2011年12月英语四级考前10天冲刺试卷及答案

英语自学网 · 发表于 2016-7-12 11:59:29

　　Part I Writing (30 minutes)
　　Directions: For this part, you are allowed 30 minutes to write a short essay entitled Universities Taking Donations. You should write at least 120 words according to the outline given below.
　　1. 目前大学接受社会捐赠现象很普遍
　　2. 人们对这一现象看法不同
　　3. 我的看法
　　Universities Taking Donations

enfive · 发表于 2016-7-12 12:50:25

Part II Reading Comprehension (Skimming and Scanning) (15 minutes)
　　Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sentences with the information given in the passage.
　　Social media presents challenge to universities
　　Universities have a new weapon in the battle to protect their reputations: the friendly student blogger
　　A few days ago, Vshuf, an international student, posted a message on the Student Room discussion site. He/she wanted to know which university — Glasgow, Birmingham, Warwick, Nottingham or the Institution (sic) of Education would be the best place to study business. The academic reputation of the institution was important, but there was another consideration. “How are people like in these universities?” the post asked. “I have watched some videos about Warwick on YouTube and it seems to me that the people are snobby and arrogant in contrast to those from Nottingham.” Members were quick to defend Warwick, but Vshuf remained unconvinced.
　　The thread highlights the difficulty that universities face in the age of social media. At a time when reputation is more important than ever because of higher student fees and greater global competition, the ability to manage their reputations is increasingly falling out of their hands.
　　How to reach an increasingly networked generation that is more inclined to trust the opinion of their anonymous peers on the internet than official bodies such as universities was a problem discussed at last week’s Youth Strategy Marketing Conference 2011.
　　Helen Pennack, head of marketing communications at the University of Leicester, says students now post queries on Facebook or the Student Room about open days or where to find their timetables, rather than simply contact the university directly. “When we do relationship marketing communications, we are trying to strike up a two-way dialogue with students and they are taking the conversation away from us and having it with other people,” she says. “How we make ourselves part of that conversation again is quite a challenge.”
　　Her university has responded by setting up a system that allows students to sync (与……同步) communications from Leicester with their Facebook account. But she says universities also need to be present in other web spaces used by students, such as Twitter.
　　Warwick, which appointed a digital and online communications manager last year, knows well the benefits of having a social media presence. “A year ago, an applicant tweeted, ‘Oh, no. I hear the University of Warwick is closing, what am I going to do?’” says Warwick’s spokesman, Peter Dunn. While this tweet could have caused huge problems if spread, the university was able to tweet back, “We’re still here, honest”.
　　He says the communications team check what is being said about the university on social media once or twice a day, and responds if someone is confused or asking for information. But it depends on the forum. “If they are on the Student Room we assume they want to bitch (抱怨) about us behind our backs,” he says. “If it is on a much more public space like Twitter or Facebook, someone like us can see it and respond.”
　　The challenge for universities is not only to know where to respond but when, and getting the tone right. “We are always careful about proactively intervening (主动干涉) in the conversation because that would be seen as rude,” says Pennack. “What is much more effective is if one of our students wades in there and puts somebody straight.”
　　Some universities have already responded to this, she says, by having a group of students “primed to some extent to join the conversation and correct people where it is appropriate to do so”. It is not something Leicester has tried yet, but, she says, “we may consider it”.
　　While Imperial College does not prime students, it does recruit a team of official student bloggers to write regularly about their experiences at the university. They are not paid or moderated, and are free to blog about whatever they like. But there are occasional prizes for the most frequent bloggers. Pamela Agar, head of digital media at Imperial, says the college could potentially ask them to blog on a particular subject, but had not done so yet.
