TEST FORENGLISH MAJORS

—GRADE FOUR—

TIME LIMIT:130 MIN

PART I DICTATION [10 MIN]

Listen to the following passage. Altogether the passage will beread to you four times. During the first reading, which will be done at normalspeed, listen and try to understand the meaning. For the second and thirdreadings, the passage will be read sentence bysentence, or phrase by phrase, with intervals of 15 seconds. The last readingwill be done at normal speed again and during this time you should check yourwork. You will then be given 2 minutes to check through your work once more.

Please write the whole passage on ANSWER SHEET ONE.

PARTII LISTENING COMPREHENSION [20 MIN]

SECTIONA TALK

In this section you will hear a talk. You will hearthe talkONCE ONLY. Whilelistening, you may look at the task on the ANSWER SHEETONE and write NO MORETHAN THREE WORDS for each gap. Make sure what you fill in is both grammaticallyand semantically acceptable. You may use the blank sheet for note-taking.

You have THIRTY seconds to preview the gap-filling task.

Now, listen to the talk. When it is over, you will be given TWOminutes to check your work.

SECTIONB CONVERSATIONS

In this section, you will hear two conversations. At the end ofthe conversion, five questionswill beasked aboutwhat was said. Both the conversation and the questions will be spoken ONCEONLY. After each question there will be a ten-second pause. During the pause,you should read the four choices of A, B, C and D, and mark the best answer toeach question on ANSWER SHEET TWO.

You have THIRTY seconds to preview the questions.

Now, listen to the conversations.

ConversationOne

Questions 1 to 5 are based on Conversation One.

1.A.To tell theman that he has been shortlisted for interview.

B.To ask the man a few questions about hisinterview.

C. To tell the man the procedureof theinterview.

D.To explain to the man how to make apresentation.

2. A.Questionsrelated to the job.

B.General questions about himself.

C.Specific questions about his CV.

D.Questions about his future plan.

3. A.Questionsfrom the interviewers.

B.Questions from the interviewee.

C.Presentation from the interviewee.

D.Requests from the interviewee.

4. A.Educationaland professional background.

B.Problems he has faced and solved.

C.Major successes in his career so far.

D.Company future and his contribution.

5. A.11 a.m., nextTuesday.

B.11 a.m., next Thursday.

C.9 a.m., this Tuesday.

D.9 a.m., this Thursday.

ConversationTwo

Questions 6 to 10 are based on Conversation Two.

6. A.How collegestudents pay for their education.

B.How to handle the problem of college loans.

C.The disadvantage of college loans.

D.Government financing in college education.

7. A.It hasincreased by 6 to 8%.

B.It has increased by 8 to 10%.

C.It has decreased by 6 to 8%.

D.It has decreased by 8 to 10%.

8. A.Student’s familyincome.

B.First year salary after graduation.

C.A fixed amount of 30, 000 dollars.

D.Payment in the next ten years.

9. A.Students canborrow money first.

B.Students pay no tax on savings.

C.Students pay less tax after graduation.

D.Students withdraw without paying tax.

10. A.Giving upcharitable or volunteer work.

B.Neglecting their study at college.

C.Giving up further education.

D.Neglecting high salary in job-seeking.

PARTIII LANGUAGE USAGE [10 MIN]

There are twenty sentences in this section. Beneath eachsentence there are four words or phrases marked A, B, C and D. Choose one wordor phrase that best completes the sentence. Mark your answerson AnswerSheet Two.

11. How can I concentrate if you__________continually__________me with silly questions?

A. have…interrupted

B.had…interrupted

C.are…interrupting

D.were…interrupting

12. Among the four sentences below, Sentence__________express thehighest degree of possibility.

A. It may take a long time to find a solution to the problem.

B. It might take a long time to find a solution to theproblem.

C. It could take a long time to find a solution to theproblem.

D. It should take a long time to find a solution to theproblem.

13. She is a better speaker than__________in theclass.

A.all the girls

B.the other boys

C.other any girl

D.any boy

14. Nobody heard him sing,__________?

A.did they

B.did he

C.didn’t they

D.did one

15. I can’t put upwith__________.

A. thatfriend of you

B. thatfriend of yours

C.the friend ofyou

D. the friend of yours

16. There has been an increasing number of__________in primaryschools in past few years.

A.man teacher

B.men teacher

C.man teachers

D.men teachers

17. This is one of the issues that deserve__________.

A.mentioning

B.being mentioned

C. to mention

D.for mention

18. The audience__________excited onseeing__________favoritestar glide onto the stage.

A.were…its

B.were…their

C.was…their

D.was…one’s

19.__________your advice, I would have made the wrongdecision.

A.Hadn’t it beenfor

B.Had it not been for

C.Had it been for

D.Had not it been for

20.ThesentenceI wish I had been more careful in spending moneyexpress thespeaker’s__________.

A.hope

B.joy

C.regret

D.relief

21. The Attorney General ordered a federal autopsy of Brown’s body,seeking to__________the familyand community there would be a thorough investigation into his death.

A.ensure

B.assure

C.insure

D.ascertain

22. The police department came under strong criticism for both the death ofan unarmed and its handling of the__________.

A.consequence

B.outcome

C.result

D.aftermath

23. The Foreign Secretary tried to__________doubts abouthis handling of the crisis.

A.dispel

B.expel

C.repel

D.quell

24. Mutual funds are thus best for investors who don’t want totake the time to study stocks in detail or who__________theresources to build a portfolio.

A.deprive

B.lack

C.yearn

D.attain

25. Chris ran__________John at asporting-goods trade show and the two quickly struck__________an easyrapport.

A.into…up

B.on…into

C.across…on

D.against…into

26.“I’m leavingthe country soon,”he told a__________convenedgroup of reporters.

A.especially

B.particularly

C.specially

D.specifically

27. Israel and Hamas had reached a deal on extending the__________ceasefireby an extra 24 hours until Tuesday at midnight.

A.contemporary

B.makeshift

C.spontaneous

D.temporary

28.__________to unplugging the alarm clock and trustingyour ability to wake on time on your own, you should probably ease yourselfinto the new arrangement by keeping a very regular schedule for several weeks.

A.Due

B.Prior

C.Related

D.Thanks

29. If you are an athlete, strong abdominal muscles help you ensure a strongback and freedom from injury during__________upper-bodymovement.

A.valiant

B.variable

C.vigorous

D.vigilant

30. Finning is a cruel__________in which theshark’s fins are lopped off, and the live shark isthrown back to sea.

A.reality

B.truth

C.skill

D.practice

PARTIV CLOZE [10 MIN]

Decide which of the words given in the box below would bestcomplete the passage if inserted in the corresponding blank. The words can beused ONCE ONLY. Mark the letter for each word on ANSWER SHEET TWO.

Imagine a world without writing. Obviously there would be nobooks: no novels, no encyclopedias, no cookbooks, no textbooks, no telephonebooks, no scriptures, no diaries, no travel guides. There would be noball-points, no typeswriters, no computers, no Internet, no magazines, no moviecredits, no shopping lists, no newspapers, no tax returns. Butsuch__________(31) of subjects almost miss the point. The world we live inhas been indelibly marked by the written word,__________(32) by thetechnology of writing over thousands of years. Ancient kings proclaimed theirauthority and__________(33) theirlaws in writing. Scribes administered great empires by writing, their knowledgeof recording and retrieving information essential to governing complexsocieties. Religious traditions were passed on through__________(34), andspread to others, in writing. Scientific and technological progress wasachieved and__________(35)through writing. Accounts in trade and commerce could be kept because ofwriting. Nearly every step of civilization has been mediated through writing. Aworld without writing would bear__________(36)resemblance to the one we now live in. Writing is a__________(37)necessity to the societies anthropologists call civilizations. A civilizationis distinguished from other societies by the complexity of its socialorganization, by its construction of cities and large public buildings, and bythe economic specialization of its members, many of whom are not__________(38)involved in food procurement or production. A civilization, with its taxationand tribute systems, its trade, and its public works, requires a__________(39) systemof record keeping. And so the early civilizations of Egypt, China, and(probably) India all developed a system of writing. Only the Peruviancivilization of the Incas and their predecessors did not use writing but__________(40)invented a system of keeping records on knotted color-coded strings known asquipu.

