Test 1

大学英语三级考试必读听力技巧精讲及模拟练习Model Test 1Short ConversationsDirections: In this section, you will hear 10 short conversations. At the end of each conversation, a question will be asked about what was said. Both the conversation and the question will be spoken only once. Listen carefully and choose the best answer to each question you hear.1. A. 10:00 B. 11:00 C. 12:00 D. 11:302. A. They like each other very much.B. They had a misunderstanding many years ago.C. They’ve never learned how to express their feelings.D. They’ve been angry with each other for a long time.3. A. At a book store. B. At a treavel agency.C. In the library.D. In the hospital.4. A. Husband and wife. B. Brother and sister.C. Neighbors.D. Client and lawyer.5. A. He has found a lot of differences between the two countries.B. There aren’t many differences between the two countries.C. He doesn’t want to answer the woman’s question.D. He finds it difficult to think about this.6. A. 4. B. 6. C. 8. D. 10.7. A. Husband and wife. B. Teacher and student.C. Manager and secretary.D. Boyfriend and girlfriend.8.. A. Belinda is very tired.B. She’ll send Belinda away.C. Belinda will be late.D. Belinda doesn’t know the way.9. A. He is not going to graduate.B. He’ll visit his teacher that day.C. He won’t be able to come.D. He has a week to do the work.10. A. The woman can get her money back.B. The woman can’t get her money back.C. The woman can get another product of the same value.D. The woman can exchange her product for another.PassagesDirections: In t his section, you will hear three short passages. At the end of each passage, you will hear some questions. The passage will be read twice. Listen carefully and choose the best answerto each of the following questions you hear.Passage 1.11. A. Managers both give and take orders.B. Magagers are free to do what they want.C. Managers are the ones who gives all the orders.D. Managers decide on the goals of the company.12. A. Kick the ball.B. Cause the problem.C. Get results.D. Make a profit.13. A. To get a high pay.B. To make the decision.C. To follow the orders.D. To become coordinator.Passage 2.14. A. She robbed the shop by using a knife.B. She threatened the shop assistant.C. She was armed with a shot gun.D. She was a little woman.15. A. They found some witnessesB. They asked the witness some questions.C. They appealed for the robber.D. They took the assistant around pubs to try to find the robber.16. A. $113.B. $130.C. $230.D. $213.Passage 317. A. They have no effect on people’s intelligence.B. They have some effect on clever people’s intelligence.C. They have definite effect on people’s intelligence.D. They have no effect on some people’s intelligence.18. A. fall and winter.B. Spring and summer.C. Spring and fall.D. Winter and summer.19. A. Because all nature, including man, is growing then.B. Because it is neither too warm nor too cold.C. Because it is the first season in a year.D. Because it lasts longer than the other seasons.20. A. Weather and Intelligence.B. A New Finding.C. Mental Activities.D. The Best Season.Tapescript:Short conversations:Directions: In this section, you will hear 10 short conversations. At the end of each conversation, a question will be asked about what was said. Both the conversation and the question will be spoken only once. Listen carefully and choose the best answer to each question you hear.1. M: Sorry, I'm late. Have you been waiting long?W: Of course, I have. We arranged to meet at 10:00 and it's almost one hour later.Q: What's the time now?2. W: I don't think Mark particularly likes his sister.M: There have been hard feelings between them for years.Q: What does the man say about Mark and his sister?3. M: How long can I keep these out?W: One month. Then you'll be fined for each day. They're overdue.Q: Where does this conversation probably take place?4. W: What's your opinion, Mr. Smith? Do you think it is wise to take the case to court?M: Well, it would be better to settle this out of court.Q: What is the probable relationship between the two speakers?5. W: Have you noticed a lot of differences between your country and ours?M: Well, that's a difficult question but I can think of a few.Q: What does the man mean?6. M: This cake was cut into four squares.W: Let's cut them in half, so that each person can have one.Q: How many people will have the cake?7. W: I certainly enjoyed meeting your parents. I hope they liked me.M: Don't worry. My parents would approve of any girl I like.Q: What is the probable relationship between the man and the woman?8. M: Do you think Belinda will get there on time?W: No way!Q: What does the woman mean?9. M: Gene insists on his coming to my graduation.W: But he has to work that day, doesn't he?Q: What does the woman imply about Gene?10. W: This product is useless. It doesn't work and I would like to get my money back.M: Sorry, madam. There's no refund for this product.Q: What does the man mean?Directions: In this section, you will hear three short passages. At the end of each passage, you willhear some questions. The passage will be read twice. Listen carefully and choose the best answer to each of the following questions you hear.Passage 1What does it mean to be a manager? The first thought that comes to mind might be that a manager gives orders and tells other people what to do. But that isn't the whole story. In fact, managers have to take orders as much as anyone else. Every business has goals and objectives. The manager is told to reach these goals and objectives. Sometimes they are given freedom to achieve the goals; other times they are told how to achieve them. A manager has to look ahead and see if there are any problems that might come along. A manager also has to control. Control in management means to make sure that the business is reaching the goal. Managers are expected to get results of one sort or another, in one way or another, but they get results through people. The manager of a football team never kicks the ball, but he is expected to get the best out of the players. He also has to make sure that the team works well together. This happens in every kind of business and is called coordination.Questions 11 to 13 are based on the passage you have just heard.11. Which of the following is true according to the passage?12. What are managers expected to do?13. What is important for workers in every business?Passage 2A little woman armed with a knife robbed a shop after threatening the assistant. The woman walked into the shop at 23:40 and pulled out the bread knife from her coat. She forced the young girl assistant to open the money-drawer before robbing the entire day's income. The robbery happened on Sunday night, and police are appealing for witness. The shop owner, Mr. Green said: “It is unbelievable. It has never happened before in the 27 years I have been in business.” Police took the assistant around pubs in the town after the robbery to try to find the robber, but without result. Mr. Green said the day's income was taken away. It might have been $230.Questions 14 to 16 are based on the passage you have just heard.14. Which of the following statements is wrong about the robber?15. What did the police do after the robbery?16. How much money was robbed?Passage 3If you are like most people, your intelligence varies from season to season. A noted scientist, Ellsworth Huntington, concluded that climate and temperature have a definite effect on our mental abilities. He found that cool weather is much more favorable for creative thinking. This doesn't mean that all people are less intelligent in summer. It does mean, however, that the mental abilities of large numbers of people tend to be the lowest in summer. Spring appears to be the best period of the year for thinking. One reason may be that in spring man's mental abilities are affected by the same factors that bring about great changes in all nature. Fall is the next-best season, then winter. As for summer, it seems to be a good time to take a long vacation from thinking! Questions 17 to 20 are based on the passage you have just heard.17. What did Ellsworth Huntington say about “climate and temperature”?18. What are the best seasons for thinking?19. Why is spring the best season for thinking?20. What's the best title for the passage?。

