上海交通大学英语水平考试样题及答案

上海交通大学英语水平考试样题学生姓名：年级： 号：班级代号： 考试地点：授课教师： Part I Listening ( 40%)Section 1 Long Conversations (10%)Directions: In this section, you will hear two long conversations. At the end of each conversation, you will hear five questions. Both the conversations and the questions will be spoken ONLY ONCE. After you hear a question, you must choose the best an swer from the four choices.(注意：请把答案写在答题卷上，否则以零分处理)Conversation 11. A) It is exaggerated.B) It is self-importa nt.C) It is a move toward the con cepts she teaches.D) It doesn ' t give a clear idea of what the department does2. A) She didn ' t agree with himB) It illustrates one of her basic ideas.C) The man was an expert on people man ageme nt.D) It shows how some people do not un dersta nd people man ageme nt.3. A) Worrying can cause n eedless stress.B) It is importa nt to remember other things as well.C) They can stop you thinking about more basic thin gs.D) We can' t solve them, so there ' s no point in worrying.4. A) Completely.B) In no way at all.C) With respect to relati on ships.D) With respect to professi onal questi ons.5. A) By giving them a written warning.B) By sack ing people who break the rules.C) By followi ng orga ni zati onal procedures.D) By understanding the employee' s personal circumstancesConversation 26. A) Sarcastic.B) Humorous.C) In differe nt.D) Matter-of-fact.7. A) She was talking about suicide literally.B) She was talking about smoking literally.C) She wan ted to be left alone by say ing so.D) She was talking about both smoking and her life.8. A) None of them helped her positively.B) Her mother was too busy to be around her.C) Her father was the role model she followed.D) Her frie nds always cheered her up whe n she was feeli ng dow n.9. A) She feels less hopeless.B) She feels she has many dreams.C) She feels she is not part of this world any more.D) She feels that her life took the wrong way in the past, but now she wants to make a cha nge for the better.10. A) He is a psychiatrist.B) He is a school teacher.C) He is a policema n in disguise.D) He is a stra nger she just ran into by cha nee.Section 2 Compound Dictation (10%)Directions: In this section, you will hear a passage twice. You have its script in the following, but with eleven blanks in it. You are required to fill in the first eight blanks with the exact words you have just heard. For the last three bla nks, you can either use the exact words you have just heard or write down the main points in your own words. Remember, there will be a pause for the last three bla nks in the sec ond readi ng.(注 意：请把答案写在答题卷上，否则以零分处理)The medical center at New York University is one of the clinical sites for the study.Thirty-nine-year-old Denise Harris is helping researchers gain a better un dersta nding of the brain. She suffers from epilepsy, and doctors are mon itori ng her seizures in the hope of performing an operation to minimize them. Her head is 1) . Wires protrudi ng from the side are attached to electrodes impla nted in her brain. Harris says doctors are mon itori ng her to see whether she is a good can didate for surgery."I've been on many medications throughout my life and after a while, they don't3work," said Denise Harris. "I still get seizures. So now, when they remove the part that the seizure is 2) from, it's supposed to stop."But while Harris is in the hospital, she is also helping scientists understand how the brain comprehends and uses language.For the study, researchers are monitoring the implanted 3) on a part of the frontal lobe called Broca's area,named after 19th century French physician Pierre Paul Broca.He was the first doctor to recognize the major role of that area in language.Through the implant process, called Intra-cranial Electrophysiology, or ICE, the researchers have found that Broca's area processes three different language functions in 4)withi n a quarter of a sec ond. It is the first time the tech niquehas been used to document how the brain processes grammar and produces words.Eric Halgren of the University of California, San Diego, School of Medicine, is one of the 5) investigators of the study."What we were able to find was that within a centimeter, around less than an inch, certainly, and probably half an inch, there were different regions - perhaps they 6) some - -ut they were doing, at different times, different processes, all within this small area."The first function deals with recognizing a word, the second with understanding the word's context in a sentence, and the third lets us 7) the word byspeaking.Harvard University brain expert Steven Pinker is another of the study's authors. Ned Sahin, a 8) fellow at Harvard and the University ofCalifornia, San Diego, School of Medicine was the first author of the paper outlining the work, which was published in the journalScience.According to Sahin, 9)"Nearly every introductory