模拟试题 Part I Writing (30 minutes) Directions: For this part, you are allowed 30 minutes to write a composition on the topic Competition. You should write at least 120 words following the outline given below in Chinese: 1. 竞争使人们充满创造力，使人们更有效率。 2. 竞争促使生产出更好的产品和提供更优质的服务。 3. 竞争促进了社会的进一步发展。 Competition Part II Reading Comprehension (Skimming and Scanning) (15 minutes) Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, mark Y (for YES) if the statement agrees with the information given in the passage; N (for NO) if the statement contradicts the information given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. For questions 8-10, complete the sentences with the information given in the passage. Earthquake Can Scientists Predict Killer Earthquakes? The date was November 23, 1980. People near Naples, in southern Italy, felt the Earth roll and shake. Earthquake! Suddenly buildings came tumbling down. Cracks appeared in the earth. Within minutes, entire towns were destroyed. Thousands of people were dead. Thousands more were injured. As rescuers searched through the rubble, many people must have wondered, of only the victims had known ahead of time, many lives could have been saved. Actually, an Italian scientist did predict that such a quake would happen. In 1977 Dr. M. Caputo of the Universite Degiles Studi in Rome warned that a large quake would soon strike the east of Naples. Unfortunately, he couldn’t predict the exact time and date of the quake. Dr. Caputo made his general prediction after talking with scientists at 54 earthquake monitoring stations throughout Italy. He learned that many earthquakes had recently rocked different areas around Naples. But none had occurred in one particular spot east of Naples for many years. Dr. Caputo felt that the area was long overdue for a large quake. And it was. Earthquake Strikes in Gap The quake occurred in a region that Dr. Caputo called a seismic gap. A seismic gap is an area in an active earthquake region where no earthquake or seismic activity has been recorded in a long time. Seismic gaps are located where two large plates in the Earth have become stuck. When the plates slide past each other, they sometimes became locked in place. A similar thing happens when you make a running leap on a sidewalk while wearing sneakers. When you land on both feet, the sneakers grab onto rough surface. Friction tends to hold your feet back while the rest of your body goes forward. You may end up falling flat on your face. In the case of plates, however, the uneven surfaces between the plates cause the plates to remain locked in place for years. Huge pressure builds up behind each plate. Periodically, a shudder, or tremor, is recorded as some of this energy is released. Finally, after about 50 years, rock in the seismic gap either suddenly breaks or moves under the great stress. This sudden release of energy sends shock waves through the rock layers above. The ground shakes, sidewalks crack, and buildings tumble. A mighty quake has struck. Gaps Used To Predict Quakes Many geologists have used what is called the seismic gap technique to accurately predict earthquakes. The technique was first developed by Soviet earthquake expert Dr. V. Fodotov during his studies of ancient and recent Japanese earthquakes. Dr. Fodotov was marking the location, size, and date of all known quakes in Japan when he noticed a striking pattern. All major earthquakes were found to occur in only a few isolated spots in Japan. Each of these spots, he noted, experienced a major quake only once every 50 to 60 years. Dr. Fodotov concluded that spots that hadn?t had a quake in more than 50 years were “ripe” for a quake. The Russian scientist named these locations seismic gaps. In the past several years, geologists from other countries have found seismic gaps in other parts of the world. After making detailed studies of past quakes in these regions, the geologists were able to make an accurate prediction of when a quake would occur. How Do Animals Know When an Earthquake Is Coming? Scientists who try to predict earthquakes have gotten some new helpers recently—animals. That’s right, animals. Scientists have begun to catch on to what farmers have known for thousands of years. Animals often seem to know in advance that an earthquake is coming, and they show their fear by acting in strange ways. Before a Chinese quake in 1975, snakes awoke from their winter sleep early only to freeze to death in the cold air. Cows broke their halters and tried to escape. Chickens refused to enter their coop. All of this unusual behavior, as well as physical changes in the earth, alerted Chinese scientists to the coming quake. They moved people away from the danger zone and saved thousands of lives. One task for scientists today is to learn exactly which types of animal behavior predict quakes. It’s not an