（全卷满分 150 分，考试时间 120 分钟）
第 I 卷（选择题，共 100 分）
第一部分 听力部分（共两节，满分 30 分）
第一节（共 5 小题；每小题 1.5 分，满分 7.5 分）
听下面 5 段对话。每段对话后有一个小题，从题中所给的 A、B、C三个选项中
选出最佳选项。听完每段对话后，你都有 10 秒钟的时间来回答有关小题和阅读下一
小题。每段对话仅读一遍。
例：How much is the shirt?
A. 19.15. B. 9.18. C. 9.15.
答案是 C。
1. What does the man do?
A. A shop assistant. B. A hotel receptionist. C. A computer
technician.
2. Where does the conversation take place?
A. At the grocer’s. B. At the cleaner’s. C. At the tailor’s.
3. How did the speaker come to Seattle?
A. By train. B. By car. C. By plane.
4. What will the speakers have for dinner today?
A. Fried rice. B. Steak. C. Noodles.
5. How is Sophie feeling now?
A. Confused. B. Disappointed C. Worried.
第二节 （共 15 小题：每小题 1.5 分，满分 22.5 分）
听下面 5 段对话或读白。每段对话或独白后有几个小题，从题中所给的 A、B、C
三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时
间阅读各个小题，每小题 5 秒钟；听完后，各小题将给出 5 秒钟的作答时间。每段对
话或独白读两遍。
听第 6 段材料，回答第 6、7 题。
6. What does the man want to do before noon?
A. Write an email. B. Make a card. C. Post a letter.
7. Whose birthday is it?
A. Richard’s. B. Vera’s. C. Sarah’s.
听第 7 段材料，回答第 8、9 题。
8. What course does Professor Brooks teach?
A. European History. B. Public Speaking. C. English
Literature.
9. Why does Vicky come to talk with Professor Brooks?
A. To ask for a make-up test.
B. To sign up for his course.
C. To discuss her homework.
听第 8 段材料，回答第 10 至 13 题。
10. What does Linda do for plays and shows?
A. She gives actors advice.
B. She assigns roles to actors.
C. She designs actors’ clothes.
11. What does Linda need to research?
A. The names of the characters.
B. The decoration of the stage.
C. The setting of the story.
12. Who does Linda report her work to?
A. The editor.
B. The director.
C. The photographer.
13. What does Linda say about her job?
A. It pays very well.
B. It involves frequent travel.
C. It requires team effort.
听第 9 段材料，回答第 14 至 17 题。
14. What does Kevin think of abstract art?
A. It has lasting artistic value.
B. It appeals mainly to children.
C. It makes little sense to him.
15. What impression did the first painting give the woman?
A. Hopefulness. B. Coldness. C. Nervousness.
16. What color was used for the background in the second painting?
A. Purple. B. Green. C. Red.
17. What will Kevin probably do this Saturday?
A. Visit an exhibition.
B. Attend an art class.
C. Buy an abstract painting.
听第 10 段材料，回答第 18 至 20 题。
18. What caused the closure of Pittwater Road?
A. A fallen tree. B. A car accident. C. A flooded river.
19. What happened at Town Hall Station?
A. The station roof was broken.
B. A passenger went missing.
C. A police officer got hurt.
20. What are road users advised to do?
A. Drive at low speed. B. Follow traffic signs. C. Postpone their trips.
第二部分 阅读理解（共两节，满分 50 分）
第一节（共 15 小题：每小题 2.5 分，满分 37.5 分）
阅读下列短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。
A
Inspiring young minds!
TOKNOW Magazine is a big hit in the world of children’s publishing, bringing a unique
combination of challenging ideas and good fun to young fans every month.
What is so special about TOKNOW Magazine?
Well, it has no ads or promotions inside—instead it is jam-packed with serious ideas.
TOKNOW makes complex ideas attractive and accessible to children, who can become
involved in advanced concepts and even philosophy—and they will soon discover that
TOKNOW feels more like a club than just a magazine.
