新航道

Section 1

Version

Topic

V11123

關(guān)于爬山，一個男的咨詢類似課程

Questions 1-10

Section 2

Version

Topic

V15134

家庭如何節(jié)約能源

Questions 11-16

11. What was Jill surprised about?

A. The work on the house will start soon

B. The house was poorly insulated

C. She could get financial help

12. What does Jill say every family can do straight away?

A. Use energy-saving bulbs

B. Turn down the thermostat

C. Turn off the appliances completely

13. What is Jill pleased about the energy provider?

A. Reduce the price with prompt payment

B. Allow online payment by customers

C. Have a reduction of price of the energy-saving sources.

14. What difficulty does Jill have with the energy meter?

A. They are difficult to access

B. The figures are hard to be read accurately

C. She can’t tell whether it’s for electricity or for gas

15. What energy-saving method does Jill going to take next?

A. Install double-glazed window

B. Use energy-saving boiler

C. Have the walls checked with insulation level

16. Why is Jill doubtful about the renewable energy?

A. She thinks it’s unsuitable for her house

B. She don’t understand the technical details

C. She believes it’s too expensive

Questions 17-20

17-18. Which two water-saving tips does Jill recommend?

A. Use more showers than baths

B. Keep the washing machine full before using it

C. Boil as much water as you need

D. Turn off the taps while you are brushing your teeth

E. Repair leaking tap

19-20. What two topics do people most frequently ask?

A. The ideal temperature of the thermostat

B. Whether to leave the light on or not

C. Use more computer than laptop to watch movies

D. How to work out the running cost of the appliances

E. if the sun panels only work on sunny days

Section 3

Version

Topic

V17141

兒童室外活動情況討論

Questions 21-26 雙選題

21-22. 現(xiàn)在戶外活動少的原因

A. less dangerous

D. 無足夠設(shè)施

23-24. BE

25-26. 男的認(rèn)為戶外活動的好處有：

A. 提升注意力

D. 提升孩子的消化功能

Questions 27-30 單選題

27. C

28. A

29. B

30. C

Section 4

Version

Topic

V13144

介紹世界各地學(xué)校新型建筑的特色和功能

Questions 31-40

Building design

New approach: build school as a center of learning, not as a 31. factory

Indian Mountain School:

Main structure made of 32. wood with both traditional and modern style.

Special feature: provide good 33. view in the classrooms.

Northland School

Unwelcoming section of the building has few visiting.

The attitude of the construction is to be 34. flexible.

Special feature: 35. social educational need of the student.

Denmark school

A “homebase” with a 36. kitchen and place for studying.

Compared it to a 37. village than a school.

School in England

Maximize the 38. light

The roof has 39. grass on it ,help to collect energy from the roof.

Collect the 40. water for recycle use.

Passage 1

Topic

泰晤士河和造隧道挖煤礦

Content Review

P1: 泰晤士河的歷史背景介紹，很多經(jīng)歷過暴風(fēng)雨的船舶停靠在這里，英國的政治中心。

P2: 從商業(yè)角度分析，一些商人提出建造連接南北地下管道是有好處的，且舉了一個建造地下管道的企業(yè)Archly Company的例子，在沒有前人的經(jīng)驗(yàn)的情況下開始動工建造，且舉例其中有一個T專家領(lǐng)隊(duì)中遇到的問題，由于limited mining technology導(dǎo)致最后終止了此項(xiàng)工程。

P3: 提出了一個新的專家BURAL，這個專家根據(jù)偶然發(fā)現(xiàn)的wood worms吃木頭的原理發(fā)明了新的地下建造管道結(jié)構(gòu)能防止collapsing.