　　“They can and do say negative things about us,” she says. “When they do, it’s useful feedback.” It can also make the blogs more authentic, she says — something that is particularly important to the social media generation.
　　Chris Fonseka, a third-year information systems student at Imperial, says he applied for a student blogger role because he was attracted by the idea of having a voice around campus. He blogs about his general activities at the university. He also receives regular emails from students and prospective (未来的) students anxious to put queries about accommodation or finances to a real student.
　　He says he has never felt restricted in what he writes. “If I honestly felt negative about Imperial, I would write about it,” he says.
　　Tom Ridgewell went a step further. While studying media at the University of Lincoln, he decided to create a television advertisement for the university and put it up on YouTube. “I labelled the videos as ‘banned’ simply because it’s funnier to imagine that I actually showed them to a board of directors and got thrown out of the room. Also, videos generally do a little better with an exaggerated title.”
　　Ian Richards, press officer at Lincoln, says the university only became aware of the advertisements once they were an online hit and Google alerts showed people were blogging about them. “We didn’t know what to make of them, but when students were talking about them on open days we felt it was something totally left field, but a bit of a blessing for us.” Ridgewell has since been commissioned to carry out work for the marketing department.
　　How far universities should try to control what members of their community say about them on social media is something some have already faced with academic bloggers. In 2006, Erik Ringmar resigned from his lecturing post at the London School of Economics after the university objected to him posting a speech critical of the university on his blog.
　　But, while institutions are paying increasing attention to what is said about them on the web, most recognise that there is little they can do about it. “Is it realistic to control every word that’s out there about us?” asks Richards. “I don’t think so.”
　　1. In the post, Vshuf asked about several institutions’ _______.
　　A) competitive strength C) academic reputation
　　B) tuition fees D) social activities
　　2. What do we learn about universities in the age of social media?
　　A) They are seeking cooperation of foreign schools.
　　B) They find it harder to manage their reputation.
　　C) They have difficulty in balancing their budget.
　　D) They are able to recruit more international students.
　　3. When having questions about things like their timetables, students tend to _______.
　　A) communicate with their instructors directly
　　B) contact the public office set by the university
　　C) call or email another student for the information
　　D) post messages and seek help on the internet
　　4. According to Helen Pennack, to respond to the challenge, universities need to _______.
　　A) have a social media presence C) restrict the use of social media
　　B) own a Facebook or Twitter account D) talk with students face-to-face
　　5. Peter Dunn assumes those who post messages on the Student Room intend to _______.
　　A) get an immediate response from a real student
　　B) update the information about their universities
　　C) help establish a good reputation for their universities
　　D) complain about universities without their knowing
　　6. What is said about the official student bloggers recruited by Imperial College?
　　A) They will correct people if they are wrong.
　　B) They are not restricted in what they write.
　　C) They are asked to blog on a particular subject.
　　D) They get low pay for sharing their experiences.
　　7. Pamela Agar holds that official student bloggers’ saying negative things about Imperial can _______.
　　A) turn off prospective students C) make the blogs more trustworthy
　　B) ruin the university’s reputation D) draw an angry response from the viewer
　　8. Chris Fonseka wanted to be a student blogger because blogging about his university was an ______________________________ idea to him.
　　9. The University of Lincoln only noticed the ads when they were ______________________________ and provoked people’s discussion.
　　10. Erik Ringmar quit the job at the London School of Economics due to his blog which ______________________________ the university.

