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2019-2020 学年第二学期高三高考适应性练习
英语模拟试卷
Ⅰ. Listening Comprehension（25 分）
Section A – Short Conversations
Directions: In Section A, you will hear ten short conversations between two speakers. At the
end of each conversation, a question will be asked about what was said. The conversations
and the questions will be spoken only once. After you hear a conversation and the question
about it, read the four possible answers on your paper, and decide which one is the best
answer to the question you have heard.
1. A. By train. B. By taxi. C. By car. D. By plane.
2. A. Waitress and diner. B. Doctor and patient.
C. Manager and secretary. D. Husband and wife.
3. A. In the bank. B. In the church. C. In the hospital. D. In the library.
4. A. The woman can borrow his note-book.
B. The woman can bring the note-book here.
C. The man would like to borrow the woman’s note-book.
D. The man would mind lending the note-book to the woman..
5. A. Playing games. B. Doing the programming.
C. Promising the assignment. D. Assigning the programming.
6. A. The man will be admitted to the university soon.
B. The woman doesn’t think it worth congratulating.
C. The man is eager to know what happened to the woman.
D. The woman was on top of the world when accepted by the university.
7. A. How to exchange money. B. Where to find a bank.
C. What to do in a bank. D. Whether to walk straight ahead.
8. A. He will try to persuade the women not to go.
B. He will go with the woman to the exhibition.
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C. He will stay and finish the writing assignment.
D. He will finish the due exhibit as soon as possible.
9. A. She doesn’t like shopping online.
B. She often does shopping online with her friends.
C. She prefers shopping online to in a physical shop.
D. The last thing she did was buying something online.
10. A. The woman should turn to a professional for advice.
B. The woman is asking for advice on how to stay warm.
C. The man doesn’t know any of the tips she women needs.
D. The man thinks the woman should be determined to lose weight.
Section B
Directions: In Section B, you will hear two short passages and one longer conversation, and
you will be asked several questions on each of the passages and the conversation. The
passages and the conversation will be read twice, but the questions will be spoken only once.
When you hear a question, read the four possible answers on your paper and decide which
one is the best answer to the question you have heard.
Questions 11 through 13 are based on the following passage.
11. A. Lifeboats. B. Surfboards. C. Helmets. D. Seafood.
12. A. Because he was tired of his former business.
B. Because he found it hard to keep up with the times.
C. Because people were not interested in his products.
D. Because he wanted to sell something independent of the change of the season.
13. A. Reliable contracts and manufacturers.
B. Investments and customers’ feedback.
C. Customers’ interest and safety of the products.
D. Good relationship with the bank and suppliers.
Questions 14 through 16 are based on the following passage.
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14. A. The creation of new materials. B. The development of art forms.
C. The understanding of disease. D. Research into the origin of the universe.
15. A. The University itself. B. The Council.
C. The General Board. D. The Finance Committee.
16. A. Introduction of the University of Cambridge.
B. The special features of the University of Cambridge.
C. Appeal of the University of Cambridge to the public.
D. Celebration of the 800th birthday of the University of Cambridge.
Questions 17 through 20 are based on the following conversation.
17. A. Playing tennis with friends.
B. Registering new members.
C. Discussing some tennis skills.
D. Walking in the tennis court.
18. A. Bring at most 3 guests.
B. Register every time he comes.
C. Leave the clothes in the lockers.
D. Show the membership card if asked.
19. A. The club room closes earlier than the courts.
B. Sports and food are necessary in people’s life.
C. The court has been updated to attract more people.
D. Players may complain about the short time allowed to play.
20. A. 10 o’clock. B. 11 o’clock. C. 12 o’clock. D. 1 o’clock.
Ⅱ. Grammar and Vocabulary（20 分）
Section A
Directions: Read the following passage. Fill in the blanks to make the passage coherent and
grammatically correct. For the blanks with a given word, fill in each blank with the proper
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form of the given word. For the other blanks, use one word that best fits each blank.
