临汾文都教育2018-06-30 12:34:10

Part I    Writing   (30 minutes)

Directions: For this partyou areallowed 30 minutes to write a short essay on the importance of buildingtrust between teachers and students. You should write at least 120words but no more than180 words.


It is universally acknowledgedthat trust is one of the most valuable assets for interpersonal communication.However, it is not uncommon to have misunderstanding andgeneration gap between teachers and students. with the current trendof communication becoming necessary and indispensable in this ever-changingmodern society, building trust is of great significance.

In order to set up the credibilitybetween teachers and students, on the one hand, as    teachers, we should sincerely deal with thestudents’ problems and difficulties, comprehending their necessities. On theother hand, as students, it is necessary that moreunderstanding and respectshould be given. Becoming good friends to have the trans-positionalconsideration each other can build a harmonious atmosphere.

Only in this way, would therelationship of trust between teachers and students be established effectively.When students encounter the difficulties and problems, they would be willing toturn to their respected teachers, whereby the education development in ourcountry could have a further step.


Part Listening Comprehension      ( 25minutes)


Part Reading Comprehension                 ( 40 minutes)


Directions: In this section, there is a passage with ten blanks. You arerequired to select one word for each blank from a list of choices given in aword bank following the passage. Read the passage through carefully beforemaking your choices. Each choice in the bank is identified by a letter. Pleasemark the corresponding letter for each item on Answer Sheet 2 with a singleline through the centre.  You may not useany of the words in the bank more than once

Questions 26 to 35 are based on thefollowing passage.    

When Elon Musk says that his newpriority is using artificial intelligence to build domestic robots, we shouldlook forward to the day in admiration.

Mr. Musk is a guy who gets thingsdone. The founder of two tech companies, Tesla Motors and SpaceX, is bringingelectric vehicles to mass market and  26   humans to live on other planets. This soundslike so much hot air, but the near $13 billion fortune this entrepreneurhas    27   comes from practical achievements rather thanhypothetical ones.

A lot of clever people are    28   about artificial intelligence, fearing thatrobots will one day become so    29   that they’ll murder all of us. These fears aremostly    30   : as with hysteria about geneticmodification, we humans are generally wise enough to manage these problems withspeed and care.

And just think of how wonderfulit would be if you had a live-in robot. It could,    31   ,be like having a babysitter and a nurse rolled into one--or, if that required    32   intelligence beyond the power of Mr. Musk’simagined machine, at least someone to chop the carrots, wash the car and mowthe lawn. Once purchased and trained, this would allow the    33   user to save money and time, freeing up    34   space in our busy lives to read a good book.

That is why we welcome Mr. Musk’slatest    35   ,and wish him well. As long as robots add to the sum of human happiness, reducesuffering, and create time to read world-class journalism, we should be theirfans. Especially since journalism is one job robots will never do.

















26. D. enabling

27. A. amassed

28. N.terrified 

29. L. smart

30. F. exaggerated

31. E. eventually

32. C. emotional

33. B. casual

34. J. precious

35. O. venture


Section B

Directions:  In thissection, you are going to read a passage with ten statements attached to each statementcontains information given in one of the paragraphs. Identify the paragraphfrom which the information is derived. You may choose a paragraph more thanonce. Each paragraph is marked with a letter. Answer the questions by markingthe corresponding letter on Answer Sheet 2.  

In thereal world, nobody cares that you went to an Ivy League school

A) Asa high school junior, everything in my life revolved around getting into theright college. I diligently attended my SAT, ACT, and Advanced Placement testpreparation courses. I juggled (尽力应付)cross-country and trackschedules, newspaper staff, and my church’s youth group and drama team. Ididn’t drink, party, or even do much dating. The right college, I thought, wasone with prestige, one with a name. It didn’t have to be the Ivy League, but itneeded to be “top school.”

B) Lookingback now, nine years later, I can’t remember exactly what it was about theseuniversities that made them seem so much better. Was it a curriculum thatappeared more rigorous, perhaps? Or an alumni network that I hoped would opendoors down the line? Maybe. “I do think there are advantages to schools withmore recognition,” notes Marybeth Gasman, a professor of higher education atthe University of Pennsylvania. “I don’t necessarily think that’s a reason togo to one.”

