第I卷

第一部分 阅读理解 (共两节，满分58分)

(共9小题；每小题2分，满分18分)

阅读下列短文，从每题所给的四个选项(A、B、C和D)中，选出最佳选项，并在答题卡上将该项涂黑。

A

Guide to Stockholm University Library

Our library offers different types of studying places and provides a good studying environment.

Zones

The library is divided into different zones. The upper floor is a quiet zone with over a thousand places for silent reading, and places where you can sit and work with your own computer. The reading places consist mostly of tables and chairs. The ground floor is the zone where you can talk. Here you can find sofas and armchairs for group work.

Computers

You can use your own computer to connect to the wi-fi specially prepared for notebook computers, you can also use library computers, which contain the most commonly used applications, such as Microsoft Office. They are situated in the area known as the Experimental Field on the ground floor.

Group-study places

If you want to discuss freely without disturbing others, you can book a study room or sit at a table on the ground floor. Some study rooms are for 2-3 people and others can hold up to 6-8 people. All rooms are marked on the library maps.

There are 40 group-study rooms that must be booked via the website. To book, you need an active University account and a valid University card. You can use a room three hours per day, nine hours at most per week.

Storage of Study Material

The library has lockers for students to store course literature. When you have obtained at least 40 credits(学分), you may rent a locker and pay 400 SEK for a year’s rental period.

Rules to be Followed

Mobile phone conversations are not permitted anywhere in the library. Keep your phone on silent as if you were in a lecture and exit the library if you need to receive calls.

Please note that food and fruit are forbidden in the library, but you are allowed to have drinks and sweets with you.

1. The library’s upper floor is mainly for students to .

A. read in a quiet place

B. have group discussions

C. take comfortable seats

D. get their computers fixed

2. Library computers on the ground floor __________.

A. help students with their field experiments

B. are for those who want to access the wi-fi

C. contain software necessary for schoolwork

D. are mostly used for filling out application forms

3. What condition should be met to book a group-study room?

A. Group must consist of 8 people.

B. One should have an active University account.

C. Three-hour use per day is the minimum.

D. Applicants must mark the room on the map.

4. A student can rent a locker in the library if he ____________.

A. has earned the required credits

B. attends certain course

C. has nowhere to put his books

D. can afford the rental fee

5. What should NOT be brought into the library?

A. Mobile phones. B. Orange juice. C. Candy. D. Sandwiches.

B

When you make a mistake, big or small, cherish it like it’s the most precious thing in the world. Because in some ways, it is.

Most of us feel bad when we make mistakes, beat ourselves up about it, feel like failures, get mad at ourselves.

And that’s only natural: most of us have been taught from a young age that mistakes are bad, that we should try to avoid mistakes. We’ve been scolded when we make mistakes—at home, school and work. Maybe not always, but probably enough times to make feeling bad about mistakes an unconscious reaction.

Yet without mistakes, we could not learn or grow. If you think about it that way, mistakes should be cherished and celebrated for being one of the most amazing things in the world: they make learning possible; they make growth and improvement possible.

By trial and error—trying things, making mistakes, and learning from those mistakes—we have figured out how to make electric light, to paint the ceiling of the Sistine Chapel, to fly.

Mistakes make walking possible for the smallest toddler, make speech possible, make works of genius possible.

Think about how we learn: we don’t just consume information about something and instantly know it or know how to do it. You don’t just read about painting, or writing, or computer programming, or baking, or playing the piano, and know how to do them right away. Instead, you get information about something, from reading or from another person or from observing, then you make mistakes and repeat, making mistakes, learning from those mistakes, until you’ve pretty much learned how to do something. That’s how we learn as babies and toddlers, and how we learn as adults. Mistakes are how we learn to do something new—because if you succeed at something, it’s probably something you already knew how to do. You haven’t really grown much from that success—at most it’s the last step on your journey, not the whole journey. Most of the journey was made up of mistakes, if it’s a good journey.

