| 听下面5段对话，每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项， 并标在试卷的相应位置。听完每段话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。 每段对话仅读一遍。 |
| 1. Where is the man's mother now? |
| A. At home. B. In a hospital. C. At a bus stop. |
| 2. Where is the man going first? |
| A. To the Healey Supermarket. B. To the airport. C. To Canada. |
| 3. Where does the conversation most probably take place? |
| A. In a clothing store B. In a restaurant C. In a bookstore |
| 4. What are the two speakers talking about? |
| A. Diving. B. Drawing. C. Driving |
| 5. Why is the woman preparing so much food? |
| A. It's the man's birthday. B. The woman wants to thank the man. C. The man can eat a lot. |
| 听下面一段材料，回答第1-3题。 |
| 1. Where did the man meet Claudia? |
| A. On the Internet. B. At a music store. C. At a class discussion |
| 2. What is the relationship between the man and Claudia? |
| A. Web friends. B. Close friends. C. Boy friend and girl friend. |
| 3. What does the woman suggest about greeting Claudia? |
| A. Arriving on time. B. Using her family name. C. Bringing her some flowers |
| 听下面一段材料，回答第1-3题。 |
| 1. Where are probably the speakers? |
| A. In a theatre. B. At a store. C. In a street. |
| 2. What does the man want to buy? |
| A. Food. B. Clothes. C. Furniture. |
| 3. Which is next to the theatre? |
| A. A hotel. B. The City Hall. C. The post office. |
| 听下面一段材料，回答第1-3题。 |
| 1. Why is the man surfing the Internet? |
| A. To get major news. B. To learn English. C. To get information. |
| 2. What does the man prefer? |
| A. Engineering. B. Economics. C. Medicine. |
| 3. When does the conversation probably take place? |
| A. On February 28. B. On March 30. C. On April 6. |
| 听下面一段材料，回答第1-3题。 |
| 1. How is the man going to Sun College? |
| A. By bike. B. On foot. C. By car. |
| 2. How far is it from Main Street to Water Square? |
| A. A few yards. B. 2 blocks away. C. 20 minutes' walk. |
| 3. Where will the man have to ask the way again? |
| A. At Rain Avenue. B. At Mass Hospital. C. At the Farmers' Bank. |
| 听下面一段材料，回答第1-3题。 |
| 1. Where does the speaker most probably make the speech? |
| A. At a party. B. At a reception. C. At a conference. |
| 2. What is Mr. Brown? |
| A. A businessman. B. An assistant manager. C. A government official. |
| 3. Why are Mr. Brown and his party coming to England? |
| A. To part from his friends. B. To pay an informal visit. C. To seek new cooperation. |
| Scientists say it may be five or ten years ______ it is possible to test this medicine on human patients. |
|
[ ] |
| A. since B. when C. after D. before |
| I just wonder _______that upsets him so much. |
|
[ ] |
| A. what it is B. what he does C. how it is D. why it does |
| _____ is known to us all is that the 2012 Olympic Games will take place in London. |
|
[ ] |
| A. It B. Which C. As D. What |
| While the book is welcomed by scholars, it will also _______ to the general readers. |
|
[ ] |
| A. adapt B. appeal C. addict D. apply |
| It is very _____ that in many schools the students are going to spend less time in doing homework than they used to. |
|
[ ] |
| A. possibly B. probably C. lovely D. likely |
| Our school forbids _____, that is to say, we are not allowed _____ at school. |
|
[ ] |
| A. to smoke; to smoke B. smoking; smoking C. to smoke; smoking D. smoking; to smoke |
| When I saw her again ten years later, she had changed a lot and looked different _____ she used to be. |
|
[ ] |
| A. what B. from what C. in what D. from |
| Seeing your picture, I couldn't resist _______ the days _______ we spent together. |
|
[ ] |
| A. to think of; when B. to think of; which C. thinking of; which D. thinking of; when |
| I am ________ your suggestion _______ we should spend more time on this project. |
|
[ ] |
| A. in favor of; which B. in honor of; that C. in favor of ; that D. in honor of; which |
| She told her husband that she couldn't _____ the rest of the housework without his help. |
|
[ ] |
| A. get over B. get through C. get into D. get off |
| As I grew up in a small town at the foot of a mountain, the visit to the village _____ scenes of my childhood. |
|
[ ] |
| A. called up B. called for C. called on D. called in |
| — Where is Tom? I have something important to tell him. — I last saw him _____ in the library reading. |
|
[ ] |
| A. sit B. seated C. seating D. sat |
| At dawn, they set ____ to get ready for the work of the day. |
|
[ ] |
| A. up B. about C. out D. in |
| ____ in 1636, Harvard is one of the most famous universities in the United States. |
|
[ ] |
| A. Being founded B. It was founded C. Founded D. Founding |
| We must learn to ______ friends _______ enemies. |
|
[ ] |
| A. take …for B. distinguish; from C. exchange; for D. make; into |
| Come and see me whenever _____. |
|
[ ] |
| A. you are convenient B. you will be convenient C. it is convenient to you D. it will be convenient to you |
| — Show me your permit, please. — Oh, it's not in my pocket. It _______. |
|
[ ] |
| A. might fall out B. could fall out C. should have fallen out D. must have fallen out |
| Not until they left school ______ how much their teachers loved them and helped them. |
|
[ ] |
| A. they realized B. had they realized C. they would realize D. did they realize |
| You needn't discuss the matter with him. He seemed ______ up his mind. |
|
A. to have made B. having made C. to make D. making |
| — If our parents would listen more to us, they would understand us better. — _______. They just expect us to listen. |
|
[ ] |
