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long as they live, although the rate of growth slows down in mature fishes. 46. People often ask the specialist on fishes regarding its _______.
A. size B. life span C. age D. variety 47. The specialist is embarrassed by the question because _______.
A. he does not know the answer B. there is no answer to the question C. it is a silly and simple question for him D. there is no definite answer to this question 48. We can know a fish’s age from its ______.
A. weight B. size C. scales D. length 49. Which of the following statements is NOT true?
A. Different kinds of fishes have different life spans.
B. It is hard for the specialist to know the length of time a fish lives in its natural state C. Mature fishes grow more quickly than young ones.
D. The specialist makes marking to know the rate of growth of fishes so that they know the age of the
largest ones.
50. Human beings, unlike fishes, _______.
A. stop growing when they reach maturity B. grow faster after maturing
C. continue to grow as long as they live D. have a short life span
Questions 51 to 55 are based on the following passage:
Passage Three
We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming (把……按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!
Besides, it is rather unreal to grade pupils just according to their intellectual ability. This is only on aspect of their total personality. (83) we are concerned to develop the abilities of all out pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.
In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. (84) they also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as form the teacher. Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when this appropriate. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work: it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.
51. In the passage the author’s attitude towards “mixed-ability” is _________.
A. critical B. approving C. questioning D. objective 52. By “held back”(Line 1, Para. 1) the author means _________.
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A. made to remain in the same classes B. forced to study in the lower classes C. learning ability and communicative skills D. prevented from advancing
53. The author argues that a teacher’s chief concern should be the development of the student’s _______.
A. personal qualities and social skills B. total personality C. learning ability and communicative skills D. intellectual ability
37． Which of the following is NOT MENTIONED in the third paragraph?
A. Group work gives pupils the opportunity to learn to work together with others. B. Pupils also learn to develop their reasoning abilities.
C. Group work provides pupils with the opportunity to learn to be capable organizers. D. Pupils also learn how to participate in teaching activities. 55. The author’s purpose in writing this passage is to _______.
A. argue for teaching bright and not-so-bright pupils in the same class B. recommend pair work and group work for classroom activities C. offer advice on the proper use of the library
D. emphasize the importance of appropriate formal classroom teaching
Questions 56 to 60 are based on the following passage:
Passage Four
(85) Prices determine how resources are to be used. They are also the means by which products and services that are in limited supply are disturbed among buyers. The price system of the United States is a very complex network composed of the price of all the products brought and sold in the economy as well as those of numerous services, including labor, professional transportation, and public-utility services. The interrelationships of all these prices make up the “system” of prices. The prices of any particular product or service are linked to a broad, complicated system of prices in which everything seems to depend more or less on everything else.
If one were to ask randomly (随机地) a group of individuals to define “price”, many would reply that price is an amount of money paid by the buyer to the seller of a product or service as agreed upon in a market transaction (交易). This definition is, of course, valid as far as it goes.
For a complete understanding of a price in any particular transaction, much more than the amount of money involved must be known. Both the buyer and the seller should be familiar with not only the money amount, but with the amount and quality of the product or service to be exchanged, the time and place at which the exchange will take place and the payment will be made, the form of money to be used, and the credit terms and discounts that supply to the transaction, guarantees on the product or service, delivery terms, return privileges, and other factors that comprise the total “package” being exchanged for the asked-for amount in order that they may evaluate a given price.
56. According to the passage, the price system is related primarily to ______.
A. labor and education B. transportation and insurance C. utilities and repairs D. products and services
57. According to the passage, which of the following is NOT a factor in the complete understanding of price?
A. Instructions that come with a product B. The quantity of a product C. The quality of a product
D. Guarantees that come with a product 4.
In the last sentence of the passage, the word “they” refers to ________. A. return privileges B. all the factors C. the buyer and the seller D. money
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59. The paragraph following the passage likely discusses ________.
A. unusual ways to advertise products B. types of payment plans for service
C. theories about how products affect different levels of society D. how certain elements of price “package” influence its market value 60. What is the best title for the passage?
A. The Inherent Weakness in the Price System B. The Complexities of the Price System C. Credit Terms in Transactions
D. Resource Distribution and the Public Sector 得分 评卷人 III. Cloze Test (20分)
Directions: There are 20 blanks in the following passage. For each blank there are four choices marked A, B, C and D below the passage. You should choose the ONE that best fits into the passage. Then write the corresponding letter on the Answer sheet. Section A(非英语专业做)
Britain was a wealthy country a hundred and fifty years 61 . There were a 62 very rich people 63 received money form land or investment, and did not need to work. They used to have large 64 of servants to look 65 them. There were also many middle class people, who worked as businessmen or as doctors or lawyers. They usually had several servants to 66 their houses and cook their meals. But there were also many poor people, and there was a big 67 between the rich and the poor. The poor had very difficult lives. Many worked as servants. They used to be 68 little, and they had to work long hours. But at least they lived in warm house and were well 69 . 70 who worked in factories were often less 71 . They used to work many hours a day, in dangerous and unhealthy conditions. But, even so, they did not use to 72 enough to feed their families. They often lived in slums which were built cheaply by the factory owners.
