards of life
to promote economic and social advancement
The U. N. came into existence fully in ______ .[1分]
The essential functions of the U. N. ______ .[1分]
are limited to discussions and debates
include co-ordinating actions where necessary
are only concerned with human rights
are economic and culture
A country’s domestic policies ______ .[1分]
cannot be forcibly changed by the U. N.
are often investigated by the U. N.
are often enforced by the U. N.
are not allowed to benefit from U. N. advice or assistance
Questions 26 to 30 are based on the following passage:
The traditional American Thanksgiving Day celebration went back to 1621. In that
year a special feast was prepared in Plymouth, Massachusetts. The colonists who
had settled there had left England because they felt denied of religious freedo
m. They came to the new land and faced difficulties in coming across the ocean.
The ship which carried them was called the Mayflower. The North Atlantic was dif
ficult to travel. There were bad storms. They were assisted in learning to live
in the new land by the Indians who inhabited the region. The Puritans, as they w
ere called, had much to be thankful for. Their religious practices were no longe
r a source of criticism by the government. They learned to adjust their farming
habits to the climate and soil. When they selected the fourth Thursday of Novemb
er for their Thanksgiving celebration, they invited their neighbors, the Indians
, to join them in dinner and a prayer of gratitude for the new life. They recall
ed the group of 102 men, women, and children who left England. They remembered t
heir dead who did not live to see the shores of Massachusetts. They reflected on
the 65 days’ journey, which tested their strength.
The tradition of a day of Thanksgiving is ______.[1分]
Why had they left England?[1分]
Because of religious problems.
To establish a new religion.
The Mayflower was ______ .[1分]
the city they arrived at
the ship they travelled in
the name of Indian chief
The Indians had ______.[1分]
made life difficult for them
been too afraid to talk to them
The climate and soil in Massachusetts are ______.[1分]
similar to that of England
different from that of England
similar to that of Plymouth
different from that of Plymouth
Questions 31 to 35 are based on the following passage:
Exceptional children are different in some significant ways from others of the s
ame age,for the same age,for these children to develop to their full adult
potential, their education must be adapted to those differences.
Although we focus on the needs of exceptional children, we find ourselves descri
bing their environment as well. While the leading actor on the stage captures ou
r attention, we are aware of the importance of the supporting players and the sc
enery of the play itself. Both the family and the society in which exceptional c
hildren live are often the key to their growth and development. And it is in the
public schools that we find the full expression of society’s understanding the knowledge, hopes, and fears that are passed on to the next generation.
Education in any society is a mirror of that society. In that mirror we can see
the strengths, the weaknesses, the hopes, the prejudices, and the central values
of the culture itself. The great interest in exceptional children shown in pubi
c education over the past three decades indicates the strong feeling in our soci
ety that all citizens, whatever their special conditions, deserve the opportunit
y to fully develop their capabilities.
“All men are created equal.” We’ve heard it many times, but it still has impo
rtant meaning for education in a democratic society. Although the phrase was use
d by this country’s founders to denote equality before the law, it has also bee
n interpreted to mean equality of opportunity. That concept implies educational
opportunity for all children——the right of each child to receive help in learn
ing to the limits of his or her capacity ,whether that capacity be small or great
. Recent court decisions have confirmed the right of all children-desabled or no
t -to an appropriate education, and have ordered that public schools take the ne
cessary steps to provide that education. In response, schools are modifying thei
r programs, adapting instruction to children who are exceptional, to those who c
annot profit substantially from regular programs.
In paragraph 2, the author cites the example of the leading actor on
the stage to show that ______.[1分]
the growth of exceptional children has much to do with their family and the s
exception children are more influenced by their families than normal children
exceptional children are the key interest of the family and society
the needs of the society weigh much heavier than the needs of the exceptional
The reason that the exceptional children receive so much concern in e
ducation is that ______ .[1分]
they are expected to be leaders of the society
they might become a burden of the society
they should fully develop their potentials
disabled children deserve special consideration
This passage mainly deals with ______ .[1分]
the differences of children in their learning capabilities
the definition of exceptional children in modern society
the special educational programs for exceptional children
the necessity of adapting education to exceptional children
From its passage we learn that the educational concern for exceptiona
l children ______ .[1分]
is now enjoying legal support
disagrees with the tradition of the country
was clearly stated by the country’s founders
will exert great influence over court decisions
Which of the following is TRUE according to the passage?[1分]
Exceptional children refer to those with mental or physical problems.
