长篇阅读10题，总分值：20分
Directions： You are going to read a passage with 10 statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter.
A Parents’ Guide to UCAS Applications
A) To support your child through the UCAS (Universities and Colleges Admissions Service) process, you’ll need to be aware of the key dates and — make sure that they are, too. “The university application process is a minefield,” says Wendy Pannell, whose daughter is in year 13. It can be particularly confusing for parents who want to be supportive, but who have no previous experience of the university admissions service. “University has changed enormously,” says Andrew Swarbrick, university applications coordinator at the independent Abingdon school, Oxfordshire. “Parents need to remember that it’s different from how it was for them. They need to start with a blank slate.” With that in mind, here’s how you can help your sixth-former to find and apply to a university that’s right for them. B) Most schools will host information days that help parents to prepare. “Go to those sessions if a school is running them,” says Nancy Raynsford, whose daughter is in her first year at Liverpool University. Students should think about where they want to go and what they want to study in year 12, as the application procedure will get underway in the autumn term of year 13. But with 37,000 courses to choose from at over 300 institutions, how can you help them to narrow down the options? C) If your sixth-former has a dream career in mind, such as medicine or dentistry, they’ll need a specific degree to achieve it. If they don’t know, admissions tutors advise students to apply for a subject they enjoy or a course they are fascinated by. Make use of the resources available online, such as university league tables and prospectuses（简章）.”I found the UCAS website a mine of information,” says Wendy Pannell. “It’s got all the deadline dates and everything in one place. You can also download apps and use Twitter — I’ve followed UCAS and universities.” D) Parents and sixth-formers should go to open days to get a feel for what a university is like. “We went to about 20 open days,” says Nancy Raynsford. “We sat in lectures and that helped us to understand what it was all about. I was designated as the note-taker so that my daughter could listen. I didn’t ask any questions publicly because that was her job, but my being there gave her confidence. We could talk about it afterwards, and the shared experience of having been there with her meant that we could understand the process as well.” “I went on a couple of visits to universities,” says Barbara Asante, whose daughter is now at Sussex University. “It’s important for the parents to go because you know your child and so you can see that a university or a course will suit them.” E) Parents should know important dates in the UCAS calendar and remind their sixth-former of them. All applications are made through UCAS and the final deadline for the majority of courses is January 15. However, most applications are submitted during the autumn term of year 13. It’s recommended that students complete applications as early as possible; although universities must consider every one received by the deadline, many make offers in the autumn. F) Students can apply for up to five courses. Entry for most courses will be determined by predicted A-level results and tariff points. A certain number of tariff points are given for each A-level grade. You can look at tariff tables online to see how many points each grade has. Many schools advise that students have at least one “back-up” option, with lower entry requirements, in case they do not get their predicted grades. G) As well as understanding and guiding your child through the application process, parents can help with the personal statement, which is a chance for students to show their passion for a subject. “Parents can help their son or daughter to begin their personal statement,” says Swarbrick. “Get them to explain what they find interesting and exciting about their subject,” he says, “as well as to say what they’ve done to demonstrate that interest. However, it’s also important that parents recognize that their son or daughter has to write their personal statement themselves.” H) Parents can also help by being aware of the early deadline. The deadline for Oxbridge and some specific courses, such as medicine and dentistry, is October 15. If your sixth-former is thinking about applying to any of these subjects or universities they should prepare well in advance. Students may need to take a test or submit written work. They are then shortlisted and could be invited for an interview. I) At the offer stage, parents should play a monitorial role. Offers are staggered（犹豫，动摇）depending on when an application was made. Offers can be “unconditional” or “conditional” – which means they depend on A-level results. Students have to decline or accept only when all of their five choices have got back to them. They will then have to respond by a set deadline, given by UCAS. If a student’s first choice is a conditional offer, they can also accept a second insurance choice, which asks for lower grades. “At this stage, parents should ask sixth-formers what the deadline is and when they plan to make their response by, to make sure that they are on top of the procedure. As the whole thing becomes more real, parents could help to organize another visit or two so that they get a second impression.” J) If your sixth-former did not get into any of their choices, then they can still find a course through UCAS Extra, which stays open until early July. They can use the course search to find out which courses still have places available and apply through UCAS. Another option is to go through clearing, which matches students with unfilled places on courses. It’s organized by UCAS and opens at 5 p.m. on A-level results day, August 15. It then runs until September. Encourage your child to keep calm, as clearing can be a stressful process. Expect them to be on the phone, contacting universities. Institutions say they prefer students, rather than parents, to call, so it’s best for parents to take a step back and to let their son or daughter speak for themselves.
