Answer Questions 10, 11, and 12, using the followi...

SECTION B INTERVIEW

Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.

Now listen to the interview.

听力原文：Host: Today, I'm very happy to have professor Pornchai with me. He is a watercolor artist who uses coffee in his paintings. Professor, how did you get the idea of using coffee to paint? And how long have you been doing this?

Pornchai: I always have painted in watercolor and have painted professionally for over 15 years. About 6 years ago I started experimenting with using coffee in my paintings. Originally, I heard that in the old days the Chinese used tea to help create a brown background in their paintings. I then tried to use both tea and coffee in my paintings. My main purpose was to create an old-look in the paintings by using the brown color of tea and coffee. Later on, I tried to paint the whole painting with teas but did not get pictures that I felt satisfied with. Tea can not be used to give you clear lines or create the depth-of-field in the painting. I experimented with coffee and, after many tries, could create paintings that I felt satisfied with.

Host: Have you tried to paint with any other unusual medium?

Pornchai: Yes, I tried Sodium Permanganate. It is the purple liquid that is used to soak vegetables to destroy bacteria and parasites in the tropics. When I first painted using a mix of sodium permanganate and water, the color came out purple. It then turned to different shades of brown. I was satisfied with the brown colors it gave, but after completing the paintings for 2 to 3 months I found out that the lines and brush stokes I made with Sodium Permanganate disappeared from the paper!

Host: How hard is it to use coffee to paint compared to normal watercolor paint?

Pornchai: First of all, the texture of the coffee is a challenge. It has more elastic properties than normal paint. It is stickler when you apply it with the brush. You have to use the right amount of water to dilute the coffee right on the paper for the lighter brown or whiter areas. It was also harder to control the lines, color tones and the flow of liquid on the paper. Furthermore, coffee also displayed glittering flakes in itself and left unwanted traces of this in the paintings. I had to use special techniques to control these flakes on the paper. Another big problems was that after the coffee paintings are completed the painting can mold easily. Furthermore, the color on the paintings can peel off from the paper. Through years of experimenting, I found ways to overcome these problems but it was not easy.

Host: If coffee is so hard to paint with, why do you continue to do so?

Pornchai: I kept on trying because it seemed like a great challenge for me. Coffee gave a unique effect through the stain it left on the paper and the unique flow of water mixed with coffee is unpredictable. All of this is a challenge, which I had to strive to solve.

Host: What themes are you using coffee to paint?

Pornchai: Mostly old-time scenes or history themes. I also paint landscape like the ocean, forest or building scenes.

Host: What is the potential of this kind of painting in the market? And what have been the public' s reactions to this way of paintings?

Pornchai: I had my first show of coffee painting in 1998. Over 600 guests attended the exhibition and most of the paintings were sold. The people enjoyed the new idea in art and the unique quality that it produced. I think the viewers found that it was interesting to use something close to them that they see or use daily, like coffee, to apply in the art form.

Host: What is your future plan and what are your new challenges?

Pornchai: I plan to use different themes to my coffee paintings, for example: pictu

A．He got some inspiration from the Chinese.

B．He used tea to get an unsophisticated look for his paintings.

C．Tea could not produce clearly-defined paintings.

D．He experimented with coffee many times before he felt satisfied.

SECTION B INTERVIEW

Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.

Now listen to the interview.

听力原文：INTERVIEWER: You're an expert on the urban problem, Mr. Cross. I wonder how you would describe the characteristics of these enormous cities which have sprung up in Asia and Latin America?

INTERVIEWEE: The first point to make is that they are different from large cities in Europe and America.

INTERVIEWER: Surely all large cities are essentially similar.

INTERVIEWEE: It's true that in all large cities there are the same problems of provision of housing and services, but the difference lies in the time factor.

INTERVIEWER: I know some of the cities we are considering are just as old and, in some cases, much older than cities in the United States, for instance.

INTERVIEWEE: Very true, but the large cities of Europe and the United States grew relatively slowly. London had u population of mom than a million at the beginning of the nineteenth century and this number grew for more than a hundred years until it reached its maximum of more than eight million. And this growth was parallel to industrial growth throughout the country. The same is true of New York, for example.

INTERVIEWER: But this in not true of Mexico city or Buenos Aires?

INTERVIEWEE: No, it is not. Throughout Latin America and in parts of Asia, cities have grown much faster than industry, or agriculture for that matter. Some of these cities have quadrupled in size in less than two decades, while industrial growth over the same period may only have reached thirty or forty percent.