| A. I believe not B. No problem C. Good idea D. I can't agree more |
| 完形填空。 | ||||
| Gabriel Oak was a sensible man of good character who had been brought up by his father as a shepherd (牧羊人). He became a 1 like his father after growing up and was then managing to save enough money to 2 his own farm on Norcombe Hill in Dorset. He was twenty-eight, a tall, handsome 3 man, who didn't seem to think his appearance was very important. One 4 morning he was in one of his fields on the side of Norcombe Hill. 5 over his gate, Gabriel could see a yellow cart loaded with furniture and 6 , coming up the road. Right on top of the pile sat a handsome 7 . As Gabriel was watching, the cart stopped at the top of the 8 , and the driver climbed 9 to go back and 10 something that had fallen off. The woman sat 11 in the sunshine for a few minutes. Then she picked up a parcel(包袱) 12 next to her, and she looked 13 to see if the driver was coming back. There was no sign of him. She unwrapped(解开)the parcel and took out the 14 it contained. The sun shone on her 15 face and hair. 16 it was December, she looked almost summery, sitting there in her bright red jacket with the 17 green plants around her. She looked at 18 in the mirror and smiled, thinking that only the birds could see her. 19 behind the gate Gabriel Oak was 20 too. | ||||
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| 阅读理解。 |
| As a Fulbright (富布莱特法案基金) scholar at Yale, I wanted very much to get some individual help from some famous professors, but their office-hours were only once a week and there were always students waiting outside. At first, I was too polite to get their help. Then I realized that Chinese politeness does not work in this society. I needed to be aggressive (好胜的) to get what I wanted. I also noticed that Chinese students or Asian students were very polite in class while American students often interrupted the professor, asking questions and dominating the discussion. The Chinese students were not as aggressive as American students. I was impressed by the role of the professor in the class. The professor didn't act as an authority (权威), giving final conclusions, but as a researcher looking for answers to questions together with the students. One linguistic feature of his interacting with his students was that he used many modal (情态) verbs-far more than I did in Beiwai. When answering questions, he usually said:"this is my personal opinion and it could be wrong. It would be a good idea if you could read the book I mentioned the other day." Or," You may find the book I recommended helpful." Or,"You could be right, but you might find this point of view also interesting." When making comments in students'performances, the professor usually said:" It might have been much clearer if you had taken in some of the ideas we discussed earlier this semester." In China, authorities are always supposed to give wise decisions and correct directions. Therefore students always expect the professor to give an answer to the question. I still remember how annoyed they were when foreign teachers did not provide such an answer. Their expectations from authorities are much higher than those of American students. Once the Chinese students got the answer, they were sure about it. That is why they make far more certain statement than American students. That is why Chinese students find it difficult to use modal verbs because the function of modal verbs is to provide room for negotiation and different ideas. |
| 1. According to the author, American students ______. |
| A. tend to offend others in class B. show no respect for their teachers in class C. are more active than Asian students in class D. are more polite than Asian students in class |
| 2. The American professors use many modal verbs because they want to______. |
| A. argue with their students B. be more sure about their answers C. express their ideas more clearly D. develop their students' own way of thinking |
| 3. Which of the following statements best expresses the author's idea? |
| A. Chinese professors can always give correct answer to the question. B. American professors are not responsible since they don't give students answers. C. American education produces aggressive students. D. Education in China is not helpful in developing students' creativity. |
| 4. Which of the following methods did the author mainly employ in developing the article? |
| A. Comparison and contrast. B. Cause and effect. C. Giving examples. D. Description. |
| 5. What is the author's attitude towards education in U.S.? |
| A. Positive B. Negative (否定的) C. Neutral (中立的) D. Unsure |
| 阅读理解。 |
| So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that "reading cannot be taught directly and schools should stop trying to do the impossible." Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also public activity: It can be seen and observed. Learning to read involves all that each individual does not make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny. If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in knowledge. Smith has one principal rule for all teaching instructions."Make learning to read easily, which means making reading a meaningful, enjoyable and frequent experience for children." When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of learning to read by reading. |
| 1. The problem with the reading course as mentioned in the first paragraph is that____. |
