作者:沪江英语|2014年12月07日 19:44

Part Ⅱ Listening Comprehension (30 minutes)
Section A

Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of eachconversation, one or more questions will be asked about what was said. Both the conversation and thequestions will be spoken only once. After each question there will be a pause. During the pause, you mustread the four choices markedA., B ), C. and D ), and decide which is the best answer. Then mark thecorresponding letter on Answer Sheetl with a single line through the centre.
1.A. In a parking lot.
B.At a grocery.
C. At a fast food restaurant.
D. In a car showroom.
2.A. Change her position now and then.
B.Stretch her legs before standing up.
C. Have a little nap after lunch.
D. Get up and take a short walk.
3.A. The students should practice long-distance running.
B.The students' physical condition is not desirable.
C. He doesn't quite believe what the woman says.
D. He thinks the race is too hard for the students.
4.A. They will get their degrees in two years.
B.They are both pursuing graduate studies.
C. They cannot afford to get married right now.
D. They do not want to have a baby at present.
5.A. He must have been mistaken for Jack.
B.Twins usually have a lot in common.
C. Jack is certainly not as healthy as he is.
D. He has not seen Jack for quite a few days.
6.A. The woman will attend the opening of the museum.
B.The woman is asking the way at the crossroads.
C. The man knows where the museum is located.
D. The man will take the woman to the museurn.
7.A. They cannot ask the guy to leave.
B.The guy has been coming in for years.
C. The guy must be feeling extremely lonely.
D. They should not look down upon the guy.
8.A. Collect timepieces.
B.Become time-conscious.
C. Learn to mend clocks.
D. Keep track of his daily activities.
Questions 9 to 11 are based on the conversation you have just heard.
9.A. It is eating into its banks.
B.It winds its way to the sea.
C. It is wide and deep.
D. It is quickly rising.
10.A. Try to speed up the operation by any means.
B.Take the equipment apart before being ferried.
C. Reduce the transport cost as much as possible.
D. Get the trucks over to the Other side of the river.
11.A. Find as many boats as possible.
B.Cut trees and build rowing boats.
C. Halt the operation until fu.rther orders.
D. Ask the commander to send a helicopter.
Questions 12 to 15 are based on the conversation you have just heard.
12.A. Talk about his climbing experiences.
B.Help him join an Indian expedition.
C. Give up mountain climbing altogether.
D. Save money to buy climbing equipment.
13.A. He was the first to conquer Mr. Qomolangma.
B.He had an unusual religious background.
C. He climbed mountains to earn a living.
D. He was very strict with his children.
14.A. They are to be conquered.
B.They are to be protected.
C. They are sacred places.
D. They are like humans.
15.A. It was his father's training that pulled him through.
B.It was a milestone in his mountain climbing career.
C. It helped him understand the Sherpa view of mountains.
D. It was his father who gave him the strength to succeed.
Section B
Directions: In this section, you will hear 3 short passages. At the end of each passage, you will.hear somequestions. Both the passage and the questions will be spoken only once. After you hear a question, youmust choose the best answer from the four choices marked A ), B ), C ) and D ). Then mark thecorresponding letter on ,Answer Sheet 1 with a single line through the centre.
Passage One
Questions 16 to 19 are based on the passage you have just heard.
16.A. By showing a memorandum's structure.
B.By analyzing the organization of a letter.
C. By comparing memorandums with letters.
D. By reviewing what he has said previously.
17.A. They ignored many of the memorandums they received.
B.They placed emphasis on the format of memorandums.
C. They seldom read a memorandum through to the end;
D. They spent a lot of time writing memorandums.
18.A. Style and wording.
B.Directness and clarity.
C. Structure and length.
D. Simplicity and accuracy.
19.A. Inclusion of appropriate humor.
B.Direct statement of purpose.
C. Professional look.
D. Accurate dating.Passage Two
Questions 20 to 22 are based on the passage you have just heard.
20.A. They give top priority to their work efficiency.
B.They make an effort to lighten their workload.
C. They try hard to make the best use of their time.
D. They never change work habits unless forced to.
21.A. Sense of duty.
C. Work efficiency.
D. Passion for work.
22.A. They find no pleasure in the work they do.
B.They try to avoid work whenever possible.
C. They are addicted to playing online games.
D. They simply have no sense of responsibility.Passage Three
Questions 23 to 25 are based on the passage you have just heard.
