In Section A, B and C you will hear everything once only. Listen carefully and then answer the questions that follow.
SECTION A TALK
Questions 1 to 5 refer to the talk in this section. At the end of the talk you will be given 15 seconds to answer each of the following five questions. Now listen to the talk.
1. The rules for the first private library in the US were drawn up by
A.the legislature.
B.the librarian.
C.John Harvard.
D.the faculty members.
A B C D
B
2. The earliest public library was also called a subscription library because books
A.could be lent to everyone.
B.could be lent by book stores.
C.were lent to students and the faculty.
D.were lent on a membership basis.
A B C D
D
3. Which of the following is NOT stated as one of the purposes of free public libraries?
A.To provide readers with comfortable reading rooms.
B.To provide adults with opportunities of further education.
C.To serve the community's cultural and recreational needs.
D.To supply technical literature on specialized subjects.
A B C D
A
4. The major difference between modern private and public libraries lies in
A.readership.
B.content.
C.service.
D.function.
A B C D
A
5. The main purpose of the talk is
A.to introduce categories of books in US libraries.
B.to demonstrate the importance of US libraries.
C.to explain the roles of different US libraries.
D.to define the circulation system of US libraries.
A B C D
C
[解析] Questions1-5 The earliest libraries existed thousands of years ago in China and Egypt where collections of records on tablets of baked clay were kept in temples and royal palaces. In the western world, libraries were first established in Ancient Greece. For example, Aristotle once had a research library in the 3rd century B.C. The first library in the United States was a private library, which could be used only by authorized readers. In 1633, John Harvard gave money and more than 300 books to a newly established college in Massachusetts. In return for his generosity, the legislature voted that the school be named Harvard College. The librarian there set the rules for the new library. Only college students and faculty members could use the books. No book could be lent for more than one month. The earliest public library was established in Philadelphia in 1731. Although this library was open to everyone, all readers had to pay a membership or subscription fee in order to borrow books. Very few subscription libraries exist today. Some book and stationery stores maintain small rental libraries where everyone may borrow a book for a daily charge. The first truly free public library that circulated books to everyone at no cost was started in a small New England town in 1833. Today there are more than 7,000 free public libraries throughout the U.S.. They contain about 160 million books, which are circulated to over 52 million readers. Historically, the major purpose of free public libraries was educational. They were expected to provide adults with the opportunity to continue their education after they left school. So the function of a public library was once described as lesser reservoir than a fountain. In other words, emphasis was to be placed on wide circulation rather than on collecting and storing books. Over the years, public library services have greatly expanded. In addition to their continuing and important educational role, public libraries provide culture and recreation, and they are trying to fill many changing community needs. Most libraries offer browsing rooms where readers can relax on comfortable chairs and read current newspapers and magazines. Many also circulate music records. Library programs of films,lectures, reading clubs and concerts also attract library users. In addition to books, records, periodicals and reference material, libraries provide technical information such as books and pamphlets on gardening, carpentry and other specialized fields of interest. The largest public library in the U. S. is the Library of Congress. It was originally planned as a reference library for the federal legislature. Today, in addition to that important function, it serves as a reference library for the public, and sends out many books to other libraries on an inter-library loan system. Unlike free public libraries which are open to everyone, private libraries can be used only by authorized readers. Many industrial and scientific organizations and business firms have collections of books, journals and research data for their staffs. Several private historical associations have research collections of special interest to their members. In addition, many elementary and secondary schools operate libraries for use by students and teachers. Prisons and hospitals maintain libraries, too. The largest and most important private libraries are operated by colleges and universities, and are used by students, faculty members, and occasionally by visiting scholars. Many universities have special libraries for research in particular fields such as law, medicine and education. Recent surveys report that more than 300 million books are available in these academic libraries and they are regularly used by over 8 million students.
SECTION B INTERVIEW
Questions 6 to 10 are based on an interview. At the end of the interview you will be given 15 seconds to answer each of the following questions. Now listen to the interview.
2. According to her, what was the most difficult about becoming a taxi driver?
A.The right sense of direction.
B.The sense of judgment.
C.The skill of maneuvering.
D.The size of vehicles.
A B C D
B
3. What does Nancy like best about her job?
A.Seeing interesting buildings in the city.
B.Being able to enjoy the world of nature.
C.Driving in unsettled weather.
D.Taking long drives outside the city.
A B C D
B
4. It can be inferred from the interview that Nancy is a(n) ______ mother.
A.uncaring
B.strict
C.affectionate
D.permissive
A B C D
C
5. The people Nancy meets are
A.rather difficult to please.
B.rude to women drivers.
C.talkative and generous with tips.
D.different in personality.
A B C D
D
[解析] Questions6-10 Interviewer: Hello, Nancy. I know you are one of the few women taxi drivers in the city now and you drive for a living. What made you want to become a taxi driver in the first place? Nancy: I took pride in driving well even when I was young, for I had to wait until I had a car to learn to drive. When I finally learned, it was something I really enjoyed and still enjoy. I remember how smart those taxi drivers had seemed driving so well and dressed so neatly in their uniforms. And I thought I'd like to do that myself. Interviewer: You really enjoy driving, I see. And how long have you been a taxi driver? Nancy: Er... altogether 12 years. Interviewer: Mm... it has been quite some time already, hasn't it? Nancy: Yeah. Interviewer: Then, what did you find the most difficult about becoming a taxi driver? Nancy: I can still remember when I was learning to drive, it was scary. I did not yet know how to judge distance, and when a truck came near, it seemed like its wheels would just come right over me. Anyway, soon I learned to judge distance. I began looking ahead, stopped worrying about the trucks and about what was moving on either side. Interviewer: In your opinion, what does it take to become a good taxi driver? Nancy: Er... besides driving well, the most important thing a taxi driver needs to know is the streets, and I knew the city well because I'd lived there for a long time. I knew all the main streets and even the side streets. And, of course, you have to keep updating your knowledge of the streets because the city changes. There might be a new road appearing somewhere one day. Interviewer: Now, what about annual leaves? Do you have them? Nancy: Oh yes. When I first started, I had only 10 days. And now I have 3 weeks every year with pay. Interviewer: Just out of curiosity, when you go on vacation to another place or city, do you drive there as well? Nancy: In most cases, not. I prefer to be driven by others if we go by car. I would also prefer to go by train or plane if there is a choice. I've already had too much driving in my life. So when on holiday, I just want to relax. Interviewer: I see. Let's come back to your work. Are there any unpleasant aspects in your job? Nancy: The only serious difficulty with this work is that sometimes it's dangerous to drive at night. But you have a choice and I always choose to work days rather than nights. Interviewer: Then, what's the best part of your job? Nancy: I soon found that what I liked the best about this job was being outdoors, seeing how the city changes from season to season, and there are places I've seen that I would probably never have seen in another job. And I love all kinds of weather. I'd like to leave the window down in a fine rain. And when I have a long drive near the end of the day, I sometimes go past my home to tell my two little children that I'll be home soon. And they always want to come along in my car. Interviewer: Oh, do they? I guess kids all like to be taken for a ride sometimes. Nancy: Yeah, but you cannot take anyone along unless they pay or you pay for them.So I've to pay their fares one of these days and take them out in my taxi,because they really think it's fun. Out in the countryside on a long drive, with the fresh air and sun shining, you just seem to want to drive forever. At least that's how it's for me. Interviewer: Being a taxi driver, you have to meet all kinds of people. How do you feel about that? Nancy: I enjoy meeting many different people. I might not have met some if not for this job, and I've learnt a lot about how people behave in these years. Interviewer: Can you tell us a bit more about it? Nancy: The biggest advantage is that you come across various characters in your work.Some people are interesting, some rushed, some pleasant, some funny, some talkative, some are so pressed for time that they change their clothes in the taxi. Those who are in the greatest rush would sometimes forget to pay. Interviewer: Have you ever met someone who doesn't like women drivers? Nancy: Yes. Once a passenger really objected to having a woman driver, and I laughed at him so much that he stopped his fussing. Although there has been one or two cases like this, I think most people are nice to women drivers. So this is really an interesting part of my work. Interviewer: Now, my last question. Have you ever thought Of changing your job? Nancy: Not yet. I might in a few years' time, but not at this moment, because I really enjoy my work and I do get a lot of satisfaction out of it. So, why would I? Interviewer: OK. Our interview is coming to the end. I'd like to wind up our interview by wishing you good luck. Thank you very much for your time, Nancy. Nancy: Pleasure.
