上海交通大学水平考试样题及答案（题型改变后挂网版）

上海交通大学水平考试样题及答案（题型改变后挂网版） 上海交通大学英语水平考试大纲 上海交通大学英语水平考试是由上海交通大学外国语学院设计和命题，由教务处组织和实施的大学英语综合性水平测试。本考试取代原有的大学基础英语(2)、大学基础英语(3)和大学基础英语(4)的课程期末考试。交大英语水平考试的实施将有助于深化教育部颁发的《大学英语课程教学要求》的贯彻, 进一步推动我校大学英语教学改革，提高我校大学英语教学质量，为建立具有上海交通大学特色的大学英语教学和测试体系，为我校创建世界一流大学做出贡献。 一、 考试目的 交大英语水平考试的主要目的是:? 衡量我校本科生的英语水平是否达到我校大学英语教学要求以及是否达到免修大学基础英语(3)或大学基础英语(4)的要求;? 按一定比例计入大学基础英语(2)、大学基础英语(3)和大学基础英语(4)的学期最终成绩。 级第二学期通过本考试者可以免修大学基础英语(3)及大学基础大学一年 英语(4)，未通过者，则须继续修读大学基础英语(3);大学二年级第一学期通过本考试者可以免修大学基础英语(4)，未通过者，则须继续修读大学基础英语(4)。 通过本考试者可以获得由上海交通大学颁发的“上海交通大学英语水平考试合格证 书 关于书的成语关于读书的排比句社区图书漂流公约怎么写关于读书的小报汉书pdf ”。 二、 考试对象 考试对象为我校非英语专业一、二年级所有本科生。 三、 考试时间 交大英语水平考试从2009级开始实施，每年举行两次，考试时间为每学期第十四周，考试成绩于16周公布。 四、 考试内容和题型 交大英语水平考试属于综合性的语言能力测试，考试内容包括听力、阅读综合和写作三部分。 本考试采用多种题型，力求客观、公正地评价学生的英语水平。 考试总时间为120分钟，总分为100分，时间及分值分配如下: 1 听力:放音时间为40分钟，占总分的40%。 阅读综合:占总分的30%。 写作:30分钟，占总分的30%。 听力部分单独得分在24分及以上且总分达标者为合格。 详见下 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf : 内容 题型 分值 考试时间 听力 40, 1(长对话和/或短文，题型为四选一的10, 10分钟左 选择题(MCQ)，播放一遍 右 正常语速,2. 复合式听写(Compound Diction)，前10, 10分钟左约150-1608个空填单词，后3个空填句子，长右 词/分钟 度22词左右,播放二遍 3. 回答问题(SAQ)/ 或 笔记 哲学笔记pdf明清笔记pdf政法笔记下载课堂笔记下载生物化学笔记PDF 10, 10分钟左 (note-taking), 播放一遍 右 4. 听译,，5小段, 每段约25-30词, 10% 10分钟左 2分/题,播放一遍 右 阅读综合1. Banked Cloze ，1分/题(15选10，10,，文章长度 30, 填空时需改变词形) 250-300字 2. 根据阅读材料填空(10个 )，并限10, ，文章长度900 定答案字数。1分/题。 字左右 3. Cloze (20个空，题型为四选一 10,，文章长度 的选择题)，0.5分/题。 250-300字 写作30, 议论文或说明文 不少于250字 30分钟 注: 试卷分为试卷1(听力和阅读)、试卷2(作文部分)和答题卡，考试开始后先做试卷1，考试结束前30分钟收试卷1，发试卷2，结束时收试卷2和答题卡。 五、 考试要求 (一)听力: 1. 能听懂语速正常、内容稍长的对话、短文等，能理解其要点和细节。 2. 能听懂语速为每分钟180词左右、篇幅较长、题材熟悉的英语广播及电视 节目，如新闻报道、访谈、演讲等，能理解其大意和主要细节。 3. 能听懂涉及一定专业知识的学术 报告 软件系统测试报告下载sgs报告如何下载关于路面塌陷情况报告535n,sgs报告怎么下载竣工报告下载 、专题讲座等。 (二)阅读综合: 1. 能以每分钟100词左右的速度读懂有一定难度的文章，理解其主旨大意及 2 细节。 2. 能读懂英语国家大众性报刊杂志上一般性题材的文章。 (三)写作: 能围绕一定的话题在30分钟内写出不少于250词的说明文或议论文，观 点明确，结构清晰，内容充实，表达清楚，逻辑严密。 上海交通大学外国语学院 2012(7( 附: 上海交通大学英语水平考试样题 Part I Listening (40,) Section 1 Long Conversations (10,) Directions: In this section, you will hear two long conversations. At the end of each conversation, you will hear five questions. Both the conversations and the questions will be spoken ONLY ONCE. After you hear a question, you must choose the best answer from the four choices. Conversation 1 1. A) It is exaggerated. B) It is self-important. C) It is a move toward the concepts she teaches. D) It doesn’t give a clear idea of what the department does. 2. A) She didn’t agree with him. B) It illustrates one of her basic ideas. C) The man was an expert on people management. D) It shows how some people do not understand people management. 3. A) Worrying can cause needless stress. B) It is important to remember other things as well. C) They can stop you thinking about more basic things. D) We can’t solve them, so there’s no point in worrying. 3 4. A) Completely. B) In no way at all. C) With respect to relationships. D) With respect to professional questions. 5. A) By giving them a written warning. B) By sacking people who break the rules. C) By following organizational procedures. D) By understanding the employee’s personal circumstances. Conversation 2 6. A) Sarcastic. B) Humorous. C) Indifferent. D) Matter-of-fact. 7. A) She was talking about suicide literally. B) She was talking about smoking literally. C) She wanted to be left alone by saying so. D) She was talking about both smoking and her life. 8. A) None of them helped her positively. B) Her mother was too busy to be around her. C) Her father was the role model she followed. D) Her friends always cheered her up when she was feeling down. 9. A) She feels less hopeless. B) She feels she has many dreams. C) She feels she is not part of this world any more. D) She feels that her life took the wrong way in the past, but now she wants to make a change for the better. 10. A) He is a psychiatrist. B) He is a school teacher. C) He is a policeman in disguise. D) He is a stranger she just ran into by chance. Section 2 Compound Dictation (10,) Directions: In this section, you will hear a passage TWICE. You have its script in the following, but with eleven blanks in it. You are required to fill in the first eight blanks with the exact words you have just heard. For the last three blanks, you can either use the exact words you have just heard or write down the main points in your own words. Remember, there will be a pause for the last three blanks. 