ensix · 发表于 2016-7-12 13:50:11

Part III Listening Comprehension (35 minutes)
　　Section A
　　Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
　　11. A) He read the newspaper. C) He listened to a radio report.
　　 B) He read the cabinet report. D) His secretary telephoned him.
　　12. A) Lower the rent of his apartment. C) Rent his apartment to the local newspaper.
　　B) Put an advertisement in a newspaper. D) Find a potential renter during the in-season.
　　13. A) To have a rest. C) To take cold drugs.
　　B) To see a doctor. D) To listen carefully.
　　14. A) She will treat the man tonight.
　　B) She’d like to lend money to the man.
　　C) The man will also have lots of money soon.
　　D) The man shouldn’t have spent all his money.
　　15. A) The company will beat other companies in business.
　　B) The failure of the football team was just as expected.
　　C) The company will not sponsor the football team.
　　D) The football team fell short of the company’s expectations.
　　16. A) They are short of hands. C) They will not hire more people.
　　B) The man needs more chances. D) The man will have a chance to take a holiday.
　　17. A) Results of genetic research. C) The way to get the blood sample.
　　B) The blood sample collection. D) Religious concern about genetic research.
　　18. A) He has no choice but to go home in a minute.
　　B) He is unable to have a drink with the woman.
　　C) He’ll join the woman after the report is finished.
　　D) He’s very happy to accept the woman’s invitation.
　　Questions 19 to 22 are based on the conversation you have just heard.
　　19. A) To ask for help finding a job.
　　B) To ask him to give her some advice.
　　C) To invite him to go shopping with her later.
　　D) To find out what he’s doing during the summer.
　　20. A) She might get a good job later.
　　B) She could stay at a hotel at a discount.
　　C) She might be able to get course credits for her work.
　　D) It would give her a chance to make a lot of money immediately.
　　21. A) Its strictness about punctuality. C) Its expensive rent.
　　B) Its long-hour work. D) Its lower pay.
　　22. A) Visit the hotel. C) Continue her job search for a while.
　　B) Work in the clothing store. D) Make extra money while taking classes.
　　Questions 23 to 25 are based on the conversation you have just heard.
　　23. A) The agents failed to deliver the wine.
　　B) The consumers are not satisfied with the wine.
　　C) The wine isn’t of the same brand as she ordered.
　　D) The goods can’t get through the customs.
　　24. A) Sometimes they are unreliable. C) On the whole they can be trusted.
　　B) Obviously they have made a mistake. D) Generally speaking, they are very helpful.
　　25. A) To ask the switchboard operator to take the message.
　　B) To have the operator connect him to another office.
　　C) To tell his forwarding agents to investigate the stuck goods.
　　D) To send her enough amount of wine as quickly as possible.
　　Section B
　　Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
　　Passage One
　　Questions 26 to 28 are based on the passage you have just heard.
　　26. A) He told no one about his disease.
　　B) He worked hard to pay for his medication.
　　C) He depended on the nurses in his final days.
　　D) He had stayed in the hospital since he fell ill.
　　27. A) She wanted to obey her mother.
　　B) She found no one willing to listen to her.
　　C) She thought it was shameful to have AIDS.
　　D) She was afraid of being looked down upon.
　　28. A) To remember her father.
　　B) To draw people’s attention to AIDS.
　　C) To show how little people knew about AIDS.
　　D) To tell people about the sufferings of her father.
　　Passage Two
　　Questions 29 to 32 are based on the passage you have just heard.
　　29. A) Your eyesight. C) The mechanical condition of your car.
　　B) Your driving ability. D) Your knowledge of traffic regulations.
　　30. A) To practice driving with an experienced driver.
　　B) To drive under normal highway condition.
　　C) To have the car checked by the license officer.
　　D) To use it as an identification card.
　　31. A) The license office provides the test vehicle.
　　B) The examiner shows how to start, stop or park.
　　C) The examiner watches you driving in your car.
　　D) The test is carried out where there is little traffic.
　　32. A) Drivers-to-be. C) License examiners.
　　B) Traffic regulation makers. D) Policemen.
　　Passage Three
　　Questions 33 to 35 are based on the passage you have just heard.
　　33. A) She felt tired of taking care of patients.
　　B) She had suffered a lot of mental pressure.
　　C) She needed the right time to look after her children.
　　D) She wanted to earn more money to support her family.
　　34. A) They look like people raising pigs. C) They never do their work carefully.
　　B) They look down upon cleaners. D) They always make a mess in their offices.
　　35. A) Light-hearted because of her fellow workers.
　　B) Happy because the building is fully lit.
　　C) Tired because of the heavy workload.
　　D) Bored because time passed slowly.
　　Section C
　　Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written.
　　Many businesses, such as department stores, restaurants, hotels and airline companies, use a credit system for selling their products and (36) _________. In a credit system, the seller (37) _________ to sell something to the buyer without (38) _________ receiving cash. The buyer (39) _________ the goods or services immediately and (40) _________ to pay for them later. This “buy-now-pay-later” credit system is quite old. People have been buying things on credit for centuries. But (41) _________ people use credit cards. There are two types of credit cards. One type is (42) _________ directly by a store to a customer. Many large department stores issue credit cards to their customers. The store credit card can be used to make (43) _________ only at a particular store. The other kind of credit card is issued by a credit company. (44) ___________________________________________________________________. If you have a major credit card, you can buy airplane ticket, stay at hotels, and eat at restaurants with it. (45) ___________________________________________________________________. So if you want a credit card from a credit company, you generally have to make an application at a bank. (46) ___________________________________________________________________.

