Part I Writing (30 minutes)
Directions: For this part, you are allowed 30 minutes to write a short essay on how to besthandle the relationship between parents and children. You should write at least 120 words but no more than 180 words.
Part II Listening Comprehension (25 minutes)
Directions: In this section, you will hear three news reports. At the end of each newsreport, you will hear two or three questions. Both the news report and the questions willbe spoken only once. After you hear a question, you must choose the best answer fromthe four choices marked A), B), C) and D). Then mark the corresponding letter onAnswer Sheet 1 with a single line through the centre.
Questions 1 and 2 are based on the news report you have just heard.
1. A) Her grandfather.
B) Her grandmother.
C) Her friend Erika.
D) Her little brother.
2. A) By taking pictures for passers-by.
B) By selling lemonade and pictures.
C) By working part time at a hospital.
D) By asking for help on social media.
Questions 3 and 4 are based on the news report you have just heard.
3. A) Testing the efficiency of the new solar panel.
B) Providing clean energy to five million people.
C) Generating electric power for passing vehicles.
D) Finding cheaper ways of highway construction.
4. A) They are made from cheap materials.
B) They are only about half an inch thick.
C) They can be laid right on top of existing highways.
D) They can stand the wear and tear of natural elements.
Questions 5 to 7 are based on the news report you have just heard.
5. A) The lack of clues about the species.
B) Inadequate funding for research.
C) Endless fighting in the region.
D) The hazards from the desert.
6. A) To observe the wildlife in the two national parks.
B) To study the habitat of lions in Sudan and Ethiopia.
C) To identify the reasons for the lions' disappearance.
D) To find evidence of the existence of the "lost lions".
7. A) Lions' tracks.
B) Lions walking.
C) Some camping facilities.
D) Traps set by local hunters.
Directions: In this section, you will hear two long conversations. At the end of eachconversation, you will hear four questions. Both the conversation and the questionswill be spoken only once. After you hear a question, you must choose the best answerfrom the four choices marked A), B), C) and D). Then mark the corresponding letter onAnswer Sheet 1 with a single line through the centre.
Questions 8 to 11 are based on the conversation you have just heard.
8. A) A special gift from the man.
B) Her wedding anniversary.
C) A call from her dad.
D) Her 'lucky birthday'.
9. A) Threw her a surprise party.
B) Took her on a trip overseas.
C) Bought her a good necklace.
D) Gave her a big model plane.
10. A) What her husband and the man are up to.
B) What has been troubling her husband.
C) The trip her husband has planned.
D) The gift her husband has bought.
11. A) He wants to find out about the couple's holiday plan.
B) He is eager to learn how the couple's holiday turns out.
C) He will tell the women the secret if her husband agrees.
D) He will be glad to be a guide for the couple's holiday trip.
Questions 12 to 15 are based on the conversation you have just heard.
12. A) They take the rival's attitude into account.
B) They know when to adopt a tough attitude.
C) They see the importance of making compromises.
D) They are sensitive to the dynamics of a negotiation.
13. A) They know when to stop.
B) They know how to adapt.
C) They know when to make compromises.
D) They know how to control their emotion.
14. A) They are patient.
B) They learn quickly.
C) They are good at expression.
D) They uphold their principles.
15. A) Clarify items of negotiation.
B) Make clear one's intentions.
C) Get to know the other side.
D) Formulate one's strategy.
Directions: In this section, you will hear three passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions will be spokenonly once. After you hear a question, you must choose the best answer from the fourchoices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.
Questions 16 to 18 are based on the passage you have just heard.
16. A) How space research benefits people on Earth.
B) When the International Space Station was built.
C) How many space shuttle missions there will be.
D) When America's earliest space program started.
17. A) They tried to make best use of the latest technology.
B) They tried to meet astronauts' specific requirements.
C) They developed objects for astronauts to use in outer space.
D) They accurately calculated the speed of the orbiting shuttles.
18. A) They are expensive to make.
B) They are extremely accurate.
C) They were first made in space.
D) They were invented in the 1970s.
Questions 19 to 21 are based on the passage you have just heard.
19. A) Everything was natural and genuine then.
B) People had plenty of land to cultivate then.
C) It marked the beginning of something new.
D) It was when her ancestors came to America.
20. A) They were known to be creative.
B) They enjoyed living a life of ease.
C) They had all kinds of entertainment.
D) They believed in working for goals.