C) Inreflection, my firm belief in the power of the brand was naive, not to mentiona bit snobby. I quickly passed over state schools and southern schools,believing their curriculums to be automatically inferior to northeastern orwestern counterparts. Instead, I dreamed of living in New York City and myparents obliged me with a visit to New York University’s (NYU) campus. Duringthe tour, tuition fees were discussed. (NYU is consistently ranked one of thecountry’s most expensive schools, with room and board costs totaling upwards of$64,000 a year.) Up until then, I hadn’t truly realized just how expensive aneducation can be. Over the next few months, I realized not only could I notafford my dream school, I couldn’t even afford the ones where I’d beenaccepted. City University of New York (CUNY), Rutgers University, and IndianaUniversity were out of reach as were Mississippi State and the University ofAlabama, where I would have to pay out-of-state fees. Further complicating mycollege search was a flourishing stack career—I wanted to keep running but mytimes weren’t quite fast enough to secure a scholarship.

D) And so, at 11pm on the night ofGeorgia State University’s (GSU) midnight deadline, I applied online. RatedNo.466 overall on Forbes’ Lists Top Colleges, No. 183 in Research Universities,and No. 108 in the South, I can’t say it was my top choice. Still, the trackcoach had offered me a walk-on spot, and I actually found the urban Atlantacampus a decent consolation prize after New York City.

E) Whileit may have been practical, it wasn’t prestigious, But here’s the thing: Iloved my “lower-tier” (低层次的) university. (I use the term “low-tier”cautiously, because GSU is a well-regarded research institution that attractshigh quality professors and faculty from all over the country.) We are taughtto believe that only by going to the best schools and getting the best gradescan we escape the rat race and build a better future. But what if lower-tiercolleges and universities were the ticket to escaping the rat race? After all,where else can you leave school with a decent degree—but without a lifetime ofdebt?

F) Myschool didn’t come pre-packaged like the more popular options, so we were leftto take care of ourselves, figuring out city life and trying to complete degreeprograms that no one was championing for us to succeed in. What I’m saying is,I loved my university because it taught us all to be resourceful and we couldmake what we wanted out of it.

G) Iwas lucky enough to have my tuition covered by a lottery-funded scholarshipcalled HOPE (Helping Outstanding Pupils Educationally). When I started college,the HOPE scholarship was funded by the state of Georgia and offered tograduating high school seniors with a GPA of 3.0 or higher. Living costs andbooks I paid for with money earned during high school, supplemented by a smallcollege fund my deceased grandfather left for me and a modest savings accountmy parents created when I was born.

H) Sowhat about all that name recognition? Sure, many of my colleagues andcompetitors have more glamorous alma maters(母校)than I do. As a journalist, Ihave competed against NYU, Columbia, and Northeastern graduates for jobs. Andyet, not a single interviewer has ever asked me about my educationalbackground. In fact, almost every interview I’ve ever had was due to aconnection—one that I’ve gained through pure determination, not a school brand.

I) Accordingto The Boston Globe, students who earned their bachelor’s in 2012 havean average monthly loan payment of $312, which is one-third more than those whograduated in 2004. Ultimately, that’s the thing universities don’t want toadmit. Private universities are money-making institutions. If you can afford tobuy prestige, that’s your choice. For the rest of us, however, our heartylower-tiered universities are just fine, thank you.

J) Wealthy universities talk up thebenefits their name will give graduates; namely, strong alumni networks, starfaculty, and a résumé boost. But you needn’t attend an Ivy League school toreap those rewards. Ludacris and the former CEO of Bank of America Ken Lewisare alumni of my college, as well as VICE’s first femaleeditor-in-chief, Ellis Jones. Successful people tend to be successful no matterwhere they go to school. And lower-tier schools can have alumni networks justas strong as their big name counterparts. In fact, lower-tier school alumninetworks are arguably stronger, because fellow alumni recognize that you didn’tnecessarily have an easy path to follow. They might be more willing to offercareer help, because your less famous school denotes that, like them., you arealso full of energy and perseverance.