SECTION C NEWS BROADCAST
Question 11 is based on the following news. At the end of the news item, you will be given 15 seconds to answer the question. Now listen to the news.
1. The primary purpose of the US anti-smoking legislation is
[解析] Question 11 President Clinton has renewed his attacks on the American tobacco industry, accusing it of using delaying tactics to block anti-smoking legislation. The US Congress is considering a bill which would place tight restrictions on tobacco advertising and impose penalties on tobacco companies if they continue to sell cigarettes to children. Mr. Clinton said it was a fight with the lives of American children and he urged Congress to move ahead with the bill. But a spokesman for one of the big tobacco companies called the legislation totally unreasonable and he said the process had become wholly politicized.
Questions 12 and 13 are based on the following news. At the end of the news item, you will be given 30 seconds to answer the questions. Now listen to the news.
2. This is Jacques Chirac's ______ visit to Japan.
A.second
B.fourteenth
C.fortieth
D.forty-first
A B C D
D
[解析] Question 12—13 The French President Jacques Chirac is to discuss the efforts to stimulate the Japanese economy during a visit to Japan which begins today. The French President is no stranger to Japan. He's visited the country forty times before and this will be his second visit as president. Mr. Chirac will hold summit talks with the Japanese Prime Minister next Monday. He's expected to discuss efforts to boost the Japanese economy as well as investments by Japanese companies in France. He'll also meet the Emperor and the Empress at Longshong Tuesday. But perhaps the event that will draw most attention is the launch of a year-long festival of French arts and culture in Japan. A replica of the Arch de Triomphe that usually stands in Paris has been transported to Tokyo Bay for the festival and Mr. Chirac will unveil it. The festival includes films, theatrical performances, dance and exhibitions as well as promotions for French food and wine, both of which are very popular in Japan.
Questions 14 and 15 are based on the following news. At the end of the news item, you will be given 30 seconds to answer the questions. Now listen to the news.
1. Afghan people are suffering from starvation because
A.melting snow begins to block the mountain paths.
B.the Taliban have destroyed existing food stocks.
C.the Taliban are hindering food deliveries.
D.an emergency air-lift of food was cancelled.
A B C D
C
2. ______ people in Afghanistan are facing starvation.
A.160,000
B.16,000
C.1,000,000
D.100,000
A B C D
A
[解析] Questions 14—15 Officials of the World Food Program, WFP, said they are receiving information that famine has gripped parts of Central Afghanistan. WFP officials say as the winter snow begins to melt and high mountain paths begin to clear, local leaders and international aid workers are reporting some people are dying of starvation. Officials say a major disaster affecting hundreds of thousands of people may be in the making. The Taliban are blocking food deliveries to central Afghanistan. The UN has warned for several months that more than 1 million people are suffering from the blockade and 160,000 face starvation. An emergency air-lift of food to central provinces was cancelled earlier this year when the Taliban bombed the local airport. WFP officials say existing food stocks in that area are exhausted and an emergency effort will be launched to bring wheat and potatoes into the area.
SECTION D NOTE-TAKING AND GAP-FILLING In this section you will hear a mini-lecture. You will hear the lecture once only. While listening to the lecture, take notes on the important points. Your notes will not be marked, but you will need them to complete a 15-minute gap-filling task on ANSWER SHEET after the mini-lecture. Use the blank sheet for note-taking. ANSWER SHEET On Public Speaking When people are asked to give a speech in public for the first time, they usually feel terrified no matter how well they speak in informal situations. In fact, public speaking is the same as any other form of 1 that people are usually engaged in. Public speaking is a way for a speaker to 2 his thoughts with the audience. Moreover, the speaker is free to decide on the 3 of his speech. Two key points to achieve success in public speaking: — 4 of the subject matter. —good preparation of the speech. To facilitate their understanding, inform your audience before hand of the 5 of your speech and end it with a summary. Other key points to bear in mind: —beware of your audience through eye contact. —vary the speed of 6 —use the microphone skillfully to 7 yourself in speech. —be brief in speech; always try to make your message 8 Example: the best remembered inaugural speeches of the US presidents are the 9 ones. Therefore brevity is essential to the 10 of a speech..
PART Ⅱ PROOFREADING AND ERROR CORRECTION Proofread the given passage on ANSWER SHEET as instructed. The grammatical words which play so large a part in English grammar are for the most part sharply and obviously different from the lexical words. A rough and ready difference which may seem the most obvious is that grammatical words have "less 1 ____ meaning", but in fact some grammarians have called them 2 ____ "empty" words as opposed in the "full" words of vocabulary. But 3 ____ this is a rather misled way of expressing the distinction. Although a 4 ____ word like the is not the name of something as man is, it is very far away from being meaningless; there is a sharp difference in 5 ____ meaning between "man is vile" and "the man is vile", yet the is the single vehicle of this difference in meaning. 6 ____ Moreover, grammatical words differ considerably among themselves as the amount of meaning they have even in the 7 ____ lexical sense. Another name for the grammatical words has been "little words." But size is by no mean a good criterion for 8 ____ distinguishing the grammatical words of English, when we consider that we have lexical words as go, man, say, car. Apart from 9 ____ this, however, there is a good deal of truth in what some people say: we certainly do create a great number of obscurity when we 10 ____ omit them. This is illustrated not only in the poetry of Robert Browing but in the prose of telegrams and newspaper headlines.
1.
将the去掉。
当most不明确用来表示最高级而是用来表示“非常”、“极其”时前面不加冠词the。在现代英语中,most即使用作最高级形式,其前面的定冠词也经常可以省略,尤其是当它所修饰的成分作表语时。试比较: a. All the questions were difficult,but which do you think was(the) most difficult? b.It's really most unfortunate.
2.
将but改成and。
从上下文的意思看,此句前后之间不存在转折关系,而是递进关系。
3.
将in改成to。
as opposed to为固定短语,表示“与……相对的(地)”。例如: The juvenile offenders’misbehaviour should be well treated,as opposed to punished.
far away from一般用来表示“远离(某一地点)”。far from后跟名词或动名词短语时表示“远非”、“远远没有达到某一程度”。试比较: a.The school is too far away from my home. b.Much of what they recorded was far from the truth. c.It's far from clear what he meant. d.He is far from understanding the subject。
6.
