上海高三英语2018嘉定二模

英语试卷

（满分140分）

I. Listening Comprehension

Section A

Directions: In Section A, you will hear ten short conversations between two speakers. At the end of each conversation, a question will be asked about what was said. The conversations and the questions will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard. 1. A. He is angry.

C. He is hungry. 2. A. Go over his lessons. C. Eat out with friends.

3. A. She is most likely to be arrested.

C. She may have lost her driver license. 4. A. Bill is taking a test. C. Bill always fails tests. 5. A. Make a recovery plan.

C. Drop out of school.

6. A. She gave him a lift home again. C. She treated him well at her home. 7. A. She doesn’t have time to find a new flat.

B. She has not paid enough rent in advance.

D. She wants to decorate the flat in the holiday.

B. Travel insurance.

D. Diving safety.

B. She appreciates other kinds of musicals. D. She admires other singers more than Phillips.

C. She’s unlikely to give up the nice flat. 8. A. Extreme sports. C. Bungee jumping.

9. A. She likes Phillips’ singing very much. C. She prefers the changes of his musicals. 10. A. American students are too talkative in class.

Section B

Directions: In Section B, you will hear several longer conversation(s) and short passage(s), and you will be asked several questions on each of the conversation(s) and the passage(s). The conversation(s) and the passage(s) will be read twice, but the questions will be spoken only once. When you hear a question, read the four possible answers on your paper and decide which one is the best answer to the question you have heard. Questions 11 through 13 are based on the following passage. 11. A. One should wait for things to happen before worrying. B. One should remain silent when things are getting hard.

B. He is exhausted. D. He is disappointed. B. Attend the party. D. Take the final exam.

B. She has forgotten to call the police. D. She is lying to the police office. B. Mum will probably reward Bill. D. Mum is worried about Bill’s test. B. Go back to work.

D. Quit her present job. B. She offered him an extra room. D. She spared much time for him.

B. It is hard to learn a lot in an American school. C. One can join in schooling in different ways. D. Active participation is greatly encouraged.

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C. One should try to take control of the difficult situation. D. One should turn to other people for instant help. 12. A. By motivating himself to take action. C. By thinking of the meaning of life.

B. By seeking help from his friends. D. By taking good care of himself.

13. A. Life is not always peaceful and it is full of deadly accidents. B. Keep a positive attitude and focus on survival whatever happens. C. Excellent equipment is the essential factor in surviving crises. D. Be ready to get immediate assistance when lost in the jungle.

Questions 14 through 16 are based on the following passage. 14. A. In 1969. B. In 2012. C. In 1976.

D. In 2016.

15. A. Suggested creating a university of science and technology in Egypt. B. Helped many Egyptian scientists to be awarded the Nobel Prize. C. Had close cooperation with the University of California in the U.S.. D. Provided excellent Egyptian students with more financial support. 16. A. For his relationship with Egyptian President. B. For his academic performance in technology. C. For his good service in the Egyptian Army. D. For his outstanding contributions to Egypt.

Questions 17 through 20 are based on the following conversation. 17. A. It offers different opinions on old age. B. It is about how to keep healthy in old age. C. It investigates causes of the aging problems. D. It reveals the secret of living longer. 18. A. The old are thought to be healthy but lonely. B. The old are reported to be poor but happy. C. The old are regarded as an unattractive group. D. The old are considered dangerous to the society. 19. A. They are easy to fall down with serious illness. B. They enjoy traveling and getting new experiences. C. They are difficult to be recognized due to the changes. D. They’ve no more mental problems than the middle aged. 20. A. Raise people’s awareness to care for the old. B. Help people take their responsibilities for the old. C. Change people’s attitude towards the old age. D. Ease people’s fear and anxiety about old age.

II. Grammar and Vocabulary

Section A

Directions: After reading the passage below, fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank.

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Stephen Hawking: Science’s Brightest Star

His family released a statement in the early hours of Wednesday morning confirming his death at his home in Cambridge.

Hawking’s children, Lucy, Robert and Tim, said in a statement: “We are deeply saddened that our beloved father passed away today. He was a great scientist and an extraordinary man (21)______ work and legacy will live on for many years.”

For fellow scientists and loved ones, it was Hawking’s intuition and wicked sense of humor (22)______ marked him out as much as the fierce intellect that, coupled with his illness, came to symbolize (23)______ unbounded possibilities of the human mind.

