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上海交通大学英语水平考试样题

学生姓名：________________ 年级：____________学号：_____________

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 answer from the four choices.

Conversation 1

1. A) It is exaggerated.

B) It is self-important.

C) It is a move toward the concepts she teaches.

D) It doesn’t give a clear idea of what the department does.

2. A) She didn’t agree with him.

B) It illustrates one of her basic ideas.

C) The man was an expert on people management.

D) It shows how some people do not understand people management.

3. A) Worrying can cause needless stress.

B) It is important to remember other things as well.

C) They can stop you thinking about more basic things.

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 relationships.

D) With respect to professional questions.

5. A) By giving them a written warning.

B) By sacking people who break the rules.

C) By following organizational procedures.

D) By understanding the employee’s personal circumstances.

Conversation 2

6. A) Sarcastic.

B) Humorous.

C) Indifferent.

D) Matter-of-fact.

7. A) She was talking about suicide literally.

B) She was talking about smoking literally.

C) She wanted to be left alone by saying 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 friends always cheered her up when she was feeling down.

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 change for the better.

10. A) He is a psychiatrist.

B) He is a school teacher.

C) He is a policeman in disguise.

D) He is a stranger she just ran into by chance.

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 blanks, 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 blanks.

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 understanding of the brain. She suffers from epilepsy, and doctors are monitoring her seizures in the hope of performing an operation to minimize them. Her head is 1) ____________. Wires protruding from the side are attached to electrodes implanted in her brain. Harris says doctors are monitoring her to see whether she is a good candidate for surgery.

"I've been on many medications throughout my life and after a while, they don't work," 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) ____________ ––within a quarter of a second. It is the first time the technique has 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 ––but 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 by speaking.

Harvard University brain expert Steven Pinker is another of the study's authors. Ned Sahin , a 8) ____________ fellow at Harvard and the University of California, San Diego, School of Medicine was the first author of the paper outlining the work, which was published in the journal Science.

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 says11)

______________________________________________________

________________________________________.

Section 3 Short-answer Questions （10％）

Directions:In this section, you will hear a passage ONLY ONCE. In the following you have five questions. You are required to answer these questions with as few words as possible, in any case, no more than 25 words.

1) What is the basic idea about intercultural competence?

2) What is listed as one of the most important criteria for intercultural competence?

3) What is considered as offensive in the Arab countries according to the woman?

4) What mistake did the woman make when conducting business in Russia?

5) What is the advice the woman 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 sentences are already printed. You are required to translate the missing parts into Chinese. After each of the passages there will be a pause lasting one and a half minutes. The pause is intended for you to do the translation.

1) Our development agenda will also focus on women as drivers of economic growth and social stability. Women h ave long comprised the majority of the world’s unhealthy, unschooled, and underfed. They are also the bulk of the world’s poor.

_____________________________________________________________________

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ______________________________________________________

2) About 80 percent of Australians live in coastal areas. There are fears that some low-lying communities may have to be abandoned in years to come because of flooding and erosion. And with higher sea levels, heavy rains and massive tides known as storm surges, which often accompany tropical storms, can do unexpected damage. _______________________________________________

3) It is no coincidence that the relationship between our countries has accompanied a period 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 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. 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 necessary.

A name might tell you something about a person's background. Names can be

1) __________ of class and race. Data show African Americans are far more likely than other 2) __________ groups to give their children uncommon names. White people tend to 3) ________ more familiar names that were formerly popular with more affluent white people.

The new study purports to show a link between name and outcome of life: The more 4)

_________ your name, the more likely you are to land in juvenile hall. That's because we know that boys with uncommon names are more likely to come from a socio-economically 5)

_________ background, which means that they also are more likely to get involved with crime. Even the researchers readily admit that it's not a name alone that 6）_______ a child's outcome, but rather the circumstance underlying the name.

The researchers first assigned a popularity score to boys' names, based on how often they showed up in birth records in an undisclosed state from 1987 to 1991. Michael, the No. 1 boy's name, had a Popular Name Index score of 100; names such as Malcolm and Preston had index scores of 1. The researchers then assessed names of young men born during that time who landed in the juvenile justice system. They found that only half had a rating higher than 11. By 7)

__________, in the general population, half of the names scored higher than 20. "A 10% increase in the popularity of a name is associated with a 3.7% 8) _________ in the number of juvenile delinquents who have that name."