将this改成that。
当回指某物或某事时,名词前的限定词用that。that difference指前半句中的a sharp difference。this作为限定词时,一般用于总结前面所说的内容。试比较: a.He is tall and she is short.This difference is obvious to everyone. b.There existed a basic difference between them,and the/that difference cost their marital happiness. 注意此句中的single表示“惟一的”时常常带有“独一无二的”、“独特的”之意。例如: a.He was the single survivor. b.He was the single person that can help us.
7.
将as改成in。
differ(from sb./sth.)in...表示“在……方面不同”。例如:They differed a lot in their attitude towards animals.
8.
将mean改成means。
by no means为固定短语,表示“丝毫不”、“无论如何不”。另一个带 means的常用短语by all means,表示“尽一切办法”、“一定”,在口语中表示“好的”,“当然可以”。例如: a. He is by no means considered to be a great explorer. b.By all means I must visit my sick friend. c.May I have one? —Yes,by all means.
a number of后须跟可数名词。a great deal of和a great amount of后跟不可数名词。
PART Ⅲ READING COMPREHENSION
SECTION A READING COMPREHENSION In this section there are four reading passages followed by a total of fifteen multiple- choice questions. Read the passage and then answer the questions.
TEXT A 1 Despite Denmark's manifest virtues, Danes never talk about how proud they are to be Danes. This would sound weird in Danish. When Danes talk to foreigners about Denmark, they always begin by commenting on its tininess, its unimportance, the difficulty of its language, the general small-mindedness and self-indulgence of their countrymen and the high taxes. No Dane would look you in the eye and say "Denmark is a great country." You're supposed to figure this out for yourself. 2 It is the land of the silk safety net, where almost half the national budget goes toward smoothing out life's inequalities, and there is plenty of money for schools, day care, retraining programs, job seminars -- Danes love seminars: three days at a study center hearing about waste management is almost as good as a ski trip. It is a culture bombarded by English, in advertising, pop music, the Internet, and despite all the English that Danish absorbs -- there is no Danish Academy to defend against it -- old dialects persist in Jutland that can barely be understood by Copenhageners. It is the land where, as the saying goes, "Few have too much and fewer have too little," and a foreigner is struck by the sweet egalitarianism that prevails, where the lowliest clerk gives you a level gaze, where Sir and Madame have disappeared from common usage, even Mr. and Mrs.. It's a nation of recyclers -- about 55% of Danish garbage gets made into something new --and no nuclear power plants. It's a nation of tireless planners. Trains run on time. Things operate well in general. 3 Such a nation of overachievers -- a brochure from the Ministry of Business and Industry says, "Denmark is one of the world's cleanest and most organized countries, with virtually no pollution, crime, or poverty. Denmark is the most corruption-free society in the Northern Hemisphere.' So, of course, one's heart lifts at any sighting of Danish sleaze: skinhead graffiti on buildings ("Foreigners Out of Denmark!"), broken beer bottles in the gutters, drunken teenagers slumped in the park. 4 Nonetheless, it is an orderly land. You drive through a Danish town, it comes to an end at a stone wall, and on the other side is a field of barley, a nice clean line: town here, country there. It is not a nation of jaywalkers. People stand on the curb and wait for the red light to change, even if it's 2 a. m. and there's not a car in sight. However, Danes don't think of themselves as a waiting-at-2-a, m.-for-the-green-light people -- that's how they see Swedes and Germans. Danes see themselves as jazzy people, improvisers, more free spirited than Swedes, but the truth is (though one should not say it) that Danes are very much like Germans and Swedes. Orderliness is a main selling point. Denmark has few natural resources, limited manufacturing capability; its future in Europe will be as a broker, banker, and distributor of goods. You send your goods by container ship to Copenhagen, and these bright, young, English-speaking, utterly honest, highly disciplined people will get your goods around to Scandinavia, the Baltic States, and Russia. Airports, seaports, highways, and rail lines are ultramodern and well-maintained. 5 The orderliness of the society doesn't mean that Danish lives are less messy or lonely than yours or mine, and no Dane would tell you so. You can hear plenty about bitter family feuds and the sorrows of alcoholism and about perfectly sensible people who went off one day and killed themselves. An orderly society cannot exempt its members from the hazards of life. 6 But there is a sense of entitlement and security that Danes grow up with. Certain things are yours by virtue of citizenship, and you shouldn't feel bad for taking what you're entitled to, you're as good as anyone else. The rules of the welfare system are clear to everyone, the benefits you get if you lose your job, the steps you take to get a new one; and the orderliness of the system makes it possible for the country to weather high unemployment and social unrest without a sense of crisis.
1. The author thinks that Danes adopt a ______ attitude towards their country.
A.boastful
B.modest
C.deprecating
D.mysterious
A B C D
B
此题为一般推理题。据第1段所述内容,结合我们的背景知识可推知。
2. Which of the following is NOT a Danish characteristic cited in the passage?
3. The author's reaction to the statement by the Ministry of Business and Industry is
A.disapproving.
B.approving.
C.noncommittal.
D.doubtful.
A B C D
D
此题为一般推理题。据第3段第3句中所列举的一些现象可见作者对Ministry of Business and Industry发行的宣传册上所谈内容的质疑。结合第4段第1句中的 nonetheless,it is an orderly land,我们可以推断作者并没有完全否定的意图。故D,而不是A。B与C明显不符。
4. According to the passage, Danish orderliness
A.sets the people apart from Germans and Swedes.
B.spares Danes social troubles besetting other peoples.
C.is considered economically essential to the country.
D.prevents Danes from acknowledging existing troubles.
5. At the end of the passage the author states all the following EXCEPT that
A.Danes are clearly informed of their social benefits.
B.Danes take for granted what is given to them.
C.the open system helps to tide the country over.
D.orderliness has alleviated unemployment.
