Part Ⅱ Reading Comprehension (Skimming and Scanning) (15 minutes) 　　Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. 　　For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sentences with the information given in the passage. 　　Guide Dogs 　　For most dog owners, the expression "work like a dog" doesn't make much sense. But some dogs happily perform very demanding jobs for much of their life, putting in a full day's work just like the rest of us. Guide dogs, one of the most familiar sorts of working dog, provide an invaluable service to humans. Every day, they help their masters get from place to place more safely. 　　What Guide Dogs Do 　　Guide dogs help blind or visually impaired people get around in the world. In most countries, they are allowed to anyplace where the public is allowed, so they can help their handlers be in any place they might want to go to. To do this, a guide dog must know how to: 　　Keep on a direct route, ignoring distractions such as smells, other animals and people 　　Maintain a steady pace, to the left and just ahead of the handler 　　Stop at all curbs until told to proceed 　　Turn left and right, move forward and stop on command 　　Recognize and avoid obstacles that the handler won't be able to fit through (narrow passages and low overheads) 　　Stop at the bottom and top of stairs until told to proceed 　　Bring the handler to elevator buttons 　　Lie quietly when the handler is sitting down 　　Help the handler to board and move around buses, subways and other forms of public Vehicles 　　Obey a number of verbal commands 　　Additionally, a guide dog must know to disobey any command that would put the handler in danger. This ability, called selective disobedience, is perhaps the most amazing thing about guide dogs that they can balance obedience with their own assessment of the situation. 　　This capacity is extremely important at crosswalks, where the handler and dog must work very closely together to navigate the situation safely. Dogs cannot distinguish the color of traffic lights, so the handler must make the decision of when it is safe to proceed across the road. The handler listens to the flow of traffic to figure out when the light has changed and then gives the command "forward". If there is no danger, the dog proceeds across the road in a straight line. If there are cars approaching, the dog waits until the danger is gone and then follows the forward command. 　　On the Job and After Hours 　　Guide dogs enjoy their work immensely, and they get a lot of satisfaction from a job well done, but there is no room for typical dog fun during the work day. Games, treats and praise cannot distract the dog from helping its handler navigate the course. Even when the handler doesn't need assistance, a guide dog on the job is trained to ignore distractions and keep still. This is because a guide dog must be able to come to the handler's workplace or be in public places without creating a disturbance. 　　When you see a guide dog on the job, it is extremely important that you recognize that it is at work. Petting or talking to the dog breaks its concentration, which impairs the handler's ability to get around in his or her surroundings. People are very impressed with guide dogs and so we have a natural inclination to praise them, but the best thing you can do to help a guide dog is to leave it alone so that it can pay attention to its surroundings and maintain its focus on its handler. Guiding is very complicated, and it requires a dog's undivided attention. 　　When a guide dog gets home at the end of the day, however, it will play and soak up praise just like an ordinary pet. Guide dogs make the distinction between work and play based on their lead harness: When the harness is on, they must stay completely focused; when it comes off, it's play time. Guide dogs work very hard every day, but they lead extremely happy lives, full of lots of attention and stimulation. Dogs only end up working as guide dogs if they absolutely love the work. In fact, many handlers report that their dogs leap enthusiastically into the harness every morning! 　　Training 　　People often raise Golden Retrievers(獵犬),German shepherds or Labradors(拉布拉多獵狗) as candidates of guide dogs. Once a dog is grown up, socialized and well trained, it goes to the guide dog school for evaluation. 　　In some schools, if a dog is suited for training but not quite ready, it may go back to the puppy(幼犬) raiser for a month or so to mature. If a dog is simply not suited for training, the school will work to place the dog in another line of work, such as tracking, or find it a permanent home, usually offering it to the puppy raiser first. At Guiding Eyes for the Blind, only the top 50 percent of the puppies will stay with the school. So the school places a little over 400 puppies with raisers each year, needing only 200 dogs for the training program. Of that 200,a small percentage will become breeding stock, for Guiding Eyes or another school, and the rest will be considered for the training program. 　　Training is a rigorous process for both the instructors and the dogs, but it's also a lot of fun. To make sure the dogs are up to the challenge, most schools test them extensively before beginning the training. The tests are designed to assess the dogs' self-confidence level, since only extremely confident dogs will be able to deal with the pressure of guiding instruction. If a dog passes the tests, it begins the training program right away. 　　