《大学英语B》模拟试卷Test 1第一部分：交际用语(共5小题；每小题3分，满分15分)此部分共有5个未完成的对话，针对每个对话中未完成的部分有4个选项，请从A、B、C、D四个选项中选出可以填入空白处的最佳选项。

1. ---How are you, Bob?---_______A. How are you?B. I’m fine. Thank you.C. How do you do?D. Nice to meet you.---你好吗，鲍勃？---我很好。

谢谢。

2. ---Thank you for your help.---_________A. My pleasure.B. Never mindC. Quite right.D. Don’t thank me.---谢谢你的帮忙。

---我很荣幸。

3. ---Hello, I’m Harry Potter.---Hello, my name is Charles Green, but _______.A. call my Charles.B. call me at Charles.C. call me Charles.D. call Charles me.---你好，我是哈里·波特。

---你好，我是查理·格林，你可以叫我查理。

4. ---Paul, _______?---Oh, that’s my father! And beside him, my mother.A. What is the person over thereB. Who’s talking over thereC. What are they doingD. Which is that---保罗，那边在说话的人是谁？---哦，那是我的爸爸，在他旁边的是我妈妈。

5. ---Hi, Tom, how is everything with you?--- _______, and how are you?A. Don’t mention it.B. Hm, not too bad.C. Thanks.D. Pretty fast.---你好，汤姆，近来都好吗？---还不错，你呢?第二部分：阅读理解(共10小题；每小题3分，满分30分)此部分共有2篇短文，每篇短文后有5个问题。

剑桥雅思13 test 1小作文In today's interconnected world, the importance of language proficiency cannot be overstated. One of the most widely recognized language proficiency tests is the IELTS (International English Language Testing System), with the Cambridge IELTS series being a popular choice for test preparation. In this essay, we will delve into the significance of the Cambridge IELTS 13 test 1 writing task, exploring its historical background, various perspectives, case studies, benefits, drawbacks, and future implications.The Cambridge IELTS 13 test 1 writing task is a crucial component of the exam, designed to assess a candidate's ability to communicate effectively in written English. It consists of two tasks: Task 1, which requires candidates to describe visual information such as graphs, charts, or diagrams, and Task 2, which involves writing an essay on a given topic. This writing task is essential as it evaluates a candidate's writing skills, including coherence, cohesion, lexical resource, and grammatical accuracy.Historically, the IELTS test has evolved over the years to meet the changing needs of English language learners and institutions worldwide. The Cambridge IELTS series, in particular, has been instrumental in providing authentic practice materials for test takers, helping them familiarize themselves with the format and expectations of the exam. The writing task in Cambridge IELTS 13 test 1 continues this tradition by offering candidates the opportunity to demonstrate their ability to organize ideas, present arguments, and use language effectively.When it comes to different perspectives on the Cambridge IELTS 13 test 1 writing task, opinions may vary. Some candidates may find the task challenging due to the time constraints and the complexity of the topics provided. Others may see it as an opportunity to showcase their writing skills and impress examiners. Educators and test preparation experts may emphasize the importance of practice and preparation in achieving success in this task.To illustrate the key points of the Cambridge IELTS 13 test 1 writing task,let's consider a case study of a candidate who successfully tackled the task. Sarah, a non-native English speaker, dedicated several weeks to practicing writing essays and analyzing sample responses. She focused on improving her vocabulary, sentence structure, and coherence. On the day of the exam, Sarah felt confident and managed to complete both tasks within the allotted time. Her hard work paid off, as she achieved a high score in the writing section.In evaluating the Cambridge IELTS 13 test 1 writing task, it is essential to consider its benefits and drawbacks. On the positive side, the task allows candidates to demonstrate their proficiency in written English, which is a valuable skill in academic and professional settings. It also encourages critical thinking and creativity, as candidates are required to analyze information and formulate arguments. However, some candidates may find the task stressful and challenging, especially if they struggle with time management or lack confidence in their writing abilities.Looking ahead, the Cambridge IELTS 13 test 1 writing task will continue to play a significant role in assessing candidates' language proficiency. As English language learning becomes increasingly important in a globalized world, theability to communicate effectively in written English will be a valuable asset. To succeed in this task, candidates should focus on developing their writing skills through practice, feedback, and continuous improvement.In conclusion, the Cambridge IELTS 13 test 1 writing task is a critical component of the exam, designed to evaluate candidates' ability to communicate effectively in written English. By understanding its historical background, various perspectives, case studies, benefits, drawbacks, and future implications, candidates can better prepare for this task and improve their chances of success. Through dedicated practice and perseverance, candidates can enhance their writing skills and achieve their desired scores in the IELTS exam.。

