时间:2019-11-06 13:49:20 来源:文都网校 分享:



  Part I Writing (30 minutes)

  Net-surfing —— Are You Ready?

  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, markY(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.

  The Trouble With Television

  It is difficult to escape the influence of television. If you fit the statistical averages, by the age of 20 you will have been exposed to at least 20,000 hours of television. You can add 10,000 hours for each decade you have lived after the age of 20. The only things Americans do more than watch television are work and sleep.

  Calculate for a moment what could be done with even a part of those hours. Five thousand hours, I am told, are what a typical college undergraduate spends working on a bachelor's degree. In 10,000 hours you could have learned enough to become an astronomer or engineer. You could have learned several languages fluently. If it appealed to you, you could be reading Homer in the original Greek or Dostoyevsky in Russian. If it didn't, you could have walked around the world and written a book about it.

  The trouble with television is that it discourages concentration. Almost anything interesting and rewarding in life requires some constructive, consistently applied effort. The dullest, the least gifted of us can achieve things that seem miraculous to those who never concentrate on anything. But Television encourages us to apply no effort. It sells us instant gratification(满意). It diverts us only to divert, to make the time pass without pain.

  Television's variety becomes a narcotic(麻醉的), nor a stimulus. Its serial, kaleidoscopic (万花筒般的)exposures force us to follow its lead. The viewer is on a perpetual guided tour: 30 minutes at the museum, 30 at the cathedral, 30 for a drink, then back on the bus to the next attraction—except on television., typically, the spans allotted arc on the order of minutes or seconds, and the chosen delights are more often car crashes and people killing one another. In short, a lot of television usurps(篡夺;侵占) one of the most precious of all human gifts, the ability to focus your attention yourself, rather than just passively surrender it.

  Capturing your attention—and holding it—is the prime motive of most television programming and enhances its role as a profitable advertising vehicle. Programmers live in constant fear of losing anyone's attention—anyone's. The surest way to avoid doing so is to keep everything brief, not to strain the attention of anyone but instead to provide constant stimulation through variety, novelty, action and movement. Quite simply, television operates on the appeal to the short attention span.

  It is simply the easiest way out. But it has come to be regarded as a given, as inherent in the medium itself; as an imperative, as though General Sarnoff, or one of the other august pioneers of video, had bequeathed(遗留;传于) to us tablets of stone commanding that nothing in television shall ever require more than a few moments' Concentration.

  In its place that is fine. Who can quarrel with a medium that so brilliantly packages escapist entertainment as a mass-marketing tool? But I see its values now pervading this nation and its life. It has become fashionable to think that, like fast food, fast ideas are the way to get to a fast-moving, impatient public.

  In the case of news, this practice, in my view, results in inefficient communication. I question how much of television's nightly news effort is really absorbable and understandable. Much of it is what has been aptly described as "machine-gunning with scraps." I think the technique fights coherence. I think it tends to make things ultimately boring (unless they are accompanied by horrifying pictures) because almost anything is boring if you know almost nothing about it.

  I believe that TV's appeal to the short attention span is not only inefficient communication but decivilizing as well. Consider the casual assumptions that television tends to cultivate: that complexity must be avoided, that visual stimulation is a substitute for thought, that verbal precision is an anachronism. It may be old-fashioned, but I was taught that thought is words, arranged in grammatically precise.

  There is a crisis of literacy in this country. One study estimates that some 30 million adult Americans are "functionally illiterate" and cannot read or write well enough to answer the want ad or understand the instructions on a medicine bottle.

  Literacy may not be an inalienable human right, but it is one that the highly literate Founding Fathers might not have found unreasonable or even unattainable. We are not only not attaining it as a nation, statistically speaking, but we are falling further and further short of attaining it. And, while I would not be so simplistic as to suggest that television is the cause, I believe it contributes and is an influence.