“Melting pot” means a place where people from many different ethnic groups or cultures
form a united society. The idea comes from (21) ______ (heat) metals in a container. When
they melt, the metals unite and become (22) ______ new and stronger. This term has been
used to describe the United States as a nation created from people who came here from many
different countries.
A Frenchman who was living in America expressed the idea more than 200 years ago. J.
Hector de Crevecoeur (23)______ (publish) a book called Letters From an American Farmer
in 1782. He wrote that America had people from many different countries. He said that they
would become a new people (24) ______ work would one day change the world.
For many years, Americans generally accept the idea (25) ______ their country is a
melting pot. They welcome immigrants from many nations. Yet some of those immigrants
criticize the melting pot idea. They feel they are forced to lose their culture and language (26)
______ (accept) in America. Other people also criticize the idea. They say the aim of the
melting pot is to make different cultures disappear into the one (27)______ (represent) the
largest group.
New groups of immigrants from Asia and Latin America are changing the United States
today. Some are resisting learning American culture and language. Reports say some
Americans fear that the nation is separating into many groups that have no (28) ______ (share)
purpose. Others say the melting pot is no longer changing the nation’s immigrants, but the
immigrants are changing America.
Some experts who study immigration say they now compare American society (29)
______ a salad bowl. A salad is made of many different foods. They each keep their own taste
(30) ______ being part of a successful product. In this way, cultural groups keep their
customs and language and are still part of American society.
Section B
Directions: Complete the following passage by using the words in the box. Each word can
only be used once. Note that there is one word more than you need.
A. disorder B. disturbing C. senses D. received E. floating F. causes
G. analyzes H. point I. qualities J. frequent K. occurrences
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We often use the terms “worry,” “stress” and “anxiety” interchangeably, but they aren’t
the same. Each has unique ___31___ and features. Identifying which one is ___32___ us will
help us better address it. Registered psychologist Kristin Buhr, a director at the North Shore
Stress & Anxiety Clinic in North Vancouver and co-author of The Worry Workbook,
___33___ the differences.
Worry is a negative thought you have about an uncertainty in life. Worries tend to focus
on the assumption that something negative will come from future events or from the results of
___34___ that happened in the past.
Stress involves your reaction to pressures placed on you. You feel overwhelmed because
life is demanding too much of your limited time, energy or some other personal resource.
While worries are thoughts, stress is a feeling.
Anxiety is your mental and physiological response to a perceived threat. It’s like the
body’s smoke detector—it ___35___ danger and signals your body to run to deal with it.
While worry takes place only in the mind, anxiety can have physical effects, like speeding up
your pulse rate. Worry, however, ___36___ anxiety when your mind perceives imagined
uncertainties as real threats.
While worry, stress and anxiety are normal, intense and ___37___ anxiety can become a
problem. You might have a behavioral ___38___ if, for instance, you have regular sleep
issues or you’re skipping out on your accustomed activities. Excessive anxiety can be focused
on a fear of something specific, like social gatherings (known as social anxiety) or a host of
experiences (known as generalized anxiety disorder).
The best way to avoid risk is getting it all out. Telling a friend or family member what’s
worrying you, or even saying it aloud to yourself or writing it down, can allow you to see the
___39___. “It’s a little easier to challenge worries—to recognize that if there is a negative
outcome. It’s more of a struggle than a horror—when your worries are on paper or said out
loud, rather than ___40___ around in your head,” says Buhr.
Ⅲ. Reading comprehension（45 分）
Section A
Directions：For each blank in the following passages there are four words or phrases marked
A, B, C, and D. Fill in each blank with the word or phrase that best fits the context.
Over the centuries Shakespeare’s plays have gained a reputation for being difficult to
understand. But if his work is experienced on stage as Shakespeare intended, then it can
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become much clearer. In fact 95% of the words used in Shakespeare’s plays are the same
words we use today.
The meanings of some words have altered significantly, ___41___, because Shakespeare
was writing at a time of great linguistic change. This gave him a certain amount of ___42___
license in his language.