What’s inside?
Every month the magazine introduces a fresh new topic with articles, experiments and
creative things to make—the magazine also explores philosophy and wellbeing to make sure
young readers have a balanced take on life.
Sounds too good to be true?
Take a look online—evidence shows that thousands of teachers and parents know a good
thing when they see it and recommend TOKNOW to their friends.
Happy Birthday All Year!
What could be more fun than a gift that keeps coming through the letterbox every
month? The first magazine with your gift message will arrive in time for the special day.
SUBSCRIBE NOW
Annual Subscription
Europe 55 Rest of World 65
Annual Subscription with Gift Pack
Includes a Mammoth Map, a Passport Puzzle Booklet, and Subscription
Europe 60 Rest of World 70
Refund Policy—the subscription can be cancelled within 28 days and you can get your
money back.
21. Why is TOKNOW a special magazine?
A. It entertains young parents.
B. It publishes popular science fictions.
C. It combines fun with complex concepts.
D. It provides serious advertisements.
22. What does TOKNOW offer its readers?
A. Articles on new topics. B. Lectures on a balanced life.
C. Reports on scientific discoveries. D. Online courses.
23. How much should you pay if you make a 12-month subscription to TOKNOW with gift
pack from China?
A. 55. B. 60. C. 65. D. 70.
B
On September 7, 1991, the costliest hailstorm (雹暴) in Canadian history hit Calgary’s
southern suburbs. As a result, since 1996 a group of insurance companies have spent about $2
million per year on the Alberta Hail Suppression Project. Airplanes seed threatening storm
cells with a chemical to make small ice crystals fall as rain before they can grow into
dangerous hailstones. But farmers in east-central Alberta — downwind of the hail project
flights — worry that precious moisture (水分) is being stolen from their thirsty land by the
cloud seeding.
Norman Stienwand, who farms in that area, has been addressing public meetings on this
issue for years. “Basically, the provincial government is letting the insurance companies
protect the Calgary-Edmonton urban area from hail,” Mr. Stienwand says, “but they’re
increasing drought risk as far east as Saskatchewan.”
The Alberta hail project is managed by Terry Krauss, a cloud physicist who works for
Weather Modification Inc. of Fargo, North Dakota. “We affect only a very small percentage
of the total moisture in the air, so we cannot be causing drought.” Dr. Krauss says. “In fact,
we may be helping increase the moisture downwind by creating wetter ground.”
One doubter about the safety of cloud seeding is Chuck Doswell, a research scientist who
just retired from the University of Oklahoma. “In 1999, I personally saw significant tornadoes
form from a seeded storm cell in Kansas,” Dr. Doswell says. “Does cloud seeding create killer
storms or reduce moisture downwind? No one really knows, of course, but the seeding goes
on.”
Given the degree of doubt, Mr. Stienwand suggests, “It would be wise to stop cloud
seeding.” In practice, doubt has had the opposite effect. Due to the lack of scientific proof
concerning their impacts, no one has succeeded in winning a lawsuit against cloud-seeding
companies. Hence, private climate engineering can proceed in relative legal safety.
24. What does the project aim to do?
A. Conserve moisture in the soil. B. Forecast disastrous hailstorms.
C. Prevent the formation of hailstones. D. Investigate chemical use in farming.
25. Who are opposed to the project?
A. Managers of insurance companies. B. Farmers in east-central Alberta.
C. Provincial government officials. D. Residents of Calgary and Edmonton.
26. Why does Dr. Doswell mention the tornadoes he saw in 1999?
A. To compare different kinds of seeding methods.
B. To illustrate the development of big hailstorms.
C. To show the link between storms and moisture.
D. To indicate a possible danger of cloud seeding.
27. What can we infer from the last paragraph?
A. Scientific studies have proved Stienwand right.
B. Cloud-seeding companies will continue to exist.
C. The doubt about cloud seeding has disappeared.
D. Private climate engineering is illegal in Canada.
C
The Stanford marshmallow (棉 花 糖 ) test was originally conducted by psychologist
Walter Mischel in the late 1960s. Children aged four to six at a nursery school were placed in
a room. A single sugary treat, selected by the child, was placed on a table. Each child was told
if they waited for 15 minutes before eating the treat, they would be given a second treat. Then
they were left alone in the room. Follow-up studies with the children later in life showed a
connection between an ability to wait long enough to obtain a second treat and various forms
of success.
