2019年上海师范大学天华学院“专升本”《综合英语》考试大纲

《综合英语》考试大纲

试卷题目类型和分值分配：

一、单选题（20题，每空1分，共20分）

二、完形填空（10题，每题1分，共10分）

三、阅读理解（20题，每题1分，共20分）

四、词型转换（10题，每题1分，共10分）

五、汉翻英（10题，每题2分，共20分）

六、英翻汉（5题，每题2分，共10分）

七、作文（1题，共10分）

试卷总分100分。

第一讲

Unit 1  Fresh Start

1. 教学基本内容：

（1） 课前导入、讨论。

（2） 重要词汇： clutch, reserve, be up in the air, tip off, flail, slink, preoccupation, shackle, discreet, composed, distress, sneak, curse, hit upon, distinct, draw on

（3） 对篇章整体的内容、主题和结构进行讨论，并介绍记叙文写作的相关要素。

（4） 语言点的讲解，部分长句、难句的翻译和释义，文章修辞特点的讨论。

（5） 口语表达活动，主要围绕课文内容、角色展开。

（6） 练习讲解和讨论，包括词汇、语法、翻译以及综合语言运用技巧等练习。

（7） 写作练习要求学生根据提示写出一定篇幅的短文，要求学生尽量使用学过的词汇和句型，并鼓励他们表达自己的思想观点。

（8） 实践：通过课堂上的学生展示培养学生的思辨能力、组织协调能力和口语表达能力。

2. 教学要求：

要求学生掌握本单元的词汇和表达式，进一步熟悉并掌握复杂记叙文的写作特点，熟悉文章结构，使他们对故事情节发展和作者情感变化有比较清晰的认识，从而增强他们的篇章结构意识并提高相关的分析能力。另外，要求学生掌握文章的一些修辞手法。

第二讲Unit 2  The Company Man

1. 教学基本内容：

（1） 课前导入、讨论。

（2） 重要词汇： survive, grab, discreetly, deceased, obituary, conceivably, board, classics, executive, widow, nerve, precisionist, competitive, preside, marital, accompany

（3） 对篇章整体的内容、主题和结构进行讨论，并介绍议论文写作的相关要素。

（4） 语言点的讲解，部分长句、难句的翻译和释义，文章修辞特点的讨论。

（5） 口语表达活动，主要围绕课文内容、角色展开。

（6） 练习讲解和讨论，包括词汇、语法、翻译以及综合语言运用技巧等练习。

（7） 写作练习要求学生根据提示写出一定篇幅的短文，要求学生尽量使用学过的词汇和句型，并鼓励他们表达自己的思想观点。

（8） 实践：通过课堂上的学生展示培养学生的思辨能力、组织协调能力和口语表达能力。

2. 教学要求：

要求学生掌握本单元的词汇和表达式，熟悉记叙文的文章结构，使学生对正文部分主题句以及段落的组织有比较清晰的认识,从而增强他们的篇章结构意识并提高相关的分析能力。另外，要求学生掌握文章的一些修辞手法。

第三讲

Unit 3  Out of Step

1. 教学基本内容：

（1） 课前导入、讨论。

（2） 重要词汇： negotiate, debonair, dodge, notion, compact, contortion, thrive, undertake, disagreeable, eccentricity, acquaint, ridicule, triumphant, deficiency , woefully, contort, bustling, indifferent, infuriating, exasperate

（3） 对篇章整体的内容、主题和结构进行讨论，并介绍说明文写作的相关要素。

（4） 语言点的讲解，部分长句、难句的翻译和释义，文章修辞特点的讨论。

（5） 口语表达活动，主要围绕课文内容、角色展开。

（6） 练习讲解和讨论，包括词汇、语法、翻译以及综合语言运用技巧等练习。

（7） 写作练习要求学生根据提示写出一定篇幅的短文，要求学生尽量使用学过的词汇和句型，并鼓励他们表达自己的思想观点。

（8） 实践：通过课堂上的学生展示培养学生的思辨能力、组织协调能力和口语表达能力。

2. 教学要求：

要求学生掌握本单元的词汇和表达式，熟悉说明文的写作风格及特点；熟悉文章结构，使学生对课文的组织架构、观点的展开以及说理的过程有比较清晰的认识，从而增强他们的篇章结构意识并提高相关的分析能力。另外，要求学生掌握文章的一些修辞手法。

第四讲

Unit 4 Fun, oh, boy, fun, you could die from it

1. 教学基本内容：

（1） 课前导入、讨论。

（2） 重要词汇： overshadow, traipse, fetish, flunk, swilling, flick, epitome, licentiousness, insure, deserve, generosity, benefit, regrettable, mirthful, blasphemy, reverence, excursion, contemptuous, profane, revile, melancholy

