(单词翻译:单击)
Part ⅠWriting (30 minutes)
Directions: In this section you are required to write a composition on the topic "Reduce Waste on Campus". You should write at least 150 words and base your composition on the outline given in Chinese below。
1.目前有些校园内浪费现象严重；
2.浪费的危害；
3.从我做起，杜绝浪费。
Part Ⅱ Reading Comprehension (Skimming and Scanning) (15 minutes)
Some Notes on Gender-Neutral Language
General
The practice of assigning masculine gender to neutral terms comes from the fact that every language reflects the prejudices of the society in which it evolved, and English evolved through most of its history in a male-centered, patriarchal society. Like any other language, however, English is always changing. One only has to read aloud sentences from the 19th century hooks assigned for this class to sense the shifts that have occurred in the last 150 years. When readers pick up something to read, they expect different conventions depending on the time in which the material was written. As writers in 1995, we need to be not only aware of the conventions that our readers may expect, but also conscious of the responses our words may elicit. In addition, we need to know how the shifting nature of language can make certain words awkward or misleading。
"Man"
Man once was a truly generic word referring to all humans, but has gradually narrowed in meaning to become a word that refers to adult male human beings. Anglo-Saxons used the word to refer to all people. One example of this occurs when an Anglo-Saxon writer refers to a seventh-century English princess as "a wonderful man". Man paralleled the Latin word homo, "a member of the human species." not vir, "an adult male of the species." The Old English word for adult male was waepman and the old English word for adult woman was wifman. In the course of time, wifman evolved into the word "woman." "Man" eventually ceased to be used to refer to individual women and replaced waepman as a specific term distinguishing an adult male from an adult female. But man continued to be used in generalizations about both sexes。
By the 18th century, the modern, narrow sense of man was firmly established as the predominant one. When Edmund Burke, writing of the French Revolution, used men in the old, inclusive way, he took pains to spell out his meaning: "Such a deplorable havoc is made in the minds of men (both sexes) in France..." Thomas Jefferson did not make the same distinction in declaring that "all men are created equal" and "governments are instituted among men, deriving their just powers from the consent of the governed." In a time when women, having no vote, could neither give nor withhold consent, Jefferson had to be using the word men in its principal sense of "males," and it probably never occurred to him that anyone would think otherwise. Looking at modern dictionaries indicate that the definition that links "man' with males is the predominant one. Studies of college students and school children indicate that even when the broad definitions of "msn" and "men" are taught, they tend to conjure up images of male people only. We would never use the sentence "A girl grows up to be a man," because we assume the narrower definition of the word man。
The Pronoun Problem
The first grammars of modern English were written in the 16th and 17th centuries. They were mainly intended to help boys from upper class families prepare for the study of Latin, a language most scholars considered superior to English. The male authors of these earliest English grammars wrote for male readers in an age when few women were literate. The masculine-gender pronouns(代词) did not reflect a belief that masculine pronouns could refer to both sexes. The grammars of this period contain no indication that masculine pronouns were sex-inclusive when used in general references. Instead these pronouns reflected the reality of male cultural dominance and the male-centered world view that resulted。
"He" started to be used as a generic pronoun by grammarians who were trying to change a long-established tradition of using "they" as a singular pronoun. In 1850 an Act of Parliament gave official sanction(批准)to the recently invented concept of the "generic" he. In the language used in acts of Parliament, the new law said, "words importing the masculine gender shall be deemed and taken to include females." Although similar language in contracts and other legal documents subsequently helped reinforce this grammatical edict in all English-speaking countries, it was often conveniently ignored. In 1879, for example, a move to admit female physicians to the all-male Massachusetts Medical Society was effectively blocked on the grounds 'that the society's by-laws describing membership used the pronoun he。
Just as "man" is not truly generic in the 1990s, "he" is not a true generic pronoun. Studies have confirmed that most people understand "he" to refer to men only. Sentences like "A doctor is a busy person; he must be able to balance a million obligations at once" imply that all doctors are men. As a result of the fact that "he" is read by many as a masculine pronoun, many people, especially women, have come to feel that the generic pronouns excludes women. This means that more and more people find the use of such a pronoun problematic。
Solving the Pronoun Problem
They as a Singular -Most people, when writing and speaking informally, rely on singular they as a matter of course: "If you love someone, set them free" (Sting). If you pay attention to your own speech, you'll probably catch yourself using the same construction yourself. "It's enough to drive anyone out of their senses" (George Bernard Shaw). "I shouldn't like to punish anyone, even ii they'd done me wrong" (George Eliot). Some people are annoyed by the incorrect grammar that this solution necessitates, but this construction is used more and more frequently。
He or She---Despite the charge of clumsiness, double-pronoun constructions have made a comeback: "To be black in this country is simply too pervasive an experience for any writer to omit from her or his work," wrote Samuel R. Delany. Overuse of this solution can be awkward, however。
Pluralizing-A writer can often recast material in the plural. For instance, instead of "As he advances in his program, the medical student has increasing opportunities for clinical work," try "As they advance in their program, medical students have increasing opportunities for clinical work"
Eliminating Pronouns--Avoid having to use pronouns at all; instead of "a first grader can feed and dress himself," you could write, "a first grader can eat find get dressed without assistance."