剑桥雅思真题9-阅读Test 1（附答案）Reading Passage 1You should spend about 20 minutes on QUESTIONS 1-13 which are based on Reading Passage 1 below.William Henry PerkinThe man who invented synthetic dyesWilliam Henry Perkin was born on March 12, 1838, in London, England. As a boy, Perkin's curiosity prompted early interests in the arts, sciences, photography, and engineering. But it was a chance stumbling upon a run-down, yet functional, laboratory in his late grandfather's home that solidified the young man's enthusiasm for chemistry.As a student at the City of London School, Perkin became immersed in the study of chemistry. His talent and devotion to the subject were perceived by his teacher, Thomas Hall, who encouraged him to attend a series of lectures given by the eminent scientist Michael Faraday at the Royal Institution. Those speeches fired the young chemist's enthusiasm further, and he later went on to attend the Royal College of Chemistry, which he succeeded in entering in 1853, at the age of 15.At the time of Perkin's enrolment, the Royal College of Chemistry was headed by the noted German chemist August Wilhelm Hofmann. Perkin's scientific gifts soon caught Hofmann's attention and within two years, he became Hofmann's youngest assistant. Not long after that, Perkin made the scientific breakthrough that would bring him both fame and fortune.At the time, quinine was the only viable medical treatment for malaria. The drug is derived from the bark of the cinchona tree, native to South America, and by 1856 demand for the drug was surpassing the available supply. Thus, when Hofmann made some passing comments about the desirability of a synthetic substitute for quinine, it was unsurprising that his star pupil was moved to take up the challenge.During his vacation in 1856, Perkin spent his time in the laboratory on the top floor of his family's house. He was attempting to manufacture quinine from aniline, an inexpensive and readily available coal tar waste product. Despite his best efforts, however, he did not end up with quinine. Instead, he produced a mysterious dark sludge. Luckily, Perkin's scientific training and nature prompted him to investigate the substance further. Incorporating potassium dichromate and alcohol into the aniline at various stages of the experimental process, he finally produced a deep purple solution. And, proving the truth of the famous scientist Louis Pasteur's words 'chance favours only theprepared mind’. Perkin saw the potential of his unexpected find.Historically, textile dyes were made from such natural sources as plants and animal excretions. Some of these, such as the glandular mucus of snails, were difficult to obtain and outrageously expensive. Indeed, the purple colour extracted from a snail was once so costly that in society at the time only the rich could afford it. Further, natural dyes tended to be muddy in hue and fade quickly. It was against this backdrop that Perkin's discovery was made.Perkin quickly grasped that his purple solution could be used to colour fabric, thus making it the world's first synthetic dye. Realising the importance of this breakthrough, he lost no time in patenting it. but perhaps the most fascinating of all Perkin's reactions to his find was his nearly instant recognition that the new dye had commercial possibilities.Perkin originally named his dye Tyrian Purple, but it later became commonly known as mauve (from the French for the plant used to make the colour violet). He asked advice of Scottish dye works owner Robert Pullar, who assured him that manufacturing the dye would be well worth it if the colour remained fast (i.e. would not fade) and the cost was relatively low. So, over the fierce objections of his mentor Hofmann, he left college to give birth to the modern chemical industry. With the help of his father and brother, Perkin set up a factory not far from London. Utilising the cheap and plentiful coal tar that was an almost unlimited byproduct of London's gas street lighting, the dye works began producing the world's first synthetically dyed material in 1857. The company received a commercial boost from the Empress Eugenie of France, when she decided the new colour flattered her. Very soon, mauve was the necessary shade for all the fashionable ladies in that country. Not to be outdone, England's Queen Victoria also appeared in public wearing a mauve gown, thus making it all the rage in England as well. The dye was bold and fast, and the public clamoured for more. Perkin went back to the drawing board.Although Perkin's fame was achieved and fortune assured by his first discovery, the chemist continued his research. Among other dyes he developed and introduced were aniline red (1859) and aniline black (1863) and, in the late 1860s, Perkin's green. It is important to note that Perkin's synthetic dye discoveries had outcomes far beyond the merely decorative. The dyes also became vital to medical research in many ways. For instance, they were used to slain previously invisible microbes and bacteria, allowing researchers to identify such bacilli as tuberculosis, cholera, and anthrax. Artificial dyes continue to play a crucial role today. And, in what would have been particularly pleasing to Perkin, their current use is in the search for a vaccine against malaria. Question 1-7Do the following statements agree with the information given in Reading Passage 1?In boxes 1-7 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1. Michael Faraday was the first person to recognise Perkin's ability as a student of chemistry.2. Michael Faraday suggested Perkin should enrol in the Royal College of Chemistry.3. Perkin employed August Wilhelm Hofmann as his assistant.4. Perkin was still young when he made the discovery that made him rich and famous.5. The trees from which quinine is derived grow only in South America.6. Perkin hoped to manufacture a drug from a coal tar waste product.7. Perkin was inspired by the discoveries of the famous scientist Louis Pasteur.Question 8-13Answer the questions below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 8-13 on your answer sheet.8 Before Perkin's discovery, with what group in society was the colour purple associated?9 What potential did Perkin immediately understand that his new dye had?10 What was the name finally used to refer to the first colour Perkin invented?11 What was the name of the person Perkin consulted before setting up his own dye works?12 In what country did Perkin's newly invented colour first become fashionable?13 According to the passage, which disease is now being targeted by researchers using synthetic dyes?Reading Passage 2You should spend about 20 minutes on QUESTIONS 14-26 which are based on Reading Passage 2 below.Is there anybody out there?The search for extra-terrestrial intelligencesThe question of whether we are alone in the Universe has haunted humanity for centuries, but we may now stand poised on the brink of the answer to that question, as we search for radio signals from other intelligent; civilisations. This search, often known by the acronym SETI (search for extra-terrestrial intelligence), is a difficult one. Although groups around the world have been searching intermittently for three decades, it is only now that we have reached the level of technology where we can make a determined attempt to search all nearby stars for any sign of life.A The primary reason for the search is basic curiosity -the same curiosity about the natural world that drives all pure science. We want to know whether we are alone in the Universe. We want to know whether life evolves naturally if given the right conditions, or whether there is something very special about the Earth to have fostered the variety of life forms that we see around us on the planet. The simple detection of a radio signal will be sufficient to answer this most basic of all questions. In this sense, SETI is another cog in the machinery of pure science which is continually pushing out the horizon of our knowledge. However, there are other reasons for being interested in whether life exists elsewhere. For example, we have had civilisation on Earth for perhaps only a few thousand years, and the threats of nuclear war and pollution over the last few decades have told us that our survival may be tenuous. Will we last another two thousand years or will we wipe ourselves out? Since the lifetime of a planet like ours is several billion years, we can expect that, if other civilisations do survive in our galaxy, their ages will range from zero to several billion years. Thus any other civilisation that we hear from is likely to be far older, on average, than ourselves. The mere existence of such a civilisation will tell us that long-term survival is possible, and gives us some cause for optimism. It is even possible that the older civilisation may pass on the benefits of their experience in dealing with threats to survival such as nuclear war and global pollution, and other threats that we haven't yet discovered.B In discussing whether we are alone, most SETI scientists adopt two ground rules. First, UFOs (Unidentified Flying Objects) are generally ignored since most scientists don’t consider the evidence for them to be strong enough to bear serious consideration (although it is also important to keep an open mind in case any really convincing evidence emerges in the future). Second, we make a very conservative assumption that we are looking for a life form that is pretty well like us, since if it differs radically from us we may well not recognise it as a life form, quite apart from whether we are able to communicate with it. In other words, the life form we are looking for may well have two green heads and seven fingers, but it will nevertheless resemble us in that it should communicate with its fellows, be interested in the Universe, live on a planet orbiting a star like our Sun. And perhaps most restrictively, have a chemistry, like us, based on carbon and water.C Even when we make these assumptions, our understanding of other life forms is still severely limited. We do not even know, for example, how many stars have planets, and we certain^ do not know how likely it is that life will arise naturally, given the right conditions. However, when we look at the 100 billion stars in our galaxy (the Milky Way), and 100 billion galaxies in the observable Universe, it seems inconceivable that at least one of these planets does not have a life form on it; in fact, the best educated guess we can make, using the little that we do know about the conditions for carbon-based life, leads us to estimate that perhaps one in 100,000 stars might have a life-bearing planet orbiting it. That means that our nearest neighbours are perhaps 