INTERVIEWER: What does this mean?

INTERVIEWEE: Essentially that population growth of the employed are out of step. Much of the increase is due to immigration from the land, a movement of people in search of better conditions.

INTERVIEWER: And many fail to find jobs?

INTERVIEWEE: Most find some kind of employment but few find jobs in industry. The greater number are sub-employed, many doing casual jobs such as cleaning cars for tips.

INTERVIEWER: Why can't industry absorb them?

INTERVIEWEE: There are a number of reasons. Law educational standards and lack of training are one reason. The nature of so much modem industry is another.

INTERVIEWER: You mean the kind of jobs industry can offer?

INTERVIEWEE: Much industry today is capital intensive, not labor intensive. An automated factory or plant may produce a great deal but employ few workers.

INTERVIEWER: Are there other causes of growth in these cities?

INTERVIEWEE: Well, we must set the cities and their growth against a background of rising birthrates and falling mortality rates, and these, of course, are closely related to rising standards of public health.

INTERVIEWER: So it seems no easy solution to the problem of these gigantic cities now.

INTERVIEWEE: No.

This interview is mainly about______.

A．large cities in Europe and the United States

B．large cities in Latin America

C．industrial development in Latin America

D．industrial development in developed countries

SECTION C NEWS BROADCAST

Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. At the end of each news item, you will be given 10 seconds to answer the questions.

听力原文： President Clinton has renewed his attacks on the American tobacco industry, accusing it of using delaying tactics to block anti-smoking legislation. The US Congress is considering a bill which would place tight restrictions on tobacco advertising and impose penalties on tobacco companies if they continue to sell cigarettes to children. Mr. Clinton said it was a fight with the lives of American children and he urged Congress to move ahead with the bill. But a spokesman for one of the big tobacco companies called the legislation totally unreasonable and he said the process had become wholly politicized.

The primary purpose of the US anti-smoking legislation is

A．to tighten control on tobacco advertising.

B．to impose penalties on tobacco companies.

C．to start a national anti-smoking campaign.

D．to ensure the health of American children.

SECTION C NEWS BROADCAST

Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. At the end of each news item, you will be given 10 seconds to answer the questions.

听力原文： The International Labor Organization is marking the fourth World Day against child labor with a call to stop children from working in mines. The ILO says it's optimistic the problem can be eliminated within ten years, because it has strong backing from governments and parents. E. F reports from Geneva.

"The ILO believes a million children, some as young as five years old, are working in mines. They are frequently expected to do the same work as adults, using adult-size tools and carrying loads that are too heavy. Spinal injuries are common. Children can be found primarily in small-scale mines and quarries where there is little control. Mines like this exist in Africa, Asia and Latin America. Poverty is the reason more often than not, whole families-grandparents, parents and children all work in the same mine."

Why do so many children work in mines?

A．They want to learn skills.

B．They want to make a fortune.

C．They are stricken by poverty.

D．They want to do the same thing as adults do.

Mystery of the White Gardenia

Marsha Aron

Every year on my birthday , from the time I turned 12 , a white gardenia was delivered to my house in Bethesda , Md. No card or note came with it. Calls to the florist were always in vain 一 it was a cash purchase. After a while I stopped trying to discover the sender' s identity and just delighted in the beauty and heady perfume of that′ one magical , perfect flower nestled in soft pick tissue paper.

But I never stopped imagining who the anonymous giver might be. Some of the happiest moments were spent daydreaming about someone wonderful and exciting but too shy or eccentric to make known his or her identity.

My mother contributed to these imaginings. She' d ask me if there was someone for whom I had done a special kindness who might be showing appreciation. Perhaps the

neighbor l' d helped when she was unloading a car full of groceries. Or maybe it was the old man across the street whose mail I retrieved during the winter so he wouldn't have to venture down his icy steps. As a teen-ager , though , i had more fun speculating that it might be a boy i had a crush on or one who had noticed me even though i didn′t know him.

When 1 was 17 , a boy broke my heart. The night he called for the last time , i cried myself to sleep. When i awoke in the morning , there was a message scribbled on my mirror in red lipstick: Heartily know , when half-gods go , the gods arrive. i thought about that

quotation by Emerson for a long time , and until my heart healed , i left it where my mother had written it. When i finally went to get the glass cleaner , my mother knew everything was all right again.