Further Alternatives--he she or s/he, using one instead of he, or using a new generic pronoun (thon, co, E, try, hash, hit)。
1. "Man" could be used to refer to female human being in the past。
2. In "all men are created equal" in Declaration of Independence by Thomas Jefferson, the word "men" refer to both males and females whether they have vote right or not。
3. In 1879, Massachusetts Medical Society refused to admit more than ten female physicians because the society's by-laws describing membership used the pronoun he。
4. The first grammars of modern English were written in order to help boys from the upper class prepare for the study of Latin。
5. "Man" paralleled the Latin word "homo" 'which means ______。
6. Studies show that even when students are taught the broad definition of "man" and "men", they think of ______。
7. Grammarians started to use "he" as a generic pronoun because they were trying to change a tradition of using "they" as ______。
8. When most people read the word "he", they would understand it to rater to ______。
9. Although some people are annoyed by ______ of singular they, this construction is used more and more frequently to solve the pronoun problem。
10. Another way of solving the pronoun problem is to use ______ instead of the singular。
Part Ⅲ Listening Comprehension (35 minutes)
Section A
Questions 11 to 18 are based on the conversation you have just heard。
11. A) The play was the first he'd seen. B) The play wasn't too bad。
C) He hasn't seen the play yet. D) He wants to see the play again。
12. A) It will be finished on time,
B) It is only open during the day。
C) Something has happened to the building。
D) The workers are about to complete it。
13. A) He lost a button at work。
B) He doesn't know where he put the calculator。
C) He thinks he broke something the woman lent him。
D) He's not sure how to solve the math problem。
14. A) The old houses should be turned into stores。
B) The city needs even more modern modernization。
C) This shopping center is quite old。
D) New shopping centers are very common。
15. A) Whether the woman knows how to type。
B) Why the woman is in a hurry。
C) How much typing the woman needs done。
D) Whether the woman has a typewriter。
16. A) He goes along with the woman's suggestion。
B) He can't decide whether to go or not。
C) He will go to the concert alone。
D) He thinks the performance will be very good。
17. A) It involved a few lunches. B) There were free lunches。
C) There were three lunches, D) There are more than free lunches。
18. A) 13. B) 17. C) 30. D) 15.
Questions 19 to 22 are based on the conversation you have just heard。
19. A) He has got a bad cold。
B) He has caught whooping cough。
C) He has a fever and a bad appetite。
D) He has been coughing for several days。
20. A) Because he is only a 3-year-old child。
B) Because others' cough may be contagious to him。
C) Because he also has a fever。
D) Because he cries all the time。
21. A) Because he is too young to catch that。
B) Because he has not been exposed to that。
C) Because his sister hasn't caught that。
D) Because he has been immunized recently。
22. A) Give the child lot of fluid to drink。
B) Let him have a hot bath before bedtime。
C) Keep an eye on the cough. D) Send him to the clinic if he has a fever。
Questions 23 to 25 are based on the conversation you have just heard。
23. A) Boss and employee. B) Teacher and student。
C) Interviewer and candidate. D) Colleagues。
24. A) A human resources manager. B) A computer programmer。
C) A graduate. D) A teacher。
25. A) Team spirit. B) Competition。
C) Coordination. D) Problem-solving。
Section B
Passage One
Questions 26 to 28 are based on the passage you have just heard。
26. A) Your first impression on the interviewer。
B) Your job skill qualifications and background。
C) Your communication skills。
D) Your attitude。
27. A) To have an intimate talk with you。
B) To know you as a person。
C) To confirm your qualifications。
D) To know more about your family background。
28. A) The interview usually last about half an hour。
B) Your appearance and your communication skills count approximately the same during the interview。
C) You are requested to submit all your background information during the interview。
D) Employers compare your information with that of other applicants before the interview。
Passage Two
Questions 29 to 31 are based on the passage you have just heard。
29. A) Around 1930. B) Around 1940.
C) Around 1950. D) Around 1960.
30. A) There is not enough financial support from the government。
B) There are more retirees taking money out of the system, and not enough additional workers to support them。
C) More and more people refuse to pay their income taxes。
D) The economic growth has been slowed down。
31. A) Fewer retirees will be entitled to receive Social Security。
B) Payroll taxes may be increased。
C) Younger Workers can save some of their payroll taxes in a personal account。
D) Beneficiaries will receive less money from the Social Security。
Passage Three
Questions 32 to 35 are based on the passage you have just heard。
32. A) The strength of its shipbuilding industry。
B) The physical features of the river itself。
C) The abundance of fruit, vegetables, and livestock。
D) The similarity of climate to that in Europe。
33. A) There are no rapids or waterfalls。
B) There is a constant, strong wind。
C) Navigation is rather difficult。
D) Frequent storms cause problems for riverboats。
34. A) Big waves pose a threat to commercial navigation。
B) The river current never flows faster ten miles per hour。
C) The river reverses its flow several times a day。
D) High tides can create sudden and unexpected rapids。
35. A) To allow several sails to be rigged。
B) To add to the beauty of the basic design。
C) To catch winds coming from over the hills。
D) To allow the sails to be raised more quickly。
Section C
Today I would like to talk about the early days of movie making in the late nineteenth and early (36) centuries. Before the (37) films of D. W. Griffith, film makers were limited by several (38) questions of the era. According to one, the camera was always fixed at a viewpoint (39) to that of the spectator in the theatre, a position now known as the long shot. It was another convention that the (40) of the camera never changed in the middle of a (41) . In last week's films, we saw how Griffith ignored both these limiting (42) and brought the camera closer to the actor。
This shot, now known as a full shot, was considered (43) at the time. For Love of Gold, was the name of the film in which the first use of the full shot. After progressing from a long shot to the full shot, the next logical step for Griffith was to bring in the camera still closer, in what is now called the close-up. (44) , as for example, in Edqaed Asport's The Great Train Robbery, which was made in 1903.
