Windows Media Player文件

  Section A
  Directions:In this section,you will hear 10 short conversations.At the end of each conversation,a question will be asked about what was said.Both the conversation and the question 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],[D],and decide which is the best answer.Then mark the corresponding letter on the Answer Sheet with a single line through the centre
  1.Q:What does the woman imply about the job?
  A.Alex probably shouldn't do it.
  B.Anyone can do it.
  C.No one can do it.
  D.Alex can do it.
  2.Q:What does the man imply about the information office?
  A.It is in the centre of the campus.
  B.It should have a map of the city.
  C.It has information about summer campus.
  D.It probably has a campus map.
  3.Q:During what month are they talking?
  4.Q:What kind of newspaper does the woman subscribe to?
  A.A daily,afternoon paper.
  B.A weekly,afternoon paper.
  C.A daily,afternoon paper.
  D.A daily,morning paper.
  5.Q:How has Bill reacted?
  A.With surprise.
  B.With hostility.
  6.Q:What did the woman say about the taxi driver?
  A.He ran into a tree.
  B.He ran into a truck.
  C.He was driving too fast.
  D.He hurt his back and his head.
  7.Q:Where does this conversation probably take place?
  A.At the hospital.
  B.At the library.
  C.At the bookstore.
  D.At the travel agency.
  8.Q:What has the woman suggested?
  A.Removing the school farther away.
  B.The hotdog stand has nothing to do with it.
  C.Parents should take their children to school.
  D.Removing the hotdog stand farther away from the school.
  9.Q:What does the man mean?
  A.The woman must change her destination.
  B.She will never be able to get a ticket.
  C.The woman should wait until tomorrow.
  D.It is not late for the woman to get a ticket.
  10.Q:Why could the man come to the Shopping Mall that day?
  A.The man got the flu.
  B.It was weekend.
  C.Many students caught flu except him.
  D.The junior school stopped working because of the flu.
  Section B
  Compound Dictation
  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 S1 to S7 with the exact words you have just heard.For blanks numbered from S8 to S10 you are required to fill in the missing information.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.
  Choosing Astronauts
  It is interesting how NASA chose their astronauts for(S1)_then on the moon.They chose men between the ages twenty and thirty-five.There were about(S2)_of them.Many of them were(S3)_air pilots and others were(S4)_.NASA telephoned each man were going to choose;told him the(S5)_and the(S6)_they might get in.They then asked him if he was willing to(S7)_as an astronaut."How could any man refuse such an exciting exploration?"One of them said,"Dangerous?Of course,it is dangerous,but most exciting!"(S8)_While training to be astronauts,they went through many courses.(S9)_They were all trained to fly in helicopters.These helicopters landed straight down to give the men some experience of the way the spaceship would actually land on the moon.They were also taught all the known facts about conditions in space.(S10)_.
  [03:07.26]It is interesting how NASA chose their astronauts for(S1)_then on the moon.They chose men between the ages twenty and thirty-five.There were about(S2)_of them.Many of them were(S3)_air pilots and others were(S4)_.NASA telephoned each man were going to choose;told him the(S5)_and the(S6)_they might get in.They then asked him if he was willing to(S7)_as an astronaut."How could any man refuse such an exciting exploration?"One of them said,"Dangerous?Of course,it is dangerous,but most exciting!"(S8)_While training to be astronauts,they went through many courses.(S9)_They were all trained to fly in helicopters.These helicopters landed straight down to give the men some experience of the way the spaceship would actually land on the moon.They were also taught all the known facts about conditions in space.(S10)_.
Windows Media Player文件

  11. A) She doesn't want to waste her film.
  B) She already took a picture of the mountains.
  C) She doesn't have any more film.
  D) She doesn't know how to use the camera.
  12. A)A car dealer. C)A driving examiner.
  B)A mechanic. D)A technical consultant.
  13. A) Borrow her book.
  B) Check the classroom again.
  C) Buy a new book.
  D) Ask about the book at the information desk.
  14. A) Spend more time working on literature problems.
  B) Talk to an advisor about dropping the course.
