英语试卷
考生注意：
1. 答卷前，考生务必在答题纸上将学校、姓名及准考证号填写清楚，并在规定的区域 内填涂。答题时客观题用2B铅笔按要求涂写，主观题用黑色水笔填写。 2. 本试卷分为第I卷和第II卷，共12页。满分150分，考试时间120分钟。 3. 考试后只交答题纸，试卷由考生自己保留。
第I卷 (共105分)
I. Listening Comprehension
Section A
Directions: In Section A, you will hear ten short conversations between two speakers. At the end of each conversation, a question will be asked about what was said. The conversations and the questions will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard. 1. A. Next Saturday. 2. A. In a bookstore.
B. Next Tuesday.
C. Next Friday.
D. Next Sunday. D. In a post office.
B. In a library. C. In a bank.
3. A. A manager and a customer. 4. A. Tim’s excellent performance. C. Tim’s graduation day. 5. A. To a hotel. 6. A. An artist.
C. To a training class.
B. An employer and an employee. B. Tim’s assignment. D. Tim’s study habits.
B. To a restaurant. C. A journalist.
D. To the train station.
D. An architect.
C. A professor and a student. D. An examiner and an examinee.
B. A painter.
7. A. To quit basketball.
B. To go on playing basketball in spite of the failure. C. To give the reason for giving up basketball. D. To take part in another game. 8. A. They are looking for an apartment. 9. A. She will decide later. C. She doesn’t want to go out.
B. The man does not like his bedroom. D. They have just moved into an apartment. B. She doesn’t care for either. D. She wants the man to decide.
C. The woman enjoys shopping for clothes.
10. A. Her car is close-by. B. She lives far away.
C. She has a new car. D. She wants the man to walk with her.
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Section B
Directions: In Section B, you will hear two short passages, and you will be asked three questions on each of the passages. The passages will be read twice, but the questions will be spoken only once. When you hear a question, read the four possible answers on your paper and decide which one would be the best answer to the question you have heard. Questions 11 through 13 are based on the following passage. 11. A. She explained the functions of the BCD International.
B. She described some popular singers.
C. She introduced the radio program to listeners. D. She played a new record. 12. A. About the Big Hits.
C. The Road to Music.
B. The History of Pop. D. Pop Words.
13. A. To introduce new singers and songwriters.
B. To provide the background with music.
C. To help to understand the words to the big music hits. D. To hear from listeners’ opinions on music.
Questions 14 through 16 are based on the following passage. 14. A. They want to learn the basics of English.
B. They benefit from learning general English skills.
C. They want to have an up-to-date knowledge of English. D. They know clearly what they want to learn.
B. Businessmen.
C. Reporters.
D. Lawyers.
15. A. Doctors.
16. A. Three groups of learners.
B. The importance of business English. C. English for Specific Purposes.
D. Features of English for different purposes.
Section C
Directions: In Section C, you will hear two longer conversations. The conversations will be read twice. After you hear each conversation, you are required to fill in the numbered blanks with the information you have heard. Write your answers on your answer sheet. Blanks 17 through 20 are based on the following conversation. Complete the form. Write ONE WORD for each answer. How long have the Kramers been on vacation? For a (17)__________. Who did David invite for the dinner? Some of the Kramers’ friends and (18)_____. Why does David want to have the dinner party? To thank the Kramers for their (19)________. What does Nancy think of David? He is (20)__________. 第 2 页 共 18 页
Blanks 21 through 24 are based on the following conversation.
Complete the form. Write NO MORE THAN THREE WORDS for each answer. What job does the woman suggest to the man? What did Boris do for Mr. Alexander? Where can the man ask for help according to the woman? (21)____________________. (22)____________________. The (23)__________________. What else does the applicant have to do besides (24) _________________ and provide filling out an application form? three references. II. Grammar and Vocabulary Section A
Directions: Beneath each of the following sentences there are four choices marked A, B. C and D. Choose the one answer that best completes the sentence.
25. This kind of mistake, strange as it appears, is quite common ______ young English
beginners.