But not until 1908 in Griffith's movie (45) . In the scene from After Many Years that we are about to see, pay special attention to the close-up of Annie Lee's worried face as she awaits her husband's return. In 1908, this close-up shocked everyone in the Biogress Studio. But Griffith had no time for argument. He had another surprise even more radical to offer. Immediately following close-up of Annie, he inserted a picture of the object of her thought--her husband east sway on a desert aisle. (46) 。
Part Ⅳ Reading comprehension( Reading in Depth) (25 minutes)
Section A
Women who apply for jobs in middle or senior management have a higher success rate than men, according to an employment survey. But of course far fewer of them apply for these positions. The study, by recruitment (征召新成员) consultants NB Selection, shows that while one in six men who appear on interview shortlist get jobs, the figure rises to one in four for women。
Reasons for higher success rates among women are difficult to isolate. One explanation suggested is that if a woman candidate manages to get on a shortlist, then she has probably already proved herself to be an exceptional candidate. Dr. Marx said that when women apply for positions they tend to be better qualified than their male counterparts but are more selective and conservative in their job search. Women tend to research thoroughly before applying for positions or attending interviews. Men, on the other hand, seem to rely on their ability to sell themselves and to convince employers that any shortcomings they have will not prevent them from doing a good job。
Managerial and executive progress made by women is confirmed by the annual survey of boards of directors carried out by Korn International. This year the survey shows a doubling of the number of women serving as non-executive directors compared with the previous year. However, progress remains painfully slow and there were still only 18 posts filled by women out of a total of 354 non-executive positions surveyed。
In Europe a recent feature of corporate life in the recession has been the de-layering of management structures. Hilary Sears said that this has halted progress for women in as much as de-layering has taken place either where women are working or in layers they aspire to. Sears also noted a positive trend from the recession, which has been the growing number of women who have started up on their own。
In business as a whole, there are a number of factors encouraging the prospect of greater equality in the workforce. Demographic trends suggest that the number of women going into employment is steadily increasing. In addition a far greater number of women are now passing through higher education, making them better qualified to move into management positions. Organizations such as the European Women's Management Development Network provide a range of opportunities for women to enhance their skills and contacts。
However, Ariane Antal, director of the International Institute for Organization Change for Archamps in France, said that there is only anecdotal evidence of changes in recruitment patterns. And she said: "It's still so hard for women to even get on to shortlists -there are so many hurdles and barriers." She agreed that there have been some positive signs but said: "Until there is a belief among employers, until they value the difference, nothing will change."
47. From the passage, we can see that males applicants ______ female applicants for top posts。
48. Women are more ______ than men when they apply for positions or attending interviews。
49. What aspect of company structuring has disadvantaged women in getting management positions?
50. According to Sears; the number of female-run business is ______。
51. Which group of people should change their attitude to recruitment so as to have a greater equality in the workforce?
Section B
Passage One
The radical transformation of the Soviet society had a profound impact on women's lives. Marxists had traditionally believed that both capitalism and the middle-class husbands exploited women. The Russian Revolution of 1917 immediately proclaimed complete equality of rights for women. In the 1920s divorce and abortion were made easily available, and women were urged to work outside the home and liberate themselves sexually. After Stalin came to power, sexual and familial liberation was played down, and the most lasting changes for women involved work and education。
These changes were truly revolutionary. Young women were constantly told that they had to be equal to men, that they could and should do everything men could do. Peasant women in Russia had long experienced the equality of backbreaking physical labor in the countryside, and they continued to enjoy that equality on collective farms. With the advent of the five-year-plans, millions of women also began to toil in factories and in heavy construction, building dams, roads and steel mills in summer heat and winter frost. Most of the opportunities open to men through education were also open to women. Determined women pursued their studies and entered the ranks of the better-paid specialists in industry and science. Medicine practically became a woman's profession. By 1950, 75 percent of doctors in the Soviet Union were women。
Thus Stalinist society gave woman great opportunities but demanded great sacrifices as well. The vast majority of women simply had to work outside the home. Wages were so law that it was almost impossible for a family or couple to live only on the husband's earnings. Moreover, the fun-time working woman had a heavy burden of household tasks in her off hours, for most Soviet men in the 1930s still considered the home and the children the woman's responsibility. Men continued to monopolize the best jobs. Finally, rapid change and economic hardship led to many broken families, creating further physical, emotional, and mental strains for women. In any event, the often-neglected human resource of women was mobilized in Stalinist society。
52. The main idea of this passage is that women in Stalinist society ______。
A) had economic opportunities that had never been available before
B) had difficulty balancing their work and family responsibilities
C) had new opportunities but also many hardships
D) moved quickly into the highest levels of government
53. In the last paragraph, "monopolize" probably means ______。
A) hold B) earn C) leave D) pay
54. The author's main purpose in writing this passage is to ______。
A) compare different systems of government
B) tell stories about women in Soviet Union
C) amuse the reader
D) provide information
55. The author's tone in this passage can best be described as ______。
A) disapproving B) emotional
C) objective D) sympathetic
56. We can conclude that the economic and social status of women in Stalinist society ______。
A) had been improved
B) was worse than before
C) had not Changed much
D) was better than that in capitalistic countries
Passage Two
The General Electric Company, often criticized for the complexity of its structure and the resulting opacity of its numbers, said yesterday that it would break GE Capital, by far its largest business, into four businesses. The reorganization effectively eliminates the job of Denis J. Nayden, 48, the chairman of GE Capital. Each of the new units will have its own chief, who Will report directly to Jeffrey R. Immelt, G. E.'s chairman. "The reason for doing this is simple. I want more direct contact with the financial services teams," Mr. Immelt said。
The new businesses are GE Commercial Finance, GE Insurance, SE Consumer Finance and GE Equipment Management. Some support functions within GE Capital, including risk management and treasury, will now report to Dennis Dammerman, 57, a G. E. vice chairman who preceded Mr. Nayden as GE Capital's chlef. Mr, Nayden will remain at G. E. as an adviser for now, but is expected to leave shortly to start a financial services firm。
Mr. Dammerman insisted that the reorganization had nothing to do with the increasing clamor from investors, regulators and the news media for greater transparency in accounting and for chief executives to take more responsibility for businesses: Analysts seem to believe him. "This is just what it appears to be, a managerial, reorganization which gives leaders more direct access to the office of the chairman," said Martin A. Sankey, a G. E. analyst。
The executives leading the new units will also sit on G.. E. 's corporate executive council, a committee made up of the company's top 25 executives, which meets periodically and discusses various strategic and management issues。
GE Capital, the company's largest nit, provided $55 billion of G. E. 's $124 billion in revenue last year and $ 5.6 billion of its $19.7 billion in pretax profits. The rest of G. E. had been divided into 11 other businesses, many of them--lighting and appliances are examples-much smaller than the new GE Capital units, yet each run by someone who reports directly to the chairman. Mr. Dammermn said that Mr. Immelt began talking about breaking GE Capital into more manageable pieces as soon as he took over as chief executive last September. "Jeff didn't like the extra layer between him and the GE Capital businesses,"
G. E. has tried to make GE Capital less mysterious to 'the outside world. Although GE Capital was officially one unit, it had begun to report quarterly results in live product-related segments--a number that will be reduced to four with the new organization. And analysts say GE Capital's management has been more accessible than it was in past years, and that Mr. Immelt and other G. E. corporate executives have been willing to discuss GE Capital in more depth。