4 The medical center at New York University is one of the clinical sites for the study. Thirty-nine-year-old Denise Harris is helping researchers gain a better understanding of the brain. She suffers from epilepsy, and doctors are monitoring her seizures in the hope of performing an operation to minimize them. Her head is 1) ____________. Wires protruding from the side are attached to electrodes implanted in her brain. Harris says doctors are monitoring her to see whether she is a good candidate for surgery. "I've been on many medications throughout my life and after a while, they don't work," said Denise Harris. "I still get seizures. So now, when they remove the part that the seizure is 2) ____________ from, it's supposed to stop." But while Harris is in the hospital, she is also helping scientists understand how the brain comprehends and uses language. For the study, researchers are monitoring implanted 3) ____________ on a part of the frontal lobe called Broca's area, the named after 19th century French physician Pierre Paul Broca. He was the first doctor to recognize the major role of that area in language. Through the implant process, called Intra-cranial Electrophysiology, or ICE, the researchers have found that Broca's area processes three different language functions in 4) ____________ –– within a quarter of a second. It is the first time the technique has been used to document how the brain processes grammar and produces words. Eric Halgren of the University of California, San Diego, School of Medicine, is ____________ investigators of the study. one of the 5) "What we were able to find was that within a centimeter, around less than an inch, certainly, and probably half an inch, there were different regions - perhaps they 6) ____________ some –– but they were doing, at different times, different processes, all within this small area." The first function deals with recognizing a word, the second with understanding the word's context in a sentence, and the third lets us 7) ____________ the word by speaking. Harvard University brain expert Steven Pinker is another of the study's authors. Ned Sahin, a 8) ____________ fellow at Harvard and the University of California, San Diego, School of Medicine was the first author of the paper outlining the work, which was published in the journal Science. According to Sahin, 9)___________________________________________ _____________________________________________________________________ _____________. "Nearly every introductory textbook as well as people practicing in the field in speech pathology, for instance, teach and believe that 10) ______________________ ____________________________________________________________________ _______________ –– Broca's area and Wernicke's area, where Broca's area is responsible for producing, for speaking, and Wernicke's for comprehending," said Sahin. This study shows that Broca's area is involved in both speaking and 5 comprehension, illustrating that parts of the brain perform more than one task. "Here's an example of one relatively small part of the brain that's doing three very different things at three different times, but all within the space of a quarter of a second." But Eric Halgren points out that despite our growing knowledge, much about the human brain remains unknown. "How does this hunk of flesh, which is not much different from a muscle –– it's just a bowl of porridge –– how does it produce the mind? It's a total mystery". He says 11) ______________________________________________________ ________________________________________. Section 3 Short-answer Questions (10,) Directions: In this section, you will hear a passage ONLY ONCE. In the following you have five questions. You are required to answer these questions with as few words 25 words. as possible, in any case, no more than 1) What is the basic idea about intercultural competence? 2) What is listed as one of the most important criteria for intercultural competence? 3) What is considered as offensive in the Arab countries according to the woman? 4) What mistake did the woman make when conducting business in Russia? 5) What is the advice the woman gave in the end? Section 4: Listening and Translating (10,) Directions: In this section you are going to hear five short passages. You will hear them ONLY ONCE. In each of these passages some of the sentences are already printed. You are required to translate the missing parts into Chinese. After each of the passages there will be a pause lasting one and a half minutes. The pause is intended for you to do the translation. 