21. A) Chatting with her ancestors.
B) Doing needlework by the fire.
C) Furnishing her country house.
D) Polishing all the silver work.
Questions 22 to 25 are based on the passage you have just heard.
22. A) Sit down and try to calm yourself.
B) Call your family or friends for help.
C) Use a map to identify your location.
D) Try to follow your footprints back.
23. A) You may end up entering a wonderland.
B) You may get drowned in a sudden flood.
C) You may expose yourself to unexpected dangers.
D) You may find a way out without your knowing it.
24. A) Walk uphill.
B) Look for food.
C) Start a fire.
D) Wait patiently.
25. A) Check the local weather.
B) Find a map and a compass.
C) Prepare enough food and drink.
D) Inform somebody of your plan.
Part Ⅲ Reading Comprehension (40 minutes)
Directions: In this section, there is a passagewith ten blanks. You are required to select one word for each blank from a list of choicesgiven in a word bank following the passage. Read the passage through carefully beforemaking your choices. Each choice in the bank is identified by a letter. Please mark thecorresponding letter for each item on Answer Sheet 2 with a single line through thecentre. You may not use any of the words in the bank more than once.
A rat or pigeon might not be the obvious choice to tend to someone who is sick, butthese creatures have some 26 skills that could help the treatment of human diseases.
Pigeons are often seen as dirty birds and an urban 27 , but they are just the latest in along line of animals that have been found to have abilities to help humans. Despitehaving a brain no bigger than the 28 of your index finger, pigeons have a veryimpressive 29 memory. Recently it was shown that they could be trained to be asaccurate as humans at detecting breast cancer in images.
Rats are often 30 with spreading disease rather than 31 it, but this long-tailed animal ishighly 32 . Inside a rat's nose are up to 1,000 different types of olfactory receptors (嗅覺感受器), whereas humans only have 100 to 200 types. This gives rats the ability to detect33 smells. As a result, some rats are being put to work to detect TB (肺結核). When therats detect the smell, they stop and rub their legs to 34 a sample is infected.
Traditionally, a hundred samples would take lab technicians more than two days to 35 , but for a rat it takes less than 20 minutes. This rat detection method doesn't rely onspecialist equipment. It is also more accurate—the rats are able to find more TBinfections and, therefore, save more lives.
A) associated B) examine C) indicate D) nuisance E) peak F) preventing G) prohibitingH) sensitive I) slight J) specify K) superior L) suspicious M) tip N) treated O)visual
Directions: In this section, you are going to read a passage with ten statementsattached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose aparagraph more than once. Each paragraph is marked with a letter. Answer the questionsby marking the corresponding letter on Answer Sheet 2.
Do In-Class Exams Make Students Study Harder?
Research suggests they may study more broadly for the unexpected rather than searchfor answers.
[A] I have always been a poor test-taker. So it may seem rather strange that I havereturned to college to finish the degree I left undone some four decades ago. I ammaking my way through Columbia University, surrounded by students who quicklysupply the verbal answer while I am still processing the question.
[B] Since there is no way for me to avoid exams, I am currently questioning what kindare the most taxing and ultimately beneficial. I have already sweated throughnumerous in-class midterms and finals, and now I have a professor who issues take-home ones. I was excited when I learned this, figuring I had a full week to do theresearch, read the texts, and write it all up. In fact, I was still rewriting my midterm themorning it was due. To say I had lost the thread is putting it mildly.
[C] As I was suffering through my week of anxiety, overthinking the material andguessing my grasp of it, I did some of my own polling among students and professors. David Eisenbach, who teaches a popular class on U.S. presidents at Columbia, prefersthe in-class variety. He believes students ultimately learn more and encourages themto form study groups. "That way they socialize over history outside the class, whichwouldn't happen without the pressure of an in-class exam," he explained, "Furthermore, in-class exams force students to learn how to perform under pressure, an essentialwork skill."
[D] He also says there is less chance of cheating with the in-class variety. In 2012, 125 students at Harvard were caught up in a scandal when it was discovered they hadcheated on a take-home exam for a class entitled "Introduction To Congress." Somecolleges have what they call an "honor code," though if you are smart enough to getinto these schools, you are either smart enough to get around any codes or hopefully, too ethical to consider doing so. As I sat blocked and clueless for two solid days, Imomentarily wondered if I couldn't just call an expert on the subject matter which I wastackling, or someone who took the class previously, to get me going.