PARTV READING COMPREHENSION [35 MIN]

SECTION AMUTIPLE CHOICE QUESTIONS

In this section there are three passages followed by tenmultiple choice questions. For each multiple choice question, there are four suggestedanswers markedA, B, Cand D. Choose the one that you think is the best answer. Mark your answerson ANSWERSHEET TWO.

PASSAGE ONE

(1)When I was twenty-seven years old, I was amining-broker’s clerk in San Francisco, and an expert in all thedetails of stock traffic, I was alone in the world, and had nothing to dependupon but my wits and a clean reputation; but these were setting my feet in theroad to eventual fortune, and I was content with the prospect. My time was myown after the afternoon board, Saturdays, and I was accustomed to putting it inon a little sail-boat on the bay. One day I ventured too far, and was carried out to sea. Just atnightfall,when hope was about gone, I was picked up by a small ship which was bound forLondon. It was a long and stormy voyage, and they made me work my passagewithout pay, as a common sailor. When I stepped ashore in London my clotheswere ragged and shabby, and I had only a dollar in my pocket. This money fedand sheltered me twenty-four hours. During the next twenty-four I went withoutfood and shelter.

(2)About ten o’clock on the following morning, dirty and hungry, Iwas dragging myself along Portland Place, when a child that was passing, towedby a nurse-maid, tossed a big pear——minus one bite——into the gutter. I stopped,of course, and fastened my desiring eye on that muddy treasure. My mouthwatered for it, my stomach craved it, my whole being begged for it. But everytime I made a move to get it some passing eye detected my purpose, and ofcourse I straightened up then, and looked indifferent and pretended that I hadn’t beenthinking about the pear at all. This same thing kept happening and happening,and I couldn’t get the pear.

(3)I was just getting desperate enough to brave all theshame, and to seize it, when a window behind me was raised, and a gentlemanspoke out of it, saying:“Step in here, please.”

(4)I was admitted by a man servant, and shown into asumptuous room where a couple of elderly gentlemen were sitting. They sent awaythe servant, and made me sit down. They had just finished their breakfast, andthe sight of the remains of it almost overpowered me. I could hardly keep mywits together in the presence of that food, but as I was not asked to sample it,I had to bear my trouble as best as I could.

(5)Now, something had been happening there a littlebefore, which I did not know anything about until a good many days afterwards,but I will tell you about it now. Those two old brothers had been having a prettyhot argument a couple of days before, and had ended by agreeing to decide it bya bet, which is the English way of settling everything.

(6)You will remember that the Bank of England onceissued two notes of a million pounds each, to be used for a special purposeconnected with some public transaction with a foreign country. For some reasonor other only one of these had been used and canceled; the other still lay inthe vaults of the Bank. Well, the brothers, chatting along, happened to get towondering what might be the fate of a perfectly honest and intelligent strangerwho should be turned adrift in London without a friend, and with no money butthat million-pound bank-note, and no way to account for his being in possessionof it. Brother A said he would starve to death; Brother B said he wouldn’t. BrotherA said he couldn’t offer it at a bank or anywhere else, because hewould be arrested on the spot. So they went on disputing till Brother B said hewould bet twenty thousand pounds that the man would live thirty days, anyway,on that million, and keep out of jail, too. Brother A took him up. Brother Bwent down to the Bank and bought that note. Then he dictated a letter, whichone of his clerks wrote out in a beautiful round hand, and then the two brotherssat at the window a whole day watching for the right man to give it to.

(7)I finally became the pick of it.

41. In Para. 1, the phrase“set my feet”probablymeans__________.

A.put me aside

B.start my journey

C.prepare me

D.let me walk

42. It can be concluded from Para. 2 that__________.

A.the man wanted to maintain dignity thoughstarved

B.the man could not get a proper chance to eatthe pear

C.The man did not really want the pear sinceit was dirty

D.it was very difficult for the man to get thepear

43. Compared with Brother A, Brother B was more__________towardsthe effect of the

one-million-pound bank-note on a total strange.

A.neutral

B.negative

C.reserved

D.positive

PASSAGE TWO

(1)The concept of peace is a very important one incultures all over the world. Think about how we greet people. In some language,the phrases for greetings contain the word for peace. In some cultures we greetpeople by shaking hands or with another gesture to show that we are not carryingweapons --- that we come in peace. And there are certain symbols which peoplein very different cultures recognize as representing peace. Let’s look at afew of them.

The dove

(2)The dove has been a symbol of peace and innocencefor thousands of years in many different cultures. In ancient Greek mythologyit was a symbol of love and the renewal of life. In ancient Japan a dovecarrying a sword symbolized the end of war.

(3)There was a tradition in Europe that if dove flewaround a house where someone was dying then their soul would be at peace. Andthere are legends which say that devil can turn himself into any bird exceptfor a dove. In Christian art, the dove was used to symbolized the Holy Ghostand was often painted above Christ’s head.

(4)But it was Pablo Picasso who made the dove a modernsymbol of peace when he used it on a poster for the World Peace Congress in1949.

The rainbow

(5)The rainbow is another ancient and universal symbol,often representing the connection between human beings and their gods. In Greekmythology it was associated with Iris, the goddess who brought messages fromthe gods on Mount Olympus. In Scandinavian mythology the rainbow was a bridgebetween the gods and the earth. In the Bible a rainbow showed Noah that theBiblical flood was finally over, and that God had forgiven his people. In theChinese tradition, the rainbow is a common symbol for marriage because thecolours represent the union of yin and yang. Nowadays the rainbow is used bymany popular movements for peace and the environment, representing thepossibility of a better world in the future and promising sunshine after rain.

Mistletoe

(6)This plant was sacred in many cultures, generallyrepresenting peace and love. Most people know of the tradition of kissing underthe mistletoe at Christmas time, which probably comes from Scandinavianmythology. The goddess Freya’s son was killed by an arrow made of mistletoe, so,in honour of him, she declared that it would always be a symbol of peace. Itwas often hung in doorways as a sign of friendship.

(7)The ancient Druids believed that hanging mistletoein your doorway could protect you from evil spirits. Tribes would stop fightingfor a period of time if they found a tree with mistletoe. But you will neversee mistletoe in a Christian church - it is banned because of its associationswith pagan religion and superstition.

The olive branch

(8)The olive tree has always been a valuable source offood and oil. In Greek mythology, the goddess Athena gave the olive tree to thepeople of Athens, who showed their gratitude by naming the city after her. Butno one knows for sure when or why it began to symbolize peace. There isprobably a connection with ancient Greece. Wars between states were suspendedduring the Olympics Games, and the winners were given crowns of olive branches.The symbolism may come from the fact that the olive tree takes a long time toproduce fruit, so olives could only be cultivated successfully in long periodsof peace. Whatever the history, the olive branch is a part of many modern flagssymbolizing peace and unity. One well-known example is the United Nationssymbol.

The ankh

(9)The ankh is an ancient symbol which was adopted bythe hippie movement in the 1960s to represent peace and love. It was found inmany Asian cultures, but is generally associated with ancient Egypt. Itrepresented life and immortality. Egyptians were buried with an ankh, so thatthey could continue to live in the“afterworld”. The symbol was also found along the sides of theNile, which gave life to the people. They believed that the ankh could controlthe flow of the river and make sure that there was always enough water.

44.Whichof the following is the best title for the passage?

A. Concept of Peace.

B. Origin of Peace Symbols.

C. Popular Peace Symbols.

D. Cultural Difference of Peace.

45.Therainbow represents the connection between human beings and their gods in allthe

following countries EXCEPT__________.

A. Sweden

B. Greece

C. Finland

D. China

46.InNorth Europe mistletoe was often hung in doorways to indicate__________.

A. friendship

B. love

C. kinship

D. honour

47.Theorigin of the ankh can date back to__________.

A. the Nile

B. the“afterword”

C. the hippie movement

D. ancient Egypt

PASSAGETHREE

(1)Two sides almost never change: That you canmanipulate people into self-sufficiency and that you can punish them into goodcitizenship.

(2)The first manifests itself in our tireless searchfor the magical level at which welfare grants are big enough to meet basic needsbut small enough to make low-paid work attractive. The second has us looking tothe criminal justice system to cure behavior that is as much as anything theresult of despair.

(3)The welfare example is well known. We don’t want poorpeopletolive in squalor or their children to bemalnourished. But we also don’t want to subsidize the indolence of people who aretoo lazy to work. The first impulse leads us to provide housing, food stamps,medical care and a cash stipend for families in need. The second gets us tothink about“workforce”.