Hawking was driven to Wagner, but not the bottle, when he (24)______ (diagnose) with motor neurone disease in 1963 at the age of 21. Doctors expected him (25)______ (live) for only two more years. But Hawking had a form of the disease that progressed more slowly than usual. He survived for more than half a century.

Hawking once estimated he worked only 1,000 hours during his three undergraduate years at Oxford. In his finals, he came close (26) ______ a first- and second-class degree. (27)______ (convince) that he was seen as a difficult student, he told his examiners that if they gave him a first he would move to Cambridge to pursue his PhD. Award a second and he threatened to stay. They opted for a first.

Those who live in the shadow of death are often those who live most. For Hawking, the early diagnosis of his terminal disease, and (28) ______ (witness) the death from leukemia of a boy he knew in hospital, aroused a fresh sense of purpose. “(29) ______ there was a cloud hanging over my future, I found, to my surprise, that I was enjoying life in the present more than before. I began to make progress with my research,” he once said. Taking up his career in earnest, he declared: “My goal is simple. It is a complete understanding of the universe, why it is (30)______ it is and why it exists at all.”

Section B

Directions: Fill in each blank with a proper word chosen from the box. Each word can be used only once. Note that there is one word more than you need. A. analysis G. cloudy B. usually H. absent C. assures I. cultivate D. pours J. allow E. development F. necessary K. extremely He Is Kindly

The other evening at a dancing club a young man introduced me to Mr. and Mrs. F. Scott Fitzgerald, and Scott seemed to have changed a lot from the first time I met him at Princeton, when he was an eager undergraduate trying his best to 31 himself into a great author. He is still trying hard to be a great author. He is at work now on a novel which his wife 32 me is far better than This Side of Paradise, but like most of our younger novelists, he finds it 33 to produce a certain number of short stories to make the wheels go around. That The Vegetable, his play, did not receive a Manhattan presentation seems to have disappointed rather than discouraged him. He is still 34 light-hearted.

I have always considered him the most brilliant of our younger novelists. Not one of them can touch his style, nor the superb quality of his satire(讽刺). He has yet to put them in a novel with carefulness of conception and 35 of character. He can become almost any kind of writer that his peculiarly restless character will 36 .

Born in St. Paul, he attended Princeton, served in the Army, wrote his first novel in a training camp, achieved fame and fortune, married a Southern girl, has a child and lives in New York. At heart, he is one of the kindliest of the younger writers. Artistry means a great deal to F. Scott Fizgerald, and into his own best work he 37 great efforts. He

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demands this in the work of others, and when he does not find it he criticizes with passionate earnestness. I have known him, after reading a young fellow-novelist’s book, to take what must have been hours of time to write him a lengthy, careful 38 . Just what he will write in the future remains 39 . With a firmer reputation than that of the other young people, he yet seems to me to have achieved rather less than Robert Nathan and rather more than Stephen Vincent Benet, Cyril Hume. His coming novel should mean a definite prediction for future work. It is to be hoped that from it will be 40 the seemingly unavoidable modern girls.

III. Reading Comprehension

Section A

Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context.

Standards for Schools: Developing Organizational Accountability(绩效)

Quality teaching depends on not just teachers’ knowledge and skills but on the environment in which they work. Schools need to offer a coherent curriculum focused on higher-order thinking and performance across subject areas and grades, time for teachers to work 41 with students to accomplish challenging goals, opportunities for teachers to plan with and learn from one another, and regular occasions to evaluate the outcomes of their 42 .

If schools are to become more responsible, they must, like other professional organizations, make evaluation and assessment part of their everyday lives. Just as hospitals have standing committees of staff that meet regularly to look at evaluation data and discuss the 43 of each aspect of their work –a practice reinforced by their accreditation(评定) requirements, – schools must have regular occasions to examine their practice and effectiveness.

As Richard Rothstein and colleagues describe in Grading Education: Getting Accountability Right, school-level accountability can be supported by school 44 , like those common in many other nations, in which trained experts evaluate schools by spending several days visiting classrooms, 45 samples of student work, and interviewing students about their understanding and their experiences, 46 looking at objective data such as test scores, graduation rates, and so on. In some cases, principals accompany the inspectors into classrooms and are asked for their own evaluations of the lessons. In this way, the inspectors are able to make 47 about the instructional and supervisory competence(能力) of principals. As described earlier, inspectors may also play a role in ensuring the 48 and comparability of school-based assessments (as in England and Australia), as well as school’s internal assessment and evaluation process (as in ).