easy job. First of all not every animal reacts to the danger of an earthquake. Just before a California quake in 1977, for example, an Arabian stallion became very nervous and tried to break out of his stall. The horse next to him, however, remained perfectly calm. It’s also difficult at times to tell the difference between normal animal restlessness and “earthquake nerves”. A zoo keeper once called earthquake researchers to say that his cougar had been acting strangely. It turned out that the cat had an upset stomach. A second task for scientists is to find out exactly what kind of warnings the animals receive. They know that animals? sense far more of the world than humans do. Many animals can see, hear, and smell things that people do not even notice. Some can detect tiny changes in air pressure, gravity, or the magnetism of Earth. This extra sense probably helps animals predict quakes. A good example of this occurred with a group of dogs. They were penned up in an area that was being shaken by a series of tiny earthquakes. (Several small quakes often come before or after a large one.) Before each quake a low booming sound was heard. Each boom caused the dogs to bark wildly. Then the dogs began to bark during a silent period. A scientist who was recording tile quakes looked at his machine. It was acting as though there were a loud noise too. The scientist realized that the dogs had reacted to a booming noise. They also sensed the tiny quake that followed it. The machine recorded both, though humans felt and heard nothing. In this case there was a machine to monitor what the dogs were sensing. Many times, however, our machines record nothing out of the ordinary, even though animals know a quake is coming. The animals might be sensing something we so measure but do not recognize as a warning. Discovering what animals sense, and learning how they know it is a danger signal, is a job for future scientists. 1.Since no one had predicted the precise date of the earthquake striking east of Naples, people there suffered heavy loss in the destruction. 2.A seismic gap is located at the junction of two interlocking plates in the Earth, and where no seismic activity has been recorded for a long time. 3.From the passage we learn that a regular striking pattern can be found in an active earthquake region. 4.During an earthquake in China 1975, cows broke their halters and ran away from their sheds. 5.As it is used in Paragraph 13, the word “cat” refers to a typical domestic cat. 6.All animals but men can notice tiny changed in air pressure, gravity, or the magnetism of Earth. 7.The dogs mentioned in Paragraph 15 had sensed both the low booms and the minor quakes following them. 1. [Y][N][NG]2.[Y][N][NG]3.[Y][N][NG] 4. [Y][N][NG]5.[Y][N][NG]6.[Y][N][NG] 7. [Y][N][NG] 8.Dr. Caputo based his prediction upon the fact that lots of earthquakes had recently occurred in all areas around Naples but its___________. 9.According to the author’s information, every 50 years or so, a mighty earthquake will be recorded at___________________. 10.Chinese scientists evacuated people from_____________after they had noticed the strange behavior of some animals as well as physical changes in the earth. Part Ⅳ Reading Comprehension (Reading in Depth)(25 minutes) Section A Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once. Questions 47 to 56 are based on the following passage. What is it about Americans and food? We love to eat, but we feel 47 about it afterward. We say we want only the best, but we strangely enjoy junk food. We’re 48 with health and weight loss but face an unprecedented epidemic of obesity. Perhaps the 49 to this ambivalence lies in our history. The first Europeans came to this continent searching for new spices but went in vain. The first cash crop wasn’t eaten but smoked. Then there was Prohibition, intended to prohibit drinking but actually encouraging more 50 ways of doing it. The immigrant experience, too, has been one of in harmony. Do as Romans do means eating what “real Americans” eat, but our nation’s food has come to be 51 by imports-pizza, say, or hot dogs. And some of the country’s most treasured cooking comes from people who arrived here in shackles. Perhaps it should come as no surprise then that food has been a medium for the nation’s defining struggles, whether at the Boston Tea Party or the sit-ins at southern lunch counters. It is integral to our concepts of health and even morality whether one refrains from alcohol for religious reasons or evades meat for political 52 . But strong opinions have not brought 53 . Americans are ambivalent about what they put in their mouths. We have become 54 of our foods, especially as we learn more about what they contain. The 55 in food is still prosperous in the American consciousness.It’s no coincidence,then,that the first Thanksgiving holds