(4)We’ve been thinking about it for two reasons: the“nanny”problemsof two high-ranking government officials (who hired undocumented foreigners ashousehold helpers, presumably because they couldn’t findAmericans to do the work) and President Clinton’s proposalto put a two-year limit on welfare.

(5)Maybe something useful will come of Clinton’s idea, butI’m not all that hopeful. It looks to me like one moreexample of trying to manipulate people into taking care of themselves.

(6)On the criminal justice side, we hope to makepunishment tough enough to discourage crime but not so tough as to clog ourprisons with relatively minor offenders. Too short a sentence, we fear, willcreate contempt for the law. Too long a sentence will take up costly spacebetter used for the violent and unremorseful.

(7)Not only can we never find the“perfect”punishment, our search for optimum penalties is complicated by our desire forfairness: to let the punishment fit the crime. The problem is that almost anypunishment --- even the disgrace of being charged with a crime --- issufficient to deter the middle class, while for members of the underclass,probation may be translated as“I beat it”.

(8)So how can you use the system --- welfare orcriminal justice --- to produce the behavior we want? The answer, I suspect is:You can’t.

(9)We keep trying to use welfare and prison tochangepeople --- to make them think and behave the way we do --- when the truth isthe incentives work only for those who already think the way we do: who viewtoday’s action with an eye on the future.

(10)We will take lowly work (if that is all that’savailable) because we believe we can make bad jobs work for us. We avoid crimenot because we are better people but because we see getting caught as afuture-wrecking disaster. We are guided by a belief that good things willhappen for us in the future if we take proper care of the present. Even underthe worst of circumstances, we believe we are in control of our lives.

(11)And we have trouble understanding that not everybodybelieves as we believe. The welfare rolls, the prison and the mean street ofour cities are full of people who have given up on their future. Without hopefor the future, hard work at a low-paid job makes no sense. Working hard inschool, or pleasing a boss, or avoiding pregnancy makes no sense. The deadlydisease is hopelessness. The lawlessness and poverty are only the obvioussymptoms.

(12)I’m not advocating that we stop looking for incentivesto move poor people toward self-sufficiency or that we stop punishing peoplefor criminal behavior. There will always be some people who need help and somewho deserve to be in jail.

(13)All I’m saying is that the long-term answer both towelfare and the crime that plagues our communities is not to fine tune thewelfare and criminal justice systems but to prevent our children from gettingthe disease of despair.

(14)If we encourage our young people to believe in thefuture, and give them solid evidence for believing, we’ll findboth crime and poverty shrinking to manageable proportions.

48.What is theauthor’s attitude towards Clinton’s proposalto welfare?

A.Pessimistic.

B.Optimistic.

C.Suspicious.

D.Sarcastic.

49. It can be inferred from Para. 7 that optimum penalties are__________to theunderclass.

A.useless

B.hopeless

C.frightening

D.humiliating

50. Which of the following is the most appropriate title for the passage?

A.Lawlessness and Poverty.

B.Criminal Justice System.

C.Welfare Grants.

D.Disease of Despair.

SECTIONB SHORT ANSWER QUESTIONS

In this section, there are five short answer questions based onthe passages in Section A. Answer the questions with NO more than TEN words inthe space provided on ANSWER SHEET TWO.

PASSAGE ONE

51.InPara. 4, what does the man mean by saying“I had tobear my trouble”?

52.Whatcan be inferred from the last sentence of the passage?

PASSAGE TWO

53.Whydoes the UN use the olive branch in its symbol?

PASSAGETHREE

54.Accordingto the author, what balance should we keep in welfare?

55.Whatdoes the author mean by saying“Even under the worst of circumstances, webelieve

we are incontrol of our lives”(Para.10)?

PARTVI WRITING [45 MIN]

Read carefully the following excerpt on term-time holidayarguments in the UK, and then write your response inNO LESSTHAN200 words, in which you should:

·summarize the main message of the excerpt, and then

·comment on whether parents should take children out of schoolfor holiday during term

time in order to save money.

You should support yourself with information from the excerpt.

Marks will be awarded for contentrelevance,contentsufficiency,organizationandlanguagequality. Failure to follow the aboveinstructions may result in a loss of marks.

Term-timeholidays will be banned

Parents are to bebanned by Michael Gove, UK’s Education Secretary, from taking their childrenout of school to save money on holidays.

He is to abolishthe right of head teacher to “authorise absence” from the classroom, which hasbeen used to let families take term-time breaks, and will warn them they facefines for their children not being at school.

“Any time out ofschool has the potential to damage a child’s education,” a senior source at theDepartment for Education said this weekend. “That is why the government willend the distinction between authorised and unauthorised absence.”

“This is part ofthe government’s wider commitment to bring down truancy levels in our schools.There will also be stricter penalties for parents and schools.”

The toughmeasures on truancy are part of a wider attempt by Mr. Gove to make educationmore academically rigorous and to tackle a culture in the educationalestablishment which he believes has accepted “excuses for failure”.

Russell Hobby,the general secretary of the National Association of Head Teachers, said themeasure would discourage parents from trying to put pressure on heads tosanction term time holiday. “ The high cost of holidays outside of term time isstill an issue but ultimately a child’s education is more important than aholiday,” he said.

—THE END—

A.The kind of people suitable for the trip.

B. Interests and hobbies of the speakers.

C. Recruitment of people for the trip.

D. Preparation for the trip to Mars.

.....

Conversation Two

Write yourresponse on ANSWER SHEET THREE.

—— THE END——

ANSWERSHEET 1(反面)

PART IILISTENING COMPREHENSION

What isGrit?

Myquestions

Why isn’tI.Q. the only difference between students?

Whatis the key to(1) ______? (1)______

My Research

investigation of all kinds of(2)______:including: (2)______

—West PointMilitary Academy

—(3) _______ (3)______

—privatecompanies

My finding:grit as predictor of success

Gritis(4) ______for a very long-term goals (4)______

Gritis working hard for years to make(5)______ (5)______

Grit isliving your life like a(6) _____ (6)______

My survey

Highschool juniors took grit questionnaires

(7)______ kids were more likely to graduate (7)_____

Grit-building

little isknown about how to build grit in students

data show grit is unrelated to(8)_______ (8)____

growth mindset is the belief that the ability to learn is(9)_______ (9)____

kids withgrit believe failure is(10) ______ (10)____

Conclusion

We need to be gritty about getting our kinds grittier.

TEM 4SCRIPT

PARTⅠDICTATION

Listen to the following passage. Altogether the passage will beread to you four times. During the first reading, which will be done at normalspeed, listen and try to understand the meaning. For the second and thirdreadings, the passage will be read sentence by sentence, or phrase by phrase,with intervals of 15 seconds. The last reading will be done at normal speedagain and during this time you should check your work. You will then be given 1minute to check through your work once more. Please write the whole passage onANSWER SHEET ONE.

Now listen to the passage.

Are you confident or insecure in a difficult situation?

Do you react positively or negatively?

The answer may depend in part on whom you are around.

A study found that negative thinkingcanbecontagiousin some cases.

For example, the researchers studied 103 college roommates.

They measured each roommate’s tendency towards negativethinking.

It was found that thinking patterns can be contagious.

Students withanegative-thinkingroommate became more depressed themselves. And studentswith more positive thinking roommates were more likely to become more positiveas well.

The secondand third readings. You should begin writing now.

The lastreading.

Now, youhave two minutes to check through your work. (a two-minute interval)

That is theend ofPartⅠDictation.

2016年4级听写评分标准

THINKPOSITIVE AND FEEL POSITIVE（标题忽略不计）

第一组：

Are youconfident or insecure in a difficult situation?/Do youreact positively or negatively? /The answer may depend in part on whom you'rearound. /Astudy found that negative thinkingcanbecontagiousin some cases./For example, the researchers studied 103 college roommates. /(45words)

第二组：

Theymeasured each roommate’s tendency towards negative thinking./It wasfound that thinking patterns can be contagious. /Students withanegative-thinkingroommate became more depressed themselves./ Andstudents with more positive thinking roommates / were more likely to becomemore positive as well.(43words)

1.听写共分10小节：每节1分，每组评阅五句，每五句为一段。

2.阅卷教师只需识别错误（小错误：0.25；大错误：0.5），并点击相关按钮，不用计算分值。

3.每节最多扣一分。

4.段内重复错误，仅扣一次。段内乱点标点符号，算标点符号错误。总计扣0.5分，算在最后一个评分框中。

5.错误共分两类：小错误（minormistakes）和大错误（major mistakes）。

A.小错误

1）大小写、标点符号错误（如果标点影响后句大小写，算前句的一个小错）：

第一组：ornegatively? —ornegatively.