（3） 语言点的讲解，部分长句、难句的翻译和释义，文章修辞特点的讨论。

（4） 口语表达活动，主要围绕主题展开辩论。

（5） 练习讲解和讨论，包括词汇、语法、翻译以及综合语言运用技巧等练习。

（6） 写作练习要求学生根据提示写出一定篇幅的短文，要求学生尽量使用学过的词汇和句型，并鼓励他们表达自己的思想观点。

（7） 实践：通过课堂上的学生展示培养学生的思辨能力、组织协调能力和口语表达能力。

2. 教学要求：

要求学生掌握本单元的词汇和表达式，进一步熟悉说理性文章的写作风格及特点；熟悉文章结构，使学生对课文的组织架构、观点的展开以及说理的过程有比较清晰的认识，从而增强他们的篇章结构意识并提高相关的分析能力。另外，要求学生掌握一定的思辨能力。

第五讲

Unit 5The Real Truth about Lies

1. 教学基本内容：

（1） 课前导入、讨论。

（2） 重要词汇： supportive, perceive, prevarication, astound, undermine, falter, fib, volunteer, unethical, feign, unsparing, cynical, confoundedly, lubricate, entangle, willful, blurt out, chronic, equivocation

（3） 对篇章整体的内容、主题和结构进行讨论，并介绍记叙文写作的相关要素。

（4） 语言点的讲解，部分长句、难句的翻译和释义，文章修辞特点的讨论。

（5） 口语表达活动，主要围绕课文内容、角色展开。

（6） 练习讲解和讨论，包括词汇、语法、翻译以及综合语言运用技巧等练习。

（7） 写作练习要求学生根据提示写出一定篇幅的短文，要求学生尽量使用学过的词汇和句型，并鼓励他们表达自己的思想观点。

（8） 实践：通过课堂上的学生展示培养学生的思辨能力、组织协调能力和口语表达能力。

2. 教学要求：

要求学生掌握本单元的词汇和表达式，进一步熟悉并掌握持鲜明观点的新闻类文章的写作特点，熟悉文章结构，使他们对故事情节发展和作者情感变化有比较清晰的认识，从而增强他们的篇章结构意识并提高相关的分析能力。另外，要求学生掌握文章的一些修辞手法。

第六讲

Unit 6  How to Write a Rotten Poem with Almost No Effort

1.教学基本内容：

（1） 课前导入、讨论。

（2） 重要词汇： epic, squalid, veritable, pound, aroma, evolve, lyrics, claim, imponderable, poetic, accidentally, unsought, cuddly, juicy, disorient, verse, conjure up, refresh, thrust, rule of thumb, elevate

（3） 对篇章整体的内容、主题和结构进行讨论，并介绍记叙文写作的相关要素。

（4） 语言点的讲解，部分长句、难句的翻译和释义，文章修辞特点的讨论。

（5） 口语表达活动，主要围绕课文内容、角色展开。

（6） 练习讲解和讨论，包括词汇、语法、翻译以及综合语言运用技巧等练习。

（7） 写作练习要求学生根据提示写出一定篇幅的短文，要求学生尽量使用学过的词汇和句型，并鼓励他们表达自己的思想观点。

（8） 实践：通过课堂上的学生展示培养学生的思辨能力、组织协调能力和口语表达能力。

1. 教学要求：

要求学生掌握本单元的词汇和表达式，进一步熟悉并掌握具有讽刺效果的评论类文章的写作特点，熟悉文章结构，从而增强他们的篇章结构意识并提高相关的分析能力。另外，要求学生掌握文章的一些修辞手法。

第七讲

Unit 8  Knowledge and Wisdom

1. 教学基本内容：

（1） 课前导入、讨论。

（2） 重要词汇： surpass, contributive, proportion, disinterested, be due to do sth., inculcate, standard-bearer, emancipate, stretch, end, elixir, confer, unaffect, descend, instill, enmity

（3） 对篇章整体的内容、主题和结构进行讨论，并介绍说明文写作的相关要素。

（4） 语言点的讲解，部分长句、难句的翻译和释义，文章修辞特点的讨论。

（5） 口语表达活动，主要围绕课文内容、角色展开。

（6） 练习讲解和讨论，包括词汇、语法、翻译以及综合语言运用技巧等练习。

（7） 写作练习要求学生根据提示写出一定篇幅的短文，要求学生尽量使用学过的词汇和句型，并鼓励他们表达自己的思想观点。

（8） 实践：通过课堂上的学生展示培养学生的思辨能力、组织协调能力和口语表达能力。

2. 教学要求：

要求学生掌握本单元的词汇和表达式，熟悉议论文的写作风格及特点；熟悉文章结构，使学生对课文的组织架构、观点的展开以及说理的过程有比较清晰的认识，从而增强他们的篇章结构意识并提高相关的分析能力。另外，要求学生掌握文章的一些修辞手法。

