II. Grammar and vocabulary Section A Directions: After reading the passages below, fill in the blanks to make the passages coherent and grammatically correct. For the blanks with a given word
, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank. (A) I hated dinner parties. But I decided (25)__________ (give) them another try because I’m in London. And my friend Mallery invited me. And because (26)__________ dinner parties in London are very different from those in New York. In New York, “I’m having a dinner party” means “I’m booking a table for 12 at a restaurant you (27)__________ hardly afford and we’ll be sharing the check evenly, (28)__________ you eat.” Worse, in Manhattan, there is always someone who (29)__________ (leave) before the bill arrives. They’ll throw down cash, half of what they owe, and then people like me, who don’t drink, end up (30)__________ (pay) even more. But if I try to use the same trick, the hostess will shout: “Where are you going?” And it’s not like that I can’t say I have somewhere to go: everyone knows I have nowhere to go. But in London, dinner parties are in people’s homes. Not only that, the guests are an interesting mix. The last time I went to one, the guests were from France, India, Denmark and Nigeria; it was like a gathering at the United Nations. In New York, the mix is like a gathering at Bloomingdale’s, a well-known department store. Personally, I think dinner parties in London are (31)__________ (impressive) than this. For New Yorkers, talking about other parts of the world means Brooklyn (District) and Queens (District) in New York. But at Mallery’s, when I said that I (32) __________ (be) to Myanmar recently, people knew where it was. In New York people would think it was a usual new club. (B) Several factors led to my recent car accident. First of all, a heavy snow and freezing rain that had fallen the day before made the road I was driving on dangerous. The road had been cleared, (33)__________ it was still dangerously icy. Despite the slippery road, I was stupidly going along (34)__________ about 50 miles an hour, instead of driving more cautiously. Another factor was a dirty green van that suddenly pulled onto the road from a small crossroad of the street about fifty yards ahead of me. The road (35)__________ (cover) with a sheet of ice at that point and if I applied my brakes, I would steer into the van. So I carefully drove my car into the next lane, and though the rear (后部) of my car began skidding back and forth, for a moment I got the idea (36)__________ everything was OK as I drove past the slow-moving van.
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Unfortunately, the rear of my Volkswagen was heavy (37)__________ the engine was there and also because there was a new weight-lifting set (38)__________ (lay) in the back seat, the result of (39)__________ was that after I passed the van, my car turned completely around on the slippery road. I was desperately sliding down the highway backwards at 50 miles an hour. Then I slid off the road, (40)__________ (hit) a wooden fence post. My left rear taillight was broken in the process. Then I suddenly saw a telephone pole about only 6 feet to the right of me, and I realized my accident could have really been a disaster. 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. dip B. common C. desired F. carefully G. muddy H. fed D. addition I. access E. embarrassing J. raising K. benefit
Ducks offer certain advantages over hens. Ducks are immune to some 41 diseases found in hens. Some breeds of duck produce bigger eggs than hens. In 42 , ducks lay eggs over a longer season than hens do. Poultry (禽类) keepers with gardens have less to worry about if they keep ducks rather than hens because the former are unlikely to dig up plants and destroy roots. While both hens and ducks 43 the garden by eating pests, hens are known to damage grass beds. Ducks, on the other hand, will search for insects more 44 . Only very delicate plants are at risk from the broad, webbed feet of ducks. Like all waterbirds, ducks need 45 to water, and duck keepers typically provide this by building a pond. Something this large is not absolutely necessary, however, ducks need only to be able to 46 their heads in the water to keep their nose clean. If a pond is provided, though, it is important to keep baby ducks away from it until they are old enough to put up with the cool temperature of the water. When 47 ducks, one has to consider just how many the land will support. The rule is generally about 100 ducks per acre. If more than this proportion is introduced, there is a risk of pressing the soil, which can lead to 48 conditions for long periods as the rain is not easily absorbed into the ground. While ducks offer many advantages over hens, they must be given a greater quantity of food, especially if regular eggs are 49 . An adult duck will eat between 170 to 200 grams of food a day. If the ducks live near grass and a pond, they will be able to find for themselves approximately 70% of their daily dietary requirements in warmer months but less than half that in colder times. Therefore, it is important that they be 50 on enough food, such as grain, every day. III. Reading Comprehension