enfour · 发表于 2016-7-12 14:02:56

Part IV Reading Comprehension (Reading in Depth) (25 minutes)
　　Section A
　　Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.
　　Questions 47 to 56 are based on the following passage.
　　Distance learning has moved far away from the traditional correspondence course, aimed at the individual student working 47 . The global reach of the Internet makes it possible to 48 geographically-scattered students in a 49 classroom. Methods such as multimedia, video-conferencing and the Internet will 50 allow students both to proceed at their own pace, and to interact with one another and their teachers.
　　Even without taking the technology to its limits, the idea of education as a lifelong process is catching on throughout the 51 world. Already, working adults who pursue their studies part-time make up roughly half of students taking college courses in the United States.
　　However, there is 52 in scholarly circles about how far the new technology should be used for teaching academic subjects in which personal contacts between teacher and students are still vital. Britain’s Open University, for example, a world leader in distance education, has embraced information technology 53 , believing it to be no 54 for books and the exchange of ideas at live tutorials and summer schools.
　　But the Open University is also moving with the tide. It has set up a “knowledge media institute” to explore ways of adopting information technology. Some teachers are concerned about this trend, arguing that the heavy investment that students are 55 to make in computer and communications equipment 56 the concept of “open”. Cost, of course, is an important factor in many developing countries, where few people have computers or even phones. Rather than uniting the world, the new technologies could lead to societies of information haves and have-nots.

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　　 Section B
　　Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
　　Passage One
　　Questions 57 to 61 are based on the following passage.
　　In an experiment published last month, researchers from the University of Illinois recruited schoolchildren, ages 9 and 10 and asked them to run on a treadmill, hoping to learn more about how fitness affects the immature human brain.
　　The researchers sorted the children, based on their treadmill runs, into highest-, lowest- and median-fit categories. Only the most- and least-fit groups continued in the study (to provide the greatest contrast). Both groups completed a series of cognitive (认知的) challenges. Finally, the children’s brains were scanned, using MRI technology to measure the volume of specific areas.
　　Previous studies found that fitter kids generally scored better on such tests. And in this case, too, those children performed better on the tests. But the MRIs provided a clearer picture of how it might work. They showed that fit children had significantly larger basal ganglia, a key part of the brain that aids in maintaining attention and “executive control”. Since both groups of children had similar socioeconomic backgrounds, body mass index and other variables, the researchers concluded that being fit had enlarged that portion of their brains.
　　The findings arrive at an important time. For budgetary and administrative reasons, school boards are reducing physical education, while on their own, children grow increasingly sluggish (懒散的). Roughly a quarter of children participate in zero physical activity outside of school.
　　At the same time, evidence accumulates about the positive impact of even small amounts of aerobic (有氧的) activity. Past studies found that “just 20 minutes of walking” before a test raised children’s scores, even if the children were otherwise unfit or overweight.
　　But it’s the neurological (神经的) impact of sustained aerobic fitness in young people that is especially compelling. A years-long Swedish study published last year found that, among more than a million 18-year-old boys who joined the army, better fitness was correlated with higher IQs, even among identical twins. The fittest of them were also more likely to go on to profitable careers than the least fit, rendering them less likely to live in their parents’ basements.
　　No correlation was found between muscular strength and IQ scores. There’s no evidence that exercise leads to a higher IQ, but the researchers suspect that aerobic exercise, not strength training, produces specific growth factors and proteins that stimulate the brain.
　　57. The purpose of the University of Illinois experiment was to figure out .
　　A) schoolchildren’s cognitive development
　　B) the fitness levels of today’s school children
　　C) the effect of exercise on children’s brains
　　D) the structure of immature human brains
