答案及詳解

　　Part One Listening Comprehension

　　Section A

　　1-10 CCBDB DACDD

　　11-20 DABCB AACBA

　　Tapescript

　　Section A

　　1. M: Would you like a copy of professor Smith's article?

　　W: Thanks, if it's not too much trouble.

　　Q: What does the woman imply?

　　2. W: Did you visit the Television Tower when you had your vacation in Shanghai last summer?

　　M: I couldn't make it last June. But I finally visited it two months later. I plan to visit it again sometime next year.

　　Q: What do we learn about the man?

　　3. M: Prof. Kennedy has been very busy this semester. As far as I know, he works until mid-night every day.

　　W: I wouldn't have troubled him so much if I had know he was so busy.

　　Q: What do we learn from the conversation?

　　4. W: If I were you, I would have accepted the job.

　　M: I turned down the offer because it would mean frequent business trips away from my family:

　　Q: Why didn't the man accept the job?

　　5. M: How are you getting on with your essay, Mary? I'm having a real hard time with mine.

　　W: After two sleepless nights, I'm finally through with it.

　　Q: What do we learn from this conversation?

　　6. W: Where did you say you found this bag?

　　M: It was lying under a big tree between the park and the apartment building

　　Q: Where did the man find the bag?

　　7. M: Wouldn't you get bored with the same routine year after year teaching the same things to children?

　　W: I don't think it would be as boring as working in an office. Teaching is mat stimulating.

　　Q: What does the woman imply about office work?

　　8. M: I was terribly embarrassed when some of the audience got up and left in the middle of the performance.

　　W: Well, some people just can't seem to appreciate real-life drama.

　　Q: What are they talking about?

　　9. W: Oh, it's so cold. We haven't had such a severe winter for so long, have we?

　　M: Yes, the forecast says it's going to get worse before it warms up.

　　Q: What do we learn from the conversation?

　　10. M: You were seen hanging about the store on the night when it was robbed, weren't you?

　　W: Me? You must have made a mistake. I was at home that night.

　　Q: What are they talking about?

　　Section B

　　Passage One

　　There are three groups of English learners: beginners, intermediate learners, and learners of special English. Beginners need to learn the basics of English. Students who have reached an intermediate level benefit from learning general English skills. But what about student who want to learn specialist English for their work or professional life? Most students, who fit into this third group have a clear idea about what they want to learn. A bank clerk, for example, wants to use this specialist vocabulary and technical terms of finance. But for teachers, deciding how to teach specialist English is not always so easy. For a start, the variety is enormous. Every field from air- line pilots to secretaries has its own vocabulary and technical terms. Teachers also need to have an up-to-date knowledge of that specialist language, and not many teachers are exposed to working environments outside the classroom. These issues have influenced the way specialist English is taught in schools. This type of course is usually known as English for Specific Purposes, or ESP and there are ESP courses for almost every area of professional and working life. In Britain, for example, there are courses which teach English for doctors, lawyers, reporters, travel agents and people working in the hotel industry. By far, the most popular ESP courses are for business English.

　　Questions 11 to 14 are based on the passage you have just heard.

　　11. What is the characteristic of learners of special English?

　　12. Who needs ESP courses most?

　　13. What are the most popular ESP courses in Britain?

　　14. What is the speaker mainly talking about?

　　Passage Two

　　The first step to stop drug abuse is knowing why people start to use drugs. The reasons people abuse drugs are as different as people are from one to another. But there seems to be one common thread: people seem to take drugs to change the way they feel. They want to feel better or feel happy or to feel nothing. Sometimes, they want to forget or to remember. People often feel better about the roseleaf when they are under the influence of drugs. But the effects don't' last long. Drugs don't solve problems. They just postpone them. No matter how far drugs may take you, it's always around trip. After a while, people who miss drugs may feel worse about thorn-' selves, and then they may use more drugs. If someone you know is using or abusing drugs, you can help. The most important part you can play is to be there. You can let your friends know that you care. You can listen and try to solve the problem behind your friend' s need to use drugs. Two people together can often solve a problem that seems too big for one person alone. Studies of., heavy abusers in the United States show that they felt unloved and unwanted. They didn't have close friends to talk to. When you or your friends take the time to care for each other, you're all helping to stop drugs abuse. After all, what is a friend for?