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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. Scientists fear rising energy bills may lead to an increase in obesity after discovering a link between poorly-heated homes and higher body fat. Researchers from the University of Stirling’s Behavioral Science Centre 51 to explore claims that warm indoor temperatures have 52 increasing obesity levels in winter. Instead, the team found that people who live in 53 homes are more likely to have low body mass index (BMI) levels while those who keep their heating 54 or off tend to be heavier. Dr Michael Daly, behavioral scientist and senior lecturer, said: “We come on to investigate the scientific claims that cooler indoor temperatures help us to 55 a healthy weight by pushing our bodies to consume more 56 through shivering and generating heat through tissues.” In fact, the research suggests people may eat less and 57 more energy when living in a warmer indoor environment. The 13-year study, published in the journal Obesity, 58 more than 100,000 adults across England. Researchers found 59 weight levels among people living in homes heated to above 23° C (73F), which accounted for about 15,000 of the households studied. Dr Daly said: “As national gas bills continue to rise faster than the rate of inflation (通货膨胀), this research suggests the 60 of obesity could worsen where heating dropped below 61 levels or off for lengthy periods to cut costs. “This is not just about people who live in warm enough homes being in the 62 position to afford more expensive low-calorie foods, exercise classes and sporting activities. 63 , they find it easier to stay at a low BMI level. The study took age, gender, social class and other factors into account. “The comfortable surrounding temperature of 20.3-23° C is where we feel comfortable in our 64 and are neither hot nor cold. At temperatures above this, we consume more energy and we eat less because our 65 is taken away.” 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. A. set up A. contributed to A. well-heated A. turned on A. stay A. energy A. explore A. impacted A. increased A. miracle A. sensitive B. set out B. devoted to B. well-designed B. turned out B. drain B. strength B. exhaust B. involved B. added B. existence B. agreeable
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C. set off C. resulted from C. well-organized C. turned up C. maintain C. power C. exploit C. imposed C. reduced C. trend C. graceful
D. set about D. differed from D. well-decorated D. turned down D. preserve D. muscle D. burn D. inspired D. lost D. delivery D. present
62. A. financial B. appropriate C. social D. defensive 63. A. Otherwise B. Besides C. However D. Therefore 64. A. shoes B. moods C. spirits D. clothes 65. A. nerve B. appetite C. stomach D. labor 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) The composing career of Albert Roussel got off to a disobedient start, and received one of its biggest boosts from a lie. Roussel was orphaned at the age of eight and went to live with his grandfather. He built on the music he had learned from his mother, entertaining himself by reading through the family music collection and playing operatic selections and popular songs on the piano. Three years later Roussel’s grandfather died, and his mother’s sister took him in. Her husband arranged for young Albert to take piano lessons. Summer vacations at a Belgian seaside resort added a second love to his life — the sea. He studied to be a naval cadet (军 校学生), but still made time to study music. In the French Navy, while he was sent to a warship based at Cherbourg, he and two friends found the time to play the piano trios of Beethoven and other composers. Roussel also began composing. At the Church of the Trinity in Cherbourg on Christmas Day 1892, he staged the performance of his Andante (行板乐曲) for the first time as a composer. That success encouraged Roussel to write a wedding march, and one of his fellow naval officers offered to show it to a prominent conductor, Edouard Colonne. When Roussel’s friend returned with the draft of the march, he reported that Colonne had advised Roussel to give up his naval career and devote his life to music. Not long afterward, at the age of 25, Roussel did just that. He applied the self-discipline, simplicity, and spirituality that he had developed in the navy to his composing and became a major force in twentieth century French music. As for Eduoard Colonne’s inspiring advice that Roussel devote his life to music — Roussel’s navy friend later admitted that he had made it up and that he had never even shown Roussel’s draft to the world famous conductor. 66. Which of the following is true of Roussel? A. Roussel was adopted by his aunt when he was 10 years old. B. Roussel applied what he had developed in the Navy to his composing. C. Roussel lived with his grandfather at 8 with his parents living in another city. D. Roussel spent his summer vacations at a seaside resort to be a naval soldier.