第八讲Unit 1  Never Give In, Never, Never, Never

1. 教学基本内容：

（1） 课前导入、讨论。

（2） 重要词汇： unmeasured, lull, impose, conviction, yield, liquidate, flinch, persevere, recollection, mishap, calamity, account, address, menace, adversary, put through

（3） 对篇章整体的内容、主题和结构进行讨论，并介绍复杂记叙文写作的相关要素。

（4） 语言点的讲解，部分长句、难句的翻译和释义，文章修辞特点的讨论。

（5） 口语表达活动，主要围绕课文内容、角色展开。

（6） 练习讲解和讨论，包括词汇、语法、翻译以及综合语言运用技巧等练习。

（7） 写作练习要求学生根据提示写出一定篇幅的短文，要求学生尽量使用学过的词汇和句型，并鼓励他们表达自己的思想观点。

（8） 实践：通过课堂上的学生展示培养学生的思辨能力、组织协调能力和口语表达能力。

2. 教学要求：

要求学生掌握本单元的词汇和表达式，了解更多关于二战的背景信息，进一步熟悉并掌握演讲的写作特点，熟悉文章结构，使他们对作者情感变化有比较清晰的认识，从而增强他们的篇章结构意识并提高相关的分析能力。另外，要求学生掌握文章的一些修辞手法。

第九讲Unit 2  Space Invaders

1. 教学基本内容：

（1） 课前导入、讨论。

（2） 重要词汇：beat/thrash sb. to within an inch of their life, minutely, sidle, shuffle, intuitively, jostle, relentless, unrelenting, jangling, ring, gratify, attribute, wedge, at pains, scribble, press

（3） 对篇章整体的内容、主题和结构进行讨论，并讨论议论文的写作特点。

（4） 语言点的讲解，部分长句、难句的翻译和释义，文章修辞特点的讨论。

（5） 口语表达活动，主要围绕课文内容、角色展开。

（6） 练习讲解和讨论，包括词汇、语法、翻译以及综合语言运用技巧等练习。

（7） 写作练习要求学生根据提示写出一定篇幅的短文，要求学生尽量使用学过的词汇和句型，并鼓励他们表达自己的思想观点。

（8） 实践：通过课堂上的学生展示培养学生的思辨能力、组织协调能力和口语表达能力。

2. 教学要求：

要求学生掌握本单元的词汇和表达式，了解说明文写作的基本要素及特点，熟悉文章结构，使学生对中心思想句、介绍环节的组织和展开有比较清晰的认识,从而增强他们的篇章结构意识并提高相关的分析能力。另外，要求学生掌握文章的一些修辞手法。

第十讲Unit 3 Alienation and the Internet

1. 教学基本内容：

（1） 课前导入、讨论。

（2） 重要词汇：alienation, alien, forum, given, access, accessible, modal, equivalent, identical, potential, globalization, come into use, dramatically, for the better, further, fragmentation, addicted, moderate, know, exaggeration, binge, skew, mantra, prior, distance, at the expense of。simulated, acquisition, converse, oyster, utopia,

（3） 对篇章整体的内容、主题和结构进行讨论，并介绍记叙文写作的相关要素。

（4） 语言点的讲解，部分长句、难句的翻译和释义，文章修辞特点的讨论。

（5） 口语表达活动，主要围绕课文内容、角色展开。

（6） 练习讲解和讨论，包括词汇、语法、翻译以及综合语言运用技巧等练习。

（7） 写作练习要求学生根据提示写出一定篇幅的短文，要求学生尽量使用学过的词汇和句型，并鼓励他们表达自己的思想观点。

（8） 实践：通过课堂上的学生展示培养学生的思辨能力、组织协调能力和口语表达能力。

2. 教学要求：

要求学生掌握本单元的词汇和表达式，了解说明文写作的基本要素及特点，熟悉文章结构，从而增强他们的篇章结构意识并提高相关的分析能力。另外，要求学生掌握文章的一些修辞手法。

第十一讲Unit 4 A View of Mountains（8课时 讲授+实践）

1. 教学基本内容：

（1） 课前导入、讨论。

（2） 重要词汇：dispatch, constitute, artistry, char, pulse, ledge, unearthly, witnesss, rubble, dot, wreckage, in a flash, come into one’s own, stumble, ruin, outskirt, hang over, spare, intact, glimpse, apprehend, peril, dispel, once and for all, counterpoise, continuation

