Part ⅠWriting (30 minutes)
Directions:For this part, you are allowed 30 minutes to write a short essay on living in the virtual world. Try to imagine what will happen when people spend more and more time in the virtual world instead of interacting in the real world. You are required to write more than150words but no more than 200words.
Nowadays, when it comes to the issues of living in the virtual world, individuals’ opinions vary from person to person. Some people believe that the virtual world and its colorful and all-mighty contents will enlighten our life, while other are worried about that it will ruin the whole society. As I see it, the issue that an increasing number of people are indulging in the virtual world can hardly be postponed in the coming future.
First and foremost, it can be imagined and predicted that people’ life will be absolutely and definitely changed for the future generation with computer machines and social network becoming pervasive. There is no need for people to endeavor to finish those complicated working stuff anymore, which will be replaced by only a few computer progress. In addition, that quick way to handle problems will also isolate people and hinder the communication between them. Consequently, they may be increasingly indifferent and cold-blooded since people are separated entirely.
In a word, the trend that individuals choose to live in the virtual world will become more and more prevalent for sure. It is time that we took some immediate measures at the moment.
Part II Listening Comprehension (30 minutes)
Directions: In this section, you will hear two long conversations. At the end of each conversation, you will hear some questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the center.
Questions 1 to 4 are based on the conversation you have just heard.
1. A) The project the man managed at CucinTcch.
B) The updating of technology at CucinTcch.
C) The man’s switch to a new career.
D) The restructuring of her company.
2. A) Talented personnel. C) Competitive products.
B) Strategic innovation. D) Effective promotion.
3. A) Expand the market. C) Innovate constantly.
B) Recruit more talents. D) Watch out for his competitors.
4. A) Possible bankruptcy. C) Conflicts within the company.
B) Unforeseen difficulties. D) Imitation by one's competitors.
Questions 5 to 8 are based on the conversation you have just heard.
5. A) The job of an interpreter.
B) The stress felt by professionals.
C) The importance of language proficiency.
D) The best way to effective communication.
6. A) Promising. C) Rewarding.
B) Admirable. D) Meaningful.
7. A) They all have a strong interest in language.
B) They all have professional qualifications.
C) They have all passed language proficiency tests.
D) They have all studied cross-cultural differences.
8. A) It requires a much larger vocabulary.
B) It attaches more importance to accuracy.
C) It is more stressful than simultaneous interpreting.
D) It puts one’s long-term memory under more stress.
Directions:In this section, you will hear two passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1with a single line through the center.
Questions 9 and 11 are based on the news report you have just heard.
9. A) It might affect mother’s health.
B) it might disturb infants’ sleep.
C) It might increase the risk of infants’ death.
D) It might increase mothers’ mental distress.
Directions: In this section, you will hear three passages of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, you must choose the best answer from the four choices marked A),B),C)and D). They mark the corresponding letter on Answer Sheet 1 with a single line through the center.
Questions 16 to 18 are based on the recording you have just heard.
16.A) It pays them up to half of their previous wages while they look for work.
B) It covers their mortgage payments and medical expenses for 99 weeks.
C) It pays their living expenses until they find employment again.
D) It provides them with the basic necessities of everyday life.
17A) Creating jobs for the huge army of unemployed workers.
B) Providing training and guidance for unemployed workers.
C) Convincing local lawmakers to extend unemployment benefits.
D) Raising funds to help those having no unemployment insurance.
18.A) To offer them loans they need to start their own businesses.
B) To allow them to postpone their monthly mortgage payments.
C) To create more jobs by encouraging private investment in local companies.
D) To encourage big businesses to hire beck workers with government subsidies.
Questions 19to 22 are based on the recording you have just heard.
19.A) They measured the depths of sea water.
B) They analyzed the water content.
C) They explored the ocean floor.
D) They investigated the ice.
20. A) Eighty percent of the ice disappears in summer time.
B) Most of the ice was accumulated over the past centuries.
C) The ice ensures the survival of many endangered species.
D) The ice decrease is more evident than previously thought.
21. A) Arctic ice is a major source of the worlds’ fresh water.
B) The melting Arctic ice has drowned many coastal cities.
C) The decline of Arctic ice is irreversible.
D) Arctic ice is essential to human survival.
22. A) It will do a lot of harm to mankind.
B) There is no easy way to understand it.
C) It will advance nuclear technology.