textbook as well as people practicing in the field in speech pathology, for instance, teach and believe that 10) Broca's area and Wernicke's area, where Broca's area is responsible for producing, for speaking, and Wernicke's for comprehending," said Sahin.This study shows that Broca's area is involved in both speaking and comprehension, illustrating that parts of the brain perform more than one task."Here's an example of one relatively small part of the brain that's doing three very different things at three different times, but all within the space of a quarter of a second."But Eric Halgren points out that despite our growing knowledge, much about the human brain remains unknown."How does this hunk of flesh, which is not much different from a muscle - it's just a bowl of porridge how does it produce the mind? It's a total mystery".He says 11)Section 3 Short-answer Questions (10%)Directions: In this section, you will hear a passage ONLY ONCE. In the following you have five questi ons. You are required to an swer these questi ons with as few words as possible, in any case, no more tha n 25 words.(注意：请把答案写在答题卷上，否则以零分处理)1) What is the basic idea about in tercultural compete nee?2) What is listed as one of the most importa nt criteria for in tercultural compete nee?3) What is con sidered as offen sive in the Arab coun tries accord ing to the woma n?4) What mistake did the woma n make whe n con duct ing bus in ess in Russia?5) What is the advice the woma n gave in the end?Section 4: Listening and Translating( 10%)Directions: In this section you are going to hear five short passages. You will hear them ONLY ONCE. In each of these passages some of the sentencesare already prin ted. You are required to tran slate the missi ng parts into Chin ese. After each of the passages there will be a pause lasti ng one and a half minu tes. The pause is inten ded for you to do the tran slati on.(注意：请把答案写在答题卷上，否则以零分处理)1) Our developme nt age nda will also focus on wome n as drivers of econo mic growth and social stability. Women have long comprised the majority of the world ' s unhealthy, unschooled, and underfed. They are also the bulk of the world' s pc2) About 80 perce nt of Australia ns live in coastal areas. There are fears that some low-lying communities may have to be abandonedin years to come becauseof flood ing and erosi on. And with higher sea levels, heavy rains and massive tides known as storm surges, which often accompany tropical storms, can do unexpected damage. 53) It is no coincidence that the relationship between our countries has accompanied aperiod of positive change. 4) And yet the success of that engagement depends upon understanding - on sustaining an open dialogue, and learning about one another and from one another. For just as that American table tennis player pointed out, we share much in common as human beings, but our countries are different in certain ways. 5) For a variety of reasons, production of the H1N1 vaccine has lagged behind demand. The vaccine for the so-called swine flu is made in the same way as the seasonal flu vaccine - in chicken eggs. But the government's top infectious disease expert, Dr. Anthony Fauci, said the goal is to perfect new ways to make a vaccine. "What we really want to do is get away from that and get it to be 21st century technology - molecular biology, recombinant DNA technology, where you have very good control over the process. It's rapid, it's consistent, and it proves to be something that we can rely on." Part II Integrated Reading (30%)Section 1 Banked Cloze (10%)Directions: In this section, there is a passage with ten blanks. You are required to6select one word for each blank from a list of choices given in a word bank followi ng the passage. Read the passage through carefully before maki ng your choices. You may not use any of the words in the bank more than once.Give your answers to the questions on your ANSWER SHEET.Attention: You need to change the forms of the words in the word bank where n ecessary.(注意：请把答案写在答题卷上，否则以零分处理)A n ame might tell you somethi ng about a pers on's backgro und. Names can be 1)of class and race. Data show Africa n America ns are far more likelytha n other 2) groups to give their childre n un com mon n ames. Whitepeople tend to 3)more familiar names that were formerly popular withmore afflue nt white people.The new study purports to show a link between name and outcome of life: The more 4)your n ame, the more likely you are to land in juve nile hall. That'sbecause we know that boys with un com mon n ames are more likely to come from a socio-ec ono mically 5)backgro und, which means that they also are morelikely to get involved with crime. Even the researchersreadily admit that it's not a name alone that 6 a child's outcome, but rather the circumstanee underlyingthe n ame.The researchers first assig ned a popularity