the American imagination in such bondage(束缚).It’s what we eat—and how we 56 it with friends. [A]answer[B]result[C]share[D]guilty [E]constant[F]defined[G]vanish[H]adapted [I]creative[J]belief[K]suspicious[L]certainty [M]obsessed[N]identify[O]ideals Section B Directions:There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked [A], [B], [C]and [D].You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre. Passage One Questions 57 to 61 are based on the following passage. It is not often realized that women held a high place in southern European societies in the 10th and 11th centuries. As a wife, the woman was protected by the setting up of a dowry (嫁妆). Admittedly, the purpose of this was to protect her against the risk of desertion, but in reality its function in the social and family life of the time was much more important. The dowry was the wife’s right to receive a tenth of all her husband’s property. The wife had the right to with hold consent, in all transactions the husband would make, and more than just a right; the documents show that she enjoyed a real power of decision, equal to that of her husband. In no case do the documents indicate any degree of difference in the legal status of husband and wife. The wife shared in the management of her husband’s personal property, but the opposite was not always true. Women seemed perfectly prepared to defend their own inheritance against husbands who tried to exceed their rights, and on occasion they showed a fine fighting spirit. A case in point is that of Maria Vivas. Having agreed with her husband Miro to sell a field she had inherited, for the needs of the household, she insisted on compensation. None being offered, she succeeded in dragging her husband to the scribe to have a contract duly drawn up assigning her a piece of land from Miro’s personal inheritance. The unfortunate husband was obliged to agree, as the contract says, “for the sake of peace.” Either through the dowry or through being hot-tempered, the wife knew how to win herself, with the context of the family, a powerful economic position. 57.Originally, the purpose of a dowry is to_________. [A]give a woman the right to receive all her husband’s property [B]help a woman to enjoy a higher position in the family [C]protect a woman against the risk of desertion [D]both A and C 58.According to the passage, the legal status of the wife in marriage was__________. [A]higher than that of a single woman [B]higher than that of her husband [C]lower than that of her husband [D]the same as that of her husband 59. Why does the author give us the example of Maria Vivas? [A]To show that the wife shared in the management of her husband?s personal property. [B]To show that the wife can defend her own inheritance. [C]To prove that women have powerful position. [D]To illustrate how women win her property. 60.The compensation Maria Vivas got for the field is____________. [A]some of the land Miro had inherited [B]a tenth of Miro’s land [C]money for household expenses [D]money form Miro’s inheritance 61. The author’s attitude towards Maria Vivas is_____________. [A]sympathetic[B]disapproval [C]indifferent [D]objective Passage Two Questions 62 to 66 are based on the following passage. According to sociologists, there are several different ways in which a person may become recognized as the leader of a social group. In the family, traditional cultural patterns confer leadership on one or both of the parents. In other cases, such as friendship groups, one or more persons may gradually emerge as leaders, although there is no formal process of selection. In larger groups, leaders are usually chosen formally through election or recruitment. Although leaders are often thought to be people with unusual personal ability, decades of research have failed to produce consistent evidence that there is any category of “natural leaders”. It seems that there is no set of personal qualities that all leaders have in common; rather, virtually any person may be recognized as a leader if the person has qualities that meet the needs of that particular group. Research suggests that there are typically two different leadership roles that are held by different individuals. Instrumental leadership is leadership that emphasizes the completion of tasks by a social group. Group members look to instrumental leaders to “get things done”. Expressive leadership, on the other hand, is leadership that emphasizes the collective well-beings of a social group’s members. Expressive leaders are less concerned with the overall goals of the group than with providing emotional support to group members and attempting to minimize tension and conflict among them. Instrumental leaders are likely to have a rather secondary relationship to other group members. They give others and may discipline group members who inhibit attainment of the groups goals. Expressive leaders cultivate a more personal or primary relationship to others in the group. They offer sympathy when someone experiences difficulties and try to resolve issues that threaten to divide the group. As the difference in these two roles suggest, expressive leaders generally receive more personal affection from group members; instrumental leaders, if they are successful in promoting group goals, may enjoy a more distant respect. 