So what can Shakespeare’s plays tell us about how people really spoke at this time? And
did anyone really speak like his characters? The lines spoken by Corin to Rosalind and Celia
in As You Like It probably weren’t ___43___ of an Elizabethan shepherd.
The first thing to remember about Shakespeare’s work is that he wrote plays to entertain.
They are ___44___ works, and the dialogue was exploited to suit the stage. Therefore his
characters’ language did not always ___45___ how real people would have spoken.
For instance, in As You Like It when Corin, the shepherd, talks of love, his lines are
beautiful and poetic – but ___46___ unrealistic. The lines Shakespeare gave Corin probably
wouldn’t have been used by an Elizabethan shepherd – instead they ___47___ to highlight the
drama.
Another example of how the theatrical style enriched Shakespeare’s text can be seen in
the structure of his lines. According to the practice of the time, Shakespeare wrote his poems
in iambic pentameter( 抑 扬 格 五 音 步 ) so it was ___48___ for his actors to learn. When
Shakespeare was writing, new plays were performed every day so this 10-beat structure was a
great help for anyone having to learn a lot of lines for the next day’s play.
___49___ this structure meant that, on occasion, Shakespeare made up or adapted words
to fit. ___50___, on several occasions Shakespeare changed the word “vast” to “vasty” when
“vast” did not fit the ___51___ of the line. But if we look beyond the dialogue to the words
themselves we can find out a little of how people really spoke.
We can come close to this thanks to “original pronunciation” which is a system of
___52___ that reproduce how the Elizabethans are believed to have spoken. Today it sounds
like a West Country accent, with echoes of other parts of the country. When we ___53___
this to Shakespeare’s dialogue, rhymes and puns(押韵与双关) that are not heard in modern
English are suddenly revealed.
So through Shakespeare’s plays we can ___54___ a great deal about how people really
spoke. His dialogue was on the whole representative of the language of the time and area and
now provides us with invaluable insight into a(n) ___55___ language.
41. A. otherwise B. furthermore C. however D. hence
42. A. creative B. significant C. limited D. practical
43. A. critical B. typical C. proud D. afraid
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44. A. valuable B. outstanding C. efficient D. dramatic
45. A. reflect B. mean C. sign D. signal
46. A. luckily B. essentially C. generally D. naturally
47. A. construct B. produce C. function D. illustrate
48. A. easier B. worse C. wiser D. slower
49. A. Falling into B. Varying from C. Agreeing to D. Sticking to
50. A. By contrast B. For example C. What’s more D. In consequence
51. A. structure B. style C. rhythm D. form
52. A. speech B. writing C. communication D. symbol
53. A. fit B. devote C. apply D. input
54. A. keep up B. find out C. take on D. bring about
55. A. lost B. difficult C. ongoing D. global
Section B
Directions: Read the following three passages. Each passage is followed by several questions
or unfinished statements. For each of them there are four choices marked A, B, C, and D.
Choose the one that fits best according to the information given in the passage you have just
read.
(A)
Welcome to Iceland! I hope that your trip
will be pleasant and that __________ will help
you during your stay. It includes very
important information you might find useful
for your travel and we hope you will enjoy it.
Iceland is becoming a very popular place
to visit all year round and we are not surprised.
The country with its spectacular, unspoiled,
fragile and raw nature, hot springs, icebergs and waterfalls is a feast for the eyes both during
summer and winter. Our history and culture is young compared to most other countries. We
speak our own language, Icelandic, which due to the country’s isolation in the past, has been
very well preserved.
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Driving in Iceland can be a bit different from many other countries. We do have a
number of gravel roads, single lane bridges, narrow roads, rough mountain roads with
unbridged rivers, animal stock near or on the road and weather conditions can change quickly.
Therefore driving in Iceland needs your full care during your stay because we want you back
safe and happy.
We kindly ask you to help us improve our quality by giving us feedback on how we are
doing and what we can do better. Not less importantly, we ask you to help us preserve the
Icelandic nature which can be very fragile. Off-road driving is strictly forbidden and please do
not litter.