57. After the reorganization, GE will have altogether ______。
A) six businesses B) sixteen businesses
C) four businesses . D) fifteen businesses
58. Which of the following statements is NOT true of Dennis Dammerman?
A) He is now a GE's vice chairman。
B) He is expected to leave GE to start a new financial services firm。
C) He was once the chairman of GE Capital。
D) He regards the reorganization of GE as an initiative of its own。
59. All the following statements are False of Denis Nayden EXCEPT that ______。
A) the reorganization makes him lose his position as a chairman
B) he will remain for some time at GE as an analyst
C) he is currently GE's chairman
D) he is expected to start a new GE financial firm in the near future
60. The reorganization will enable GE's chief executive to ______。
A) quiet down the unrest in the world
B) work in a more friendly business environment
C) have more direct contact with GE's financial services teams
D) appear less mysterious to the outside world
61. The General Electric Capital ______。
A) is divided into five product-related segments now
B) provided more than 1/3 of GE's revenue last year
C) is going to be broken into more businesses
D) now has smaller units than all other businesses in GE
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 center。
We all know that a magician does not really depend on "magic" to perform his trick. (62) on his ability to act at great speed. (63) , this does not prevent us from enjoying watching a magician (64) rabbits from a hat. (65) the greatest magician of all time was Harry Houdini who died in 1926. Houdini mastered the art of (66) . He could free himself from the tightest knots or the most complicated locks in seconds. (67) no one really knows (68) he did this, there is no doubt (69) he had made a close study of every type of lock ever (70) . He liked to carry a small steel needle-like tool strapped to his leg and he used this in (71) of a key. Houdini once asked the Chicago police to lock him in prison. They (72) him in chains and locked him up, but he freed himself (73) an instant. The police (74) him of having used a tool and locked him up again. This time he wore no clothes and there were chains around his neck, waist, wrists, and legs; but he again escaped in a few minutes. Houdini had probably hidden his "needle" in a waxlike (75) and dropped it on the floor in the passage. (76) he went past, he stepped on it so that it stuck to the bottom of his foot. His most famous escape, however, was (77) astonishing. He was heavily chained (78) and enclosed in an empty wooden chest, the lid of (79) was nailed down. The (80) was dropped into the sea in New York harbor. In one minute Houdini had swum to the surface. When the chest was (81) . it was opened and the chains was found inside。
62. A) but B) then C) and D) however
63. A) Generally B) However C) Possibly D) Likewise
64. A) to produce B) who produces C) produce D) how to produce
65. A) Out of question B) Though C) Probably D) Undoubted
66. A) escaping B) locking C) opening D) dropping
67. A) Surprisingly B) Obviously C) Perhaps D) Although
68. A) when B) where C) how D) what
69. A) if B) whether C) as to D) that
70. A) invented B) invent C) being invented D) inventing
71. A) use B) place C) view D) absence
72. A) involved B) closed C) connected D) bound
73. A) at B) by C) in D) for
74. A) rid B) charged C) accused D) deprived
75. A) candle B) mud C) something D) substance
76. A) As B) Usually C) Maybe D) Then
77. A) overall B) all but C) no longer D) altogether
78. A) up B) down C) around D) in
79. A) it B) which C) that D) him
80. A) chest B) body C) lid D) chain
81. A) brought up B) sunk C) broken apart D) snapped
Part Ⅵ Translation (5 minutes)
82. It is well-known that _________________________ (退休工人有资格享受免费的医疗)。
83. Because his health is getting worse, _________________________ (他不得不克制自己以免饮酒过度)。
84. Mike has never done anything against law, _________________________ (即使像打碎邻居家的窗户这样的小过错也都没有犯过)。
85. The truth in question is that success in life depends chiefly on sustained efforts _________________________ (这种努力来源于对所选职业的一种深厚的兴趣)。
86. But ability and patience do not account for all scientific discoveries which _________________________ (常常与创造性的想象力紧密相关)。
参考答案(2)
Part I Sample Writing
Reduce Waste on Campus
As is known to all, waste on campus has become a more and more serious problem. We can easily see many students dump a lot of food in the garbage can. Some students spend thousands of yuan buying fashionable clothes and so on。
The negative effects of waste can be shown in the following aspects. In the first place, it makes some students dependent on their parents for money, which is harmful to their development. If they don't learn to support themselves, they will be "useless people" when they graduate. In the second place, it is not easy for our parents to arrange for our schooling. Last but not the least important, there is no denying the fact that our country is still poor. There are many people who cannot go to university and many poor people still need our help。
As far as I am concerned, I should set a good example to reduce waste on campus. First of all, I will refrain from wasting anything, from food to stationery. What's more, I'm determined to call on more schoolmates to fight against waste. Only through these measures can we hope to reduce waste on campus。
Part Ⅱ Reading Comprehension (Skimming and Scanning)