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67. On Dec.25th, 1892, at the church in Cherbourg, Roussel __________. A. played the piano trios of Beethoven and other composers B. made time to play music with his two friends C. made his first performance as a composer D. took piano lessons and played popular songs on the piano 68. The underlined word “prominent” in Paragraph 5 is similar in meaning to “__________”. A. gracious B. religious C. generous D. well-known 69. The passage mainly talks about __________. A. a composer’s professional training experience B. a navy cadet’s dream C. a well-intentioned trick D. the shortcut to become a composer (B)
Optional evening workshops will be held at small restaurants or other meeting places near the conference hotel. Meals and other costs are not included but are also optional. Locations will be announced at the conference site. Workshops are very loosely organized and most represent discussions that have been held at Society for Economic Botany (SEB) meetings over a series of years. Workshop 1: Student Network Date Wednesday evening, Feb. 5th Chairs Hugo de Boer and Arika Virapongse Sponsor Society for Economic Botany Description Student members of the SEB hold a networking mixer each year in order to meet each other and to become acquainted with a variety of educational programs and faculty advisors. Faculty members who are part of training programs are encouraged to join the mixer to meet and talk with students. Workshop 2: Botanical Film Making Date Wednesday evening, Feb. 5th Chair David Strauch Sponsor University of Hawaii Description Digital film making is a particularly useful tool of linking cultural information to recognizable plants. This workshop is aimed towards increasing the quality of material recorded by giving participants greater control over the medium. We will cover technical aspects
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(e.g. camera settings, audio), compositional aspects (framing, lighting, focus), and some ways of presenting the material. Experienced filmmakers are encouraged to attend, and participants are welcome to bring their own camera equipment. Workshop 3: Collections for Botany — Collections Development and Management Date Friday evening, Feb. 7th Chair Jan Salick Sponsor Society for Economic Botany Description SEB is a network of researchers who have been developing standards for the development of collections of artifacts, plant samples and related materials. Participants discuss successes, problems, and funding sources for addressing management issues. 70. One of the purposes of a networking mixer held each year is to ________. A. provide students with greater control over the media B. link cultural information to recognizable plants C. help the students to deal with most of the environment issues D. help the students to be familiar with educational programs 71. Which of the following is true according to the poster? A. Evening workshops will be held at small restaurants with meals included. B. Participants have more than one option on Feb.5th than another night. C. Workshops have nothing to do with the discussions held at SEB meetings. D. Faculty advisers can join the mixer without training experience. 72. You are a college student, interested in plants and good at taking TV pictures. Which of the Evening Workshops is most suitable for you? A. Botanical Film Making. B. Collections for Botany. C. Student Network. D. Society for Economic Botany. 73. Which of the following is discouraged by Evening Workshops? A. To invite faculty advisers to discuss the management issues. B. To encourage student members of the SEB to meet one another. C. To expect experienced filmmakers to attend Botanical Film Making. D. To increase the quality of material recorded. (C) If you see a group of people dancing and singing on the street or in the railway station, you don’t need to feel surprised. They are a flash mob. Don’t be confused by their