  Everything about this nation—the structure of the society, its forms of family organization, its economy, its place in the world— has become more complex, not less. Yet its dominating communications instrument, its principal form of national linkage, is one that sells neat resolutions to human problems that usually have no neat resolutions. It is all symbolized in my mind by the hugely successful art form that television has made central to the culture, the 30-second commercial: the tiny drama of the earnest housewife who finds happiness in choosing the right toothpaste.

  When before in human history has so much humanity collectively surrendered so much of its leisure to one toy, one mass diversion? When before has virtually an entire nation surrendered itself wholesale to a medium for selling?

  Some years ago Yale University law professor Charles L. Black. Jr., wrote: "... forced feeding on trivial fare is not itself a trivial matter-" I think this society is being forced-fed with trivial fare, and I fear that the effects on our habits of mind, our language, our tolerance for effort, and our appetite for complexity are only dimly perceived. If I am wrong, we will have done no harm to look at the issue skeptically and critically, to consider how we should be residing it. I hope you will join with me in doing so.

  1. In America people do sleeping and watching televisions more than anything else.

  2. From the passage we know the time an average American spends on watching TV could have made the person learn to become an astronomer or engineer.

  3. The trouble with TV is that it distracts people’s attention and encourages them to make no efforts toward their life.

  4. TV programmers base this operation on the attraction of long-span attention of audiences.

  5. According to the author the improper television operation in American society will be likely to make things eventually boring.

  6. Americans will face a serious problem of illiteracy due to the negative impact of TV.

  7. In American society literacy is a certain right that cannot be deprived.

  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.

  A coeducational(男女合校的) school offers children nothing less than a tree version of society in miniature(缩影). Boys and girls are given the 47 to get to know each other, to learn to live together from their earliest years. They are put in a position where they can compare themselves with each other in terms of 48 ability, athletic achievement and many of the extracurricular activities which are part of school life. What a practical 49 it is (to give just a small example) to be able to put on a school play in which the male parts will be taken by boys and the female parts by girls! What nonsense coeducation makes of the argument that boys are cleverer than girls or vice versa. When 50 , boys and girls are made to feel that they are a race apart. In a coeducational school, everything falls into its 51 place.

  The greatest contribution of coeducation is 52 the healthy attitude to life it encourages. Boys don’t grow up believing that women are 53 creatures. Girls don’t grow up imagining that men are romantic heroes. Years of living together at school remove illusions of this kind. The awkward stage of adolescence brings into sharp focus some of the physical and 54 problems involved in growing up. These can better be 55 in a coeducational environment. When the time comes for the pupils to leave school, they are fully prepared to 56 society as well-adjusted adults. They have already had years of experience in coping with many of the problems that face men and women.
















  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 center. Passage One

  Questions 57 to 61 are based on the following passage.

  Romantic love is a culture trait found primarily in industrialized societies. Elsewhere in the world, pragmatic considerations rather than flights of fancy are often used to make a choice of partner, and romantic love is seen as an unfortunate inconvenience that gets in the way of the ordinary, rational process of mate selection. Traces of this attitude persist in the American upper classes, where daughters are expected to marry “well”-----that is, to a male who is eligible by reason of family background and earning potential. Most Americans, however, see romantic love as essential for a successful marriage, and tend to look askance(轻蔑地)at anyone who marries for a more practical reason in which love plays no part.

  The phenomenon of romantic love occurs when two young people meet and find one another personally and physically attractive. They become mutually absorbed, start to behave in what appears to be a flighty(充满幻想的), even irrational manner, decide that they are right for one another, and may then enter a marriage whose success is expected to be guaranteed by their enduring love. Behavior of this kind is portrayed and warmly endorsed(赞同)throughout American popular culture, by books, magazines, comics, records, popular songs, movies, and TV. Romantic love is a noble ideal, and it can certainly provide a basis for the spouses to “live happily ever after.” But a marriage can equally well be founded on much more practical considerations”----as indeed they have been in most societies throughout most of history. Why is romantic love of such importance in the modern world? The reason seems to be that it has some basic functions in maintaining the institution of the nuclear family(小家庭).