（3） 对篇章整体的内容、主题和结构进行讨论，并讨论议论文的写作特点。

（4） 语言点的讲解，部分长句、难句的翻译和释义，文章修辞特点的讨论

（5） 口语表达活动，主要围绕课文内容、角色展开。

（6） 练习讲解和讨论，包括词汇、语法、翻译以及综合语言运用技巧等练习。

（7） 写作练习要求学生根据提示写出一定篇幅的短文，要求学生尽量使用学过的词汇和句型，并鼓励他们表达自己的思想观点。

（8） 实践：通过课堂上的学生展示培养学生的思辨能力、组织协调能力和口语表达能力。

2. 教学要求：

要求学生掌握本单元的词汇和表达式，了解二战时期美国投放原子弹的历史背景。了解议论文写作的基本要素及特点，熟悉文章结构，使学生正文部分主题句以及段落的组织有比较清晰的认识,从而增强他们的篇章结构意识并提高相关的分析能力。另外，要求学生掌握文章的一些修辞手法。

第十二讲Unit 6 A French Fourth

1. 教学基本内容：

（1） 课前导入、讨论。

（2） 重要词汇： fold away, regulation, prompt, expatriate, suppress, twinge, object lesson, folly, reenactment, enlightenment, resonate, surrey, fringe, peer

（3） 对篇章整体的内容、主题和结构进行讨论，并讨论说理性文章的写作特点。

（4） 语言点的讲解，部分长句、难句的翻译和释义，文章修辞特点的讨论。

（5） 口语表达活动，主要围绕课文内容、角色展开。

（6） 练习讲解和讨论，包括词汇、语法、翻译以及综合语言运用技巧等练习。

（7） 写作练习要求学生根据提示写出一定篇幅的短文，要求学生尽量使用学过的词汇和句型，并鼓励他们表达自己的思想观点。

（8） 实践：通过课堂上的学生展示培养学生的思辨能力、组织协调能力和口语表达能力。

2. 教学要求：

要求学生掌握本单元的词汇和表达式，熟悉说理性文章的写作风格及特点；熟悉文章结构，使学生对课文的组织架构、观点的展开以及说理的过程有比较清晰的认识，从而增强他们的篇章结构意识并提高相关的分析能力。另外，要求学生掌握文章的一些修辞手法。

第十三讲Unit 8 The Discus Thrower

1. 教学基本内容：

（1） 课前导入、讨论。

（2） 重要词汇：stance, assemble, furtive, vile, repose, prune, prop, dwell, stump, glazed, inert, accomplice, make one’s rounds, deceased

（3） 对篇章整体的内容、主题和结构进行讨论，并讨论本文的写作特点。

（4） 语言点的讲解，部分长句、难句的翻译和释义，文章修辞特点的讨论。

（5） 口语表达活动，主要围绕课文内容、角色展开。

（6） 练习讲解和讨论，包括词汇、语法、翻译以及综合语言运用技巧等练习。

（7） 写作练习要求学生根据提示写出一定篇幅的短文，要求学生尽量使用学过的词汇和句型，并鼓励他们表达自己的思想观点。

（8） 实践：通过课堂上的学生展示培养学生的思辨能力、组织协调能力和口语表达能力。

2. 教学要求：

要求学生掌握本单元的词汇和表达式，掌握复杂记叙文的写作特点；增强他们的篇章结构意识并提高相关的分析能力。另外，要求学生掌握文章的一些修辞手法。

考试样题：

 考试科目：综合英语（专升本）

PART I VOCABULARY AND GRAMMAR (1’×20=20’)

Directions: There are 20 items in this section. Beneath each sentence there are four words or phrases marked A, B, C and D. Choose one that best completes the sentence. 

1. Keeping to the high roads, cycling as fast as he could, ___ allowed him to make the trip in record time.

2. ___ it may be, there is no place like home.

3. Which of the following is INCORRECT?

A. The students of Class One are more hardworking than those of Class Two.

B. Tom likes pop music more than his eighteen-year-old daughter does.

C. The greater achievements, the more we should be modest.

D. Mary would do it much more quickly than I would.

4. The reason ___ you are the only one who can help me prompted me to phone you.

5. If Tom hadn’t grabbed my arm, I ___ have fallen off the bridge.

6. I object to ___ like a child

7. The atmosphere is as much a part of the earth as ___ its soil and the water of its lakes, rivers and oceans.

8. The boys leaning against the willow tree, their fishing poles ___ on sticks.

9. Just as there are occupations that require college degrees, so too are there occupations ___ technical training is necessary.

