Watch the video and answer the following question: What does the phrase "white rain" mean？

：A. Listening for specific time

B. Listening for detailed information.

C. Listening for specific information.

D. Listening for gist.

The teacher created a situation and asked students to think of words and expressions that can be used in that situation.

A.Association.

B.Generalization.

C.Collocation.

D.Contextualization.

（1） What is the relationship between the speakers?

（2） What are the speakers‘ attitudes towards each other?

What strategy does this listening activity help to train?

A.Inferring.

B.Listening for the gist.

C.Listening for details.

D.Dictation.

Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D . Mark your answers on ANSWER SHEET 1.

Environmental issues raise a host of difficult ethical questions, including the ancient one of the nature of intrinsic value. Whereas many philosophers in the past have agreed that human experiences have intrinsic value and the utilitarians at least have always accepted that the pleasures and pains of non-human animals are of some intrinsic significance, this does not show why it is so bad if dodos become extinct or a rainforest is cut down. Are these things to be regretted only' because of the loss to humans or other sentient creatures.9 Or is there more to it. than that? Some philosophers are now prepared to defend the view that trees, rivers, species (considered apart from the individual animals of which they consist), and perhaps ecological systems as a whole have a value independent of the instrumental value they may have for humans or other sentient creatures.

Our concern for the environment also raises the question of our obligations to future generations. How much do we owe to the future? From a social contract view of ethics or for the ethical egoist, the answer would seem to be: nothing. For we can benefit them, but they are unable to reciprocate.. Most other ethical theories, however, do give weight to the interests of coming generations. Utilitarians, for one, would not think that the fact that members of future generations do not exist yet is any reason for giving less consideration to their interests than we give to our own. provided only that we are certain that they will exist and will have interests that will be affected by what we do. In the case of. say, the storage of radioactive wastes, it seems clear that what we do will indeed affect the interests of generations to come.

The question becomes much more complex, however, when we consider that we can affect the size of future generations by the population policies we choose and the extent to which we encourage large or small families. Most environmentalists believe that the world is already dangerously over-crowded. This may well be so, but the notion of overpopulation conceals a philosophical issue that is ingeniously explored by Derek Parfit in Reasons and Persons (1984). What is optimum population? Is it that population size at which the average level of welfare will be as high as possible? Or is it the size at which the total amount of welfare — the average multiplied by the number of people — is as great as possible? Both answers lead to counter-intuitive outcomes, and the question remains one of the most baffling mysteries in applied ethics.

The first paragraph is mainly about ______.

A．the intrinsic value of human experiences

B．the intrinsic value of the experiences of nonhuman animals

C．the intrinsic value of ecological system as a whole

D．an ancient ethical question about the nature of intrinsic value

Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D . Mark your answers on ANSWER SHEET 1.

Environmental issues raise a host of difficult ethical questions, including the ancient one of the nature of intrinsic value. Whereas many philosophers in the past have agreed that human experiences have intrinsic value and the utilitarians at least have always accepted that the pleasures and pains of non-human animals are of some intrinsic significance, this does not show why it is so bad if dodos become extinct or a rainforest is cut down. Are these things to be regretted only' because of the loss to humans or other sentient creatures.9 Or is there more to it. than that? Some philosophers are now prepared to defend the view that trees, rivers, species (considered apart from the individual animals of which they consist), and perhaps ecological systems as a whole have a value independent of the instrumental value they may have for humans or other sentient creatures.

Our concern for the environment also raises the question of our obligations to future generations. How much do we owe to the future? From a social contract view of ethics or for the ethical egoist, the answer would seem to be: nothing. For we can benefit them, but they are unable to reciprocate.. Most other ethical theories, however, do give weight to the interests of coming generations. Utilitarians, for one, would not think that the fact that members of future generations do not exist yet is any reason for giving less consideration to their interests than we give to our own. provided only that we are certain that they will exist and will have interests that will be affected by what we do. In the case of. say, the storage of radioactive wastes, it seems clear that what we do will indeed affect the interests of generations to come.

The question becomes much more complex, however, when we consider that we can affect the size of future generations by the population policies we choose and the extent to which we encourage large or small families. Most environmentalists believe that the world is already dangerously over-crowded. This may well be so, but the notion of overpopulation conceals a philosophical issue that is ingeniously explored by Derek Parfit in Reasons and Persons (1984). What is optimum population? Is it that population size at which the average level of welfare will be as high as possible? Or is it the size at which the total amount of welfare — the average multiplied by the number of people — is as great as possible? Both answers lead to counter-intuitive outcomes, and the question remains one of the most baffling mysteries in applied ethics.

The first paragraph is mainly about ______.

A．the intrinsic value of human experiences

B．the intrinsic value of the experiences of nonhuman animals

C．the intrinsic value of ecological system as a whole

D．an ancient ethical question about the nature of intrinsic value

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.

Ever since I was very small, I've had the sense that I ought to be somewhere else. I remember watching trains flash by and wishing l was on board. I remember going to the airport with my parents when I was thirteen and reading the destinations board, seeing all the places that I could go to: Los Angeles, Chicago, and London.

But the trains passed by and the planes took off without me, so I wandered the world through books. I went to Victorian England in the pages of Middlemarch and A Little Princess, and to St. Petersburg before the fall of the tsar with Anna Karenina.

My home was in a pleasant place outside Philadelphia. But I really lived, truly lived, some where else. I lived within the covers of books. In books I traveled, not only to other worlds, but also into my own. I learned who I was and who I wanted to be, what I might achieve, and what I might dare to dream about my world and myself.

I travel today in the way I once dreamed of traveling as a child- on airplanes and in trains. And the irony is that I don't care for it very much. I am the sort of person who prefers to stay at home, surrounded by family, friends and books. The only thing I do like about traveling is the time on airplanes spent reading.

