-
II. Grammar and Vocabulary
Section A
Directions:
After
reading
the
passages
below,
fill
in
the
blanks
to
make
the
passages
coherent and grammatically correct. For
the blanks with a given word,
fill in each
blank with the
proper form of the given word; for the other
blanks, use one word
that best fits
each blank.
(A)
About dancing bears
Young bears are captured in the wild,
separated from their mothers, and taught by
a trainer to become dancing bears in
conditions of unimaginable cruelty.
The
young
animals
are
forced
on
to
sheets
of
really
hot
metal
and,
(25)
______
(escape)
the
pain,
the
bears
alternate
lifting
up
one
paw
(
爪子
)
and
then
another
while
music
is
played. The process is repeated again and again
(26) ______ the animals
automatically
begin
to
raise
their
paws
–
to
“dance”
–
in
fear
of
the
pain,
even
when there are no metal
sheets.
As
the
bears
get
older,
the
trainers
keep
them
under
control
by
imposing
pain.
They
do this by putting
rings through the bears’ highly sensitive noses
and jaws. The
pitiful truth is (27)
______ they are not put to sleep for this painful
process.
Chains (28) ______ (attach) to
the rings so the trainers can control the animals,
(29) ______ weigh up to 350 kilograms,
with only a slight pull on the chains.
The bears’ nails are c
ut
several times a year and their teeth broken or
removed
in order that they cannot get
their trainers (30) ______ (injure). The bears
also
suffer
with
an
inadequate
diet
usually
(31)
______
(consist)
of
white
bread,
sugar
and
cheap
fruit
juices.
All
these
cause
the
bears
serious
physical
health
problems
(32)
______
______
many
of
them
display
strange
behavior
such
as
swaying
(
摇摆
)
and
pacing as they cannot
follow natural behavioral patterns and
instincts.
(B)
The Power of Good
It was Mother’s Day morning
la
st year and I was shopping at our
local supermarket
with
my
five-year-old
son,
Tenyson.
As
we
were
leaving,
we
realised
that
only
minutes
(33)
______
(early)
an
elderly
woman
had
fallen
and
hurt
(34)
______
badly.
She
was
embarrassed and clearly in shock.
Fortunately, her husband was with her and many
people
had
stopped
to
help
out.
Walking
towards
the
scene,
Tenyson
became
very
upset
about (35) ______ had happened to the
elderly couple. He said to me, “(36) ______
(fall) over in front of everyone isn’t
much fun.”
Near the entrance
of the supermarket, a charity group had set up a
stall selling
flowers.
Tenyson
suggested
that
we
should
buy
the
lady
a
flower.
“It
will
make
her
feel
better,”
he
said.
I
was
amazed
that
he
would
have
this
sweet
idea,
so
I
asked
the
flower seller if I (37) _____ buy a flower for the
elderly lady because my son
wanted
to
give
it
to
her
to
cheer
her
up.
“Just
take
it,”
she
replied.
“I
can’t
take your money for
such wonderful gesture.”
By
then a nurse (38) ______ (arrive), and was
attending to the woman. As we walked
up
to
her,
Tenyson
became
frightened
by
all
the
blood
and
medical
equipment.
Instead
I
gave
(39)
______
flower
to
the
woman’s
husband.
The
old
man
thanked
us
both,
then
bent
down
and
gave
it
to
his
wife,
telling
her
who
it
was
(40)
______.
Despite
being
badly hurt and shaken, the old lady
looked up at Tenyson with love in her eyes and
gave him a little smile.
Section B
Directions:
Complete
the
following
passage
by
using
the
words
in
the
box.
Each
word
can only be used once.
Note that there is one word more than you
need.
A.
alternative
G.
marine
B. appeal
H.
naturalist
C.
benefit
I.
preserve
D. differ
J.
specializin
g
E.
energizing
K.
unspoiled
F.
fascinated
Ecotours are unique
adventures that join nature and sightseeing into
one exciting
package. Learning about
the environment and the world around us is the 41
of an
ecotour because
you
get
to experience the natural world
firsthand. A great way for
students studying biology and
environmental sciences to experience 42 life and
nature
is
to
take
your
own
ecotour!