In most countries’ inspection systems, schools are rated on the quality of instruction and other services and supports, as well as students’ 49 and progress in a wide range of aspects, including and going beyond academic subject areas, such as extra-curricular, personal and social 50 , the acquisition of workplace skills and the 51 to which students are encouraged to adopt safe practices and a 52 lifestyle. Schools are rated as to whether they pass inspection, need modest improvements, or require serious intervention(介入), and they receive extensive feedback on what the inspectors both saw and 53 . Reports are publicly posted. Schools requiring intervention are then given more expert and support, and are placed on a more frequent schedule of visits. Those that persistently fail to pass may be placed under local government control and could be 55 if they are not improved. 41. A. occasionally B. closely 42. A. challenges 43. A. effectiveness 44. A. instruction

C. strictly D. peacefully C. curriculum C. progress C. inspection

D. practices D. requirements D. consideration

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B. competence B. faults B. protection

45. A. taking 46. A. as far as 47. A. judgments 48 .A. quantity

B. improving B. rather than B. decisions B. quality

C. examining C. other than C. inquiries C. instruction C. attention C. resources C. satisfaction C. different C. recommended C. evaluation C. closed down

D. copying D. as well as D. suggestions D. support D. interest D. benefits D. extent D. unique D. rewarded D. explanations D. pulled down

49. A. education B. performance 50. A. responsibility B. structure 51. A. frequency 52. A. comparable 53. A. appreciated . A. attention 55. A. set down

Section B

B. consistence B. healthy B. criticized B. programs B. put down

Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.

(A)

Eye Scan Technology Comes to Schools

ABC News: Parents who want to pick up their kids at school in one New Jersey district now can submit to iris(虹膜) scans, as the technology that helps keep our nation’s airports and hotels safe begins to make its way further into American lives.

The Freehold Borough School District launched this high-tech security system on

When picking up a child, the adult provides a driver’s license and then submits to an eye scan. If the iris image camera recognizes his or her eyes, the door clicks open. Monday with funding from the Department of Justice as part of a study on the system’s effectiveness.

As many as four adults can be authorized to pick up each child in the district, but in order to be authorized to come into school, they will be asked to register with the district’s iris recognition security and visitor management system. At this point, the New Jersey program is not a must.

If someone tries to slip in behind an authorized person, the system causes an alarm and red flashing lights in the front office. The entire process takes just seconds.

This kind of technology is already at work in airports around the country like Orlando International Airport, where the program has been in operation since July. It has 12,000 subscribers who pay $79.95 for the convenience of submitting to iris scans rather than going through lengthy security checks.

An iris scan is said to be more accurate than a fingerprint because it records 240 unique details— far more than the seven to twenty-four details that are analyzed in fingerprints. The chances of being misidentified by an iris scan are about one in 1.2 million and just one in 1.44 trillion if you scan both eyes.

Phil Meara, the Freehold District official, said that although it was expensive, the program would help schools across the country move into a new frontier in child protection. “This is all part of a larger emphasis, here in New Jersey, on school safety,” he said. “We chose this school because we were looking for a typical slightly urban school to launch the system.”

Meara applied for a $369,000 grant on behalf of the school district and had the eye scanners installed in two grammar schools and one middle school. So far, 300 of the nearly 1,500 individuals available to pick up a student from school have registered for the eye scan system.

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56. Why does the Freehold Borough School District adopt the eye scan security system? A. To ensure the school safety and efficiency of picking up children. B. To encourage more students to register in New Jersey urban schools. C. To test the effectiveness of school security and management system. D. To collect the information of the children and their beloved parents. 57. What makes the eye scan system more accurate than the fingerprint system? A. Processing the data of the authorized people faster. B. Identifying the data of the adults to pick up children.

C. Submitting the data of the authorized people conveniently. D. Providing far more unique details of the authorized ones. 58. How does Phil Meara help to protect the safety of children? A. By asking people to register with the security system. B. By applying for grant to install eye scanners in schools. C. By asking the department of justice to fund this program. D. By turning to Orlando International Airport for help.