1. Y 2. N 3. NG 4. Y
5. a member of the human species
6. male people only
7. a singular pronoun
8. men only
9. the incorrect grammar
10. the plural
Part Ⅲ Listening Comprehension
Section A
11--15 BDCDC 16--20 ABBDB 21--25 DDCBA
Section B
26--30 DBCAB 31--35 CBACC
Section C
36. twentieth 37. pioneering 38, misguided 39. corresponding
40. position 41. scene 42. conventions 43. revolutionary
44. The close-up had been used before though only rarely and merely as a visual stunt
45. called After Many Years was the dramatic potential of the close-up exploited
46. This cutting from one scene to another without finishing either of them brought a torrent of criticism on the experiments
Part Ⅳ Reading Comprehension (Reading in Depth)
Section A
47. exceed/are more than
48. well-prepared/better qualified
49. De-layering。
50. increasing/on the increase
51. The employers. /Employers。
Section B
52--56 CADCA 57--61 DBACB
Part Ⅴ Cloze
62--66 ABCCA 67--71 DCDAB
72--76 DCCDA 77--81 DABAA
Part Ⅵ Translation
82. retired workers are entitled to free medical care
83. he has to restrain himself from drinking too excessively
84. even for such a minor offense as breaking a window of his neighbor
85. springing out of a deep interest in one's chosen occupation
86.often have much to do with creative imagination
试题解答(2)
Part Ⅱ Reading Comprehension(Skimming and Scanning)
1.根据“‘Man’”部分第一段“Man once was a truly generic word referring to all humans，but has gradually narrowed in meaning to become a word that refers to adult male human beings. Anglo-Saxons used the word to refer to all people. One example of this occurs when an Anglo- Saxon writer refers to a seventh-century English princess as‘a wonderful man.’”可见，“man”这个词最初是泛指所有人的，到了17世纪还有作家把公主描述成“a wonderful man。”。故此句判断为YES。
2.由“‘Man’”部分第二段中的“By the 18th century，the modern，narrow sense of man was firmly established as the predominant one...Jefferson had to be using the word men in its principal sense of“males，”and it probably never occurred to him that anyone would think otherwise。”可知到了18世纪“man”这个词已经狭义指男性了。接着作者举了两个例子。第二个例子是杰斐逊的《独立宣言》。由于当时女性没有选举权，杰斐逊所用的“man”是专指男性的。故此句判断为NO。
3.由“The Pronoun Problem”部分第二段最后一句“In 1879，for example，a move to admit female physicians to the all-male Massachusetts Medical Society was effectively blocked on the grounds that the society's by-laws describing membership used the pronoun he。”可知拒绝女医生加入协会的原因是该协会的细则在描述其成员时用的是代词“he”。因此；原文只是说明了拒绝接纳女成员的原因，并没有提及多少人被拒之门外。故信息不充分。此句判断为NOT GIVEN。
4.根据“The Pronoun Problem”部分第一段第一、二句“The first grammars of modern English were written in the 16th and 17th centuries.They were mainly，intended to help boys from upper class families prepare for the study of Latin，a language most scholars considered superior to English。”可知现代英语的语法最初写于16、17世纪，是为了上流社会家庭的男孩于学习拉丁语而写的。故此句判断为YES。
5.由“‘Man’”部分第一段第三句“Man paralleled the Latin word homo，‘a member of the human species，’not vir，‘an adult male of the species.’”。可知此题正确答案为“a member of the human species”。
6.由“‘Man’”部分第二段倒数第二句“Studies of college students and school children indicate that even when the broad definitions of‘man’and‘men’are taught, they tend to conjure up images of male people only。”可见即使教学生了解了这两个词的广义含义是指泛指人，他们仍然还是只想到男性。故本题正确答案为“male people only。”
7.由“The Pronoun Problem”部分第二段第一句“‘He’started to be used as a generic pronoun by grammarians who were trying to change a long-established tradition of using ‘they’as a singular pronoun。”可知语法学家用“he”来作泛指代词是试图改变用“they”来作单数代词的传统。故此题正确答案为“a singular pronoun”。
8.由“The Pronoun Problem”部分第三段第二句“Studies have confirmed that most people understand‘he’to refer to men only。”可见人们看到代词“he”想到的只是男性。故此题答案为“men only”。
9.由“Solving the Pronoun Problem”部分第一段中的“Most people，when writing and speaking informally，rely on singular they as a matter of course...Some people are annoyed by the incorrect grammar that this solution necessitates，but this construction is used more and more frequently。”可见人们经常把“they”用作单数代词来解决代词的性别歧视问题。尽管有人认为这种用法不合语法，但它的使用频率越来越高。故本题的正确答案是“the incorrect grammar”。
10.由“Solving the Pronoun Problem”部分第三段中的“Pluralizing—A writer can often recast material in the plural.For Instance，instead of‘As he advances in his program，the medical student has increasing opportunities for clinical work，’try‘As they advance in their program，medical students have increasing opportunities for clinical work.’”可见避免代词的性别歧视的另一个方法是用复数替代单数。故此句正确答案为“the plural”。
Part Ⅲ Listening Comprehension(听力原文在光盘中)
Tape Script of Listening Comprehension
Section A
Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A)， B)， C) and D)， and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the center。
11. W: How do you like the play?
M: Oh, I've seen worse。
Q: What does the man mean?
12. M: What's happening with the new library building?
W: The work crew is just finishing it up。
Q: What does the woman say about the library?
13. M: I'm not quite sure how to use this calculator you lent me. I dropped it, and now the on-button doesn't light up。
W: Oh, that's okay, it hasn't been working right for some time now。
Q: What was the man's problem?
14. M: The city is going to tear down those old houses and put up a new shopping center。
W: Another shopping center, that's nothing new。
Q: What does the woman mean?
15. W: Do you know anyone who would do some typing on short notice?
M: How big is the job?
Q: What does the man want to know?
16. W: I suggest we go to the concerts for the weekend。
M: Whatever you decide is fine with me。
Q: What does the man mean?