第二组：tendency—tendency，；roommate’s —roommates；It—it

2）冠词错误：

第一组：in adifficult —in the difficult;

第二组：with anegative-thinking roommate—withnegative thinking roommate

B.大错误：漏写、加词、造词、换词（冠词见互换、替代作小错计），移位，单复数，拼写，时态错误：

第一组：negative—negtive/nagetive；found that—found; contagious—contageous/cotagious;insecure—ensecure: college— colleage; in some cases— in some case;researchers—researcher/researches;insecure—in secure 扣1分

第二组：each—every;a negative-thinking roommate—negativethinking roommates; contagious—contageous/contigious; roommates— roomates/remains; measured— majored;towards—toward, can be — could be; were more — will be more扣1分

6.下列情况不扣分：

第一组：you’re — you are

第二组：negative-thinking —negative thinking；

positivethinking—positive-thinking：

themselves.And—themselves, and/themselvesand

PARTⅡ.LISTENING COMPREHENSION

Section A Talk

【原文再现】

WhatIs Grit?

Good afternoon, everyone.(1) Today,I would like to talk about my research project concerning the key to success.I wouldlike to start my topic with my own story. When I was 27 years old, I left for ademanding job: teaching seventh graders math in the New York City publicschools. And like any teacher, I made quizzes and tests. I gave out homeworkassignments. When the work came back, I calculated grades. What struck me wasthat I.Q. was not the only difference between my best and my worst students.Some of my strongest performers did not have super I.Q. scores. Some of mysmartest kids weren’t doing so well.

Then, I felt very interested in knowing thereason why the students’ math performance is not that closely related to theirI.Q. scores.(2) I started studying kids and adults inall kinds of challenging settings,and inevery study my question was, who is successful here and why? My research teamand I went to West Point Military Academy. We tried to predict which studentswould stay in military training and which would drop out.(3) We wentto the National Spelling Contest and tried to predict which children wouldadvance furthest in competition.We worked with private companies, asking,which of these salespeoplearegoing tokeep their jobs? And who’s going to earn the most money? We went to many placesand finally, one characteristic emerged as a significant predictor of success.And it wasn’t social intelligence. It wasn’t good looks, physical health, andit wasn’t I.Q. It was grit.

What is grit?(4) Well,grit is passion and perseverance for very long-term goals.(5) Grit is stickingwith your future, day in, day out, not just for the week, not just for themonth, but for years, and working really hard to make future a reality.(6) Gritis living life like it’s a marathon, not a sprint.

A few years ago, I started studying grit inthe Chicago public schools. I asked thousands of high school juniors to takegrit questionnaires, and then waited around more than a year to see who wouldgraduate.(7) It turned out that grittier kids weresignificantly more likely to graduate, even when I matched them on everycharacteristic I could measure, things like family income, test scores, and soon.To me, the most shocking thing about grit is how little weknow, how little science knows, about building it. Every day, parents andteachers ask me, “How do I build grit in kids? How do I keep them motivated forthe long run?” Our data show very clearly that there are many talentedindividuals who simply do not follow through on their commitments.(8) Infact, in our data, grit is usually unrelated to measures of talent.

So far, the best idea I’ve heard aboutbuilding grit in kids is something called “growth mindset.”(9) Growthmindset is the belief that the ability to learn is not fixed, that it canchange with your effort.(10) Kids with grit are much more likely to perseverewhen they fail, because they don’t believe that failure is a permanentcondition.

So growth mindset is a great idea forbuilding grit. But we need more. And that’s where I’m going to end my talk,because that’s where we are. That’s the work that stands before us. We have tobe willing to fail, to be wrong, to start over again with lessons learned. As aconclusion, we need to be gritty about getting our kids grittier. Next time, Iwould like to share with you my experience in building up students’ grit.

Now, you have TWO minutes to complete your work.

【答案解析】

(1) success。此类题型的第一道题目往往会考察考生对于talk整体内容的把握，而整篇talk的主题一般在开头即会提到，因此这里讲话人的疑问主要在于到底什么才是成功的关键所在。本题写出success即得分，也可作更加具体的阐释：people’s/students’/students’math success等均为正确答案；另外考生也可进行同义替换，如：being/becoming successful，但需要注意语法要求，the keyto后面要求名词或动名词短语，因此如写作succeed或become successful只能得半分。

(2) challenge/challenging settings/situations。此题的关键词为allkinds of，可以提示考生答案出现的位置。为了解答自己的疑问，讲话人进行了一系列研究，针对各种挑战情形下孩子和成人的表现，以及如何取得成功的关键。此题的关键词为challenging或challenge，如未写出只能得半分，settings未写出也只有半分，另外注意settings或situations为复数形式，如写成单数形式或sets要扣半分。

(3) Spelling Contest。从原文中看出，讲话人为了进行研究，参观调查了包括西点军校（West PointMilitary Academy）、全国拼写大赛（the National Spelling Contest）、以及私企在内的众多机构与赛事。此题首字母小写不扣分，考生也可写为theSpelling Contest或National Spelling Contest，但需注意本题字数要求，如写作the National SpellingContest则一分不得。national如写作nation要扣半分，因此考生在答题时务必要注意准确性。

(4) passion and perseverance/persistence。本题关键词为long-termgoals（长远目标），讲话人发现所谓grit，是把生活当作马拉松（marathon）来对待，而不是短跑冲刺（sprint）。因此grit就是激情与坚持不懈的组合。此题passion与perseverance（或同义词）必须同时出现，否则扣半分。

(5) future (a) reality。讲话人认为grit就是要坚持自己的目标，不是几天、几星期、几个月，而是年复一年、持之以恒的坚持，使自己的未来目标变成现实。此题的答案还可以是futurereal、future come true等。以下情况只可得半分：it true、future brighter/better、a bright future、futureand reality、future or reality等；以下情况不得分：future、future well、future plans。

(6) marathon。结合上两题可以知道，持之以恒的人生应像马拉松，而不是短跑。这三个题目的信息点比较密集，因此考生做好听前准备十分重要。此题marathon一词拼错不得分。

(7) grittier。通过讲话人的调查研究，证明更有韧性的学生更容易毕业。此处答案需注意的是后面有morelikely作为提示，因此空格处应填入比较级形式，不是比较级不得分。另外，如果出现拼写错误，如写为griter、gritier、gritter等也不得分。

(8) (measures of) talent。在被屡屡问及如何培养学生的韧性时，讲话人提出数据显示才华高低与韧性并无关联。此题考生应注意辨识关键词talent与measure的单复数形式，漏掉任意一个关键词得半分；单复数写错，如：measuresof talents或measure of talent也只得半分；如写为talents则不得分。

(9) changing/not fixed/changeable/changed withefforts。讲话人提出培养韧性的最好方式是一种名为“成长心态”（growth mindset）的东西，指的是学习能力并非一成不变的，而是可以随着努力多少而改变的。因此考生只要写出changing的同义词形式均可得分，但也要注意形式合理，如notfix只得半分。

(10) (a) temporary/ (an) impermanent (condition)。篇章结尾部分提到，有韧性的学生即使遭遇失败也更容易坚持下去，因为他们知道失败并非永久的状态，还是可以扭转的。因此，考生只要写出permanent的反义词，如temporary或impermanent就可得一分，但如果出现拼写错误不得分；以下情况不扣分：short-term、shortcondition、not permanent等；如果关键词正确，但condition拼错或写为其他单词，如position等，扣半分。希望考生仔细研究以上分析中的评分标准，方能有的放矢的应对talk新题型。

SECTION B CONVERSATIONS

In this section, you will hear twoconversations. At the end of the conversion, five questionswill beaskedabout what was said. Both the conversation and the questions will be spokenONCE ONLY. After each question there will be a ten-second pause. During thepause, you should read the four choices of A, B, C and D, and mark the bestanswer to each question on ANSWER SHEET TWO.

【原文再现】

Conversation One

W: Hello, this is Kate Smith. I’mcalling from ABC Company.

M: Oh hello, Kate. Great to hearfrom you.