As adults we face a version of the marshmallow test every day. We’re not tempted by
sugary treats, but by our computers, phones, and tablets—all the devices that connect us to the
global delivery system for various types of information that do to us what marshmallows do to
preschoolers.
We are tempted by sugary treats because our ancestors lived in a calorie-poor world, and
our brains developed a response mechanism to these treats that reflected their value—a
feeling of reward and satisfaction. But as we’ve reshaped the world around us, dramatically
reducing the cost and effort involved in obtaining calories, we still have the same brains we
had thousands of years ago, and this mismatch is at the heart of why so many of us struggle to
resist tempting foods that we know we shouldn’t eat.
A similar process is at work in our response to information. Our formative environment
as a species was information-poor, so our brains developed a mechanism that prized new
information. But global connectivity has greatly changed our information environment. We
are now ceaselessly bombarded (轰炸) with new information. Therefore, just as we need to be
more thoughtful about our caloric consumption, we also need to be more thoughtful about our
information consumption, resisting the temptation of the mental “junk food” in order to
manage our time most effectively.
28. What did the children need to do to get a second treat in Mischel’s test?
A. Take an examination alone. B. Share their treats with others.
C. Delay eating for fifteen minutes. D. Show respect for the researchers.
29. According to Paragraph 3, there is a mismatch between_______.
A. the calorie-poor world and our good appetites
B. the shortage of sugar and our nutritional needs
C. the tempting foods and our efforts to keep fit
D. the rich food supply and our unchanged brains
30. What does the author suggest readers do?
A. Be selective information consumers.
B. Absorb new information readily.
C. Use diverse information sources.
D. Protect the information environment.
31. Which of the following is the best title for the text?
A. Eat Less, Read More
B. The Later, the Better
C. The Marshmallow Test for Grownups
D. The Bitter Truth about Early Humans
D
Mark Twain has been called the inventor of the American novel. And he surely deserves
additional praise: the man who popularized the clever literary attack on racism.
I say clever because anti-slavery fiction had been the important part of the literature in
the years before the Civil War. H. B. Stowe’s Uncle Tom’s Cabin is only the most famous
example. These early stories dealt directly with slavery. With minor exceptions, Twain
planted his attacks on slavery and prejudice into tales that were on the surface about
something else entirely. He drew his readers into the argument by drawing them into the
story.
Again and again, in the postwar years, Twain seemed forced to deal with the challenge of
race. Consider the most controversial, at least today, of Twain’s novels, Adventures of
Huckleberry Finn. Only a few books have been kicked off the shelves as often as Huckleberry
Finn, Twain’s most widely read tale. Once upon a time, people hated the book because it
struck them as rude. Twain himself wrote that those who banned the book considered the
novel “trash and suitable only for the slums (贫 民 窟 ).” More recently the book has been
attacked because of the character Jim, the escaped slave, and many occurrences of the word
nigger. (The term Nigger Jim, for which the novel is often severely criticized, never appears
in it. )
But the attacks were and are silly—and miss the point. The novel is strongly anti-slavery.
Jim’s search through the slave states for the family from whom he has been forcibly parted is
heroic. As J. Chadwick has pointed out, the character of Jim was a first in American fiction—
a recognition that the slave had two personalities, “the voice of survival within a white slave
culture and the voice of the individual: Jim, the father and the man.”