P4: 說B專家的設(shè)計(jì)也存在一些問題：如空氣污染、光線、溫度等問題。

P5: 說B專家在建造過程中由于資金問題導(dǎo)致停工，最后只能成為流浪者的居所。

P6: 根據(jù)之前的經(jīng)驗(yàn)，描述地下管道建設(shè)的現(xiàn)狀，如今泰晤士河下可以建造地下管道。

Questions & Answers

Questions 1-8

1. Thames is the most safety place to the destination.   NG

2. Thames bridge is a quick access to the southern Britain.   T

3. to build a bridge on the other bank is beneficial   T

4. It was believed that coal was found under the Thames River.   F

5. The Archly Company is the first company to build the tunnel under Thames.   T

6. T專家?guī)ьI(lǐng)的隊(duì)伍中的工人們得病了。   NG

7. 不詳

8. 由于資金問題T專家終止了工程。   F

Questions 9-13

Preparing:

9. B專家發(fā)現(xiàn)了一種用木頭建造框架的technique

10. build the narrow tunnel to strengthen the solidarity

Problems:

11. because the air was polluted, the workers may have headaches

12. lack of light led to accidents

13. B專家由于the debt to the government導(dǎo)致了停工

Passage 2

Topic

The older, the wiser

Content Review

A National Rural Electric Co-operative Association (NRECA) from the state of Virginia is a pioneer in coping with one of the biggest challenges facing business: more than half of its workers are over 50.

B Some might believe that old workers were wary of changes. Researches showed that 40% of the managers admitted that they were not ready for hiring old workforce, and only 14% of the managers reported that they have a formal strategy for recruiting or retaining older workers.

C Peter cappelli and Bill Novelli recently delivered a book called Managing the older worker to suggest that older workers not only bring all sorts of benefits, but also can be repositories of the business resources for the company.

D Even though older worker might get weak in force activities, experience also helped older workers compensate for the physical and mental changes that accompanying aging. Older workers tend to be in the workforce because they want to be there, which is much more self-motivated than the young.

E It is not easy to engage older workforce in the company as the most concerned question is the conflicts between the young and the older workforce. Younger supervisors may find that what works with most of their staff doesn’t work for older employees. However, the military has developed some good tactics of junior officers fresh out of college into more experienced sergeants.

F Another technique is to recognize the expertise of those older workers, and to meet different incentives, some older workers may not concentrate on the payment or the promotion in the work is flexibility. Moreover, older workers are able to be prepared for work positions which are emergently in short because of those situations like sick leave.

G Nightmares for those companies are low productivity caused by the older workers, but if the valuable asset older workers bring experience — their workplace wisdom to the company, they can also be a fantastic asset to any business.

Questions & Answers

Questions 14-20 List of headings

i.              Older workers are more valuable than the young workers

ii.            Figures which supporting hiring the older workers

iii.           Figures show that the managers’ worry about hiring the older workers

iv.           An organization which start ahead

v.            Flexibility is the key to change

vi.           A publication that support the older workforce

vii.          Ways to use older workers effectively

viii.        high cost of hiring older worker

ix.           young workers find it difficult to work with older workers

x.            older workers are more productive when at work.

14. paragraph A---iv

15. paragraph B---iii

16. paragraph C---vi

17. paragraph D---ii

18. paragraph E---ix

19. paragraph F---vii

20. paragraph G---v

Questions 21-22 Multiple choices

The writer discussed many problems caused by the older workers.

What are the problems that writer mentioned in the passage?

A. Older workers find themselves difficult to adjust to new changes

B. Health issues cause older worker to leave their work more often

C. older employees’ productivity is lower than that of younger workers

D. older workers would learn less and remember less than younger workers

E. young workers admit that older workers are more difficult to manage

Questions 23-26

Research showed that some older workers avoid using new 23. ventures.

Young workers are more 24. absent often than the older workers. 

In one Australian company, older workers are requested to be 25. mentors for those young workers.

Some older workers focus on 26. flexibility more than money and their status. 

Passage 3

Topic

Does class size matter?