10. Doing your home work is a sure way to improve your test scores, and this is especially true ___ it comes to classroom test.

11. It is my opinion that you didn’t try hard enough.

12. It’s difficult for people as outsiders to understand the ___ the hostages are going through.

13. The woman detective shifted her ___ from one food to the other.

14. The railway company decided to extend a branch line to Newcastle to ___ coal direct to other cities.

15. John will ___ if the firm needs and I.T. engineer because he can encode programs for the firm.

16. At that time, South Africa was ___ a period of unchangeable events as the Blacks were fighting for equality.

17. The medical expert who had just immigrated to our country ___ the research of gene grouping.

18. After the death of her only son, she went on occasional drinking ___.

19. After an early Saturday robbery and three days of ___ investigation, the museum has reopened

20. It is reported that a great number of teenagers are ___ in Internet games.

PART II CLOZE (1’ ×10=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 making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on theAnswer Sheet. You may not use any of the words in the bank more than once.  

In the second half of the twentieth century, many countries of the South began to send students to the industrialized countries for further education. They (21)___ needed supplies of highly trained personnel to (22)___ a concept of development based on modernization. But many of these students decided to stay on in the developed countries when they had finished their training.

In the 1960s, some Latin American countries tried to solve this problem by setting up special "return" programs to encourage their professionals to come back home. These programs received support from international bodies such as the International Organization for Migration, which in 1974 enabled over 1,600 (23)___ scientists and technicians to return to Latin America.

In the 1980s and 1990s, "temporary return" programs were set up in order to make the best use of trained personnel (24)___strategic positions in the developed countries. This gave rise to the United Nations Development Program's Transfer of Knowledge through Expatriate Nationals, which encourages technicians and scientists to work in their own countries for short periods. But the brain drain from these countries may well increase in (25)___ to the new laws of the international market in knowledge.

Recent studies (26) ___ that the most developed countries are going to need more and more highly qualified professionals around twice as many as their educational systems will be able to produce, or so it is thought. As a (27)___, there is an urgent need for developing countries which send students abroad to give (28)___ to fields where they need competent people to give muscle to their own institutions, instead of encouraging the training of people who may not come back because there are no professional outlets for them. And the countries of the South must not be content with institutional structures that simply take back professionals sent abroad; they must introduce (29)___ administrative procedures to encourage them to return. If they do not do this, the brain drain is (30)___ to continue. 

PART IIIREADING COMPREHENSION (1’×20=20’)

Directions: There are 4 passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A， ，C and D .You should decide on the best choice and mark the corresponding letter on theAnswer Sheet.

Text A　　A simple piece of rope hangs between some environmentally friendly Americans and their neighbors. On one side stand those who have begun to see clothes dryers as wasteful consumers of energy (up to 6% of total electricity) and powerful emitters of carbon dioxide (up to a ton of CO2 per household every year). As an alternative, they are turning to clotheslines as part of what Alexander Lee, an environmentalist, calls "what-I-can- do environmentalism."　　But on the other side are people who oppose air-drying laundry outside on aesthetic grounds. Increasingly, they have persuaded community and homeowners associations (HOAs) across the U.S. to ban outdoor clotheslines, which they say not only look unsightly but also lower surrounding property values. Those actions, in turn, have sparked a right-to-dry movement that is pressing for legislation to protect the choice to use clotheslines. Only three states – Florida, Hawaii and Utah – have laws written broadly enough to protect clotheslines. Right-to-dry advocates argue that there should be more.

Matt Reck is the kind of eco-conscious guy who feeds his trees with bathwater and recycles condensation drops from his air conditioners to water plants. His family also uses a clothesline. But Otto Hagen, president of Reck's HOA in Wake Forest, N.C., notified him that a neighbor h, ad complained about his line. The Recks ignored the warning and still dry their clothes on a rope in the yard. "Many people claim to be environmentally friendly but don't take matters into their own hands," says Reck. HOAs Hagen has decided to hold off taking action. "I'm not going to go crazy," he says. "But if Matt keeps his line and more neighbors complain, I'll have to address it again."　　North Carolina lawmakers tried and failed earlier this year to insert language into an energy bill that would expressly prevent HOAs from regulating clotheslines. But the issue remains a touchy one with HOAs and real estate agents. "Most aesthetic restrictions are rooted, to a degree, in the belief that homogenous (统一协调的 ) exteriors are supportive of property value," says Sara Stubbins, executive director of the Community Association Institute's North Carolina chapter. In other words, associations worry that housing prices will fall if prospective buyers think their would-be neighbors are too poor to afford dryers.　　Alexander Lee dismisses the notion that clotheslines devalue property assets, advocating that the idea "needs to change in light of global warming." "We all have to do at least something to decrease our carbon footprint," Alexander Lee says.