A. within B. about 26. — May I smoke here?
C. among
D. beyond
— If you ______, that’s the smoking section over there. A. should B. must strike this area.
A. expects B. is expected C. has expected D. will be expected
C. may
D. could
27. The temperature will fall sharply the day after tomorrow, when a snowstorm to
28. Several measures had been tried out to improve the traffic situation, yet ______ of them
seemed to work well. A. none B. both C. all D. either
29. If there were no such serious pollutions, people would live ______ life in the world.
A. the most healthy
B. more healthy a
C. much a healthy D. a more healthy
30. We firmly believe that the project, if ______ according to the plan, will definitely work
out well. A. carrying out
B. being carried out
C. carried out
D. to be carried out
31. Don’t answer any e-mails ______ your private information, however official they look. A. requesting B. to request C. requested D. having requested 32. The man denied anything at the supermarket when questioned by the police.
A. to have stolen B. to be stealing people out there waiting ______.
A. to discover B. to be discovered
C. having stolen D. to steal
33. What people learned from China Got Talented was that there were so many talented
C. discovered
D. being discovered
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34. Can you think of some cases ______ drivers obviously knew the traffic rules but didn’t
obey them?
A. why B. as ______ accompanied by an adult. A. once
A. what
B. when B. which
C. if C. that
D. unless D. how
36. The manager seems never to be satisfied with ______ the company has achieved. 37. When it comes to mental health, the fact is sometimes neglected ______ more and more
teachers are under great pressure. A. which B. since C. whether D. that 38. I’m puzzled why he ______ back to me. He should have heard from me.
A. hasn’t written A. had you
B. didn’t write B. hadn’t you B. has the city
C. doesn’t write C. would you C. the city has
D. hasn’t been writing D. wouldn’t you D. the city had
39. You’d like to have an annual vacation after the project is completed, ______? 40. What we have to admit is that never before ______ experienced such great changes.
A. had the city
C. where D. which
35. The school rules state that no child shall be allowed out of the school during the day,
Section B
Directions: Complete the following passage by using the words in the box. Each word can only be used once. Note that there is one word more than you need. A. employed F. identify B. possessions G. limited C. unprotected H. non-existent D. particularly I. consequently E. admit J. opportunities Historically, the traditional role of women of all classes in Britain had been confined (限制) to that of mother in the home. Single and childless women 41 had an uncomfortable and difficult time. The majority of women had no voting or political rights until 1928, and for centuries wives and their property had been the legal 42 of their husbands. Formal education for women was thought to be unnecessary for their role in life, and was 43 for the majority.
The female position in society became a little better in some respects towards the end of the nineteenth century, but was still very 44 . However, elementary education for all was established and a few institutions of higher education began to 45 women in restricted numbers.
Since the 1960’s, women in Britain have been fighting for greater equality with men in job 46 and rates of pay. Various laws from the 1970’s to the present have been made. In spite of all these, men remain better paid than women in many occupations, 47 in industry. Women constitute (构成) nearly half the national workforce, there are more employed married women in Britain than in any other European Community country, and
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some 60 percent of wives are now 48 compared with 22 percent in 1951. But their average weekly wage is still only 70 percent of the average paid to men. This is true of both the manufacturing trades and the service industries. As a result, the majority of female workers are badly paid and often 49 by the trade unions or the law.
III. Reading comprehension: Section A
Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context. In business, there is a speed difference: It’s the difference between how important a firm’s leaders say speed is to their competitive strategy (策略) and how fast the company actually moves. The difference is important 50 industry and company size. Companies fearful of losing their competitive advantage spend much time and money looking for ways to pick up the 51 .
In our study of 343 businesses, the companies that chose to go, go, go to try to gain an edge ended with lower sales and operating income than those that 52 at key moments to make sure they were on the right 53 . What’s more, the firms that “slowed down to 54 ” improved their top and bottom lines, averaging 40% higher sales and 52% higher operating income over a three-year period. How did they 55 the laws of business, taking more time than competitors yet performing better? They thought 56 about what “slower” and “faster” mean. Firms sometimes 57 to understand the difference between operation speed (moving quickly) and strategic speed (reducing the time it takes to deliver value). Simply increasing the speed of production, for example, may be one way to try to reduce the speed difference. But that often leads to reduced value over time, in the form of lower-quality products and services.