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name. Actually, a flash mob, organized with the help of the Internet or other digital communications networks, is a group of people who assemble suddenly in a public place, do something unusual for a period of time, such as exchanging books, coming together to look at the sky, waving their hands and shouting something at the top of their lungs for 30 seconds, and then quickly disappear before the police can arrive. Bill Wasik, senior editor of Harper’s Magazine, organized the first flash mob in Manhattan in May 2003 and the first successful flash mob assembled on June 3, 2003 at Macy’s department store involving 100 people gathering on Macy’s Department Store. Following this, about 200 people flooded the lobby of the Hyatt hotel, applauding in one voice for fifteen seconds, and next participants pretending to be tourists on a bus trip invaded a shoe boutique in Soho. A later mob saw hundreds of people in Central Park making bird noises. Wasik claimed that he created flash mobs as a social experiment designed to tease hipsters (追逐时尚的人), and highlight the cultural atmosphere of agreement and of being part of “the next big thing”. Many Web logs, chat rooms and Web groups are devoted to the craze. Though flash mobs were originally regarded as pointless, the concept has already developed for the benefit of political and social events. Flash mobbing takes advantage of the efficiency of communicating information on Websites and by email, and protesters can similarly use the “on and off” concept to be involved in political events. Such flash mob gatherings can sometimes shock or frighten people who are not aware of what is taking place. They also have enormous economic potential, such as using flash mobs to advertise a product. The flash mob is now becoming more and more popular. People use it to do many things. For example, in 2009, hundreds of Michael Jackson’s fans took part in a flash mob to remember him, gathering outside the railway station in Liverpool, singing and dancing Michael’s famous song Beat It together. In another example, some people took part in a flash mob to warn people against negative words. Flash mobs give people from all walks of life an opportunity to come together to create a memory. 74. The purpose of flash mobs created by Wasik is to __________. A. make flash mobs a social experiment with political, social and economic potential B. give people an opportunity to assemble and perform some distraction C. make fun of hipsters and emphasize the cultural atmosphere of agreement and participation D. make communicating information efficient and help people create a memory 75. People took part in the following activities of flash mobs except that __________. A. they pretended to take a bus trip and invaded a shoe shop in Soho B. they got together in central Park and played birdsong C. they gathered upon the railway station in Liverpool, singing Beat It and dancing D. they assembled in the department store and applauded together for 15 seconds 76. Which of the following could most possibly be a flash mob according to the passage? A. Sixteen people get together quickly on the square and do jumping and singing and leave there suddenly.
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B. A group of people are busy giving out leaflets of a limousine of a brand to those walking in front of them. C. Some tourists plan for months and go mountaineering on the first day of Horse Year. D. Protesters from different factories sit for days in front of the city hall for low wage. 77. Which of the following might be the best title of the passage? A. Flash mob: the political potential B. Flash mob: the pop culture C. Flash mob: the source of information D. Flash mob: the short-term memory Section C Directions: Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words. Every year in America, high-school students who want to go on to college take a national examination called the Scholastic Aptitude Test, or SAT in a shortened way. Their score is an important factor in determining which colleges will admit them or whether any will be admitted at all. The Scholastic Aptitude Test measures one’s mathematical ability and use of the English language. Traditionally, the English portion involved grammatical questions and paragraphs that test reading