59. The eye scan system can be best described as __________________________. A. safe and cheap

B. portable and useful D. popular and helpful

C. smart and accurate

(B)

Senior Manager Major Gift Fundraising & Special Projects

Blind Veterans UK is the national charity helping blind ex-service men and women lead independent and fulfilling lives. We offer blind veterans access to the highest quality of services to help them discover life beyond sight loss. We have an exciting opportunity for an innovative and resourceful individual to join our Partnerships team based at our headquarters in London. The team focuses on securing donations from HNWIs, Trusts and Companies. This role focuses on securing support from HNWIs. The special projects aspect of the role relates to annual activities that offer an opportunity to develop relationships with the target audience.

We are looking for an experienced individual with a sound track record in the following areas:

• • • • • •

Identifying prospects with the capacity and tendency to support Developing and implementing cultivation and marketing strategies Managing a document of current as well as prospective major donors Planning and driving peer to peer fundraising Organizing promotion events

Delivering against a personal target and team targets

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The successful candidate will also have some people management experience and an expert in major gift fundraising processes will be considered as priority.

In return for your talent, we offer competitive conditions of service and a conducive environment. To apply, please send your up to date CV and Supporting Statement of not more than 500 words to Recruitment. Ldn@blindveterans.org.uk, outlining how your skills and experience meet the person specification. Interview date: Week starting from 26 March 2018

Please note only applicants who submit a CV with a supporting statement will be considered.

Due to the high number of enquiries and applications we receive for our vacancies we don't acknowledge each one - if you haven't heard from us within a week of the closing date, please assume that we won't be inviting you for an interview. You are, of course, welcome to try again if a suitable post comes up. We are unable to provide feedback to candidates not shortlisted for interview.

60. The passage is mainly written to ____________. A. invite people to join the fundraising events C. inform the blind veterans of money service

B. seek the right person to be Senior Manager D. attract the interest of potential donors

61. According to the passage, which of the following statement is TRUE? A. The application fails if one isn’t informed before 26 March. B. The application should include a lengthy personal statement. C. All the applicants will receive an invitation before interview. D. The applicants should send his application when he is free. 62. What experience is most likely to help a candidate stand out? A. People management experience. C. Peer to peer fundraising experience.

B. Annul activities experience. D. Large-scale fundraising experience.

(C)

As businesses and governments have struggled to understand the so-called millennials—born between roughly 1980 and 2000—one frequent conclusion has been that they have a unique love of cities. A deep-seated preference for night life and subways, the thinking goes, has driven the prosperity of urban cores across the U.S. over the last decade-plus.

But there’s mounting evidence that millennials’ love of cities was only a passing fling(放纵). Millennials don’t love cities any more than previous generations.

The latest argument comes from Dowell Myers, an urban planning professor at USC. As they age, says Myers, millennials’ presence in cities, will “be evaporating . . . through our fingers, if we don’t make some plans now.” That’s because millennials’ preference for cities will fade as they start families and become more established in their careers.

It’s about more than aging, though. Demographer William Frey has been arguing for years that millennials have become ‘stuck’ in cities by the 2008 downturn and the following slow recovery, with poor job prospects and declining wages making it harder for them to afford to buy homes in suburbia.

Myers, too, says observers have confused young people’s presence in cities with a preference for cities. Survey data shows that more millennials would like to be living in the suburbs than actually are. But the normal career and family cycles moving young people from cities into suburban houses have become, in Myers’ words, “a plugged up drain.”

But unemployment has finally returned to healthy lows (though participation rates and wages are still largely depressing), which Myers says should finally increase mobility for millennials.

Other trends among millennials, supposedly matters of lifestyle preference, have already turned out to have been driven mostly by economics. What was once considered their broad preference for public transit may have always been a

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now-reversing inability to afford cars. Even decades-long trends towards marrying later have been stressed as today’s young people struggle for financial stability.

Investors are already taking the idea that millennials will return to old behavior patterns seriously, putting more money into auto manufacturers and developers. But urban lifestyles, up to and including trendy bars, aren’t just modern—they’re a part of what powers a city’s economic engines, bringing people together to explore new ideas, create companies, and build careers.

From the 1960s to the 1990s, we saw that suburbanization also means an economic and social hollowing out for cities. Now that the economic restrictions are coming off today’s young city residents, cities that want to stay vibrant have to figure out how to convince them—and their growing families—to stick around. 63. Over the last decade, what is thought to have ensured the prosperity of the city? A. Fast economic development. C. Convenient public transport.