23.A. He lost all his property.
B.He was sold to a circus.
C. He ran away from his family.
D. He was forced into slavery.
24.A. A carpenter.
B.A master of his.
C. A businessman.
D. A black drummer.
25.A. It named its town hall after Solomon Northup,
B.It freed all blacks in the town from slavery.
C. It declared July 24 Solomon Northup Day.
D. It hosted a reunion for the Northup family.
Section C
Directions: In this section, you will hear a passage three times. When the passage is read for the firs~ time,you should listen carefully for its general idea .. When the passage is read for the second time, you arerequired to fill in the blanks with the exact words you have just heard. Finally, when the passage is read forthe third time, you should check what you have written.
Intolerance is the art of ignoring any views that differ from your own. It 26itself in hatred,stereotypes, prejudice, and 27. Once it intensifies in people, intolerance is nearly impossible toovercome. But why would anyone want to be labeled intolerant ? Why would people want to be 28about the world around them? Why would one want to be part of the problem in America, instead of thesolution?
There are many explanations for intolerant attitudes, some29childhood. It is likely thatintolerant folks grew up 30intolerant parents and the cycle of prejudice has simply continued for31 Perhaps intolerant people are so set in their ways that they find it easier to ignore anything thatmight not32their limited view of. life. Or maybe intolerant students have simply never been33to anyone different from themselves. But none of these reasons is an excuse for allowing theintolerance to continue.
Intolerance should not be confused with disagreement. It is, of course, possible to disagree with anopinion without being intolerant of it. If you understand a belief but still don't believe in that specificbelief, that's fine. You are 34your opinion. As a matter of fact,35 dissenters (持异议者)are important for any belief. If we all believed the same things, we would never grow, and we wouldnever learn about the world around us. Intolerance does not stem from disagreement. It stems from fear.And fear stems from ignorance. 

Part Ⅲ Reading Comprehension  (40 minutes)
Section A 
Directions: In this section, there is a passage with ten blanks. You are required to select one word for eachblank from a list of choices given in a word bank following the passage. Read the passage through carefullybefore making your choices. Each choice in the bank is identified by a letter. Please mark the correspondingletter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of thewords in the bank more than once.
Questions 36 to 45 are based on the following passage.
His future subjects have not always treated the Prince of Wales with the respect one might expect.They laughed aloud in 1986 when the heir to the British 36told a TV reporter that he talked to hisplants at his country house, Highgrove,.to stimulate their growth. The Prince was being humorous--"Mysense of humor will get me into trouble one day," he said to his aids (随从)--but listening to CharlesWindsor can indeed prove stimulating. The royal 37has been promoting radical ideas for most ofhis adult life. Some of his 38, which once sounded a bit weird, were simply ahead oftheir time.their time.Now, finally, the world seems to be catching up with him.
Take his views on farming. Prince Charles' Duchy Home Farm went39back in 1986, whenmost shoppers cared only about the low price tag on suspiciously blemish-free (无瑕疵的) vegetables and40large chickens piled high in supermarkets.
His warnings on climate change proved farsighted, too. Charles began41action on globalwarming in 1990 and says he has been worried about the42of man on the environment since hewas a teenager.
Although he has gradually gained international43 as one of the world's leadingconservationists, many British people still think of him as an44person who talks to plants. Thisyear, as it happens, South Korean scientists proved that plants really do 45to sound. So Charleswas ahead of the game there, too.
A.conform F.notionsK. subordinateB.eccentric G. organicL. suppressingC. environmentalistH.originally M. throne
D. expeditions I.recognitionN. unnaturallyE. impact J. respond O. urging
Section B
Directions: In this section, you are going to read a passage with ten statements attached to it. Eachstatement contains information given in one of the paragraphs. Identify the paragraph from which theinformation is derived. You may choose a paragraph more than once. Each paragraph is marked with aletter. Answer the questions by marking the corresponding letter on Answer Sheet 2.
High School Sports Aren't Killing Academics
A. In this month's Atlantic cover article, "The Case Against High-School Sports," Amanda Ripley arguesthat school-sponsored sports programs should be seriously cut. She writes that, unlike most countriesthat outperform the United States on international assessments, American schools put too much of anemphasis on athletics. “Sports are embedded in American schools in a way they are not almostanywhere else," she writes.“Yet this difference hardly ever comes up in domestic debates aboutAmerica's international mediocrity (平庸) in education."