1)
If a student is not sure about what subject to learn, he will be advised to apply for the subject he is interested in. C
2)
If a sixth-former graduate applies for medicine course, he should get to know the deadline for it and prepare for some tests ahead of time. H
3)
The advantage that parents accompany their children to the open days is that they can give their children confidence and help. D
4)
Many applicants submit their applications in the autumn of year 13 rather than in the January of year 14. E
5)
Students have to make a final decision about which university to attend by the deadline given by UCAS. I
6)
Students are recommended to choose at least one course with lower entry requirements. F
7)
Some parents, especially those who have never gone through university admission service, feel troubled and worried about the process of their kid’s university application. A
8)
Parents are suggested to go to the colleges on their information days to get well prepared to help their children. B
9)
Students who fail to be admitted by their ideal universities can still find vacancy in other universities before early July through UCAS Extra. J
10)
When writing personal statement, students should explain their interests in the chosen subject. G
参考答案：
1) C 2) H 3) D 4) E 5) I
6) F 7) A 8) B 9) J 10) G
阅读理解15题，总分值：30分
Directions： Read the following passages carefully. Each passage is followed by some questions or unfinished sentences. For each of them there are four choices marked A, B, C, and D. Choose the best answer to each question.
Worldwide, 40 million new passenger cars are built every year. A recent survey estimates that the number of cars will triple over the next 20 years. Most of this growth will take place in China. In comparison, the United States has been completely transformed by cars.
Cars did not become necessities for families in the United States until after World War II. Prior to that time, cars were seen mainly as toys for the rich. By the end of the war, however, people were tired of saving their money. They were ready to have some fun. Unlike Europe and Japan, whose industries had been wiped out by World War II, factories in the United States could quickly be changed from production of wartime items to mass production of such luxury items as cars.
As cars grew in popularity in the United States, there were also changes in lifestyle. Farmers who were once isolated from society by rural life now took weekend trips into the city. Also, workers in the cities no longer needed to live in inner-city housing in order to keep their jobs at nearby factories. Those who made enough money moved out of the cities and into the suburbs. Now that each family had its own car, going to work from the suburbs became a common practice.
Cars not only changed the way people lived, but also changed the way they thought. Traditionally, because young people spent most of their time outside school in and around the home, the strongest role models for teenagers were their parents. However, once they had access to their own cars, teens began spending more time out with friends. Therefore, they became less likely to follow the behavior of their parents and more likely to follow their friends’.
One thing producers paid little attention to, however, was safety. It wasn’t until the mid-1960s that consumers began to demand that all car companies include at least a few common safety features in new cars. These new standards eventually led to safety features such as seat belts, air bags, anti-lock brakes, and automatic door locks.
11)
Why cars didn’t sell as well in Europe as in the United States?
word/media/image1_1.pngA. Because people weren’t interested in cars.
word/media/image2_1.pngB. Because fewer factories were able to make cars.
word/media/image1_1.pngC. Because people couldn’t afford cars.
word/media/image1_1.pngD. Because fewer people lived on farms.
12)
According to the passage, what was the greatest benefit of cars to American life?
word/media/image1_1.pngA. They provided people with more freedom to travel.
word/media/image2_1.pngB. They encouraged people to drive cars to and from work.
word/media/image1_1.pngC. They led to the development of drive-in movies and drive-through restaurants.
word/media/image1_1.pngD. They allowed teenagers to spend more time with their friends.
13)
The main point of Paragraph 4 is that cars ________.
word/media/image1_1.pngA. caused families to grow closer
word/media/image2_1.pngB. changed the thoughts of teenagers
word/media/image1_1.pngC. changed the lives of adults
word/media/image1_1.pngD. made everyday life easy and fun
14)
What caused the change of the car safety features?
word/media/image1_1.pngA. Many car accidents during 1960s.
word/media/image1_1.pngB. The regulations by the government.
word/media/image2_1.pngC. The standards by the car company.
word/media/image1_1.pngD. Customers who would purchase cars.
15)
What’s the main theme of the passage?
word/media/image1_1.pngA. The US has most of the cars in the world.
word/media/image1_1.pngB. China will soon surpass the US in the car market.
word/media/image2_1.pngC. Americans’ lives have changed a lot with the car industry.
word/media/image1_1.pngD. Europeans were living in poverty after World War II.