D) There is no easy technological solution to it.
Questions 23to 25 are based on the news report you have just heard.
23. A) The reason why New Zealand children seem to have better self-control.
B) The relation between children’s self-control and their future success.
C) The health problems of children raised by a single parent.
D) The deciding factor in children’s academic performance.
24. A) Children raised by single parents will have a hard time in their thirties.
B) Those with a criminal record mostly come from single parent families.
C) Parents must learn to exercise self-control in front of their children.
D) Lack of self-control in parents is a disadvantage for their children.
25. A) Self-control can be improved through education.
B) Self-control can improve one’s financial situation.
A) Self-control problems may be detected early in children.
A) Self-control problems will diminish as one grows up.
Part III Reading comprehension (40 minutes)
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 2with a single through the center. You may not use any of the word in the bank more than once.
Pursuing a career is an essential part of adolescent development. “The adolescent becomes an adult when he 26 a real job.” To cognitive researchers like Piaget, adulthood meant the beginning of an27 .
Piaget argued that once adolescents enter the world of work, their newly acquired ability to from hypotheses allows them to create representations that are too ideal. The 28 of such ideals, without the tempering of the reality of a job or profession, rapidly leads adolescents to become 29 of the non-idealistic world and to press for reform in a characteristically adolescent way. Piaget said: “True adaptation to society comes 30 when the adolescent reformer attempts to put his ideas to work.”
Of course, youthful idealism is often courageous, and no one likes to give up dreams. Perhaps, taken 31 out of context, Piaget’s statement seems harsh. What he was 32 , however, is the way reality can modify idealistic views. Some people refer to such modification as maturity. Piaget argued that attaining and accepting a vacation is one of the best ways to modify idealized views and to mature.
As careers and vocations become less available during times of 33 , adolescents may be especially hard hit. Such difficult economic times may leave many adolescents 34 about their roles in society. For this reason, community interventions and government job programs that offer summer and vacation work are not only economically 35 but also help to stimulate the adolescent’s sense of worth.
26. O undertakes
27. K occupation
28. H existence
29. J intolerant
30. A automatically
31. N slightly
32. E emphasizing
33. M recession
34. D confused
35. B beneficial
Directions:In this part, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter onAnswer Sheet 2.
Can societies be rich and green?
[A] “If our economies are to flourish, if global poverty is to be eliminated and if the well-being of the world’s people enhanced—not just in this generations but in succeeding generations—we must take care of the natural environment and resources on which our economic activity depends.” That statement comes not, as you might imagine, from a stereotypical tree-hugging, save-the -world greenie（环保主义者）,but from Gordon Brown, a politician with a reputation for rigour, thoroughness and above all, caution.
[B] A surprising thing for the man who runs one of the world’s most powerful economies to say? Perhaps; though in the run-up to the five-year review of the Millennium（千年的）Goals, he is far from alone. The roots of his speech, given in March at the roundtable meeting of environment and energy ministers from the G20 group of nations, stretch back to 1972, and the United Nations Conference on the Human Environment in Stockholm.
[C] ‘’The protection and improvement of the human environment is a major issue which affects the well-being of peoples and economic development throughout the world,” read the final declaration from this gathering, the first of a sequence which would lead to the Rio de Janeiro Earth Summit in1992 and the World Development Summit in Johannesburg three years ago.
[D] Hunt through the reports prepared by UN agencies and development groups—many for conferences such as this year’s Millennium Goals review—and you will find that the linkage between environmental protection and economic progress is a common thread.
[E] Managing ecosystems sustainably is more profitable than exploiting them, according to the Millennium Ecosystem Assessment. But finding hard evidence to support the thesis is not so easy. Thoughts turn first to some sort of global statistic, some indicator which would rate the wealth of nations in both economic and environmental terms and show a relationship between the two.
[E] If such an indicator exists, it is well hidden. And on reflection, this is not surprising; the single word “environment” has so many dimensions, and there are so many other factors affecting wealth—such as the oil deposits— that teasing out a simple economy-environment relationship would be almost impossible.
[G] The Millennium Ecosystem Assessment, a vast four-year global study which reported its initial conclusions earlier this year, found reasons to believe that managing ecosystem sustainably—certainly brings long-term rewards.