31. What is NOT mentioned as a disadvantage of using clothes dryers?　A. Electricity consumption. 　B. Air pollution.　C. Waste of energy. 　D. Ugly looking.

32. Which of the following is INCORRECT?　A. Opposers think air-drying laundry would devalue surrounding assets.　B. Opposers consider the outdoor clothesline as an eyesore to the scenery.　C. Right-to-dry movements led to the pass of written laws to protect clotheslines.　D. Most of states in the US have no written laws to protect clotheslines.

33. What is the HOAs' attitude towards the regulation of outdoor clotheslines?　A. Concerned. 　B. Impartial. 　C. Supportive. 　D. Unclear.

34. In the last paragraph Alexander Lee recommends that　A. clotheslines should be banned in the community.　B. clotheslines wouldn't lessen the property values.　C. the globe would become warmer and warmer.　D. we should protect the environment in the community.

35. An appropriate title for the passage might be　A. Opinions on Environmental Protection.　B. Opinions on Air-drying Laundry.　C. What-I-Can-Do Environmentalism.　D. Restrictions on Clotheslines.

Text B　　The simple act of surrendering a telephone number to a store clerk may not seem harmful--so much so that many consumers do it with no questions asked. Yet that one action can set in motion a series of silent events, as that data point is acquired, analyzed, categorized, stored and sold over and over again. Future attacks on your privacy may come from anywhere, from anyone with money to purchase that phone number you surrendered. If you doubt the multiplier effect, consider your e-mail inbox. If it's loaded with spam, it's undoubtedly because at some point in time you unknowingly surrendered your e-mall to the wrong Web site.　　Do you think your telephone number or address is handled differently? A cottage industry of small companies with names you've probably never heard of--like Acxiom or Merlin--buy and sell your personal information the way other commodities like corn or cattle futures are bartered. You may think your cell phone is unlisted, but if you've ever ordered a pizza, it might not be. Merlin is one of many commercial data brokers that advertises sale of unlisted phone numbers compiled from various sources--including pizza delivery companies. These unintended, unpredictable consequences that flow from simple actions make privacy issues difficult to grasp, and grapple with.　　In a larger sense, privacy also is often cast as a tale of "Big Brother"--the government is watching you or a big corporation is watching you. But privacy issues don’t necessarily involve large faceless institutions: A spouse takes a casual glance at her husband's Blackberry, a co-worker looks at e-mall over your shoulder or a friend glances at a cell phone text message from the next seat on the bus. while very little of this is news to anyone--people are now well aware there are video cameras and Internet cookies everywhere--there is abundant evidence that people live their lives ignorant of the monitoring, assuming a mythical level of privacy. People write e-mails and type instant messages they never expect anyone to see. Just ask Mark Foley or even Bill Gates, whose e-mails were a cornerstone of the Justice Department's antitrust case against Microsoft.　　And polls and studies have repeatedly shown that Americans are indifferent to privacy concerns. The general defense for such indifference is summed up a single phrase: "I have nothing to hide." If you have nothing to hide, why shouldn't the government be able to peek at your phone records, your wife see your e-mail or a company send you junk mail? It's a powerful argument, one that privacy advocates spend considerable time discussing and strategizing over.　　It is hard to deny, however, that people behave different when they're being watched. And it is also impossible to deny that Americans are now being watched more than at any time in history.36. In the first paragraph, the telephone number is cited to show　A. many customers didn't keep their privacy confidential.　B. it is harmful to give a store clerk a telephone number.　C. careless disposal of personal information can be harmful.　D. customers should inquire its use when giving telephone numbers to others.

37. What do companies like Acxiom and Merlin do?　A. Compile telephone directories for businessmen.　B. Collect and sell personal information to make a profit.　C. Trade commodities like corn on the market.　D. Crack down crimes like stealing private information.

38. From Paragraph 3, we learn that　A. cases of privacy intrusion happen only in large institutions.　B. people are quite aware of how their privacy is intruded.　C. it is not privacy intrusion when a wife glances at her husband's cell phone.　D. Bill Gates' email messages were cited as evidence against him.

39. It can be inferred from the fourth paragraph that the author thinks　A. Americans are actually concerned about privacy issues.　B. Americans are indifferent to privacy concerns.　C. Americans are very frank about privacy concerns.　D. Americans are puzzled about privacy concerns.

40. Which of the following is the author's viewpoint?　A. Never give your private information to anyone.　B. People should pay more attention to their privacy issues.　C. Do not surrender your email to any website.　D. It does no good saying "I have nothing to hide".