W: You’ve already been told thatyou’ve been shortlisted for interview...

M: Oh... yes...

W: Well, we’re very excited aboutmeeting you.(1) OK, I just want to talk you through theprocedure for the day.Someone will meet you when you arrive, andthen bring you up to meet myself and Arthur Miller, the CEO.

M: OK, sounds good. So will yoube the only memberof theinterview panel there then?

W: Yes, it’ll be just me andArthur who will talk to you. The interview will be in three parts - first ofall, we’ll ask you some general questions about yourself and your educationaland professional background, and then we’ll move on to specifics.

M: Oh, er, specifics? Well er,what kind of questions will you be asking?

W: Well, it’ll be very similar tothe personal statement you submitted with your CV – we’ll be expecting you to…to give actual examples of problems you’ve faced and solved, and of what youfeel are the major successes in your career so far.

M: OK, well yeah, that soundsgreat – can’t wait!

W:(2) Thenthere’ll be a chance for you to ask us any questions - about the job itself, orABC Company in general...

M: Oh, erm, OK... I’ll think ofsomething!

W: (3、4) After that, we’d like you to give a shortpresentation on how you see ABC as a company progressing, and how you seeyourself taking us there.

M: OK, so will I be expected togive like a formal-style presentation?

W: It can be as formal orinformal as you like. There’ll be a computer and a data projector thereavailable. If you need anything else, just let us know.

M: Oh, er OK, a presentation!I’ll think of something. I haven’t done one of those in a while...

W: Is that all clear?

M: Yes.

W: Great, so, Daniel,(5) I’llsee you at 11a.m., Thursday next week.

M: OK, great, I look forward tomeeting you! Thanks, bye.

W: Bye!

This is the end of Conversion One. Questions 1 to 5 are basedon Conversion One.

Question 1: Why doesthe woman call the man?

Question 2: What kindof questions can the man ask in the interview?

Question 3: Which isthe last part of the interview?

Question 4: What mightbe expected from the man’s presentation?

Question 5: When willthe interview be scheduled?

SECTION B CONVERSATIONS

【答案解析】

1. C。女士在对话开始就提到，打电话的目的是要告知男士面试的流程（procedure）。而告知男士进入面试环节（shortlistedfor interview）应该是通这个电话之前的事情，故为干扰项。

2. A。此题考生应尤其避免干扰，注意到问题是关于男士（即面试者）而非面试官可以问及的情况，选项B和C虽然在对话中也有提及，但是属于面试官提问的话题。而男士可以问到的包括关于工作本身以及公司的情况。

3. C。此题提醒考生注意对话中的逻辑信号词，如first of all、then、afterthat等等。依据这些信号词，不难发现面试的最后一项内容是要男士做一个简短的展示（short presentation）。

4. D。3、4两题信息十分相关，面试官希望在展示中看到的是男士认为ABC这家公司可以有怎样的发展前景，以及男士可以在其中做出怎样的贡献（howyou see yourself taking us there）。这里taking us there的意思为带领ABC公司取得progressing的状态。

5. B。电话交谈的最后明确提到面试时间为下周四的上午十一点，考生需把握对话与题目特点，做好细节信息的记录。

【原文再现】

Conversion Two

W: It says a growing number ofstudents are making a major hole from the minute they enter the real worldbecause they are already, some of them, more than 100, 000 dollars in debt.With us now is Mark Spencer, he is the senior financial analyst from SBC Bank.Welcome to you!

M: Thank you. Nice to be withyou.

W: Now I guess there are twokinds of debts, good debt and bad debt. Where does this go?

M: (7) Well, student loan debt is traditionallyconsidered good debt, but the problem for many students and their families isthat the cost of colleges has been going up at 6 to 8% a year, far faster thanthe income, far faster than the standard of living.That meansdebt’s taking on a bigger and bigger role in financing education.

W: How much debt is too much debtfor, for one student?

M: (8) Well, one guideline is that you look at thefirst year’s salary in your field after graduation, and use that as, as abarometer,but even then. . .

W: Is that right?

M: Well, you are talking bigpayments even in that instance, for example, 30, 000 dollars worth of debt. Ifyou are gonna repay that over 10 years, you are talking more than 300 dollars amonth at, in payments every month for 10 years.

W: But there is surely more thanone way to get a loan for college. There are government programs. There are somany kinds of grants. What’s, what’s the best advice for people who are lookingfor these loans to try to keep themselves from going under?

M: I understand that loans arejust one way of college finance. Take advantage of the other opportunities.(9) Thingslike a college savings plan, let, let you save on a tax advantage basis. Youcan put money away in these accounts and withdraw tax-free to pay for thateducation.

W: So it’s important to startearly and that really reduces that reliance on debt later.

M: Another thing, leave no stoneunturned, looking at grants, scholarships, even on-campus jobs. I mean everydollar you get that way is seen as another dollar you don’t have to borrowlater.

W:(10) Thekinds of jobs that so many students, fresh-off students, like to go into, er,charity stuff, volunteer work. This debt is eliminating a lot of that, isn’tit?

M: I think that’s the social cost.Really, Imean, you know, when you consider that, you know, people may pass up arewarding career in charitable work, or non-profit organization because theyhave to get a higher salary someplace else to pay off that debt.

W: Yeah, that’s for sure. MarkSpencer, senior financial analyst from SBC Bank. Mark, good you could be here.

M: Thank you.

This is the end of Conversion Two. Questions 6 to 10 are basedon Conversion Two.

Question 6: What is theinterview mainly about?

Question 7: How doesthe cost of college education change every year?

Question 8: What isused to measure student loan debt as a guideline?

Question 9: What is theadvantage of joining a college savings plan?

Question 10: What is thepossible social cost of college loan?

THIS IS THE END OF PARTⅡLISTENINGCOMPREHENSION.

6. C。本题为综合考察题，反映了改革后题目更加侧重篇章理解的特点。考生遇到此类题目可不必心急，并要善用7-10细节考察题的内容来帮助自己做出综合判断。由全文两人对话可知，本篇主要是关于大学毕业生如何应对助学贷款问题的，即通过哪些方式可缓解贷款给自身带来的压力的。

7. A。Mark在对话中提到，传统上来说，助学贷款本是很有希望收回的贷款（good debt），但现在大学所需费用正以每年6%-8%的幅度上涨，远远超出收入上涨水平，因此给学生及其家庭带来了不小压力。

8.B。当女士问及多少贷款对于一个学生而言太多时，Mark提到了一个指导标准（guideline）就是学生毕业后在其工作领域的年收入水平，并将其作为一个晴雨表（指标barometer）。

9. D。对话中女士问到，如何帮助那些需要贷款，但又不至于因还贷而破产（go under）的人们时，Mark提到了大学储蓄计划（collegesavings plan），即可以将钱存入这个账户，而取出时是免税的，从而来支付教育所需费用。

10. A。女士提到，由于助学贷款的压力，很多新毕业生（fresh-off students）从前愿意从事慈善或志愿者项目（charitystuff/volunteer work），但现在已经越来越少了，而Mark认为这就是助学贷款带来的社会成本（social cost），因为人们更愿意从事高利润回报的职业（rewardingcareer）来偿还贷款。

PART Ⅲ. GRAMMAR AND VOCABULARY

11. [C] 【解析】本题考察时态。进行时有两个需要注意的使用情境。第一种：当句中出现的时间状语是these days，thisweek，this month， this term 等时，如果句子所要表达的意义是在这一阶段正在发生的事，则动词应用现在进行时。例如，These dayswe are helping the farmers work on the farm.这些天我们在农场帮农民们干活。或They're having atest this week.这一周，他们在进行一次考试。第二种：现在进行时和频率副词连用，表示一种赞赏、厌恶等情绪的表现手法，如：He is alwayscomplaining. 本题目句意：你老是不断打搅我，问我傻问题，我怎么能集中精力？

12. [D] 【解析】本题考察情态动词。在肯定句中，情态动词可以表示推测和可能性，程度由小到大分别是may， can，should， must.本题四个选项都表示肯定推测，但是D可能性最大。

13. [D] 【解析】本题考察代词。本题的表意有两种可能。第一种：她比任何一个其他女孩都能言善辩。第二种：她比任何一个男孩都能言善辩。“任何其他女孩”应该用”any othergirl”或者”the othergirls”。“任何男孩”应该用“all boys”或“any boy”。让我们更微观比较anyother和any的区别。any other 是“其他任何一个”之意，即同一范围内一个与其他剩余的相比较。例如：Shanghai is larger thanany other city in China .上海比中国其他任何一个城市都大。即“上海是中国最大的城市，上海属于中国这一范围内。”any 是“任何一个”之意.例如：Shanghaiis larger than any city in Japan.上海比日本的任何一个城市都大。即“上海不属于日本这一范围。”

14. [A] 【解析】本题考察反义疑问句。否定词出现在句子中，反义疑问句用肯定。 nobody做主语，正式问题he，口语常用they。这句话的语境属于口语语境，所以选A.