B.American student-athletes reap many benefits from participating in sports, but the costs to the schoolscould outweigh their benefits, she argues. In particular, Ripley contends that sports crowd out theacademic missions of schools: America should learn from South Korea and Finland and every othercountry at the top level of international test scores, all of whom emphasize athletics far less in school."Even in eighth grade, American kids spend more than twice the time Korean kids spend playingsports," she writes, citing a 2010 study published in the Journal of Advanced Academics.
C. It might well be true that sports are far more rooted in American high schools than in other countries.But our reading of international test scores finds no support for the argument against school athletics.Indeed, our own research and that of others lead us to make the opposite case. School-sponsored sportsappear to provide benefits that seem to increase, not detract (减少) from, academic success.
D. Ripley indulges a popular obsession (痴迷) with international test score comparisons, which show wideand frightening gaps between the United States and other countries. She ignores, however, the factthat states vary at least as much in test scores as do developed countries. A 2011 report from HarvardUniversity shows that Massachusetts produces math scores comparable to South Korea and Finland,while Mississippi scores are closer to Trinidad and Tobago. Ripley's thesis about sports falls apart inlight of this fact. Schools in Massachusetts provide sports programs while schools in Finland do not.Schools in Mississippi may love football while in Tobago interscholastic sports are nowhere near asprominent. Sports cannot explain these similarities in performance. They can't explain internationaldifferences either.
E. If it is true that sports undermine the academic mission of American schools, we would expect to see a
negative relationship between the commitment to athletics and academic achievement. However, theUniversity of Arkansas's Daniel Bowen and Jay Greene actually find the opposite. They examine thisrelationship by analyzing schools' sports winning percentages as well as student-athletic participationrates compared to graduation rates and standardized test score achievement over a five-year period forall public high schools in Ohio. Controlling for student poverty levels, demographics (人口统计状况),and district financial resources, both measures of a school's commitment to athletics are significantlyand positively related to lower dropout rates as well as higher test scores.
F. On-the-field success and high participation in sports is not random--it requires focus and dedication toathletics. One might think this would lead schools obsessed with winning to deemphasize academics.Bowen and Greene's results contradict that argument. A likely explanation for this seeminglycounterintuitive (与直觉相反的 ) result is that success in sports programs actually facilitates or reflectsgreater social capital within a school's community.
G. Ripley cites the writings of renowned sociologist James Coleman, whose research in education wasgroundbreaking. Coleman in his early work held athletics in contempt, arguing that they crowded outschools' academic missions. Ripley quotes his 1961 study, The Adolescent Society, where Colemanwrites, "Altogether, the trophy (奖品) case would suggest to the innocent visitor that he was enteringan athletic club, not an educational institution."
H. However, in later research Coleman would show how the success of schools is highly dependent onwhat he termed social capital, "the norms, the social networks, and the relationships between adultsand children that are of value for the child's growing up."
I.According to a 2013 evaluation conducted by the Crime Lab at the University of Chicago, a programcalled Becoming a Man--Sports Edition creates lasting improvements in the boys' study habits andgrade point averages. During the first year of the program, students were found to be less likely totransfer schools or be engaged in violent crime. A year after the program, participants were less likelyto have had an encounter with the juvenile justice system.
J. If school-sponsored sports were completely eliminated tomorrow, many American students would stillhave opportunities to participate in organized athletics elsewhere, much like they do in countries suchas Finland, Germany, and South Korea. The same is not certain when it comes to students from moredisadvantaged backgrounds. In an overview of the research on non-school based after-schoolprograms, researchers find that disadvantaged children participate in these programs at significantlylower rates. They find that low-income students have less access due to challenges with regard totransportation, non-nominal fees, and off-campus safety. Therefore, reducing or eliminating theseopportunities would most likely deprive disadvantaged students of the benefits from athleticparticipation, not least of which is the opportunity to interact with positive role models outside ofregular school hours.
K. Another unfounded criticism that Ripley makes is bringing up the stereotype that athletic coaches aretypically lousy (蹩脚的) classroom teachers. "American principals, unlike the vast majority ofprincipals around the world, make many hiring decisions with their sports teams in mind, which doesnot always end well for students." she writes. Educators who seek employment at schools primarily forthe purpose of coaching are likely to shirk (推卸) teaching responsibilities, the argument goes.Moreover, even in the cases where the employee is a teacher first and athletic coach second, theadditional responsibilities that come with coaching likely come at the expense of time otherwise spenton planning, grading, and communicating with parents and guardians.