[E] Following the Harvard scandal, Mary Miller, the former dean of students at Yale, made an impassioned appeal to her school's professors to refrain from take-honeexams. "Students risk health and well being, as well as performance in other end-of-term work, when faculty offers take-home exams without clear, time-limitedboundaries," she told me. "Research now shows that regular quizzes, short essays, andother assignments over the course of a term better enhance learning and retention."
[F] Most college professors agree the kind of exam they choose largely depends on thesubject. A quantitative-based one, for example, is unlikely to be sent home, where onecould ask their older brothers and sisters to help. Vocational-type classes, such ascomputer science or journalism, on the other hand, are often more research-oriented andlend themselves to take-home testing. Chris Koch, who teaches "History of BroadcastJournalism" at Montgomery Community College in Rockville, Maryland, points out thatreporting is about investigation rather than the memorization of minute details. "In myfield, it's not what you know—it's what you know how to find out," says Koch. "There isway too much information, and more coming all the time, for anyone to remember. Iwant my students to search out the answers to questions by using all the resourcesavailable to them."
[G] Students' test-form preferences vary, too, often depending on the subject andcourse difficulty. "I prefer take-home essays because it is then really about the writing, so you have time to edit and do more research," says Elizabeth Dresser, a junior atBarnard. Then there is the stress factor. Francesca Haass, a senior at Middlebury, says, "I find the in-class ones are more stressful in the short term, but there isimmediate relief as you swallow information like mad, and then you get to forget itall. Take-homes require thoughtful engagement which can lead to longer term stressas there is never a moment when the time is up." Meanwhile, Olivia Rubin, a sophomoreat Emory, says she hardly even considers take-homes true exams. "If you understandthe material and have the ability to articulate (說出) your thoughts, they should be abreeze."
[H] How students ultimately handle stress may depend on their personal test-takingabilities. There are people who always wait until the last minute, and make it muchharder than it needs to be. And then there those who, not knowing what questions arecoming at them, and having no resources to refer to, can freeze. And then there are werare folks who fit both those descriptions.
[I] Yes, my advanced age must factor into the equation (等式), in part because of myinability to access the information as quickly. As another returning student at Columbia, Kate Marber, told me, "We are learning not only all this information, but essentially howto learn again. Our fellow students have just come out of high school. A lot has changedsince we were last in school."
[J] If nothing else, the situation has given my college son and me something to share. When I asked his opinion on this matter, he responded, "I like in-class exams becausethe time is already reserved, as opposed to using my free time at home to work on atest," he responded. It seems to me that a compromise would be receiving the examquestions a day or two in advance, and then doing the actual test in class the tickingclock overhead.
[K] Better yet, how about what one Hunter College professor reportedly did recently forher final exam: She encouraged the class not to stress or even study, promising that, "It is going to be apiece of cake." When the students came in, sharpened pencils in hand, there was not a blue book in sight. Rather, they saw a large chocolate cake and theyeach were given a slice.
36. Elderly students find it hard to keep up with the rapid changes in education.
37. Some believe take-home exams may affect students' performance in othercourses.
38. Certain professors believe in-class exams are ultimately more helpful to students.
39. In-class exams are believed to discourage cheating in exams.
40. The author was happy to learn she could do some exams at home.
41. Students who put off their work until the last moment often find the exams moredifficult than they actually are.
42. Different students may prefer different types of exams.
43. Most professors agree whether to give an in-class or a take-home exam depends ontype of course being taught.
44. The author dropped out of college some forty years ago.
45. Some students think take-home exams will eat up their free time.
Directions: There are 2 passages in this section. Each passage is followed by somequestions 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 onAnswer Sheet 2 with a single line through the centre.
Questions 46 and 50 are based on the following passage.
That people often experience trouble sleeping in a different bed in unfamiliarsurroundings is a phenomenon known as the "first-night" effect. If a person stays in thesame room the following night they tend to sleep more soundly. Yuka Sasaki and hercolleagues at Brown University set out to investigate the origins of this effect.