1) Our development agenda will also focus on women as drivers of economic growth and social stability. Women have long comprised the majority of the world’s unhealthy, unschooled, and underfed. They are also the bulk of the world’s poor. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 2) About 80 percent of Australians live in coastal areas. There are fears that some low-lying communities may have to be abandoned in years to come because of 6 flooding and erosion. And with higher sea levels, heavy rains and massive tides known as storm surges, which often accompany tropical storms, can do unexpected damage. _______________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3) It is no coincidence that the relationship between our countries has accompanied a period of positive change. ___________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4) And yet the success of that engagement depends upon understanding -- on sustaining an open dialogue, and learning about one another and from one another. For just as that American table tennis player pointed out, we share much in common as human beings, but our countries are different in certain ways. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5) For a variety of reasons, production of the H1N1 vaccine has lagged behind demand. The vaccine for the so-called swine flu is made in the same way as the seasonal flu vaccine - in chicken eggs. But the government's top infectious disease expert, Dr. Anthony Fauci, said the goal is to perfect new ways to make a vaccine. "What we really want to do is get away from that and get it to be 21st century technology - molecular biology, recombinant DNA technology, where you have very good control over the process. It's rapid, it's consistent, and it proves to be something that we can rely on." _____________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Part II Integrated Reading (30%) Section 1 Banked Cloze (10%) Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before 7 making your choices. You may not use any of the words in the bank more than once. Give your answers to the questions on your ANSWER SHEET. Attention: You need to change the forms of the words in the word bank where necessary. A name might tell you something about a person's background. Names can be 1) __________ of class and race. Data show African Americans are far more likely than other 2) __________ groups to give their children uncommon names. White people tend to 3) ________ more familiar names that were formerly popular with more affluent white people. The new study purports to show a link between name and outcome of life: The more 4) _________ your name, the more likely you are to land in juvenile hall. That's because we know that boys with uncommon names are more likely to come from a socio-economically 5) _________ background, which means that they also are more likely to get involved with crime. Even the researchers readily admit that it's not a name alone that 6)_______ a child's outcome, but rather the circumstance underlying the name. The researchers first assigned a popularity score to boys' names, based on how often they showed up in birth records in an undisclosed state from 1987 to 1991. Michael, the No. 1 boy's name, had a Popular Name Index score of 100; names such as Malcolm and Preston had index scores of 1. The researchers then assessed names of young men born during that time who landed in the juvenile justice system. They found that only half had a rating higher than 11. By 7) __________, in the general population, half of the names scored higher than 20. "A 10% increase in the popularity of a name is associated with a 3.7% 8) _________ in the number of juvenile delinquents who have that name." Still, the study theorizes that teenagers named Malcolm might also 9) ___________ because their peers treat them differently or they just don't like their names. And since the study's release last week, the name-crime 10) ___________ has been written or talked about in major media outlets. popular connect favorite race affect compare decrease deprivation act out signify effect derive increase major conclude Section 2 Blank Filling (10%) Directions: In this section there are 10 incomplete statements. Based on the following passage, please