A B C D
D
此题为细节归纳题。据最后1段可知。据第1、2句可确认B。据第3句可确认A,排除D(从 if you lose your job可知失业是存在的);据最后1句可确认C。 【难点解析】 <1>It is the land ofthe silk safety net...该国是一个真丝织成的安全网。silk safety net此处为比喻用法。 <2>egalitarianism平等主义(主张在社会、政治、经济权利方面人人平等) <3>One's heart lifts at any sighting of Danish sleaze:skinhead graffiti on buildings...当人们看到丹麦人的低劣作品,如光头仔(此处指仇视外来移民的人)在建筑物表面胡乱涂写的文字,心里不免感到高兴(实则为发笑,此处为讽刺)。 <4>jaywalker土匪,强盗 <5>Danes see themselves as jazzy people,improvisers,more free spirited than Swedes...丹麦人认为自己活泼狂放、善于即兴表演,比瑞典人在精神上更自由。 <6>...there is a sense of entitlement and security that Danes grow up with丹麦人在成长过程中天生有一种权利感和安全感。 <7>by virtue of借助,凭借,因为,由于
TEXT B 1 But if language habits do not represent classes, a social stratification into something as bygone as "aristocracy" and "commons", they do still of course serve to identify social groups. This is something that seems fundamental in the use of language. As we see in relation to political and national movements, language is used as a badge or a barrier depending on which way we look at it. The new boy at school feels out of it at first because he does not know the right words for things, and awe-inspiring pundits of six or seven look down on him for not being aware that racksy means "dilapidated", or hairy "out first ball". The miner takes a certain pride in being "one up" on the visitor or novice who calls the cage a "lift"or who thinks that men working in a warm seam are in their "underpants" when anyone ought to know that the garments are called hoggers. The "insider"is seldom displeased that his language distinguishes him from the "outsider". 2 Quite apart from specialized terms of this kind in groups, trades and professions, there are all kinds of standards of correctness at which most of us feel more or less obliged to aim, because we know that certain kinds of English invite irritation or downright condemnation. On the other hand, we know that other kinds convey some kind of prestige and bear a welcome cachet. 3 In relation to the social aspects of language, it may well be suggested that English speakers fall into three categories: the assured, the anxious and the indifferent. At one's end of this scale, we have the people who have "position" and "status", and who therefore do not feel they need worry much about their use of English. Their education and occupation make them confident of speaking an unimpeachable form of English. no fear of being criticized or corrected is likely to cross their minds, and this gives their speech that characteristically unselfconscious and easy flow which is often envied. 4 At the other end of the scale, we have an equally imperturbable band, speaking with a similar degree of careless ease, because even if they are aware that their English is condemned by others, they are supremely indifferent to the fact. The Mrs. Mops of this world have active and efficient tongues in their heads, and if we happened not to like their ways of saying things, well, we "can lump it". That is their attitude. Curiously enough, writers are inclined to represent the speech of both these extreme parties with -in' for lng. On the one hand. "We're goin' huntin', my dear sir;"on the other, "We're goin' racin', mate." 5 In between, according to this view we have a far less fortunate group, the anxious. These actively try to suppress what they believe to be bad English and assiduously cultivate what they hope to be good English. They live their lives in some degree of nervousness over their grammar, their pronunciation, and their choice of words, sensitive, and fearful of betraying themselves. Keeping up with the Joneses is measured not only in houses, furniture, refrigerators, cars, and clothes, but also in speech. 6 And the misfortune of the "anxious" does not end with their inner anxiety. Their lot is also the open or veiled contempt of the "assured" on one side of them and of the "indifferent" on the other. 7 It is all too easy to raise an unworthy laugh at the anxious. The people thus uncomfortably stilted on linguistic highheels so often form part of what is, in many ways, the most admirable section of any society, the ambitious, tense, inner-driven people, who are bent on "going places and doing things". The greater the pity, then, if a disproportionate amount of their energy goes into what Mr. Sharpless called "this shabby obsession" with variant forms of English -- especially if the net result is (as so often) merely to sound affected and ridiculous. "Here", according to Bacon, "is the first distemper of learning, when men study words and not matter... It seems to me that Pygmalion's frenzy is a good emblem... of this vanity, for words are but the images of matter; and except they have life of reason and invention, to fall in love with them is to fall in love with a picture."
1. The attitude held by the assured towards language is
2. The anxious are considered a less fortunate group because
A.they feel they are socially looked down upon.
B.they suffer from internal anxiety and external attack.
C.they are inherently nervous and anxious people.
D.they are unable to meet standards of correctness.
A B C D
B
此题为细节理解题。据第6段可知,那些焦虑者不仅内心里焦虑而且他们的命运也受到自信者以及那些漠不关心者的公开或非公开的(veiled)的鄙视,亦即外部攻击 (external attack)。该段主题句中的not end with表示“并不止于”。
3. The author thinks that the efforts made by the anxious to cultivate what they believe is good English are
A.worthwhile.
B.meaningless.
C.praiseworthy.
D.irrational.
A B C D
D
此题为细节理解题。据第7段第3句可知,作者认同Mr.Sharpless有关焦虑者的评价,即他们使用语言时过分关注标准性是一种shabby obsession(不体面的强迫症),其结果往往显得做作、可笑。在最后一句中,作者指出他们这样做是出于虚荣,“爱上词语 (而不是实质内容)如同爱上一幅图画”,故D。 【难点解析】 <1>a social stratification into something as bygone as “aristocracy”and“commons”将社会阶层分成“贵族”和“平民百姓”这样过时的东西 <2>...Ianguage is used as a badge or a barrier depending on which way we look at it.语言可用来当作一种标记,也可以用来当作一种壁垒,取决于我们如何去看待它。 <3>pundit专家,学者,大师 <4>...racksy means “dilapidated”,or hairy "out first ball".racksy表示“倾坍的,损坏的,破烂的”,hairy表示“令人不快的,粗野的,没礼貌的”。 <5>cachet标记,威望 <6>imperturbable不易激动的,沉着的 <7>lump此处表示“勉强忍受”。 <8>Their lot is also the open or veiled contempt of the“assured” on one side of them and of the“indifferent” on the other.他们的命运或明或暗地成为身边那些人鄙视的对象,一边是自信者,一边是漠不关心者。 <9>The people thus uncomfortably stilted on linguistic high heels...因此不舒适地踩着语言高跷的那些人。此处为比喻用法,表示焦虑者由于刻意追寻语言使用的标准性而感到不适和尴尬。 <10>“shabby obsession”with variant forms of English这里作者引用了Mr.Sharpless的话,所谓shabby obsession,即一种不太体面的强迫症,这里指那些焦虑者迷恋英语的不同变化形式。 <11>distemper of language语言失调(症)。此处为比喻用法,这里指焦虑者只关注语言形式而非表达内容。 <12>emblem象征,标志 <13>...to fall in love with them is to fall in love with a picture.爱上词语本身(而不是指表示的内容),就等于爱上一张照片(而非照片的主人)。
TEXT C 1 Fred Cooke of Salford turned 90 two days ago and the world has been beating a path to his door. If you haven't noticed, the backstreet boy educated at Blackpool grammar styles himself more grandly as Alastair Cooke, broadcaster extraordinaire. An honorable KBE, he would be Sir Alastair if he had not taken American citizenship more than half a century ago. 2 If it sounds snobbish to draw attention to his humble origins, it should be reflected that the real snob is Cooke himself, who has spent a lifetime disguising them. But the fact that he opted to renounce his British passport in 1941 -- just when his country needed all the wartime help it could get -- is hardly a matter for congratulation. 3 Cooke has made a fortune out of his love affair with America, entrancing listeners with a weekly monologue that has won Radio 4 many devoted adherents. Part of the pull is the developed drawl. This is the man who gave the world "midatlantic", the language of the disc jockey and public relations man. 4 He sounds American to us and English to them, while in reality he has for decades belonged to neither. Cooke's world is an America that exists largely in the imagination. He took ages to acknowledge the disaster that was Vietnam and even longer to wake up to Watergate. His politics have drifted to the right with age, and most of his opinions have been acquired on the golf course with fellow celebrities. 5 He chased after stars on arrival in America, fixing up an interview with Charlie Chaplin and briefly becoming his friend. He told Cooke he could turn him into a fine light comedian; instead he is an impressionist's dream. 6 Cooke liked the sound of his first wife's name almost as much as he admired her good looks. But he found bringing up baby difficult and left her for the wife of his landlord. 7 Women listeners were unimpressed when, in 1996, he declared on air that the fact that 4% of women in the American armed forces were raped showed remarkable self-restraint on the part of Uncle Sam's soldiers. His arrogance in not allowing BBC editors to see his script in advance worked, not for the first time, to his detriment. His defenders said he could not help living with the 1930s values he had acquired and somewhat dubiously went on to cite "gallantry" as chief among them. Cooke's raconteur style encouraged a whole generation of BBC men to think of themselves as more important than the story. His treacly tones were the model for the regular World Service reports From Our Own Correspondent, known as FOOCs in the business. They may yet be his epitaph.
