题目内容
（请给出正确答案）
I remember ______ to the zoo by my father when I was a child.
A．to be taken
B．had been taken
C．being taken
D．to be taking
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What I remember now about VE Day was the afternoon and the evening. It was a fine May day. I remember coming home at about five o'clock. My father and mother came in about an hour later. After dinner I said I wanted to see the bonfire (篝火), so when it got dark my father took me to the end of the street. The bonfire was very high, and some peo-ple had collected some old clothes to dress the unmistakable figure with the moustache (小胡子) they had put on top of it. Just as we arrived, they set light to it. The flames rose and soon covered the "guy." Everyone was cheering and shouting, and an old woman came out of her house with two chairs and threw them on the fire to keep the fire going.
I stood beside my father until the fire started to go down, not knowing what to say. He said nothing either. He had fought in the First World War and may have been remem-bering the end of that. At last he said, "Well, that's it, son. Let's hope that this time it really will be the last one. "
Where did the narrator live before the Second World War？
A．In a small city.
B．In London.
C．In Europe.
D．In the countryside.
Passage Two
I was only eight years old when the Second World War ended, but I can still remember something about the victory celebrations in the small town where I lived on the day when the war in Europe ended. We had not suffered much from the war there. But both at home and at school I had become accustomed to the phrases "before the war" and "when the war's over". "Before the war", apparently, things had been better, though I was too young to understand why, except that there had been no bombs then, and people had eaten things like ice -cream and bananas, which I had only heard of . When the war was over we would go back to London, but this meant little to me. I did not remember what London was like.
What I remember now about VE (Victory in Europe) Day was the May evening. After dinner I said I wanted to see the bonfire (大火堆) , so when it got dark my father took me to the end of the street. The bonfire was very high, and somehow people had collected some old clothes to dress the un- mistakable figure with the moustache (胡子) they had to put on top of it. Just as we arrived, they set light to it. The flames rose and soon swallowed the "guy". Everyone was cheering and shouting, and an old woman came out of her house with two chairs and threw them on the fire to keep it going.
I stood beside my father until the fire started to go down, not knowing what to say. He said nothing, either. He had fought in the First World War and may have been remembering the end of that. At last he said, "Well, that's it, son. Let's hope that this time it really will be the last one."
40. Where did the author live before the Second World War？
A. In London.
B. In a small town.
C. In Europe.
D. In the countryside.
听力原文：F：When are you coming back from the conference？
M：I'm flying back on Monday，late in the afternoon．
F：Remember you are meeting with Trevor on Tuesday morning!
M：Oh，could we reschedule the meeting to Tuesday afternoon，because I need to get some materials ready in the morning．
F：Ok，no problem !
Questions 1-8
•For questions 1-8．you will hear eight short recordings.
•For each question,mark one letter(A，B，or C)for the correct answer.
•You will hear each recording twice.
When will he meet with Trevor？
A．
B．
C．
听力原文： Now I'd like to talk to you about the final exam. The exam will be held next Thursday, he last day of the exam week. Remember to bring two or three pens in case one is out of ink. Unlike the mid-term this test will not include multiple choice questions. It will consist entirely of essays. You'll have to answer three of the five essay questions. The exam will be comprehensive. This means you will be responsible for all of the subject matter we're covered in class. I would suggest you review the mid-term as well as the textbook and your class notes. The final will count for 50% of your grade in the course; the research project will count for 20%; and the mid-term 30%.
I'll be in my office almost all day on Tuesday of next week. If you run into any problem, please feel free to stop in. Good luck with your studying! I'll see you on Thursday.
(39)
A．On a Tuesday.
B．On a Wednesday.
C．On a Thursday.
D．On a Friday.
Her love and devotion for my brother and me made our lack of material possessions seem insignificant. Even today, if I were given a choice between having love at home and wealth, I would want it just the way I had it. I grew up poor in material things but rich in love.
Since my father was never around long enough to teach me physical things or to play games with me, I didn't succeed in any competitive sport. My mother did her best as a substitute, throwing a ball with me in the lot(空地) behind our house, but it wasn't the same. She was too protective of me, and I didn't have enough confidence in my own abilities to really try anything physically demanding.
The story suggests that the author is______his mother.
A．proud of
B．worried about
C．pitiful for
D．concerned about
听力原文： As my train was not due to leave for another hour, I had plenty of time to spare. After buying some newspapers to read on the journey, I made my way to the luggage office to collect my suitcase I had left there three days before. There were only a few people waiting. I took out my wallet to find the receipt for my case. Unfortunately, it was nowhere to be found.