complete the statements with No More Than 12 Words. Write answers on your Answer Sheets. Who are smarter, men or women? It's a topic of common –– and often comic –– contemplation, but it has also become a serious policy issue for colleges and students 8 in the United States. After years of concentrated effort to raise the academic achievement of girls, who in previous decades had often received less attention in the classroom and been steered away from college-prep courses, the nation can brag that female students have progressed tremendously. Though still underrepresented in calculus and other advanced-level science and math courses in high school, women now outnumber men applying to and graduating from college –– so much so that it appears some colleges are giving male applicants an admissions boost. As a result, the U.S. Commission on Civil Rights is examining whether colleges are engaging in widespread discrimination against women in an effort to balance their male and female populations. Consider some of the numbers at leading schools: At Vassar College in New York State, a formerly all-women's college that is still 60% female, more than two-thirds of the applicants last year were women. The college accepted 35% of the men who applied, compared with 20% of the women. Locally, elite Pomona College accepted 21% of male applicants for this year's freshman class, but only 13% of female applicants. At Virginia's College of William & Mary, 7,652 women applied for this year's freshman class, compared with 4,457 male applicants. Yet the numbers of each who gained admittance were nearly the same. That's because the college accepted 45% of the men and only 27% of the women. A 2007 analysis by U.S. News & World Report, based on the data sent by colleges for the magazine's annual rankings, found that the admissions rate for women averaged 13 percentage points lower than that for men. But percentages don't tell the whole story. It could be that the men were stronger candidates, or they might have applied in areas of engineering and science where women's numbers are still lower. But such justifications, even if true, are unlikely to fully explain these numbers. At schools such as the University of California, where admissions rely overwhelmingly on statistical measures of academic achievement such as grades and test scores, the disparities don't appear. Far more women than men applied to UCLA –– the UC's most selective campus –– last year. The university accepted about the same percentage of each, with a slight edge to the women. As a result, the freshman class has close to 800 more women than men. In recent years, several college leaders have admitted that their institutions give a boost to male applicants to maintain gender balance on campus. Most students of either sex, they point out, prefer such balance. If Vassar accepted equal percentages of each sex, women would outnumber men by more than 2 to 1. Jennifer Delahunty Britz, the dean of admissions at Kenyon College in Ohio, a formerly all-male school, brought the matter to broad public attention in 2006 with an Op-Ed article for the New York Times describing the dilemma of her admissions office. "What messages are we sending young women that they must . . . be even more accomplished than men to gain admission to the nation's top colleges?" New York Times has long favored allowing colleges to use race as an admissions factor in order to diversify student populations. She also wrote that exposure to people of different backgrounds and viewpoints better educates all students –– not just those given a leg up. We are not in favor of 9 accepting underqualified or clearly inferior students for the sake of diversity. But most colleges are inundated with applications from students who more than meet their standards; the differences among many of them are slight. It makes sense for colleges to pick a balanced population from within this group. At the same time, admissions officers should avoid rigid notions of what constitutes enough men on campus. It's not harming UCLA, or destroying college social life, to admit somewhat more women than men. Even if the Civil Rights Commission finds pervasive gender discrimination in admissions, there's little it could do about the situation. Such discrimination –– though not racial discrimination –– is legal for undergraduate admissions at private, nonprofit colleges, even