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(单词翻译:双击或拖选)
SECTION 4: LISTENING TEST (30 minutes)
Part A: Note-taking and Gap-filling
Directions: In this part of the test you will hear a short talk. You will hear the talk only once.
While listening to the talk, you may take notes no the important points so that you can have
enough information to complete a gap filling task on a separate ANSWER BOOKLET. You
are required to write ONE word or figure only in each lank1. You will not get your ANSWER
BOOKLET until after you have listened to the talk.
Advertising2 is important to companies because no company can make a ________(1) on
any product unless it advertises it first in the ____________(2). There are three categories of
media: print, broadcast and __________(3). The print media consist of newspapers and
________(4). Newspaper ads can reach large numbers of people, but they are not very
___________(5) or glamorous3. Magazine advertisement allows a business to direct its ads to the
people who are most ___________(6) in the product, but it can be very expensive. The broadcast
media include __________(7) and television. Of all the media, television is the most dramatic.
so television ads are easy to __________(8).
What's more, almost everybody watches TV, and most TV programmes are broadcast
_______(9). TV ads are viewed by millions of people all over the country. TV advertisement is
enormously ___________(10).
The most common direct medium is the __________(11). The advantage is that the ad goes
directly in the ___________(12) customer's hands. But these ads are often called “________(13)
mail”, and are thrown away without being ___________(14).
Another direct medium is _____________(15), those huge signs on the street. The message
on billboards4 is ____________(16), but it has to be very _________(17). The third type of direct
medium is signs and ____________(18), which are usually used in point of purchase advertising
and can be found in ______________(19) and shop windows. The advantage is that they are
______________(20).
Part B: Listening and Translation
ⅠSentence Translation
Directions: In this part of the test, you will hear 5 English sentences. You will hear the sentences
only once. After you have heard each sentence, translate it into Chinese and write your version in
the corresponding space in your ANSWER BOOKLET.
(1)___________________________________________________________________________
_____________________________________________________________________________
(2)___________________________________________________________________________
_____________________________________________________________________________
(3)___________________________________________________________________________
_____________________________________________________________________________
(4)___________________________________________________________________________
_____________________________________________________________________________
(5)___________________________________________________________________________
_____________________________________________________________________________
Ⅱ. Passage Translation
Directions: In this part of the test, you will hear 2 English passages. You will hear the passages
only once. After you have heard each passage, translate it into Chinese and write you version in
the corresponding space in your ANSWER BOOKLET. You may take notes while you are
listening.
(1)___________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________
(2)___________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________
SECTION 5: READING TEST (30 minutes)
Directions: Read the following passages and then answer INCOMPLETE SENTENCES the
questions which follow each passage. Use only information from the passage you have just read
and write your answer in the corresponding space in your ANSWER BOOKLET.
Questions 1～3
A “Campaign for Real Braille” has been set up after plans to introduce capital letters into
the braille alphabet have split the blind community.
The Braille Authority of the United Kingdom (BAUK) has announced that by 2000it is
introducing capital letters into a code which has previously5 only used lower-case characters.
Supporters say that it is necessary because of the increasing use of capitals as abbreviations,
as well as their use in e-mail addresses. It will also bring the UK in line with other
English-speaking countries.
But opponents, such as Sara Morgan, the 25-year-old founder7 of the campaign, argue it will
push up costs and make books more cumbersome8. “There aren't many industries where they
actively make costs go up,” she said. “What I think in particularly ironic9, though, is the fact
this is going to come in at the same time as the Disability Discrimination Act. So, just as we're
asking restaurants to provide braille menus we're making it more expensive to do so.”
Braille, devised by Louis Braille in the 19th century is based upon a system of six raised
dots arranged to represent each character in the alphabet and several short-form words. Around
12,000 people use braille in this country.
BAUK said that it took the decision to go-ahead with plans to introduce capitals after a
questionnaire completed by 1,200 braille readers showed that a majority was in favour of
change.