In our study, higher performing companies with strategic speed always made changes when it is 58 . They became more 59 to idea and discussion. They encouraged new ways of thinking. And they allowed time to look and learn. 60 , performance suffered at firms that moved fast all the time, paid too much attention to improving 61 , stuck to tested methods, didn’t develop team spirit among their employees, and had little time thinking about 62 . Strategic speed 63 a kind of leadership. Teams that 64 take time to get things right are more successful in meeting their business goals. That kind of strategy must come from the top. 50. A. according to 51. A. profit 52. A. paused 53. A. situation 54. A. look on 55. A. learn
B. regardless of B. product B. developed B. track B. keep up B. discover
C. due to
D. instead of D. method D. engaged D. duty D. speed up D. prefer
C. speed C. persevered C. occasion
C. hold back C. disobey
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56. A. strangely 57. A. fail 58. A. convenient 59. A. alert 60. A. In short 61. A. welfare 62. A. qualities
B. abstractly B. attempt B. necessary B. restless
B. By contrast B. technology B. standards B. stands for B. extensively
C. entirely
D. differently D. desire
D. incredible D. specific D. All in all D. condition D. changes D. deals with D. regularly
C. pretend C. emergent C. open
C. Above all C. efficiency C. competitors C. refers to
C. naturally
63. A. serves as 64. A. temporarily
Section B
Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.
(A)
This book is designed to help you improve your reading comprehension skills by studying 20 minutes a day for 20 days. You’ll start with the basics and move on to more complex reading comprehension and critical thinking strategies. Please note that although each chapter can be an effective skill builder on its own, it is important that you proceed through this book in order, from Lesson 1 through Lesson 20. Each lesson builds on skills and ideas discussed in the previous chapters. As you move through this book and your reading skills develop, the passages you read will increase both in length and in complexity. The book begins with a pretest, which will allow you to see how well you can answer various kinds of reading comprehension questions now, as you begin. When you finish the book, take the posttest to see how much you’ve improved. The text is divided into four sections, each focusing on a different group of related reading and thinking strategies. These strategies will be outlined at the beginning of each section and then reviewed in a special “putting it all together” final lesson. Each lesson provides several exercises that allow you to practice the skills you learn. To ensure you’re on the right track, each lesson also provides answers and explanations for all of the practice questions. Additionally, you will find practical suggestions in each chapter for how to continue practicing these skills in your daily life. The most important thing you can do to improve your reading skills is to become an active reader. The following guidelines and suggestions outlined will familiarize you with active reading techniques. Use these techniques as much as possible as you work your way through the lessons in this book. 第 6 页 共 18 页
65. According to the passage, the pretest aims to ________.
A. tell you where your starting level is C. illustrate the structure of the text
B. arouse your interest in using the book D. introduce the test-taking techniques
66. According to the passage, which of the following is NOT true?
A. Each chapter has an internal relationship with the previous chapter. B. The texts are arranged in the order of length and complexity. C. Different reading strategies are listed at the beginning of each section. D. The author suggests using the book selectively according to readers’ level. 67. What is the author most likely to talk about in the following paragraph?
A. The function of each chapter. C. The ways to be an active reader.
(B)
The canopy, the upper level of the trees in the rain forest, holds too much of climbing mammals (哺乳动物) of moderately large size, which may include monkeys, cats, civets, and porcupines. Smaller species, including such as mice and small squirrels, are not as common overall in high tropical canopies as they are in most habitats globally.
Small mammals, being warm blooded, suffer hardship in the exposed and uncertain environment of the uppermost trees. Because a small body has more surface area per unit of weight than a large one of similar shape, it gains or loses heat more rapidly. Thus, in the trees, where protection from heat and cold may be scarce and conditions may be changeable, a small mammal may have trouble maintaining its body temperature.