K) TheWashington Post reported on a recent study by Princetoneconomists, in which college graduates, who applied to the most selectiveschools in the 12th grade were compared to those who applied to slightly lessselective schools. They found that students with more potential earned more asadults, and the reverse held true as well, no matter where they went to school.

L) Likewise,star faculty is not always found where you’d expect. Big name schools are notnecessarily the best places for professors; plus, many professors splitteaching time between multiple colleges and/or universities. This means, forinstance, a CUNY student could reasonably expect to receive the same quality ofinstruction from a prestigious professor as they would if they were enrolled inthe same class at NYU.

M) It’spossible that some hiring managers may be drawn to candidates with a particulareducational résumé, but it’s no guarantee. According to a 2012 survey describedin The Atlantic, college reputation ranked lowest in relative importanceof attributes in evaluating graduates for hire, beaten out by top factors likeinternships, employment during college, college major, volunteer experience,and extracurriculars.

N) Maybestudents who choose less prestigious universities are bound to succeed becausethey are determined to. I tend to think so. In any case, if I could do itagain, I’d still make the same choice. Today I’m debt-free, resourceful—and Iunderstand that even the shiniest packaging can’t predict what you’ll find onthe inside.

36. Modest institutions can also havesuccessful graduates and strong alumni networks.

37. The money the author made in highschool helped pay for her living expenses and books at college.

38. The author came to see how costlycollege education could be when she was trying to choose a university toattend.

39. A recent study found that agraduate’s salary is determined by their potential, not the university theyattended.

40. Theauthor cannot recall for sure what made certain top universities appear a lotbetter.

41. Noneof the author’s job interviewers cared which college she went to.

42. Theauthor thinks she did the right thing in choosing a less prestigiousuniversity.

43. Inorder to be admitted to a prestigious university, the author took part invarious extracurricular activities and attended test preparation courses.

44. Theauthor liked her university which was not prestigious but less expensive.

45. Collegesare reluctant to admit that graduates today are in heavier debt.


46. [J]题干:Modestinstitutions can also have successful graduates and strong alumni networks.

47. [G]题干:The money the author made in highschool helped pay for her living expenses and books at college.

48. [C]题干:Theauthor came to see how costly college education could be when she was trying tochoose a university to attend.

49. [K]题干:Arecent study found that a graduate’s salary is determined by their potential,not the university they attended.

50. [B]题干:Theauthor cannot recall for sure what made certain top universities appear a lotbetter.

51. [H]题干:Noneof the author’s job interviewers cared which college she went to.

52. [N]题干:Theauthor thinks she did the right thing in choosing a less prestigiousuniversity.

53. [A]题干:Inorder to be admitted to a prestigious university, the author took part invarious extracurricular activities and attended test preparation courses.

54. [E]题干:Theauthor liked her university which was not prestigious but less expensive.

55. [I]题干:Collegesare reluctant to admit that graduates today are in heavier debt.

Section C

Directions: There are 2 passages in this section. Eachpassage is followed by some questions or unfinished statements. For each ofthem there are four choices marked A), B) , C) and D). You should decide on thebest choice and mark the corresponding letter on Answer Sheet 2 with a singleline through the centre.

Passage One

Questions 46 to 50 are based on thefollowing passage.   

Economicallyspeaking, are we better off than we were ten years ago? Twenty years ago?

Intheir thirst for evidence on this issue, commentators seized on the recentreport by the Census Bureau, which found that average household income rose by5.2% in 2015. Unfortunately, that conclusion puts too much weight on a useful,but flawed and incomplete, statistic. Among the more significant problems withthe Census’s measure are that: 1) it excludes taxes, transfers, andcompensation like employer-provided health insurance; and 2) it is based onsurveys rather than data. Even if precisely measured, income data excludeimportant determinants of economic well-being, such as the hours of work neededto earn that income.