I don' t remember ever slamming my door in anger at her and shouting , "You just don' t understand!" because she did understand.

One month before my high-school graduation , my father died of a heart attack. My feelings ranged from grief to abandonment , fear and overwhelming anger that my dad was missing some of the most important events in my life. I became completely uninterested in my upcoming graduation , the senior class play and the prom. But my mother , in the midst of her own grief , would not hear of my skipping any of those things.

The day before my father died， my mother and i had gone shopping for a prom dress. We found a spectacular one , with yards and yards of doted swiss in red , white and blue , it made me feel like Scarlet 0' Hara ,

but it was the wrong size. When my father died iforgot about the dress.

My mother didn't . The day before the prom , i found that dress 一 in the right size - draped majestically over the living room sofa. It wasn't just delivered , still in the box. It was presented to me - beautifully , artistically , lovingly. i didn' t care if 1 had a new dress or no. But my mother did.

She wanted her children to feel loved and lovable , creative and imaginative , imbued with a sense that there was magic in the world and beauty even in the face of adversity. In truth. my mother wanted her children to see themselves much like the gardenia 一 lovely ，strong ,

and perfect - with an aura of magic and perhaps a bit of mystery.

My mother died ten days after i was married. i was 22. That was the year the gardenias stopped coming.

26. When did the narrator discover the mystery of the white gardenias? Why was the sender' s identity kept secret?

27. When and how did the father die? How did the narrator feel at her father' s death?

28. What traits of the mother' s characters are highlighted in the story? Cite examples from the story to support your answer.

29. What do you think of the title of the story? What does the gardenia symbolize in the story?

参考答案：

26. The narrator got to know the truth when she was 22. It was her mother who sent her the flowers. She kept it a secret so that the daughter could have the self-knowledge of her own good deeds as she speculated about who the sender might be.

27. The father died of heart attack close to her graduation from high school. She felt sad , disappointed that her father would not experience the important events in her life.

28.a. The mother' s wisdom: She thought of a wise way to encourage kindness in her daughter: to send flowers secretly; or she wisely scribbled a quotation from Emerson on her daughter' s mirror instead of directly talking her teenage daughter into accepting the loss of her boyfriend.

b. Her strength in the face of adversities: she stood strong when her husband died.

29.It is a good / helpful title. The title tickles the reader' s curiosity. OR It' s not a good title. When we are told of the "mystery" in the title , our curiosity is destroyed. The gardenia is the essential symbol in the story , helping to bring about the theme of the story: mother' s love. The gardenia symbolizes the qualities that the mother hoped for her daughter , qualities such as magical (aura of magic , a bit of mystery) , loving , strong , perfect , etc.

Questions 9-13

Complete the summary of Reading Passage 1 (Questions 9-13) using words from the box at the bottom of the page.

Write your answers in boxes 9-13 on your answer sheet.

OBESITY

They do this by seeking to blame their 【9】 for the fact that they are overweight and erroneously believe that they use 【10】 energy than thin people to stay alive. However, recent research has shown that a 【11】 problem can be responsible for obesity as some people seem programmed to 【12】 more than others. The new research points to a shift from trying to change people's 【13】to seeking an answer to the problem in the laboratory.

