注意：请将选择题的正确答案涂在相应的答题卡上

第一部分：听力(共两节，满分30分)

第一节（共5小题，每小题1.5分，满分7.5分）

请听下面5段对话，选出最佳选项。

1. Where does the conversation take place?

A. In a clothes store. B. In a barber’s shop.

C. In a tailor’s shop.

2. How many people can the boat hold?

A. Five B. Six C . Seven

3. What does the man advise the woman to do?

A. Find another job. B. Go on with her job. C. Get more experience.

4. What does the man probably do?

A. A ticket agent. B. A taxi driver. C. A traffic police.

5. What did the girl do just now?

A. She watched birds. B. She had breakfast. C. She did morning exercise.

第二节（共15小题，每小题1.5分，满分22.5分）

听第六段材料，回答第6、7题。

6. What impressed the man deeply?

A. The friendly people. B. The exhibition.

C. The beautiful view.

7. What are in great demand?

A. Woolen knitwear. B. Cotton goods.

C. Silk blouses.

请听第7段材料，回答8、9题。

8. Where is Tony in the picture?

A. At the train station. B. In the restaurant. C. Outside the hotel.

9. What is Kelly doing in the picture?

A. Sitting at the table. B. Talking to a museum guide. C. Visiting the gallery.

请听第8段材料，回答10至12题。

10. What happened to the woman?

A. The lights went off. B. She lost her way. C. She saw a dead man.

11. What did the woman take with her?

A. A torch. B. A lighter. C. Some matches.

12. How does the man feel about the writing on the wall?

A. Interesting. B. Mysterious. C. Horrible.

请听第9段材料，回答13至16题。

13. What are they doing?

A. Discussing a lady. B. Practicing a play. C. Having an interview.

14. Who does the woman act in the play?

A. A dream chaser. B. A trouble maker. C. A poor worker.

15. What day is it today?

A. It’s Thursday. B. It’s Friday.

C. It’s Sunday.

16. What does the woman want to do after this play?

A. Act in more films. B. Direct some films.

C. Watch some films.

请听第10段材料，回答17至20题。

17. When is the speaker talking?

A. In the morning. B. In the afternoon. C. In the evening.

18. What is exhibited in the museum?

A. Western American history.

B. Western African history.

C. Western Chinese history.

19. What will the tourist do first?

A. Enjoy the works of art. B. See a short film.

C. Watch a monument.

20. Where did the route start from?

A. The Unknown lands. B. The Great Plains. C. The mountains.

第二部分：阅读理解（共两节，20小题，每小题2分，共计40分）

　第一节：　阅读下面的短文，从每题所给的四个选项中，选出最佳答案。

A

When I was 11, I threw a glance into Dad’s lunch box and made the unexpected discovery that my mother still showed her love towards my father. The evidence, a napkin resting on top of the sandwiches packed in wax paper, was certain “Love you!” she had written on the napkin. “ Meat loaf for supper!”

Mom penned all kinds of messages to Dad on those paper napkins, and he saved a whole pile of them. What embarrassed me as a kid has become a precious memory of my parents.

It also started my own brand of lunch box notes. When my kids were young, I’d glue little drawings on their lunches. Lots of sketches(素描) of our dog, Max, along with smiling flowers. When they were teenagers, I’d copy words of wisdom from great people, Einstein, for example, or Bruce Springsteen. Then, my kids grew up making their own handwritten notes. And my husband writes me love notes on recycled paper, because he’s all about being green.

Friends who know about my lunch box notes eagerly share stories of their own family traditions. So many focus on food. Maura’s mom always drew hearts on the shells of hard-boiled eggs. Melinda wrote messages on her kids’ bananas.

We’re into the third generation of lunch box notes in our home. Whenever my 3-year-old grandson, Clayton, spends the night, he knows his lunch is going to have a napkin note from Grandma in the morning. Last week, I drew a picture of me, waving widely and shouting his name. He took one look at it and screamed, “ Where’s Grandpa?” I added a man in a clean shirt. “ You forgot his tie,” he said. I quickly drew a line of stripes(条纹) down the front of the shirt. Clayton smiled. “Grandpa,” he whispered, running his fingers across the napkin. “ It’s you!”