100 light years away, which is almost next door in astronomical terms.D An alien civilisation could choose many different ways of sending information across the galaxy, but many of these either require too much energy, or else are severely attenuated while traversing the vast distances across the galaxy. It turns out that, for a given amount of transmitted power, radio waves in the frequency range 1000 to 3000 MHz travel the greatest distance, and so all searches to date have concentrated on looking for radio waves in this frequency range. So far there have been a number of searches by various groups around the world, including Australian searches using the radio telescope at Parkes, New South Wales. Until now there have not been any detections from the few hundred stars which have been searched. The scale of the searches has been increased dramatically since 1992, when the US Congress voted NASA $10 million per year for ten years to conduct a thorough search for extra-terrestrial life. Much of the money in this project is being spent on developing the special hardware needed to search many frequencies at once. The project has two parts. One part is a targeted search using the world's largest radio telescopes, the American-operated telescope in Arecibo, Puerto Rico and the French telescope in Nancy in France. This part of the project is searching the nearest 1000 likely stars with high sensitivity for signals in the frequency range 1000 to 3000 MHz. The other part of the project is an undirected search which is monitoring all of space with a lower sensitivity, using the smaller antennas of NASA's Deep Space Network.E There is considerable debate over how we should react if we detect a signal from an alien civilisation. Everybody agrees that we should not reply immediately. Quite apart from the impracticality of sending a reply over such large distances at short notice, it raises a host of ethical questions that would have to be addressed by the global community before any reply could be sent. Would the human race face the culture shock if faced with 8 superior and much older civilisation? Luckily, there is no urgency about this. The stars being searched are hundreds of light years away, so it takes hundreds of years for their signal to reach us, and a further few hundred years for our reply to reach them. It's not important, then, if there's a delay of a few years, or decades, while the human race debates the question of whether to reply, and perhaps carefully drafts a reply. Question 14-17Reading Passage 2 has five paragraphs, A-E.Choose the correct heading for paragraphs B-E from the list of headings below.Write the correct number, i-vii, in boxes 14-17 on your answer sheet.15 Paragraph C16 Paragraph D17 Paragraph EQuestion 18-20Answer the questions below.Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 18-20 on your answer sheet.18What is the life expectancy of Earth?19What kind of signals from other intelligent civilisations are SETI scientists searching for?20How many stars are the world's most powerful radio telescopes searching?Question 21-26Do the following statements agree with the views of the writer in Reading Passage 2?In boxes 21-26 on your answer sheet, writeYES if the statement agrees with the views of the writerNO if the statement contradicts the views of the writerNOT GIVEN if it is impossible to say what the writer thinks about this21. Alien civilisations may be able to help the human race to overcome serious problems.22. SETI scientists are trying to find a life form that resembles humans in many ways.23. The Americans and Australians have co-operated on joint research projects.24. So far SETI scientists have picked up radio signals from several stars.25. The NASA project attracted criticism from some members of Congress.26. If a signal from outer space is received, it will be important to respond promptly.Reading Passage 3You should spend about 20 minutes on QUESTIONS 27-40 which are based on Reading Passage 3 below.The history of the tortoiseIf you go back far enough, everything lived in the sea. At various points in evolutionary history, enterprising individuals within many different animal groups moved out onto the land, sometimes even to the most parched deserts, taking their own private seawater with them in blood andcellular fluids. In addition to the reptiles, birds, mammals and insects which we see all around us, other groups that have succeeded out of water include scorpions, snails, crustaceans such as woodlice and land crabs, millipedes and centipedes, spiders and various worms. And we mustn’t forget the plants, without whose prior invasion of the land none of the other migrations could have happened.Moving from water to land involved a major redesign of every aspect of life, including breathing and reproduction. Nevertheless, a good number of thorough going land animals later turned around, abandoned their hard-earned terrestrial re-tooling, and returned to the water again. Seals have only gone part way back. They show us what the intermediates might have been like, on the way to extreme cases such as whales and dugongs. Whales (including the small whales we call dolphins) and dugongs, with their close cousins the manatees, ceased to be land creatures altogether and reverted to the full marine habits of their remote ancestors. They don't even come ashore to breed. They do, however, still breathe air, having never developed anything equivalent to the gills of their earlier marine incarnation. Turtles went back to the sea a very long time ago and, like all vertebrate returnees to the water, they breathe air. However, they are, in one respect, less fully given back to the water than whales or dugongs, for turtles still lay their eggs on beaches. There is evidence that all modern turtles are descended from a terrestrial ancestor which lived before most of the dinosaurs. There are two key fossils called Proganochelys quenstedti and Paiaeockersis talampayensis dating from early dinosaur times, which appear to be close to the ancestry of all modern turtles and tortoises. You might wonder how we can tell whether fossil animals lived on land or in water, especially if only fragments are found. Sometimes it's obvious. Ichthyosaurs were reptilian contemporaries of the dinosaurs, with fins and streamlined bodies. The fossils look like dolphins and they surely lived like dolphins, in the water. With turtles it is a little obvious. One way to tell is by measuring the bones of their forelimbs.Walter Joyce and Jacques Gauthier, at Yale University, obtained three measurements in these particular bones of 71 species of living turtles and tortoises. They used a kind of triangular graph paper to plot the three measurements against one another. All the land tortoise species formed a tight cluster of points in the upper part of the triangle; all the water turtles cluster in the lower part of the triangular graph. There was no overlap, except when they added some species that spend time both in water and on land. Sure enough, these amphibious species show up on the triangular graph approximately half way between the 'wet cluster’ of sea turtle and the 'dry cluster* of land tortoises. The next step was to determine where the fossils fell. The bones of P. quenstedti and P.talampayensis leave us in no doubt their points on the graph are right in the thick of the dry cluster. Both these fossils were dry-land tortoises. They come from the era before our turtles returned to the water.You might think, therefore, that modem land tortoises have probably stayed on land ever since those early terrestrial times, as most mammals did after a few of them went back to the sea. But apparently not. If you draw out the family tree of all modem turtles and tortoises, nearly all the branches are aquatic. Today's land tortoises constitute a single branch, deeply nested among branches consisting of aquatic turtles. This suggests that modem land tortoises have not stayed on land continuously since the time of P. quenstedti and P. talampayensis. Rather, their ancestors were among those who went back to the water, and they then re-emerged back onto the land in (relatively) more recent times.Tortoises therefore represent a remarkable double return. In common with all mammals, reptilesand birds, their remote ancestors were marine fish and before that various more or less worm-like creatures stretching back, still in the sea, to the primeval bacteria. Later ancestors lived on land and stayed there for a very large number of generations. Later ancestors still evolved back into the water and became sea turtles. And finally they returned yet again to the land as tortoises, some of which now live in the driest of deserts.Question 27-30Answer the questions below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 27-30 on your answer sheet.27What had to transfer from sea to land before any animals could migrate?28Which TWO processes are mentioned as those in which animals had to make big changes as they moved onto land?29Which physical feature, possessed by their ancestors, do whales lack?30Which animals might ichthyosaurs have resembled?Question 31-33Do the following statements agree with the information given in Reading Passage 3?In boxes 31-33 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this31. Turtles were among the first group of animals to migrate back to the sea.32. It is always difficult to determine where an animal lived when its fossilised remains are incomplete.33. The habitat of ichthyosaurs can be determined by the appearance of their fossilised remains. Question 34-39Complete the flow-chart below.Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 34-39 on your answer sheet.Method of determining where the ancestors of turtles and tortoises come fromQuestion 40Choose the correct letter, A, B, C or D.Write the correct letter in box 40 on your answer sheet.40. According to the writer, the most significant thing about tortoises is thatA. they are able to adapt to life in extremely dry environments.B. their original life form was a kind of primeval bacteria.C. they have so much in common with sea turtles.D. they have made the transition from sea to land more than once.参考答案1 FALSE2 NOT GIVEN3 FALSE4 TRUE5 NOT GIVEN6 TRUE7 NOT GIVEN8 (the / only) rich9 commercial (possibilities)10 mauve (was/is)11 (Robert) Pullar12 (in) France13 malaria (is)14 iv15 vii16 i17 ii18 several billion years19 radio (waves/signals)20 1000(stars)21 YES22 YES23 NOT GIVEN24 NO25 NOT GIVEN26 NO27 plants28 (IN EITHER ORDER; BOTH REQUIRED FOR ONE MARK) breathing; reproduction29 gills30 dolphins31 NOT GIVEN32 FALSE33 TRUE34 3 measurements35 (triangular) graph36 cluster37 amphibious38 half way39 dry-land tortoises40 D。