List of words

weight exercise sleep mind bodies

exercise metabolism more genetic less

physical consume behaviour use mental

【9】

Read the following paragraphs and then answer four questions. (北外2011研) The idea behind the experiential vision of learning is that the use of the target language for communicative purposes is not only the goal of learning, but also a means of learning in its own right. This may clearly involve students using language which they may not have fully mastered, and contrasts with other more traditional approaches which emphasize part practice(i. e. , isolating parts of the whole for explicit study and learning)leading up in a more or less controlled manner to integrated language use for communicative purposes. An experiential approach to learning may therefore involve a degree of what Johnson(1982)refers to as an in at the deep end strategy. Simply throwing learners into wholly uncontrolled and undirected language use is, of course, as dubious a strategy with respect to language learning as doing the same with someone who is learning to swim. For this reason, considerable effort has been devoted by methodologists, material writers, and teachers in recent decades to the way in which two sets of factors can be combined. One is the basic insight that language use can serve a significant role in promoting learning, and the other is the acknowledgement that use of the language needs to be structured in a coherent and pedagogically manageable way. The experiential vision of learning has evolved in a variety of ways since the 1960s and is now encountered in a number of differing forms. Nevertheless, most experiential approaches to learning rest on five main principles which were developed in the earlier days of the communicative movement, even if certain receive more attention in one variant than in another. These principles are the following: message focus, holistic practice, the use of authentic materials, the use of communication strategies, and the use of collaborative modes of learning.(Tudor 2001: 79) An analytical view of learning posits that according explicit attention to the regularities of language and language use can play a positive role in learning. Each language manifests a number of structural regularities in areas such as grammar, lexis and phonology, and also with respect to the ways in which these elements are combined to communicate messages. The question, therefore, is not whether languages have structural regularities or not, but whether and in which way explicit attention to such regularities can facilitate the learning of the language. An analytical approach to learning rests on a more or less marked degree of part practice, i. e. , isolating parts of the whole for explicit study and learning, even if its ultimate goal remains the development of learners ability to put these parts together for integrated, holistic use. At least, two main considerations lend support to an analytical approach to learning. First, in terms of learning in general, the isolation and practice of sub-parts of a target skill is a fairly common phenomenon Second, explicit identification of regularities in a language has advantages which Johnson(1996: 83)refers to as generativity and economy. Mastering a regularity in a language gives learners access to the generative potential of this regularity in new circumstances Explicit presentation or discovery of the structural regularities of a language can therefore represent a short-cut to mastery of this language and support learners ability to manipulate these regularities for communicative purposes.(Tudor 2001: 86-7) (1)What are the differences between experiential and analytical modes of language learning? (2)What serves as the theoretical foundation for the experiential mode of language learning and what are its advantages and disadvantages? (3)What serves as the theoretical foundation for the analytical mode of language learning and what are its advantages and disadvantages? (4)How would you balance the two modes of learning in your teaching or learning of a foreign language?

Part A

Directions: You will hear a talk. As you listen, answer Questions 1-10 by circling TRUE or FALSE. You will hear the talk ONLY ONCE. You now have 1 minute to read Questions 1-10.

听力原文： Hello，everyone．Today I will introduce you the learning chains in Britain．Here the chains refer to schools linked together as part of a group．They can offer students many practical advantages．

When people are asked to name a language school，more often than not．they think of one of the large international chains of schools．Some are vast language teaching organizations with schools in many different countries and may teach just one language．

One of the main strengths of these chains is the fact that their name is familiar to people all over the world．This can be a big advantage in the confusing world of language learning．Most students are bewildered by the large choice of schools and courses on offer．both at home and abroad．and so many prefer to choose a school which has a familiar name and an established reputation．Chain schools know this，and part of their success is due to effective marketing and advertising，which helps to keep their name well-known．

But chain schools should not be dismissed by serious students just because they use clever marketing techniques．They have other important strengthens which can provide advantages to students．A school is only as good as its teachers and facilities，and many chains offer very high standards in both．More chains require that their teachers have internationally recognized qualifications and a maximum amount of teaching experience．It is important for chains to maintain these standards at all schools．because the reputation of the whole chain can be affected if one school performs badly．

Students also benefit from the standardized structure of chains．Most chains use the same text books in all their schools．and often they produce their own coursework materials．They also organize their courses in the same way which means that starting dates and course lengths are usually the same at all schools．

For students, one of the main advantages of this standardized structure is simplicity．If you cannot decide whether to study in the U.S. or Britain．for example，most chains allow students to start their language course at one school and continue at another，so they can experience different regions or different countries，as part of the same study trip．

Chain schools tend to be larger than single center schools，which can also have advantages for students．With larger numbers of students．school administrators can achieve a better mixture of nationalities in classrooms．This means that students can avoid being with other students who speak their language．This gives them the chance to meet students from other countries，and to practice their English with them．

Some chains offer students a very simple booking and enrolment procedure which is also useful．Application forms and enrolment procedures are the same for all schools，so students need only supply their details once． Students may find that they can book their course abroad through a representative of a chain school in their own town or city．Other chains offer a centralized booking facility，so students only have to contact one center to make a booking anywhere in the world．

Chain schools often operate in different locations，whereas a single school is likely to be based permanently in one building．Many chain schools operate temporary schools，particularly during the summer holidays．In Britain，they often use secondary school premises which are empty during the school holidays．

Studying English in an English-speaking country is the most effective way to learn the language，but for many students this is only one stage of their learning career．Most students start learning English in their own country and they will probably want to continue learning once they return from

A．Right

B．Wrong