Different schools have different programs, but typically, training will last four to five months. To make sure the dogs master all the complex guide skills, the instructors have to introduce them to each idea gradually. Once they have introduced what is expected of the dog, training is essentially a matter of rewarding correct performance and punishing incorrect performance. This works with dogs because they are pack animals and have a natural need to please an authority figure. The instructor, or later the handler, is simply stepping into the place of the alpha dog, the leader of the pack. 　　Unlike ordinary obedience training, guide dog training does not use food as a reward for good performance. This is because a guide dog must be able to work around food without being distracted by it. Instead, instructors use praise or other reward systems to encourage correct performance. The standard means of correction is pulling on the dogs leash, so that it pulls a training collar, giving the dog a slight pinch(捏，掐).Using this basic reward/punishment system, instructors work through the necessary skills for guiding. 　　Forming a Team 　　The final stage of a guide dog's training is learning to work with its new master. Guide dog training schools work very hard to match handlers with guide dogs according to the compatibility of their personalities. A very energetic dog typically does well with a young handler, while an older handler may need an especially careful partner. Schools often have a special gathering to commemorate the time when a new class of guide dogs finally meets their masters. Often, the dogs' puppy raiser attends and meets with the new master as well. This is perhaps the most emotional time in the entire training process. 　　After this introduction, guide dog instructors typically spend a month helping the new team learn to work together. Many schools have dormitories for the handlers to stay in during this final stage of training. 　　If the handler has never used a guide dog before, a lot of the instructors work at this point are actually people training, not dog training. The handler has to learn to read the dogs movements, so he or she knows when the dog is turning or when the dog is stopping for a crosswalk or stairs. Additionally, the handler has to learn all the commands the dog knows, and must get some practice walking with the dog. The dog has to make the transition from obeying the instructor to recognizing the handler as its new master. The handler and the dog spend a lot of this time just getting to know each other, so that they are comfortable enough to work as a team. By the time they graduate from the guide dog school, they can read each others every movement. 　　1. When a handler and a guide dog walk on the street________,- . 　　A) the handler must walk straight B) the dog must try to walk straight 　　C) both the handler and the dog should walk straight D) neither of them has to walk straight 　　2. Like other dogs, guide dogs any command from the handler. 　　A) are supposed to ignore B) are not supposed to ignore 　　C) are supposed to obey D) are not supposed to obey 　　3. Which of the following statements is not true? 　　A) The handler and the dog must work very closely together. 　　B) Dogs cannot distinguish the color of traffic lights. 　　C) If there is any danger at crosswalks, a guide dog should notify the handler. 　　D) If there is no danger, the dog proceeds across the road in a straight line. 　　4. In the work, guide dogs will enjoy . 　　A) the fun common dogs have B) their work a lot 　　C) the fun and praise common dogs have D) the satisfaction 　　5. When you see a guide dog work very well, the best thing you can do for it is to . 　　A) praise it B) reward it C) leave it alone D) feed it 　　6. A guide dog tells the time of play apart from that of work by . 　　A) the handler's command B) its lead harness 　　C) the handler's whistle D) its instinct 　　7. When a puppy dog grows up, it is evaluated at the guide dog school to see . 　　A) if it is suited for guiding B) if it is ready for guiding 　　C) if it is suited for breeding D) if it is suited for training 　　8. Different from ordinary obedience training, guide dog training introduces praise or other reward systems instead of . 　　9. At the end of training, the guide dog school will make sure that the dogs work well with . 　　10. Before graduation, the handler and the guide dog should spend time learning to read
    Part Ⅲ Listening Comprehension (35 minutes) 　　Section A 　　Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A),B),C) and D),and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre. 　　注意：此部分試題請(qǐng)?jiān)诖痤}卡2上作答。 　　11. A) She is going to Finland. B) She has some visitors. 　　C) She will visit Finland next week. D) She has just visited him this week. 　　12. A) To cancel his trip. B) To go to bed early. 　　C) To catch a later flight. D) To ask for a wake up call. 　　13. A) Saturday afternoon was the man's busy hours. 　　B) The man won't be able to enjoy a nap. 　　C) Mr. Smith is an old friend of the man. 　　D) The man wanted to take a long nap after lunch. 　　14. A) George wants to change his work. B) George is doing pretty good now. 　　C) George doesn't like his work. D) George is not doing well with his work. 　　15. A) The woman is a dentist. B) The woman is a secretary. 　　C) The woman is a receptionist. D) The woman is a patient. 　　16. A) The woman knows the professor has been busy. 　　B) The woman knows the professor has run into trouble. 　　C) The woman has trouble getting along with the professor. 　　D) The woman regrets having taken up much of the professor's time. 　　17. A) At a restaurant. B) In the fresh ocean air. 　　C) On a fishing boat. D) In a store specializing in seashells. 　　18. A) They will buy a new house after they buy a car. 　　B) They will buy a bigger house. 　　C) They won't buy a new house because they can't find a bigger one. 　　D) They won't buy a bigger house because they don't have enough money. 　　