  C) Work on the assignment with a classmate.
  D) Ask the graduate assistant for help.
  15. A) He has already finished his report.
  B) He hasn't chosen a topic for his report.
  C) The woman's report is already long enough.
  D) The woman will have time to finish her report.
  16. A) Stay in the dormitory.
  B) Find out the cost of living in the dormitory.
  C) Ask for a reduction in her rent.
  D) Move into an apartment with a roommate.
  17. A)To protect her from getting scratches. C)To prevent mosquito bites.
  B)To help relieve her of the pain. D)To avoid getting sun burnt.
  18. A) He already has plans for Saturday night.
  B) The woman should decide where to eat Saturday.
  C) The woman should ask her brother for a suggestion.
  D) He will make a reservation at the restaurant.
  Section B
  Questions 19 to 22 are based on the conversation you have just heard.
  19. A) In the student recreation center.
  B) In the campus canteen.
  C) In the university bookstore.
  D) In a classroom.
  20. A) Studying.
  B) Preparing snacks.
  C) Playing cards.
  D) Learning how to play bridge.
  21. A) Watch her partner.
  B) Play her cards in cooperation with her partner.
  C) Quit the game.
  D) Teach the man how to play bridge.
  22. A) He already knows how to play.
  B) He doesn't like to play games.
  C) He doesn't have a partner.
  D) He doesn't have enough free time.
  Questions 23 to 25 are based on the conversation you have just heard.
  23. A)It helps her to attract more public attention.
  B)It improves her chance of getting promoted.
  C)It strengthens her relationship with students.
  D)It enables her to understand people better.
  24. A)Passively. C)Skeptically.
  B)Positively. D)Sensitively.
  25. A)It keeps haunting her day and night.
  B)Her teaching was somewhat affected by it .
  C)It vanishes the moment she steps into her role.
  D)Her mind goes blank once she gets on the stage.
  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 the 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 the Answer Sheet 2 with a single line through the centre.
  Passage one
  Questions 26 to 29 are based on the passage you have just heard.
  26. A) Watch a slide show about trees.
  B) Learn how to prevent Dutch elm disease.
  C) Study the history of the campus buildings and grounds.
  D) Look at examples of trees on campus.
  27. A) History.
  B) Physical education.
  C) Botany.
  D) Architecture.
  28. A) Its leaves are yellow.
  B) Its leaves are lopsided.
  C) It is very tall.
  D) It is not an angiosperm.
  29. A) It has grown too tall for its designated space.
  B) It may be diseased.
  C) Its branches are being broken off.
  D) It no longer hears from.
  Passage two
  Questions 30 to 32 are based on the passage you have just heard.
  30. A) Jefferson's views about commercialized agriculture.
  B) International trade in the nineteenth century
  C) Improvements in farm machinery in the United States.
  D) Farmers' loss of independence
  31. A) Crop production became increasingly specialized.
  B) Economic depressions lowered the prices of farm products.
  C) New banking laws made it easy to buy farmland.
  D) The United States increased its agricultural imports.
  32. A) Prices for farm products rose.
  B) Farmers became more dependent on loans from banks.
  C) Jefferson established government programs to assist farmers.
  D) Farmers relied less on foreign markets.
  Passage three
  Questions 33 to 35 are based on the passage you have just heard.
  33. A) In place of physical therapy.
  B) To control brain seizures.
  C) To prevent heat disease.
  D) To relieve tension.
  34. A) They like to have music in the operating room.
  B) They solved problems better while listening to music they liked.
  C) They preferred classical music.
  D) They performed better when they used headphones.
  35. A) It increased the students’ white blood cell amount.
  B) It increased some students’ energy level.
  C) It improved the students’ ability to play musical instruments.
  D) It released a natural painkiller in some students’ bodies.
  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.