Small size makes it easy to scramble among twigs (嫩枝) and branches in the canopy for insects, flowers, or fruit, but small mammals are defeated, in the competition for food, by large ones that have their own strategies for browsing among food-rich twigs. The weight of an ape hanging below a branch draws the leaves down so that fruit-bearing leaves drop toward the ape’s face. Walking or leaping species of a similar or even larger size access the outer twigs either by breaking and gaining the whole branch or by catching hold of hard branches with the feet or tail and picking food with their hands.
Small climbing animals may reach twigs readily, but it is harder for them than for large climbing animals to cross the wide gaps from one tree top to the next that typify the high canopy. A gibbon can hurl itself farther than a mouse can: it can achieve a running start, and it can more effectively use a branch as a springboard (跳板). The forward movement of a small animal is seriously reduced by the air friction (摩擦) against the relatively large surface area of its body.
68. Which of the following questions does the passage answer?
A. How is the rain forest different from other habitats?
B. How does an animal’s body size influence an animal’s need for food?
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B. The outline of each section. D. The guidelines in using the book.
C. Why does rain forest provide an unusual variety of food for animals? D. Why do large animals tend to dominate the upper canopy of the rain forest?
69. According to paragraph 2, which of the following is true about the small mammals in the
rain forest?
A. They have body shapes that are adapted to life in the canopy.
B. They prefer the temperature and climate of the canopy to that of other environments. C. They have difficulty with the changing conditions in the canopy. D. They use the trees of the canopy for protection from heat and cold.
70. When discussing animal size in paragraph 3, the author indicates that ________. A. small animals require appropriately more food than larger animals do
B. a large animal’s size is an advantage in obtaining food in the canopy C. small animals are often attacked by larger animals in the rain forest
D. small animals and large animals are equally good at obtaining food in the canopy difficult for small mammals?
A. Air friction against the body surface. B. The thickness of the branches. C. The dense leaves of the tree top.
D. The inability to use the front feet as hands.
(C)
According to sociologists, there are several different ways in which a person may become recognized as the leader of a social group in the United States. In the family traditional cultural patterns confer (授予) leadership on one or both of the parents. In other cases, such as friendship groups, one or more persons may gradually emerge as leaders, although there is no formal process of selection. In larger groups, leaders are usually chosen formally through election or recruitment.
Although leaders are often thought to be people with unusual personal ability, decades of research have failed to produce consistent evidence that there is any category of \"natural leaders.\" It seems that there is no set of personal qualities that all leaders have in common; rather, virtually any person may be recognized as a leader if the person has qualities that meet the needs of that particular group.
Furthermore, although it is commonly supposed that social groups have a single leader, research suggests that there are typically two different leadership roles that are held by different individuals. Instrumental leadership is leadership that emphasizes the completion of tasks by a social group. Group members look to instrumental leaders to “get things done.” Expressive leadership, on the other hand, is leadership that emphasizes the collective well-beings of a social group’s members. Expressive leaders are less concerned with the
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71. According to the last paragraph, what makes jumping from one tree crown to another
overall goals of the group than with providing emotional support to group members and attempting to minimize tension and conflict among them. Group members expect expressive leaders to maintain stable relationships within the group and provide support to individual members.
Instrumental leaders are likely to have a rather secondary relationship to other group members. They give orders and may discipline group members who prohibit attainment (达到) of the group’s goals. Expressive leaders cultivate a more personal or primary relationship to others in the group. They offer sympathy when someone experiences difficulties or is subjected to discipline, are quick to lighten a serious moment with humor, and try to resolve issues that threaten to divide the group. As the difference in these two roles suggests, expressive leaders generally receive more personal affection from group members; instrumental leaders, if they are successful in promoting group goals, may enjoy a more distant respect.
72. Which of the following statements about leadership can be inferred from paragraph 2?
A. Few people succeed in sharing a leadership role with another person.
B. A person who is an effective leader of a particular group may not be an effective leader in another group.
C. A person can best learn how to be an effective leader by studying research on
leadership.
