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 tolearn 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, thevariety is enormous. Every field from air- line pilots to secretaries has its own vocabulary and technical terms. Teachers alsoneed 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 usuallyknown 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) 由第一段的前两句综合所有的细节。 22. B) 见第一段的第四句。 23. C) 本题考察利用上下文理解生词的能力。单词myograph所在的第二段说，这种仪器make visible through electrical signals the work done by human muscle，与C)基本是同样的意思。
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，四条腿的梯子就是an old design了，也就是说，过去的stepladder是四条腿的。
25. D) 本题考察寻找细节。线索位于倒数第二段的第二句话。句子中的“Dr. Tichauer’s first thought”对应于题干中的initially，后面的句子都是说明为了舒适；本题的另一线索是最后一段的第一句，Efficiency is the by-product of comfort，由此可知，Dr. Tichauer最初关心的是comfort。 Passage Two 26. D) 本题主要由第一段的内容推理出来，同时兼用排除法。由第二段的前两句话，可知计算机犯罪并非不能查出来，所以A)、C）不对；由第一段的第二句中“for his own purposes”可以排除B)。 27. D) 第三段主要讲的是我们还不知道有多少计算机犯罪未被发现，第二、三两句说那些被发现了的都是偶然的，是他们的运气不好，显然，没被发现的要比已被发现的数量要多得多。 28. B) 本题表面要求寻找细节，但实际仍是一道推断题，考察考生对最后两段的理解。为什么计算机犯罪会逃脱惩罚呢？最后一段的前两句说得很明白，是因为公司的经理们害怕the bad publicity，即是bad reputation之意，所以他们会在揭示计算机犯罪时而犹豫。
29. B) 文章有三处都提到了这个问题的答案，它们分别是第一段的最后一句、第二段的第二句、第四段。最直接的线索是第二段的第二句。
30. D) 这是一道难度较大的主旨题。答案A)和D)很相似，文章的很多地方也都讲的是computer criminals escape punishment，但这是表面的，正是因为他们容易逃脱惩罚，所以文章最后一句说他们可以到一个新地方继续从事犯罪活动，其结果自然是计算机犯罪消除不了，因此本题选项D)更佳。 Passage Three
31. A) 本题考察对文章主题的理解。文章的最后一段的后半句是本文的主题句，它明确说the ideal of equal rights and equal responsibilities is pertinent （相关的，切题的） not only to a healthy democracy, but also to a healthy family，此处的pertinent与题干中的fundamental在此处的意思是一样的。 32. A) 本题较难，表面是个细节题，但实际是推断题。有两处线索：第一处是第二段的第一句话，该句承接第一段中谈论的sharing household，指出如果过分了的话，就会导致男人被认为较不重要，即是选项A)的意思。第二处线索是第三段的倒数第二句话中“? that he does have a place in it”。
33. D) 线索见第三段的第二句话What we need, rather, is the recognition that bringing up children involves a partnership of equals. 34. C）本题的线索同31题。
35. A) 本题除了用排除法做以外，仍然考的是主题句。最后一句中的a healthy democracy是从社会的角度来讲的。 Passage Four 36. C）本题的线索是第一段的第二句话，其中的relying on educators与题干中的counting on educators 完全是同样的意思。
37. A) 作者先在第一段的最后一句说“look-say”或“whole-word”的阅读教学方法是失败的，第二段分析了这种方法失败的原因，是因为它“stresses the meaning of words over the meaning of letters, thinking over decoding?”
38. D) 文章在最后一段谈到了phonics method的特点和好处，本题线索见该段的第二句话“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”，可见这种方法能使学习者获得更大的词汇量。
39. B) 本题要求利用上下文猜测单词的意思。根据第二段的最后一句，在1963年以前，出版的东西都是教授使用whole-word的方法的，紧接着用了转折词however，说在1955年，Rudolf Flesch“touched off”一场争论，因此此处的touch off必然是“引起”的意思。 40. C) 本题要求有较好的综合能力才能做得既快又准。从第二段中综合出whole-word阅读方法的特点：强调单词的意思、没有decoding；由此即可知B)、D)是错的；在文章的最后一句话，作者指出Phonics does not devalue the importance of thinking about the meaning of words and sentences，所以A)也是不对的。 Part IV Vocabulary and Structure
41. B) 空格及其后的内容作word的同位语，表示经理所说的话的内容。
42. D) 本题主要是A)和D）的辨析，be able to 与can的主要区别在于前者表示客观的能力，后者主观更多色彩更浓。本题根据时态及全句的内容，看出这是个客观的事实，因此应选D)。
43. A) 此处是由that引导的宾语从句。
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