Orlando
airboat
rides
can
give
you
an
experience
to
remember
and
can
be
a
fun
and
43
way
to
learn
more
about
the
Florida
environment.
Ecotours involve travelling to a
natural environment where you are guided by a(n)
44
helping you
learn about the surrounding environment and extend
your environmental
education. This can
include learning how the plants and animals on
your Orlando
airboat rides 45 from each
other, or you can be simply becoming more aware of
preservation
efforts
towards
the
Everglades,
the
largest
wetland
in
North
America.
Orlando
airboat
rides
can
help
you
learn
about
Florida
history,
observe
alligators
(
短吻鳄
)
and
other
wildlife,
and
experience
the
46
nature
of
the
muddy
wilderness.
Taking an ecotour can help you become
more aware of your environment and further
instruct you on the impact we have on
the environment. Our goal is to help you
understand the Everglades and how
important it is to 47 the wetland.
Wild
Florida
provides
the
perfect
opportunity
for
a
school
trip
that
satisfies
those
48
with
learning
more
about
environmental
sciences,
or
to
those
just
curious
about
the Everglades. Hands-
on and active learning on an airboat ride is often
a more
exciting
and
adventurous
49
to
sitting
in
a
classroom,
so
why
not
plan
your
ecotrip
with Wild
Florida?
Wild
Florida
is
reputable
for
50
in
creating
an
exciting
and
unique
ecotour
that’s
fun for everyone in
your family! You will be flying through the muddy
Everglades
in
our
airboat
rides
while
observing
and
learning
about
alligators,
bald
birds,
the
history of the Everglades, and so much
more. Book your Orlando airboat rides today
by
calling
us
at
407-901-2563
to
experience
a
one-of-a-
kind
ecotour
that
you
won’t
soon
forget.
III. Reading
Comprehension
Section
A
Directions:
For
each
blank
in
the
following
passage
there
are
four
words
or
phrases
marked A, B, C and
D. Fill in each blank with the word or phrase that
best fits the
context.
Over the last 15 years,
digital communication has brought in
more changes than
the
printing press did in 1570. And those
most likely to use them in this world are
teenagers,
whose
brains
appear
to
have
an
extraordinary
volume
to
adapt
to
the
world
around
them, according to Dr Jay Giedd, a(n)
51
brain expert.
We are now discovering that, as a
species, our brains during the teenage years are
still flexible and capable of 52 .
Having a more flexible brain, 53 , means that
certain parts of it, such as desire
control and the ability to make long-term
decisions,
haven’t
developed
yet,
which
may
also
explain
why
we
spend
a(n)
54
period
living
under the protection of our parents rather than
leaving home at the age of
12
or
13.
This
also
means
that
the
teenage
brain
can
adapt
to
new
technology,
enabling
teenagers to 55 the
increasing pace of digital technology and giving
them an
advantage when it comes to
multitasking.
In the USA, on
average teenagers spend hours a day using
computers, mobiles, and
other
devices
to
learn,
interact,
and
play.
This
increases
to hours
if
you
include
all of the
56
that goes on, such as talking on the phone while
watching TV. As they stare at
these
screens, they’re taking in and sorting through an
incredible amount of
information.
There are 57 about how social media is
affecting the way the brain learns to 58 ,
as
one
of
the
most
important
skills
that
we
learn
as
children
is
how
to
make
friends
and interact with
people around us. Geidd says that a lot of what
goes on inside
our
brains
is
social.
Social
interactions
are
now
being
59
by
technology
–
you
could
have hundreds of
friends, all of whom are real people that you
interact with and
scientists
aren’t sure
whether we’ll be
able to develop the same 60 using social
media.
There
is
a(n)
61
of
the
growing
digital
trend:
YouTube
shows
the
teenagers
all
over
the world are watching
the same videos and laughing at the same jokes,
indicating
that they are
more
62
than
teenagers
in
the
past.
They
may
be
keen
on
63
their
friends
and
posting
updates
on social media
sites, but teenagers today are probably going to
have access to
technology and
64
social
and
educational
opportunities
that
anyone
with
a
less
flexible
brain
may
have
trouble imagining. Nevertheless, there
is a cut-off point, and by the age of 30,
our brains in their ways, making it
more
65 for us to adapt and
cope with new technologies.