1. At the beginning of the passage the writer sounds critical of
2. The following adjectives can be suitably applied to Cooke EXCEPT
A.old-fashioned.
B.sincere.
C.arrogant.
D.popular.
A B C D
B
此题为细节归纳题。据最后1段第2句可排除C。据第3句可排除A。据第3段可排除D。
3. The writer comments on Cooke's life and career in a slightly_________tone.
A.ironic
B.detached
C.scathing
D.indifferent
A B C D
C
此题为一般推理题。据第2段第1句、第3段第1句、第6段、第7段第1、2句及其最后1句等可推知。ironic表示“讽刺的”,但一般指正话反说。detached表示“疏远的,漠不关心的”;scathing表示“讽刺的,尖刻的,刻薄的”;indifferent表示“无动于衷的”。 【难点解析】 <1>...theworld has been beating s path to his door.他家一直门庭若市。 <2>style oneself as自称为…… <3>entrance此处为动词,表示“使……狂喜,使……着迷”。 <4>Part of the pull is the developed drawl.其吸引力部分在于被充分发挥的拖腔。 <5>to one's detriment对某人不利的(地) <6>raconteur style善讲故事的风格 <7>treacly甜腻腻的,讨好的 <8>in the business在该行业中 <9>epitaph墓志铭,纪念死者或往事的短篇诗文
TEXT D 1 Mr. Duffy raised his eyes from the paper and gazed out of his window on the cheerless evening landscape. The river lay quiet beside the empty distillery and from time to time a light appeared in some house on Lucan Road. What an end! The whole narrative of her death revolted him and it revolted him to think that he had ever spoken to her of what he held sacred. The cautious words of a reporter won over to conceal the details of a commonplace vulgar death attacked his stomach. Not merely had she degraded herself; she had degraded him. His soul's companion] He thought of the hobbling wretches whom he had seem carrying cans and bottles to be filled by the barman. Just God, what an end! Evidently she had been unfit to live, without any strength of purpose, an easy prey to habits, one of the wrecks on which civilization has been reared. But that she could have sunk so low! Was it possible he had deceived himself so utterly about her? He remembered her outburst of that night and interpreted it in a harsher sense than he had ever done. He had no difficulty now in approving of the course he had taken. 2 As the light failed and his memory began to wander he thought her hand touched his. The shock which had first attacked his stomach was now attacking his nerves. He put on his overcoat and hat quickly and went out. The cold air met him on the threshold; it crept into the sleeves of his coat. When he came to the public-house at Chapel Bridge he went in and ordered a hot punch. 3 The proprietor served him obsequiously but did not venture to talk. There were five or six working-men in the shop discussing the value of a gentleman's estate in County Kildare. They drank at intervals from their huge pint tumblers, and smoked, spitting often on the floor and sometimes dragging the sawdust over their heavy boots. Mr. Dully sat on his stool and gazed at them, without seeing or hearing them. After a while they went out and he called for another punch. He sat a long time over it. The shop was very quiet. The proprietor sprawled on the counter reading the newspaper and yawning. Now and again a tram was heard swishing along the lonely road outside. 4 As he sat there, living over his life with her and evoking alternately the two images on which he now conceived her, he realized that she was dead, that she had ceased to exist, that she had become a memory. He began to feel ill at ease. He asked himself what else could he have done. He could not have lived with her openly. He had done what seemed to him best. How was he to blame? Now that she was gone he understood how lonely her life must have been, sitting night after night alone in that room. His life would be lonely too until he, too, died, ceased to exist, became a memory -- if anyone remembered him.
1. Mr. Duffy's immediate reaction to the report of the woman's death was that of
A.disgust.
B.guilt.
C.grief.
D.compassion.
A B C D
A
此题为细节理解题。据第1段第4句可知。revolt表示“使作呕”、“使反感”。
2. It can be inferred from the passage that the reporter wrote about the woman's death in a ______ manner.
3. We can infer from the last paragraph that Mr. Duffy was in a (n)_________mood.
A.angry
B.fretful
C.irritable
D.remorseful
A B C D
B
此题为一般推理题。据最后1段可推知。Mr.Duffy认为自己已尽了最大努力,自己没有什么可责备的。另一方面,他又理解她以前的生活是多么的孤独,而他自己的生活也将如此。因为如此,他才感到烦躁不安(fretful)。该段第2句也讲得很清楚:他开始感到不安起来(feel ill at ease)。A与C明显不符。irritable表示“易怒的”、“急躁的”。 remorseful表示“痛悔的”,“自责的”。
4. According to the passage, which of the following statements is NOT true?
A.Mr. Dully once confided in the woman.
B.Mr. Duffy felt an intense sense of shame.
C.The woman wanted to end the relationship.
D.They became estranged probably after a quarrel.
A B C D
C
此题为细节归纳题。据第1段第4句(he had ever spoken to her of what he held sacred)可确认A;据第1段第6句(Not merely had she degraded herself;she had degraded him)可确认B;据第1段倒数第2句(her outburst of that night)可确认D。据第1段第9句(Evidently she had been unfit to live,without any strength of purpose,and easy prey to habits,one of the wrecks on which civilisation has been reared)可排除B,即是Mr.Duffy而非the woman想结束二人的关系。 【难点分析】 <1>The whole narrative of her death revolted him and it revolted him to think that he had ever spoken to her of what he held sacred.有关她死亡的叙述使他十分反感,而且他一想到自己曾向她吐露自己一直认为很神圣的东西就感到厌恶。 <2>The cautious words of a reporter won over to conceal the details of a commonplace vulgar death attacked his stomach.一位被说服了的记者为了隐瞒一个十分普通的平民之死而措辞谨慎,这使他感到恶心。 <3>hobbling wretches一瘸一拐地走路的可怜虫 <4>an easy prey to habits,one of the wrecks on which civilization has been reared容易沉湎于习惯的人,是一块残骸,在其上面曾培育文明。wreck此处为比喻用法,将 the woman比作失事船只的一块残骸,故下一句中作者继续说She could have sunk so low。所谓“在其上面曾培育文明”,这里指Mr.Duffy曾将自己认为神圣的东西向她吐露,曾把她当作其心灵之伴侣,等等。 <5>obsequiously巴结地,卑躬屈膝地 <6>live over his life with her回忆自己与她一起生活的情景
SECTION B SKIMMING AND SCANNING In this section there are seven passages followed by ten multiple-choice questions. Skim or scan them as required and then answer the questions.
