2011年雏雁英语考试真题.doc

ENGLISH TESTOctober 2011150 MINPART I LISTENING COMPREHENSION (30 MIN) In Sections A, B and C you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your Answer Sheet.SECTION A TALKQuestions 1 to 5 refer to the talk in this section .At the end of the talk you will be given 15 seconds to answer each of the following five questions. Now listen to the talk.1. The rules for the first private library in the US were drawn up by _.A. the legislatureB. the librarianC. John HarvardD. the faculty members2. The earliest public library was also called a subscription library because books _.A. could be lent to everyone B. could be lent by book storesC. were lent to students and the facultyD. were lent on a membership basis3. Which of the following is NOT stated as one of the purposes of free public libraries?A. To provide readers with comfortable reading rooms.B. To provide adults with opportunities of further education.C. To serve the communitys cultural and recreational needs.D. To supply technical literature on specialized subjects.4. The major difference between modem private and public libraries lies in _.A. readership B. content C. service D. function5. The main purpose of the talk is _.A. to introduce categories of books in US librariesB. to demonstrate the importance of US librariesC. to explain the roles of different US librariesD. to define the circulation system of US librariesSECTION B INTERVIEWQuestions 6 to 10 are based on an interview. At the end of the interview you will be given 15 seconds to answer each of the following five questions. Now listen to the interview.6. Nancy became a taxi driver because_.A. she owned a carB. she drove wellC. she liked drivers uniformsD. it was her childhood dream7. According to her, what was the most difficult about becoming a taxi driver?A. The right sense of direction.B. The sense of judgment.C. The skill of maneuvering.D. The size of vehicles.8. What does Nancy like best about her job?A. Seeing interesting buildings in the city.B. Being able to enjoy the world of nature.C. Driving in unsettled weather.D. Taking long drives outside the city.9. It can be inferred from the interview that Nancy in a(n) _ mother.A. uncaring B. strict C. affectionate D. permissive10. The people Nancy meets areA. rather difficult to pleaseB. rude to women driversC. talkative and generous with tipsD. different in personalitySECTION C NEWS BROADCASTQuestion 11 is based on the following news. At the end of the news item, you will be given 15 seconds to answer the question. Now listen to the news.11. The primary purpose of the US anti-smoking legislation is _.A. to tighten control on tobacco advertisingB. to impose penalties on tobacco companiesC. to start a national anti-smoking campaignD. to ensure the health of American childrenQuestions 12 and 13 are based on the following news. At the end of the news item, you will be given 30 seconds to answer the questions. Now listen to the news. 12. The French Presidents visit to Japan aims at _.A. making more investments in JapanB. stimulating Japanese businesses in FranceC. helping boost the Japanese economyD. launching a film festival in Japan13. This is Jacques Chiracs _ visit to Japan.A. second B. fourteenth C. fortieth D. forty-firstQuestions 14 and 15 are based on the following news. At the end of the news item, you will be given 30 seconds to answer the questions. Now listen to the news.14. Afghan people are suffering from starvation because_.A. melting snow begins to block the mountain pathsB. the Taliban have destroyed existing food stocksC. the Taliban are hindering food deliveriesD. an emergency air-lift of food was cancelled15. people in Afghanistan are facing starvation.A. 160,000. B.16,000 C. 1,000,000 D. 100 ,000SECTION D NOTE-TAKING AND GAP-FILLINGFill each of gaps with ONE word. You may refer to your notes. Make sure the word you fill in is both grammatically and semantically acceptable.On Public SpeakingWhen people are asked to give a speech in public for the first time, they usually feel terrified no matter how well they speak in informal situations. In fact, public speaking is the same as any other form of (1) _ that people are usually engaged in. Public speaking is a way for a speaker to (2) _ his thoughts with the audience. Moreover, the speaker is free to decide on the (3) _ of his speech. Two key points to achieve success in public speaking: (4) _ of the subject matter.good preparation of the speech. To facilitate their understanding, inform your audience beforehand of the (5) _ of your speech, and end it with a summary. Other key points to bear in mind:be aware of your audience through eye contact.vary the speed of (6) _use the microphone skillfully to (7) _ yourself in speech. be brief in speech; always try to make your message (8) _ Example: the best remembered inaugural speeches of the US presidents are the (9) _ ones. Therefore, brevity is essential to the (10) _ of a speech.PART II PROOFREADING AND ERROR CORRECTION (15 MIN)The following passage contains 20 errors. Each line contains a maximum of one error. In each case, only one word