In case of trouble, accident or breakdown please don’t hesitate to contact our emergency
phone numbers 840-6010 for south and west Iceland, or 840-6000 for north and east Iceland
or one of our many locations around the country and we will do our very best to help you to
safely continue your journey.
I trust that your travel in Iceland will be comfortable and pleasant. I wish you a safe
journey.
56. Which of the following statements might be most suitable for the blank in Paragraph 1?
A. our travel agency magazine B. this newspaper article
C. the traffic regulations D. police travel guides
57. Which of the following is TRUE about Iceland?
A. Travelling in Iceland is only popular in summer and winter.
B. The country is not much visited because of its special language.
C. Travelers can enjoy nice food when travelling in Iceland.
D. A traveler can both have hot and cold experiences in Iceland.
58. What can a traveler do if his car suddenly breaks down in west Iceland according to the
passage?
A. He may have his car repaired.
B. He may call 840-6010 for help.
C. He may push his car off the road.
D. He may drive in the other direction.
(B)
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There are several ways of retelling “Charlie and the Chocolate Factory”. In 2005
Hollywood focused on Willy Wonka, the factory’s owner, portraying him as a purple-gloved
man-child. A new musical production of Roald Dahl’s children’s story at the Theatre Royal in
London concentrates on the up-from-poverty fortune of Charlie Bucket, the boy who finds the
golden ticket.
Tales of upward social mobility attempted or achieved are crowding the London stage.
“Billy Elliott”, the story of a miner’s son who strives with the death of family strikes to make
it as a ballet dancer, recently celebrated its four-millionth visitor. “Port”, an account of a
Stockport girl’s attempts to escape her depressing origins, was a success at the National
Theatre this spring. Last year “In Basildon” described strivers in the typical upwardly-mobile
Essex town.
It is a respectable theatrical (and literary) theme, but it is being handled in a different
way. John Osborne’s 1956 play “Look Back in Anger” showed a working-class man’s anger
at the middle class he had married into. By the 1970s and 1980s writers were looking down
their noses at social climbers, in plays like “Top Girls” and “Abigail’s Party”, in which a
middle-class arriviste (暴发户) serves inferior snacks and the wrong kind of wine.
Social mobility moved away as a topic for a while, as playwrights like David Hare turned
to examine carefully the state of the nation. Now it has returned—and is described much more
sympathetically. Dominic Cooke, who directed “In Basildon” at the Royal Court Theatre,
says this may be a delayed reaction to the collapse of state socialism in Europe.
A possible reason for the sympathetic tone is that upward mobility can no longer be
taken for granted. In 2011 researchers at the London School of Economics concluded that
intergenerational social mobility, assessed by income for children born between 1970 and
2000, had suspended. Another study, by Essex University academics, found matters had not
improved during the crisis.
So it is fantastic fun to see people make it. Charlie Bucket does so spectacularly(壮观地).
At the end of “Charlie and the Chocolate Factory” he is a pint-size entrepreneur(企业家), with
an immigrant workforce of Oompa-Loompas to ensure he does not fall back down the social
ladder.
59. What are the versions of “Charlie and the Chocolate Factory” mentioned in the passage?
A. Magic and ballet. B. Movie and musical.
C. Drama and painting. D. Novel and documentary.
60. What does “It” in Paragraph 3 refer to?
A. The story of a miner's son.
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B. The topic of upward social mobility.
C. An account of a Stockport girl's attempts.
D. A striver in the upwardly-mobile Essex town.
61. According to the author, ______ may attribute to(归因于) being classified as middle-class.
A. gaining by dishonest means
B. serving others what they like
C. being involved in social climbing
D. marrying the one sharing your background
62. How does the author feel about social mobility in reality?
A. Curious. B. Optimistic. C. Pessimistic. D. Concerned.
(C)
ON AUGUST 2nd Magdalena Luczak and her partner, Mariusz Krezolek, were jailed for
life for the murder of her four-year-old son, Daniel. The pair starved him for months, locked
him in a small unheated room, and left him there to die. As with the deaths of Victoria
Climbié in 2000 and Peter Connelly in 2007, the boy’s fate has prompted questions about
how the authorities missed the abuse (虐待). Attention has again focused on social workers.