51. A. digital B. adolescent C.
surgical D. artificial
52.
A. functioning B. noticing C. adjusting D.
deciding
53. A. however B.
therefore C. otherwise D. instead
54. A. natural B. glorious C. limited
D. extended
55. A. keep up
with B. come up with C. put up with D. end up
with
56. A. gossiping B.
multitasking C. interacting D. playing
57. A. reports B. curiosities C.
concerns D. talks
58. A.
memorize B. sort C. imagine D.
socialize
59. A. changed B.
controlled C. troubled D. interrupted
60. A. trends B. attitudes C. societies
D. skills
61. A. advantage
B. distraction C. indication D. history
62. A. absent-minded B. global-minded
C. quick-minded D. serious-minded
63. A. accessing B. texting C.
discovering D. watching
64.
A. on the whole B. as a result C. in other words
D. by all means
65. A.
flexible B. important C. difficult D.
incredible
Section
B
Directions:
Read
the
following
three
passages.
Each
passage
is
followed
by
several
questions
or
unfinished
statements.
For
each
of
them
there
are
four
choices
marked
A,
B, C and D. Choose the one that fits best
according to the information given in
the passage you have just
read.
(A)
Sebastian
Faulks
has
written
many
novels,
including
Devil
May
Care,
the
latest
James
Bond book. This cutting
comes from a
very
different kind of novel
called Charlotte
Gray. The
setting is a transit (
中转
)
camp near Paris during the Second World War,
where a group of people, including two
small children, Andre and Jacob, await
transport
to
take
them
to
a
concentration
camp
outside
France.
Although
these
people
–
the
‘deportees’
of
the
cutting
–
are
not
fully
aware
of
this,
they
face
certain
death.
The Last
Night
Andre was lying on the
floor when a man came with postcards on which the
deportees
might write a final message.
He advised them to leave them at the station or
throw
them
from
the
train
as
camp
orders
forbade
access
to
the
post.
Two
or
three
pencils
that had survived the camps search were
passed round among the people in the room.
Some wrote with weeping passion, some
with great care, as though their safety, or
at
least
the
way
in
which
they
were
remembered,
depended
upon
their
choice
of
words.
A woman came with a sandwich for each
child to take on the journey. She also had
a
bucket
of
water,
round
which
they
gathered,
holding
out
food
cans
they
passed
from
one to another. One of the older boys
hugged her in his gratitude, but the bucket
was soon empty. When she was gone,
there were only the small hours of the night to
go
through.
Andre
was
lying
on
the
straw,
and
Jacob
leaned
close
to
him
for
warmth.
Five buses had come in through the main
entrance, and now stood trembling in the
corner of the yard. At a long table …
the commandant of the camp himself sat with
a
list
of
names
that
another
policeman
was
calling
out
in
alphabetical
order.
Andre
heard his name and moved with Jacob
towards the bus. From the other side of the
courtyard, from windows open on the
dawn, a shower of food was thrown towards them
by women crying and calling out their
names.
Andre looked
up,
and
i
n
a chance
angle of light
he saw a
woman’s face in which the
eyes were fixed with terrible
fierceness on a child beside him. Why did she
stare
as though she hated him? Then it
came to Andre that she was not looking in hatred,
but had kept her eyes so intensely open
in order to fix the picture of her child
in her mind. She was looking to
remember, for ever. …
66.
What can we learn from the first part of the
passage?
A. The background
and the situation of World War II.
B. The transit camp and the
transportation in Paris.
C.
The author, the setting and the main
characters.
D. The main idea
and the names on the list.
67. Which of the following is true
about the things going on in the transit
camp?
A. The deportees were
eager to leave their final messages.
B. A humble breakfast was served to
children late that morning.
C. Andre happened to witness the
deportees’ routine camp life.
D. The camp commandant stood by a long
table calling the roll.
68.
The woman stared at her child fiercely probably
because ______.
A. she found
her child was trembling and crying for
food
B. she thought she
would never see her child any more
C. she was filled with an attempt to
escape from death
D. she was
driven mad by the life in the transit
camp
69. The author told the
story in a(n) ______ tone.