When my turn came, I explained the situation sorrowfully to the assistant. He then handed me a form. and told me to make a list of the chief contents of the case. Only when they were correct could I take the case away. I racked my brain trying to remember all the articles I had packed in a hurry. After I had filled out the form, I went to look among the shelves. There were hundreds of cases and for one dreadful moment I began to worry that someone might have already claimed my case. To my great relief, the case was lying on its side high up in a corner. After I had examined the items inside, the assistant told me to take the case away. Again I took out my wallet: this time to pay. I pulled out a ten-shilling note and the "lost" receipt flipped out with it. Blushing, I looked up at the assistant. He was nodding his head knowingly, as if to say that he had often seen this happen.
(23)
A．A Trip by Train.
B．The "Lost" Receipt.
C．An Embarrassing Moment.
D．At the Luggage Office.
听力原文：W: Wake up, Erik, time to rise and shine.
M: Ha, oh, hi, Jane, I must have fallen asleep while I was reading.
W: You and everyone else. It looks more like a campground than a library.
M: Well, the dorm's too noisy to study in, and I guess this place is too quiet.
W: Have you had any luck finding a topic for your paper？
M: No, Prof. Grant told us to write about anything in cultural anthropology. For once I with she had not given us so much of a choice.
W: Well, why not write about the ancient civilizations of Mexico. You seem to be interested in that part of the world.
M: I am, but there is too much material to cover. I'll be writing forever, and Grant only wants five to seven pages.
M: So then limit it to one region of Mexico, say the Uka town. You've been there and you said it's got lots of interesting relics.
M: That's not a bad idea. I brought many books and things back with me last summer, that would be great resource material, now if I can only remember where I put them.
Why has the woman come to talk to the man？
A．To discuss his trip to Mexico.
B．T0 bring him a message from Professor Grant.
C．To ask for help with an anthropology assignment.
D．To see what progress he's made on his paper.
听力原文：M: Jean, were you able to get that report all typed up？
W: Not yet, Mr. Black. Mrs. Farnsworth asked me to type some letters for her. I'll be finished pretty quick and then I'll start on that.
M: Don't forget I need it first thing in the morning. I have to take it along to Chicago to the regional meeting.
W: Don't worry, I'll get it done. My husband's on a business trip too. He's in Detroit today, and tomorrow he'll be in Boston. So I'm planning to stay late. After it's typed up I'll leave it on your desk. I should be finished by 8:00 pm.
M: I'm sorry to keep you so late.
W: It's all right, Mr. Black. I don't mind at all. Besides, I can use a little extra money. My husband's birthday is next month. I want to buy him a new watch.
M: What kind are you going to get him, a Bulova？
W: No. I thought I'd get a Rolex, or an Elgin. I don't really know much about watches.
M: I've got one of those Seiko digitals. I really like it.
W: Do you think my husband would like one like that？
M: I'm sure he would. The only problem is that it's a little bit heavy.
W: If it's that good, I think I'll go ahead and get him one.
M: Well, at least he won't get a tie. That's what I usually get.
W: Remember, it's the thought that counts.
(20)
A．Chicago.
B．New York.
C．Boston.
D．Detroit.
"It wasn't clear how long children in the first year of life could retain a memory of an event," Liston says. We were interested in testing the hypothesis that neurological developments at the end of the first year and the beginning of the second would result in a significant Enhancement in this kind of memory.
Liston showed a simple demonstration to infants ages 9, 17, or 24 months old. The test results showed a huge difference between the test children Who had been 9 months old when they saw the first demonstration and those who had been older. "Whereas 9-month-olds don't I really remember a thing after four months, 17-and 24-month-olds do," Liston says. "Something is happening in the brain between 9 and 17 months old that enables children to encode these memories efficiently and in such a way that they can be retained and retrieved after a long period of time," Liston says. Researchers believe that changes in certain regions of the brain's frontal lobe and the hippocampus, which axe associated with memory retention and retrieval, drive the rapid expansion of childhood recall. Previous studies have shown that the frontal lobes in humans begin to mature during the last quarter of the first year of life.