| A. it is one of the most difficult school courses B. students spend endless hours in reading C. reading tasks are assigned with little guidance D. too much time is spent in teaching of reading |
| 2. The teaching of reading will be successful if ____. |
| A. teachers can improve conditions at school for the students B. teachers can enable students to develop their own way of reading C. teachers can devise the most efficient system for reading D. teachers can make their teaching activities observably |
| 3. The word "scrutiny"(Para.3) most probably means____. |
| A. inquiry B. observation C. control D. suspect |
| 4. According to the passage, learning to read will no longer be a difficult task when ____. |
| A. children become highly motivated B. teacher and learner roles are interchangeable C. teaching helps children in the search for knowledge D. reading enriches children's experience |
| 5. The main idea of the passage is that ____. |
| A. teachers should do as little as possible in helping students learn to read B. teachers should encourage students to read as widely as possible C. reading ability is something acquired rather than taught D. reading is more complicated than generally believed |
| 阅读理解。 |
| Being sociable looks like a good way to add years to your life. Relationships with family, friends, neighbours, even pets, will all help, but the biggest longevity (长寿) seems to come from marriage. The effect was first noticed in 1858 by William Farr, who wrote that widows (寡妇) and widowers (鳏夫) were at a much higher risk of dying than the married people. Studies since then suggest that marriage could add as much as seven years to a man's life and two to a woman's. The effect can be seen in all causes of death, whether illness, accident or self-harm. Even if the chances are all against you, marriage can more than compensate (补偿) you. Linda Waite of the University of Chicago has found that a married older man with heart disease can expect to live nearly four years longer than an unmarried man with a healthy heart. Similarly, a married man who smokes more than a pack a day is likely to live as long as a divorced man who doesn't smoke. There's a flip side, however, as partners are more likely to become ill or die in the couple of years following their husband or wife's death, and caring for your husband or wife with mental disorder can leave you with some of the same severe problems. Even so, the chances favour marriage. In a 30-year study of more than 10,000 people, Nicholas Christakis of Harvard Medical School describes how all kinds of social networks have similar effects. So how does it work? The effects are complicated, affected by socio-economic factors, health-service provision, emotional support and other more physiological mechanisms (生理机制). For example, social contact can promote development of the brain and immune (免疫) system, leading to better health and less chance of depression later in life. People in supportive relationships may handle stress better. Then there are the psychological benefits of a supportive partner. A life partner, children and good friends are all recommended if you aim to live to 100. The overall social network is still being mapped out, but Christakis says:"People are inter-connected, so their health is inter-connected." |
| 1. William Farr's study and other studies show that _______. |
| A. social life provides an effective cure for illness B. being sociable helps improve one's quality of life C. women benefit more than men from marriage D. marriage contributes a great deal to longevity |
| 2. Linda Waite's studies support the idea that _________. |
| A. older men should quit smoking to stay healthy B. marriage can help make up for ill health C. the married are happier than the unmarried D. unmarried people are likely to suffer in later life |
| 3. It can be inferred from the context that the "flip side" (Para. 2) refers to _________. |
| A. the disadvantages of being married B. the emotional problems arising from marriage C. the responsibility of taking care of one's family D. the consequence of a broken marriage |
| 4. What does the author say about social networks? |
| A. They have effects similar to those of a marriage. B. They help develop people's community spirit. C. They provide timely support for those in need. D. They help relieve people of their life's burdens. |
| 5. What can be inferred from the last paragraph? |
| A. It's important that we develop a social network when young. B. To stay healthy, one should have a proper social network. C. Getting a divorce means risking a reduced life span. D. We should share our social networks with each other. |
| 阅读理解。 |
| You never see him, but they're with you every time you fly. They record where you are going, how fast you're traveling and whether everything on your airplane is functioning normally. Their ability to withstand (承受) almost any disaster makes them seem like something out of a magic book. They're known as the black box. When planes fall from the sky, as a Yemeni airliner did on its way to Comoros Islands in the India ocean June 30, 2009, the black box is the best bet for identifying what went wrong. So when a French submarine (潜水艇) detected the device's (设备) signal five days later, the discovery marked a huge step toward determining the cause of a tragedy in which 152 passengers were killed. In 1958, Australian scientist David Warren developed a flight-memory recorder that would track basic information like altitude and direction. That was the first mode for a black box, which became a requirement on all