D. Most people desire to be leaders but can produce little evidence of their qualifications. 73. The passage indicates that instrumental leaders generally focus on ________.
A. ensuring harmonious relationships B. sharing responsibility with group members C. achieving a goal D. identifying new leaders
74. A “secondary relationship” between a leader and the members of a group could best be
described as “________”. A. distant
B. enthusiastic D. personal
C. sympathetic
75. What does the passage mainly discuss?
A. The problems faced by leaders.
B. How leadership differs in small and large groups. C. How social groups determine who will lead them. D. The role of leaders in social groups. Section C
Directions: Read the following passage and choose the most suitable heading from A-F for each paragraph. There is one extra heading which you do not need.
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A. Joint effort in the development of for-profit centers B. Benefits brought to parents C. An alternative to the problem of public playgrounds D. Suitable time arrangement for working parents E. Parents’ worries of the kids safety in the new playground F. Parents’ concern about kids playing time 76. As public playgrounds grow increasingly worn and shabby, the for-profit centers offer clean, safe, supervised activities as well as a variety of challenging exercises to develop youngsters’ physical fitness, usually for a fee of around $5 an hour. “Playgrounds are dirty, not supervised,” says Dick Guggenheimer, owner of the two-month-old Discovery Zone in Yonkers, N.Y., part of a Kansas City-based chain. “We’re indoors; we’re padded; parents can feel their child is safe.”
77. Discovery Zone has sold 120 outlets in the past 14 months, boasting sandboxes full of brightly colored plastic balls, mazes, obstacle courses, slides and mountains to climb. Now McDonalds is getting into the act. The burger giant is test-marketing a new playground, Leaps&Bounds, in Naperville, Ill. Phys Kids of Wichita has opened one center and has plans to expand.
78. American parents are rightly worried about their kids’ leisure life. There are 36 million children in the U.S. aged 2 to 11 who watch an average of 24 hours of TV a week and devote less and less energy to active recreation. Nationwide decrease in education budgets are making the problem worse, as gym classes and after-hours sports time get squeezed. Says Discovery Zone president Jack Gunion: “We have raised a couple of pure couch potatoes.” 79. In an attempt to attract more people, the new facilities cater to (迎合) the concerns of two-earner families, staying open in the evenings, long after traditional public playground have grown dark and unusable. At Naperville’s Leaps&Bounds, families can play together for $4.95 per child, parents free. Fresh-faced assistants, dressed in colorful sport pants and shirts, guide youngsters to appropriate play areas for differing age group.
80. These new playgrounds are not meant to be day-care facilities; parents are expected to stay and play with their kids rather than drop them off. But several also provide high-tech baby-sitting services. At some of the Discovery Zones, parents can register their children in special supervised programs, then leave them and slip away for a couple of hours to enjoy a movie or dinner. The most fun of all, though, is getting to do what parents used to do in the days before two-career families and two-hour commutes: play with their kid. That, at least, is old-fashioned, even at per-hour rates.
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Section D
Directions: Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words.
High school dropouts (辍学者) earn an average of $9,000 less per year than graduates. Now a new study moves away a common belief why they quit. It’s much more than failing in exams at school.
Society tends to think of high school dropouts as kids who just can’t cut it. They are lazy, and perhaps not too bright. So researchers were surprised when they asked more than 450 kids who quit school about why they left.
“The vast majority actually had passing grades and they were confident that they could have graduated from high school.” John Bridgeland, the executive researcher said. About one million teens leave school each year. Only about half of African-American and Hispanic students will receive a diploma, and actually all dropouts come to regret their decision. So, if failing grades don’t explain why these kids quit, what does? Again, John Bridgeland: “The most dependable finding was that they were bored.” “They found classes uninteresting; they weren’t inspired or motivated. They didn’t see any direct connection between what they were learning in the classroom to their own lives, or to their career aspirations.”
The study found that most teens who do drop out wait until they turn sixteen, which happens to be the age at which most states allow students to quit. In the US, only one state, New Mexico, has a law requiring teenagers to stay in high school until they graduate. Only four states: California, Tennessee, Texas and Utah, plus the District of Columbia, require school attendance until age 18, no exceptions, another researcher, says raising the compulsory attendance age may be one way to keep more kids in school.