17. W: I am sorry I am having trouble reading my notes. Did you say three lunches in that first paragraph?
M: No. I said free lunches, the children don’t have to pay for them. And there are many lunches involved, you know, a lot more than three。
Q. What did the man say about the lunches?
18. W: If Tom and Marry don’t come to the party, I’ll have 13.
M: Let’s invite two more just in case。
Q: If everyone comes, how many will be at the party?
Now you’ll hear two long conversations。
Conversation One
M: Hello, how can I help you?
W: My son isn't feeling well and I'd like to get some advice。
M: What seems to be the problem?
W: Well, he has been coughing for several days now. I'm wondering if he should come in and see the doctor。
M: How old is he?
W: He is 3 years old。
M: Does he have any other symptoms like fever, runny nose, or loss of appetite?
W: No, actually other than the cough, he seems healthy. I am concerned though, because some of his sister's friends have whooping cough and I know that it can be very contagious. Isn't that a pretty serious illness?
M: It can be serious with babies. Has your son been immunized against whooping cough?
W: I'm not sure. He did get all of the suggested vaccinations. I will look it up in our records。
M: If he has been immunized recently, it is very unlikely that he would catch whooping cough, even if he has been exposed。
W: Sounds like I don't have to worry about that, but what shall I do about his cough?
M: It will help if you give him lots of fluids and a hot bath before bedtime. Keep an eye on the cough to watch to see if it gets worse. Call us again if he has a fever or if you are still concerned。
W: Thanks for your advice。
M: You are welcome. Good-bye。
W: Bye-bye。
Questions 19 to 22 are based on the conversation you have just heard。
19. What’s wrong with the child?
20. Why is the mother worried about the child’s cough?
21. Why does the doctor think that it is unlikely for the child to catch the whooping cough?
22. Which of the following is not a suggestion the doctor gives to the mother?
Conversation Two
W: Can you tell me some of your strong points?
M: With my qualifications and experience, I feel I am hardworking, responsible and diligent in any thing I do。
W: Give me a brief introduction of your current job experience。
M: I have been working as a computer programmer for five years. To be specific, I do system analysis, trouble shooting and provide software support。
W: What have you done for your current organization？
M: I have finished three new projects, and I am sure I can apply my experience to this position。
W: What makes you think you would be a success in this position？
M: My graduate school training along with my internship should qualify me for this job. I am sure I will be successful。
W: Do you work well under stress or pressure？
M: I can deal with it well since it is quite common in my current position.
W: What leadership qualities did you have？
M: I feel that learning how to motivate people and to work together as a team will be the major goal of my leadership。
W: How do you deal with the trouble you have with your colleagues in your work?
M: I will try to present my ideas in a more clear and open way in order to get my points across。
Questions 23 to 25 are based on the conversation you have just heard。
23. What is the relationship between the two speakers?
24. What is the profession of the man?
25. What is the major goal of leadership according to the dialogue?
Section B
Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some 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 2 with a single line through the center。
Passage One
Job-seeking skills research clearly proves that employers focus on four areas during an interview: 1) attitude, which counts approximately 40 percent; 2) appearance, 25 percent; 3) communication skills (verbal and nonverbal)， 25 percent; and 4) job skill qualifications, 10 percent. Does this surprise you? When you analyze it, it shouldn't。
Remember, you are screened into the interview on the basis of your resume, cover letter, and application for employment, which outline your education, work experience, and qualifications for the job. The interview, which usually lasts from 20 to 40 minutes, does not provide adequate time for employers to evaluate this kind of background information. Employers request this data beforehand so that they may have the time necessary to read and review your background as it relates to the job, and to compare it with information submitted by other applicants。
The employer's purpose for giving you an interview is to get to know you as a person. This is why your attitude is the most important determinant of your success in the interview. Likewise, your appearance is the very first thing the interviewer will evaluate — and first impressions do make lasting impressions. Of course, job skill qualifications also count during the interview, and it is your responsibility to make certain your qualifications for the job are clearly covered during the interview。
Questions 26 to 28 are based on the passage you have just heard。
26. What is the most important element that will determine your success in the interview?
27. What is the employer's purpose for giving you an interview?
28. Which statement is NOT true according to the passage?
Passage Two
Social Security is one of the great moral achievements of American government. For almost 70 years, it has kept millions of elderly citizens out of poverty and assured young Americans of a secure future. The Social Security system is essential, yet it faces a long-term problem。
While benefits for today's seniors are secure, the system is headed towards bankruptcy down the road. Each year there are more retirees taking money out of the system, and not enough additional workers to support them。
In the 1950s, there were about 16 workers paying for every Social Security beneficiary. Today, there are about three. And eventually, there will only be two workers per beneficiary. These changes signal a looming danger. In the year 2018, for the first time ever, Social Security will pay out more in benefits than the government collects in payroll taxes. And the gaps will grow larger each year leading to the bankruptcy of the system。
Therefore, Social Security is not a personal savings plan. Benefits paid to today's retirees come directly from the taxes paid by today's workers. The crisis in Social Security can be avoided by emphasizing several principles. First, nothing will change for those who are receiving Social Security and for those who are near retirement. Secondly, payroll taxes will not increase, because higher taxes would slow economic growth. More efforts must be made to use the power of compound interest, by giving younger workers the option to save some of their payroll taxes in a personal account, which government cannot take away。