Text C　　I have known very few writers, but those I have known, and whom I respected, confess at once that they have little idea where they are going when they first set pen to paper. They have a character, perhaps two; they are in that condition of eager discomfort which passes for inspiration; all admit radical changes of destination once the journey has begun; one, to my certain knowledge, spent nine months on a novel about Kashmir, then reset the whole thing in the Scottish Highlands. I never heard of anyone making a "skeleton", as we were taught at school. In the breaking and remaking, in the timing, interweaving, beginning afresh, the writer comes to discern things in his material which were not consciously in his mind when he began.　　This organic process, often leading to moments of extraordinary self-discovery, is of an indescribable fascination. A blurred image appears, he adds a brushstroke and another, and it is gone; but something was there, and he will not rest till he has captured it. Sometimes the’ yeast within a writer outlives a book he has written. I have heard of writers who read nothing but their own books, like adolescents they stand before the mirror, and still cannot fathom the exact outline of the vision before them. For the same reason, writers talk interminably about their own books, winkling out hidden meanings, superimposing new ones, begging response from those around them.　　Of course a writer doing this is misunderstood: he might as well try to explain a crime or a love affair. He is also. Incidentally, an unforgivable bore. This temptation to cover the distance between himself and the reader, to study his image in the sight of those who do not know him, can be hisundoing: he has begun to write to please.　　A young English writer made the pertinent observation a year or two back that the talent goes into the first draft, and the art into the drafts that follow. For this reason, the writer, like any other artist, has no resting place, no crowd or movement in which he may take comfort, no judgment from outside which can replace the judgment from within. A writer makes order out of the anarchy of his heart; he submits himself to a more ruthless discipline than any critic dreamed of, and when he flirts with fame, he is taking time off from living with himself, from the search for what his world contains at its inmost point.

41. The writers that the author is familiar with confess that they would　A. work out the ending of a novel in advance. 　B. follow the writing methods learned at school.　C. remodel the main character in writing. 　D. make changes to the stories they first construct.

42. According to the passage, the process of writing　A. depends on skillful planning. 　B. is predictable and methodological.　C. depends on the writers' experiences. 　D. is disorderly and unsystematic.

43. The underlined word "undoing" in the third paragraph probably suggests　A. success. 　B. happiness. 　C. failure. 　D. sorrow.

44. According to the passage, the writer has no resting place because　A. he is not clear about what he will write at the beginning.　B. he should constantly edit his work to make it perfect.　C. he has to face a lot of responses given by readers.　D. he should add brushstrokes to the appearing blurred images.

45. Which of the following statements about writers is TRUE according to the last paragraph?　A. They have little ideas before they start writing.　B. Their talent goes into all their drafts.　C. It does harm to their writing when they flirt with fame.　D. They try to increase communication with readers.

Text D　　I lost my sight when I was four years old by falling off a box car in a freight yard in Atlantic City and landing on my head. Now I am thirty two. I can vaguely remember the brightness of sunshine and what color red is. It would be wonderful to see again, but a calamity can do strange things to people. It occurred to me the other day that I might not have come to love life as I do if I hadn't been blind. I believe in life now. I am not so sure that I would have believed in it so deeply, otherwise. I don't mean that I would prefer to go without my eyes. I simply mean that the loss of them made me appreciate the more what I had left.　　Life, I believe, asks a continuous series of adjustments to reality. The more readily a person is able to make these adjustments, the more meaningful his own private world becomes. The adjustment is never easy. I was bewildered and afraid. But I was lucky. My parents and my teachers saw something in me--a potential to live, you might call it--which I didn't see, and they made me want to fight it out with blindness.The hardest lesson I had to learn was to believe in myself. That was basic. If I hadn't been able to do that, I would have collapsed and become a chair rocker on the front porch for the rest of my life. When I say belief in myself I am not talking about simply the kind of self confidence that helps me down an unfamiliar staircase alone. That is part of it. But I mean something bigger than that: an assurance that I am, despite imperfections, a real, positive person; that somewhere in the sweeping, intricate pattern of people there is a special place where I can make myself fit.　　It took me years to discover and strengthen this assurance. It had to start with the most elementary things. Once a man gave me an indoor baseball. I thought he was mocking me and I was hurt. "I can't use this." I said. "Take it with you," he urged me, "and roll it around." The words stuck in my head. "Roll it around! "By rolling the ball I could hear where it went. This gave me an idea how to achieve a goal I had thought impossible: playing baseball. At Philadelphia's Overbrook School for the Blind I invented a successful variation of baseball. We called it ground ball.　　All my life I have set ahead of me a series of goals and then tried to reach them, one at a time. I had to learn my limitations. It was no good to try for something I knew at the start was wildly out of reach because that only invited the bitterness of failure. I would fail sometimes anyway but on the average I made progress.