“As these dropouts look back, they realize they’ve made a mistake. And anything that sort of gives these people an extra push to stick it out and it through to the end, is probably helpful measure.”
New Hampshire may be the next state to raise its school attendance age to 18. But critics say that forcing the students unwilling to continue their studies to stay in school misses the point－the need for reform. It’s been called for to reinvent high school education to make it more challenging and relevant, and to ensure that kids who do stick it out receive a diploma that actually means something.
(Note: Answer the questions or complete the statements in NO MORE THAN 10 WORDS) 81. What do people think of those who quit school?
82. Many students quit school not because they cannot pass grades but because they find
lessons _________________________.
83. Why don’t some students quit until they are sixteen?
84. According to the passage, the more effective way to keep students from quitting is to
_________________________.
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第II 卷 (共45分)
IV. Translation
Directions: Translate the following sentences into English, using the words given in the brackets.
85. 针对食品安全的投诉越来越多。 (There…)
86. 伦敦已为即将到来的奥运会作好了充分的准备。 (preparation)
87. 尽管天气不好，我们盼望的运动会仍将按原定计划举行。 (despite)
88. 这个村庄几乎与世隔绝，许多民间习俗得以很好地保留。(preserve)
89. 与第二代产品相比，虽然ipad3外观没有太大的变化，但功能得到了较大的提升。
(though)
V. Guided Writing
Directions: Write an English composition in 120 - 150 words according to the instructions given below in Chinese.
假定你是校英语俱乐部的负责人，需要在英文校报上发表一篇文章，向新生介绍英语俱乐部。文章需包含以下三个方面内容：
1. 英语俱乐部的宗旨
2. 英语俱乐部的主要活动内容 3. 参加英语俱乐部的益处
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闵行区2011学年度第二学期高三质量监控考试
英语试卷参考答案
第I卷
1. C 11. C
2. A 12. A
3. B 13. B
4. D 14. D
5. D 15.B
6. C 16.C
20. thoughtful / considerate
32. C 48. A 57. A 72. B
33. B 49. C 58. B 73. C
59. C 74. A 34. C
7. B
8. A
9. D
10. A
17. month 25. C 35. D 41. I 50. B 60. B 65. A 75. D 76. C
18. families
27. B 37. D 43. H 52. A 62. D 67. C 78. F
28. A 38. A 44. G 53. B 63. A 68. D 79. D
19. generosity / help 29. D 39. D 45. E 54. D 64. D 69. C 80. B
70. B 30. C 40. B 46. J 55. C
21. House-sitting 22. feed the pets 23. student employment office 24. have an interview
26. B 36. A 42. B 51. C 61. C 66. D 77. A
31. A 47. D 56. D 71. A
81. (They are) lazy and not bright.
82. uninteresting and not relevant to real life/ having no direct connection with their lives 83. Because that’s the age to be allowed to quit. / Because that’s the compulsory attendance
age required by law.
84. reform or reinvent high school education
第II卷
IV. Translation
85. There are more and more complaints about food safety.
86. London has made good preparations for the coming Olympic Games.
87. Despite the bad weather, the sports meet we are looking forward to will be held as
planned. 88. The village is almost isolated with the outside world, thus, lots of local customs are well preserved there.