Questions 29 to 31 are based on the passage you have just heard。
29. When was the Social Security system established in America?
30. Why is the Social Security facing a looming danger?
31. What can be done to avoid the crisis in Social Security?
Passage Three
Today, I would like to begin by discussing early European settlement along one of our well-known rivers, the Hudson, which empties into the Atlantic to form New York bay. The Hudson river has a couple of interesting physical features that made it very attractive for settlement by the Europeans. The first is that river extends inland from the Atlantic Ocean for more than 150 miles with no waterfalls or rapids. Its surface is virtually flat for that entire distance, with no obstacles. Second, the whole 150-mile stretch is influenced by tides from the Atlantic Ocean. Roughly every six hours, the river reverses direction, flowing north when the tide is rising and south toward the ocean when the tide is going down. Obviously there were no obstacles to prevent settlers from moving further upstream on the Hudson river and this explains why the Dutch penetrated so far inland. They were the first Europeans to settle in the Hudson valley. Of course, to go upstream, the Dutch settlers needed the right kind of boat, and so to navigate the river, they design a sloop with only one mast but two sails, one rigged in front of the mast and one behind. The mast was very tall, in many cases over 100 feet tall, so that the large sails could catch winds blowing above the shore line hills. Hudson river sloops carried passengers and cargo. The cargo ranging from coal, lumber and hay to fruit, vegetables and livestock. Traveling only ten miles an hour in a good wind, the sloop was not too speedy by modern standards, but it was ideally suited to the Dutch settlement, and in fact when the steam boat eventually was introduced, it couldn't keep up with the sloop。
Questions 32 to 35 are based on the passage you have just heard。
32. What attracted the Europeans to the Hudson river area?
33. What is the characteristic of the first 150 miles inland on the Hudson river?
34. How do tides from the Atlantic Ocean influence the Hudson river?
35. According to the speaker, why did Hudson river sloops have tall masts?
Section C
Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written。
Today I would like to talk about the early days of movie making in the late nineteenth and early twentieth centuries. Before the pioneering films of D. W. Griffith, film makers were limited by several misguided questions of the era. According to one, the camera was always fixed at a viewpoint corresponding to that of the spectator in the theatre, a position now known as the long shot. It was another convention that the position of the camera never changed in the middle of a scene. In last week's films, we saw how Griffith ignored both these limiting conventions and brought the camera closer to the actor。
This shot, now known as a full shot, was considered revolutionary at the time. For Love of Gold, was the name of the film in which the first use of the full shot. After progressing from a long shot to the full shot, the next logical step for Griffith was to bring in the camera still closer, in what is now called the close-up. The close-up had been used before though only rarely and merely as a visual stunt, as for example, in Edqaed Asport's The Great Train Robbery, which was made in 1903.
But not until 1908 in Griffith's movie called After Many Years was the dramatic potential of the close-up exploited. In the scene from After Many Years that we are about to see, pay special attention to the close-up of Annie Lee's worried face as she awaits her husband's return. In 1908, this close-up shocked everyone in the Biogress Studio. But Griffith had no time for argument. He had another surprise even more radical to offer. Immediately following close-up of Annie, he inserted a picture of the object of her thought--her husband cast sway on a desert aisle. This cutting from one scene to another without finishing either of them brought a torrent of criticism on the experiments。
Part Ⅳ Reading Comprehension(Reading in Depth)
Section A
47.第一段第一句说女性在应聘中、高管理职位的时候成功率比男性高。紧接着作者又补充了“But of course far fewer of them apply for these positions。”，可见应聘中、高管理职位的女性要比男性少。这也是她们成功率高的原因之一。因此，应该填写的答案是“超过”的意思，可以填“exceed”或者“are more than”。