  57. Romantic love is less frequently found in many non-industrial societies because people in these societies_______.

  A ) firmly believe that only money can make the world go round

  B ) fail to bring the imaginative power of the mind into full play

  C ) fondly think that flights of fancy prevent them from making a correct choice of partner

  D ) have far more practical considerations to determine who will marry whom

  58. The word eligible (in Line5, Para. l), could best be replaced by ____.

  A ) qualified B ) available C ) chosen D ) influential

  59. According to the passage, most Americans _____.

  A) expect their daughters to fall in love with a male at first sight

  B) regard romantic love as the basis for a successful marriage

  C) look up to those who marry for the sake of wealth

  D) consider romantic love to be the most desirable thing in the world

  60. What can we learn from the second paragraph about romantic love?

  A) It is a common occurrence among the old. B) It is primarily depicted by books.

  C) It is characterized by mutual attraction and absorption. D) It is rejected as flighty and irrational.

  61. The author seems to believe that ___________

  A) romantic love makes people unable to think clearly in the process of mate selection

  B) only romantic love can make a marriage happy ever after

  C) much more practical considerations can also be the basis for a successful marriage

  D) romantic love plays an insignificant role in maintaining the institution of the nuclear family

  passage Two

  Questions 62 to 66 are based on the following passage.

  The French word renaissance means rebirth. It was first used in 1855 by the historian Jules Michelet in his History of France, then adopted by historians of culture, by art historians, and eventually by music historians, all of whom applied it to European culture during the 150 years spanning 1450-1600. The concept of rebirth was appropriate to this period of European history because of the renewed interest in ancient Greek and Roman culture that began in Italy and then spread throughout Europe. Scholars and artists of this period wanted to restore the learning and ideals of the classical civilizations of Greece and Rome. To these scholars this meant a return to human. Fulfillment in life became a desirable goal, and expressing the entire range of human emotions and enjoying the pleasures of the senses were no longer frowned on. Artists and writers now turned to religious subject matter and sought to make their works understandable and appealing.

  These changes in outlook deeply affected the musical culture of the Renaissance period --- how people thought about music as well as the way music was composed and experienced. They could see the architectural monuments, sculptures, plays, and poems that were being rediscovered, but they could not actually hear ancient music --- although they could read the writings of classical philosophers, poets, essayists, and music theorists that were becoming available in translation. They learned about the power of ancient music to move the listener and wondered why modern music did not have the same effect. For example, the influential religious leader Bernardino Cirillo expressed disappointment with the learned music of his time. He urged musicians to follow the example of the sculptors, painters, architects, and scholars who had rediscovered ancient art and literature.

  The musical Renaissance in Europe was more a general cultural movement and state of mindthan a specific set of musical techniques. Furthermore, music changed so rapidly during this century and a half-though at different rates in different countries---that we cannot define a single Renaissance style.

  62. What does the author mean by using the word “eventually” in line 3?

  A) That music historians used the term “Renaissance” after the other historians did

  B) That most music historians used the term “Renaissance”

  C) The term “Renaissance” became widely used by art historians but not by music historians

  D) That music historians used the term “Renaissance” very differently than it had been used by Jules Michelet

  63. The phrase "frowned on" in line 9 is closest in meaning to

  A) given up B) forgotten about C) argued about D) disapproved of

  64. It can be inferred from the passage that thinkers of the Renaissance were seeking a rebirth of

  A) communication among artists across Europe

  B) spirituality in everyday life

  C) a cultural emphasis on human values

  D) religious themes in art that would accompany the traditional secular themes

  65. According to the passage, why was Bemardino Cirillo disappointed with the music of his time?

  A) It was not complex enough to appeal to musicians. B) It had little emotional impact on audiences.

  C) It was too dependent on the art and literature of his time. D) It did not contain enough religious themes.

  66. Which of the following is mentioned in the passage as a reason for the absence of a single Renaissance musical style?

  A) The musical Renaissance was defined by technique rather than style. B) The musical Renaissance was too short to give rise to a new musical style.