　　Questions 15 to 17 are based on the passage you have just heard.

　　15. Why do some people abuse drugs?

　　16. According to the passage, what is the best way to stop friends from abusing drugs?

　　17. What are the findings of the studies about heavy drug users?

　　Passage Three

　　Bows and arrows are one of man's oldest weapons. They gave early man an effective weapon to kill his enemies. The ordinary bow or short bow was used by nearly all early people. This bow had limited power and short range. However, man overcame these faults by learning to track his targets at a close range. The long bow was most likely discovered when someone found out that a five-foot piece of wood made a better bow than a three-foot piece. Hundreds of thou- sands of these bows were made and used for three hundred years. However, not one is known to survive today. We believe that a force of about one hundred pounds was needs to pull the string all the way back on a long bow. For a long time the bow was just a bent stick and string. In fact, more changes have taken place in a bow in the past 25 years than in the last 7 centuries. Today, bow is forceful. It is as exact as a gun. In addition, it requires little strength to draw the string. Modern bows also have precise aiming devices. In indoor contests, perfect scores from 40 yards are common. The invention of the bows itself ranks with discovery of fire and the wheel. It was a great-step-forward for man.

　　Questions 18 to 20 are based on the passage you have just heard.

　　18. Why did man have to track his target at a close range when using a short bow?

　　19. What does the passage tell us about the long bow?

　　20. What do we know about modem bows?

　　Part II Reading Comprehension

　　Passage One

　　21. D) 由第一段的前兩句綜合所有的細(xì)節(jié)。

　　22. B) 見第一段的第四句。

　　23. C) 本題考察利用上下文理解生詞的能力。單詞myograph所在的第二段說(shuō)，這種儀器make visible through electrical signals the work done by human muscle，與C)基本是同樣的意思。

　　24. A) 由第三段的第一句中的“…a new design”可知，第二句中提到的a tripod ladder是a new design，相比之下，四條腿的梯子就是an old design了，也就是說(shuō)，過去的stepladder是四條腿的。

　　25. D) 本題考察尋找細(xì)節(jié)。線索位于倒數(shù)第二段的第二句話。句子中的“Dr. Tichauer’s first thought”對(duì)應(yīng)于題干中的initially，后面的句子都是說(shuō)明為了舒適;本題的另一線索是最后一段的第一句，Efficiency is the by-product of comfort，由此可知，Dr. Tichauer最初關(guān)心的是comfort。

　　Passage Two

　　26. D) 本題主要由第一段的內(nèi)容推理出來(lái)，同時(shí)兼用排除法。由第二段的前兩句話，可知計(jì)算機(jī)犯罪并非不能查出來(lái)，所以A)、C)不對(duì);由第一段的第二句中“for his own purposes”可以排除B)。

　　27. D) 第三段主要講的是我們還不知道有多少計(jì)算機(jī)犯罪未被發(fā)現(xiàn)，第二、三兩句說(shuō)那些被發(fā)現(xiàn)了的都是偶然的，是他們的運(yùn)氣不好，顯然，沒被發(fā)現(xiàn)的要比已被發(fā)現(xiàn)的數(shù)量要多得多。

　　28. B) 本題表面要求尋找細(xì)節(jié)，但實(shí)際仍是一道推斷題，考察考生對(duì)最后兩段的理解。為什么計(jì)算機(jī)犯罪會(huì)逃脫懲罰呢?最后一段的前兩句說(shuō)得很明白，是因?yàn)楣�司的�?jīng)理們害怕the bad publicity，即是bad reputation之意，所以他們會(huì)在揭示計(jì)算機(jī)犯罪時(shí)而猶豫。

　　29. B) 文章有三處都提到了這個(gè)問題的答案，它們分別是第一段的最后一句、第二段的第二句、第四段。最直接的線索是第二段的第二句。

　　30. D) 這是一道難度較大的主旨題。答案A)和D)很相似，文章的很多地方也都講的是computer criminals escape punishment，但這是表面的，正是因?yàn)樗麄內(nèi)菀滋用搼土P，所以文章最后一句說(shuō)他們可以到一個(gè)新地方繼續(xù)從事犯罪活動(dòng)，其結(jié)果自然是計(jì)算機(jī)犯罪消除不了，因此本題選項(xiàng)D)更佳。