Liston's work may help explain why adults can rarely remember anything from before their second birthday or so. Most people simply accept this "infant amnesia" as a fact of life. "But it's not clear why a 40-year-old has plenty of memories for something that happened 20 years ago, but a 20- year-old has basically no memories for something that happened when he was 2 or 3 ," Liston says. He suggests that the same brain mechanisms that were not yet able to encode long-term memories in 9-month-olds may also play some role in adults' inability to remember events of infancy. Researchers still need to look at other areas of cognition -- such as what role language ability plays in memory -- to really fully understand why people can' t remember anything that happened before 2--3 years of age. But one thing is clear: When l-year-old Snookums claims he doesn't remember breaking the heirloom chitin five months ago, he's almost surely telling the truth.
Conor Liston ______.
A．has only a vague understanding of infants' poor memory
B．has found something more about the origin of long-term recall
C．has detected the regions of the brain responsible for memory-processing
D．has established a theory about memory development
根据下面材料，回答 26～30 题：
Pretty in pink: adult women do not remember being so obsessed with the colour, yet it is pervasive in our young girls’ lives. It is not that pink intrinsically bad, but it is a tiny slice of the rainbow and, though it may celebrate girlhood in one way, it also repeatedly and firmly fused girls’ identity to appearance. Then it presents that connection, even among two-year-olds, between girls as not only innocent but as evidence of innocence. Looking around, despaired at the singular lack of imagination about girls’ lives and interests.
Girls' attraction to pink may seem unavoidable, somehow encoded in their DNA, but according to Jo Paoletti, an associate professor of American Studies, it's not. Children were not colour-coded at all until the early 20th century: in the era before domestic washing machines all babies wore white as a practical matter, since the only way of getting clothes clean was to boil them. What's more, both boys and girls wore what were thought of as gender-neutral dresses. When nursery colours were introduced, pink was actually considered the more masculine colour, a pastel version of red, which was associated with strength. Blue, with its intimations of the Virgin Mary, constancy and faithfulness, symbolised femininity. It was not until the mid-1980s, when amplifying age and sex differences became a dominant children's marketing strategy, that pink fully came into its own, when it began to seem innately attractive to girls, part of what defined them as female, at least for the first few critical years.
I had not realised how profoundly marketing trends dictated our perception of what is natural to kids, including our core beliefs about their psychological development. Take the toddler. I assumed that phase was something experts developed after years of research into children's behaviour: wrong. Turns out, according to Daniel Cook, a historian of childhood consumerism, it was popularised as a marketing gimmick by clothing manufacturers in the 1930s.
Trade publications counseled department stores that, in order to increase sales, they should create a "third stepping stone" between infant wear and older kids' clothes. It was only after "toddler" became common shoppers' term that it evolved into a broadly accepted developmental stage. Splitting kids, or adults, into ever-tinier categories has proved a sure-fire way to boost profits. And one of the easiest ways to segment a market is to magnify gender differences – or invent them where they did not previously exist.
第 26 题 By saying "it is ... The rainbow"(line 3, Para 1), the author means pink _______.
[A]should not be the sole representation of girlhood
[B]should not be associated with girls' innocence
[C] cannot explain girls' lack of imagination
[D]cannot influence girls' lives and interests
Part A
Directions: Read the following three texts. Answer the questions on each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.
Americans who remember "the good old days" are not alone in complaining about the educational system in this country. Immigrants (移民) complain, too. Lately a German friend was filled with anger when he learned that the mathematics test given to his son on his first day as a college freshman included multiplication and division. Japanese businessmen in Los Angeles send their children to private schools staffed by teacher imported from Japan to learn mathematics at Japanese levels, generally considered at least a year more advanced than the level here.
But I wonder: If American education is so poor, why is it that this is still the country of innovation (创新) ？
When I was 12 in Indonesia, I had ko memorize the names of all the world's major cities, from Kabul to Karachi. At the same age, my son, who was brought up a Californian, thought that Buenos Aires was Spanish for good food. However, unlike children of his age in Asia and Europe, my son had studied creative geography. When he was only 6, he drew a map of the route that he traveled to get to school, including the streets, the traffic signs and the houses that he passed.
Dissatisfied American parents forget that in this country their children are able to experiment freely with ideas; without this they will not really be able to think Or to believe in themselves.
Critics of American education cannot grasp one thing: freedom. America, I think, is the only country that extends even to children the license to freely speak, write and be creative. Our public education certainly is not perfect, but it is a great deal better than any other. I think I have found the answer to my question.
From the text we learn that______.
A．both Americans and immigrants are dissatisfied with the quality of American education
B．the author shares the general idea that American education is worse than education in many other countries
C．Japanese schools in America require their American teachers to teach mathematics at Japanese levels
D．the author's German friend was a little displeased because the mathematics test for his son was too easy
