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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
universi
ty
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
chan
ged
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
prospe
ctuses
（
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 dau
ghter 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
als
o
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
< br>）
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
organ
ize
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 Stat
es?
A.
Because
people
weren’t
interested
in
cars.
factories
were able to make cars.
B.
Because
fewer
C.
Because people couldn’t afford
cars.
D. Because fewer people lived on
farms.
12)
According to the passage, what was the
greatest benefit of cars to American
life?
A.
They
provided
people
with
more
freedom
to
travel.
encouraged
people
to
drive
cars
to
and
from
work.
B.
They
C.
They
led
to
the
D.
They
development
of
drive-in
movies
and
drive-through
restaurants.
allowed
teenagers to spend more time with their friends.
13)
The main
point of Paragraph 4 is that cars ________.
A.
caused
families
to
grow
closer
teenagers
an
d fun
14)
What
caused the change of the car safety features?
A.
Many
car
accidents
during
1960s.
government.
C.
changed
the
lives
of
adults
B.
changed
the
thoughts
of
D.
made everyday
life
easy
B.
The
regulations
by
the
D.
Customers
C.
The
standards
by
the
car
company.
who would purchase
cars.
15)
What’s
the main theme of the passage?
A.
The
US
has
most
of
the
cars
in
the
world.
surpass
the US in the car market.
with the car
industry.
II.
参考答案：
11) C
12) A 13) B 14) D 15) C
B.
China
will
soon
C.
Americans’ lives have changed a lot
D. Europeans were living in poverty
after World War
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<
/p>
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-
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