The secretary of BAUK, Stephen Phippen, said: “The reason the decision was made was
on the basis of the questionnaire, answered by individual members, not on what BAUK
thought.”
Overall 46 per cent of people were in favour of introducing a capital letter sign wherever a
capital letter appears in print and just under 30 per cent were against. Among the respondents
classing themselves as visually impaired10 (those who have some ability to read by sight) it was
more popular compared to those who can read braille only by touch.
Ms Morgan said the figures showed “there wasn't even a majority”. But Mr. Phippen said:
“Those in favour were more or less 50 per cent. Those against were roughly half that. So twice
as many people are in favour as against.”
A spokesman for the National Library for the Blind said a survey done by it in 1994/5
found readers were not in favour. The results of the BAUK survey however convinced them, and
a spokesman said they would implement11 the change.“We recognise there are advantages and
disadvantages and we shall be working with our readers to help them understand how this
symbol will operate,” he said.
The introduction of capital letters is projected to take place by the end of 1999.
“There are pros12 and cons,” admits Mr. Phippen. “But it should be noted13 that we are the
only English speaking country which has not yet introduced capital letters and of all the other
countries which have not one has regretted it and tried to move back.”
However Ms Morgan added: “We are determined14 to fight it all the way. They have got to
stop trampling15 over people's rights.”
1. Give a brief introduction of Braille system.
2. What is the major issue discussed in the passage?
3. what can be learned from Mr. Phippen's talk?
Questions 4～6
Modern woman may be better educated, have a better job and earn more money than her
grandmother ever dream of, but in one way he life remains16 the same—eight out of ten women
still do the household chores.
Only 1 per cent of men say they do the washing and ironing or decide what to have for
dinner. The only area where average man is more likely to help out is with small repairs around
the house.
The report Social Focus on Women and Men, by the Office for National Statistics, found
that attitudes to women working have changed drastically over the past decade. Whereas in 1987
more than half of men and 40 per cent of women agreed with the statement, “A husband's job is
to earn the money, a wife's job is to look after the home and family”, that view had halved17
among both sexes by 1994.
The numbers agreeing strongly with the statement, “A job is all right but what most
women really want is a home and children”, had also halved from 15 pre cent to 7 per cent of
men feeling that way and 12 per cent to5 per cent of women.
Women's increased participation18 in the world of work has been one of the most striking
features of recent decades. Nearly half of all women aged19 55 to 59 have no qualifications. But
their granddaughters are outperforming their male peers across the board, and from
1989overtook boys at A-levels.
Gender20 stereotypes21 persist at this level of education, however, with more than three-fifths of
English entrants being female, wile22 a similar proportion of maths entrants are male. A greater
number of boys take physics and chemistry whereas girls predominate in social sciences and
history.
The explosion in higher education means there was a 66 per cent increase in number of
female undergraduates and a 50 per cent increase in the number of male undergraduates between
1990-91 and 1995-96.
Women are also making breakthroughs in specific are4as of employment. Women now
form a slight majority among new solicitors23 although they make up only one-third of all
solicitors. Since 1984 the number of women in work has risen by 20 per cent to 10.5 million.
But when it comes to pay, they still lag behind their male peers. Women earn on average 80
per of what men do per hour. They are also far more likely to work part-time or with temporary
contracts.
Part of the reason for this is because women still take the main role in childcare, although
they are more likely to work than in the past. The number of mothers with children under five
doubled between 1973 and 1996. And the number of women who return to work within nine to
eleven months of the birth increased dramatically. In 1974, only 24 per cent of women returned
in this period compared with 67 per cent in 1996.
The relationship between the sexes has also seen changes. Seven in ten first marriages are
now preceded by cohabitation compared with only one in twenty first marriages in the
mid-1960s. Since 1992 women in their early thirties have been more likely to give birth than
those in their early twenties, although the fertility rate is still highest among those aged 25 to 29.