　　58. The University of Illinois experiment was different from previous studies in that .
　　A) its researchers categorized the children only by fitness levels
　　B) it highlighted the importance of students’ running on a treadmill
　　C) it showed how being fit affects children’s performance on the tests
　　D) it asked the subjects to complete tests that were beyond their levels
　　59. What conclusion did researchers from the University of Illinois draw?
　　A) Basal ganglia helped maintain attention.
　　B) Fitness enlarged children’s basal ganglia.
　　C) Overweight affected children’s complex memory.
　　D) Kids with similar backgrounds performed similarly.
　　60. What did the Swedish study published last year reveal?
　　A) People who were unfit were more likely to live a miserable life.
　　B) Boys who served in the army would have better job prospects.
　　C) Soldiers’ IQ scores were strongly influenced by strength training.
　　D) The fitter the young adults were, the higher IQs they would have.
　　61. What does the author try to tell us in this passage?
　　A) Aerobic exercise can make children smarter.
　　B) Schools are responsible for children’s fitness.
　　C) Military training should be taken seriously.
　　D) Running on a treadmill is the best way of exercise.
　　Passage Two
　　Questions 62 to 66 are based on the following passage.
　　Until last spring, Nia Parker and the other kids in her neighborhood commuted to school on Bus 59. But as fuel rose, the school district needed to find a way to cut its transportation costs. So the school’s busing company redrew its route map, eliminating Nia’s bus altogether. Now, Nia and her neighbors travel the half mile to school via a “walking school bus” — a group of kids, supervised by an adult or two, who make the walk together.
　　Like the rest of us, school districts are feeling pinched by rising fuel costs—and finding new ways to adapt. The price of diesel fuel has gone up 34 percent in the past two years. For the typical American school district, bus bills total 5 percent of the budget. As administrators look to trim, busing is an inviting target, since it doesn’t affect classroom instruction (or test scores). More than one third of school administrators have eliminated bus stops or routes in order to stay within budget.
　　Many parents are delighted to see their kids walking to school, partly because many did so themselves: according to a 1969 survey, nearly half of school kids walked or biked to school, compared with only 16 percent in 2001. Modern parents have been leery of (对……存有戒心) letting kids walk to school for fear of traffic, crime or simple bullying, but with organized adult supervision, those concerns have diminished.
　　Schools and busing companies are finding other ways to save. In rural areas where busing is a must, some schools have even chosen four-day school weeks. Busing companies instruct drivers to eliminate extra stops from routes and to turn off the engine while idling. They are also using computer software to determine the most fuel-efficient routes, which aren’t always the shortest ones.
　　There could be downsides, however, to the busing cutbacks. If every formerly bused student begins walking to school, it’s an environmental win—but if too many of their parents decide to drive them instead, the overall carbon footprint can grow. Replacing buses with many more parent-driven cars can also increase safety risks: A 2002 report concluded students are 13 times safer on a school bus than in a passenger car, since buses have fewer accidents and withstand them better due to their size. And some students complain about the long morning hikes, particularly when the route contains a really big hill.
　　62. What do we learn about the “walking school bus” from the passage?
　　A) It is a heavy burden on the traffic.
　　B) It does not consume fuel at all.
　　C) It is very popular with school kids.
　　D) It aims to keep children strong and healthy.
　　63. As regards walking to school, modern parents seem much concerned about .
　　A) the sudden changes in the route
　　B) their children’s physical conditions
　　C) their children’s safety on the way
　　D) the distance their kids have to take
　　64. What do some schools do in order to save on transportation costs?
　　A) They choose to shorten the school week.
　　B) They stop giving drivers good training.
　　C) They eliminate routes or take the shortest routes.
　　D) They switch to buses which are more fuel-efficient.
　　65. What may eventually happen with the busing cutbacks?
　　A) More students may choose to take public transportation.
　　B) The safety of school buses may be decreased sharply.
　　C) Competition among bus companies may become fiercer.
　　D) There may be an increase in carbon dioxide emissions.
　　66. The author’s attitude towards busing cutbacks is .
　　A) critical B) favorable C) objective D) indifferent