A. casual B. desperate C. hatred D.
innocent
(B)
What we do
EFP
Courses provide courses in English language and
British culture. Our courses
are aimed
at students aged between 12 and 17 who are at pre-
intermediate level or
above in English.
The courses are held in Guildford, a historic town
near London.
Typical
structure of a one-week course
? up to 25 hours of English run by
native speakers, qualified in teaching English
as a foreign language and specialist
drama teachers
? 2
full
-day sightseeing trips to London
and Oxford (at weekends)
?
full board (全食宿
) with local, English-
speaking families
When we
run the courses
EFP courses
can be organized only during British state school
terms. For this
academic year, courses
can be booked between now and 23 May and between
30 May and
30 June. We welcome you to
book from 3 September 2016 to 25 October 2016 and
from
31 October to 20 December
2016.
Why choose EFP
courses
? in addition to our
standard English classes, we also run drama and
expression
English classes, taught by
specialist drama teachers
?
we expose our students to British culture for the
entire length of the course
? we tailor courses to each group’s
needs, creating a unique experience for our
students. Note that any changes to our
courses are made within reason and only if
all participants from a group share the
same language level. Please see further
details on our website.
Length of a course
EFP courses
run for either
one or two
weeks depending on the
specific
requirements
for your group.
How to apply
Please register your interest by
sending an email to. By contacting us before you
make any travel arrangements you ensure
that we can put your group up on the dates
that you require. For more details,
please visit you in Guildford soon!
70. What does the leaflet tell us about
EFP courses?
A. Their target
students are teenagers of all English
levels.
B. They are
available on the school campuses in London and
Oxford.
C. Every individual
participant is supplied with tailored language
support.
D. They involve
students in British culture activities during the
whole course.
71. Suppose
you are to take EFP courses this academic year,
you can ______.
A. hand in
an application by visiting their
website
B. enjoy a special
series of lessons for a whole school
term
C. experience English
dramas with English-speaking families
D. make a reservation from October 31
to December 20
72. The
purpose of this writing is to ______.
A. attract qualified teachers to EFP
courses
B. demonstrate the
popularity of EFP courses
C.
offer group students access to EFP
courses
D. illustrate the
importance of EFP courses
(C)
Lindsay
Renwick,
the
mayor
of
Deniliquin,
a
country
town
in
New
South
Wales,
misses
the constant whir
(
嗡嗡声
) of the rice mill whose
giant fans dried the rice. The
Deniliquin mill, the largest rice mill
in the Southern Hemisphere
(
南半球
), once
processed
enough
grain
to
meet
the
needs
of
20
million
people
globally.
But
six
years
of drought have had a
destructive effect, reducing Australia’s rice crop
by 98
percent and leading to the
mothballing of the mill last December.
Drought
affects
every
agriculture
industry
based
in
Australia,
not
just
rice
–
from
sheep
farming,
the
country’s
other
backbone,
to
the
cultivation
of
grapes
for
wine,
the
fastest-growing
crop
there,
with
that
expansion
often
coming
at
the
expense
of
rice. The drought’s effect on rice has
produced the greatest impact on the rest
of
the
world,
so
far.
It
is
one
factor
contributing
to
skyrocketing
prices,
and
many
scientists
believe
it
is
among
the
earliest
signs
that
a
warming
planet
is
starting
to affect food
production.
Researchers
are
looking
for
solutions
to
global
rice
shortages
–
for
example,
rice
that
blooms
earlier
in
the
day,
when
it
is
cooler,
to
fight
against
global
warming.
Rice plants that happen to bloom on hot
days are less likely to produce grains of
rice, a difficulty that is already
starting to emerge in inland areas of China and
other
Asian
countries
as
temperatures
begin
to
climb.
“There
will
be
problems
very
soon
unless
we
have
new
varieti
es
of
rice
in
place,”
said
Reiner
Wassmann,
climate
change director at the International
Rice Research Institute (IRRI). The recent
reports on climate change carried a
warning that could make the news even worse:
that existing models for the effects of
climate change on agriculture did not yet
include newer findings that global
warming could reduce rainfall and make it more
variable.
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