15. [B] 【解析】本题考察名词所有格。双重所有格的形式可为名词+of+名词的所有格，其中of后面的所有格之后的名词被省略;也可为名词+of+所有代名词.比如Tom， Mike， and Mary were classmates of Stephen's.汤姆，迈克和玛丽是史迪文的同学。请比较：Tom wasa classmate of Stephen's.汤姆，迈克和玛丽是史迪文的同学。B中that可以加可数名词单数，意为：我受够了你那个朋友。

16. [D] 【解析】一般名词修饰名词，用于修饰的名词都用单数形式，而被修饰的名词则视题意。比如a car factory，two car factories。特殊的则是用于修饰的名词与被修饰名词同单/复数，如woman， man （a woman teacher， threewomen teachers）。sport用于修饰名词时都用复数形式（a sports shirt ，three sports shirts）。

17. [A] 【解析】本题考察动词deserve的用法。deserve的意思是“值得”“应该”，它的后面本来是要用不定式的。如：Theydidn’t deserve to win. 他们不该赢。They did not deserveto get such a high score. 他们不该得那么高的分数。但是，如果当它后面所接动词具有被动意义时，也可用动名词，且这个动名词要用主动形式表示被动意义;此时若将动名词改成不定式，则要用被动形式。如：Theman deserves punishing [to be punished]。他这个人是罪有应得。He deserved sending [to besent] to prison. 他应当被送进监牢。同样用法的词还有need， want, require.

18. [B] 【解析】本题考察主谓一致。集体名词作主语时，谓语动词的数取决于主语表示的意思和数，当表示整体时候，谓语动词就用单数，当强调集体中的个体时候，谓语动词就用复数。这些集体名词如：army，audience，band，government，group，flock，police，public，staff，team，firm，family等等。例如：Thefamily is the basic unit of our society.家庭是社会的基本单元。The family are watching TV.全家人正在看电视。所以本题的audience的谓语应该用复数。

19. [B] 【解析】本题考察虚拟语气。1）表示与事实相反的情况时，从句：If+主语+过去时(Be动词用were)，主句：主语+should/would/might/could+do：例如，If I were you，I would take an umbrella。如果我是你，我会带把伞。（事实：我不可能是你）。2）表示与过去事实相反的情况，从句：If+主语+had+done，主句：主语+should/would/might/could+havedone。例如，If I had got there earlier，I should/would have met her. 如果我早到那儿，我就会见到她。（事实：去晚了）。3）表示对将来情况的主观推测，从句：if+主语+should+do，主句：主语+should/would/might/could+do。例如：If he should come heretomorrow，I would talk to him.如果他明天来这儿的话，我就跟他谈谈。（事实：来的可能性很小，不可能）本题是对过去事实的虚拟。从句正常语序是：Ifit had not been for your advice，从句可以采用倒装，把if去掉，把had提前。

20. [C] 【解析】本题考察虚拟语气。动词wish后接宾语从句时，从句谓语要用虚拟语气。若要表示与现在事实相反的愿望，从句谓语用一般过去时或过去进行时(同样be动词换成were)；若表示与过去相反的愿望，从句谓语用would/ could+have +过去分词或者过去完成时had done(注意这里的情态动词不能用should)；若表示将来没有把握或不太可能实现的愿望，用would(could)+动词原形。本题句意：我真希望我当时花钱能再谨慎一些。表示遗憾。

21.[A] 【解析】本题考察动词辨析。assure用来表示向某人保证某事将要发生，既可以用来确证某事，也可以表示使某人确信（Ifyou ASSURE a person of something，you promise them or tell them that）。assure的宾语通常是人或人称代词，所以不能直接搭用that－ clause.其常用结构为：assure sb of sth。 ensure的意思是使某行为或某件事的结果得以保证，即确保某事发生（to makesure that sth．happens）.ensure后可以直接跟 that-clause，并可以用复合宾语.常用结构为：ensure sth．／。ensure＋that －clause ／en-sure ＋obj．（i）＋obj．（d） insure 意思是为防不测向保险公司付钱投保（to pay money toan insurance company against future disaster）。例如，My house is insured againstfire．我的房子保了火险. ascertain意思为“确定”，例如Through doing this, the teacher will be ableto ascertain the extent to which the child understands what he is reading.这样一来，老师就能确定孩子们对他所读的内容理解多少了。

22.[A] 【解析】本题考察名词辨析。result“结果”，指做某事产生的直接结果，或指某抽象概念的结果。例如，Thestudents are intensely anxious to know the result of the entrance examination. 学生们非常渴望知道入学考试的结果。consequence“后果”、“经过”，多指某物产生的不良后果。例如，If you behave so foolishly, you will be ready to bear the consequence.如果你行为是如此的愚蠢，你就准备好承担后果吧。outcome“结局”、“结果”，指有待见分晓的结果或结局。例如，Weare fully confident that negotiation between the two countries on trade willhave a happy outcome.我们有充分的信心，两国之的贸易谈判会有一个愉快的结果。aftermath指发生天灾人祸之后随之而来的不良的，甚至更严重的后果或余波。Anunemployment surge is striking many countries as an aftermath of the globalfinancial crisis.失业浪潮作为全球金融危机的后果正在波及许多国家。本题句意：警察局因为一位赤手群众的死亡，和善后不利，而饱受批评。

23. [A] 【解析】本题考察动词辨析。 repel:主要表示一种厌恶，不喜欢，抵制。像对什么反感，对什么抵制。dispel:消散，驱散，像消除烟雾，消除疑虑，消除负面状态等。expel: 主要指驱逐出去，开除一类的。像驱逐某人，开除某人等。quell: 压制，镇压。本题句意：外事秘书努力消除大家对他危机公关的疑虑。

24. [B] 【解析】本题考察动词辨析。本题句意：共同基金是一些投资者的首选，他们不愿意花时间理解股票细节，或者缺少资源建立证券投资组合。Deprive意为“剥夺”，yearn意为“渴望”，attain意为“达到”，lack意为“缺少”。

25. [A] 【解析】run into 意为“撞见” run across 意为“偶遇”，strike on意为“想起，想出”，strikeup意为“开始一段关系”。本题句意：克里斯在运动物品贸易会上遇到了约翰，他们立马开始了一段融洽的友谊。

26. [C] 【解析】本题考察副词辨析。especially相当于in particular做“特别地”；specially相当于onpurpose 做“专门地、特意地”；particularly=especially指“特别、尤其”，especially指用于正式问题，particularly既可用于正式问题，也可用于日常口语。Specifically差别更大一些，意为：特有地，明确地;按种别地。比如，We haven't specifically targeted school children.我们尚未特意把学生定为我们的目标。本题句意：“我要很快离开这个国家了”，他对专门（为此事）聚在一起的一群记者说道。

27. [D] 【解析】本题考察形容词辨析。四个选项分别意为：现当代的，权宜的，自发的，临时的。本题句意：以色列和哈马斯达成了临时停火协议，把停火时间多延长24小时，直到周四午夜。

28. [B] 【解析】本题考察短语辨析。四个短语分别意为：因为，在---之前，与---相关，多亏了。在关掉了闹铃并且相信自己有自动醒来的能力之前，你应该连续几周保持规律的时间安排，让自己适应新的安排。

29. [B] 【解析】本题考察形容词辨析。四个选项分别意为：勇敢的，多样的，精力充沛的，警觉的。本题句意：如果你是运动员，强健的腹肌能保证后背坚挺，同时让你在做各种上肢运动时活动自如，避免运动损伤。

30. [D] 【解析】四个选项分别意为：事实，真理，技巧，过程。割鲨鱼鱼翅是一个非常残忍的过程，在此过程中，鱼翅被切下来，半死不活的鲨鱼被直接扔回大海。

PARTⅣ. CLOZE

31. [H]【解析】“lists ofsubjects”指的是前文中所列出的“no novels, no encyclopedias, nocookbooks...”