  Sleep is part of a person's daily __36__ cycle. There are several different stages of sleep and they occur in cycles, If you are an __37___ sleeper, your sleep cycle is as follows. When you first drift off into slumber, your eyes will roll about a bit, your _____38_____ will drop slightly, your ___39__ will relax, and your ___40____ will slow and become quite ____41____ Your brain waves slow down a bit too with the alpha rhythm of rather fast waves ____42____ for the first few minutes. This is called stage 1 sleep. For the next half hour or so as you relax more and more you will drift down through stage 2 and stage 3 sleep. The lower your stage of sleep the slower your brain waves will be. Then about 40 to 60 minutes after you lose _____43____ you will have reached the deepest sleep of all.
  ________________________________________44__________________________________. This is stage 4 sleep.
  You do not remain at this deep fourth stage all night long, but instead about 80 minutes after you fall into slumber, your brain activity level will increase again slightly. The delta rhythm will disappear to be replaced by the activity pattern of brain waves. _______________________________45______________________________.
  This period of rapid eye movement lasts for some ~ to 15 minutes and is called REM sleep. It is during REM sleep that most dreams seem to occur. ______________________46________________ .You will slip gently back from stage I to 4.
Analysis and Interpretation of the News

  The newspaper must provide for the reader the facts, unalloyed, unslanted, objectively selected facts. But in these days of complex news it must provide more; it must supply interpretation, the meaning of the facts. This is the most important assignment confronting American journalism—to make clear to the reader the problems of the day, to make international news as understandable as community news, to recognize that there is no longer any such thing (with the possible exception of such scribbling as society and club news) as “local” news, because any event in the international area has a local reaction in manpower draft, in economic strain, in terms, indeed, of our very way of life.
  There is in journalism a widespread view that when you embark on interpretation, you are entering choppy and dangerous waters, the swirling tides of opinion. This is nonsense.
  The opponents of interpretation insist that the writer and the editor shall confine himself to the “facts”. This insistence raises two questions: What are the facts? And: Are the bare facts enough?
  As to the first query. Consider how a so-called “factual” story cones about. The reporter collects, say, fifty facts; out of these fifty, his space allotment being necessarily restricted, he selects the ten, which he considers most important. This is Judgment Number One. Then he or his editor decides which of these ten facts shall constitute the lead of the piece (This is important decision because many readers do not proceed beyond the first paragraph.) This is Judgment Number Two. Then the night editor determines whether the article shall be presented on page one, where it has a large impact, or on page twenty-four, where it has little. Judgment Number Three.
  Thus, in the presentation of a so-called “factual” or “objective” story, at least three judgments are involved. And they are judgments not at all unlike those involved in interpretation, in which reporter and editor, calling upon their general background, and their “news neutralism,” arrive at a conclusion as to the significance of the news.
  The two areas of judgment, presentation of the news and its interpretation, are both objective rather then subjective processes—as objective, that is, as any human being can be. (Note in passing: even though complete objectivity can never be achieved, nevertheless the ideal must always be the beacon on the murky news channels.) Of an editor is intent on slanting the news, he can do it in other ways and more effectively than by interpretation. He can do it by the selection of those facts that prop up his particular plea. Or he can do it by the pay he gives a story—promoting it to page one or demoting it to page thirty.
  1. The title that best expresses the ideas of this passage is
  [A]. Interpreting the News. [B]. Choosing Facts.
  [C]. Subjective versus Objective Processes. [D]. Everything Counts.
  2. Why does the writer of an article select ten out of 50 available facts?
  [A]. Space is limited. [B]. His editor is prejudiced.
  [C]. The subject is not important. [D]. He is entering choppy and dangerous.
  3. What is the least effective way of “slanting” news/
  [A]. Interpretation. [B]. His editor is prejudiced.
  [C]. Placement. [D]. Concentration.
  4. Why should the lead sentence present the most important fact?
  [A]. It will influence the reader to continue.
  [B]. It will be the best way to write.
  [C]. Some readers do not read beyond the first paragraph.
  [D]. It will gratify the editor.  