89. Compared with the second generation products, though ipad3 differs / changes very little
in appearance, the functions have been considerably improved. 评分标准：
1. 第1题3分，第2—4题，每题4分；第5题5分。
2. 在每题中，单词拼写、标点符号、大小写错误累计每两处扣1分。 3. 语法错误每处扣1分。 每句同类语法错误不重复扣分。 4. 译文没有用所给单词，扣1分。 V. Guided Writing:
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评分标准：
1．本题总分为25分，其中内容10分，语言10分，组织结构5分。
2．评分时应注意的主要方面：内容要点、应用词汇和语法结构的数量和准确性以及上下
文的连贯性。
3．评分时，先根据文章的内容和语言初步确定所属档次，然后对照相应的组织结构档次给予
加分。其中，内容和语言两部分相加，得15分或以上者，可考虑加4-5分，15分以下者只能考虑加0，1，2，3分。
4．词数少于70，总分最多不超过10分。 档次 A B C D E 各档次给分要求： 内容部分
A．内容充实，主题突出，详略得当。 B．内容较充实，能表达出作文要求。 C．内容基本充实，尚能表达出作文要求。
D．漏掉或未能写清楚主要内容，有些内容与主题无关。 E．明显遗漏主要内容，严重离题。 语言部分
A． 具有很好的语言表达能力，语法结构正确或有些小错误，主要因为使用了较复杂结
构或 词汇所致。
B． 具有较强的语言表达能力，语法结构和词汇的应用基本正确，错误主要因为尝试较
复杂结构或词汇所致。
C． 有一些语法结构和词汇方面的错误，但不影响理解。 D． 语法结构与词汇错误较多，影响了对内容的理解。 E． 语法结构与词汇的错误很多，影响了对内容的理解。 组织结构部分
A． 自然地使用了语句间的连接成分，全文流畅结构紧凑。句子结构多样，词汇丰富。 B． 能使用语句间连接成分，全文流畅结构紧凑。句子结构多样，词汇较丰富。 C． 能使用简单的语句间连接成分，全文内容连贯。句子结构有一定的变化，词汇使用
得当。
D． 尚能使用语句间连接成分，语言连贯性较差，句子结构单调，词汇贫乏。 E． 缺乏语句间的连接成分，语言不连贯。词不达意。
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内容 9—10 7—8 5—6 3—4 0—2 语言 9—10 7—8 5—6 3—4 0—2 组织结构 4—5 3 2 1 0 听力原文：
I. Listening Comprehension Section A
Directions: In Section A, you will hear ten short conversations between two speakers. At the end of each conversation, a question will be asked about -what was said. The conversations and the questions will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard.
1. W: Today is Saturday. I will return the book next Tuesday. M: Take your time. You can return it next Friday.
Q: According to the man, when will the woman return the book? 2. M: I’ll be with you as soon as I give this lady her change. W: That's OK. I’ll have a look at your new books on the shelves. Q: Where does this conversation most probably take place? 3. M: Sure, Anna, come on in. What can I do for you?
W: This is a little difficult, so I guess I’ll just speak directly. I’ve been offered another job,
and I think I’m going to accept it.
Q: What's the probable relationship between the two speakers? 4. W: Tim missed the deadline for the assignment again.
M: He's got to adjust his study habits in order to survive the university. Q: What are they talking about?
5. M: Sorry, Miss Scar is not here, Miss Baker. Would you like to leave a message?
W: OK, please tell her to be-ready at four tomorrow. I’ll come over to the hotel right after
the class. The train leaves at a quarter to five.
Q: Where will Miss Baker probably take Miss Scar tomorrow? 6. W: Which course do you like best?
M: I like all the .subjects of the Arts because to be a reporter to cover all kinds of culture in
the world is my dream.
Q: What does the man want to be in the future?
7. M: I think I'm going to give up basketball. I lost the game. W: Just because you lost? Is this the reason you give up? Q: What does the woman suggest the man do?
8. M: Well, it has just as many bedrooms as the last apartment, dear. And the living room is
huge.
W: Yes, but the bedrooms are too small. And there isn't enough closet space for my clothes. Q: What can we infer from the conversation?
9. M: Shall we go out for Japanese food or Chinese food tonight?
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W: I don't care. It's up to you. Q: What does the woman mean?
10. M: It's getting dark. Do you want me to walk you to your car?
W: No, thanks, it's not far. Q: What does the woman mean?
Section B
Directions: In Section B, you will hear two short passages, and you will be asked three questions on each of the passages. The passages will be read twice, but the questions will be spoken only once. When you hear a question, read the four possible answers on your paper and decide which one would be the best answer to the question you have heard. Questions 11 through 13 are based on the following passage.