[H] And the World Resource Institute (WRI) in its World Resource 2005 report, issued at the end of August, produced several such examples from Africa and Asia; it also demonstrated that environmental degradation affects the poor more than the rich, as poorer people derive a much higher proportion of their income directly from the natural resource around them.
[I] But there are also many examples of growing wealth by trashing the environment, in rich and poor parts of the world alike, whether through unregulated mineral extraction, drastic water use for agriculture, slash-and-burn farming, or fossil-fuel-guzzling(大量消耗) transport. Of course, such growth may not persist in the long term—which is what Mr. Brown and the Stockholm declaration were both attempting to point out. Perhaps the best example of boom growth and bust decline is the Grand Banks fishery. For almost five centuries a very large supply of cod(鳕鱼) provided abundant raw material for an industry which at its peak employed about 40,000 people, sustaining entire communities in Newfoundland. Then, abruptly, the cod population collapsed. There were no longer enough fish in the sea for the stock to maintain itself, let alone an industry. More than a decade later, there was no sign of the ecosystem re-building itself. It had, apparently, been fished out of existence; and the once might Newfoundland fleet now gropes about frantically for crab on the sea floor.
[J] There is a view that modern humans are inevitably sowing the seeds of a global Grand Banks-style disaster. The idea is that we are taking more out of what you might call the planet’s environmental bank balance than it can sustain; we are living beyond our ecological means. One recent study attempted to calculate the extent of this “ecological overshoot of the human economy”, and found that we are using 1.2 Earth’s worth of environmental goods and services—the implication being that at some point the debt will be called in, and all those service—the tings which the planet does for us for free—will grind to a halt.
[K] Whether this is right, and if so where and when the ecological axe will fall, is hard to determine with any precision—which is why governments and financial institutions are only beginning to bring such risks into their economic calculations. It is also the reason why development agencies are not united in their view of environmental issues; while some, like the WRI, maintain that environmental progress needs to go hand-in-hand with economic development, others argue that the priority is to build a thriving economy and then use the wealth created to tackle environmental degradation.
[L] This view assumes that rich societies will invest in environmental care. But is this right? Do things get better or worse as we get richer? Here the Stockholm declaration is ambiguous. “In the developing countries,” it says, “most of the environmental problems are caused by under-development.” So it is saying that economic development should make for a cleaner world? Not necessarily; “In the industrialized countries, environmental problems are generally related to industrialization and technological development,” it continues. In other words, poor and rich both over-exploit the natural world, but for different reasons. It’s simply not true that economic growth will surely make our world cleaner.
[M] Clearly, richer societies are able to provide environmental improvements which lie well beyond the reach of poorer communities. Citizens of wealthy nations demand national parks, clean rivers, clean air and poison-free food. They also, however, use far more natural resources—fuel, water (all those baths and golf courses) and building materials.
[N] A case can be made that rich nations export environmental problems, the most graphic example being climate change. As a country’s wealth grows, so do its greenhouse gas emissions. The figures available will not be completely accurate. Measuring emissions is not a precise science, particularly when it comes to issue surrounding land use; not all nations have released up-to-date data, and in any case, emissions from some sectors such as aviation are not included in national statistics. But the data is exact enough, for a clear trend to be easily discernible. As countries become richer, they produce more greenhouse gases; and the impact of those gases will fall primarily in poor parts of the world.
[O] Wealth is not, of course, the only factor involved. The average Norwegian is better off than the average US citizen, but contributes about half as much to climate change. But could Norway keep its standard of living and yet cut its emissions to Moroccan or even Ethiopian levels? That question, repeated across a dozen environmental issues and across our diverse planet, is what will ultimately determine whether the human race its living beyond its ecological means as it pursues economic revival.
36. Examples show that both rich and poor countries exploited the environment for economic progress.
37. Environmental protection and improvement benefit people all over the world.
38. It is not necessarily try that economic growth will make our world cleaner.
39. The common theme of the UN reports is the relations between environmental protection and economic growth.
40. Development agencies disagree regarding how to tackle environment issues while ensuring economic progress.
41. It is difficult to find solid evidence to prove environmental friendliness generates more profits than exploiting the natural environment.
42. Sustainable management of ecosystems will prove rewarding in the long run.
43. A politician noted for being cautious asserts that sustainable human development depends on the natural environment.
44. Poor countries will have to bear the cost for rich nations’ economic development.
45. One recent study warns us of the danger of the exhaustion of natural resources on Earth.