is involved. You should proofread the passage and correct it in the following way. For a wrong word, underline the wrong word and write the correct one in the blank provided at the end of the line.For a missing word, mark the position of the missing word with a “” sign and write the word you believe to be missing in the blank provided at the end of the line.For an unnecessary word, cross out the unnecessary word with a slash “” and put the word in the blank provided at the end of the line.If the line is correct, place a V in the blank provided at the end of the line.ExampleWhen art museum wants a new exhibit, (1) anIt never buys things in finished form and bangs (2) neverthem on the wall. When a natural history museum (3) wants an exhibition, it must often build it. (4) exhibitYou are expected to write your final answer on the Answer Sheet.The need for surgical operation, especially an emergencyoperation, almost always comes as a severe shock to the patientand his family. Despite of modern advances, most people still1have a irrational fear of hospitals and anesthetics. Patients do2not often believe them really need surgery cutting into a 3part of the body as opposing to treatment with drugs. In the 4early years of this century there had little specialization in 5surgery. A good surgeon was possible of performing almost 6every operation which had been devised up to that time. Today7the situation is different. Operations are now carried out that8were not even dreamed fifty years ago. The heart can be safely9opened and its valves repaired. Clogged blood vessels can be10cleaned out, and broken ones mended and replaced. A lung, the11whole stomach, or evenly part of the brain can be removed and12still permit the patient live a comfortable and satisfactory life.13However, not each surgeon wants to or is qualified to carry out14every type of modern operation.The scope of surgery has increased remarkably in thiscentury. Its safety has increased too. Deaths from mostoperations are about 20% of they were in 1910 and surgery has15been extended in many directions, for example, to certain type16of birth defects in new born babies, and at the other end of thescale to life-saved operations for the patients who are in17eighties. The hospital stay after surgery has been shortened to18as much as a week for most major operations. Most patients are19out of bed on the day after an operation and be back at work in20two or three weeks.PART III READING COMPREHENSION (30 MIN) Directions: Each of the passages below is followed by some questions. For each question there are four answers markedA,B,CorD. Read the passages carefully and choose the best answer to each of the questions. Be sure to write down your choice in the numbered space on the answer sheet.Passage 1 InterviewSo what have they taught you at college about interviews? Some courses go t o town on it, others do very little. You may get conflicting advice. Only one thing is certain: the key to success is preparation.There follow some useful suggestions from a teacher training course coordinator, a head of department and a head teacher. As they appear to be in complete harmony with one another despite never having met, we may take their advice seriously.Oxford Brookes Universitys approach to the business of application and interview focuses on research and rehearsal. Training course coordinator Brenda St evens speaks of the value of getting students “to deconstruct the advertisement, see what they can offer to that school, and that situation, and then write the letter, do their CVs and criticize each others.” Finally, they role play interviewer and interviewee.This is sterling stuff, and Brookes students spend a couple of weeks on it. “The better prepared students wont be thrown by nerves on the day, ”says Ms St evens. “Theyll have their strategies and questions worked out. ” She also says, a trifle disconcertingly, “the better the student, the worse the interviewee. ” She believes the most capable students are less able to put themselves forward. Even if this were tree, says Ms Stevens, you must still make your own case.“Beware of infernality,” she advises. One aspirant teacher, now a head of department at a smart secondary school, failed his first job interview because he took his jacket off while waiting for his appointment. It was hot and everyone in the staffroom was in shirtsleeves but at the end of the day they criticized h is casual attitude, which they had deduced from the fact that he took his jacket off in the staffroom, even though he put it back on for the interview.Incidentally, men really do have to wear a suit to the interview and women really cannot wear jeans, even if men never wear the suit again and women teach most days in jeans. Panels respond instantly to these indicators. But beware: it will not please them any better if you are too smart.Find out about the people who will talk to you. In the early meetings they are likely to be heads of departments or heads of year. Often they may be concerned with pastoral matters. It makes sense to know their priorities and let them hear the