大学英语四级考试听力新题型模拟试题一Listening Comprehension (25 minutes) Part IISection ADirections:In this section, you will hear three news reports. At the end of each news report, you will hear two or three questions. Both the news report and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the center.Questions 1 and 2 will be based on the following news item.1.A) In a jewelry shop.B) In the City Mall.C) Near a lorry.D) In a parking lot.2.A) They left the lorry together.B) They left the lorry without hoods.C) They run back to the lorry separately.D) They run back to the lorry without hoods.Questions 3 and 4 will be based on the following news item.3.A) The heart of London was flooded.B) An emergency exercise was conducted.C) 100 people in the suburbs were drowned.D) One of the bridges between north and south London collapsed.4.A) A flood wall was built.B) Rescue teams were formed.C) An alarm system was set up.D) 50 underground stations were made waterproof.Questions 5 and 7 will be based on the following news item.5.A) Through the School of Design and Visual Arts.B) Through the School of Social Work.C) Through the School of Business.D) Through the Arts and Sciences program.6.A) About 20,000 dollars.B) About 27,000 dollars.C) About 38,000 dollars.D) About 50,000 dollars.7.A) Federal ones.B) Private loans.C) Scholarships.D) A monthly payment plan.Section BDirections: In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the center.Conversation OneQuestions 8 to 11 are based on the conversation you have just heard.8.A) Colleagues.B) Instructor and student.C) Neighbors.D) Anchor and guest.9.A) Baby-sitting the children.B) Documenting the children.C) Complaining about the difficulty of living.D) Teaching teenagers.10.A) Sensitive groups.B) Disadvantaged groups.C) Rich groups.D) Complicated groups.11.A) Kids are facing big issues in life.B) Life is moving fast recently.C) Kids can not earn the living.D) Kids are growing up quickly.Conversation TwoQuestions 12 to 15 are based on the conversation you have just heard.12.A) Employer and employee.B) Professor and student.C) Classmates.D) Colleagues.13.A) She appreciates them.B) She thinks they are very interesting.C) She expects to buy some.D) She finds they are high-priced.14.A) She was late for the interview.B) She missed yesterday’s class.C) She lost her part-time job in IKEA.D) She gave up the chance to work in IKEA.15.A) Those who pursue fame and money only.B) Those who dream of owning a flash car.C) Those who are highly-skilled and focus on high-end markets.D) Those who value and abide by the company’s philosophy.Section CDirections:In this section, you will hear 3 short passages. At the end of each passage, you will hear four questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the center.Passage OneQuestions 16 to 18 are based on the passage you have just heard.16.A) The problems of the elderly.B) The employment of graduates.C) The classes for retired people.D) Education programs for adults.17.A) Spending more time with their peers.B) Making as many friends as possible.C) Learning something new.D) Killing time.18.A) The fierce competition in the market.B) The big numbers of retired people.C) The reform of education systemD) The great pressure of work.Questions 19 to 21 are based on the passage you have just heard.19.A) Plants and animals.B) Plants and fungi.C) Plants and human beings.D) Plants and earth.20.A) Plants cannot see.B) Plants are invisible.C) Human beings cannot recognize certain species of plants.D) Plants are damaged rather than protected by human beings.21.A) Plant more crops in the countryside.B) Build more habitat regions for human beings.C) Work out more plant protection and regeneration methods.D) Ensure great advancement in technology and economy.PassageThreeQuestions 22 to 25 are based on the passage you have just heard.22.A) Unconscious biasesB) Mental difference.C) Intelligence difference.D) Physical difference.23.A) 162B) 116C) 126D) 2624.A) Female students like male lectures better than female ones.B) Female students and male students prefer lecturers of their own gender.C) Male students think female lectures are much better than male ones.D) Male students see no difference between male lecturers and female ones.25.A) Legal aspect.B) Economic aspect.D) Social security.。

