Part IV Close （15 minutes ）
Directions： There are 20 blanks in the following passage, For each blank there are four choices marked A）, B）, C） and D） on the right side of the paper. You should choose the one that best fits into the passage. Then mark the corresponding letter on the Answer Sheet with a single line through the center.
Methods of studying vary； what works__71__ for some students doesn't work at all for others. The only thing you can do is experiment __72__ you find a system that does work for you. But two things are sure： __73__ else can do your studying for you, and unless you do find a system that works, you won' t although college. Meantime, there are a few rules that__74__ for everybody. The hint is “don't get ___75___ ”。
The problem of studying, __76__ enough to start with, becomes almost__77__ when you are trying to do __78__ in one weekend. __79__ the fastest readers have trouble __80__ that. And if you are behind in written work that must be __81__, the teacher who accepts it __82__late will probably not give you good credit. Perhaps he may not accept it__83__ . Getting behind in one class because you are spending so much time on another is really no __84__. Feeling pretty virtuous about the seven hours you 'spend on chemistry won' t __85__one bit if the history teacher pops a quiz. And many freshmen do get into trouble by spending too much time on one class at the __86__of the others, either because they like one class much better or because they find it so much harder that they think, they should __87__all their time to it. __88__the reason, going the whole work for one class and neglecting the rest of them is a mistake, if you face this __89__, begin with the shortest and easiest __90__. Get them out of the way and then go to the more difficult, time consuming work.
71. A） good B） easily C） sufficiently D） well
72. A） until B） after C） while D ） so
73. A） somebody B） nobody C） everybody D） anybody
74. A） follow B） go C） operate D） work
75. A） behind B） after C） slow D） later
76. A） hardly B） unpleasant C） hard D） heavy
77. A） improbable B） necessary C） impossible D） inevitable
78. A） three week's work B） three weeks' works
C） three weeks' work D） three week' s works
79. A） Even B） Almost C） If D） with
80. A） to do B） doing C） at doing D） with doing
81. A） turned in B） tuned up C） turned out D） given in
82. A） very B） quite C） such D） that
83. A） anyway B） either C） at all D） too
84. A） solution B） method C） answer D） excuse
85. A） help B） encourage C） assist D） improve
86. A） expense B） pay C） debt D） charge
87. A） devote B） put C） spend D） take
88. A） Whichever B） Whatever C） However D） Wherever
89. A） attraction B） decision C） temptation D） dilemma
90. A） arrangements B） way C） assignments D） class
Part V Writing Directions： For this part, you are allowed thirty minutes to write a composition on the topic Good Manners. You should write at least 100 words and you should base your composition on the outline（given in Chinese）below：
1世界上的人都看重良好的行为举止。
2在公共场合的一些奶好的行为举止。
3如果每个人都培养起了好的行为举止,
答案及详解
Part One Listening Comprehension Section A
1-10 CCBDB DACDD
11-20 DABCB AACBA
Tapescript
Section A
1. M： Would you like a copy of professor Smith's article？
W： Thanks, if it's not too much trouble.
Q： What does the woman imply？
2. W： Did you visit the Television Tower when you had your vacation in Shanghai last summer？
M： I couldn't make it last June. But I finally visited it two months later. I plan to visit it again sometime next year.
Q： What do we learn about the man？
3. M： Prof. Kennedy has been very busy this semester. As far as I know, he works until mid-night every day.
W： I wouldn't have troubled him so much if I had know he was so busy.
Q： What do we learn from the conversation？
4. W： If I were you, I would have accepted the job.
M： I turned down the offer because it would mean frequent business trips away from my family：
Q： Why didn't the man accept the job？
5. M： How are you getting on with your essay, Mary？ I'm having a real hard time with mine.
W： After two sleepless nights, I'm finally through with it.
Q： What do we learn from this conversation？
6. W： Where did you say you found this bag？
M： It was lying under a big tree between the park and the apartment building
Q： Where did the man find the bag？
7. M： Wouldn't you get bored with the same routine year after year teaching the same things to children？
W： I don't think it would be as boring as working in an office. Teaching is mat stimulating.