　　Passage Three

　　31. A) 本題考察對(duì)文章主題的理解。文章的最后一段的后半句是本文的主題句，它明確說(shuō)the ideal of equal rights and equal responsibilities is pertinent (相關(guān)的，切題的) not only to a healthy democracy, but also to a healthy family，此處的pertinent與題干中的fundamental在此處的意思是一樣的。

　　32. A) 本題較難，表面是個(gè)細(xì)節(jié)題，但實(shí)際是推斷題。有兩處線索：第一處是第二段的第一句話，該句承接第一段中談?wù)摰膕haring household，指出如果過分了的話，就會(huì)導(dǎo)致男人被認(rèn)為較不重要，即是選項(xiàng)A)的意思。第二處線索是第三段的倒數(shù)第二句話中“… that he does have a place in it”。

　　33. D) 線索見第三段的第二句話What we need, rather, is the recognition that bringing up children involves a partnership of equals.

　　34. C)本題的線索同31題。

　　35. A) 本題除了用排除法做以外，仍然考的是主題句。最后一句中的a healthy democracy是從社會(huì)的角度來(lái)講的。

　　Passage Four

　　36. C)本題的線索是第一段的第二句話，其中的relying on educators與題干中的counting on educators 完全是同樣的意思。

　　37. A) 作者先在第一段的最后一句說(shuō)“l(fā)ook-say”或“whole-word”的閱讀教學(xué)方法是失敗的，第二段分析了這種方法失敗的原因，是因?yàn)樗�“stresses the meaning of words over the meaning of letters, thinking over decoding…”

　　38. D) 文章在最后一段談到了phonics method的特點(diǎn)和好處，本題線索見該段的第二句話“Rather than building up a relatively limited vocabulary of memorized words, it imparts a code by which the pronunciations of the vast majority of the most common words in the English language can be learned”，可見這種方法能使學(xué)習(xí)者獲得更大的詞匯量。

　　39. B) 本題要求利用上下文猜測(cè)單詞的意思。根據(jù)第二段的最后一句，在1963年以前，出版的東西都是教授使用whole-word的方法的，緊接著用了轉(zhuǎn)折詞however，說(shuō)在1955年，Rudolf Flesch“touched off”一場(chǎng)爭(zhēng)論，因此此處的touch off必然是“引起”的意思。

　　40. C) 本題要求有較好的綜合能力才能做得既快又準(zhǔn)。從第二段中綜合出whole-word閱讀方法的特點(diǎn)：強(qiáng)調(diào)單詞的意思、沒有decoding;由此即可知B)、D)是錯(cuò)的;在文章的最后一句話，作者指出Phonics does not devalue the importance of thinking about the meaning of words and sentences，所以A)也是不對(duì)的。

　　Part IV Vocabulary and Structure

　　41. B) 空格及其后的內(nèi)容作word的同位語(yǔ)，表示經(jīng)理所說(shuō)的話的內(nèi)容。

　　42. D) 本題主要是A)和D)的辨析，be able to 與can的主要區(qū)別在于前者表示客觀的能力，后者主觀更多色彩更濃。本題根據(jù)時(shí)態(tài)及全句的內(nèi)容，看出這是個(gè)客觀的事實(shí)，因此應(yīng)選D)。