  C) Renaissance musicians adopted the styles of both Greek and Roman musicians. D) During the Renaissance, music never remained the same for very long. Part V Cloze(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.

  Today the world's economy is going through two great changes, both bigger than an Asian financial crisis here or a European monetary union there.

  The first change is that a lot of industrial_67_is moving from the United States, Western Europe and Japan to _68 _countries in Latin America, South-East Asia and Eastern Europe. In 1950, the United States alone _69_ for more than half of the world's economy output. In 1990, its _70_ was down to a quarter. By 1990, 40% of IBM's employees were non-Americans; Whirlpool, America's leading _71_ of domestic appliances, cut its American labor force _72_ 10%. Quite soon now, many big western companies will have more _73_ (and customers) in poor countries than in rich _74_ .

  The second great change is _75_, in the rich countries of the OECD, the balance of economic activity is _76_ from manufacturing to _77_. In the United States and Britain, the _78_ of workers in manufacturing has _79_ since 1900 from around 40% to barely half that. _80_ in Germany and Japan, which rebuilt so many _81_after 1945, manufacturing's share of jobs is now below 30%. The effect of the _82 is increased _83_ manufacturing moves from rich countries to the developing ones, _84_ cheap labor _85_ them a sharp advantage in many of the _86_ tasks required by mass production.

  67. A. product B. production C. products D. productivity

  68. A. other B. small C. capitalistic D. developing

  69. A. accounted B. occupied C. played D. shared

  70. A. output B. development C. share D. economy

  71. A. state B. consumer C. representative D. supplier

  72. A. by B. at C. through D. in

  73. A. products B. market C. employees D. changes

  74. A. one B. ones C. times D. time

  75. A. what B. like C. that D. how

  76. A. ranging B. varying C. swinging D. getting

  77. A. producing B. products C. servicing D. services

  78. A. proportion B. number C. quantity D. group

  79. A. changed B. gone C. applied D. shrunk

  80. A. Furthermore B. Even C. Therefore D. Hence

  81. A. armies B. weapons C. factories D. countries

  82. A. question B. manufacturing C. shift D. rebuilding

  83. A. with B. as C. given D. if

  84. A. while B. whose C. who's D. which

  85. A. give B. is giving C. gives D. gave

  86. A. repetitive B. various C. creative D. enormous


  Part I Writing

  Net-surfing —— Are You Ready?

  With the booming of information age, Internet has played an important role in young people’s everyday life. Today, more and more college students are using Internet for their routine life and study. Net-surfing has become an important part of campus life and greatly enriched the students’ life.

  Some students, however, spend too much time on Internet. Sometimes they would be completely indulged in the virtual Internet world. Whenever they find a “cozy” place in a stuffy net bar they would play computer games or chat on-line day and night, forgetting the passing of

  time. Worse still, some students even become addicted to visit the pornographic websites or play computer games that are full of violence. This, certainly, does great harm to both their health and their study.

  There is no denying that Internet has enriched young people’s life. But once a student becomes too indulged in the virtual Internet world the student’s normal life will be impacted, and even spoiled. As youngsters, we should tell right from wrong. We should try to limit the net-surfing time to a reasonable amount and refuse to visit those websites which are established only to lure young people with the content of sex and violence. Only in this way can we truly establish and maintain a colorful Internet world.

  Part II Fast Reading

  1-7 N Y Y N Y NG N

  8. arranged in grammatically precise 9. become more complex, not less 10. only dimly perceived

  Part IV Reading Comprehension

  Section A

  (47-56) EHALB MJDGI

  Section B

  (57-66) DABCC ADCBD

  Part V Cloze

  (67-76) BDACD ACBCB (77-86) DADBC CBBCA

  Part VI Translation

  87. took emergent measures

  88. have the right to pursue happiness/be entitled to pursue happiness

  89. Once invited by that financial company

  90. adapt to the humid weather there

  91. be fully prepared/get everything ready