those that receive federal funding. Commission documents on the inquiry suggest that colleges could find more "gender-neutral" ways of balancing their student numbers, perhaps by offering programs and extracurricular activities that attract men. Those might work for some schools but won't change the overall scenario. Not with college populations composed of 57% women nationwide. The issue we'd like the Commission on Civil Rights to investigate is: What's happening with the education of U.S. boys? Why are so few of them applying to and graduating from college? Theories and arguments abound. Some say that boys are more active and thus less able to sit still for long periods –– and as a result, more likely to be categorized as having attention deficit / hyperactivity disorder or needing special education. A 2008 study by researchers at Northwestern University found that when girls are involved in a language-related task –– such as reading –– they show more activity in areas of the brain involved in encoding language. Boys use more sensory information to do linguistic tasks. The study suggests boys might do better if they were taught language and arts in different ways. Race is a factor as well. The gender gap is starker among African American and Latino students. There may be no one reason –– or solution. But figuring out ways to help boys achieve in school is a better response to the gender gap than making it easier for them to get into college later. Questions: 1. The nation has made many years of concentrated effort to change the situation that girls in previous decades were often received less attention and ___________________. 2. Some colleges are engaging in widespread discrimination against women to ______________________. 3. Virginia's College of William & Mary accepts men at a much higher percent than women applicants so ______________________. 4. In what areas men may apply more, and women's numbers are still lower? ______________________. 5. At University of California, admissions are mainly rely on ______________________. 10 6. To diversify student populations, New York Times is long for ______________________. 7. Actually the Civil Rights Commission can do little to change the situation of discrimination in college admission because such discrimination is ________________________________________________________. 8. Commission documents on the inquiry advise colleges to offer programs and extracurricular activities that attract men and _______________to balance their student numbers. 9. The study shows that in doing linguistic tasks the boys use more sensory information, the girls show more ____________________________. 10. Despite various theories and arguments about why so few boys apply to and graduate from college, the better solution to the problem is to ____________________________ Section 3 Cloze (10%) Directions: In this section there are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) on the right side of the paper. You should choose the ONE that best fits into the passage. Give your answers to the questions on your ANSWER SHEET. We form many of our opinions 1_____ 1. A) by B) with our favorite books. The author whom we C) from D) in prefer is our most potent teacher; we look 2. A) with B) through at the world 2______ his eyes. If we C) in D) inside habitually read books that are elevating in 3. A) sound B) good tone, pure in style, 3______ in reasoning, C) beautiful D) hard and keen in insight, our minds 4______ 4. A) have B) with the same characteristics. If, 5_________, C) being D) develop we read weak or vicious books, our 5. A) on the contrary B) however minds contract the faults and vices of the C) on the other hand D) anyway books. We cannot escape the influence of what we read any more 6_______ we can 6. A) however B) than escape the influence of the air that we C) as D) but breathe. The best books are 7______ which stir 7. A) them B) they us up most and make us the most C) theirs D) those 8______ to do something and be 8. A) determining B) determine something ourselves. The best books lift C) determined D) being determined us to a higher plane 9_____ we breathe a 9. A) which B) where purer atmosphere. As we should associate C) while D) when with people who can inspire us to nobler deeds, 10______ we should only read 10. A) as B) and those books which have an uplifting C) so D) also 11 power, and 11______ stir us to make the 11. A) they B) books most of ourselves and our opportunities. C) those D) which … Good books elevate the character, 12_______ the taste, take the 12. A) pure B) purify attractiveness out of low pleasures, and C) pore D) pear lift us upon a higher plane of thinking and living. It is not easy to be 13______ 13. A) mean B) meaningful directly after reading a noble and C) meanwhile D) meaning inspiring book. The conversation of a man who reads for improvement or pleasure will be flavored 14______ his 14. A) with B) of reading; but it will not be about his C) by D) after reading. 