Content Review

A:

Of all the ideas for improving education, few are as simple or attractive as reducing the number of pupils per teacher. With its uncomplicated appeal, class-size reduction has lately gone from being a subject of primarily academic interest to become a public issue. In the U.S., more than 20 states have adopted policies aimed at decreasing class size.

B:

One way investigators have attempted to analyze the effects of class size is by reviewing existing data, such as records kept by the U.S. Department of Education. These show that between 1969 and 1997, the average number of pupils per teacher in American public and private elementary schools fell from 25 to 18, a decline of greater than 27 percent. In secondary schools, the number also fell, from 19 to14.

Does these findings mean that class size makes no difference? Not necessarily. For a variety of reasons, most researchers, including us, pay little attention to those figures. For instance, schools strive for more than just high test scores; they also usually try to keep their dropout rates low. And indeed, the dropout rate for students aged 16 to 24 fell from15 to 11 percent over that period. Because dropouts generally come from the low end of the achievement distribution, a reduction in the dropout rate could be expected to pull down average test scores in the upper grades.

Ideally, U.S. students would all come from families that are financially well off, with two highly educated, English-speaking parents who are involved in their children's schooling. Teachers would all be creative and have complete mastery of their subject matter. Schools would be nicely outfitted with libraries, computers and other resources.

C:

Over the past 35 years, hundreds of studies and analyses of existing data (such as the Department of Education records) have focused on class size. Unfortunately, most of these studies were poorly designed. The notable exception was the STAR project. Students entering kindergarten were randomly assigned to one of three kinds of classes: a small class of 13 to 17 students, a regular-size class of 22 to 26.The students remained in whatever category they had been assigned to through the third grade, after which they joined a regular classroom in the fourth. To ensure that teaching quality did not differ, teachers were randomly assigned to small and regular-size classrooms. Few teachers received any special training for working with small classes, and there were no new curricular materials.

D:

Charles M. Achilles of Eastern Michigan University found "an array of benefits of small classes" in their review. They also found that the effect was stronger for minority students. Black and Hispanic children improved their scores slightly more than did other students—a significant finding from a policy standpoint. He argues, the STAR data cannot be used to prove that the gains persist for years after a student has returned to regular-size classes. He and others have also shown that during the study, too many children migrated from the regular to the small classes, probably because school personnel caved in to parent demands. Criticism does not undermine the findings of a statistically significant benefit of being in a small class.

E:

California's multi-billion- dollar effort, begun in 1996, stands more as a model of what not to do than as an initiative worthy of emulation. That state is trying to reduce classes in kindergarten through grade three from a maximum of 33 to a maximum of 20 in rich and poor districts alike—despite a shortage of qualified teachers, especially in low-income areas. This across-the-board approach may be politically expedient, but it seems to have actually exacerbated the disparity in resources available to rich and poor schools in California, The better-paying, more affluent districts got the best teachers—including a fair number that came from the poorer districts, which were already having trouble recruiting and retaining good teachers. The evaluators found a small but statistically significant achievement advantage in reading, writing and mathematics for students in classes that had been reduced to 20 or fewer pupils, as compared with the classes of more than 20.

The second program, Wisconsin's Student Achievement Guarantee in Education (SAGE), also begun in 1996, was a five-year study. It was small—class size was reduced in just 14 schools—but noteworthy because it targeted schools in which at least 30 percent of the students were below the poverty level.

F:

Studies such as STAR and SAGE have made it hard to argue that reducing class sizes makes no difference. On the other hand, the California initiative has shown that the strategy, applied with too little forethought and insight, can consume billions of dollars and, at least in the short run, produce only minuscule gains and even some losses. Legislators and administrators need more solid information on the relative costs of the other options before they can make sensible policy decisions.