It turns out that when my younger self though of taking wing, she wanted only to let her spirit soar. Books are the plane, and the train, and the road. They are the real destinations, and the journey too. They are home.

What did the writer do as a curious child?

A．She visited Victorian England and Tsarist Russia.

B．She flew to Los Angeles, Chicago and London with her parents.

C．She read all kinds of books.

D．She spent lots of time traveling on trains.

Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)

Real policemen, both Britain and the United States hardly recognize any resemblance between their lives and what they see on TV—if they ever get home in time. There are similarities, of course, but the cops don't think much of them.

The first difference is that a policeman's real life revolves round the law. Most of his training is in criminal law. He has to know exactly what actions are crimes and what evidence can be used to prove them in court. He has to know nearly as much law as a professional lawyer, and what is more, he has to apply it on his feet, in the dark and rain, running down an alley after someone he has to talk to.

Little of his time is spent in chatting to scantily clad ladies or in dramatic confrontations with desperate criminal. He will spend most of his working life typing millions of words on thousands of forms about hundreds of sad, unimportant people who are guilty—or not—of stupid, petty crimes.

Most television crime drama is about finding the criminal; as soon as he's arrested, the story is over. In real life, finding criminals is seldom much of a problem. Except in very serious cases like murders and terrorist attacks—where failure to produce results reflects on the standing of the police—little effort is spent on searching. The police have an elaborate machinery which eventually shows up most wanted men.

Having made an arrest, a detective really starts to work. He has to prove his case in court and to do that he often has to gather a lot of different evidence. Much of this has to be given by people who don't want to get involved in a court case. So as well as being overworked, a detective has to be out at all hours of the day and night interviewing his witnesses and persuading them, usually against their own best interests, to help him.

A third big difference between the drama detective and the real one is the unpleasant moral twilight in which the real one lives. Detectives are subject to two opposing pressures: first as members of a police force they always have to behave with absolute legality, secondly, as expensive public servants they have to get results. They can hardly ever do both. Most of the time some of them have to break the rules in small ways.

If the detective has to deceive the world, the world often deceives him. Hardly anyone he meets tells him the truth. And this separation the detective feels between himself and the rest of the world is deepened by the simple mindedness—as he sees it—of citizens, social workers, doctors, law makers, and judges, who, instead of stamping out crime punish the criminals less severely in the hope that this will make them reform. The result, detectives feel, is that nine tenths of their work is reaching people who should have stayed behind bars. This makes them rather cynical.

It is essential for a policeman to be trained in criminal law______.

A．so that he can catch criminals in the streets

B．because many of the criminals he has to catch are dangerous

C．so that he can justify his arrests in court

D．because he has to know nearly as much about law as a professional lawyer

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.

Unbelievable as it sounds, a rain of fish did actually occur in 1817, at Appin, Scotland. It consisted of a downpour for small herrings(青鱼), a feat that nature repeated in 1830, at Islay, in Argyllshire. Some sixty years ago there was a shower of small frogs in the west of England and in 1900 a thunderstorm brought down more of the creatures near Liverpool. Even this doesn't exhaust the marvels of nature, for many other curious effects have been connected with rainfall. For example, there was a Shower of red rain in 1608 at Aix, during which large red drops of liquid were on the cemetery and the walls of the church. Needless to say, this "shower of blood” was not taken lightly by the frightened inhabitants. Red rain has been recorded many times since then, for instance at Vienna and in Italy in 1901, in Cornwall and Hamburg in 1902, and in England in 1903. The explanation probably lies in the fact that large quantities of algae(海藻)were brought down by the rain. Algae are tiny plants measuring less than one-thousandth of an inch in diameter the simplest forms of vegetable life.

Black rain is another oddity that has visited the British Isles. In 1862, four showers of black rain fell in Scotland. They were probably the result of volcano dust brought to earth from the higher atmosphere. Yellow rain has also been recorded and pollen is suspected of being the coloring agent.

While such curiosities of nature are startling, they all have natural explanations. The herrings—and small ones at that—were probably picked up by a waterspout at sea. The frogs probably enjoyed a similar experience as a result of a whirlwind, either from a swamp or from a meadow. In any event, no rainstorms of. fish of frgs have been recorded far from either seacoasts or swampland.

The best title for this passage is:______.

A．A shower of Fish

B．A Rain of Frogs

C．The Marvels of Nature

D．Curious Rainfalls

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.

Researchers have established that when people are mentally engaged, biochemical changes occur in the brain that allow it to act more effectively in cognitive (认知的) areas such as attention and memory. This is true regardless of age.

People will be alert and receptive if they are faced with information that gets them to think about things they are interested in, and someone with a history of doing more rather than less will go into old age more cognitively sound than someone who has not had an active mind.

Many experts are so convinced of the benefits of challenging the brain that they are putting the theory to work in their own lives. "The idea is not necessarily to learn to memorize enormous mounts of information," says James Fozard, associate director of the National Institute on Aging. Most of us don't need that kind of skill. Such specific training is of less interest than being able to maintain mental alertness. "Fozard and others say they challenge their brains with different mental skills, both because they enjoy them and because they are sure that their range of activities will help the way their brains work."

Gene Cohen, acting director of the same institute, suggests that people in their old age should engage in mental and physical activities individually as well as groups. Cohen says that we are frequently advised to keep physically active as we age, but older people need to keep mentally active as well. Those who do are more likely to maintain their intellectual abilities and to be generally happier and better adjusted. "The point is, you need to do both," Cohen says, "intellectual activity actually influences brain-cell health and size."

People who are cognitively healthy are those

A．who are highly intelligent

B．whose minds ate alert and receptive

C．who can remember large amounts of information

D．who are good at recognizing different sounds