　　43. A) 此處是由that引導(dǎo)的賓語(yǔ)從句。

　　44. B) 分詞的獨(dú)立主格結(jié)構(gòu)，window與overlook的關(guān)系是主動(dòng)的，故要用現(xiàn)在分詞。

　　45. C) 倒裝。狀語(yǔ)on no account中含有否定詞，故要用倒裝。

　　46. A) less與little才是遞進(jìn)的關(guān)系。

　　47. C) 在deny之后要用動(dòng)名詞。

　　48. B) 在tell you的后面是一個(gè)賓語(yǔ)從句，而在這個(gè)賓語(yǔ)從句中用的是虛擬語(yǔ)氣，看清這一點(diǎn)后，再看看if狀語(yǔ)從句中的時(shí)態(tài)就能做出正確答案了。

　　49. D) 首先，我們知道結(jié)果是要“被公布”的，所以動(dòng)詞部分必須用被動(dòng)語(yǔ)態(tài)，去掉A)、B)。再由句子的意思判斷，結(jié)果本來(lái)要被公布的，但是我們沒有聽到什么消息，隱指消息未被公布，所以這是個(gè)虛擬的。

　　50. A) 這是一個(gè)固定句型。由make … possible變化而來(lái)。

　　51. A) 如果知道m(xù)ore than的特殊用法，本題即可順利做答。解答本題的另一個(gè)方法是看句子成份，要填的空中是作be的表語(yǔ)，根據(jù)常識(shí)，副詞是不能用作表語(yǔ)的，所以B)、C)、D)可被自然排除。

　　52. D) provided是一個(gè)特殊的連詞，相當(dāng)于if，可引導(dǎo)狀語(yǔ)從句。

　　53. A) there be句型的變化。如果對(duì)其它的選項(xiàng)有疑問的話，可分析一下句子的成份。

　　54. B) 帶介詞的定語(yǔ)從句。農(nóng)民蓋房子的目的是要用房子來(lái)盛糧食，也就是說(shuō)，要把糧食放在房子中，所以選B)。

　　55. B) 省略了主語(yǔ)和系動(dòng)詞的分詞狀語(yǔ)結(jié)構(gòu)。

　　56. D) the more … the more 句型。在這個(gè)句型中，the more不是死的，只是表示一個(gè)比較級(jí)。

　　57. C) fall through的意思是“失敗、破產(chǎn)”。fall out爭(zhēng)吵, 吵架, 鬧翻, 結(jié)果是, 離隊(duì);fall off 下降, 跌落, 減少, 衰退, 離開;落在...的后面, 拖欠。

　　58. C) leave off相當(dāng)于stop。leave out省去, 遺漏, 不考慮;leave for動(dòng)身去某地;leave behind將……落下

　　59. D) pluck up振作, 拔起。hold up舉起, 支撐, 繼續(xù)下去, 阻擋, 攔截;set up 設(shè)立, 豎立, 架起, 升起, 裝配, 創(chuàng)(紀(jì)錄), 提出, 開業(yè);hold up舉起, 支撐, 繼續(xù)下去, 阻擋, 攔截

　　60. A) set aside .留出, 不顧, 取消, 駁回;set up 設(shè)立, 豎立, 架起, 升起, 裝配, 創(chuàng)(紀(jì)錄), 提出, 開業(yè);set along 無(wú)此短語(yǔ); set in開始, 到來(lái), 上漲, 插入, 嵌入。

　　61. B) write off 注銷, 勾銷, 取消;lay off解雇, 停止工作, 休息, 劃出;turn off 關(guān)掉, 避開, 使轉(zhuǎn)變方向, 生產(chǎn), 制造, 用車床加工出, 使厭煩, 變成;put off 推遲, 拖延, 搪塞, 使分心, 使厭惡, 扔掉, 脫掉, 勸阻。

　　62. D) enclose指郵寄信件時(shí)附上其它東西。

　　63. D) 選項(xiàng)中只有range能被wide修飾。

　　64. B) status指身份, 地位, 情形, 狀況;sate指狀態(tài);statue則是雕象。

　　65. A) to say nothing of 是一個(gè)固定短語(yǔ)，意思是“更不用說(shuō)……了”。本題不要做成詞義辨析題。 66. C) 本題同樣沒有必要辨析四個(gè)選項(xiàng)的意思，只要知道“電擊”是electric shock就夠了。

　　67. B) 表示人的量詞用group。

　　68. D) 常用radical修飾change，表示根本的的變化。

　　69. C) 表示向某人致意用regard。

　　70. A) 此處應(yīng)選“目的”一詞。C)表示具體的目標(biāo)，不通。

　　Part IV Cloze

　　71.D) well是副詞，good是形容詞，所以A)不可。與后面相比較的doesn’t work at all相關(guān)的是，此處B)、C)形成不了關(guān)聯(lián)。