全国高校网络教育部分公共基础课统一考试用书大学英语（B）模拟试卷 (2010年修订版)Test 1第一部分：交际用语（共5小题；每小题3分，满分10分）此部分共有5个未完成的对话，针对每个对话中未完成的部分有4个选项，请从A、B、C、D 四个选项中选出正确选项。

1．—How are you，Bob?— __________Ted.A．How are you? B．I’m fine．Thank you.C．How do you do? D．Nice to meet you.2．—Thanks for your help.—A．My pleasure．B．Never mind.C．Quite right．D．Don’t thank me.3．—Hello．I’m Harry Potter.—Hello，my name is Charles Green, but ____________.A．call my Charles B．call me at CharlesC．call me Charles D．call Charles me4．—Paul，______?—Oh，that’s my father! And beside him，my mother.A．what is the person over there B．who’s talking over thereC．what are they doing D．which is that5．—Hi, Tom, how’s everything with you?—, and how are you?A．Don’t mention it B．Hmm, not too badC．Thanks D．Pretty fast第二部分：阅读理解（共10小题；每小题3分，满分30分）此部分共有3篇短文，每篇短文后有5个问题。

请从每个问题后面的A、B、C、D四个选项中选出正确选项。

剑桥雅思真题14-阅读Test 1（附答案）READING PASSAGE 1You should spend about 20 minutes on QUESTIONS 1-13 which are based on Reading Passage 1 below.THE IMPORTANCE OF CHILDREN'S PLAYBrick by brick, six-year-old Alice is building a magical kingdom. Imagining fairy-tale turrets and fire-breathing dragons, wicked witches and gallant heroes, she's creating an enchanting world. Although she isn't aware of it, this fantasy is helping her take her first steps towards her capacity for creativity and so it will have important repercussions in her adult life.Minutes later, Alice has abandoned the kingdom in favour of playing schools with her younger brother. When she bosses him around as his 'teacher', she's practising how to regulate her emotions through pretence. Later on, when they tire of this and settle down with a board game, she's learning about the need to follow rules and take turns with a partner.'Play in all its rich variety is one of the highest achievements of the human species,' says Dr David Whitebread from the Faculty of Education at the University of Cambridge, UK. 'It underpins how we develop as intellectual, problem-solving adults and is crucial to our success as a highly adaptable species.'Recognising the importance of play is not new: over two millennia ago, the Greek philosopher Plato extolled its virtues as a means of developing skills for adult life, and ideas about play-based learning have been developing since the 19th century.But we live in changing times, and Whitebread is mindful of a worldwide decline in play, pointing out that over half the people in the world now live in cities. 'The opportunities for free play, which I experienced almost every day of my childhood, are becoming increasingly scarce,' he says. Outdoor play is curtailed by perceptions of risk to do with traffic, as well as parents' increased wish to protect their children from being the victims of crime, and by the emphasis on 'earlier is better' which is leading to greater competition in academic learning and schools.International bodies like the United Nations and the European Union have begun to develop policies concerned with children's right to play, and to consider implications for leisure facilities and educational programmes. But what they often lack is the evidence to base policies on.'The type of play we are interested in is child-initiated, spontaneous and unpredictable - but, as soon as you ask a five-year-old "to play", then you as the researcher have intervened,' explains Dr Sara Baker. 'And we want to know what the long-term impact of play is. It's a real challenge.' Dr Jenny Gibson agrees, pointing out that although some of the steps in the puzzle of how and why play is important have been looked at, there is very little data on the impact it has on the child's later life.Now, thanks to the university's new Centre for Research on Play in Education, Development and Learning (PEDAL), Whitebread, Baker, Gibson and a team of researchers hope to provide evidence on the role played by play in how a child develops.'A strong possibility is that play supports the early development of children's self-control,' explains Baker. 'This is our ability to develop awareness of our own thinking processes -it influences how effectively we go about undertaking challenging activities.'In a study carried out by Baker with toddlers and young pre-schoolers, she found that children with greater self-control solved problems more quickly when exploring an unfamiliarset-up requiring scientific reasoning. 'This sort of evidence makes us think that giving children the chance to play will make them more successful problem-solvers in the long run.' If playful experiences do facilitate this aspect of development, say the researchers, it could be extremely significant for educational practices, because the ability to self-regulate has been shown to be a key predictor of academic performance.Gibson adds: 'Playful behaviour is also an important indicator of healthy social and emotional development. In my previous research, I investigated how observing children at play can give us important clues about their well-being and can even be useful in the diagnosis of neurodevelopmental disorders like autism.'Whitebread's recent research has involved developing a play-based approach to supporting children's writing. 'Many primary school children find writing difficult, but we showed in a previous study that a playful stimulus was far more effective than an instructional one.' Children wrote longer and better structured stories when they first played with dolls representing characters in the story. In the latest study, children first created their story with Lego*, with similar results. 'Many teachers commented that they had always previously had children saying they didn't know what to write about. With the Lego building, however, not a single child said this through the whole year of the project.'Whitebread, who directs PEDAL, trained as a primary school teacher in the early 1970s, when, as he describes, 'the teaching of young children was largely a quiet backwater, untroubled by any serious intellectual debate or controversy.' Now, the landscape is very different, with hotly debated topics such as school starting age.'Somehow the importance of play has been lost in recent decades. It's regarded as something trivial, or even as something negative that contrasts with "work". Let's not lose sight of its benefits, and the fundamental contributions it makes to human achievements in the arts, sciences and technology. Let's make sure children have a rich diet of play experiences.'* Lego: coloured plastic building blocks and other pieces that can be joined together Questions 1-8Complete the notes below.Choose ONE WORD ONLY from the passage for each answer.Do the following statements agree with the information given in Reading Passage 1?In boxes 9-13 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the information,NOT GIVEN if there is no information on this9 Children with good self-control are known to be likely to do well at school later on.10 The way a child plays may provide information about possible medical problems.11 Playing with dolls was found to benefit girls' writing more than boys' writing.12 Children had problems thinking up ideas when they first created the story with Lego.13 People nowadays regard children's play as less significant than they did in the past.