参考答案：
11) C 12) A 13) B 14) D 15) C
What do Leonardo da Vinci (达芬奇) and Albert Einstein have in common? They were both left-handed, along with other famous people including Pablo Picasso (毕加索). In fact, an estimated 11 percent of Americans and Europeans are left-handed.
Most people around the world are right-handed. This fact also seems to have held true throughout history. In 1977, scientists studied works of art made at various time in history starting with cave drawings from 15,000 B.C. and ending with paintings from the 1950s. Most of the people shown in these works of art are right-handed, so scientists guessed that right-handedness has always been common.
Many researchers claim to have found relationships between left-handedness and various physical and mental characteristics, such as blond hair, blue eyes, vegetarianism, and sleep difficulties. Other studies have found a higher-than-normal level of left-handed people in certain occupations, including professional baseball and tennis players, architects, lawyers, as well as prisoners. However, some of these connections are very weak, and others haven’t been proven.
What makes a person become right-handed rather than left-handed? As yet, no one really knows for sure. One simple idea suggests that people normally get right-handedness from their parents. Studies have found that two right-handed parents have only 9.5 percent chance of having a left-handed child, while two left-handed parents have a 26 percent chance of having a left-handed child. Another common theory is that left-handed people suffer mild brain damage during their birth.
Whatever the reasons behind it, people’s attitudes toward left-handedness have changed a lot over the years. Statistics show that although 13 percent of young people (10-12 years old) are left-handed, only 6 percent of the elderly are left-handed. Left-handed children used to be punished until they began using their right hand like other children, but today people who are left-handed are no longer looked down upon nor are they considered abnormal.
For most people today either case is perfectly acceptable. There are even a number of shops now that specialize in selling products designed for left-handed people, such as left-handed scissors, can openers, guitars, and even a left-handed camera. Don’t you think it’s wonderful?
16)
From studying works of art, scientists have learned that ________.
word/media/image1_1.pngA. left-handed people are better artists
word/media/image1_1.pngB. most artists are left-handed
word/media/image2_1.pngC. most people in history were right-handed
word/media/image1_1.pngD. cave drawings were drawn using both hands
17)
What is talking about in the Paragraph 3?
word/media/image1_1.pngA. People with certain characteristics are better at certain jobs.
word/media/image1_1.pngB. Left-handed people are better at some jobs.
word/media/image1_1.pngC. Left-handedness is linked with certain characters and occupations.
word/media/image2_1.pngD. There are some reasons why people are left-handed.
18)
Why is a person right-handed?
word/media/image1_1.pngA. It is caused by the person’s parents.
word/media/image1_1.pngB. It is due to the environment the person lives in.
word/media/image1_1.pngC. It is suffered a mild brain damage at birth.
word/media/image2_1.pngD. It is not sure about specific reasons yet.
19)
What can be assumed about the children of two left-handed parents?
word/media/image2_1.pngA. Many of them are left-handed.
word/media/image1_1.pngB. Most of them are right-handed.
word/media/image1_1.pngC. Most of them use both hands equally.
word/media/image1_1.pngD. Very few of them are left-handed.
20)
Left-handed children ________.
word/media/image1_1.pngA. are usually looked down upon
word/media/image1_1.pngB. are exceptionally talented like Einstein
word/media/image1_1.pngC. are thought of as abnormal
word/media/image2_1.pngD. were often forced to become right-handed
参考答案：
16) C 17) C 18) D 19) A 20) D
What is the value of the humanities? Why should we study the humanities given the current economic recession? In this new era of continuous unemployment slides and shrinking university funds, questions about the importance of the humanities in a complex and technologically demanding world have taken on new urgency.
While the humanities may not seem as important as engineering, chemistry, or any of the other “hard” sciences, it still plays a significant role in the world. There is a great misunderstanding of what the humanities are and what they can do. People often assume that the humanities are just about reading the great literary and philosophical works and understanding the question of what living is for.
I would argue that humanities – at least from a Cultural Studies perspective – is much more than reading the classic works and speculating about the meaning of life. In Cultural Studies, we apply theory to practice. Thinking and acting outside of the ivory tower, Cultural Studies attempts to produce research that engages with the public. As a cultural researcher, I am constantly asking myself the “So what?” question. Why does this topic matter? Why should people care?
This continuous self-questioning helps bridge the gap between theory and practice. While I am learning for the sake of learning, I believe scholars have the responsibility to think about the ways in which their research relates to the larger picture. What is the point of research if it doesn’t affect the way people think about and act in the world?