entwo · 发表于 2016-7-12 14:21:34

Part VI Translation (5 minutes)
　　Directions: Complete the sentences by translating into English the Chinese given in brackets. Please write your translation on Answer Sheet 2.
　　87. If I had been on the spot then, I ___________________________ (绝对不会错过这个机会).
　　88. Achievements in education should not ___________________________ (纯粹用考试结果来衡量).
　　89. Having settled in that remote area, the young man quickly ___________________________ (适应了那里恶劣的天气).
　　90. They have a good knowledge of English but little ___________________________ (他们懂德语).
　　91. She felt keenly thrilled ___________________________ (一想到要见他).

ensix · 发表于 2016-7-12 15:48:58

Part I Writing
　　【参考范文一】
　　Universities Taking Donations
　　 It is common now for people to give and universities to take donations. Many universities, especially those elite ones, can receive millions from the individuals and companies every year. For example, Zhejiang University was reported to have accepted more than 520 million yuan in 2010 from its alumni.
　　People have different views on universities’ taking donations. Some believe that more funds will contribute to a better development of the university, and donations can aid students who come from low-income families. Others, however, argue that colleges shouldn’t accept endowment, since the governmental funds allocated to universities are enough for their development. They also point out that many universities fail to make good use of the donations and most money don’t go to poor students.
　　In my opinion, taking donations benefits not only the university but also its students. Even if most donations are not given to poor students directly, they help update teaching facilities and improve the school environment, which will benefit the students indirectly. Therefore, universities’ taking donations should be advocated.
　　【参考范文二】
　　Universities Taking Donations
　　Donations to universities have become commonplace with the rapid economic development and people’s emphasis on education. Some donations universities receive come from the individuals, most of who are their alumni, while some are made by large companies, domestic or international ones.
　　 People differ on universities’ taking donations. Supporters say receiving donation helps universities develop faster. It also provides chances to those willing to promote higher education. Critics, however, maintain that universities are sacrificing independence, since most large donations are conditional ones. For example, many large donors would require schools to publicize their contributions, such as naming a teaching building after their names.
　　Personally, I think universities should be careful in receiving endowment. A general rule: donations that are given with no conditions can be accepted. Besides, universities should examine the sources of the donations and resist the commercial pressures which are put on them.

enone · 发表于 2016-7-12 17:00:08

Part II Reading Comprehension (Skimming and Scanning)
　　1. C) 2. B) 3. D) 4. A) 5. D) 6. B) 7. C)
　　8 attractive 9. an online hit 10. criticized
　　Part III Listening Comprehension
　　11. A) 12. B) 13. A) 14. A) 15. A) 16. C) 17. B) 18. B)
　　19. B) 20. A) 21. D) 22. D) 23. D) 24. C) 25. A)
　　26. A) 27. D) 28. B)
　　29. D) 30. A) 31. C) 32. A)
　　33. C)
　　34. D) 35. A)
　　36. services 37. agrees 38. immediately 39. receives
　　40. promises 41. nowadays 42. issued 43. purchases
　　44. Credit cards from credit companies can be used to buy things almost anywhere
　　45. Most large credit companies are connected to large banks
　　46. After an applicant receives a credit card, he or she can use the card to make purchases
　　Part IV Reading Comprehension (Reading in Depth)
　　47. O) 48. I) 49. M) 50. H) 51. L) 52. B) 53. E) 54. D) 55. N) 56. F)
　　57. C) 58. C) 59. B) 60. D) 61. A)
　　62. B) 63. C) 64. A) 65. D) 66. C)
　　Part V Cloze
　　67. C) 68. A) 69. D) 70. B) 71. D) 72. C) 73. A) 74. C) 75. B) 76. A)
　　77. D) 78. B) 79. C) 80. A) 81. D) 82. B) 83. A) 84. C) 85. D) 86. B)
　　Part VI Translation
　　87. would never have missed the chance
　　88. be measured purely by examination results
　　89. adjusted to the harsh weather there
　　90. do they know about German
　　91. at the thought of meeting him