score to boys' n ames, based on how often they showed up in birth records in an undisclosed state from 1987 to 1991. Michael, the No. 1 boy's n ame, had a Popular Name In dex score of 100; n ames such as Malcolm and Prest on had in dex scores of 1. The researchers the n assessed n ames of young men born during that time who Ianded in the juvenile justice system. They found that only half had a rat ing higher tha n 11. By 7), in the gen eralpopulatio n, half of the n ames scored higher tha n 20. "A 10% in crease in the popularity of a name is associated with a 3.7% 8) in the number ofjuvenile delinquents who have that name."Still, the study theorizes that teenagers named Malcolm might also 9) becausetheir peers treat them differently or they just don't like their n ames. And since the study's release last week, the n ame-crime 10)hasbeen written or talked about in major media outlets.popularconnectfavoriteraceaffectcomparedecreasedeprivati onact outsig nifyeffectderivein creasemajorcon cludeSection 2 True or False Judgement & Sentence Completion (10%)Directions: In this part, you will find 7 stateme nts and 3 in complete senten ces followed by the readi ng passage.For questi ons 1-7, markY (for YES) if the statement agrees with the information given in the passage; N (for NO) if the statement contradicts the information given in the passage; For questions 8-10, complete the sentences with the information given in the passage. Attention: For questions 1-7, one more point will be deducted if you dno' t answer each one correctly.(注意: 1-7题中每答错一题倒扣 1分, 不答不得分 ,答对得 1分; 请把答案写在答 题卷上 ,否则以零分处理 )Who are smarter, men or wome n? It's a topic of com mon - -nd ofte n comic contemplation, but it has also become a serious policy issue for colleges and students in the United States.After years of concentrated effort to raise the academic achievement of girls, who in previous decades had often received less attention in the classroom and been steered away from college-prep courses, the nation can brag that female students have progressed tremendously. Though still underrepresented in calculus and other advanced-level science and math courses in high school, women now outnumber men appl ying to and graduati ng from college so much so that it appears some colleges are giving male applicants an admissions boost. As a result, the U.S. Commission on Civil Rights is examining whether colleges are engaging in widespread discrimination against women in an effort to balance their male and female populations.Consider some of the numbers at leading schools: At Vassar College in New York State, a formerly all-women's college that is still 60% female, more than two-thirds of the applicants last year were women. The college accepted 35% of the men who applied, compared with 20% of the women. Locally, elite Pomona College accepted 21% of male applicants for this year's freshman class, but only 13% of female applicants. At Virginia's College of William & Mary, 7,652 women applied for this year's freshman class, compared with 4,457 male applicants. Yet the numbers of each who gained admittance were nearly the same. That's because the college accepted 45% of the men and only 27% of the women.A 2007 analysis by U.S. News & World Report, based on the data sent by colleges for the magazine's annual rankings, found that the admissions rate for women averaged 13 percentage points lower than that for men. But percentages don't tell the whole story. It could be that the men were stronger candidates, or they might have applied in areas of engineering and science where women's numbers are still lower. But such justifications, even if true, are unlikely to fully explain these numbers. At schools such as the University of California, where admissions rely overwhelmingly on statistical measures of academic achievement such asgrades and test scores, the disparities don't appear. Far more wome n tha n men applied to UCLA -he UC's most selective campus last year. The university accepted about the same percentage of each, with a slight edge to the women. As a result, the freshman class has close to 800 more women than men.In recent years, several college leaders have admitted that their institutions give a boost to male applicants to maintain gender balance on campus. Most students of either sex, they point out, prefer such balance. If Vassar accepted equal percentages of each sex, women would outnumber men by more than 2 to 1.Jennifer Delahunty Britz, the dean of admissions at Kenyon College in Ohio, a formerly all-male school, brought the matter to broad public attention in 2006 with an Op-Ed article for the New York Times describing the dilemma of her admissions office. "What messages are we sending young women that they must . . . be even more accomplished than men to gain admission to the nation's top colleges?" New York Times has long