things about you that they want to hear.During preliminary meetings you may be seen in groups with two or three other applicants and you must demonstrate that you know your stuff without putting your companions down. The interviewers will be watching how you work with a team.But remember the warning about informality: however friendly and co-operative the other participants are, do not give way to the idea that you are there just to be friends.Routine questions can be rehearsed, but “dont go on too long,” advises the department head. They may well ask: “What have been your worst/best moments w h en teaching?”, or want you to “talk about some good teaching you have done. ” The experts agree you should recognize your weaknesses and offer a strategy for over coming them. “I know Ive got to work on classroom management I would hope for some help,” perhaps. No one expects a new teacher to know it all, but they hope for an objective appraisal of capabilities.Be warned against inexpert questioning. You may be asked questions in such a way that it seems impossible to present your best features. Some questions may be plain silly, asked perhaps by people on the panel who are from outside the situation. Do not be thrown, have ways of circumnavigating it, and never, ever le t them see that you think they have said something foolish.You will almost certainly be asked how you see the future and it is import ant to have a good answer prepared. Some people are put off by being asked what they expect to be doing in five or ten years time. On your preliminary visit, says the department head, be sure to give them a bit of an interview of your own, to see the direction the department is going and what you could contribute to it.The head teacher offers his thoughts in a nine-point plan. Iron the application form! Then it stands out from everyone elses, which have been folded and battered in the post. It gives an initial impression which may get your application to the top of the pile. Ensure that your application is tailored to the particular school. Make the head feel you are writing directly to him or her. Put yourself at ease before you meet the interviewing panel: if you are nervous, you will talk too quickly. Before you enter the room remember that the people are human beings too; take away the mystique of their roles. Listen. There is a danger of not hearing accurately what is being said. Make eye contact with the speakers, and with everyone in the room. Allow your warmth and humanity to be seen. A sense of humour is very important.Have a portfolio of your work that can link theory to practice. Many schools wa nt you to show work. For a primary appointment, give examples from the range of the curriculum, not just art. (For this reason, taking pictures on your teaching practice is important.) Prepare yourself in case you are asked to give a talk. Have prompt cards ready, and dont waffle.Your speech must be clear and articulate, with correct grammar. This is important: they want to hear you and they want to hear how well you can communicate wit h children. Believe in yourself and have confidence.Some of the people asking the questions dont know much about what you do. B e ready to help them.Thus armed, you should have no difficulty at all. Good luck and keep your jacket on!1. Ms. Brenda Stevens suggests that before applying job applicants should _.A. go through each others CVsB. rehearse their answers to questionsC. understand thoroughly the situationsD. go to town to attend training course2. Is it wise to admit some of your weaknesses relating to work?A. Yes, but you should have ideas for improvement in the future.B. Yes, because it is natural to be weak in certain aspects.C. No, admitting weaknesses may put you at a disadvantage.D. No, it will only prompt the interviewees to reject you.3. The best way to deal with odd questions from the interviewers is to _.A. remain smiling and kindly point out the inaccuraciesB. keep calm and try to be tactful in your answers C. say frankly what you think about the issues raisedD. suggest something else to get over your nervousness4. The suggestions offered by the head teacher are _.A. original B. ambiguous C. practical D. controversialPassage 2 The University in Transformation, edited by Australian futurists Sohail Inaya- tullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrows universities by writers representing both Western and non-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet Universitya voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the worlds great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a “college education in a box” could undersell the offerings of many traditional brick and mortar institutions, effectively driving them out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course contentor other dangers will necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become “if we believed that childcare workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?”Co-editor Jennifer Gidley shows how tomorrows university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A sec