15_______ you read, read with 15. A) What B) That enthusiasm, with energy, read with the C) Books D) Whatever whole mind, if you would increase your mental stature. Learn to absorb the 16. A) them B) it mental and the moral life of a book, and C) which D) life assimilate 16______ into your life. 17. A) It B) He 17_____ is the best reader who consumes C) None D) Everyone the most knowledge and converts it 18. A) by B) with 18______ character. Mechanical readers C) in D) into remember words, the husks of things, but 19. A) things B) something digest 19_______. They cram their brains C) nothing D) anything but starve their 20______. If you are 20. A) hearts B) stomachs getting the most out of a book, you will C) minds D) tastes feel a capacity for doing things which you never felt before. Part III Writing (30%) In this Section, you have 30 minutes to write an essay on the following topic. You should write at least 250 words. Many college students complain of their heavy course load. They think some courses offered are time-consuming and not very useful. What do you think of the complaints? Should college students’ opinions be considered in curriculum development and policy-making? Please write an essay of about 250 words to express your opinion and explain why with specific reasons. 12 上海交通大学英语水平考试样题答案 Part I Listening Section 1: 1-5 CBBDC 6-10 ADACA Section 2: 1) Bandaged 2)triggered 3)probes 4)succession 5)principal 6)overlap 7)articulate 8) postdoctoral 9)scientists have known for some time that conventional explanations for how parts of the brain work need to be revised 10) there is a separation of tasks and a division of labor between two very different parts of the brain 11) brain studies are shedding light on the pieces of the puzzle and might one day solve the mystery Section 3: 1) It’s basically the ability to communicate successfully with people of other cultures. (2 points) 2) Sensitivity to other cultures (1 point) 3) Showing the bottom of your shoe or foot when crossing your legs (2 points) 4) She did not remove her gloves when shaking hands with a business associate in Russia ( without realising that this is considered impolite). (2 points) 5) Never make false assumptions about other cultures, and never lack sensitivity. Be open to learning about new cultures. And learn the local language. (3 points) Section 4: 1) 全球经济的衰退对妇女和女孩所产生的影响尤其严重，这进而又波及到家庭、社区、乃 至地区。只有全世界的妇女都在教育、医疗和有酬就业方面获得权利并被赋予机会后， 全球的进步和繁荣才不会受到这些无形的制约。 2) 越来越多的人要求在将来的发展中应更多考虑到不断上升的海平面和风暴潮的威胁。有 些气候专家认为澳洲大陆尤其容易受到气候变化的影响，并且预计随着全球变暖将会发 生更多的干旱，水灾和暴风。 3) 中国使得亿万人民脱贫，这种成就是人类历史上绝无仅有的;同时中国在全球问题中也 发挥着更大的作用。美国在成功地终结了冷战的同时，也经历了经济的增长，我们的人 民也享有增长带来的生活水平的提高。 4) 我认为我们每个国家都应该勾画出自己要走的路。中国是一个古老的国家，拥有深厚的 文化积淀。相对而言，美国是一个年轻的国家，它的文化是由来自许多不同国家的移民 和指导我们民主 制度 关于办公室下班关闭电源制度矿山事故隐患举报和奖励制度制度下载人事管理制度doc盘点制度下载 的建国文件共同铸就的。 5) 另一个长期目标是研制一种疫苗，它会攻击流感病毒中每年都保持不变的那些部分。如 果科学家们能够成功的话，每出现一种新的流感毒株就无需像现在那样需要一种新的疫 苗了，我们的免疫能力会年复一年地会传递下去。 Part II Integrated Reading Section 1 Banked Cloze (1分/题, 词选对但词形或拼写不对得0.5分) 1) signifiers 2 ) racial 3) favor 4) unpopular 5) deprived 6) affects 7) comparison 8) decrease 9) act out 10) connection Section 2: (1分/题) 1( steered away from college-prep courses. 2(balance their male and female populations. 13 3(the numbers of each who gained admittance were nearly the same. 4(in areas of engineering and science 5(statistical measures of academic achievement such as grades and test scores 6(allowing colleges to use race as an admissions factor. 7(legal for undergraduate admissions (at private, nonprofit colleges, even those that receive federal funding) 8(other "gender-neutral" ways 9(activity in areas of the brain involved in encoding language 10(figuring out ways to help boys achieve in school Section 3 Cloze (0.5分/题) 1-5. CBADA 6-10. BDCBC 11-15. DBACD 16-20. BBDCC (30%) 略 Part III Writing 14