Good evening. You are listening to Pop World of BCD International. I'm Susan. Well, first, I would like to say a few words to my dear listeners who are not very familiar with this program.
Since many people want to listen to and understand pop songs, radio producers at BCD International have made hundreds of programs over the years. We not only have access to the stars of the music world, but we also have a vast library of \"golden oldie\" classics, as well as the \"latest releases\".
For those of you who like a bit of background with your favorite music— there's The History of Pop or The Road to Music. If you want to hear from the artists themselves, there's a new series called About the Big Hits. This is based on interviews with popular singers and songwriters. If you want to understand the words to the big music hits, Pop Words is the program for you. After all, it's hard enough for native English speakers to understand most pop songs—so, if English isn't your first language, you shouldn't be surprised if the words to many songs leave you in the dark. Questions:
11. What did the speaker do at the first of the programme?
12. If listeners want to hear from the artists themselves, what should they listen to? 13. What is the programme the Road to Music intended for?
Questions 14 through 16 are based on the following passage.
There are three groups of English learners: beginners, intermediate learners, and learners of specialist English. Beginners need to learn the basics of English. Students who have reached an intermediate level benefit from learning general English skills. But what about students who want to learn specialist English for their work of professional life? Most students who fit into this third group have a clear idea about what they want to learn. A bank
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clerk, for example, wants to use this specialist vocabulary and technical terms of finance. But for teachers, deciding how to teach specialist English is not always so easy. For a start, the variety is enormous. Every field from airline pilots to secretaries has its own vocabulary and technical terms. Teachers also need to have an up-to-date knowledge of that specialist language, and not many teachers are exposed to working environments outside the classroom. These issues have influenced the way specialist English is taught in schools. This type of course is usually known as English for Specific Purposes or ESP and there are ESP courses for almost every area of professional and working life. In Britain, for example, there are courses which teach English for doctors, lawyers,, reporters, travel agents and people working in the hotel industry. By far, the most popular ESP courses are for business English. Questions:
14. What is the characteristic of learners of specialist English? 15. Who are the most popular ESP courses for in Britain? 16. What is the speaker mainly talking about?
Section C
Directions: In Section C, you will hear two longer conversations. The conversations will be read twice. After you hear each conversation, you are required to fill in the numbered blanks with the information you have heard.
Blanks 17 through 20 are based on the following conversation. W: David, can I give you a hand with one of those grocery bags?
M: Sure, Nancy. Could you take this one please? I didn't realize how heavy these bags would
be.
W: Why did you buy so much stuff when you have to walk home from store?
M: Well, I didn't intend to buy a lot, but I'm having some people over, and I guess I need more
than I expected. W: What's the occasion?
M: The people I live with, the Kramers, have been on vacation for a month, and I thought I'd surprise them. I'm inviting some of their friends and families for a welcome-home dinner. W: That's really thoughtful of you.
M: I figure it's the least I can do for them. They've been letting me stay with the rent free
while I am in school.
W: Really? That's pretty generous of them.
M: Well, they understand how difficult it is to make ends meet when you are a student.
They've been such a big help to me. I thought that this might be a small way to thank them for their generosity.
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Blanks 21 through 24 are based on the following conversation.
M: I really have no idea what to do during this summer holiday. I can't bear to just sit around, and there seem to be no jobs available. .
W: Why don't you try house-sitting? Last summer my friend Tom house-sat for the Alexander when they went away on vacation. Mr. Alexander hired Tom stay in their house because he didn't want it left empty.
M: You mean the Alexanders paid Tom just to live in their house?
W: It certainly wasn't that easy. He had to mow the lawn and water the houseplants. And when
Boris house-sat for Mr. Alexander, he had to feed the pets.
M: I heard about baby-sitting, and house-sitting sounds just like it—except you're taking care
of a house instead of children. It may be a suitable job for me.
W: Yeah, and I know the student employment office still has a few jobs posted. M: Really? Do I just have to fill out an application form?
W: Yes, and as/far as I know, Tom and Boris had to have an interview and provide three
references each.
M: That seems like a lot of trouble for a summer job.
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