Section A
Directions: In this section you will hear 10 short conversations. At the end of each conversation, a question will be asked about what was said. Both the conversation and the question 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 the Answer Sheet with a single line through the centre.
Example: You will hear:
You will read: [A] 2 hours. [B] 3 hours.
[C] 4 hours. [D] 5 hours.
From the conversation we know that the two are talking about some work they will start at 9 o’clock in the morning and have to finish at 2 in the afternoon. Therefore, [D] “5 hours” is the correct answer. You should choose [D] on the Answer Sheet and mark it with a single line through the centre.
Sample Answer [A] [B] [C] [D]
1. M: The dean just announced that Dr. Holden’s going to take over as chairman of the history department.
W: I knew it all along! He’s the obvious choice. All the other candidates are no match for him!
Q: What does the woman mean?
A) The dean should have consulted her on the appointment.
B) Dr. Holden should have taken over the position earlier.
C) She doesn’t think Dr. Holden has made a wise choice.
{D) Dr. Holden is the best person for the chairmanship. }
2. W: Hey, let me know how your summer’s going? I’ll miss you guys while I’m working here in the library.
M: I’ll be working, too, but I’ll send you an email or call you once in a while. When we all get back to school, we can have a party or something.
Q: What do we learn about the two speakers?
{A) They’ll keep in touch during the summer vacation. }
B) They’ll hold a party before the summer vacation.
C) They’ll do odd jobs together at the school library.
D) They’ll get back to their school once in a while.
3. W: I know it’s the end of the season, but those peaches were such a bargain that I couldn’t help buying them! Have one please!
M: Thank you! Actually, they seem past their prime.
Q: What do we learn from the conversation?
A) Peaches are in season now.
{B) Peaches are not at their best now.}
C) The woman didn’t know how to bargain.
D) The woman helped the man choose the fruit.
4. M: The assignment on physics is a real challenge. I don’t think I can finish it on time all by myself,.
W: Why don’t we join our efforts together? It may be easier then.
Q: What does the woman suggest?
A) They join the physics club.
B) They ask for an extension of the deadline.
{C) They work on the assignment together. }
D) They choose an easier assignment.
5. M: Jean really lost her temper in Dr. Brown’s class this morning.
W: Oh, did she? But I think her frankness is really something to be appreciated.
Q: What does the woman mean?
{A) She admires Jean’s straightforwardness. }
B) She thinks Dr. Brown deserves the praise.
C) She will talk to Jean about what happened.
D) She believes Jean was rude to Dr. Brown.
6. W: We heard that when you were a kid, you submitted a story to Reader’s Digest.
M: Well, I don’t remember the story exactly, but my idea of a great time then was a pad of lined paper and a new blue pen. I thought of myself as a Reader’s Digest’s staff member at the age of six.
Q: What do we learn about the man from the conversation?
{A) He liked writing when he was a child. }
B) He enjoyed reading stories in Reader’s Digest.
C) He used to be an editor of Reader’s Digest.
D) He became well known at the age of six.
7. M: Your son certainly shows a lot of enthusiasm on the tennis court.
W: I only wish he’d show as much for his studies.
Q: What does the woman imply about her son?
A) He shows great enthusiasm for his studies.
B) He is a very versatile person.
C) He has no talent for tennis.
{D) He does not study hard enough. }
8. W: We’re supposed to meet John here at the railway station.
M: That’s like looking for a needle in a hay stack.
Q: What does the man imply?
A) John has lost something at the railway station.
B) There are several railway stations in the city.
{C) It will be very difficult for them to find John. }
D) The train that John is taking will arrive soon.
9. M: Professor Stevenson, as an economist, how do you look upon the surging Chinese economy? Does it constitute a threat to the rest of the world?
W: I believe China’s economic success should be seen more as an opportunity than a threat. Those who looked upon it as a threat overlooked the benefits of China’s growth to the world’s economy. They also lack understanding of elementary economics.
Q: What does Professor Stevenson think of China’s economy?
{A) Its rapid growth is beneficial to the world. }
B) It can be seen as a model by the rest of the world.
C) Its success can’t be explained by elementary economics.
D) It will continue to surge forward.
10. W: Our school has just built some new apartments near campus, but one bedroom runs for 500 dollars a month.
M: That’s a bit beyond the reach of most students!
Q: What does the man mean?
A) It takes only 5 minutes to reach the campus from the apartments.
{B) Most students can’t afford to live in the new apartments.}
C) The new apartments are not available until next month.
D) The new apartments can accommodate 500 students.
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 the answer sheet with a single line through the centre.
Passage one
I had flown from San Francisco to Virginia to attend a conference on multiculturalism. Hundreds of educators from across the country were meeting to discuss the need for greater cultural diversity in the school curriculum. I took a taxi to my hotel. On the way, my driver and I chatted about the weather and the tourists. The driver was a white man in his forties. “How long have you been in this country?” he asked. “All my life!” I replied, “I was born in the United States.” With a strong southern accent, he remarked, “I was wondering because your English is excellent.” Then I explained as I had done many times before, “My grandfather came here from China in the 1880s. My family has been here in America for over a hundred years.” He glanced at me in the mirror. Somehow, I did not look “American” to him. My appearance looked foreign. Questions like the one my taxi driver asked make me feel uncomfortable. But I can understand why he could not see me as an American. He had a narrow but widely-shared sense of the past: a history that has viewed Americans as descendants of Europeans. Race has functioned as something necessary to the construction of American character and quality. In the creation of our national identity, American has been defined as white. But America has been racially diverse since our very beginning on the Virginia shore, where the first group of Englishmen and Africans arrived in the 17th century. And this reality is increasingly becoming visible everywhere.
文章出处：
I HAD FLOWN FROM San Francisco to Norfolk and was riding in a taxi to my hotel to attend a conference on multiculturalism. Hundreds of educators from across the country were meeting to discuss the need for greater cultural diversity in the curriculum. My driver and I chatted about the weather and the tourists. The sky was cloudy, and Virginia Beach was twenty minutes away. The rearview mirror reflected a white man in his forties. "How long have you been in this country?" he asked. "All my life," I replied, wincing. "I was born in the United States." With a strong southern drawl, he remarked: "I was wondering because your English is excellent!" Then, as I had many times before, I explained: "My grandfather came here from Japan in the 1880s. My family has been here, in America, for over a hundred years." He glanced at me in the mirror. Somehow I did not look "American" to him; my eyes and complexion looked foreign.
Suddenly, we both became uncomfortably conscious of a racial divide separating us. An awkward silence turned my gaze from the mirror to the passing landscape, the shore where the English and the Powhatan Indians first encountered each other. Our highway was on land that Sir Walter Raleigh had renamed "Virginia" in honor of Elizabeth 1, the Virgin Queen. In the English cultural appropriation of America, the indigenous peoples themselves would become outsiders in their native land. Here, at the eastern edge of the continent, I mused, was the site of the beginning of multicultural America. Jamestown, the English settlement founded in 1607, was nearby: the first twenty Africans were brought here a year before the Pilgrims arrived at P
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