TEXT E
1. Hundreds of students send me e-mail each year asking for advice about education. They want to know what to study, or whether it's OK to drop out of college since that's what I did. My basic advice is simple and heartfelt. "Get the best education you can. Take advantage of high school and college. Learn how to learn." It's true that I dropped out of college to start Microsoft, but I was at Harvard for three years before dropping out -- and I'd love to have the time to go back. As I've said before, nobody should drop out of college unless they believe they face the opportunity of a lifetime. And even then they should reconsider. The computer industry has lots of people who didn't finish college, but I'm not aware of any success stories that began with somebody dropping out of high school. I actually don't know any high school dropouts, let alone any successful ones. In my company's early years we had a bright part-time programmer who threatened to drop out of high school to work full-time. We told him no. Quite a few of our people didn't finish college, but we discourage dropping out. College isn't the only place where information exists. You can learn in a library. But somebody handing you a book doesn't automatically foster learning. You want to learn with other people, ask questions, try out ideas and have a way to test your ability. It usually takes more than just a book. Education should be broad, although it's fine to have deep interests, too. In high school there were periods when I was highly focused on writing software, but for most of my high school years I had wide-ranging academic interests. My parents encouraged this, and I'm grateful that they did. One parent wrote me that her 15-year old son "lost himself in the hole of the computer". He got an A in Web site design, but other grades were sinking, she said. This boy is making a mistake. High school and college offer you the best chance to learn broadly -- math, history, various sciences -- and to do projects with other kids that teach you first-hand about group dynamics. It's fine to take a deep interest in computers, dance, language or any other discipline, but not if it jeopardizes breadth. In college it's appropriate to think about specialization. Getting real expertise in an area of interest can lead to success. Graduate school is one way to get specialized knowledge. Choosing a specialty isn't something high school students should worry about. They should worry about geting a strong academic start. There's not a perfect correlation between attitudes in high school and success in later life, of course. But it's a real mistake not to take the opportunity to learn a huge range of subjects, to learn to work with people in high school, and to get the grades that will help you get into a good college.In the passage Bill Gates mainly discusses
1. What is London for? To put the question another way why was London, by 1 900, incomparably the largest city in the world, which it remained until the bombardments of the Luftwaffe? There could be many answers to this question, but any history of London will rehearse three broad explanations. One is the importance of its life as a port. When the Thames turned to ice in February 1855, 50,000 men were put out of work, and there were bread riots from those whose livelihoods had been frozen with the river. Today the Thames could be frozen for a year without endangering the livelihoods of any but a few pleasure-boat men. The second major cause of London's wealth and success was that it was easily the biggest manufacturing center in Europe. At the beginning of the Industrial Revolution, Dutch looms and the stocking knitting frame were first pioneered in London. The vast range of London's manufacturing skills is another fact; almost any item you can name was manufactured in London during the days of its prosperity. In 1851, 13. 75 percent of the manufacturing work-force of Great Britain was based in London. By 1961, this had dramatically reduced. By 1993, there were a mere 328, 000 Londoners engaged in manufacturing. In other words, by our own times, two of the chief reasons for London's very existence -- its life as a port and as a center of manufacture -- had dwindled out of existence. London's third great function, since the seventeenth century, has been that of national and international bourse, the exchange of stocks and shares, banking, commerce and, increasingly, insurance. Both Inwood and Francis Sheppard, in London.. A history, manage to make these potentially dry matters vivid to the general reader, and both authors assure us that "The City" in the financial sense is still as important as ever it was. Both, however, record the diminution of the City as an architectural and demographic entity, with the emptying of many city offices (since the advent of the computer much of the work can be done anywhere) and the removal of many distinctive landmarks.The passage focuses on
A.the history and future of London.
B.London's manufacturing skills.
C.London's status as a financial center.
D.the past and present roles of London.
A B C D
D
此题为快速浏览题。据第1段开始几句以及后几段的主题句可推知。
TEXT G
1. Since the advent of television people have been prophesying the death of the book. Now the rise of the World Wide Web seems to have revived this smoldering controversy from the ashes. The very existence of paper copy has been brought into question once more. It might be the bookstore, rather than the book itself, that is on the brink of extinction. Many of you will have noted lots of bookseller websites popping up. They provide lists of books and let you read sample chapters, reviews from other customers and interviews with authors. What does all this mean? Browsing a virtual bookstore may not afford you the same dusty pleasure as browsing round a real shop, but as far as service, price and convenience are concerned, there is really no competition. This may change before long, as publishers' websites begin to offer direct access to new publications. Perhaps it is actually the publisher who is endangered by the relentless advance of the Internet. There are a remarkable number of sites republishing texts online -- an extensive virtual library of materials that used to be handled primarily by publishing companies. From the profusion of electronic-text sites available, it looks as if this virtual library is here to stay unless a proposed revision to copyright law takes many publications out of the public domain. However, can electronic texts still be considered books? Then again, it might be the editor at risk, in danger of being cut ont of the publishing process. The Web not only makes it possible for just about anyone to publish whatever they like -- whenever they like -- there are virtually no costs involved. The editors would then be the millions of Internet users. And there is little censorship, either. So possibly it is the printed page, with its many limitations, that is perishing as implications of new technologies begin to be fully realized. Last year Stanford University published the equivalent of a 6,000-page Business English dictionary online. There seem to be quite obvious benefits to housing these multi-volume reference sets on the Web. The perceived benefits for other books, such as the novel, are perhaps less obvious.The primary purpose of the passage is to
A.discuss the impact of the internet.
B.forecast the future roles of the bookstore.
C.compare the publisher with the editor.
D.evaluate the limitations of the printed page.
A B C D
A
此题为快速浏览题。据第1段及后几段黑字体主题句可推知。
TEXT H
1. The 1990s have witnessed a striking revival of the idea that liberal democratic political systems are the best basis for international peace. Western statesmen and scholars have witnessed a worldwide process of democratization, and tend to see it as a sounder basis for peace than anything we have had in the past. Central to the vision of a peaceful democratic world has been the proposition that liberal democracies do not fight each other, that they may and frequently do get into fights with illiberal states, but not with other countries that are basically similar in their political systems. The proposition appeals to political leaders and scholars as well. Yet it is doubtful whether their proposition is strong enough to bear the vast weight of generalization that has been placed on it. Among the many difficulties it poses, two stand out: first, there are many possible exceptions to the rule that democracies do not fight each other; and second, there is much uncertainty about why democracies have, for the most part, not fought each other. Liberal Peace, Liberal War: American politics and international security by John M. Owen is an attempt to explain the twin phenomena of liberal peace (why democracies do not fight each other) and liberal war (why they fight other states, sometimes with the intent of making them liberal). Owen's analysis in the book strongly suggests that political leaders on all sides judged a given foreign country largely on the basis of its political system; and this heavily influenced decisions on whether or not to wage war against it. However, he also shows that military factors, including calculations of the cost of going to war, were often influential in tipping the balance against war. In other words, democratic peace does not mean the end of power politics. Owen hints at, but never addresses directly, a sinister aspect of democratic peace theory: its assumption that there would be peace if only everbody else was like us. This can lead only too easily to attempts to impose the favored system on benighted foreigners by force — regardless of the circumstances and sensibilities that make the undertaking hazardous. Owen's central argument is not strengthened by the occasional repetition nor by the remorselessly academic tone of the more theoretical chapters. However, most of the writing is succinct; the historical accounts are clear and to the point; and the investigation of the causal links between liberalism and war is admirably thorough. There are several grounds on which the book's thesis might be criticized. The most obvious is that some twentieth-century experience goes against the argument that liberal states ally with others, above all, because they perceive them as fellow liberals. In our own time, several liberal democracies have maintained long and close relations with autocracies. However, Owen's argument for a degree of solidarity between liberal states provides at least part of the explanation for the continuation and even expansion of NATO in the post-Cold War era.The reviewer's attitude towards the book is
A.ambiguous.
B.objective.
C.doubtful.
D.hostile.