Sensory Evaluation of Food

  A Polish proverb claims that fish, to taste right, should three times—in water, in butter and in wine. The early efforts of the basic scientists in the food industry were directed at improving the preparation, preservation, and distribution of safe and nutritious food. Our memories of certain foodstuffs eaten during the World War II suggest that, although these might have been safe and nutritious, they certainly did not taste right nor were they particularly appetizing in appearance or smell. This neglect of the sensory appeal of foods is happily becoming a thing of the past. Bow, in the book “Principles of Sensory Evaluation of Food,” the authors hope that it will be useful to food technologists in industry and also to others engaged in research into problem of sensory evaluation of foods. An attempt has clearly been make to collect every possible piece of information, which might be useful, more than one thousand five hundred references being quoted. As a result, the book seems at first sight to be an exhaustive and critically useful review of the literature. This it certainly is, but this is by no means is its only achievement, for there are many suggestions for further lines of research, and the discursive passages are crisply provocative of new ideas and new ways of looking at established findings.
  Of particular interest is the weight given to the psychological aspects of perception, both objectively and subjectively. The relation between stimuli and perception is well covered, and includes a valuable discussion of the uses and disadvantages of the Weber fraction of differences. It is interesting to find that in spite of many attempts to separate and define the modalities of taste, nothing better has been achieved than the familiar classification into sweet, sour salty and bitter. Nor is there as yet any clear-cut evidence of the physiological nature of the taste stimulus. With regard to smell, systems of classification are of little value because of the extraordinary sensitivity of the nose and because the response to the stimulus is so subjective. The authors suggest that a classification based on the size, shape and electronic status of the molecule involved merits further investigation, as does the theoretical proposition that weak physical binding of the stimulant molecule to he receptor site is a necessary part of the mechanism of stimulation.
  Apart from taste and smell, there are many other components of perception of the sensations from food in the mouth. The basic modalities of pain, cold, warmth and touch, together with vibration sense, discrimination and localization may all play a part, as, of course, does auditory reception of bone-conducted vibratory stimuli from the teeth when eating crisp or crunchy foods. In this connection the authors rightly point out that this type of stimulus requires much more investigation, suggesting that a start might be made by using subjects afflicted with various forms of deafness. It is well-known that extraneous noise may alter discrimination, and the attention of the authors is directed to the work of Prof. H. J. Eysenck on the “stimulus hunger” of extroverts and the “stimulus avoidance” of introverts.

  1. The reviewer uses a Polish proverb at the beginning of the article in order to
  [A]. introduce, in an interesting manner, the discussion of food.
  [B]. show the connection between food and nationality of food.
  [C]. indicate that there are various ways to prepare food.
  [D]. impress upon the reader the food value of fish.
  2. The reviewers appraisal of “Principles of Sensory Evaluation of Food” is one of
  [A]. mixed feelings. [B]. indifference
  [C]. high praise. [D]. faint praise.
  3. The writer of the article does not express the view, either directly or by implication, that
  [A]. sharply defined classifications of taste are needed.
  [B]. more research should be done regarding the molecular constituency of food.
  [C]. food values are objectively determined by an expert “smeller”.
  [D]. temperature is an important factor in the value of food.
  4. The authors of the book suggest the use of deaf subject because
  [A]. deaf people are generally introversive.
  [B]. the auditory sense is an important factor in food evaluation.
  [C]. they are more fastidious in their choice of foods.
  [D]. All types of subjects should be used.


  1. 词汇和语义理解题常见提问形式
  The author uses the phrase “...” to illustrate...
  From the passage, we can infer that the word “...” is...
  What does the word “...” mean in this passage?
  What do we know about the author's house from “...” ?
  Which of the following does the word “...” in line...refers to?
  Which of the following is closest in meaning to the sentence “...”?