enone · 发表于 2016-7-12 17:38:53

录音文本
　　Part III Listening Comprehension
　　Section A
　　11. W: Mr. Johnson, have you heard the morning news report? Mill has resigned his post as Prime Minister.
　　M: I didn’t turn on the radio this morning, but I did see the headlines. If you remember, he threatened to leave the office at the last cabinet meeting.
　　Q: How did Mr. Johnson learn that the Prime Minister has resigned?
　　12. M: I am assigned the work to Africa for one year and I want to rent my apartment during this period. But still no one would rent it.
　　W: It is the off-season of renting. Have you posted an advertisement in the local newspaper?
　　Q: What does the woman suggest the man do?
　　13. W: Are you listening to me? You are not really with you at the moment. What has happened to you today?
　　M: Sorry, maybe it is because of these cold drugs I’m taking. And I am feeling very sleepy.
　　Q: What is the man probably going to do?
　　14. M: I’m ashamed to say I can’t afford to go out tonight. I’ve spent all my money.
　　W: Don’t worry. I’m loaded right now.
　　Q: What does the woman mean?
　　15. W: Will the failure of the football team sponsored by our company affect our sales and marketing campaign?
　　M: No way! The team might not be the winner but the company is.
　　Q: What does the man mean?
　　16. M: I am so exhausted and I haven’t taken a holiday for a long time. My chances would be better if they hired more people.
　　W: Give up that idea. They always want to keep the cost down.
　　Q: What does the woman imply?
　　17. W: So, have you collected the blood sample so we could do our genetic research?
　　M: I’m afraid we are in trouble. The people we’re testing have religious concern about the work we’re doing, so I couldn’t collect the sample.
　　Q: What are the two speakers talking about?
　　18. W: Tom, we’re all going out for a drink after work. Fancy joining us?
　　M: Thanks, but I’m afraid I can’t. I’ve got to finish this report before I go home tonight.
　　Q: What does the man mean?
　　Now you will hear the two long conversations.
　　Conversation One
　　W: Oh, Ken, I have been meaning to talk to you.
　　M: Hi, Denise! What’s up?
　　W: I have this great job lined up to manage a clothing store at the mall.
　　M: Oh, say in detail, please.
　　W: Well, one of the professors in my department just told me about a summer practice program that is available. She thinks I might be able to practice in the office at the Wayfarer Hotel here in town.
　　M: That sounds like a great opportunity, too. Why not take advantage of it?
　　W: I’d love to, especially since I’m studying hotel management. It would be a great way to get some practical experience in my field.
　　M: And you never know, it might lead to something with them after graduation. They’re one of the biggest hotel chains in the area.
　　W: You’re right. But the problem is that I wouldn’t be making nearly as much money as I would be working in the clothing store. Not to mention the discount I’d get on clothes there.
　　M: How much money can you get from your practice work?
　　W: Very little money. But I can get a free room and board for the summer.
　　M: Well, if I were you, I’d take it anyway. You can always get a job during the school year next year to make a few extra bucks.
　　Questions 19 to 22 are based on the conversation you have just heard.
　　19. Why does Denise like to talk to Ken?
　　20. Why might the summer practice be a good opportunity for Denise?
　　21. What’s the main disadvantage of the summer practice for Denise?
　　22. What does Ken suggest Denise do?
　　Conversation Two
　　M: Hello, this is John Burns from the Top Company Ltd. I’m phoning to return Ms. Thompson’s call.
　　W: Oh, hello, Mr. Burns. This is Susan Thompson speaking. I’m glad you ring back so soon. There’s a serious problem, I’m afraid. You know that order for 500 cases of Top Whiskey we put recently?
　　M: Oh, yes. I saw to it myself. What’s the problem? Hasn’t it arrived?
　　W: Well, in a way, but it’s stuck at the customs. There’s something wrong with the declaration, it seems. Some kind of omission or error.
　　M: Oh, really? That’s strange. Do you know what it is?
　　W: Well, I only heard that some of the details were incomplete and the customs can’t let the consignment through.
　　M: Ms. Thompson, I’ll tell you what I’ll do. Our forwarding agents are handling this delivery and they’re generally very reliable. Er, let me just get on to them.
　　W: Yes, if you would. And can you let me know as soon as possible when I can have the Whiskey? Time’s rather short and our customers are waiting for the wine, you know.
　　M: Of course. I’ll see to it, Ms. Thompson, and if at all possible, you’ll get a call today.
　　W: Well, getting the delivery today would suit me better. Oh, one other thing, I’m out of the office after 12 o’clock. If you call me after this time, would you leave a message with our switchboard operator? I’ll tell her to expect your call.
　　M: Yes, I spoke to her before. I’ll get things moving as quickly as I can.
　　W: Right. Thanks. Goodbye then, Mr. Burns.
　　M: Goodbye. You’ll be hearing from us very soon.
　　Questions 23 to 25 are based on the conversation you have just heard.
　　23. What do we know from the woman’s complaint?
　　24. What does the man say about their forwarding agents?
　　25. What is the man asked to do at the end of the conversation?
　　Section B
　　Passage One
　　I was 9 years old when I found out my father was ill. It was 1994, but I can remember my mother’s words as if it were yesterday — “Carol, I don’t want you to take food from your father, because he has AIDS. Be very careful when you are around him.”
　　AIDS wasn’t something we talked about in my country when I was growing up. From then on, I knew that this would be a family secret. My parents were not together anymore, and my dad lived alone. For a while, he could take care of himself. But when I was 12, his condition worsened. My father’s other children lived far away, so it fell to me to look after him.