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.The growth of bike-sharing schemes around the worldHow Dutch engineer Luud Schimmelpennink helped to devise urban bike-sharing schemesA The original idea for an urban bike-sharing scheme dates back to a summer's day in Amsterdam in 1965. Provo, the organisation that came up with the idea, was a group of Dutch activists who wanted to change society. They believed the scheme, which was known as the Witte Fietsenplan, was an answer to the perceived threats of air pollution and consumerism. In the centre of Amsterdam, they painted a small number of used bikes white. They also distributed leaflets describing the dangers of cars and inviting people to use the white bikes. The bikes were then left unlocked at various locations around the city, to be used by anyone in need of transport.B Luud Schimmelpennink, a Dutch industrial engineer who still lives and cycles in Amsterdam, was heavily involved in the original scheme. He recalls how the scheme succeeded in attracting a great deal of attention - particularly when it came to publicising Provo's aims - but struggled to get off the ground. The police were opposed to Provo's initiatives and almost as soon as the white bikes were distributed around the city, they removed them. However, for Schimmelpennink and for bike-sharing schemes in general, this was just the beginning. 'The first Witte Fietsenplan was just a symbolic thing,' he says. 'We painted a few bikes white, that was all. Things got more serious when I became a member of the Amsterdam city council two years later.'C Schimmelpennink seized this opportunity to present a more elaborate Witte Fietsenplan to the city council. 'My idea was that the municipality of Amsterdam would distribute 10,000 white bikes over the city, for everyone to use,' he explains.' I made serious calculations. It turned out that a white bicycle -per person, per kilometre -would cost the municipality only 10% of what it contributed to public transport per person per kilometre.' Nevertheless, the council unanimously rejected the plan. 'They said that the bicycle belongs to the past. They saw a glorious future for the car,' says Schimmelpennink. But he was not in the least discouraged.D Schimmelpennink never stopped believing in bike-sharing, and in the mid-90s, two Danes asked for his help to set up a system in Copenhagen. The result was the world's first large-scale bike-share programme. It worked on a deposit: 'You dropped a coin in the bike and when you returned it, you got your money back.' After setting up the Danish system, Schimmelpennink decided to try his luck again in the Netherlands -and this time he succeeded in arousing the interest of the Dutch Ministry of Transport. 'Times had changed,' he recalls. 'People had become more environmentally conscious, and the Danish experiment had proved that bike-sharing was areal possibility.' A new Witte Fietsenplan was launched in 1999 in Amsterdam. However, riding a white bike was no longer free; it cost one guilder per trip and payment was made with a chip card developed by the Dutch bank Postbank. Schimmelpennink designed conspicuous, sturdy white bikes locked in special racks which could be opened with the chip card - the plan started with 250 bikes, distributed over five stations.E Theo Molenaar, who was a system designer for the project, worked alongside Schimmelpennink. 'I remember when we were testing the bike racks, he announced that he had already designed better ones. But of course, we had to go through with the ones we had.' The system, however, was prone to vandalism and theft. 'After every weekend there would always be a couple of bikes missing,' Molenaar says. 'I really have no idea what people did with them, because they could instantly be recognised as white bikes.' But the biggest blow came when Postbank decided to abolish the chip card, because it wasn't profitable. 'That chip card was pivotal to the system,' Molenaar says. 'To continue the project we would have needed to set up another system, but the business partner had lost interest.'F Schimmelpennink was disappointed, but - characteristically - not for long. In 2002 he got a call from the French advertising corporation JC Decaux, who wanted to set up his bike-sharing scheme in Vienna. 'That went really well. After Vienna, they set up a system in Lyon. Then in 2007, Paris followed. That was a decisive moment in the history of bike-sharing.' The huge and unexpected success of the Parisian bike-sharing programme, which now boasts more than 20,000 bicycles, inspired cities all over the world to set up their own schemes, all modelled on Schimmelpennink's. 'It's wonderful that this happened,' he says. 'But financially I didn't really benefit from it, because I never filed for a patent.'G In Amsterdam today 38% of all trips are made by bike and, along with Copenhagen, it is regarded as one of the two most cycle-friendly capitals in the world -but the city never got another Witte Fietsenplan. Molenaar believes this may be because everybody in Amsterdam already has a bike. Schimmelpennink, however, cannot see that this changes Amsterdam's need for a bike-sharing scheme. 'People who travel on the underground don't carry their bikes around. But often they need additional transport to reach their final destination.' Although he thinks it is strange that a city like Amsterdam does not have a successful bike-sharing scheme, he is optimistic about the future. 'In the '60s we didn't stand a chance because people were prepared to give their lives to keep cars in the city. But that mentality has totally changed. Today everybody longs for cities that are not dominated by cars.'Questions 14-18Reading Passage 2 has seven paragraphs, A-G.Which paragraph contains the following information?Write the correct letter, A-G, in boxes 14-18 on your answer sheet.NB You may use any letter more than once.14 a description of how people misused a bike-sharing scheme15 an explanation of why a proposed bike-sharing scheme was turned down16 a reference to a person being unable to profit from their work17 an explanation of the potential savings a bike-sharing scheme would bring18 a reference to the problems a bike-sharing scheme was intended to solveQuestions 19 and 20Choose TWO letters, A-E.Write the correct letters in boxes 19 and 20 on your answer sheet.Which TWO of the following statements are made in the text about the Amsterdam bike-sharing scheme of 1999?A It was initially opposed by a government department.B It failed when a partner in the scheme withdrew support.C It aimed to be more successful than the Copenhagen scheme.D It was made possible by a change in people's attitudes.E It attracted interest from a range of bike designers.Questions 21 and 22Choose TWO letters, A-E.Write the correct letters in boxes 21 and 22 on your answer sheet.Which TWO of the following statements are made in the text about Amsterdam today?A The majority of residents would like to prevent all cars from entering the city.B There is little likelihood of the city having another bike-sharing scheme.C More trips in the city are made by bike than by any other form of transport.D A bike-sharing scheme would benefit residents who use public transport.E The city has a reputation as a place that welcomes cyclists.Questions 23-26Complete the summary below.Choose ONE WORD ONLY from the passage for each answer.Write your answers in boxes 23-26 on your answer sheet.The first urban bike-sharing schemeThe first bike-sharing scheme was the idea of the Dutch group Provo. The people who belonged to this group were 23 ________ . They were concerned about damage to the environment and about 24 ________, and believed that the bike-sharing scheme would draw attention to these issues. As well as painting some bikes white, they handed out 25 ________ that condemned the use of cars.However, the scheme was not a great success: almost as quickly as Provo left the bikes around the city, the 26 ________ took them away. According to Schimmelpennink, the scheme was intended to be symbolic. The idea was to get people thinking about the issues.