B. Around-the-clock club services. D. Well-established careers.

. Why are Millennials about to leave city?

A. It is too expensive for them to buy apartment in cities. B. They find it difficult to seek a good job in cities. C. It is easier to get married moving to the suburban. D. They are more confident with their economic situation.

65. What does the author mean quoting Myer’s “a plugged up drain”(para 5)? A. Millennials are reluctant to leave attractive cities. B. Millennials are stopped from moving to the suburbs. C. Millennials are unwilling to be cut off from the suburban. D. Millennials are afraid of another economic decline. 66. How does the author feel about the suburbanization? A. A sign of stable finance. C. A conflict of new ideas.

Section C

Directions: Read the following passage. Fill in each blank with a proper sentence given in the box. Each sentence can be used only once. Note that there are two more sentences than you need.

A. Some experts think that the wealth gained from trade allowed for such leisure in sports and the arts. B. Experts believe that a king and mostly a female priest ruled the government and controlled trade. C. In ancient Greek myths, Minoan society was quite prosperous and highly civilized. D. The palace that Evans unearthed a century ago was the first proof of Minoan culture. E. Minoan culture didn’t exist before until Arthur Evans discovered the palace under the earth. F. Although not yet decoded, written script on clay tablets appears to list trade accounts. The Minoans: A Forgotten People

The first advanced culture in ancient Greece was the Minoan culture. For thousands of years, knowledge of these people survived only in Greek myths. In the late 19th century, archaeologists began to unearth ruins. This inspired Arthur Evans to begin digging on the island of Crete near mainland Greece. On a dig in Kbossos, Evans found an ancient palace. Experts think that it was the palace of King Minos, a central figure in many Greek myths.

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B. A growth of health issues. D. A loss of modern life.

67 With his team, he uncovered a vast structure, varied works of art, and many hieroglyphic records. These finds, together with later finds, comprise all that experts know about Minoan culture.

From the evidence experts gathered, it is clear that the Minoans were ahead of their time. The palace at Knossos

was five floors high with hundreds of rooms. Buildings throughout the ancient city had plumbing and flush toilets. Stone pavement lined the surfaces of the roads. In addition, the Minoans possessed a highly developed naval fleet for long-distance trade. 68 These records confirm the central role of commerce in culture.

Expert analysis of the evidence also offers insight into some aspects of Minoan society.

69 Ruins and artwork suggest that people of all classes enjoyed a high degree of social and gender equality. Religious icons show that Minoans worshiped bulls, the natural world, and many female gods.

An unusual feature of Minoans culture was the pursuit of leisure interests. Sport and visual arts were central to

Minoan life. Boxing and bull jumping, a sport in which players jumped over live bulls, were popular. Although bull jumping may have served some ritual purpose, experts believe that it was done mostly for fun. Similarly, although some 70

The Minoans met their demise after a series of natural disasters. Experts believe that group from the Greek mainland capitalized on these events and looked over the island.

works of art showed political and religious themes, other works served only as pleasant décor (装饰品).

IV. Summary Writing

Directions: Read the following passage. Summarize the main idea and the main point(s) of the passage in no more than 60 words. Use your own words as far as possible.

The Conflict of the Orders

The types of people who served as officials in the Roman government changed over time. These changes stemmed from the attempts of common people to more rights. The struggles became known as the Conflict of the Orders.

In the early republic, Romans were divided into two classes of people: patricians and plebeians. Patricians were powerful landowners who controlled the government. As nobles, they inherited their power. Plebeians, who made up most of the population, were mainly farmers and workers. For many years, plebeians had few rights. They could vote, but they were barred from holding most public offices. Plebeians could not even know Roman laws because laws were not written down. In court, a judge stated and applied the law, but only patricians served as judges.

Over time, plebeians increased their power through demand and strikes. They gained the right to join the army, hold government office, form their own assembly, and elect leaders. In one of their greatest victories, they forced the government to write down the laws of the Roman Republic. In about 450,B.C. the Romans engraved their laws on tablets called the Twelve Tables. The laws were placed in the Forum, the chief public square, for all to view.