The author use “All men are created equal” to counter the school pr
ogram for the exceptional children .
Recent court decisions confirm the rights of the exceptional children
to enjoy the equal rights to learn with the normal ones.
Regular school programs fail to meet the requirements to develop the
potential of exceptional children .
Questions 36 to 40 are based on the following passage:
More attention was paid to the quality of production in France at the time of Rene Coty. Charles Deschanel was then the financial minister. He stressed that workmanship and quality were more important than quantity for industrial production. It would be necessary to produce quality goods for the international market to complete with those produced in other countries. The French economy needed a larger share of the international market to balance its import and export trade.
French industrial and agricultural production was still inadequate to meet the immediate needs of the people, let alone long-ranged developments. Essential imports had stretched the ational credit to the breaking point. Rents were tightly controlled, but the extreme inflation affected general population most severely though the cost of food. Food costs took as much as 80 per cent of workers income. Wages, it is true, had risen and there was full-time and overtime employment.
Taken together these factors enabled the working class to exist but allowed them no sense of security. In this precarious and discouraging situation, workmen were willing to work overseas for higher wages.
The government was reluctant to let workers leave the country. It was feared this migration of workers would deplete the labor force. The lack of qualified workers might hinder the improvement in the quality of industrial products produced.
Qualified workers produced in foreign countries. Also the quantity of quality goods produced in France would not be able to increase as part of its qualified labor force moved to other countries.
According to the passage,which of the following is right?[1分]
The French workers were better paid than the workers in any other European country.
The French workers were able to save more money with the increase in his wages.
The French workers were anxious to work abroad.
The French workers were often unable to find work in France.
Which was not true in France?[1分]
The state paid family allowances.
There was overtime employment.
According to the passage,which of the following is charles Deschanel’s opinion?[1分]
He paid more attention to quality than to quantity.
The passage doesn’t mention it.
His opinion is totally different from others.
According to the passage, French production ______ .[1分]
was inadequate to meet the needs of the French people
was flooding the international market with inferior products
emphasized industrial production at the expense of agricultural production
was enough for the local market
Which of the following is right?[1分]
The French government prohibited French to work abroad.
The French government reduced taxes to fight inflation.
The French government paid family allowances and benefits.
The French government prohibited the French worker to join labor unions.
Part ⅢVocabulary (20 minutes)
Directions:There are 30 incomplete sentences in this part. For each sent
ence there are four choices marked A)、B）、C）and D). Choose the ONE that best
completes the sentence.Then mark the corresponding letter on the Answer Sheet wi
th a single line through the centre.
Wolves were ______ in the nearby forest.[1分]
It was so late that it was ______ to try to catch the train.[1分]
Please come over to my place immediately. I need your help ______.[1分]
If he thinks our class will win the game, it probably does; his ____are usually accurate.[1分]
There is pressure on the British Government to ______ the number of immigrants permitted to settle in the U.K.[1分]
Human behavior is mostly a product of learning, whereas the behavior of an animal depends mainly on ______ .[1分]
He is a ______ man, who cheated me out of a lot of money .[1分]
Care should be taken to decrease the length of time that one is______ loud continuous noise .[1分]
The ______ fire in the forest was soon put out by the PLA men .[1分]
The melting of the snow has caused flooding by ______ rivers.[1分]
You must have ______ the examination before Friday, so bring your money to the office as soon as possible.[1分]
When I asked her advice, she ______ the matter and then told me not to go.[1分]
Several of the off-shore islands are ______ now that we have a motor-boat. [1分]
The World Health Organization fights against ______ diseases all over the world.[1分]
The Indians see little ______ for success and become frustrated, because they usually go to inferior school and often cannot adjust to life in the city.[1分]
Mother hasn’t ______ you for quite some time. She is beginning to think you must be ill.[1分]
After leaving school, Nigel decided to ______ in the army.[1分]
After practising for several weeks, Peter decided to ______ .[1分]
Few people ______ this department store because they don’t sell good clothings.[1分]
The apple tree ______ the field, dropping its flowers on the grass.[1分]
The ______ , while worrying, does not mean a total loss, as the jewels were insured for $30,000.[1分]
The poor old man is so ______ that he can scarcely walk.[1分]
The lecture ______ from prehistory to modern times and gave the audience much to think about.[1分]
The noise of the machinery ______ the words of the factory manager.[1分]
They had a regard for me from the time of my first ______ in their house.[1分]
The minister ______ the latest crime figures as proof of the need for more police.[1分]
A ______ is a block of glass with three or more sides that breaks up white light into the different colours of the spectrum.[1分]
For people with hearing difficulties telephones with volume controls provide the best ______ .[1分]
After the children put up Christmas decorations, the classroom ______
a holiday appearance.[1分]
A scientific hypothesis can only be ______ by indisputable facts ,
i.e. , by evidence derived from actual observation and experiment.[1分]
Part ⅣShort Answer Questions (15 minutes)
Directions:In this part there is a short passage with five questions or
incomplete statements. Read the passage carefully. Then answer the questions or
complete the statements in the fewest possible words (not exceeding 10 words).