Recent years have seen numerous attempts to reform and revitalize the profession. In
May, a new fast-track training programme, Frontline, was launched in the hope of improving
things. It is inspired by Teach First, which sends bright graduates into tough schools for at
least two years.
Participants will attend an intensive five-week summer school before taking on two years
of closely supervised work in local-authority children’s services. If they measure up, they will
qualify as social workers at the end of the first year and gain a master’s degree after the
second. Funding will come from private donors, the Department for Education and local
authorities. Recruitment( 招 募 )for a pilot scheme, targeting leading universities, begins in
September.
Its founders want to boost the status of this profession. “We are dealing with a crisis,”
says Lord Adonis, chair of Frontline’s board. Both recruitment and keeping staying on the job
are problems: the expected working life of a social worker is eight years, compared with 14
for nurses. Last year some local authorities reported that a third of their positions were
unfilled.
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Unsurprisingly, given the blame often heaped on the profession, ambitious graduates
tend to steer clear. Of the 2,765 people who began master’s courses in social work in 2011,
just five had completed undergraduate degrees at Oxford or Cambridge. And too many
courses fail to give sufficient practical grounding in hard child-protection work. Frontline
recruits will work in small teams with dedicated supervisors in council children’s services.
Reactions to the initiative have been mixed. Some in the profession are angry that it has
been set up by outsiders. Boosters, such as Donald Forrester of Bedfordshire University, think
the newcomers will bring in much-needed fresh thinking. Another worry is that the
programme is too specialized and too short. Focusing just on children’s services is like
training doctors only in pediatrics(儿科).
Teach First was set up on the basis that participants would teach first and then go on to
other jobs. In fact, over half stay in education. There is no “first” at Frontline. At the end of
their course, recruits will be offered the opportunity to pursue further professional training, or
encouraged to move up the ranks. But Mr MacAlister hopes that many will stay. This year 9%
of all final-year students from Oxbridge applied for Teach First. Frontline hopes to achieve a
similar result for social work.
63. The author presents the topic of this article by ______.
A. giving cases of child abuse
B. urging us to care for children
C. attracting our attention to child abuse
D. showing concern for the abuse of children
64. Which of the following about social workers is true?
A. Their training lasts for 8 years.
B. They are prospective in the future.
C. They receive little practical grounding.
D. They should graduate from top universities.
65. The expression “steer clear” in the 5th paragraph means _____.
A. be involved B. stay away C. touch on D. clear out
66. What is probably the best title of the passage?
A. A topic which starts heated debates.
B. An uncertain fate of a much-needed market.
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C. A promising field with strong supporters.
D. An initiative to revive an unfavorable profession.
Section C
Directions: Read the following passage. Fill in each blank with a proper sentence given
below. Each sentence can be used only once. Note that there are two more sentences than you
need.
A. Other babies didn't have such large, pointed skulls.
B. But nothing his father said made the invisible power seem less mysterious or wonderful.
C. There was so much curiosity about the world that Albert was always by himself thinking
hard.
D. They were also filled with magnetism(磁性).
E. Albert was ahead of his peers in different aspects.
F. Albert's parents were amused by his confusion.
Five-year-old Albert Einstein stared at his hand as if it held magic. Cupped in his palm
was a small, round instrument with a glass cover and a jiggling needle. Albert's father called it
a compass. Albert called it a mystery. No matter how he moved the compass, the needle
always pointed to the north. Quietly Hermann Einstein watched his son. Albert was a chubby
little boy with pale, round cheeks and thick, black hair that was usually messy. His bright
brown eyes were wide with discovery.
Something was in the room with him, Albert realized—something he couldn't see or feel,
but that acted on the compass just the same. Deeply attracted, Albert listened to his father
explain magnetism, the strange force that made the compass needle point north. 67
To many children the compass would have been just another toy. To Albert the compass was
a miracle he would never forget.