32. [N]【解析】本句意思为“我们生活在一个被文字所烙印的世界，而这些文字是由一些写作科技所移植过来的”。“transplant”意思是“移植”。

33. [I]【解析】本句意思为“在古代，国王宣示他们的权威，并以书面形式颁布法令”。“promulgate”意思为“颁布”，常常与法律连用。

34. [E]【解析】“passed on through generations”意思为“一代代传播下来”。

35. [D]【解析】“disseminated through writing”意思为“通过文字传播”，“disseminate”意思为“传播”。

36. [K]【解析】“bear scant resemblance”意思为“有很少相似之处”，意译为“截然不同”，本句意思为“没有文字的世界会和我们所处的这个世界截然不同。”

37. [M]【解析】此处意为“文字是一个复杂的社会必需品”。“sophisticated”与后文中的“complexity”相呼应。

38. [C]【解析】“not directly involved in foodprocurement or production”此处意为“社会成员间接地参与食品采购或生产”。

39. [A]【解析】此处意为“文明需要一个充足的系统来记录发生的种种”。“ample”意思为“充足的”。

40. [G]【解析】此处意为“古秘鲁人没有用文字来做记录，而是用结绳来记录。“instead”意为“不是...而是...”。

PARTV. READING COMPREHENSION

Section A

41. [B] 【解析】语义理解题。根据该词所在句butthese were setting my feet in the road to eventual fortune，但就是这些使我踏上了最终命运的道路，“setmy feet”在这里译为开始一段经历，故选B。

42. [A] 【解析】语义理解题。根据文章第二段，尽管他非常饥饿，想要吃到梨，但是他仍然在意别人的目光，想要装作并不想吃的样子，他之所以这样做，就是为了维护自己的尊严，故选A。

43. [D] 【解析】事实细节题。根据文章第六段，BrotherA said he would starve to death; Brother B said he wouldn’t.及后面的句子可知，兄弟B对这一赌注的态度更积极，故选D。

44. [C] 【解析】综合理解题。文章列举了几个能代表和平的象征物，故选C。

45. [D] 【解析】事实细节题。根据文章第五段In theChinese tradition, the rainbow is a common symbol for marriage because thecoloursrepresentthe union of yin and yang.可知在中国，彩虹另有寓意，故选D。

46. [A] 【解析】事实细节题。根据文章第六段，It wasoften hung in doorways as a sign of friendship. 故选A。

47. [D] 【解析】事实细节题。根据文章最后一段，It wasfound in many Asian cultures, but is generally associated with ancient Egypt.故选D。

48. [C] 【解析】语义理解题。根据文章第五段Maybesomething useful will come of Clinton’s idea, but I’m not all that hopeful.可知作者对克林顿的提议表示怀疑，故选C。

49. [B] 【解析】语义理解题。根据文章第七段The problemis that almost any punishment is sufficient to deter the middle class, whilefor members of the underclass, probation may be translated as “I beat it”.最适宜的惩罚只能改变一些中产阶级，对于下层人民意味着被击垮，因此对于他们而言，这种惩罚是绝望的，故选B。

50. [D] 【解析】综合理解题。根据文章第十三段，解决上述一切问题的方法就是防止小孩患上绝望的疾病，这是一切问题出现的根源，故选D。

Section B

SECTION B (每题满分为2分)

评分原则:

1) 评分侧重点是阅读理解，不是写作，故评分点是关健词/词组是否正确。

2) 不要求学生用完整句回答。

3) 字数如超过15个字，扣0.5分。

4) 学生写的关键词中有对有错，酌情给分。

5) 关键词词性错误扣0.5分，比如peace写成peaceful 。

6) 语法错误扣0.5分（在学生写句子的情况下，比如: It symbolizepeace and unity.）

7) 同类错误不重复扣分。这里“同类”指语法和词汇错误，不指“相同”错误。比如，回答中temptation和appropriate 都拼错，但视为同类错误，扣0.5分。语法错误的处理也按照上述规则。

PASSAGE ONE

51.Hestruggled to resist the temptation of eating food.

【解析】根据第四段I couldhardly keep my wits together in the presence of that food, but as I was notasked to sample it, I had to bear my trouble as best as I could.在食物面前，我很难集中精力，但我并没有被邀请品尝。因此主人公要做的是拒绝食物诱惑或者忍受饥饿。

评分要点：完整回答要包含“拒绝食物诱惑或者忍受饥饿”。

2分：Hestruggled to resist the temptation of eating the food.

1分：Theauthor was not asked to sample the food.

52.He was themost appropriate person on the bet.

【解析】根据第六段，他满足这个赌注对象的条件，故最后一句的意思是他被选中了，因为他是最适当的人选。

评分要点：完整回答要包含“被选中或适当的人选”和“用百万英镑或赌注”两层意思。

2分：He wasthe most appropriate person on the bet.

1分：The brothersgave him the note.

备注：on thebet按照0.5分处理。

PASSAGE TWO

53. Itsymbolizes peace and unity.

【解析】根据文章第八段Whateverthe history, the olive branch is a part of many modern flags symbolizing peaceand unity.橄榄枝象征着和平和统一。

评分要点：完整回答要包含“象征”和“和平和团结”两层意思。

2分：It symbolizespeace and unity.

1分：peaceand unity或者 It symbolizes peace.

0.5分：peace或者unity

PASSAGETHREE

54.Satisfying basic needs and doing low-paid work.

【解析】根据文章第十段，想要福利事业顺利进行，既要满足基本需要，也要让他们做一些底薪工作。

评分要点：完整回答要包含“满足基本需求”和“做低薪工作”两层意思。

2分：Satisfyingbasic needs and doing low-paid work.

1分：help thepoor and keep people hard-working

0.5分：basicneeds或者 low-paid jobs

55.We shouldhave hope for the future (under bad circumstances).

【解析】即使在最糟的环境下，我们也能掌控自己的人生，即对自己的未来充满希望。

评分要点：表达出“对将来充满希望”即可。

2分：Weshould have hope for the future.

Good things will happen for us in the future.

1.5分：Peopledo not feel despaired.

评分案例：

案例1：9.5分

51. He had to resist the temptation of thefood.

52. He was chosen and got the banknote inthe bet.

53. Because it symbolizes peace and unity.

54. We should help the poor and discouragethe lazy.

55. Hope can make us struggle and surviveunder bad circumstances.

案例2：6.5分

51. He must pretend that he wasn't desirefor food.

52. The man was chosen to get that note.

53. Because the olive branch indicates longperiods of peace.

54. Reward and punishment.

55. We always believe that the future can bebetter.

案例3：0.5分

51. He had to control his sights for theremain food.

52. He was in the same situation of thebrothers.

53. Oliver's can be cultivated in longperiod of peace.

54. Manipulate people into self-sufferingand pinkish them into good citizenship.

55. People can beat the bad situation bybelief.

PART Ⅵ.WRITING

写作评分标准

Sample1：(16.5分)3.5+4.5+2.5+6=16.5

评语：内容阐述能力：3.5+4.5

缩写部分:准确表述材料主题;材料中心内容较全。

讨论部分:论点明确能针对原文观点展开讨论，要点较明确

篇章组织能力:2.5

缩写和讨论部分内部结构完整

语言运用能力:6

词汇:词汇运用准确;词汇丰富;词汇运用自然

能使用自己的语言卷面整洁。

The latest news on the term-time holidays reveals that parentsare to be banned from taking their children away from school during term-timeholidays. Those who break this new rule will face fines as a result.

The regulation was established, according to a senior source atthe Department for Education, mainly because the time out of school would doharm to children’s educational development. He also mentioned that theregulation was an integral part of government’s practice to lower the truancylevels in schools. This rigorous measure is believed to resolve the culturalproblems in the education eventually. Additionally, the general secretary ofthe National Association of Head Teachers considered the measure useful as itwould prevent parents from too much pressure.