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.Motivational factors and the hospitality industryA critical ingredient in the success of hotels is developing and maintaining superior performance from their employees. How is that accomplished? What Human Resource Management (HRM) practices should organizations invest in to acquire and retain great employees?Some hotels aim to provide superior working conditions for their employees. The idea originated from workplaces -usually in the non-service sector -that emphasized fun and enjoyment as part of work-life balance. By contrast, the service sector, and more specifically hotels, has traditionally not extended these practices to address basic employee needs, such as good working conditions.Pfeffer (1994) emphasizes that in order to succeed in a global business environment,organizations must make investment in Human Resource Management (HRM) to allow them to acquire employees who possess better skills and capabilities than their competitors. This investment will be to their competitive advantage. Despite this recognition of the importance of employee development, the hospitality industry has historically been dominated by underdeveloped HR practices (Lucas, 2002).Lucas also points out that 'the substance of HRM practices does not appear to be designed to foster constructive relations with employees or to represent a managerial approach that enables developing and drawing out the full potential of people, even though employees may be broadly satisfied with many aspects of their work' (Lucas, 2002). In addition, or maybe as a result, high employee turnover has been a recurring problem throughout the hospitality industry. Among the many cited reasons are low compensation, inadequate benefits, poor working conditions and compromised employee morale and attitudes (Maroudas et al., 2008).Ng and Sorensen (2008) demonstrated that when managers provide recognition to employees, motivate employees to work together, and remove obstacles preventing effective performance, employees feel more obligated to stay with the company. This was succinctly summarized by Michel et al. (2013): '[P]roviding support to employees gives them the confidence to perform their jobs better and the motivation to stay with the organization.' Hospitality organizations can therefore enhance employee motivation and retention through the development and improvement of their working conditions. These conditions are inherently linked to the working environment.While it seems likely that employees' reactions to their job characteristics could be affected by a predisposition to view their work environment negatively, no evidence exists to support this hypothesis (Spector et al., 2000). However, given the opportunity, many people will find something to complain about in relation to their workplace (Poulston, 2009). There is a strong link between the perceptions of employees and particular factors of their work environment that are separate from the work itself, including company policies, salary and vacations.Such conditions are particularly troubling for the luxury hotel market, where high-quality service, requiring a sophisticated approach to HRM, is recognized as a critical source of competitive advantage (Maroudas et al., 2008). In a real sense, the services of hotel employees represent their industry (Schneider and Bowen, 1993). This representation has commonly been limited to guest experiences. This suggests that there has been a dichotomy between the guest environment provided in luxury hotels and the working conditions of their employees.It is therefore essential for hotel management to develop HRM practices that enable them to inspire and retain competent employees. This requires an understanding of what motivates employees at different levels of management and different stages of their careers (Enz and Siguaw, 2000). This implies that it is beneficial for hotel managers to understand what practices are most favorable to increase employee satisfaction and retention.Herzberg (1966) proposes that people have two major types of needs, the first being extrinsic motivation factors relating to the context in which work is performed, rather than the work itself. These include working conditions and job security. When these factors are unfavorable, job dissatisfaction may result. Significantly, though, just fulfilling these needs does not result in satisfaction, but only in the reduction of dissatisfaction (Maroudas et al., 2008).Employees also have intrinsic motivation needs or motivators, which include such factors as achievement and recognition. Unlike extrinsic factors, motivator factors may ideally result in job satisfaction (Maroudas et al., 2008). Herzberg's (1966) theory discusses the need for a 'balance' ofthese two types of needs.The impact of fun as a motivating factor at work has also been explored. For example, Tews, Michel and Stafford (2013) conducted a study focusing on staff from a chain of themed restaurants in the United States. It was found that fun activities had a favorable impact on performance and manager support for fun had a favorable impact in reducing turnover. Their findings support the view that fun may indeed have a beneficial effect, but the framing of that fun must be carefully aligned with both organizational goals and employee characteristics. 'Managers must learn how to achieve the delicate balance of allowing employees the freedom to enjoy themselves at work while simultaneously maintaining high levels of performance' (Tews et al., 2013).Deery (2008) has recommended several actions that can be adopted at the organizational level to retain good staff as well as assist in balancing work and family life. Those particularly appropriate to the hospitality industry include allowing adequate breaks during the working day, staff functions that involve families, and providing health and well-being opportunities. Questions 27-31Look at the following statements (Questions 27-31) and the fist of researchers below.Match each statement with the correct researcher, A-F.Write the correct letter, A-F, in boxes 27-31 on your answer sheet.NB You may use any letter more than once.27 Hotel managers need to know what would encourage good staff to remain.28 The actions of managers may make staff feel they shouldn't move to a different employer.29 Little is done in the hospitality industry to help workers improve their skills.30 Staff are less likely to change jobs if co-operation is encouraged.Questions 32-35Do the following statements agree with the claims of the writer in Reading Passage 3?In boxes 32-35 on your answer sheet, writeYES if the statement agrees with the claims of the writerNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this32 One reason for high staff turnover in the hospitality industry is poor morale.33 Research has shown that staff have a tendency to dislike their workplace.34 An improvement in working conditions and job security makes staff satisfied with theirjobs.35 Staff should be allowed to choose when they take breaks during the working day. Questions 36-40Complete the summary below.Choose ONE WORD ONLY from the passage for each answer.Write your answers in boxes 36-40 on your answer sheet.Fun at workTews, Michel and Stafford carried out research on staff in an American chain of 36 ________.They discovered that activities designed for staff to have fun improved their 37 ________, and that management involvement led to lower staff 38 ________. They also found that the activities needed to fit with both the company's 39 ________ and the 40 ________ of the staff. A balance was required between a degree of freedom and maintaining work standards.参考答案1 creativity2 rules3 cities4&5 IN EITHER ORDERtrafficcrime6 competition7 evidence8 life9 TRUE10 TRUE11 NOT GIVEN12 FALSE13 TRUE14 E15 C16 F17 C18 A19&20 IN EITHER ORDERBD21&22 IN EITHER ORDERDE23 activists24 consumerism25 leaflets26 police27 E28 D29 B30 D31 C32 YES33 NO34 NO35 NOT GIVEN36 restaurants37 performance38 turnover39 goals40 characteristics。