A B C D
B
此题为快速浏览题。从第4段起作者对Liberal Peace,Liberal War:American politics and international security一书进行评价。据第4段及后几段的主题句可见作者对该书的优缺点都进行了心平气和的讨论。
TEXT I NEW YORK -- Reader's Digest, the most widely read magazine in the world, will get a new look in a bid to attract younger readers, Reader's Digest Association Inc. announced on March 29. Beginning with the May issue, the world's largest-circulation magazine will move its table of contents off the front cover to modernize its look and make it easier for readers to navigate, editor in chief Christopher Willcox said. "When you have the table of contents on the cover, it limits what you can say about what's in the magazine", Willcox said. The magazine's familiar table of contents will be replaced with a photograph. The small size and focus of the editorial content will be unchanged, publisher Gregory Coleman said. "It will be a much more visual magazine, with more photography and less illustration," he said in an interview. Reader's Digest was first published in 1922, with line drawings on the covers, and in the 1930s began listing the contents on the front. For a couple of years in the 1960s, Willcox said, the table of contents was shifted to the back cover. The May issue will feature a cover photo of a woman firefighter in San Francisco for an excerpt from a new book, "Fighting Fire". The names of a few articles are listed on the cover, but the full table of contents will be on pages 2 and 3. The issue began reaching subscribers on April 10 and will be on newsstands two weeks later. All 48 of the Digest's worldwide editions -- 27 million copies in 19 languages -- are making the change. Publisher Gregory Coleman said he expected the redesign to boost advertising sales. "We've done a lot of research, and have tested the concept in the US, Sweden, and New Zealand," Coleman said. The move comes as Reader's Digest Association Inc. has struggled to boost profits. But industry analysts said its problems stretch beyond changes that were needed at the magazine. Publishing industry executives and Wall Street analysts have criticized the magazine for failing to attract the next generation of readers. The company says its average reader is about 47, the same as the age for the weekly new magazines. "They've been looking for ways to make the magazine a little bit more the '90s than the '50s," said Doug Arthur at Morgan Stanley Dean Witter & Co. "The company has to be addressing the response rate on its direct marketing campaign," where its main problems lie. The company earned USD 133.5 million on sales of USD 2.8 billion in the year which ended last June. But it said, when it reported results, that profits would fall in the current year. In answer to a question, Coleman said the redesign was not done because of advertisers, although they were enthusiastic about the changes. "This is being done from a reader-driven standpoint," he said.
1. In ______ , the table of contents of the magazine was placed on its back cover.
A.1922
B.1948
C.the 1930s
D.the 1960s
A B C D
D
此题为快速浏览题。浏览时关注相关细节即可(见第2段)。
2. The magazine was criticized for failing to
A.appeal to the young.
B.attract old people.
C.interest readers aged 47.
D.captivate readers in their 50s.
A B C D
A
此题为快速浏览题。浏览时关注相关细节即可(见第3段)。
TEXT J The Oxford Wordfinder (OWF) is a "production dictionary" designed for learners for English at intermediate level and above. It is a useful tool with which to discover and encode (produce) meaning, rather than just to simply check the meaning, grammar and pronunciation of words. The OWF encourages a reversal of the traditional role of the language learners' dictionary which is normally to help decode and explain aspects of words that appear in a text. The OWF is based upon similar lines to the ground breaking Longman Activator in that words in each dictionary are not simply listed in alphabetical order. Instead, they are grouped according to their similarities and differences in both meaning and use. Twenty- three main groups of 630 "keywords"(concepts) in alphabetical order, assist the learner in exploring semantic areas such as. "People", "Food and drink", and "Language and Communication". Each of these rather large areas contains cross-referencing in order to provide further helpful lexical information. Some of the keywords helpfully direct the learner to another keyword. Most keywords, however, have an index that shows how lexical items and their related terms are organized. Other keywords point to smaller subsection headings whilst a few contain sections labelled "More", which deal with less frequently occurring vocabulary. The majority of words in the OWF are grouped together because they are clearly related in meaning. Examples include: "rucksack", "suitcase", "trunk"and "hold-all", on page 28, under the keyword "Bag". Other words are grouped together because statistically they tend to "collocate", i. e. appear in English very near if not next to each other. The reader would, more often than not, find them in the same sentence or phrase. Examples include those for "butter", "spread" and "melt", and those for "Television"on page 448: "watching" , "turn on/off" and "program". The OWF is an ideal supplementary resource for learners to engage in word-building activities during topic based lessons. How is it best used? Let's say the learner wishes to know the correct word for "boiling with a low heat". The intermediate learner, who will probably begin her search under "Cook" on page 99, locates the subsection: "heating food in order to cook it'on page 100, then the further subsection "cooking food in water'and finally finds the definition followed by the word: to boil slowly and gently: simmer. With the help of the OWF teachers could design a variety of such vocabulary exercises for a class, or even go on to designing a vocabulary-based syllabus. Definitions in the OWF are, as with all good dictionaries, concise but clear. They are obviously written according to a controlled defining vocabulary. Linguistic varieties are also taken into consideration: formal/informal labels are provided and, where it occurs, American English (AmE) is pointed out, e. g. for alcohol, liquor in AmE. on page 10. The OWF also contains many drawings that outline meaning where words could not possibly do so or would require too much space. Items chosen for inclusion in the OWF, along with example phrases outlining meaning are, it is assumed, based on evidence of frequency from a carefully constructed linguistic corpus, although this is not made clear.
1. Words in both the OWF and Longman Activator are
A.listed according to alphabetical order.
B.listed according to use frequency.
C.grouped according to similarities only.
D.grouped according to differences only.
A B C D
A
此题为快速浏览题。见第2段第1句。
2. To know the correct word for "boiling with a low heat", you will probably turn to ______ first.
A.page 10
B.page 99
C.page 100
D.page 448
A B C D
B
此题为跳读题。查boiling with a low heat。见第4段。
TEXT K To qualify to study in Belgium, it is essential to meet relevant requirements in (1) academic credentials, (2) linguistic skills, (3) academic objectives and (4) financial resources. Let us review these four points: 1. Academic credentials Equivalence and admissibility of degrees will be assessed according to Belgian law and individual university regulations. Please submit a copy of your degree with a translation to the chosen university's admission board. 2. Language skills Chinese students who wish to follow courses in Dutch or French must realize that a superficial knowledge of the language will not do. The ability to speak Dutch or French is imperative in order to follow lectures and to pass examinations. A preparatory year of language instruction is available in some universities for already enrolled students. Please apply for information at the university of your choice. Students who wish to attend lectures in English (post-academic training international courses) must of course have a good command of that language. Universities will inform you about their individual TOEFL requirements. 3. Programs Belgian universities offer basic academic courses, advanced academic training courses, doctoral programs, post-academic training and various international study programs (Master's) in the fields of technology, law, economics and applied economics, political and social sciences, dentistry, pharmaceutical sciences, language and literature/history, archaeology and art sciences, psychology and educational sciences, medical sciences, engineering and applied biological sciences. 4. Financing Although precise determination of study and living expenses depends on individual life style, one can assess that about 350,000 Belgian France (BEF) (about 88,000 RMB) is necessary for one year's study. This amount should include books, housing, food, transport, and health insurance. It does not include registration fees which can vary from about 25,000 BEF for a student under scholarship to 290,000 BEF for a self financing student, according to the chosen study program.
1. Students who wish to take courses in Dutch or French
A.should pass the TOEFL test first.