There is much more. Twain’s mystery novel Pudd’nhead Wilson stood as a challenge to
the racial beliefs of even many of the liberals of his day. Written at a time when the accepted
wisdom held Negroes to be inferior (低等的) to whites, especially in intelligence, Twain’s
tale centered in part around two babies switched at birth. A slave gave birth to her master’s
baby and, for fear that the child should be sold South, switched him for the master’s baby by
his wife. The slave’s light-skinned child was taken to be white and grew up with both the
attitudes and the education of the slave-holding class. The master’s wife’s baby was taken for
black and grew up with the attitudes and intonations of the slave.
The point was difficult to miss: nurture (养育), not nature, was the key to social status.
The features of the black man that provided the stuff of prejudice—manner of speech, for
example—were, to Twain, indicative of nothing other than the conditioning that slavery
forced on its victims.
Twain’s racial tone was not perfect. One is left uneasy, for example, by the lengthy
passage in his autobiography about how much he loved what were called “nigger shows” in
his youth—mostly with white men performing in black-face—and his delight in getting his
mother to laugh at them. Yet there is no reason to think Twain saw the shows as representing
reality. His frequent attacks on slavery and prejudice suggest his keen awareness that they did
not.
Was Twain a racist? Asking the question in the 21st century is as wise as asking the
same of Lincoln. If we read the words and attitudes of the past through the “wisdom” of the
considered moral judgments of the present, we will find nothing but error. Lincoln, who
believed the black man the inferior of the white, fought and won a war to free him. And
Twain, raised in a slave state, briefly a soldier, and inventor of Jim, may have done more to
anger the nation over racial injustice and awaken its collective conscience than any other
novelist in the past century.
32. How do Twain’s novels on slavery differ from Stowe’s?
A. Twain was more willing to deal with racism.
B. Twain was openly concerned with racism.
C. Twain’s themes seemed to agree with the plots.
D. Twain’s attack on racism was much less open.
33. What best proves Twain’s anti-slavery stand according to the author?
A. Jim grew up into a man and a father in the white culture.
B. The slave’s voice was first heard in American novels.
C. Twain suspected that the slaves were less intelligent.
D. Jim’s search for his family was described in detail.
34. What does the underlined word “they” in Paragraph 7 refer to?
A. The attacks. B. The shows.
C. White men. D. Slavery and prejudice.
35. What does the author mainly argue for?
A. Twain’s works had been banned on unreasonable grounds.
B. Twain’s works should be read from a historical point of view.
C. Twain was an admirable figure comparable to Abraham Lincoln.
D. Twain had done more than his contemporary writers to attack racism.
第二节 （共 5 小题：每小题 2.5 分，满分 12.5 分）
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为
多余选项。
Children love getting dirty. 36 But getting muddy could have a powerful
effect on their wellbeing, too.
“Don’t get dirty!” was once a constant family warning, as parents despairingly watched
their children spoil their best clothes. Whether they were running through farmers’ fields,
climbing trees or catching tadpoles, it was inevitable that children’s whites would turn brown
before the day was over.
Today, many parents may secretly wish their children had the chance to pick up a bit of
dirt. With the rise of urbanism, and the temptation of video games and social media, contact
with nature is much rarer than in the past. 37
What is gained in laundry bills may be lost in the child’s wellbeing. According to recent
research, the dirt outside is teaming with friendly microorganisms. 38
Many of the psychological benefits of outdoor play are already well established. Natural
scenes provide the perfect level of stimulation, which is thought to help recharge the brain
when it is tired and easily distractible. Supporting this theory, one study from 2009 found that
children with ADHD (多动症) were better able to concentrate following a 20-minute walk in
the park, compared to a 20-minute walk on the streets of a well-kept urban area. 39
The authors recommended using such “doses of nature” as a safe and accessible way of
supporting children with ADHD, alongside other tools.
40 For example, the act of mudding and kneading materials like mud or sand
can help children develop the way their senses and movement interact, known as sensorimotor
development. This allows the child to gradually understand his or her bodily signals.
A. For many, there is simply no opportunity to get muddy.
B. Besides these restorative effects, outdoor play can offer valuable learning experiences.
C. Being close to grass and trees seemed to have had a beneficial effect on their minds.