U.S. commercial flights by 1960. Early models often failed to withstand crashes, however, so in 1965 the box was completely redesigned and moved to the back of the plane - the area least affected by impact-from its original position in the landing wells (起落架舱). The same year, the Federal Aviation Authority required that the boxes, which were never actually black, be painted orange or yellow to be discovered more easily. Modern airplanes have two black boxes: a voice recorder, which tracks pilots' conversations, and a flight-data recorder, which monitors fuel levels, engine noises and other operating functions that help investigators reconstruct the aircraft's final moments. Placed in an insulated (隔绝的) case and surrounded by a quarter-inch-thick panels of stainless steel, the boxes can withstand huge force and temperatures up to 2,000℉. When in deep water, they're also able to send signals from depths of 20,000 ft. Experts believe the boxes from Air France Flight 447, which crashed near Brazil on June 1,2009, are in water nearly that deep, but statistics say they're still likely to turn up. In the approximately 20 deep-sea crashes over the past 30 years, only one plane's black boxes were never recovered. |
| 1. What does the author say about the black box? |
| A. It ensures the normal functioning of an airplane. B. The idea for its design comes from a magic book. C. Its ability to avoid disasters is unbelievable. D. It is an inseparable device on an airplane. |
| 2. What information could be found from the black box on the Yemeni airliner? |
| A. Data for analyzing the cause of the crash. B. The total number of passengers on board. C. The scene of the crash and extent of the damage. D. Signals sent by the pilot before the crash. |
| 3. Why was the black box redesigned in 1965? |
| A. New materials became available by that time. B. Too much space was needed for the device. C. The early models often got damaged in the crash. D. The early models didn't provide the needed data. |
| 4. Why did the Federal Aviation Authority require the black boxes be painted orange or yellow? |
| A. To distinguish them from the colour of the plane. B. To caution people to handle them with care. C. To make them easily discovered. D. To meet with international standards. |
| 5. What do we know about the black boxes from Air France Flight 447? |
| A. There is still a good chance of their being recovered. B. There is an urgent need for them to be reconstructed. C. They have stopped sending signals back. D. They were destroyed somewhere near Brazil. |
| 任务型阅读。 Select the best heading from the list for each paragraph1-5. Use each letter ONLY ONCE. (There are more headings than paragraphs, so you will not use all the headings. List of headings: |
| A. what do people with an intellectual disability need? B. What is intellectual disability? C. How do people with an intellectual disability talk? D. What are the forms of intellectual disability? E. What causes intellectual disability? F. How do you talk to a person with an intellectual disability? |
| _________ 1. People with intellectual disability form one of the largest single disability groups in a community. Intellectual disability refers to a general slowness to learn and function within society, and the identification of intellectual disability is usually based on an assessment of a person's performance in a variety of tests. An individual's level of performance, as assessed, can change with time and circumstances. With skilled training and opportunity for development, people with intellectual disability have much greater potential for acquiring skills and for participation in community life than previously had been thought possible. _________2. In many western societies, five categories of intellectual disability have traditionally been used in order to indicate the perceived degree of difficulty an individual has with learning. All five may occur in either children, adolescent or adult, and show as mild, moderate, severe, profound or multiple intellectual disabilities. _________ 3. For the majority of intellectual disabilities, there is no identifiable cause but there are some causes that are well documented. They include: brain damage at birth due to lack of oxygen-prolonged labor during childbirth; brain damage before birth due to factors such as rubella, drug or diet-related problems; damage after birth due to illnesses such as encephalitis or accident; hereditary defects in the genes; abnormal chromosome count resulting in, for example, Down Syndrome. ________ 4. Like everyone else, people with an intellectual disability need a rewarding job, a satisfying place to live and a good social life. But they may need extra support to achieve these things. Good support services are based on the principle of normalization-which means enabling people to be part of the community like everyone else. ________ 5. With the introduction of the intellectually disabled into communities, there is a need to promote awareness of communication. Although many people may have little experience in talking with an intellectually disabled person, there are common guidelines that can simplify the interaction. Firstly, it is useful to remember that people with disabilities have feelings. Speaking in the same friendly manner as you would to anyone else is also recommended. Being prepared to wait a little longer for replies during a conversation with an intellectually disabled person would undoubtedly benefit the exchange. |