But then Albert had always been different from other children. Born March 14，1879, in
Ulm, Germany, Albert hadn't been looked like other babies. As she cradled（摇） her new
son in her arms, Pauline Einstein thought the back of his head looked strange. 68
Was something wrong with Albert? Although the doctor told Pauline everything was fine,
several weeks passed before the shape of Albert's head began to look right to her.
When Albert was one, his family moved to Munich，where his sister, Maja, was born a
year later. Looking down at the tiny sleeping bundle, Albert was puzzled. Where were the
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baby's wheels? Albert had expected a baby sister to be something like a toy, and most of his
toys had wheels.
69 But any response at all would have delighted them. At an age when many
children have lots to say, Albert seemed strangely backward. Hermann and Pauline wondered
why he was so late in talking. As Albert grew older, he continued to have trouble putting his
thoughts into words. Even when he was nine years old, he spoke slowly, if he decided to say
anything at all.
But Albert was a good listener and a good thinker. Sometimes when he went hiking with
his parents and Maja, he thought about his father's compass and what it had showed to him.
The clear, open meadows (草地) were filled with more than the wind or the scent of flowers.
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Ⅳ. Summary Writing（10 分）
Directions：Read the following passage. Summarize in no more than 60 words the main idea
of the passage and how it is illustrated. Use your own words as far as possible.
College admission season is upon us. With the ever-increasing competition among
college applicants, writing an effective and sincere college recommendation letter is one way
high school teachers can help students stand out among the competition. Here are a few things
I have learned how to write a recommendation for my students.
Try beginning your letter with something the person tasked with screening hundreds of
recommendation letters will remember. I like to start with an amusing story that illustrates
who the student is and what others think of them. Make sure to use the student’s full name for
the first reference and then just the first name after that. My favorite strategy is to end the
paragraph with a single sentence that highlights the student’s strongest characteristics.
In the body of the letter, focus on who the student is rather than what the student has
done. What college representatives want to know is how the student will fit into their
environment. Give specific examples of how the student achieved—did they overcome
obstacles or handle any challenges to reach their goals? I usually write two short paragraphs
for the body. Sometimes the first relates character to academics, and the next relates character
to extracurricular activities. Other times, I use the student’s characteristics as the main focal
points.
Conclude with a sincere statement of recommendation for the student to the college of
their choice. When sending the recommendation to a single college, use the college’s name in
your recommendation. Lastly, I return to using the student’s full name in my final reference to
him in the letter.
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My last statement encourages the college to contact me with any further questions. I’ll be
surely delighted to receive any of their inquiry, meaning my student is under their
consideration!
第二卷
Ⅴ. Translation（15 分）
Directions ： Translate the following sentences into English, using the words given in the
brackets.
72. 一人有难，大家帮忙在中国很常见。(common)
73. 是“有志者事竟成的”信念帮助他实现了梦想。（It was…）
74. 遇到生词时不要马上查字典，你可以从上下文猜出意思。(consult)
75. 在古代，中国先哲们就提出 “读万卷书不如行万里路”，彰显了游历名山大川，可承
天地之灵气，接山水之精华。 (raise)
Ⅵ. Guide Writing（25 分）
Directions: Write an English composition in about 120-150 words according to the
instructions given below in Chinese.
假如你是明启中学高三学生王磊，由于新冠病毒疫情，学校推迟开学，所有的教学
只能在网上进行。你的邻居家正好在装修房屋，噪音影响到你正常的网课学习，但你面
临升学考试。请你写一封信给学校咨询老师，告诉他（她）你准备如何解决这一矛盾。
信的格式已给。
不得出现真实姓名。
Dear Sir or Madam:
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Sincerely yours,
Wang Lei
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Tape script
I. Listening comprehension
Section A
Directions: In Section A, you will hear ten short conversations between two speakers. At the
end of each conversation, a question will be asked about what was said. The conversations
and the questions will be spoken only once. After you hear a conversation and the question
about it, read the four possible answers on your paper, and decide which one is the best
answer to the question you have heard.