The first plebeians were appointed to the government in the late 400s B.C. After 342 B.C., a plebeian always held one of the consul positions. By about 300 B.C. many plebeians had become so powerful and wealthy themselves that they joined with patricians to form the Roman nobility. From that time on, the distinction between patricians and plebeians was not as important. Membership in the nobility was still very important, however, since government officials were not paid a salary, only wealthy nobles could afford to hold office. Thus, the nobles still controlled the republic.

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V. Translation

Directions: Translate the following sentences into English, using the words given in the brackets. 72. 他在会议上提出的建议值得三思。（worth）

73. 法律和应该适应我们不断发展的社会需求。（adapt）

74. 绝不能任由困难你，因为你永远不知道你离成功有多么近。（account）

75. 父母竭力庇护孩子免受问题的困扰，甚至代替他们做重要的决定，这将不利于孩子的健康成长。（which）。

VI. Guided Writing

Directions: Write an English composition in 120-150 words according to the instructions given below in Chinese. 学校拟举行高三告别晚会，现面向全体同学征集意见。请向学生处递交你的晚会策划方案。方案中需包括：1、晚会的主题。2、晚会的时间、地点和参加人员。3、晚会内容及其他安排等。

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2017学年度嘉定区高三年级第二次质量调研 英语试卷参

I. Listening Comprehension 1-5 BACBD

6-10 CCBAD

11-13 CAB 14-16 BAD

17-20 ACDC

II. Grammar and Vocabulary 21.whose 22. that 23. the 2 4. was diagnosed

25. to live 26. between 27. Convinced

28. witnessing

29.Although/ though/While

30. what/as

31-35 I C F K E

36-40 J D A G H

III. Reading Comprehension 41-45 BDACC 46-50 DABBA

51-55 DBCAC

56-59 ADBC

60-62 BAD

63-66 BDBA

67-70. DFBA

IV. Summary writing

Romans was made up of two classes: patricians and plebeians. Patricians, the nobles, inherited power and controlled the government while plebeians, the common people, who used to have few rights, gradually gained various rights through struggles. From 300 B.C., the distinction between them was less obvious as many plebeians became nobles, and Rome was still controlled by nobles.

V. Translation

72. The suggestion he put forward at the meeting is worth giving a second thought. 0.5 0.5 0.5 1 0.5 73. Laws and policies should adapt to the developing needs of our society. 1 1 1

74. On no account can you let any difficulties discourage/ beat you, for you can never tell how 1 1 1 close you may be to success. 1

75. Parents try to shelter / protect their children from problems and even make important 1.5 1

decisions for them, which will do harm to / be harmful to /be bad for the growth of their children. 1.5 1

II. Guided Writing (略)

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2017学年第二学期高三英语教学质量检测试卷听力部分现在开始

I.

Listening Comprehension

Section A Directions: In Section A, you will hear ten short conversations between two speakers. At the end of each conversation, a question will be asked about what was said. The conversations and the questions will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard.

1. W: It’s almost midnight. Why don’t we leave the work until tomorrow? M: That’s a good idea. I am almost beaten.

Q: What can we learn about the man from the conversation? 2. W: Would you attend my friend’s birthday party with me?

M: To tell you the truth, I really can’t go anywhere because I’m going to take the final exam tomorrow. Q: What will the man probably do tonight?

3. W: I can’t find my driver license. What should I do?

M: If I were you, I would report to the police first and then apply for a new one. Q: What has happened to the woman? 4. W: Bill, how did you do in your test today?

M: Oh, mum, well enough to deserve your promise to reward me, I think. Q: What can we learn from the conversation?

5. M: Are you going to return to your present job after you recover from illness? W: No, I plan to be a full-time student next term. Q: What will the woman do?

6. W: Welcome to my home again and there is always a spare room for you here. M: Thank you very much. I had a wonderful time with your family. Q: Why did the man thank the woman?

7. M: What will you do with your flat when you are away on holiday?

W: I’ll never find a better flat around here. Oh, I have paid three months’ rent on an empty flat. Q: What does this conversation imply?

8. M: Excuse me, I’m going to travel next month and would like to buy some kind of insurance. W: Ok, will you be participating in any extreme sports like bungee jumping or cliff diving? Q: What are the two speakers talking about?

9. M: What do you think of the new album of Kris Phillips?

W: It seems that there are some changes in his musicals, but I am always his fan. Q: What can we know about the woman?