Dr. Sasaki knew the first-night effect probably has something to do with how humansevolved. The puzzle was what benefit would be gained from it when performancemight be affected the following day. She also knew from previous work conducted onbirds and dolphins that these animals put half of their brains to sleep at a time so thatthey can rest while remaining alert enough to avoid predators (捕食者). This led her towonder if people might be doing the same thing. To take a closer look, her team studied35 healthy people as they slept in the unfamiliar environment of the university'sDepartment of Psychological Sciences. The participants each slept in the department fortwo nights and were carefully monitored with techniques that looked at the activity oftheir brains. Dr. Sasaki found, as expected, the participants slept less well on their firstnight than they did on their second, taking more than twice as long to fall asleep andsleeping less overall. During deep sleep, the participants' brains behaved in a similarmanner seen in birds and dolphins. On the first night only, the left hemispheres (半球) oftheir brains did not sleep nearly as deeply as their right hemispheres did.
Curious if the left hemispheres were indeed remaining awake to process informationdetected in the surrounding environment, Dr. Sasaki re-ran the experiment whilepresenting the sleeping participants with a mix of regularly timed beeps (蜂鳴聲) of thesame tone and irregular beeps of a different tone during the night. She worked outthat, if the left hemisphere was staying alert to keep guard in a strange environment, then it would react to the irregular beeps by stirring people from sleep and wouldignore the regularly timed ones. This is precisely what she found.
46. What did researchers find puzzling about the first-night effect?
A) To what extent it can trouble people.
B) What role it has played in evolution.
C) What circumstances may trigger it.
D) In what way it can be beneficial.
47. What do we learn about Dr. Yuka Sasaki doing her research?
A) She found birds and dolphins remain alert while asleep.
B) She found birds and dolphins sleep in much the same way.
C) She got some idea from previous studies on birds and dolphins.
D) She conducted studies on birds' and dolphins' sleeping patterns.
48. What did Dr. Sasaki do when she first did her experiment?
A) She monitored the brain activity of participants sleeping in a new environment.
B) She recruited 35 participants from her Department of Psychological Sciences.
C) She studied the differences between the two sides of participants' brains.
D) She tested her findings about birds and dolphins on human subjects.
49. What did Dr. Sasaki do when re-running her experiment?
A) She analyzed the negative effect of irregular tones on brains.
B) She recorded participants' adaptation to changed environment.
C) She exposed her participants to two different stimuli.
D) She compared the responses of different participants.
50. What did Dr. Sasaki find about the participants in her experiment?
A) They tended to enjoy certain tones more than others.
B) They tended to perceive irregular beeps as a threat.
C) They felt sleepy when exposed to regular beeps.
D) They differed in their tolerance of irregular tones.
Questions 51 to 55 are based on the following passage.
It's time to reevaluate how women handle conflict at work. Being overworked or over-committed at home and on the job will not get you where you want to be in life. It willonly slow you down and hinder your career goals.
Did you know women are more likely than men to feel exhausted? Nearly twice as manywomen than men ages 18-44 reported feeling "very tired" or "exhausted", according to arecent study.
This may not be surprising given that this is the age range when women have children. It's also the age range when many women are trying to balance careers and home. Onereason women may feel exhausted is that they have a hard time saying "no." Womenwant to be able to do it all— volunteer for school parties or cook delicious meals—and sotheir answer to any request is often "Yes, I can."
Women struggle to say "no" in the workplace for similar reasons, including the desire tobe liked by their colleagues. Unfortunately, this inability to say "no" may be hurtingwomen's heath as well as their career.
At the workplace, men use conflict as a way to position themselves, while women oftenavoid conflict or strive to be the peacemaker, because they don't want to be viewed asaggressive or disruptive at work. For example, there's a problem that needs to beaddressed immediately, resulting in a dispute over who should be the one to fix it. Menare more likely to face that dispute from the perspective of what benefits them most, whereas women may approach the same dispute from the perspective of what's theeasiest and quickest way to resolve the problem—even if that means doing the boringwork themselves.
This difference in handling conflict could be the deciding factor on who gets promotedto a leadership position and who does not. Leaders have to be able to delegate andmanage resources wisely—including staff expertise. Shouldering more of the workloadmay not earn you that promotion. Instead, it may highlight your inability to delegateeffectively.
51. What does the author say is the problem with women?
A) They are often unclear about the career goals to reach.
B) They are usually more committed at home than on the job.
C) They tend to be over-optimistic about how far they could go.
D) They tend to push themselves beyond the limits of their ability.
52. Why do working women of child-bearing age tend to feel drained of energy?
A) They struggle to satisfy the demands of both work and home.
B) They are too devoted to work and unable to relax as a result.
C) They do their best to cooperate with their workmates.
D) They are obliged to take up too many responsibilities.