46. We can learn from the beginning of the passage that　A. the author lost his sight because of a car crash.　B. the author wouldn't love life if the disaster didn't happen,　C. the disaster made the author appreciate what he had.　D. the disaster strengthened the author's desire to see.

47. What's the most difficult thing for the author?　A. How to adjust himself to reality.　B. Building up assurance that he can find his place in life.　C. Learning to manage his life alone.　D. To find a special work that suits the author.

48. According to the context, "a chair rocker on the front porch" in paragraph 3 means that the author　A. would sit in a rocking chair and enjoy his life. 　B. was paralyzed and stayed in a rocking chair.　C. would lose his will to struggle against difficulties.　D. would sit in a chair and stay at home.

49. According to the passage, the baseball and encouragement offered by the man　A. hurt the author's feeling. 　B. gave the author a deep impression.　C. directly led to the invention of ground ball. 　D. inspired the author.

50. According to the passage, which of the following is CORRECT?　A. The author set goals for himself but only invited failure most of the time.　B. The author suggested not trying something beyond one's ability at the beginning.　C. The bitterness of failure prevented the author from trying something out of reach.　D. Because of his limitations, the author tried to reach one goal at a time.

PART IV BLANK-FILLING (1’×10=10’)

Directions: Fill in the blank in each sentence with an appropriate form of the given word in the parenthesis.

51. Johnson isn’t tired of Tokyo, it seems, but appearance can be _____ (deceive).

52. The _____ (earth) black landscape is the virtual opposite of the postcard stereotype of lush Hawaii.

53. New states were born out of the _____ of old colonial empires. (wreck)

54. The visual nature of Wang Tong's _____ requires experience of the scene. (enact)

55. Most government regulations do not costs that are ______ the size of the business. (proportion)

56. As children grow older, their _____ processes become sharper. (cognition)

57. When the accident happened, no one would answer for the consequences, which was very _____. (annoyance)

58. She is a TV _____ and watches as much as she can. (addiction)

59. Delicious cheeses are obtainable everywhere in France for travelers from all corners of the world. (obtain)

60. He headline gave a false _____ of what the article was about. (impress)

PART V SENTENCE TRANSLATION (C-E) (2’×10=20’)

Directions: Translate the following Chinese sentences into English, using the words or expressions given in brackets.

61.听到女儿被牛津大学录取，她心中充满了自豪。（swell）

62.他们现在生活富裕了，但也曾经历坎坷。（ups and downs）

63.年轻士兵的入伍给军队带来了新的希望并鼓舞了士气。（infuse…into）

64.她一面结结巴巴地说着道歉的话，一面羞怯地朝门口走去。（sidle）

65.我很快觉察到我无法使他改变想法。（perceive）

66.他们在战争的阴霾下整整生活了17年。（in the shadow of）

67.他继承父亲的产业后，便沉溺于声色犬马之中。（be immersed in）

68.虽然已经没有任何力量支持他了，他依然坚持自己的计划（prop up）

69.这个国家发生的社会、经济变化如此彻底，使所有邻国相形见绌。（dwarf）

70.听到那个曲子，我回想起了儿童时代。（throw sb’s mind back）

PART VI SENTENCE TRANSLATION (E-C) (2’×5=10’)

Directions: Translate the following English sentences into Chinese.

71. The gift of time is the gift of life, forever, if we know how to receive it.

72. I’ve never seen anyone look up, but in my mind’s eye an American tourist may notice it and smile.

73. He lifts the plate in both hands, set it on the palm of his right hand, centers it, balances it.

74. Manners, it seems to me, are about giving people space, not stepping on toes, granting people their private domain.

75. Britain, other nations thought, had drawn a sponge across the slate.

PART VII WRITING (10’×1=10’)  

Directions: Write on theANSWER SHEET a composition of about100 wordson the following topic.

In recent years, traditional printed newspaper has faced a serious challenge.The Christian Science Monitor became the first national newspaper to shut down its print edition, and recently, the world famous magazineNewsweek announced that it would soon cease publishing on paper and shift to an online-only format. Will the printed newspaper one day be replaced by online newspaper? Some believe so while many still hold an optimistic view on the future of traditional newspaper. Read carefully the opinions from both sides and write an introduction in about100 words, in which you should first summarize briefly the opinions from both sides and write a thesis statement to give your view.

Marks will be awarded for content relevance, content sufficiency, organization and language quality. Failure to follow the above instructions may result in a loss of marks.