The 73 paid people were those who worked 74 the farms. At certain times of the year, they did not use to earn 75 because there was no work 76 them to do. Life for the poor was not always bad. There were kind farmers and factory owners who helped their workers. And many people were 77 about the poor. One of them was Charles Dickens, the famous British writer. When he was young, his family was always short 78 money. His father was a clerk ,who used to 79 more than he earned. When Dickens was eleven, his father was 80 to prison, and Dickens had to work in a factory. At this time, very young children used to work in factories and mines, and clean chimneys.
86. A. ago B. early C. before D. soon 87. A. little B. much C. few D. many 88. A. which B. what C. who D. whose
89. A. amounts B. numbers C .deals 90. A. after 91. A. clear 92. A. space 93. A. got 94. A. kept 95. A. These
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D. plenties D. like D.declare D. distance D. paid D. lived D. That
B. for B. clean B. room B. received B. fed B. Those
C.at C. sweeten C. gap C. accepted C. felt C. This
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96. A. fortunate 97. A. engage 98. A. bad 99. A. in 100. A. something 101. A. for 102. A. considered 103. A. of 104. A. cost 105. A. sent
B. favorable B. eliminate B. worst B. on B. everything B. of B. concerned B. to B. spend B. brought
C. favorite C. earn C. good C. at C. nothing C. as C. convinced C. in C. waste C. pulled
D. financial D. learn D. fewest D. above D. anything D. to D. contributed D. at D. lend D. entered
Section B(英语专业学生做)
Reading is thought to be a kind of conversation between the reader and the text. The reader puts questions, as it were, to the text and gets answers. In the 61 of these he puts further questions, and so on. For most of the time this “conversation” goes on 61 the level of consciousness. At times, 63 , we become aware of it. This is usually when we are running 64 difficulties, when mismatch is occurring between 65 and meaning. When successful matching is being 66 , our questions of the text 67 are at the unconscious level. Different people converse 68 the text differently. Some stay very 69 to the words on the page; 70 take off imaginatively from the words, interpreting, criticizing, analyzing and examining. The 71 represents a kind of comprehension which is written in the text. The latter represents 72 levels of comprehension. The 73 between these is important, especially for the advanced reader.
There is another conversation which from our point of 74 is equally important, and that is to 75 not with that is read about but with how it is read. We call this a “process” conversation as 76 to a “content” conversation. It is concerned not with meaning but with the strategies we 77 in reading. If we are an advanced reader our ability to hold a process conversation with a text is usually pretty well 78 . It is 79 this kind of conversation that is of importance when we are 80 to develop our reading to meet the new demands being placed upon us by studying at a high level. 61. A. answer 62. A. at 63. A. however 64. A. off 65. A. expectations 66. A. witnessed 67. A. lasts 68. A. with 69. A. tight 70. A. another 71. A. front 72. A. longer 73. A. parallel 74. A. opinion 75. A. deal 76. A. opposed 77. A. operate 78. A. formed
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B. light B. below B. so B. away B. wishes B. undergone B. moves B. in B. close B. other B. form B. lower B. similarity B. idea B. relate B. contrasted B. employ B. made
C. meaning C. on C. but C. into C. hopes C. experienced C. carries C. to C. closed C. others C. above C. taller C. equality C. view C. do C. compared C. exert C.developed
D. weight D. of D. also D. on D. predictions D. practiced D. continues D. by D. near D. the other D. former D. higher D. balance D. thought D.concern D. objected D. hire D.shaped
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79. A. totally 80. A. seeking
B. precisely B. hoping
C. accurately C. looking
D. concisely D. expecting
IV. Translation (20分) Section A. (非英语专业学生做)
Directions: In this part of the test, there are five items which you have to translate into Chinese. Each item has one or two sentences. These sentences are all underlined and taken from the reading passages you have just read in the Reading Comprehension part. You are allowed 20 minutes to do the translation. You should refer back to the passages so as to identify their meanings in the context. 106. (Para.3, Passage 1)
As a financial advisor, I've seen hundreds of people learn to control their money instead of letting it control them and watched as they increased as they increased their freedom, power and security by handling money consciously.
107. (Para. 6, Passage 2)
Unlike human beings, fishes do not stop growing when they reach maturity. They continue to grow as long as they live, although the rate of growth slows down in mature fishes.
108. (Para. 2, Passage 3)
We are concerned to develop the abilities of all out pupils to the full, not just their academic ability.
109. (Para. 3. Passage 3)
They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively.
110. (Para. 1. Passage 4)
Prices determine how resources are to be used. They are also the means by which products and services that are in limited supply are disturbed among buyers.
Section B (英语专业学生做)
Directions: In this section, there is a short passage in Chinese . Read it carefully and put it into English.
家
何以为家？家就是爱、支持和信任，是其成员之间温馨情感共存之处，父母给孩子以呵护，孩子也关注父母的行为。父母和孩子因爱而紧密相连，家成为世上最令人愉悦的地方。
没有爱的家庭，如同没有灵魂的躯体，也就不能称其为“家”。作为社会的一员，没有人能独自生存。一个人可能过着成功而富足的生活。但锦衣玉食不一定就幸福。世界历史上的许多伟人都对家有着深深的眷恋。
也许你的家贫穷而简陋，但这正是你的职责所在。你应该努力使你的家更温馨舒适，面临的困难愈大，你的收获愈多。
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