53. What may hinder the future prospects of career women?
A) Their unwillingness to say "no".
B) Their desire to be considered powerful.
C) An underestimate of their own ability.
D) A lack of courage to face challenges.
54. Men and woman differ in their approach to resolving workplace conflicts in that______.
A) women tend to be easily satisfied
B) men are generally more persuasive
C) men tend to put their personal interests first
D) women are much more ready to compromise
55. What is important to a good leader?
A) A dominant personality.
B) The ability to delegate.
C) The courage to admit failure.
D) A strong sense of responsibility.
Part IV Translation (30 minutes)
Directions: For this part, you are allowed 30 minutes to translate a passage from Chineseinto English. You should write your answer onAnswer Sheet 2.
Part Ⅰ Writing
Good Communication Is the Best Policy
The relationship between parents and children is an eternal and universal topic for themankind. Our relationship with parents might be different at different ages. And foryoung people at their 20s, I think it will more depend on what children do.
The reason why I say so is that as we grow up, our parents who were our idols beforegradually get old and even out-dated. However hard efforts they make, they could notcatch up with our steps, leading to the so-called invisible generation gap between us. Thus, if we cannot slow down our pace, there will definitely be an awkward silencebetween parents and us, which is not rare now. As a result, we young people should talkmore with parents to share our feelings and to know each other better.
Everyone wants loving parents who are open and supportive. Only through frequentcommunication with each other can we establish such a harmonious relationship withour parents.
Part Ⅱ Listening Comprehension
1. D) Her little brother.
2. B) By selling lemonade and pictures.
3. B) Providing clean energy to five million people.
4. C) They can be laid right on top of existing highways.
5. C) Endless fighting in the region.
6. D) To find evidence of the existence of the "lost lions".
7. A) Lions' tracks.
8. D) Her 'lucky birthday'.
9. A) Threw her a surprise party.
10. C) The trip her husband has planned.
11. B) He is eager to learn how the couple's holiday turns out.
12. D) They are sensitive to the dynamics of a negotiation.
13. A) They know when to stop.
14. B) They learn quickly.
15. C) Get to know the other side.
16. A) How space research benefits people on Earth.
17. C) They developed objects for astronauts to use in outer space.
18. B) They are extremely accurate.
19. C) It marked the beginning of something new.
20. D) They believed in working for goals.
21. B) Doing needlework by the fire.
22. A) Sit down and try to calm yourself.
23. C) You may expose yourself to unexpected dangers.
24. A) Walk uphill.
25. D) Inform somebody of your plan.
Part III Reading Comprehension
Part IV Translation
Located in western Shandong province, Mount Tai stands over 1500 meters above sealevel and covers an area of about 400 square kilometers. It is a renowned mountainwhich is not only spectacular but also of historical and cultural significance. Pilgrimshave been visiting Mount Tai for the last over 3000 years. In recorded history, 72 emperors once came here to make a tour. Mount Tai has seen many writers who havetraveled here for inspiration to make poems and compositions. Artists also come herefor painting. That explains why Mount Tai features numerous cultural relics and historicsites. It has now become one of the leading tourist attractions in China.
I am a cook.(炊事員) We are cooks，
You are a teacher.(教師) You are teachers.
He is a barber.(理發員) The yare barbers.
She is a nurse.(護士)The yare nurses.
It is a cart.(大車) They are carts.
It's I .是我。 Oh，it's you. 噢，是你。
[注二]口語習慣上不說it's I (he, she等)，而說It's me (him，her等)。
The dog bit him.那只狗咬了他。
Our P. T. teacher taught us to swim yesterday.我們的體育老師昨天教我們游泳。
This is my new hat. Do you like it ?這是我的新帽子，你喜歡嗎?
My brother often writes tome.我弟弟常給我寫信。
They took good care of us.他們無微不至地照料我們。
We believe that China will make still greater progress in shipbuilding.我們相信中國的造船業將會有更大的發展。
In our opinion this is the best film of the year.我們認為這是今年最好的影片。
That's the picture of the Dongfeng; she is a 10,000 - ton class ocean - goingfreighter.那是萬噸遠洋貨輪東風號的照片。
The dog waved his tail when he saw his master.那狗看見主人就搖尾巴。
The child smiled when it saw its mother.小孩見到母親就笑了。
d) they可用來代替一般的人，特別在"they say"中。如：
They say there's going to be another good harvest this year.人們說今年又是個豐收年。