favored allowing colleges to use race as an admissions factor in order to diversify student populations.She also wrote that exposure to people of different backgrounds and viewpoints better educates all students-not just those given a leg up. We are not in favor of accepting underqualified or clearly inferior students for the sake of diversity. But most colleges are inundated with applications from students who more than meet their standards; the differences among many of them are slight. It makes sense for colleges to pick a balanced population from within this group. At the same time, admissions officers should avoid rigid notions of what constitutes enough men on campus. It's not harming UCLA, or destroying college social life, to admit somewhat more women than men.Even if the Civil Rights Commission finds pervasive gender discrimination in admissi ons, there's little it could do about the situati on. Such discrim in atio n -hough not racial discrim in ati on legal for un dergraduate admissi ons at private, non profit colleges, even those that receive federal funding. Commission documents on the inquiry suggest that colleges could find more "gender-neutral" ways of balancing their student numbers, perhaps by offering programs and extracurricular activities that attract men.Those might work for some schools but won't change the overall scenario. Not with college populations composed of 57% women nationwide. The issue we'd like the Commission on Civil Rights to investigate is: What's happening with the education of U.S. boys? Why are so few of them applying to and graduating from college?Theories and arguments abound. Some say that boys are more active and thus less able to sit still for long periods - and as a result, more likely to be categorized as having attention deficit / hyperactivity disorder or needing special education. A 2008 study by researchers at Northwestern University found that when girls are involved in a Ianguage-related task - -such as reading - they show more activity in areas of the brain involved in encoding language. Boys use more sensory information to do linguistic tasks. The study suggests boys might do better if they were taught language and arts in different ways. Race is a factor as well. The gender gap is starker among African American and Latino students.There may be no one reas on or solutio n. But figuri ng out ways to help boys achieve in school is a better response to the gender gap than making it easier for them to get into college later.1. As a result of the effort to raise the academic achievement of the girls for years, the girls have exceeded boys tremendously in all courses in colleges except calculus and other advanced-level science and math courses.2. Female students are facing the low admission rate because some colleges are engaging in discrimination against women to achieve the balance of their male and female populations.3. Although the men were traditionally considered stronger candidates in areas of engineering and science, the admission rate for men in these areas is still lower than that for women.4. Women have outnumbered men in gaining admittance in UCLA 's freshman class this year becausetheir admissions greatly rely on grades and test scores of their applicants.5. Some college leaders hold that most college students prefer their policy of maintaining gender balance by admitting equal percentages of each sex.6. The dilemma of the dean of admissions at Kenyon College is whether to use gender as an admissions factor in order to achieve gender balance or use race as an admissions factor in order to diversify student populations.7. According to Jennifer Delahunty Britz, it is reasonable for colleges to pick a balanced population from the candidates who more than meet their standards.8. Actually the Civil Rights Commission can do little to change the situation of discrimination in college admission because such discrimination is9. The study shows that in doing linguistic tasks the boys use more sensory information, the girls show more .10. Despite various theories and arguments about why so few boys apply to andgraduate from college, the better soluti onto the problem is toSection 3 Cloze (10%)Directions: In this sect ion there are 20 bla nks in the followi ng passage. For each bla nk 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. Give your an swers to the questio ns on your ANSWER SHEET.(注意：请把答案写在答题卷上，否则以零分处理)We form many of our opinions 1our favorite books. The author whom we prefer is our most pote nt teacher; we look at the world 2 his eyes. If wehabitually read books that are elevati ng in tone, pure in style, 3in reas oning,and kee n in in sight, our minds 4the same characteristics. If, 5,we read weak or vicious books, our mi nds con tract the faults and vices of the books. We cannot escape the in flue nee o' what we read any mo