So if you value learning, if you value growing and improving, then you should value mistakes. They are amazing things that make a world of brilliance possible.

6. Why do most of us feel bad about making mistakes?

A. Because mistakes make us suffer a lot.

B. Because it’s a natural part in our life.

C. Because we’ve been taught so from a young age.

D. Because mistakes have ruined many people’s careers.

7. According to the passage, what is the right attitude to mistakes?

A. We should try to avoid making mistakes.

B. We should owe great inventions mainly to mistakes.

C. We should treat mistakes as good chances to learn.

D. We should make feeling bad about mistakes an unconscious reaction.

8. The underlined word “toddler” in Paragraph 6 probably means .

A. a small child learning to walk B. a kindergarten child learning to draw

C. a primary pupil learning to read D. a school teenager learning to write

9. We can learn from the passage that .

A. most of us can really grow from success

B. growing and improving are based on mistakes

C. we learn to make mistakes by trial and error

D. we read about something and know how to do it right away

第二节 (共5小题；每小题2分，满分10分)

根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。

The first sense is the one in which we read newspapers, magazines, or anything else. ??72?? Such materials may increase our store of information, but they cannot improve our understanding. And clearly we don’t have any difficulty in gaining the new information, for our understanding was equal to them before we started. Otherwise, we would have felt the shock of puzzlement.

The second sense is the one in which we read something that at first we do not completely understand. Here the thing to be read is at the first sight better or higher than the reader. The writer is communicating something that can increase the reader’s understanding. ??73?? Otherwise one person could never learn from another. Here “learning” means understanding more, not remembering more information.

What are the conditions in this kind of reading? First, there is inequality in understanding. ??74?? Besides, his book must convey something he possesses and his potential readers lack. Second, the reader must be able to overcome this inequality in some degree. And he should always try to reach the same level of understanding with the writer. If the equality is approached, success of communication is achieved.

??75?? It is the least demanding and requires the least amount of effort. Everyone who knows how to read can read for entertainment if he wants to. In fact, any book that can be read for understanding or information can probably be read for entertainment as well.

A. Thus, we can employ the word “reading” in two distinct senses.

B. Such communication between unequals must be possible.

C. We can get access to the content of those materials easily.

D. The writer must be “superior” to the reader in understanding.

E. The writer should have a better communicating skill.

F. Besides gaining information and understanding, there’s another goal of reading—entertainment.

G. Reading for entertainment is capable of increasing our understanding for information.

第二部分 英语知识运用

第一节 完形填空（共20小题；每小题1.5分，满分30分）?

阅读下面短文，从短文后各题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。

“Can I see my baby?” the happy new mother asked. When the baby was placed in her arms, she was 10 . The baby had been born without ears. Time 11 that the baby’s hearing was perfect. It was only his 12 that was damaged. When he rushed home from school one day and 13 himself into his mother’s arms, she sighed, 14 that he would have many heartbreaks in his life. He grew up and became a(n) 15 with his classmates. He might 16 have been class president, but for that. The boy’s father 17 with the family physician in secret. “Could 18 be done?” the father asked. “I believed I could 19 on a pair of outer ears, if they could be got.” the doctor answered. So the 20 began for a person who would make such a 21 for a young man. Two years went by. Then the father said, “You are going to the hospital, son. Mother and I have someone who will give the ears you need. 22 it’s a secret,” said the father. The operation was very 23 , and a new person appeared. “But I must know!” he urged his father. “Who 24 so much to me? I could never do enough for him.” “I do not believe you could,” said the father. The secret was 25 for years till he stood with his father over his mother’s coffin(棺材). Slowly and 26 , his father raised his mother’s thick brown hair to 27 that his mother had no outer ears. “Mother said she was 28 she never let her hair be cut,” he whispered gently, “and nobody ever thought she was less 29 , did they?”

10. A. angry B. disappointed C. surprised D. curious

11. A. proved B. seemed C. told D. saw

12. A. figure B. face C. ear D. appearance

13. A. got B. put C. se