Still, the study theorizes that teenagers named Malcolm might also 9) ___________ because their peers treat them differently or they just don't like their names. And since the study's release last week, the name-crime 10) ___________ has been written or talked about in major media outlets.

popular connect favorite race affect compare

decrease deprivation act out signify effect derive

increase major conclude

Section 2 Blank Filling (10%)

Directions:In this section there are 10 incomplete statements. Based on the following passage,please complete the statements with No More Than 12 Words. Write answers on yourAnswer Sheets.

Who are smarter, men or women? It's a topic of common –– and often 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 applying to and graduating 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 Collegein 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 as grades and test scores, the disparities don't appear. Far more women than men applied to UCLA –– the 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 attentionin 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 admissions, there's little it could do about the situation. Such discrimination –– though not racial discrimination –– is legal for undergraduate admissions at private, nonprofit 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% womennationwide. 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 studyby researchers at Northwestern University found that when girls are involved in a language-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 reason –– or solution. But figuring 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.

Questions:

1. The nation has made many years of concentrated effort to change the situation that girls in previous decades were often received less attention and ___________________.

2. Some colleges are engaging in widespread discrimination against women to

______________________.

3. Virginia's College of William & Mary accepts men at a much higher percent than women applicants so ______________________.

4. In what areas men may apply more, and women's numbers are still lower?

______________________.

5. At University of California, admissions are mainly rely on______________________.

6. To diversify student populations, New York Times is long for ______________________.

7. Actually the Civil Rights Commission can do little to change the situation of discrimination in college admission because such discrimination is

________________________________________________________.

https://www.sodocs.net/doc/937367503.html,mission documents on the inquiry advise colleges to offer programs and extracurricular activities that attract men and _______________to balance their student numbers.

9. 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 and graduate from college, the better solution to the problem is to ____________________________

Section 3 Cloze (10%)

Directions: In this section 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. Give your answers to the questions on your ANSWER SHEET.

We form many of our opinions 1_____ our favorite books. The author whom we prefer is our most potent teacher; we look at the world 2______ his eyes. If we habitually read books that are elevating in tone, pure in style, 3______ in reasoning, and keen in insight, our minds 4______ the same characteristics. If, 5_________, we read weak or vicious books, our minds contract the faults and vices of the books. We cannot escape the influence of what we read any more 6_______ we can escape the influence of the air that we breathe.

The best books are 7______ which stir us up most and make us the most 8______ to do something and be something ourselves. The best books lift us to a higher plane 9_____ we breathe a purer atmosphere. As we should associate with people who can inspire us to nobler deeds,

10______ we should only read those books which have an uplifting power, and 11______ stir us to make the most of ourselves and our opportunities.

…

Good books elevate the character, 12_______ the taste, take the attractiveness out of low pleasures, and lift us upon a higher plane of thinking and living. It is not easy to be 13______ directly after reading a noble and inspiring book. The conversation of a man who reads for improvement or pleasure will be flavored 14______ his reading; but it will not be about his reading.

15_______ you read, read with enthusiasm, with energy, read with the whole mind, if you would increase your mental stature. Learn to absorb the mental and the moral life of a book, and assimilate 16______ into your life. 17_____ is the best reader who consumes the most knowledge and converts it 18______ character. Mechanical readers remember words, the husks of things, but digest 19_______. They cram their brains but starve their 20______. If you are getting the most out of a book, you will feel a capacity for doing things which you never felt before.

1. A) by B) with C) from D) in

2. A) with B) through C) in D) inside

3. A) sound B) good C) beautiful D) hard

4. A) have B) with C) being D) develop

5. A) on the contrary B) however C) on the other hand D) anyway

6. A) however B) than C) as D) but

7. A) them B) they C) theirs D) those

8. A) determining B) determine C) determined D) being determined

9. A) which B) where C) while D) when

10. A) as B) and C) so D) also

11. A) they B) books C) those D) which

12. A) pure B) purify C) pore D) pear

13. A) mean B) meaningful C) meanwhile D) meaning

14. A) with B) of C) by D) after

15. A) What B) That C) Books D) Whatever

16. A) them B) it C) which D) life

17. A) It B) He C) None D) Everyone

18. A) by B) with C) in D) into

19. A) things B) something C) nothing D) anything

20. A) hearts B) stomachs C) minds D) tastes

Part III Writing (30%)

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