　　72.A) 此句的意思是你一直進(jìn)行嘗試，直到找到適合自己的學(xué)習(xí)方法。因而此處的連詞要表達(dá)“直到”的意思。 73.B) 線索是空格后的else，兩個(gè)詞連起來(lái)表示“(除了你自己)，別的任何人都不能……”。

　　74.D) work常用于抽象的意義，表示起作用的意思。請(qǐng)參照第一句中的動(dòng)詞。

　　75.A) get (fall, be) behind等都表示落后的意思，根據(jù)上下文，顯然是說(shuō)，我們?cè)趯W(xué)習(xí)上是不要落后。

　　76.C) 此處要求填一個(gè)形容詞，A)可排除。又根據(jù)上下文，可以理解出這句話的意思應(yīng)該是：學(xué)習(xí)這個(gè)困難，一開始的時(shí)候是非常難的，而當(dāng)你想在一周內(nèi)完成三周的事情時(shí)則變得幾乎是不可能的。這時(shí)談的是難度的問題，因此選其它的答案是不合適的。如果直接解此題有困難，可以先做后面的題。

　　77.C) 根據(jù)從句中的意思來(lái)判斷本題的答案。不管78選哪個(gè)答案，我們都知道是要在一周內(nèi)做三周的事，毫無(wú)疑問，應(yīng)當(dāng)說(shuō)這是幾乎不可能的。

　　78.C) 表面考的是所有格的用法，實(shí)際上考的是名詞的數(shù)。三周肯定是復(fù)數(shù)，week必須是復(fù)數(shù)形式;work是不可數(shù)名詞。答案就一目了然了。

　　79.A) 本題考查的是篇章詞匯。解題也有兩種方法。第一種方法從篇章的角度著手，承接上面一段，說(shuō)的是學(xué)習(xí)的困難，在這里顯然是說(shuō)“即使”是讀得最快的人也有困難，選A)順理成章。第二種方法從句法著手。這是一個(gè)簡(jiǎn)單句，顯然不能填連詞和介詞，C)、D)明顯錯(cuò)誤。單就本句來(lái)說(shuō)，選almost也是不能的。

　　80.B) have troubling后要求接動(dòng)名詞。

　　81.A) turn in 的意思是“交上去，上交”，其它的選項(xiàng)是：turn up 出現(xiàn)， turn out出來(lái);結(jié)果是，given in 讓步。

　　82.D) 此處表示“過晚”之意，用too。

　　83.C) 還記得常說(shuō)的not …at all 嗎?

　　84.D) 這一句及其下一句是說(shuō)因?yàn)槟阍趧e的科花的時(shí)間太多而在另一科落后，前者不是后者的理由。所以此處要選表示“借口、理由”意思的詞，即是excuse。

　　85.A) 表示籠統(tǒng)的“有用”的動(dòng)詞是help。

　　86.A) at the expense of的意思是“以……為代價(jià)”。

　　87.A) 注意后面的介詞to，所以這是一個(gè)固定搭配。

　　88.B) 想一想“What is the reason that …”這個(gè)句型吧。

　　89.C) 前面所說(shuō)的明顯是一種誘惑，所以要選temptation。

　　90.C) 前面說(shuō)的是上什么什么課的事，所以選class。

　　Part V Writing

　　People all over the world set great regard on good manners. To certain degree, good manners indicate a person' s good education and breeding. In schools, it is part of students' moral Raining to develop good manners. A person with good manners always wins praise. On the contrary, people will frown on him if he behaves roughly and impolitely.

　　There are good manners in which we behave in public places. It is a good manner to offer help to the young, the old and the handicapped when they are in need of it. So is it to conduct ourselves politely and keep away from foul language. Besides, we should guard against such minor offences as making a loud noise, casting peels and shells, smoking, and spitting.

　　If everyone has developed good manners, people will form a more harmonious relationship. If everyone behaves considerately towards others and follows the social ethics, people will live in a better world. With the general mood of society improved, there will be a progress of civilization.

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