4. What is the theme of the passage?
5. What are gender stereotypes? List the gender stereotypes at the level of higher education
discussed in the passage.
6. What are the major changes concerning the status of women in Britain?
Questions 7～10
A new form of cloning to provide every baby with an embryonic25 “twin”, from which spare
body parts could be grown and life threatening diseases treated is expected to be approved
within weeks by senior government advisers26 on medical ethics27.
If their report is accepted by ministers, it would mean that Britain—which 20 years ago
pioneered the test tube baby and last year produced Dolly, the world's first cloned mammal—
could be the first to clone a human embryo24.
A working party from the Human Fertilisation and Embryology Authority (HFEA) and the
Human Genetics Advisory29 Commission is expected to come down firmly against reproductive
cloning, the process of replicating30 a living human being. It is expected to recommend
government support of so called stem cells, stem cells, are extracted and used to grow spare
parts, treat diseases such as Alzheimer's and Parkinson's or address the debilitating31 effects of
cancer, strokes and heart attacks.
Dr. Austin Smith, the scientist likely to be granted the first licence for the work, said that
within the next 12 years it would be routine for every baby to have an embryonic clone.
“All it takes now is financial investment,” said Smith, director of Edinburgh University's
centre for genome research. The crucial discovery of embryonic stem cells, from which skin,
bone. muscles, nerves and vital organs grow, was made earlier this month by scientists in
America.
In a submission32 to the HFEA, Smith said that in order to isolate33 these cells it is only
necessary for the embryo to develop in the laboratory for six days, well within the 14-day limit
of current regulation.
The cells would then be grown and manipulated to make anything from blood or brain cells
to tissue for repairing damaged organs and, ultimately, parts that could be transplanted without
fear of the host body rejecting them.
The development is likely to meet strong opposition34 from the church. Dr. Donald Bruce,
creating an embryo in the knowledge that it would then be destroyed was “very disturbing” to
most people.
Father Paul Murray, secretary to the Catholic bishops35 joint36 bio-ethics committee, said that
whatever the potential benefits, it should be regarded as “intrinsically evil” because the
research depended on the use of foetal material.
However, Professor Christine Gosden, professor of genetic28 medicine at Liverpool
University, one of the four senior government advisers on the cloning sub-committee, said there
would be no opportunity for abuse.
For many years, patients with Parkinson's disease who did not respond to drugs have been
treated with brain cells extracted from aborted37 foetuses, a practice approved by a committee led
by the Rev6 Dr. John Polkinghorne, the prominent ethicist38.
Gosden said the arguments for the use of aborted foetal cells and therapeutic39 cloning were
similar: “Before you have a disease, it is easy to say, ‘I would not use cells derived40 from a
foetus’, but if you suffer from that disease, and that is your only hope, your approach can be
quite different.”
7. What is the new form of cloning discussed in the passage? What is the purpose of such
cloning?
8. Summarise41 the different views on baby cloning discussed in the passage.
9. Explain the statement “All it takes now is financial investment.” (para.6)
10. What is the significance of the discovery of embryonic stem cells?
SECTION 6: TRANSLATION TEST (30 minutes)
Directions: Translate the following passage into English and write your version in the
corresponding space in your ANSWER BOOKLET.