48.第二段在分析女性管理职位申请者成功率高的时候，提及“Women tend to research thoroughly before applying for positions or attending interviews。”，可见在应聘或者面试前，女性会做充分而彻底的调研，以对公司和工作有所了解，使自己成为“exceptional candidate”，因此女性比男性准备更充分。所以我们可以概括为“well-prepared”。另外，从第二段第三句“Dr. Marx said that when women apply for positions they tend to be better qualified than their male counterparts but are more selective and conservative in their job search。”可见女性考虑周到、准备充分使自己更为合格。因此，我们电可以填写“better qualified”。
49.第四段第一句说欧洲最近经济不景气，公司出现管理结构等级减少的特点。“de-layering”的意思和“layering”相反，是指公司在经济萧条的时候，精减原有的管理机构，使等级变少，人员减少。作者接着补充了“...this has halted progress for women in as much as de-layering has taken place either where women are working or in layers they aspire to。”可见管理机构的精简使女性获得管理职位的希望变小了。因此，答案为“De-layering。”。
50.根据第四段最后一句“Sears also noted a positive trend from the recession，which has been the growing number of women who have started up on their own。”可知Sears还注意到在萧条时期的一个积极的趋势：越来越多的女性自己开办企业。因此，正确答案是“increasing”或者含义相似的表达。
51.由文章最后一句“Until there is a belief among employers，until they value the difference， nothing will change。”可见要改变态度的是雇主们。因此，答案为“The employers./ Employers。”。
Section B
52.主旨题。文章第一段作者提出话题，苏联的根本性社会变革对女性的生活产生了深刻的影响。第二段作者描述了这些变化：女性获得了参与各种工作和受教育的同等机会，甚至进入了一些专业领域。第三段作者指出，女性在获得机会的同时电不得不付出巨大的代价。因此，纵观全文，作者既写到了变革带给女性的机会，电提到了她们面对的困难。故正确答案为C项。
53.词义推断题。第三段作者陈述了变革后女性面对的各种困境。女性参与工作导致工资水平下降。这又反过来迫使她们不得不出去工作，补充丈夫的收入来养家，但女性还得同时兼顾家庭。除此之外，在工作方面，男性继续垄断了好的工作机会。因此，这里和“monopolize”意思最为接近的是“hold”，故答案为A项。
54.写作目的题。结合第一题主旨题可以看出作者写作此文不是为了娱乐读者(选项C)，也不是在讲故事(选项B)，更没有比较不同的政府体制(选项A)，作者只陈述了苏联社会变革对女性的生活产生了深刻的影响，是属于提供信息，故答案为D项。
55.文章基调(作者态度)题。作者既陈述了变革给女性带来的机会，也写到她们由此不得不做出的牺牲。因此，作者客观地提供信息，文章基调是客观的。故正确答案为C项。
56.推断题。文章第二段指出变革赋予女性和男性平等的权利。她们可以从事同样的工作，接受相同的教育，通过努力同样进人专业领域。尽管第三段提到她们由此也不得不付出很大的代价，但我们可以推断，和过去相比，女性的经济和社会地位还是有所提高的。故正确答案为A项。
57.文章第五段提到“the rest of G.E，had been divided into 11 other businesses”，也就是除 GE Capital之外共有11家公司。文章第一段指出GE Capital将被分成4家公司。因此，调整结构以后，GE共有15家公司。答案为D项。
58.第二段第二句指出Dennis Dammerman是GE的副总裁，曾在Nayden之前做过GE Capital的主席。因此，选项A和C都排除。第三段中，Dammerman否认GE的结构调整和外界的压力有关，因此选项D说结构调整是GE自己的主动性举措符合原文意思，可排除。而第二段的最后一句中明确陈述即将离开GE的是Nayden，故答案为B项。
59.根据文章第一段中的“The reorganization effectively eliminates the job of Denis J. Nayden，48，the chairman of GE Capital。”可知正确答案为A项。
60.第三段的最后一句“This is just what it appears to be，a managerial reorganization which gives leaders more direct access to the office of the chairman”指出了结构调整的目的是以主席为首的GE高层可以和GE Capital的管理者更直接有效地沟通。文章最后一段提到调整结果时再次出现了这一信息，即“And analysts say GE Capital's management has been more accessible than it was in past years”，因此，答案为C项。
61.此题是关于GE Capital的细节信息题。文章第五段第一句“GE Capital，the company's largest nit，provided $55 billion of G.E.'s $124 billion in revenue last year and $5.6 billion of its $19.7 billion in pretax profits。”提到去年GE Capital收入550亿美金占GE总收入1240亿的三分之一多。因此，正确答案为B项。
Part V Cloze
62.此题考点为not...but的句型搭配，表示“不是……而是”，符合句意，因此答案为A项。
63.根据上下文结构与句意，此处需要一个关联性的状语，而且根据句意需要一个表示转折意义的副词，故B项However为正确答案。Generally意为“广泛地，普遍地，总的来说”，可作评述性状语；Possibly意为“可能地”，也可作为评述性状语和一般修饰性状语；Likewise意为“同样地，照样地”，在句子中可作关联性的状语，但不是转折意义的。
64.此题涉及某些感官动词，如；see，hear，watch，feel等词后接宾语的用法。这些动词后可接复杂宾语结构，即see，hear，watch，feel + sb.+do或see，hear，watch，feel + sb. + doing，因此正确答案为C项。
65.通过上下文可知，此空需要一个副词，因此可以排除选项B和选项D。Out of the question意为“不可能”，不符合上下文语意。Probably意为“很有可能地”，用在此处表示作者比较肯定的猜测，故正确答案为C项。
66.根据上下文可知，魔术家擅长“逃脱”，他可以轻易地开锁，从被锁处脱逃。因此，正确答案为 A项。
67.通过阅读上下文可知此处需要一个引导让步状语从句的连词，只有选项D符合。
68.本题考查考生对关联词程度的掌握。根据句意，此处应填入表示方式的关系词表示“如何”，因此C项how符合句意，为正确答案。
69.本题的同位语从句应用that引导，故正确答案为D项。
70.本题考查过去分词的用法。过去分词invented为后置定语修饰前面的名词，表示以前发明的各种锁，因此，可排除选项B和选项D。选项C则表示过去分词的进行时，根据“...every type of lock ever”，可排除。因此，正确答案为A项。
71.in place of为固定搭配，表示“代替……位置”，符合句意，故选B项。
72.bound是bind的过去式，意为“捆绑”。其他三词意义不符，故正确答案为D项。
73.in an instant是固定搭配，意为“立刻，马上”，故正确答案为C项。
74.四个选项中动词charge一般不与of搭配使用。rid...of意为“除掉”，不符句意。deprive... of意为“剥夺……”，不符句意.C项accuse和of搭配意为“指控……”符合句意，故选C项。
75.mud和something是不可数名词，不符句型结构；像candle是不合逻辑的；因此，只有D项 substance(物质)正确。
76.通过阅读本句可断定此空需要一个从属连词引导时间状语，四个选项中只有A项as正确。
77.overall是形容词，不能修饰形容词；all but意为“几乎，差不多”，不符句意；no longer不符句意。只有altogether(总体来说)符合上下文语意，故为正确答案。
78.根据上下文意思，此句意为“他被铁链紧紧缚住并关进了一只空木箱”。在四个选项中，A项 chain sb./sth。即表示“用链子等物束缚住某人或某物”，符合句意，其他选项均不能与chain搭配，故选A项。
79.只有which能用于介词后引导定语从句，故选B项。
80.根据句意可知，此处就是上文中所指的chest，故选A项。
81.通过阅读上下文可知，Houdini被装进木桶扔进了海里，但他很快就逃了出来，当木桶被捞上来时，人们发现木桶被打开了，捆在木桶外的铁链子却被放到了桶里面，由此可知此题应选 A项brought up，意为“把……弄上来”。
Part Ⅵ Translation
82. [注释] 此句的翻译主要在于be entitled to句型的使用，表示“有资格，有权”。
83. [注释] 此句的翻译有两个难点，第一是“克制”，应使用restrain...from句型。第二个是“过度”，可用副词excessively来表达这一含义。
84. [注释] 此句的翻译首先要注意的是“such...as.。.”这个结构的使用。此外，“小过错”的翻译也许会出现像small mistake这样的错误译法。
85. [注释] “来源于”的翻译是此句的一个难点。此外，除了使用现在分词来修饰中心词efforts之外，也可以使用定语从句来修饰efforts。
86. [注释] 本句关键在于“与……紧密相关”的翻译，可以简洁地翻译成has much to do with。