comprehension. But the SAT folks have added a single question, to be answered in an essay, hand-written on the spot. That’s an interesting way to test writing ability, but content aside, have you ever seen young people’s handwriting lately? Or anyone’s for that matter, in this age of computer keyboards? Students write numbers and sign their names on bank checks. They scribble class notes in what can generously be described as the written word. And they hand-write, or more often print, a word or two of identification on luggage and lunch bags. Otherwise, penmanship ( 书 法 ) — once taught so morally and carefully by second-grade teachers, has gone the way of the dodo bird which has died out. Yet today’s kids are asked to write, in a thoughtful and clear way, for several minutes on this SAT Test. Good luck to the test scorers who must work out difficultly what has been written by young people who’ve been typing on computers since the age of three! Teachers insist that good handwriting can not only help one’s score on the SAT, but also, later on in life, impress potential employers and get more tax money back because the tax inspectors can actually read the computations. And don’t forget, we all have to rely on handwriting from time to time, as computers go down when the power goes out. (Note: Answer the questions or complete the statements in NO MORE THAN TEN WORDS)
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78. In SAT, students will be tested on math, grammar, reading and __________________________________________________________. 79. What does the underlined word “scribble” in paragraph 2 mean? __________________________________________________________. 80. Why did the writer think test scorers would have a hard time? __________________________________________________________. 81. With this passage, the author intended to offer the advice that __________________________________________________________. 第 II 卷 I. Translation Directions: Translate the following sentences into English, using the words given in the brackets. 1．那家新开的咖啡馆每月盈利 5 千元。(profit) 2．他不愿意承认他是故意把钥匙扔到垃圾桶里的。(reluctant) 3．由于大雾，发生在 G15 高速公路上的事故涉及到几十辆车。(involve) 4．鼓励老年人到社区的托儿所帮忙是个不错的点子，这能让他们充分发挥作用。(It) 5．与我们预料的相反，学生们组织的游乐会是如此地有趣，不知不觉 2 个小时就过 去了。(before) II. Guided Writing Directions: Write an English composition in 120-150 words according to the instructions given below in Chinese. 学校将组织“ ‘光盘’行动”的活动（“clear your plate” campaign） ，你将就此谈谈 自己的想法。 （“Eat-It-Up” campaign!） 你的文章必须包括以下内容：
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（共 47 分）
? 简要描述身边存在的浪费粮食的现象； ? 进行“光盘”行动的必要性； ? 你的“光盘”行动的具体内容
英 语 试 卷 英语试卷录音文字稿及参考答案 第 I卷 一、录音文字稿 I. Listening Comprehension Section A Short conversations 1. M: Did you go to the volleyball match last Sunday? W: Oh, yes. It was supposed to start at 1:30, but it was delayed for 15 minutes. Q: When did the match start? (B) 2. M: Excuse me. Can I change planes in Chicago? W: A moment please. Sorry, there is no direct flight from Chicago to New York. Q: Where does this conversation probably take place? (B) 3. W: Hi, Mr. Mark. Sorry that I failed again in your subject, but I really tried. M: No one succeeds every time. You will have more chances. Q: What is the probable relationship between the two speakers? (C) 4. W: Where is the Art Museum, please? I thought it is somewhere near here. M: You’re close! Go up to the light in front of us. Then walk two blocks west. Q: What can we learn from the conversation? (D) 5. M: There is a little cloud in the morning, and it will be clear in the afternoon. W: Great! We can go on that picnic as planned. Q: What will the weather be like in the afternoon? (B) 6. M: I think one outfit is enough for the reception. W: If I were you, I’d prepare two. In case some unexpected things happen. Q: What can we learn from the conversation? (C) 7. M: I just read your blood test report, and everything seems OK. W: Well, then there is nothing to worry about. Q: How does the woman probably feel? (B) 8. W: This is so annoying. Where did I leave my mobile phone? M: My God! It’s the third time this week. Q: What does the man mean? (A) 9. W: My parents let Rob travel abroad, but they aren’t letting me.
