Questions 29 to 31 are based on the passage you have just heard. 29. A) In family life.
C) In social contribution. D) In business world.
B) In education departments.
30. A) Husbands can also breastfeed their children.
B) Women and men equally share housework. C) Wives are no longer submissive and obedient.
D) Parents have new attitude towards bringing up children.
31. A) Changes in children?s rearing. life.
B) Changes in men?s and women?s roles. D) Changes in women?s role in society.
Passage Three
Questions 32 to 35 are based on the passage you have just heard. 32. A) Enjoy family happiness. B) Switch to another field.
33. A) He planned to sell it to one of his customers.
B) He planned to send it to the carpenter as a gift. C) He planned to fill it with his favorites. D) He planned to send it to his partner.
34. A) It was of low quality.
B) It was perfect in workmanship and materials. C) It did not satisfy the contractor.
D) It was the best of all the houses he had built.
35. A) We should focus on the future life. C) We should build our houses in life.
C) Start his own business. D) Build a house of his own. C) Changes in men?s role in family
B) We should react to life rather than act. D) We should always do our best.
Section C
Directions: In this section, you will hear a passage three times. When the passage is
read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written.
Throughout history the basic unit of almost every human society has been the family. Members of a family live together under the same roof, and they (36) _________ the economic burdens of life as well as its affectionate ( 有感情的 ) joys. It is the family that has primary (37) _________ for the important task of raising children to (38) _________ .
The family is not a (39) _________ concept in all societies. In many places it is an extended group that (40) _________ uncles, aunts, cousins and in-laws. The head of the family usually has (41) _________ influence in arranging marriages, selecting careers and (42) _________ all the important moves and purchases by any member of the family. Particularly where the society or the state does not give aid and where (43) _________ the responsibilities of the family are greater, this larger group provides better.
In many other societies, including most industrialized ones, the “nuclear family” is the basic social unit. (44)
___________________________________________________________________ , whether natural or adopted. Industrialization and urbanization (45)
___________________________________________________________________ and thus to separate residences as soon as they become wage earners. The small family, with one or perhaps two incomes, (46)
___________________________________________________________________ .
Part IV Reading Comprehension (Reading in Depth) (25 minutes)
Section A
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 Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.
Questions 47 to 56 are based on the following passage.
Language is learned primarily through communication with other people. Research shows that the more communication children 47 at home the better developed their language skills will be. Children need to 48 well in order to learn well. This is especially important for the development of native language skills since the language is 49 reinforced by the child?s environment outside school.
However, the 50 of communication is just as or more important than quantity alone. The language adults use helps children become aware of the many 51 aspects of objects and events around them. For example, during a shopping trip to the market or store, adults can develop children?s concepts by bringing their attention to
the shapes, colors, sounds, textures, and size of objects and events around them. Parents can do this naturally through conversation without 52 teaching. In other words, conversation with children in 53 situations expands their minds and develops their thinking skills.
In addition to conversing with children, adults can help prepare their children to succeed in school by encouraging them to take an 54 interest in books and in the print that surrounds them in the environment. The child?s first major 55 in school is learning to read. Children who come to school with knowledge that the print around them carries important meanings and with an interest in books and stories will usually 56 in learning to read rapidly.
A) seldom B) different C) read I) talk J) active K) task L) succeed M) often N) fail O) experience D) quality E) difficult F) everyday G) number H) direct
Section B
Directions: There are 2 passages in this section. Each passage is followed by some
questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
Passage One
Questions 57 to 61 are based on the following passage.
In the early 20th century, a horse named Clever Hans was believed capable of counting and other impressive mental tasks. After years of great performance, psychologists discovered that though Hans was certainly clever, he was not clever in the way everyone expected. The horse was cunningly ( 聪明地 ) picking up on tiny, unintentional bodily and facial cues given out not only by his trainer, but also by the audience. Aware of the “Clever Hans” effect, Lisa Lit at the University of California, Davis, and her colleagues wondered whether the beliefs of professional dog handlers might similarly affect the outcomes of searchers for drugs and explosives. Remarkably, Dr. Lit found, they do.
Dr. Lit asked 18 professional dog handlers and their dogs to complete brief searches. Before the searches, the handlers were informed that some of the search area might contain up to three target scents ( 气味 ), and also that in two cases those scents would be marked by pieces of red paper. What the handlers were not told was that none of the search areas contained the scents of either drugs or explosives. Any “detections” made by the teams thus had to be false.
The findings reveal that of 144 searches, only 21 were clean (no alerts). All the others raised one alert or more. In total, the teams raised 225 alerts. While the sheer number of false alerts struck Dr. Lit as fascinating, it was where they took place that was of greatest interest.
When handlers could see a red piece of paper, allegedly marking a location of interest, they were much more likely to say that their dogs signaled an alert. The human handlers were not only distracted on almost every occasion by the stimulus aimed at them, but also transmitted that distraction to their animals — who responded accordingly. To mix metaphors, the dogs were crying “wolf” at the unconscious signal of their handlers.
How much that matters in the real world is unclear. But it might. If a handler, for example, unconsciously “profiled” people being sniffed ( 嗅 ) by a drug- or explosive-detecting dog at an airport, false positives could abound ( 大量存在 ).