To the best of my belief, it is unwise to ban parents fromtaking their children out of school for holiday in purpose of saving money.Firstly, it is essential that students get an experience of social life andbeautiful nature instead of repetitive school life during term-time. If theduration of the holiday is relatively short, the student will surely be able tomake up what has been taught during his absence. Moreover, if the ban isstrictly practiced, a great number of families will be facedwithimmense economic burden which they cannot afford to undertake. Even with thesocial welfare system, the expensive tuition fee can only be covered partly,leaving students’ parents in an economic dilemma. Last but not least, thetruancy level may not be lowered by such rigorous measures and strict penaltiesbecause this type of coercion is easily inclined to trigger students’ andparents’ opposition. That is to say, it is highly possible that parents takestudents out of school for holiday even more frequently and the truancy levelrises consequently after the establishment of the regulation. The messyenvironment will finally damage the school.

To sum up, I’m not an advocate of the ban on holidays duringterm-time because students need social life, families need light economicburden and schools need harmonious campus environment.

Sample 2：2.5+5+2.5+6=16

评语：内容阐述能力：2.5+5

缩写部分:基本准确表述材料主题;材料中心内容少量遗漏

讨论部分:论点明确能针对原文观点展开讨论，要点较明确

篇章组织能力:2.5

缩写和讨论部分内部结构完整

语言运用能力:6

词汇:词汇运用准确;词汇丰富;词汇运用自然

能使用自己的语言卷面整洁。

In general, theexcerpt introduces Michael Gove's proposal that parents should not be allowedto take their children out of school for holiday during term time. He argues,firstly, any time out of will pose potential damage to a child's education andsecondly, taking term-time holiday can ensure a more academically rigorouseducational environment.

Different fromUK's Education Secretary, I believe this policy is unjustifiable, inefficientand harmful, and thus should not be welcomed.

To begin with,prohibiting children from going out with parents during terms violates childrenand parents' freedom of choice. Parents are rational being who are able to makereasonable and best choice for their children according to evaluation andcost-benefit analysis based on their own family conditions. School, as a mereeducation agency, is entitled with no right to intervene with individualfamily's affairs as long as they do not harm a third party that might involve.

Besides, even ifthe policy has a legitimate justification, say, for the sake of overalleducational environment, it is very unlikely to take effect. If parents reallywant to take their children out, they could find multiple ways to fake'authorized excuse' and ask for a leave, for example, by providing the schoolwith fabricated proof from doctors to escape the penalties.

Moreover, from aconsequential level, this policy will further misunderstanding between parentsand school, and even undermine children's incentive to learn. Leaving a shortperiod of time from school is not necessarily detrimental to students' study aslong as they could catch up later, while forbidding them from going out makesboth students and parents feel slightly offended and become increasinglydissatisfied with the stricter school management, which is not at allbeneficial to promote a better educational culture in the UK.

To myunderstanding, given all the negative aspects of the ban, the school can takeother alternative measures to solve the problem, for instance, increasing theintensity and difficulty of courses, so that possible bad effect could beavoided and more favorable educational environment could be generated.

Sample3：1+4+2+5=12

评语：内容阐述能力:1+4

缩写遗漏信息过多;

讨论论点明确，论述尚充分;篇章组织能力:2

语言运用能力:5

语言尚流畅

Some parents inthe UK take their children to holidays during school time. Although this savespart of money, it could have a negative impact on children's education. It willbe banned for families to take term-time breaks.

I, however, holdan opposite view on this ban. Taking term-like holidays is acceptable andreasonable. Firstly, study is not limited in school, but from the nature andexperience. Term-like holidays give students an opportunity to put what theystudy of school into practice in reality. Geographic knowledge is a noticeableexample. Therefore, a term-time holiday in fact is beneficial to study.Besides, cost is a considerable issue. The price even triples in the period ofheated holiday. Some families do not have the ability to support. The onlychance for them is to take a term-time holiday. An unforgettable holiday couldnot only contribute to the sense of family Union, but also the healthydevelopment of children. Great experience with parents is an essential part ofany child's growth. So a term-time holiday is a precious chance for parents ofordinary family to take their children to create a unique memory, because theshort lack of school cannot equal to the healthy development of children.

On the other hand,a term-time holiday is beneficial to student's mastery of knowledge. Studentscould get more practice rather than mere theory. On the other hand, a healthygrowth for a child is much more important. It is reasonable for parents to takechildren out of school for holiday in order to save money.

Sample4：1.5+2.5+1+3.5=8.5

评语：内容阐述能力：1.5=2.5

缩写部分:缩写不符合要求,表达思维混乱，

讨论:讨论尚切题,论述不充分，仅从原文的抄袭

篇章组织能力:1

语言运用能力:3.5

语言较多错误。

Recently, a hottopic is that whether parents should take children out of school for holidayduring term time in order to save money. Most people disagree this kind ofaction because it is dangerous, bring down truancy levels in schools and theeducation is more important. As far as I am concerned, I disagree that parentstake children out of school for holiday during term time in order to savemoney. The reasons are as follows.

To start with, nay time out ofschool has the potential to damage a child’s education. If the children out ofschool, they will have no time to study. The result is that they can’t improvethemselves. And when they are out of school, they will have no energy to study,no interest to study as well. What’s more, this is part of the government’swider commitment to bring down truancy levels in schools. The students didn’tstudy hard, the grade will be very slow. So the truancy levels in school willbe down. There will also be stricter panalties for parents and schools.Education Secretary take the measures to make education more academicallyrigorous and to tackle a culture in the educational establishment which hebelieves has accepted "excuses for failure”. Last but not least, a child’seducation is more important than a holiday. If a child has good education, hewill get good skills. It will be benefit to his future. Good education is themost important thing to a person, it is more important than everything.

To sum up,education is more important than a holiday. Parents shouldn’t take children outof school for holiday during term time in order to save money.

TEM4-2016监考步骤

考试时间：2016年4月23日（星期六）上午8:30-10:40。考试正式开始15分钟后，迟到考生不得进入考场。考试正式开始60分钟后，考生方可交卷离开考场；考试结束前30分钟内考生不得交卷离开考场。请监考老师按以下流程实施考试。

一、8:15（入场铃响后）组织考生进入考场，检查考生证件，安排考生入座。向考生展示试卷密封完好性后当着考生面启封试卷，先发给每位考生空白记录纸壹张，然后发试题册壹份，答题卡1和2各壹张，要求考生在答题卡1和答题卡2填上准考证号、姓名和校名。提示考生调试好接收机。绝不能同时把答题卡1、2、3发给考生。

二、8:30（开考铃响后）监考老师宣布考试正式开始，接收听力考试的播放内容：

1．监考老师及全体考生带上耳机注意收听，利用Part I(Dictation)前的指示部分调节音量。Part I(Dictation)做在答题卡1上，听写共念四遍，用时10分钟，Part I结束后，磁带预留1分钟时间供考生检查听写。考生不必在答题卡1上书写听写标题。

2．继续做Part II(listening Comprehension Section A)。该项目做在答题卡1上。所发的空白记录纸在听时记笔记用。该项目有2分钟的时间给学生检查。

3.Part II（listening Comprehension Section B）做在答题卡2上。当听到THIS IS THE END OFPART II LISTENING COMPREHENSION，监考员收答题卡1。

三、9:00开始做Part III，该项目用时10分钟。

四、9:10开始做part IV, 该项目用时10分钟。

五、9:20开始做part V，该项目用时35分钟。

六、Part III、Part IV和Part V的答案均写在答题卡2上，9:55 收回答题卡2。

七、9:55监考员发答题卡3，（要求考生在答题卡3上填写准考证号、姓名和校名），并宣布开始做Part VI（Writing），该部分用时45分钟，10:40考试结束铃响后，监考老师宣布停止作答，收回答题卡3和试题册，清点答题卡和试题册份数，确定无误后方可宣布学生离开考场。

请考生认真学习本提示：

TEM4特别提示

一、请考生用正规2B铅笔、黑色字迹签字笔（0.5mm或以上）答题，不允许用其它笔作答，答案不得超出答题区红色矩形边框。

二、填涂处只准用橡皮擦修改；书写处只准用修改符号将该部分内容划去，不准用涂改液或透明胶带纸粘扯欲修改处；否则将影响网上评卷。

三、考试项目及时间如下：考试时间约为130分钟。

Part I：Dictation 约10min

Part II：Listening Comprehension 20min

Part III: LanguageUsage 10min

Part IV: Cloze 10min

Part V: Reading Comprehension 35min

Part VI:Writing 45min

Part I和Part II（SectionA）做在答题卡1上；Part II(Section B)、Part III、PartIV和Part V做在答题卡2上；Part VI做在答题卡3上。