Questions 19 to 21 are based on the conversation you have just heard. 　　19. A) She hasn't been getting adequate grades. 　　B) She hasn't been attending class every day. 　　C) She has been coming to school much too early. 　　D) She has been overloading herself with homework. 　　20. A) Two. B) Four. C) Six. D) Eight. 　　21. A) To stay in class. B) To get another class. 　　C) To withdraw from class. D) To miss just one more class. 　　Questions 22 to 25 are based on the conversation you have just heard. 　　22. A) How to care for precious metal. B) A standard unit for measuring weight. 　　C) The value of precious metals. D) Using the metric system. 　　23. A) To check the accuracy of scales. 　　B) To calculate the density of other metals. 　　C) To observe changes in the atmosphere. 　　D) To measure amounts of rain fall. 　　24. A) Someone spilled water on it. B) Someone lost it. 　　C) It was made of low quality metal. D) The standard for measuring had changed. 　　25. A) It is a small amount to pay for so much precious metal. 　　B) It is difficult to judge the value of such an object. 　　C) It is reasonable for an object with such an important function. 　　D) It is too high for such a light weight. 　　Section B 　　Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D).Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre. 　　注意：此部分試題請(qǐng)?jiān)诖痤}卡2上作答。 　　Passage One 　　Questions 26 to 28 are based on the passage you have just heard. 　　26. A) At Harvard. B) At West Point. 　　C) At the Carlisle Indian School. D) At the Olympic Games held in Stockholm. 　　27. A) They held grand banquets in his honor. 　　B) They welcomed him with parades and celebration. 　　C) They gave him a title. 　　D) They made him a professional athlete. 　　28. A) Because someone found out that Thorpe had been using drugs. 　　B) Because Thorpe had once been an amateur athlete. 　　C) Because Thorpe's fame began to decline after the Olympic Games. 　　D) Because Thorpe had been a professional athlete at one time. 　　Passage Two 　　Questions 29 to 31 are based on the passage you have just heard. 　　29. A) Lord Sandwich. B) Some inventors. 　　C) The friends of Lord Sandwich. D) Some scientists. 　　30. A) To collect rents and taxes. B) The harsh land agent. 　　C) The English landowner. D) To speak. 　　31. A) He dismissed the Captain. B) He made the word "boycott" popular. 　　C) He removed the poor tenants. D) He increased the rents and taxes. 　　Passage Three 　　Questions 32 to 35 are based on the passage you have just heard. 　　32. A) There were only grandparents and children. 　　B) There was one father, one mother, and their children. 　　C) There were many relatives. 　　D) There were two or more brothers with their wives. 　　33. A) The women have more freedom and can share in decisions. 　　B) The women do not have to be the heads of the family. 　　C) The women's relatives do not help them. 　　D) The women have all the power of the family. 34. A) Husbands have to share with their wives and help them. 　　B) Older women often live alone when their husbands die. 　　C) Family structure is more patriarchal in the nuclear family. 　　D) Women have to help sisters, grandparents with housework and childcare. 　　35. A) They want to stay home and do the housework. 　　B) They do not have enough money. 　　C) They have too much work and not much free time. 　　D) They have more freedom than in the past. 　　Section C 　　Directions: In this section, you will hear a passage three times, when the passage is read for the first time, you should listen carefully for its general idea .When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information .For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written. 　　注意：此部分試題請(qǐng)?jiān)诖痤}卡2上作答。 　　A deadly (36)_________outbreak swept through a small city in Zaire, Africa last spring, killing more than one hundred people. It was a terrible situation. The killer was a rare (37)_________ that caused most victims to (38)_________ to death. As scientists rushed to control the (39) _________, people in the U.S. wonder whether it could attack here. "We are foolish if we think it couldn't come to our country. We can never be too careful when we face some disease, especially the infectious one." say doctors. The virus can be highly infectious. If you come in (40)_________with a victim's blood or other body (41)_________, you can get sick, too. That's what scientists believe (42)_________in Zaire. The healthcare workers who treated the first (43) ________there soon fell ill, too. (44)__________________________________.International rescue works brought equipment to Zaire soon after the outbreak occurred.(45)________________________________.One big mystery is that no one knows where the virus comes from or where it will strike next. Some scientists say that the virus lies inactive in the cells of some kind of plant, insect or other animal. Then it somehow finds a way to infect humans. (46)__________________________________.Once they find the virus, they also hope to find ways to combat it. 　　Part Ⅳ Reading Comprehension (Reading in Depth) (25 minutes) 　　Section A 　　Directions: In this section, there is a short passage with 5 questions or incomplete statements. Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words on Answer Sheet 2. 　　Questions 47 to 51 are based on the following passage. 　　Women often complain that dating is like a cattle market, and a paper just published in Biology Letters by Thomas Pollet and Daniel Nettle of Newcastle University, in England, suggests they are right. They have little cause for complaint, however, because the paper also suggests that in this particular market, it is women who are the buyers. 　　