十月的上海，阳光明媚，秋高气爽，来自35 个国家和地区的1300余名比赛选手参加
了在沪举行的本世纪最后一届世界中学生运动会。
世界各国表少年在沪逗留的时间虽然短暂，但上海的风貌和中国的传统文化仍然给他
们留下了深刻的印象。无论是参观矗立于浦江之畔的东方明珠电视塔，还是游览静卧一隅
的城隍庙，他们都能感受到传统与现代的美妙结合。博大精深的中国传统文化让这些外国
朋友感受到的是神秘和新奇，这种认知来自短暂的接触，但从此之后，他们不会忘记：有
这样一个民族，生活在世界的东方。
收听单词发音 |
1
lank
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| adj.瘦削的；稀疏的 | |
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advertising
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| n.广告业；广告活动 a.广告的；广告业务的 | |
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glamorous
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| adj.富有魅力的；美丽动人的；令人向往的 | |
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4
billboards
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| n.广告牌( billboard的名词复数 ) | |
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5
previously
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| adv.以前，先前（地） | |
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rev
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| v.发动机旋转，加快速度 | |
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Founder
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| n.创始者，缔造者 | |
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cumbersome
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| adj.笨重的，不便携带的 | |
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9
ironic
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| adj.讽刺的，有讽刺意味的，出乎意料的 | |
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10
impaired
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| adj.受损的；出毛病的；有（身体或智力）缺陷的v.损害，削弱( impair的过去式和过去分词 ) | |
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implement
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| n.(pl.)工具，器具；vt.实行，实施，执行 | |
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12
pros
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| abbr.prosecuting 起诉；prosecutor 起诉人；professionals 自由职业者；proscenium （舞台）前部n.赞成的意见( pro的名词复数 )；赞成的理由；抵偿物；交换物 | |
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13
noted
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| adj.著名的，知名的 | |
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14
determined
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| adj.坚定的；有决心的 | |
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15
trampling
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| 踩( trample的现在分词 )； 践踏； 无视； 侵犯 | |
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16
remains
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| n.剩余物，残留物；遗体，遗迹 | |
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17
halved
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| v.把…分成两半( halve的过去式和过去分词 )；把…减半；对分；平摊 | |
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18
participation
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| n.参与，参加，分享 | |
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19
aged
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| adj.年老的，陈年的 | |
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20
gender
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| n.（生理上的）性，（名词、代词等的）性 | |
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21
stereotypes
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| n.老套，模式化的见解，有老一套固定想法的人( stereotype的名词复数 )v.把…模式化，使成陈规( stereotype的第三人称单数 ) | |
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22
wile
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| v.诡计，引诱；n.欺骗，欺诈 | |
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23
solicitors
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| 初级律师( solicitor的名词复数 ) | |
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24
embryo
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| n.胚胎，萌芽的事物 | |
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25
embryonic
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| adj.胚胎的 | |
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26
advisers
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| 顾问，劝告者( adviser的名词复数 )； （指导大学新生学科问题等的）指导教授 | |
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27
ethics
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| n.伦理学；伦理观，道德标准 | |
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28
genetic
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| adj.遗传的，遗传学的 | |
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29
advisory
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| adj.劝告的，忠告的，顾问的，提供咨询 | |
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30
replicating
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| 复制( replicate的现在分词 )； 重复； 再造； 再生 | |
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31
debilitating
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| a.使衰弱的 | |
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32
submission
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| n.服从，投降；温顺，谦虚；提出 | |
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33
isolate
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| vt.使孤立，隔离 | |
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34
opposition
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| n.反对，敌对 | |
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35
bishops
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| （基督教某些教派管辖大教区的）主教( bishop的名词复数 )； （国际象棋的）象 | |
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36
joint
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| adj.联合的，共同的；n.关节，接合处；v.连接，贴合 | |
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37
aborted
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| adj.流产的，失败的v.（使）流产( abort的过去式和过去分词 )；（使）（某事物）中止；（因故障等而）（使）（飞机、宇宙飞船、导弹等）中断飞行；（使）（飞行任务等）中途失败 | |
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38
ethicist
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| n.伦理学家，道德学家 | |
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39
therapeutic
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| adj.治疗的，起治疗作用的；对身心健康有益的 | |
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40
derived
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| vi.起源；由来；衍生；导出v.得到( derive的过去式和过去分词 )；（从…中）得到获得；源于；（从…中）提取 | |
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41
summarise
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| vt.概括，总结 | |
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