1. W: Hurry up! The train is leaving in about two hours.
M: I finally decided to drive to the conference.
Q: How is the man going to the conference?
2. W: I’d like to make a recommendation. Today’s special is our fish and chips. The
fish is very fresh.
M: Thank you, miss. But I just need a hamburger.
Q: What’s the probable relationship between the two speakers?
3. W: Number 103, please get ready.
M: Shall I wait here in the corridor or in the operating room?
Q: Where does this conversation most probably take place?
4. W: Oh, boy! I forgot to bring my note-book here.
M: It doesn’t matter. You can always use mine, if you don’t mind.
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Q: What does the man mean?
5. W: Brett, what are you doing on the computer? Don’t you remember your promise?
M: Mom, I’m not playing games. I am just working on the programming the teacher
assigned us to finish.
Q: What is the boy doing on the computer?
6. M: I hear that you are admitted to that famous foreign university. Congratulations!
W: Well, actually, anyone applying to it will be accepted.
Q: What can we infer from the dialogue?
7. W: Excuse me, but where can I find the nearest bank? I want to exchange some
money.
M: If you walk straight ahead, you’ll find a round building on your right. That’s the
nearest one.
Q: What is the woman asking?
8. W: There will be a Van Gogh Exhibition at the Shanghai Museum next week. Shall
we go together?
M: I’d love to, but I wish the writing assignment would be due at the end of this
year.
Question: What will the man probably do?
9. M: These days many of my friends like to shop online.
W: That’s still the last thing I will do, as I can’t stand buying anything I can’t see or
touch.
Q: What can we learn about the woman?
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10. W: I wonder if you can give me some advice on how to lose weight. It’s getting
warmer and warmer.
M: Don’t you know any of these tips? The only thing that matters is your
persistence.
Q: What can we learn from this conversation?
Section B
Directions: In Section B, you will hear two short passages and one longer conversation, and
you will be asked several questions on each of the passages and the conversation. The
passages and the conversation will be read twice, but the questions will be spoken only once.
When you hear a question, read the four possible answers on your paper and decide which
one would be the best answer to the question you have heard.
Questions 11 through 13 are based on the following passage.
GECKO HEADGEAR Ltd is a designer and manufacturer of safety helmets for use at sea.
The company was founded in 1993 by Jeff Sacree and it started by selling surfboards.
However, surfing is a seasonal business, and Jeff realized he needed to diversify. Fortunately,
he was able to exploit a gap in the market.
As a surfer, he could see the potential for a light helmet that gave protection and retained
heat. He made one and sold a few to other surfers. He then did some research and
discovered that men who worked in lifeboats might also be interested in his helmet. It would
have to be adapted for their use, and for that he needed investment: he took out a bank loan
and employed more staff. He said, ‘A good relationship with the bank is crucial if you’re
developing an innovative product. In our case the process took three years.’
After the contract to supply helmets for the lifeboats was successful, Jeff developed different
types of helmets for different users, and has always used customer feedback to improve the
product.
He also mentioned, ‘Partnerships with suppliers have also been a key factor in our success.
We’ve worked closely with different manufacturers, and this has helped us to keep ahead of
our competitors.’
Now listen again, please.
Questions:
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11. What did the company sell when it started as a business?
12. Why did Jeff want to change the initial target product?
13. What are the two factors in making his business a great success?
Questions 14 through 16 are based on the following passage.
The University of Cambridge is one of the oldest universities in the world, and one of
the largest in the United Kingdom. It has a worldwide reputation for outstanding academic
achievement and the high quality of research undertaken in a wide range of science and arts
subjects. The University pioneers work in the understanding of disease, the creation of new
materials, advances in telecommunications and research into the origins of the universe. It
trains doctors, vets, architects, engineers and teachers. At all levels about half of the students
at Cambridge study arts and humanities subjects, many of whom have gone on to become
outstandning figures in the arts, print and broadcast media. The University’s achievements in
the sciences can be measured by more than 60 Nobel Prizes awarded to its members over the
years.