As early as 1710 the iron industry in English complained of increasing competition from the American colonies. The American iron industry developed rapidly from
that date until, by 1750, numerous furnaces, forges, and mills were operating in New England, the middle colonies, and Virginia. When large quantities of pig iron from the American colonies first entered England in 1735, the product proved to be of such excellent quality that English ironmakers became involved in a bitter argument over the future of the colonial iron industry. The English iron smelters, who changed native English iron ore into pig iron, insisted that American pig iron be kept out of England by means of high import taxes and, in fact. that the whole colonial iron industry be suppressed. In agreement with the iron smelters were owners of English mines and even forests, whose wood was used to fuel the furnaces which smelted the iron ore.
On the other side of the issue were the English iron manufacturers who desired more cheap pig iron to make into nails, tools, and other iron wares. The iron manufacturers therefore encouraged the production of pig iron in the American colonies. They wanted it to enter England tax free, but, at the same time, demanded that the colonists be prevented from working their crude iron into finished products. In addition to the iron manufacturers, English merchant shipowners were in favor of receiving American pig iron, for they looked forward to transporting the crude iron from America to England and the manufactured iron products from England to the colonies. The English wool industry supported the iron manufacturers, also, in the belief that the Americans would use the money received for shipments of crude iron to buy cloth made in England, thus discouraging the growth ofwool manufacturing in America.
English iron smelters and English iron manufacturers were both opposed
____ ____ ____ ____ ____
____ ____ ____ ____ ____.[3分]
selling English wool to the colonists
The passage implies that American pig iron was
____ ____ ____ ____ ____
____ ____ ____ ____ ____. [3分]
low in cost and high in quality
The passage suggests that the American wool industry would have develop
ed rapidly if
____ ____ ____ ____ ____
____ ____ ____ ____ ____. [3分]
high import taxes had been placed on American pig iron
What is the main topic of this passage?
____ ____ ____ ____ ____
____ ____ ____ ____ ____. [3分]
growth of shipping between England and America
It was believed that the colonists would use profits from the sale of t
heir pig iron to
____ ____ ____ ____ ____
____ ____ ____ ____ ____. [3分]
pay the cost of high import taxes
Part ⅤWriting (30 minutes)
Directions:For this part, you are allowed thirty minutes to write a compos
ition on the topic“How to Stop Corruption in Government Bodies?”. You should w
rite at least 150 words and you should base your composition on the outline (giv
en in Chinese )below:
How to Stop Corruption in Government Bodies?
Nowadays nothing in government bodies comes close to corruption that brings ruin
our Party’s image in the peoples’s minds.For this very reason,many people of in
sight have come up with some tentative proposals,among which two draw widespread
attention throughout the country.
Some suggest that our Party nourish honesty in government departments by raising
civil servants’ salaries by a wide margin.Of this move will come much good on t
he side of an official:a fuller sense of his duties,a better resistance to lure
of bribes,and a less embarrassment of being hard up on a formal occasion.Others
hold that our Party should perfect mechanisms of supervision,under which any off
icial is restrained in exercising his functions and power.However,no matter how
perfect,any supervision can not ensure every official against corruption.
If neither of the two proposals is effective enough to root up the cause of ruin
in govermment machinery,I suggest that fruitful interpenetration of each other’
s advantages be made.While encouraging qualified officials to devote more to the
people by giving a proper increase in salary,our Party must reinforce efficient
supervision over some functional agencies.I am fully confident that,as long as
our party is ready to adopt any suggestion particularly beneficial to the purifi
cation of the civil ranks,there will be no more soil for corruption in governmen