Questions & Answers

Questions 27-31段落信息匹配

27. Criticism about STAR program due to some factors that are not reliable.   D

28. Two research programs have reached the same result.   E

29. Class-size reduction has gone from being a subject of primarily academic interest to become a public issue.   A

30. Actions were taken to ensure the reliability of the data.   C

31. The existing data had been affected by many factors.   B

Questions 32-40 Classification   

A:STAR   B: California    C: SAGE

32. Class’s composition was left by chance.   A

33. Small class size results in better performance even they went to the fourth grade.   A

34. The special groups got advantages from the program.   B

35. The program did some preliminary work.   A

36. The students remained in whatever category they had been assigned to through the third grade.   A

37. It targeted schools in which at least 30 percent of the students were below the poverty level.   C

38. Some school need extra teacher`s assistant to do this project.   A

39. The program aggravate the situation of the poorer districts, which were already having trouble recruiting and retaining good teachers.   B

40. Students’ background also affect their performance.   A

Task 1

Type of questions

柱圖

題目

The chart shows the spending in five different countries in 2002.

詳細(xì)圖表待回憶。

Task 2

Topic

社會問題

Type of questions

利弊類

題目

In many parts of the world, more freedom is given to children than they used to. Is it a positive or negative development?

People & Animal

Friends

Pop star

Neighbours

Events

Indoor Games

Birthdays

History

Objects/Things

Mirror

Watch

Shoes

Robots

Jewellery

Vegetables and fruits

Places

Hometown

Home/Accommodation

Media

Music//Musical Instruments

Newspaper and magazine

Abstract

Work or study

Transport

Dream

People & Animal

Describe an interesting neighbour.有趣的鄰居

Describe a famous person that you are interested in.名人

Describe the politest person you know.最禮貌的人

Describe a thing that a wise person did/ a person who gives a clever solution to a problem.聰明的人

Describe a couple you know who have a happy marriage.幸福的婚姻

Events

Describe an experience you spend your time with a child.和小孩共度時光

Describe an interesting talk or speech.有趣的演講

Describe an event in history in your country.歷史事件

Describe an experience that you were not allowed to use your mobile phone.禁用手機(jī)

Describe a decision made by others that you disagreed with.不同意的決定

Describe a time you had to wait for something special to happen.等待特別的事情

Describe a recent change of you.近期改變

Describe something you want to do for a long time but you haven’t done yet.想做的事

Objects/Things

Describe a kind of foreign food you have had.外國食品

Describe a kind of vegetable or plant.植物

Describe an occasion that you had a special cake.特殊的蛋糕

Places

Describe a quiet place.安靜的地方

Describe a café or restaurant you like to visit.喜歡去的咖啡館或餐廳

Describe a city you’ve been to.去過的城鎮(zhèn)

Media

Describe a website you like to visit.喜歡訪問的網(wǎng)站

Describe a TV series or drama you enjoy watching.電視節(jié)目

Describe a piece of good news you heard from others.好消息

Abstract

Describe a plan in your life (that is not related to work or study).一個計(jì)劃

Describe a well-paid job that you will have in the future.高薪工作

重點(diǎn)話題Sample Answer

Describe a café or restaurant you like to visit.

You should say:

Where the café/restaurant is

What kinds of food and drink this place serves

How often you visit this place

And why you like to visit this place. 

Well the café that I'd like to talk about is one called the Elephant House in Edinburgh. This is the cafe where the idea of Harry Potter was born. 

Unlike other coffee shops we normally go, the Elephant House Café is a great spot to hang out, with a slight countryside feel, and is popular with fans from across the world to leave a note on the walls.

The atmosphere here is extremely tranquil and serene, which greatly live up to my expectation. As a person with heavy amounts of daily workload, the café gives me a certain degree of peacefulness and calmness.

What leaves the most profound impression on me is that this coffee shop was bustling, but we were able to get a table pretty quickly. They had a full menu as well as a coffee-tea-hot chocolate plus dessert menu. As we were there between meals, we shared a piece of very creamy cheesecake and a salted caramel brownie. In the bathroom, the walls are covered with graffiti either praising Rowling or other fandom sayings.

Overall, the Elephant House café is a fantastic place to stop for a snake and definitely worth a visit.