Mr. Pollet and Dr. Nettle were looking for evidence to support the contention that women choose men of high status and resources, as well as good looks. That may sound common sense, but it was often denied by social scientists until a group of researchers who called themselves evolutionary psychologists started investigating the matter two decades ago. Since then, a series of experiments in laboratories have supported the contention. But as all zoologists know, experiments can only tell you so much. Eventually, you have to look at natural populations. 　　And that is what Mr. Pollet and Dr. Nettle have done. They have examined data from the 1910 census of the United States of America and discovered that marriage is, indeed, a market. Moreover, as in any market, a scarcity of buyers means the sellers have to have particularly attractive goods on offer if they are to make the exchange. 　　The advantage of picking 1910 was that America had not yet settled down, demographically(人口統(tǒng)計(jì)學(xué)方面) speaking. Though the long-colonized eastern states had a sex ratio of one man to one woman, or thereabouts, in the rest of the country the old adage(格言，諺語(yǔ))"go west, young man" had resulted in a surplus of males. Mr. Pollet and Dr. Nettle were thus able to see just how picky women are, given the chance. 　　Rather than looking at the whole census, the two researchers relied on a sample of one person in 250.They then assigned the men in the sample a socioeconomic status score between zero and 96, on a scale drawn up in 1950.They showed that in states where the sexes were equal in number, 56% of low status men were married by the age of 30, while 60% of high status men were. As the men went west, then, so did their marriage opportunities. 　　47. A paper published in Biology Letters agreed with women that . 　　48. What is the contention which is often denied by social scientists? 　　49. Although the experiments support the contention, all zoologists suggest that . 　　50. In the market of marriage, a scarcity of buyers means sellers have to to make the exchange. 　　51. What had given two researchers the chance to see how picky women were? 　　Section B 　　Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A),B),C) and D).You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre. 　　Passage one 　　Questions 52 to 56 are based on the following passage. 　　With the possible exception of equal rights, perhaps the most controversial issue across the United States today is the death penalty. Many argue that it is an effective deterrent (威懾) to murder, while others maintain there is no convincing evidence that the death penalty reduces the number of murders. 　　The principal argument advanced by those opposed to the death penalty, basically, is that it is cruel and inhuman punishment, which is the mark of a brutal society, and finally that it is of questionable effectiveness as a deterrent to crime anyway. 　　In our opinion, the death penalty is a necessary evil. Throughout recorded history there have always been those extreme individuals in every society who were capable of terribly violent crimes such as murder. But some are more extreme than others. 　　For example, it is one thing to take the life of another in a fit of blind rage, but quite another to coldly plot and carry out the murder of one or more people in the style of a butcher. Thus, murder, like all other crimes, is a matter of relative degree. While it could be argued with some conviction that the criminal in the first instance should be merely isolated from society, such should not be the fate of the latter type murderer. 　　The value of the death penalty as a deterrent to crime may be open to debate. But the overwhelming majority of citizens believe that the death penalty protects them. Their belief is reinforced by evidence which shows that the death penalty deters murder. For example, from 1954 to 1963, when the death penalty was consistently imposed in California, the murder rate remained between three and four murders for each 100,000 population. Since 1964 the death penalty has been imposed only once, and the murder rate has risen to 10.4 murders for each 100,000 population. The sharp climb in the state's murder rate, which began when executions stopped, is no coincidence. It is convincing evidence that the death penalty does deter many murderers. If the bill reestablishing the death penalty is vetoed, innocent people will be murdered-some whose lives may have been saved if the death penalty were in effect. This is literally a life or death matter. The lives of thousands of innocent people must be protected. 　　52. The principal purpose of this passage is to . 　　A) speak for the majority B) initiate a veto 　　C) criticize the government D) argue for the value of the death penalty 　　53. The author's response to those who urge the death penalty for all is likely to be . 　　A) negative B) friendly C) supportive D) hostile 　　54. According to the Paragraph 4, it can be inferred that . 　　A) the death penalty is the most controversial issue in the United States today 　　B) the second type of murderers should be sentenced to death 　　C) the veto of the bill reestablishing the death penalty is of little importance 　　D) the value of the death penalty as a deterrent to crime is not to be debated 　　55. The passage attempts to establish a relationship between . 　　A) the murder rate and the imposition of the death penalty 　　B) the effects of execution and the effects of isolation 　　C) the importance of equal rights and that of the death penalty 　　D) executions and murders 　　56. The author's attitude towards "death penalty" is . 　　A) opposing B) supporting C) neutral D) sarcastic
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