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M: The expense for two children can be too much. Q: Why is the woman not allowed to travel abroad? (B) 10. M: Here, let me drive. We are already late for the party. W: Sorry, I thought I knew the way there. Q: What can we learn from the conversation? (A) Section B Passages
Questions 11 through 13 are based on the following passage. Michelle has finally realized one of her lifelong dreams. She always wanted to attend the cooking school that her advisor, Mr. Brown, attended. The school, which is in Paris, accepts only 80 students every year. The students who are accepted generally have at least three years of cooking experience. Michelle has five years of paid experience. The project that attracted the attention of Mr. Brown, however, was a cake that Michelle made for a wedding. Mr. Brown had never tasted a cake that was so light and creamy as the one that Michelle made. He couldn’t wait to give Michelle his card and invited her to bake cakes at his restaurant beginning the next month. It was his invitation that enabled Michelle to begin her career baking for a large restaurant so that she could make her dream come true. Right now, Michelle is waiting anxiously for the plane that will fly her to Paris. There she will begin the three-month course that Mr. Brown once attended. Michelle is very thankful to her advisor Mr. Brown and she is determined to perform well in the training course. Questions: 11. What’s one of Michelle’s lifelong dreams? (C) 12. How did Michelle get the chance to work in Paris? 13. What kind of person is Michelle? (D)
Questions 14 through 16 are based on the following passage. Group buying is an approach to shopping that enables several consumers to obtain some sort of group discount when buying specific goods or service. For businessmen, a group buying site provides excellent benefits. Through group shopping, it would be easier for them to promote their products and get more sales. It is also a good way to establish their brand in the market. It is also beneficial for buyers because of the cheaper deals that they can enjoy. So even if they have a tight budget, money would not be a problem any more. Consumers considering a purchase from group buying website should be aware of what goods and services are being offered and what is not included in the deal; check the terms and conditions of sales on group buying websites carefully; check with the website
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to see if they can get the money back in case the service provider goes out of business. There is still great market demand for online group buying, though a large number of companies began to enter the market causing a big bubble in the industry. As soon as the “bubble” bursts, the group buying business model will definitely undergo relatively healthy development. Questions: 14. What does the passage mainly talk about? (C) 15. How can consumers ensure the safety of online buying? (D) 16. What can we learn from the passage? (D) Section C Longer conversations Blanks 17 through 20 are based on the following conversation. W: Welcome to this job interview. Mr. Jones. Can you tell me something about yourself? M: Well, I went to Cambridge University to study resource development for five years. I got my diploma in 2002. W: Where did you work after that? M: I tried my first job in a shopping company, I joined the sales department, I worked as a clerk for only one year. W: Why only one year? M: Because the job was boring, and the staff was not as friendly as I had expected. W: So what position do you want to apply for this time? M: Well, I like challenges and I’m always ready for them. Any position is OK. I really want to be given another chance. Blacks 21 through 24 are based on the following conversation. W: Do you have somewhere to stay in Sydney, Alex? M: No, I don’t. In fact, I was about to ask you if you could arrange some place for me to stay. W: No problem, though I’m not in charge of it. I’ll ask someone else to arrange it for you. What kind of place were you considering? M: Well, I don’t care if I share with other people, but I’m not good at housework. Maybe a home stay would be OK, but I don’t like young children, because they’re noisy and it’s difficult to focus on study. Hopefully, I can live with a lady who has retired. W: OK, I got it. But I must warn you that living with a family in Sydney is much more expensive than other small cities. M: That’s not a big problem. I have some money saved. Besides, I can always get a
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part-time job. I’m working in a supermarket as a cashier now. So I don’t think I will have trouble with money. W: Sounds good. I’ll call you if I get some information about that. M: OK, that’s great. Many thanks. W: You’re welcome.
(A) 25. to give 30. paying
26. the 27. can 31. more impressive
28. whatever 32. had been
29. leaves/has left
(B) 33. but 34. at 35. was covered 39. which 40. hitting 41-50 B D K F I A J G C H 51-55 56-60 61-65 BAADC ADBCC BADDB
Reading: (A) 66-69 BCDC (B) 70-73 DBAA (C) 74-77 CDAB 简答题 78. writing (ability), essay writing 79. write poorly/ roughly/messily/ in a rough way 80. Because the students’ handwriting will be hard to recognize. 81. students should practice handwriting more often/ students should not neglect the importance of handwriting. 第II卷 I. （中译英） 1. The new coffee shop makes a profit of 5000 yuan every month. 2. He was reluctant to admit that he had thrown the keys into the dustbin on purpose. 3. Due to/Because of the thick fog, dozens of vehicles were involved in the accident which
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happened on highway G15. 4. It is a good idea to encourage old people to help out in nurseries in the neighborhood /community, which enables/can enable them to play their full part. 5. Contrary to our expectation/what we had expected, the funfair organized by the students was so interesting that two hours had passed/gone by before we realized it.
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