Q： What does the woman imply about office work？
8. M： I was terribly embarrassed when some of the audience got up and left in the middle of the performance.
W： Well, some people just can't seem to appreciate real-life drama.
Q： What are they talking about？
9. W： Oh, it's so cold. We haven't had such a severe winter for so long, have we？
M： Yes, the forecast says it's going to get worse before it warms up.
Q： What do we learn from the conversation？
10. M： You were seen hanging about the store on the night when it was robbed, weren't you？
W： Me？ You must have made a mistake. I was at home that night.
Q： What are they talking about？
Section B
Passage One
There are three groups of English learners： beginners, intermediate learners, and learners of special English. Beginners need to learn the basics of English. Students who have reached an intermediate level benefit from learning general English skills. But what about student who want to learn specialist English for their work or professional life？ Most students, who fit into this third group have a clear idea about what they want to learn. A bank clerk, for example, wants to use this specialist vocabulary and technical terms of finance. But for teachers, deciding how to teach specialist English is not always so easy. For a start, the variety is enormous. Every field from air- line pilots to secretaries has its own vocabulary and technical terms. Teachers also need to have an up-to-date knowledge of that specialist language, and not many teachers are exposed to working environments outside the classroom. These issues have influenced the way specialist English is taught in schools. This type of course is usually known as English for Specific Purposes, or ESP and there are ESP courses for almost every area of professional and working life. In Britain, for example, there are courses which teach English for doctors, lawyers, reporters, travel agents and people working in the hotel industry. By far, the most popular ESP courses are for business English.
Questions 11 to 14 are based on the passage you have just heard.
11. What is the characteristic of learners of special English？
12. Who needs ESP courses most？
13. What are the most popular ESP courses in Britain？
14. What is the speaker mainly talking about？
Passage Two
The first step to stop drug abuse is knowing why people start to use drugs. The reasons people abuse drugs are as different as people are from one to another. But there seems to be one common thread： people seem to take drugs to change the way they feel. They want to feel better or feel happy or to feel nothing. Sometimes, they want to forget or to remember. People often feel better about the roseleaf when they are under the influence of drugs. But the effects don't' last long. Drugs don't solve problems. They just postpone them. No matter how far drugs may take you, it's always around trip. After a while, people who miss drugs may feel worse about thorn-' selves, and then they may use more drugs. If someone you know is using or abusing drugs, you can help. The most important part you can play is to be there. You can let your friends know that you care. You can listen and try to solve the problem behind your friend' s need to use drugs. Two people together can often solve a problem that seems too big for one person alone. Studies of., heavy abusers in the United States show that they felt unloved and unwanted. They didn't have close friends to talk to. When you or your friends take the time to care for each other, you're all helping to stop drugs abuse. After all, what is a friend for？
Questions 15 to 17 are based on the passage you have just heard.
15. Why do some people abuse drugs？
16. According to the passage, what is the best way to stop friends from abusing drugs？
17. What are the findings of the studies about heavy drug users？
Passage Three
Bows and arrows are one of man's oldest weapons. They gave early man an effective weapon to kill his enemies. The ordinary bow or short bow was used by nearly all early people. This bow had limited power and short range. However, man overcame these faults by learning to track his targets at a close range. The long bow was most likely discovered when someone found out that a five-foot piece of wood made a better bow than a three-foot piece. Hundreds of thou- sands of these bows were made and used for three hundred years. However, not one is known to survive today. We believe that a force of about one hundred pounds was needs to pull the string all the way back on a long bow. For a long time the bow was just a bent stick and string. In fact, more changes have taken place in a bow in the past 25 years than in the last 7 centuries. Today, bow is forceful. It is as exact as a gun. In addition, it requires little strength to draw the string. Modern bows also have precise aiming devices. In indoor contests, perfect scores from 40 yards are common. The invention of the bows itself ranks with discovery of fire and the wheel. It was a great-step-forward for man.
Questions 18 to 20 are based on the passage you have just heard.
18. Why did man have to track his target at a close range when using a short bow？
19. What does the passage tell us about the long bow？
20. What do we know about modem bows？ |