Whilethinking about the question, we came across a recently published article byCharles Jones and Peter Klenow, which proposes an interesting new measure ofeconomic welfare. While by no means perfect, it is considerably morecomprehensive than average income, taking into account not only growth in consumptionper person but also changes in working time, life expectancy, and inequality.Moreover, it can be used to assess economic performance both across countriesand over time.

TheJones-Klenow method can be illustrated by a cross-country example. Suppose wewant to compare the economic welfare of citizens of the U.S. and France in2005.

In2005, as the authors observe, real consumption per person in France was only60% as high as the U.S., making it appear that Americans were economically muchbetter off than the French on average. However, that comparison omits otherrelevant factors: leisure time, life expectancy, and economic inequality. TheFrench take longer vacations and retire earlier, so typically work fewer hours;they enjoy a higher life expectancy, presumably reflecting advantages withrespect to health care, diet, lifestyle, and the like; and income andconsumption are somewhat more equally distributed there than in the U.S.Because of these differences, comparing France’s consumption with the U.S.’soverstates the gap in economic welfare.

Similarcalculations can be used to compare the U.S. and other countries. For example,this calculation puts economic welfare in the United Kingdom at 97% of U.S.levels, but estimates Mexican well-being at 22%.

TheJones-Klenow measure can also assess an economy’s performance over time.According to this measure, as of the early-to-mid-2000s, the U.S. had thehighest economic welfare of any large country. Since 2007, economic welfare inthe U.S. has continued to improve. However, the pace of improvement has slowedmarkedly.

Methodologically,the lesson from the Jones-Klenow research is that economic welfare ismulti-dimensional. Their approach is flexible enough that in principle otherimportant quality-of-life changes could be incorporated—for example, decreasesin total emissions of pollutants and declines in crime rates.

46. Whatdoes the author think of the 2015 report by the Census Bureau?

A) It is based on questionable statistics.

B) Itreflects the economic changes.

C) Itevidences the improved welfare.

D) Itprovides much food for thought.

47. Whatdoes the author say about the Jones-Klenow method?

A) Itis widely used to compare the economic growth across countries.

B) It revolutionizes the way of measuringordinary people’s livelihood.

C) Itfocuses on people’s consumption rather that their average income.

D) Itis a more comprehensive measure of people’s economic well-being.

48. Whatdo Jones and Klenow think of the comparison between France and the U.S. interms of real consumption per person?

A) Itreflected the existing big gap between the two economies.

B) Itneglected many important indicators of people’s welfare.

C) It covered up the differences betweenindividual citizens.

D) Itfailed to count in their difference in natural resources.

49. What is an advantage of theJones-Klenow method?

AIt can accurately pinpoint a country’scurrent economic problems.

B) It can help to raise people’sawareness of their economic well-being.

C) It can diagnose the causes of acountry’s slowing pace of economic improvement.

D)It can compare a country’s economic conditions between different periods oftime.

50. What can we infer from the passageabout American people’s economic well-being?

A) It is much better than that of theirEuropean counterparts.

B) It has been on the decline ever sincethe turn of the century.

C)It has not improved as much as reported by the Census Bureau.

D) It has not been accurately assessedand reported since mid-2000s.



Passage Two

Questions 51 to 55 are based on thefollowing passage.


PartIV                  Translation            (30 minutes)

Directions: For this part, you are allowed 30 minutes totranslate a passage from Chinese into English. You should write your answer on Answer Sheet 2.   




Nowadays, China ownsthe biggest and fastest network of high speed railway in this world and itsspeed will continue to be increased. More cities will build high speed railwaystations. The time spent in travel has been largely shortened. Owing to itsfeature of unaffected by the weather and traffic control basically, theoutstanding advantage of high speed railway is on time compared with airplane.It has changed the lifestyle of Chinese greatly. Now, it has been the firstchoice for many businessmen in their business trips. An increasing number ofpeople select high speed railway as their transportation means during theirvacations. Many young people choose to work in a city but live in a neighboringcity and commute by high speed railway.












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