One thing I think Cultural Studies does effectively is rethinking the way we have traditionally thought about things. In Cultural Studies, few things – if anything – are taken for granted. Our research is largely driven by the question of what it means to be human. Through critical and creative engagement, we attempt to speculate on a question in a way that inspires people to imagine what might be instead of what is.
This critical and creative engagement is especially important given the worsening state of the economy and the need for creative ways of being in the world.
21)
Why has the question of studying the humanities taken on new urgency?
word/media/image1_1.pngA. More people have realized its importance.
word/media/image1_1.pngB. It has become a more interesting topic.
word/media/image1_1.pngC. It’s driven by the current economic downturn.
word/media/image2_1.pngD. It’s compelled by today’s complex world.
22)
According to the author, what’s the assumption of the general public?
word/media/image1_1.pngA. “Hard” sciences are more important than the humanities.
word/media/image1_1.pngB. Most people don’t know who they are and what they can do.
word/media/image1_1.pngC. People don’t really understand the meaning of life.
word/media/image2_1.pngD. The humanities are only to do with literatures and philosophies.
23)
What does Paragraph 3 mainly talk about?
word/media/image1_1.pngA. It asks “So what?” question.
word/media/image2_1.pngB. It argues to support the humanities.
word/media/image1_1.pngC. It produces research to get involved with people.
word/media/image1_1.pngD. It tries to think and act outside of the ivory tower.
24)
What is the author’s point in Paragraph 4?
word/media/image1_1.pngA. Do the research that will impact on people.
word/media/image2_1.pngB. Bridge the gap between theory and practice.
word/media/image1_1.pngC. Learn things for the sake of learning.
word/media/image1_1.pngD. Lake the responsibility to do research.
25)
According to the author, “rethinking” means ________.
word/media/image1_1.pngA. to think what it means to be human
word/media/image1_1.pngB. to believe nothing is certain
word/media/image1_1.pngC. to question the traditional way of thinking
word/media/image2_1.pngD. to use a unique way of thinking
参考答案：
21) C 22) D 23) B 24) A 25) C
完型填空20题，总分值：30分
Directions： There are some blanks in the following passage. For each blank there are four choices marked A, B, C and D. You should choose the ONE that best fits into the passage.
When we are faced with the choice of major at college, few would like to choose history. People might argue that everything 26) repeats itself, so if we study the past, we can surely know about the future. I’m not 27) cynical , but I don’t agree with this view. To insist that to 28) speculate about the past will reveal something of the future is 29) (solely) a nice idea, but what we really want to know about is the present.People might also say that if we study history, we won’t repeat the mistake or 30) defect of the past. However, if we have learned from the past, then over the centuries we ought to have 31) accumulated so much knowledge that things like war and poverty should 32) (have been eliminated) by now. This is only a wishful thinking but not a 33) logical reasoning because we see wars and conflicts still going on in this world. 34) Unfortunately , we’ve still got a long way to go in this respect. 35) In addition , as college students, for our family and for ourselves, we are 36) obliged to speculate on the future prospects and benefits of learning history. 37) (Given) the huge cost of attending university and the current 38) shrinking job market, should we still major in history? Sure, we may have different answers, but 39) whatever we want to do in the future, most of us have to 40) (adjust) ourselves to the worsening economy today. Nowadays, studying history is more likely a 41) (barrier) to finding a sensible job. Ambitious students have the strong 42) (motive) to help people and save the world after college. But today’s education is market- 43) oriented , and the sole purpose of education is to make money. Not only are there not 44) (sufficient) jobs in the current struggling market, but it also has become 45) evident that there will never be enough promising jobs in the future, not to mention jobs for students of history.