The University is a self-governing body: the legislative authority is the Regent House,
which consists of the three thousand or so members of the teaching and administrative staff
of the University and Colleges who have the MA or a higher degree. The principal
administrative body of the University is the Council, which consists mainly of members of
the academic staff elected by the Regent House. The General Board of the Faculties
co-ordinates the educational policy of the University and the Finance Committee of the
Council supervises its financial affairs.
It changes in response to the challenges it faces. The Vice-Chancellor, for instance, is no
longer a Head of College, but is still a full-time administrative appointment. A Development
Office and associated charitable foundation is successfully seeking funds around the world
for new ventures. The 1990s have seen a major expansion of University accommodation for
teaching and research. There are many major new buildings either underway or already
completed, including the Law Faculty building and the Judge Institute of Management
Studies, in March 1996 opened by The Queen.
Now listen again, please.
Questions:
14. Which of the following isn’t a strong point of the University of Cambridge?
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15. Who governs the University of Cambridge?
16. What is the passage mainly about?
Questions 17through 20 are based on the following longer conversation.
W: Right. This is the tennis club reception area. As a member, you don’t have to register
when you arrive. But you must remember to register your guests. And you must be able
to produce your membership card if a club official asks to see it.
M: How many guests can I bring with me?
W: You can bring up to 3 at any one time.
M: Hum, that’s good.
W: Yes, well, we want to attract people to our club. Now here we have added the
changing rooms with showers and lockers for your clothes and things. Obviously, you
don’t have to leave your clothes in the lockers. But we strongly advise you to. It’s much
safer.
M: How much do the lockers cost?
W: Forty cents. But you get the coin back when you take your things out. Right, and the
tennis courts are round here to the left.
M: Hum. And we can play for an hour at a time?
W: You can book the courts for thirty minutes or an hour. But you can carry on playing
until the next players arrive.
M: Of course. What about café or bar?
W: Yes, we have a club room which serves food and drink behind the reception. The
club room is open until 11 o’clock. But all players must leave the courts by 10 o’clock.
M: Hum. That seems very good. You have both sporting and club areas. Thank you very
much for showing us around.
W: My pleasure.
Now listen again, please.
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Questions:
17. What are the speakers doing?
18. What must a member player do when he comes to the court?
19. What can we infer from the conversation?
20. Until when do the courts open?
KEY FOR REFERENCE
1-10 CACAB BBCAD
11-20 BDD BAA DDCA
21-30 heating; something; published; whose; that;
to be accepted; representing; shared; to; while/when
31-40 IBGKC FJAHE
41-55 CABDA BCADB CACBA
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56-58 ADB
59-62 BBAC
63-66 ACBD
67-70 BAFD
Summary writing
My suggestions on writing a recommendation letter is an impressive story with my
student’s full name as the beginning, my student’s characteristics with examples to inform the
college how he can fit in as the body and sincere recommendation with the full names of both
the college and the student as the ending. Lastly, express my willingness to be contacted.
Translation
72. 一人有难，大家帮忙在中国很常见。(common)
It has become common in China that if one person is in trouble, others will offer to help.
73. 是“有志者事竟成的”信念帮助他实现了梦想。（It was…）
It was the belief that where there is a will, there is a way that helped him (to) realize his
dream.
74. 遇到生词时不要马上查字典，你可以从上下文猜出意思。(consult)
Don’t consult the dictionary at once when you meet new words, for you can guess their
meanings from the context.
76. 在古代，中国先哲们就提出 “读万卷书不如行万里路”，彰显了游历名山大川，可承
天地之灵气，接山水之精华。 (raise)
In ancient times, Chinese thinkers raised the idea of “Traveling ten thousand li is
better than reading ten thousand books”, which shows people can enrich
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themselves (mentally and physically) through traveling to famous mountains and rivers.
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