B.must speak Dutch or French fluently.
C.may receive language training.
D.must have a good command of English.
A B C D
C
此题为跳读题。在language skill一栏中查寻。
2. Belgian universities do NOT offer courses on
A.medical sciences.
B.computer science.
C.political and social sciences.
D.archaeology and art sciences.
A B C D
B
此题为跳读题。在Program栏目中查寻。
PART Ⅳ TRANSLATION
SECTION A CHINESE TO ENGLISH Translate the following underlined part of the text into English.
The first-generation museums in the world are natural ones,which show people the evolutionary history of the earth and all kinds of species with fossils,specimens and the like. Museums of the second-generation are those of industrial technology,which demonstrate the fruits of industrial civilization at various stages.Despite their contribution to the dissemination of scientific knowledge,these museums treat the visitors as passive onlookers. The third-generation museums in the world are ones full of completely new concepts. Here,the visitors can handle operations and make careful observations all by themselves, whereby they can come closer to the advanced science and technology and explore their mystery.
[解析] <1>属于此处不宜用belong to来译。 <2>各种生物all kinds of living things/species <3>阶段性结果achievements at different stages/phases <4>全新理念completely new concepts <5>动手操作指一些简单的操作,如根据自己的兴趣按键来选择要看的内容,或进行扩大、拉近、旋转等操作。
SECTION B ENGLISH TO CHINESE Translate the following text into Chinese.
1. If people mean anything at all by the expression "untimely death", they must believe that some deaths run on a better schedule than others. Death in old age is rarely called untimely -- a long life is thought to be a full one. But with the passing of a young person, one assumes that the best years lay ahead and the measures of that life was still to be taken. History denies this, of course. Among prominent summer deaths, one recalls those of Marilyn Monroe and James Deans, whose lives seemed equally brief and complete. Writers cannot bear the fact that poet John Keats died at 26, and only half playfully judge their own lives as failures when they pass that year. The idea that the life cut short is unfulfilled is illogical because lives are measured by the impressions they leave on the world and by their intensity and virtue.
[解析] <1>untimely death不合时宜的死亡 <2>some deaths run on a better schedule than others此处宜用“人去世”来译death,即一些人去世的日子安排比另外一些人要好。 <3>passing此为委婉语,相当于death。 <4>lie ahead英语中用ahead,但在汉语中常用“在后头”来表示未来。 <5>measure衡量,评价 <6>prominent summer deaths此处summer指“壮年”,“全盛期”;以deaths指“死去的人”。 <7>half playfully半开玩笑地。注意此处不要将half与only一起分析,误以为是“只有一半(的作家)”。 <8>life cut short指一个人未活到老就过早地去世。 <9>intensity指人活在世上活动的强度或频繁度,生命强度的大小可以反映一个人在社会中的价值或贡献。
PART Ⅴ WRITING Some people simply see education as going to schools or colleges, or as a means to secure good jobs; most people view education as a lifelong process. In your opinion, how important is education to modern man? Write a composition of about 300 words on the following topic:
1. Education As A Lifelong Process In the first part of your writing you should present your thesis statement, and in the second part you should support the thesis statement with appropriate details. In the last part you should bring what you have written to a natural conclusion with a summary. Marks will be awarded for content, organization, grammar and appropriacy. Failure to follow the above instructions may result in a loss of marks.
[写作要点] 1.第一部分(即第一段)交待论点,第二部分(可分为两段)展开讨论,以具体的细节来支持自己的观点。第三部分(即最后一段)总结第二部分的讨论,得出结论。 2.写作时需注意内容、组织、语法和表达的得体性。 3.字数要求为300词左右。 [写作提纲] 第1段:交待背景,引出话题。在当今社会中,教育意味着什么?有些人认为,所谓教育,就是上学,即传统意义上的正规教育,其目的是为了在完成学业后能找到一份好工作。如今,绝大多数认为教育是一个终身过程。接着,提出自己的观点,即终身教育对于现代人至关重要。 第2段:提出第一个方面的理由,即传统教育不足以维持我们的职业。现代社会日新月异,知识更新不断加快。在学校受到的正规教育不能维持一个人漫长的工作生涯。毕业就业后需不断更新知识才能胜任工作。一旦换工作,更需接受岗位培训。 第3段:提出第二个方面的理由,即只有终身接受教育才能适应现代社会生活。现代科技使我们的日常生活越发现代化,但同时也给一些人带来快乐的烦恼。许多人不会打密码电话,同样很多人不会用信用卡消费。对于那些计算机盲而言,网络世界可望不可及。显然,做一个现代人,不能不懂一点计算机,和一点英语。而这些都要求人们将学习进行到底。 第4段:总结上文,得出结论。重申现代人必须进行终身教育,因为这事关他们的工作与生活。 可以说,终身教育的理念为英谚One lives to learn赋予了现代内涵。 [习作参考] Education as a Lifelong Process What is education in present-day society? Some people still cling to the idea that education means going to schools or colleges. In their eyes, the sole purpose of the scholastic education is to secure good jobs and guarantee a life-long well-being. However, such traditional conception of education has been rejected as outdated by more and more people, who view education as a life-long process. Personally, I side with the latter, in the belief that the new concept of education makes a great deal of sense to modern people. In the first place, the sort of formal education, or schooling, is no longer adequate for our profession. In an era of information explosion, it is imperative that we update our knowledge constantly. We may acquire a lot of expertise in schools or colleges. We may also find ourselves well tailored for the posts we hold after graduation. However, we will soon feel out of place if we rest content with what we already have. Just take the operation of computers for example. The software is upgraded at very quick intervals. For an employee who depends heavily on computer operations, the failure to keep pace with the development of the software will put him or her on the verge of unemployment. No doubt, this is also true of any other field, g professor of linguistics must acquaint himself with the state of the art if he wishes to maintain his academic post. A lawyer needs to get informed of the newest modifications of the law if he does not choose to lose his clients. Admittedly, education can be job-oriented. But what is at the core of the issue is that for the sake of job holding and job jumping, we cannot afford to educate ourselves once and for all. Equally important, the sort of fixed schooling cannot satisfy the growing needs of our daily life, either. For a start, we may consider the need of accessing the resources on the Internet. As far as I myself am concerned, I had no relevant lessons when I was in college. I took to playing chess after I began to work, and yet I did not always have good partners. Later I was told I might find some on the Internet, which was, however, all Greek to me at that time. So I attended some training classes and finally was able to enjoy myself in the wonderful "world". There are always new needs, to be sure, such as the need to drive a private car, the need to raise pets, the need to go abroad, and what not. For all those needs, we must take relevant courses or teach ourselves. A modern man is by definition one who can always take advantage of modern science and technology. If a person does not learn to make a code phone, purchase goods with credit cards, etc. , he will fail to be modern. He will be handicapped in one way or another, for he will lose the ability to embrace the whole of the modern world. From the discussion above, we are now in a position to conclude that education, which is of lasting significance to our life and work, should extend throughout our lifetime. One is never too old to learn. Or one lives to learn. Mottoes of this kind are educational. To me, these proverbs have taken on a modern sense. That is, we do not simply learn life experiences all our life; we also acquire, at all stages of life, knowledge of all sorts for both vocational and recreational purposes.
PART Ⅰ LISTENING COMPREHENSION
SECTION A TALK
Questions 1 to 5 refer to the talk in this section