26)
word/media/image1_1.pngA. reverses
word/media/image2_1.pngB. repeats
word/media/image1_1.pngC. doubles
word/media/image1_1.pngD. asserts
27)
word/media/image1_1.pngA. partial
word/media/image1_1.pngB. practical
word/media/image1_1.pngC. critical
word/media/image2_1.pngD. cynical
28)
word/media/image2_1.pngA. speculate
word/media/image1_1.pngB. associate
word/media/image1_1.pngC. estimate
word/media/image1_1.pngD. illustrate
29)
word/media/image1_1.pngA. alone
word/media/image1_1.pngB. lonely
word/media/image1_1.pngC. solely
word/media/image2_1.pngD. hardly
30)
word/media/image1_1.pngA. deficit
word/media/image1_1.pngB. effect
word/media/image2_1.pngC. defect
word/media/image1_1.pngD. prospect
31)
word/media/image2_1.pngA. accumulated
word/media/image1_1.pngB. calculated
word/media/image1_1.pngC. speculated
word/media/image1_1.pngD. related
32)
word/media/image1_1.pngA. eliminate
word/media/image1_1.pngB. have eliminated
word/media/image1_1.pngC. have been eliminated
word/media/image2_1.pngD. be eliminated
33)
word/media/image1_1.pngA. cynical
word/media/image1_1.pngB. critical
word/media/image1_1.pngC. typical
word/media/image2_1.pngD. logical
34)
word/media/image2_1.pngA. Unfortunately
word/media/image1_1.pngB. Uncertainly
word/media/image1_1.pngC. Incredibly
word/media/image1_1.pngD. Unbelievably
35)
word/media/image1_1.pngA. In all
word/media/image2_1.pngB. In addition
word/media/image1_1.pngC. In brief
word/media/image1_1.pngD. In result
36)
word/media/image1_1.pngA. charged
word/media/image1_1.pngB. absorbed
word/media/image2_1.pngC. obliged
word/media/image1_1.pngD. committed
37)
word/media/image1_1.pngA. Conditioned
word/media/image2_1.pngB. Taken
word/media/image1_1.pngC. Considered
word/media/image1_1.pngD. Given
38)
word/media/image2_1.pngA. shrinking
word/media/image1_1.pngB. quivering
word/media/image1_1.pngC. trembling
word/media/image1_1.pngD. shaking
39)
word/media/image1_1.pngA. whenever
word/media/image1_1.pngB. wherever
word/media/image2_1.pngC. whatever
word/media/image1_1.pngD. whichever
40)
word/media/image2_1.pngA. adopt
word/media/image1_1.pngB. adjust
word/media/image1_1.pngC. affect
word/media/image1_1.pngD. effect
41)
word/media/image1_1.pngA. barrier
word/media/image2_1.pngB. carrier
word/media/image1_1.pngC. boundary
word/media/image1_1.pngD. frontier
42)
word/media/image1_1.pngA. purpose
word/media/image1_1.pngB. motion
word/media/image2_1.pngC. decision
word/media/image1_1.pngD. motive
43)
word/media/image1_1.pngA. advertised
word/media/image1_1.pngB. intended
word/media/image2_1.pngC. oriented
word/media/image1_1.pngD. supported
44)
word/media/image2_1.pngA. satisfactory
word/media/image1_1.pngB. sufficient
word/media/image1_1.pngC. efficient
word/media/image1_1.pngD. proficient
45)
word/media/image2_1.pngA. evident
word/media/image1_1.pngB. confident
word/media/image1_1.pngC. distinctive
word/media/image1_1.pngD. distinguished
参考答案：
26) B 27) D 28) A 29) C 30) C 31) A 32) C 33) D 34) A 35) B 36) C 37) D 38) A 39) C 40) B 41) A 42) D 43) C 44) B 45) A
选词填空（15选10）10题，总分值：20分
Directions： Fill in the blanks in the following passage by selecting suitable words from the word bank. Each word can be used only once.
Many people like to save books. If you walk into their home, you are 46) (liable) to see anywhere from a single bookshelf to a whole library full of all kinds of books. They have 47) (accumulated) such a wealth of books that the shelves in their study rooms reach up to the ceilings. The 48) (spectacular) book collections they keep on the shelves are dusted and lined up neatly. There are two important reasons why people save books.
One reason people save their books is to use them as reference materials. People whose job includes studying a lot of textbooks might feel 49) (compelled) to save some of those books for future reference. Those interested in electronic equipment keep their books to 50) (speculate) about the mystery of computer technology and the like. Many families keep encyclopedias (百科全书) for their children to 51) boost their knowledge.
Another reason people save books is to make a good impression. Some think that a library full of the books of the 52) humanities , such as literatures and the books about art and history makes them look 53) knowledgeable . Some people have never 54) (bothered) to read those books. Also, some people like to show to visitors their wide 55) (scope) of tastes and interests. In fact, it’s just a good feeling they want to have.
∙ A. spectacular
∙ B. speculate
∙ C. span
∙ D. scope
∙ E. available
∙ F. compelled
∙ G. bothered
∙ H. accumulated
∙ I. prospect
∙ J. boost
∙ K. humanities
∙ L. liable
∙ M. knowledgeable
∙ N. expelled
∙ O. stimulated
参考答案：
46) liable 47) accumulated 48) spectacular 49) compelled 50) speculate 51) boost 52) humanities 53) knowledgeable 54) bothered 55) scope
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