21 When the author first saw Dad’s lunch box notes, she felt________

A moved B nervous C proud D awkward

22 What did the author put in the lunch boxes when her kids were in their teens?

A Words of love B Pictures of flowers

C Famous words of wisdom D Drawings of their favorite animals

23 It can be inferred that__________

A the author’s husband is an environmentalist

B the author’s children dislike making lunch box notes

C the author’s grandson likes drawing pictures on napkins

D the author’s friends all had their brand f lunch box notes

24 What’s the best title for the text?

A Old generation’s way of expressing love B Different brands of lunch box notes

C Some interesting family traditions D Lunches packed with love

B

When Haben Girma was in college at Lewis & Clark, she had to solve a problem that few other students have faced. As a deaf-blind student with very limited sight and hearing, she had a hard time figuring out the food stations in her school’s cafeteria.

As she explained in a speech on Jan.16,2012, at the Perkins School for the Blind, She came up with a plan that she would be emailed the menu each day for each station and could pick her destination accordingly, instead of just taking whatever was put on her plate. But the cafeteria sent the email only about half the time. When she wrote to the cafeteria manager to complain, he responded, as she described in her speech, “that they were very busy , that they were doing me a big favor, and that I should stop complaining and be more appreciative.”

At that point, Girma turned to the law: “I explained that Title III of the Americans with Disabilities Act (ADA) requires business to make reasonable accommodations for persons with disabilities; if the cafeteria refused to do this, I would sue(起诉).” The manager found her during mealtime the next day and apologized, and from then on she received the menus each day.

Girma ‘s parents and teachers taught her from an early age that her life need not be limited by her disabilities and that each problem had a solution. At her local public school in Oakland, Calif, She learned sign language and Braille. She tried rock climbing, skiing, biking and dance. Yet her parents initially hesitated when, during high school, Girma told them she wanted to volunteer in Mali with a group building schools. “I was 15 and I was traveling outside the country without family,” she says. “And it was amazing. It really helped develop my confidence. If I can go build a school in West Africa, I can go to law school.” Girma is right because she is now a student in Harvard Law School.

25. What does the underline word “they ” in paragraph 2 refer to ?

A. Girma’s teachers B. Girma’s classmates

C. Disabled students like Girma.

D. The staff in the school cafeteria.

26. Girma got the menus as required soon after ________ .

A. She put forward the plan

B. She visited the cafeteria manager

C. She declared that she would sue the cafeteria

D. She wrote to the cafeteria manager to complain

27. Through the volunteer experience in Mali, Girma ______ .

A. became more confident B. developed an interest in law

C. realized the importance of traveling

D. was determined to build more schools

28. What can we learn from Girma?

A. Never complain.

D. The customer is always right.

C. Actions speak louder than words.

D. God help those who help themselves. 

C

How long has 3-D technology been around? Most of us might think of crowds of teenagers in a 1950’s movie house watching Bwana Devil in 3-D. But 3-D technology made its first appearance on the scene in 1838 with the first stereoscope(体视镜). And the first actual 3-D movie was a 1903 film called Le Ariveed’un Train.

Although it has such a long history, the technology has still remained based on one simple principle-----to make 3-D effects you must find a way to project two slightly different pictures to each eye. Modern 3-D technology works by rapidly flickering(闪动) two versions of the movie and projecting them onto each eye. The brain does the rest of the work, combining the two pictures together into one and giving the show the appearance of depth, the third dimension.

But does this exposure, especially long exposures, cause harm to the child’s developing brain and visual system? Unfortunately, long-term studies on new flicker digital 3-D technology and children aren’t yet available. We do not know if regular or daily 3-D viewing over years affects the developing visual system, although older 3-D methods basically do the same thing and are not considered harmful.

The question of possible harm in modern 3-D use in TV is really based on two facts: the amount of time children will now be watching 3-D TV each day and the sensitivity some children show in reaction to 3-D viewing. It is difficult to make actual lab studies of longer term 3-D viewing in children because of the possible harm of the experiment. Researchers will have to wait until 3-D TV technology is already in the marketplace for a number of years, then check heavy 3-D TV watchers and compare them with non-watchers.

With a 3-D television technology in the home, we will soon be able to answer the question of whether or not longer and more frequent periods of 3-D exposure cause more changes in the visual system. We may find that the bigger problem is the introduction of a new technology that leads to even more time spent on TV rather than playing outdoors.

29. According to the text, 3-D technology ______

A. was refused by people when it first appeared. B. will soon change the way we watch TV.

C. does no good to our visual system. D. has a history of nearly 200 years.

30. Paragraph 2 is mainly abou