  2. 词汇和语义理解题命题规律
  (1) 含有指示代词的句中,常考查词汇或短语。
  (2) 具体环境中,具有指代上下文语义功能的词汇,尤其是名词,常成为考查对象。
  (3) 常考一词多义的常见词及词组。有些词一词多义,要求考生能通过阅读理解该词的确切含义。平时积累生词时,一定要掌握在大纲规定范围内的所有词义,这样考试才会胸有成竹。
  (4) 对比处常考这类题目考查考生能否从有对比含义的上下文中猜测出某个单词的含义。
  (5) 复杂句常考复杂句句子结构复杂,句子之间的指代关系复杂,主要考查考生的理解能力。

  3. 词汇和语义理解题答题技巧
  考生拥有比较大的词汇量和一定的构词知识,这自然有助于理解短文意义和解答词汇理解类型题目。但由于测试文章题材广泛,体裁多样,并且同一单词在不同的语境中或上下文中有不同的含义,考生在测试时必然会遇到一些生词或熟词的生僻词义。因此掌握正确的猜测方法有助于考生正确地解答词汇理解类型题。 确定词汇在文章中的准确含义,取决于对其所在的上下文的正确理解,并在理解的基础上推测词义。
  (1) 利用上下文与该词逻辑和意义上的联系
  The ruler had been so cruel and dishonest that after revolution he was banished. A few members of the Senate opposed the decision, but the majority voted that the ruler should leave the country forever.
  从上下文中我们知道第二句中的the decision指的就是he was banished,少数人反对这个决定,多数人支持这个决定:国王必须永远离开这个国家。由此我们可以推测banish为“驱逐,流放”之意。
  (2) 利用文章中的定义或者解释
  Procrastinators are people who have a chronic habit of putting things off, usually until the last minute and sometimes until it is too late altogether.
  (3) 利用对比关系
  In spite of his aged appearance, his movements were spirited as a young man’s. 短语in spite of连接让步状语,对主句的意思起反衬作用,使前后两部分形成意义上的对比。根据对比可以推知spirited意为“有精神的,朝气蓬勃的”。
  (4) 利用同位关系
  在一个句子中,有时两个或者两个以上的词构成同位关系,起同样的作用,意义大体相近或具有一定的联系。这种同位关系有时通过破折号表示,有时通过一定的解释性提示词表示。如:particularly, mainly, chiefly, such as, say, for example, or, namely, in other words, that is to say等。
  Have some sherries—the most distinguished wine from Spain.
  (5) 利用定语从句
  This set of book is for children. The first book of the sequence, which is one of the most popular series of children's stories, is actually a collection of stories about the people in the village.
  定语从句说明了sequence的含义是a series of books。
  (6) 利用举例
  某些词的意思也可通过such as, like, for example, for instance等举例加以说明。
  如: Many ships leave land and disappear completely; the US Cyclops, for example, vanished in 1918.
  由for example可知vanish与disappear是同义词,意思是“消失,失踪”。
  (7) 利用同义信息和反义信息这是推断生词最重要的手段。
  如: It is difficult to list all of my father's attributes because he has so many different talents and abilities.
  通过反义词和转折词,如but, yet, however, instead, rather than, on the contrary等往往也可以猜出生词的词义。
  如: Storming out of the room only exacerbates the situation rather than ease it.
  rather than是表示否定意义的并列词语,由此可知exacerbate是ease的反义词,故可以猜出exacerbate的意思是“加剧”或“恶化”。
  (8) 利用类属词
  如resources为资源的总称,其中包括oil, silver, water等。这实际上是一般和具体的关系。阅读时应注意发现词语之间的这种关系,以便猜出某些词的意义。
  如: Household appliances, especially TV sets, washing machines and tape recorders, are selling well these days.
  电视机、洗衣机和录音机均属电器,因此可以推出household appliances的意思是“家用电器”。
  (9) 利用构词法
  如: Antibiotics such as penicillin will not cure the flu.
  要做对这类题,必须正确理解作者真正的观点,同时还要正确地推断作者的语气、态度,弄清作者写这篇文章的目的,作者的态度是肯定还是否定,以及文中的事实论据是否支持作者的论点等。同时还必须体会作者的用词和其他修饰手段,例如比喻和讽刺。在读文章的时候要注意表示作者态度的一些词语,比如sure, satisfaction, magnanimous,还有一些带有消极意义的词,比如ruffled, stingy等。
  What is the author’s opinion?
  How does the author feel about...?
  Which of the following can best describe the style of the passage?
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