L. The data, however, do not seem to confirm this stereotype. In the most rigorous study on theclassroom results of high school coaches, the University of Arkansas's Anna Egalite finds that athleticcoaches in Florida mostly tend to perform just as well as their non-coaching counterparts, with respectto raising student test scores. We do not doubt that teachers who also coach face serious tradeoffs thatlikely come at the expense of time they could dedicate to their academic obligations. However, as withsporting events, athletic coaches gain additional opportunities for communicating and serving asmentors (导师) that potentially help students succeed and make up for the costs of coachingcommitments.
M. If schools allow student-athletes to regularly miss out on instructional time for the sake of traveling toathletic competitions, that's bad. However, such issues would be better addressed by changing schooland state policies with regard to the scheduling of sporting events as opposed to total elimination. Ifthe empirical evidence points to anything, it points towards school-sponsored sports providing assetsthat are well worth the costs.
N. Despite negative stereotypes about sports culture and Ripley's presumption that academics and athleticsare at odds with one another, we believe that the greater body of evidence shows that school-sponsoredsports programs appear to benefit students. Successes on the playing field can carry over to theclassroom and vice versa (反之亦然). More importantly, finding ways to increase school communities'social capital is imperative to the success of the school as a whole, not just the athletes.
46. Students from low-income families have less access to off-campus sports programs.
47. Amanda Ripley argues that America should learn from other countries that rank high in internationaltests and lay less emphasis on athletics.
48. According to the author, Amanda Ripley fails to note that students' performance in exams varies fromstate to state.
49. Amanda Ripley thinks that athletic coaches are poor at classroom instruction.
50. James Coleman's later research makes an argument for a school's social capital.
51. Researchers find that there is a positive relationship between a school's commitment to athletics and academic achievements.
52. A rigorous study finds that athletic coaches also do well in raising students' test scores.
53. According to an evaluation, sports programs contribute to students' academic performance and characterbuilding.
54. Amanda Ripley believes the emphasis on school sports should be brought up when trying to understand why American students are mediocre.
55. James Coleman suggests in his earlier writings that school athletics would undermine a school's image.
Section C
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinishedstatements. For each of them there are four choices markedA. , B., C. and D.. You should decide on thebest choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
Passage One
Questions 56 to 60 are based on the following passage.
It is easy to miss amid the day-to-day headlines of global economic recession, but there is a lessconspicuous kind of social upheaval (剧变) underway that is fast altering both the face of the planet andthe way human beings live. That change is the rapid acceleration of urbanization. In 2008, for the firsttime in human history, more than half the world's population was living in towns and cities. And as arecently published paper shows, the process of urbanization will only accelerate in the decades to come--with an enormous impact on biodiversity and potentially on climate change.
As Karen Seto, the lead author of the paper, points out, the wave of urbanization isn't just about themigration of people into urban environments, but about the environments themselves becoming bigger toaccommodate all those people. The rapid expansion of urban areas will have a huge impact on biodiversityhotspots and on carbon emissions in those urban areas.
Humans are the ultimate invasive species--when.they move into new territory, they often displace thewildlife that was already living there. And as land is cleared for those new cities--especially in the densetropical forests--carbon will be released into the atmosphere as well. It's true that as people in developingnations move from the countryside to the city, the shift may reduce the pressure on land, which could inturn be good for the environment. This is especially so in desperately poor countries, where residents inthe countryside slash and burn forests each growing season to clear space for farming. But the realdifference is that in developing nations, the move from rural areas to cities often leads to an accompanyingincrease in income--and that increase leads to an increase in the consumption of food and energy, whichin turn causes a rise in carbon emissions. Getting enough to eat and enjoying the safety and comfort of
living fully on the grid is certainly a good thing--but it does carry an environmental price.
The urbanization wave can't be stopped--and it shouldn't be. But Seto's paper does underscore theimportance of managing that transition. If we do it the right way, we can reduce urbanization's impact onthe environment. "There's an enormous opportunity here, and a lot of pressure and responsibility to thinkabout how we urbanize," says Seto. "One thing that's clear is that we can't build cities the way we haveover the last couple of hundred years. The scale of this transition won't allow that." We're headed towardsan urban planet no matter what, but whether it becomes heaven or hell is up to us.