　　We couldn’t afford all the necessary medication for him, and because dad was unable to work, I had no money for school supplies and often couldn’t even buy food for dinner. I would sit in class feeling completely lost. The teacher’s words were drowned as I tried to figure out how I was going to manage.
　　I did not share my burden with anyone. I had seen how people reacted to AIDS. Kids laughed at classmates who had parents with the disease. And even adults could be cruel. When my father was moved to the hospital, the nurses would leave his food on the bedside table even though he was too weak to feed himself.
　　I had known that he was going to die, but after so many years of keeping his condition a secret, I was completely unprepared when he reached his final days. Sad and hopeless, I called a woman at the non-profit National AIDS Support. That day, she kept me on the phone for hours. I was so lucky to find someone who cared. She saved my life.
　　I was 15 when my father died. He took his secret away with him, having never spoken about AIDS to anyone, even me. He didn’t want to call attention to AIDS. I do.
　　Questions 26 to 28 are based on the passage you have just heard.
　　26. What does Carol tell us about her father?
　　27. Why did Carol keep her father’s disease a secret?
　　28. Why did Carol write the passage?
　　Passage Two
　　To get a driver’s license, you must take a series of tests. The first test is the vision test. This test checks your eyes to see if you have to wear glasses when you drive. The second test is a written test that checks your knowledge of highway and traffic regulations. You can prepare for this test by studying a booklet that you can get at the driver’s license office. After you pass the written test, you receive an instruction permit. This permit allows you to practice driving with an experienced driver. The last test you have to take is a road test. This checks your driving ability. If you pass it, you will receive your driver’s license.
　　When you go to the driver’s license office to take the road test, you must provide your own vehicle. First, the license examiner checks the mechanical condition of your car. Then, the examiner gets into the car with you and asks you to drive in regular traffic. While you are driving, the examiner tests you for such things as starting, stopping, turning, backing up, and parking. If you can’t control the car properly, or if you violate a traffic regulation while you are taking the test, you fail the examination. You will have to practice driving more until you take the road test again and pass it.
　　Questions 29 to 32 are based on the passage you have just heard.
　　29. What does the second test check?
　　30. What does the instruction permit allow you to do?
　　31. What do we learn about the road test?
　　32. Who are the most probable readers of the passage?
　　Passage Three
　　Margaret, married with two small children, has been working for the last seven years as a night cleaner, cleaning offices in a big building.
　　She trained as a nurse, but had to give it up when her elder child became seriously ill. “I would have liked to go back to it, but the shifts are all wrong for me, as I have to be home to get the children up and off to school.”
　　So she works as a cleaner instead, from 9 p.m. till 6 a.m. five nights a week for just ￡90, before tax and insurance. “It’s better than it was last year, but I still think that people who work unsocial hours should get a bit extra.”
　　The hours she’s chosen to work mean that she sees plenty of the children, but very little of her husband. However, she doesn’t think that puts any pressure on their relationship.
　　Her work isn’t physically very hard, but it’s not exactly pleasant, either. “I do get angry with people who leave their offices like a place for raising pigs. If they realized people like me have to do it, perhaps they’d be a bit more careful.”
　　The fact that she’s working all night doesn’t worry Margaret at all. Unlike some dark buildings at night, the building where she works is fully lit, and the women work in groups of three. “Since I’ve got to be here, I try to enjoy myself — and I usually do, because of the other girls. We all have a good laugh, so the time never drags.”
　　Another challenge Margaret has to face is the reaction of other people when she tells them what she does for a living. “They think you’re a cleaner because you don’t know how to read and write,” said Margaret. “I used to think what my parents would say if they knew what I’d been doing, but I don’t think that way any more. I don’t dislike the work though I can’t say I’m mad about it.”
　　Questions 33 to 35 are based on the passage you have just heard.
　　33. Why did Margaret quit her job as a nurse?
　　34. Why does Margaret get angry with people who work in the office?
　　35. How does Margaret feel when at work?
　　Section C
　　Many businesses, such as department stores, restaurants, hotels and airline companies, use a credit system for selling their products and (36) services. In a credit system, the seller (37) agrees to sell something to the buyer without (38) immediately receiving cash. The buyer (39) receives the goods or services immediately and (40) promises to pay for them later. This “buy-now-pay-later” credit system is quite old. People have been buying things on credit for centuries. But (41) nowadays people use credit cards. There are two types of credit cards. One type is (42) issued directly by a store to a customer. Many large department stores issue credit cards to their customers. The store credit card can be used to make (43) purchases only at a particular store. The other kind of credit card is issued by a credit company. (44) Credit cards from credit companies can be used to buy things almost anywhere. If you have a major credit card, you can buy airplane ticket, stay at hotels, and eat at restaurants with it. (45) Most large credit companies are connected to large banks. So if you want a credit card from a credit company, you generally have to make an application at a bank. (46) After an applicant receives a credit card, he or she can use the card to make purchases.

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