上海交通大學(xué)水平考樣卷課件

1、上海交通大學(xué)英語水平考試樣題 學(xué)生姓名：_ 年級(jí)：_學(xué)號(hào)： _ 班級(jí)代號(hào)：_ 考試地點(diǎn):          授課教師：                 Part I Listening （40）Section 1 Long Conversations  （10）Directions: In this sect

2、ion, 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 11. A) It is exaggerated.&#

3、160;   B) It is self-important.    C) It is a move toward the concepts she teaches.    D) It doesnt give a clear idea of what the department does. 2.  A) She didnt agree with him.B) It illustrates one of her basic ideas.C) The man was an expert on pe

4、ople 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 cant

5、 solve them, so theres 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 peo

6、ple who break the rules.    C) By following organizational procedures.    D) By understanding the employees personal circumstances. Conversation 26. A) Sarcastic.    B) Humorous.    C) Indifferent.    D) Matter-of-fact.7

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

8、 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 worl

9、d 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. 

10、     D) He is a stranger she just ran into by chance. Section 2 Compound Dictation （10）Directions:In this section, you will hear a passageTWICE. 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 ex

11、act 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

12、 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 sid

13、e 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

14、.  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) 

15、_ 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 f

16、ound 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 Medic

17、ine, 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 wit

18、hin 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.HarvardUniversitybrain expert Steven Pinker is another of the study's authors.  Ned Sahin, a 8) _ f

19、ellow 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 sp

20、eech 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 c

21、omprehension, 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 o

22、ut 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-answ

23、er 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? 

24、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

25、? 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 pas

26、sages 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 have long comprised the majority of the worlds unhealthy, unschooled, and

27、 underfed. They are also the bulk of the worlds 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

28、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 sustain

29、ing 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 vaccin

30、e 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 d

31、o 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%)

32、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

33、 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

34、 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: T

35、he 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 ad

36、mit 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. Mi

37、chael, 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

38、 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 a

39、lso 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 &

40、#160;   race      affect    compare  decrease    deprivation    act out      signify    effect    derive increase     major   

41、;     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 w

42、omen? 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 le

43、ss 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 gr

44、aduating 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 populati

45、ons. 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

46、, 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 gain

47、ed 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 percen

48、tage 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 ful

49、ly 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

50、 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 gend

51、er 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 s

52、chool, 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

53、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

54、 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

55、 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 ge

56、nder 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 prog