56. What issue does the author try to draw people's attention to?
A. The shrinking biodiversity worldwide.
B.The rapid increase of world population.
C. The ongoing global economic recession.
D. The impact of accelerating urbanization.
57. In what sense are humans the ultimate invasive species?
A. They are much greedier than other species.
B.They are a unique species born to conquer.
C. They force other species out of their territories.
D. They have an urge to expand their living space.
58. In what way is urbanization in poor countries good for the environment?
A. More land will be preserved for wildlife.
B.The pressure on farmland will be lessened.
C. Carbon emissions will be considerably reduced.
D. Natural resources will be used more effectively.
59. What does the author say about living comfortably in the city?
A. It incurs a high environmental price.
B.It brings poverty and insecurity to an end.
C. It causes a big change in people's lifestyle.
D. It narrows the gap between city and country.
60. What can be done to minimize the negative impact of urbanization according to Seto?
A. Slowing down the speed of transition.
B.Innovative use of advanced technology.
C. Appropriate management of the process.
D. Enhancing people's sense of responsibility.Passage Two
Questions 61 to 65 are based on the following passage.
When Harvard student Mark Zuckerberg launched thefacebook, com in Feb.2004, even he could notimagine the forces it would let loose. His intent was to connect college students. Facebook, which is whatthis website rapidly evolved into, ended up connecting the world.
To the children of this connected era, the world is one giant social network. They are not bound--aswere previous generations of humans--by what they were taught. They are only limited by their curiosityand ambition. During my childhood, all knowledge was local. You learned everything you knew from yourparents, teachers, preachers, and friends.
With the high-quality and timely information at their fingertips, today's children are rising above thefears and biases of their parents. Adults are also participating in this revolution. India's normally tamemiddle class is speaking up against social ills. Silicon Valley executives are being shamed into addingwomen to their boards. Political leaders are marshalling the energy of millions for elections and politicalcauses. All of this is being done with social media technologies that Facebook and its competitors set free.As does every advancing technology, social media has created many new problems. It is commonlyaddictive and creates risks for younger users. Social media is used by extremists in the Middle East andelsewhere to seek and brainwash recruits. And it exposes us and our friends to disagreeable spying. Wemay leave our lights on in the house when we are on vacation, but through social media we tell criminals.
exactly where we are, when we plan to return home, and how to blackmail (敲诈) us.
Governments don't need informers any more. Social media allows government agencies to spy on theirown citizens. We record our thoughts, emotions, likes and dislikes on Facebook; we share our politicalviews, social preferences, and plans. We post intimate photographs of ourselves. No spy agency orcriminal organization could actively gather the type of data that we voluntarily post for them.
The marketers are also seeing big opportunities. Amazon is trying to predict what we will order.Google is trying to judge our needs and wants based on our social-media profiles. We need to be aware ofthe risks and keep working to alleviate the dangers.
Regardless of what social media people use, one thing is certain: we are in a period of acceleratingchange. The next decade will be even more amazing and unpredictable than the last. Just as no one couldpredict what would happen with social media in the last decade, no one can accurately predict where thistechnology will take us. I am optimistic, however, that a connected humanity will find a way to upliftitself.
61. What was the purpose of Facebook when it was first created?
A.To help students connect with the outside world.
B.To bring university students into closer contact.
C. To help students learn to live in a connected era.
D. To combine the world into an integral whole.
62. What difference does social media make to learning?
A. Local knowledge and global knowledge will merge.
B.Students will become more ctirious and ambitious.
C. People are able to learn wherever they travel.
D. Sources of information are greatly expanded.,
63. What is the author's greatest concern with social media technology?
A. Individuals and organizations may use it for evil purposes.
B.Government will find it hard to protect classified information.
C. People may disclose their friends' information unintentionally.
D. People's attention will be easily distracted from their work in hand.
64. What do businesses use social media for?
A. Creating a good corporate image.
B.Anticipating the needs of customers.
C. Conducting large-scale market surveys.
D. Minimizing possible risks and dangers.
65. What does the author think of social media as a whole?
A. It will enable ,human society to advance at a faster pace.
B.It will pose a grave threat to our traditional ways of life.
C. It is bound to bring about another information revolution.
D. It breaks down the final barriers in human communication.

Part Ⅳ Translation (30 minutes)
Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. Youshould write your answer on Answer Sheet 2.

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