62. What does the passage mainly discuss? [A]The problems faced by leaders. [B]How leadership differs in small and large groups. [C]How social groups determine who will lead them. [D]The role of leaders in social groups. 63.The passage mentions all of the following ways by which people can become leaders EXCEPT_____________. [A]recruitment [B]formal election process [C]specific leadership training [D]traditional cultural patterns 64. Which of the following statements about leadership can be inferred from Paragraph 2? [A]A person who is an effective leader of a particular group may not be an effective leader in another group. [B]Few people succeed in sharing a leadership role with another person. [C]A person can best learn how to be an effective leader by studying research on leadership. [D]Most people desire to be leaders but can produce little evidence of their qualifications. 65. In mentioning “natural leaders” in Line 7, the author is making the point that____________. [A]few people qualify as “natural leaders” [B]there is no proof that “natural leaders” exist [C]“natural leaders” are easily accepted by the members of a group [D]“natural leaders” share a similar set of characteristics 66. The passage indicates that instrumental leaders generally focus on___________. [A]ensuring harmonious relationships [B]sharing responsibility with group members [C]identifying new leaders [D]achieving a goal Part ⅤCloze (15 minutes) Directions: There are 20 blanks in the following passage. For each blank there are four choices marked [A], [B], [C]and [D]on the right side of the paper. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre. If you were to begin a new job tomorrow, you would bring with you some basic strengths and weaknesses. Success or 67 in your work would depend, to 68 great extent, 69 your ability to use your strengths and weaknesses to the best advantage. 70 the utmost importance is your attitude. A person 71 begins a job convinced that he isn’t going to like it or is 72 that he is going to ail is exhibiting a weakness which can only hinder his success. On the other hand, a person who is secure 73 his belief that he is probably as capable 74 doing the work as anyone else and who is willing to make a cheerful attempt 75 it possesses a certain strength of purpose. The chances are that he will do well. 76 the prerequisite skills for a particular job is strength. Lacking those skills is obviously a weakness. A book keeper who can’t add or a carpenter who can’t cut a straight line with a saw 77 hopeless cases. This book has been designed to help you capitalize 78 the strength and overcome the 79 that you bring to the job of learning. But for your development, you must first 80 stock of where you stand now. 81 we get further along in the book, we’ll be 82 in some detail with specific processes for developing and strengthening 83 skills. However, 84 begin with, you should pause 85 examine your present strengths and weaknesses in three areas that are critical to your success or failure in school: your 86 , your reading and communication skills, and your study habits. 67. [A]improvement[B]victory[C]failure[D]achievement 68. [A]a [B]the[C]some[D]certain 69. [A]in[B]on[C]of[D]to 70. [A]Out of[B]Of[C]To[D]Into 71.[A]who[B]what[C]how[D]which 72.[A]ensure[B]certain[C]sure[D]surely 73.[A]onto[B]on[C]off[D]in 74.[A]to[B]at[C]of[D]for 75.[A]near[B]on[C]by[D]at 76. [A]Have[B]Had[C]Having[D]Had been 77.[A]being[B]been[C]are[D]is 78. [A]except[B]but[C]for[D]on 79.[A]idea[B]weakness[C]strength[D]advantage 80.[A]make[B]take[C]do[D]give 81. [A]As[B]Till[C]Over[D]Out 82.[A]deal[B]dealt[C]be dealt[D]dealing 83.[A]learnt [B]learned[C]learning[D]learn 84.[A]around [B]to[C]from[D]beside 85. [A]to [B]onto[C]into[D]with 86.[A]intelligence [B]work[C]attitude[D]weakness Part Ⅵ Translation (5 minutes) Direction: Complete the sentences on Answer Sheet 2 by translating into English the Chinese given in brackets. 87. I should say Henry is______________(与其说是个作家不如说是) as a reporter. 88.In the Chinese household, grandparents and other relatives______________(起着不可缺少的作用) in raising children. 89. Mr. Johnson made full preparation for the experiment____________________(以便实验能顺利进行). 90. Prices are going up rapidly. Petrol now __________________________(价格是几年前的两倍). 91. How close parents are to their children __________________(有很强的影响) the character of the children.