10. W: Oh, Gosh. You American students are so talkative in class. M: Sure. We believe that learning is shaped from active participation. Q: What does the man think of classroom learning? Section B

Directions: In Section B, you will hear several longer conversation(s) and short passage(s), and you will be asked several questions on each of the conversation(s) and the passage(s). The conversation(s) and the passage(s) will be read

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twice, but the questions will be spoken only once. When you hear a question, read the four possible answers on your paper and decide which one is the best answer to the question you have heard. Questions 11 through 13 are based on the following passage.

Life is not always peaceful. No one wants to find themselves in dangerous situations. However, developing survival skills can help you be prepared for whatever happens.

Stay positive. People who believe they have control over what happens to them are more likely to believe in themselves and take action. Jerry Long is a good example. When he was 17 years old, he broke his neck in a diving accident. As a result, he couldn’t move most of his body. In the same situation, many people might give up. Long, however, said that his life remained full of meaning and purpose. He said, “I broke my neck, it didn’t break me.” Start to develop this positive attitude today. Then, you’ll be better prepared for anything.

Focus on survival. Four young people headed into the middle of the Amazon rain forest. They thought they were on an amazing adventure, but then things started to go wrong. One of the adventurers, Yossi Ghinsberg, ended up alone and lost in the Bolivian jungle for three weeks. During that time he repeated the phrase “man of action” to motivate himself. Later, he explained it like this. “A man of action does whatever he must, isn’t afraid, and doesn’t worry.”

If you find yourself in a crisis, stay positive and focus on survival. Everything else will take care of itself later. (Now listen again, please.) Questions

11. What is Jerry Long likely to agree with?

12. How did Ghinsberg manage to leave the jungle safely? 13. What does the speaker want to tell us?

Questions 14 through 16 are based on the following passage.

Ahmed Zewail was an Egyptian chemist. He won a scholarship for doctoral studies in the United States at the age of 23. When he arrived at the University of Pennsylvanian in 1969, he was painfully aware that his homeland was seen as a loser in the technological race. His English was so poor that some of his new university colleagues even wondered whether he could finish the task in the chemistry lab.

After earning his doctor’s degree, he spent two years of research at the University of California. Then he went to California Institute of Technology in 1976 and worked there for 40 years. When he won a Nobel Prize in chemistry, he had a new mission: Bringing world-class science education to Egypt. He was well aware that modern science is the generator of economic well-being, so he flew to Egypt, his homeland, to meet with President and proposed the creation of a university of science and technology. The university won government permission to begin enrolling students in Dec. 2012.

Dr. Zewail died in 2016, a few years after the creation of a university near Cairo named after him. Egyptian President attended his military funeral. Although military funerals are usually held for military personnel, Zewail received the highest Egyptian state honor. (Now listen again, please.) Questions

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14. When did the University named after him begin to enroll students? 15. What did Dr. Zewail do to improve Egyptian education? 16. Why was Dr. Zewail given a military funeral?

Questions 17 through 20 are based on the following conversation.

M: Today, we have Professor McKay on our morning talk show. Good morning, Professor McKay. I’ve heard that you and your team have just completed a report on old age.

W: That’s right. Well, the report basically looks into the various beliefs that people hold about old age and tries to confirm them.

M: And what do you think your report can achieve?

W: We hope that it will somehow help people to change their feelings about old age. The problem is that far too many of us believe that most old people are poor, lonely, and unhappy. As a result, we tend to find old people, as a group, unattractive. And this is very dangerous for our society.

M: But surely we cannot escape the fact that many old people are lonely and many are sick.

W: No, we can’t. But we must also remember that the proportion of such people is no greater among the 60-70 age group than among the 50-60 age group.

M: In other words, there is no more mental illness, for example, among the 60s-70s than among the 50s-60s. W: Right!

M: Are people’s mental abilities affected by old age?

W: Certain changes do take place as we grow older, but this happens throughout life. These changes are very gradual and happen at different times with different people, but, in general, if you know a person well in his middle age and have seen how he deals with events and problems, you will easily recognize him in an old age.

M: So that someone who enjoys new experiences, travel, education, and so on in his middle years will usually continue to do so into old age? W: Exactly!

(Now listen again, please.) Questions:

17. What do we know about the report according to the conversation? 18. What kind of problem of the old is our society facing? 19. What can we learn about the old according to the conversation? 20. What does Professor McKay think the report can achieve? (That’s the end of listening.)

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