SECTION 1: LISTENING TEST (30 minutes)
Part A: Spot Dictation
Directions: In this part of the test, you will hear a passage and read the same passage with blanks in it. Fill in each of the blanks with the word or words you have heard on the tape. Write your answer in the corresponding space in your ANSWER BOOKLET. Remember you will hear the passage ONLY ONCE.
听力原文：
My topic today is how to address the problem of hunger and starvation, which still exists in many parts of the world. To end hunger starts with people's own productivity. A dangerous and patronizing cliche we often hear is: give a man a fish and feed him for a day; teach a man to fish and you feed him for life. People living with chronic hunger have generations of wisdom about 'fishing' — the problem is the barbed wire around the lake. The hunger project announced recently by the United Nations cut through the barbed wire, addressing the underlying social conditions that systematically deny hungry people the opportunity they need to end their own hunger. When we invest in a hunger project, we are investing in people's productivity and giving people a chance to translate their hard work into improved well-being. We are ensuring that people get the opportunities which are rightfully theirs. Too often hungry people are isolated, marginalized and exploited. Mobilizing communities and building local organizations is critically important — both to sustain the work we do and to get more out of our precious resources and efforts. When people come together to work, a kind of social capital is created that can compensate for the lack of financial capital in rural areas. In Africa, a unique feature of the hunger project's work is to organize villages to work cooperatively on community land to produce food for food banks. This fosters collective responsibility and action for a better future for all. Another example is in some Asian countries, such as India and Bangladesh, where hunger project volunteer animators have catalyzed the creation of over 1,100 local organizations throughout the country. With nearly 50% ran by women, these local groups create savings programs and invest in individual and collective income generating enterprises, including sowing, tailoring and weaving projects, bakeries and small businesses, fish and poultry farming, bee keeping and plant nurseries. The impact of these enterprises is enormous. As women have become economically empowered, the decision-making roles have increased. As family incomes have often tripled, parents are sending more children — both girls and boys — to school.
答案：
1.To end hunger
2.you feed him for life
3.the barbed wire around the leg
4.by the United Nations
5.systematically deny hungry people
6..are investing in people’s productivity
7.are rightfully theirs
8.marginalized and exploited
9.sustain the work we do
10. come together to work
11. the lack of financial capital
12. a unique feature
13. on community land
14. collective responsibility and action
15. some Asian countries
16. over 1100 local organizations
17. create savings programs
18. bakeries and small businesses
19. become economically empowered
20. family incomes have often tripled
解析：
本篇以饥饿问题为主题，介绍了由联合国提出的Hunger Project在各国的进展。所填空格有一定难度，尤其是第3格所填的六个单词“the barbed wire around the leg”，它处在第一段段尾，距离第二段段首的第4格仅隔了五个单词，考生很容易顾此失彼。但若能在听前纵览全文，较生疏的单词“barbed wire”已经出现在第二段段首，考生能有印象的话，之后听的过程中就不至于猝不及防。值得欣慰的是，多数长难词的词尾我们在课上进行过大量的练习，比如第6格“investing”中的ing后缀，“productivity”和第14格“responsibility”中的ity后缀，第16格“organization”中的tion后缀。能在这些长难词上临阵不慌并节省时间，就能从容应付空格中的其它单词。
Part B: Listening Comprehension
Directions: In this part of the test there will be some short talks and conversations. After each one, you will be asked some questions. The talks, conversations and questions will be spoken ONLY ONCE. Now listen carefully and choose the right answer to each question you have heard and write the letter of the answer you have chosen in the corresponding space in your ANSWER BOOKLET.
Questions 1 to 5 are based on the following conversation.
W: Professor White, I hope I'm not interrupting, but you wanted to see me?
M: Oh, hello, Susan. Yes, yes. Come right in. Well, the reason I wanted to talk to you was that while you're presenting your linguistics project in class the other day, I was thinking you're a perfect candidate for the Deans Undergraduate Research Fund.
W: Emm... Professor, I am really not sure what that is.
M: Undergraduate Research Fundis... It is a mouth for…, I suppose... OK, here is the thing. Every year the school has a pool of money to fund a number of research projects of undergraduate students, because as you can imagine, in-depth research often requires monetary support.
W: I would like to expand on my research.
M: Good. First, a panel of professors reviews the applicants for the grant, and then they decide which project should be funded. A lot of money could be used for travel expenses to attend a conference for example, or things like supplies, research equipment, resources that are necessary to conduct the research.
W: I see.
M: Right. And I think you should apply for this grant. Your project is definitely eligible and you can expand it if you haven't necessary resources. So does it sound like something you would be interested in?
W: Oh, yeah, sounds great! I thought the topic I work on was very interesting and it is certainly relevant to my linguistics major. I assume it we'll also look good when I try to get into a graduate school, but how do I apply for the grant?
M: It is pretty straightforward. A brief description of your proposed project and an estimated budget —how much you need to spend and what you intend to spend it on. Also a glowing letter of recommendation from our linguistics professor wouldn't hurt, which I've been more than happy to write up for you.
W: OK, cool! I’m pretty clear on how to carry out my project, but I'm not sure where I can find more information on the subject.
M: Well, I've already thought of that. There is this private library at university in Boston. By the way, because I graduated from that school, I can get you access to it, no problem. You see, the library houseslots of unpublished documents that are relevant to your topic.
W: So I can put that on the application for the grant that I plan on using material from that library for my research and figure a trip to Boston into my budget?
M: Exactly. I really think judging from your work in class and the relevance and clarity of this project, you really have a good chance of getting the funding.
W: OK, I'll definitely apply then.
M: The sooner, the better. It is due in a few of weeks. And I'll get that letter written up right away.
Q1: What is Susan most probably?
Q2: What is Susan talking about with Professor White?
Q3: Who will decide which project should be funded?
Q4: Which of the following cannot be covered by the research fund?
Q5: Apart from a brief description of the proposed project and a letter of recommendation, what else is needed for a plan for the grant?
解析：
第一篇是教授与学生的对话，关于语言学研究项目的拨款申请，具体涉及所需的申请材料，如研究项目的介绍、大致的经费预算、教授的推荐信等等，教授甚至推荐学生去自己在波士顿的母校图书馆搜索所需的资料。所问的问题涉及身份题、主题题、排异题和两道细节题。
Questions 6 to 10 are based on the following news.
听力原文：
Brussels, Belgium
Negotiators in Brussels have clinched a deal on the 2014 EU budget after a night of hard talks, cutting spending by about 6% compared to 2013. Spending will total 135.5bn euros, or 0.5bn less than the Commission sought and 0.9bn short of the European Parliament's target. It reflects stricter new terms agreed by EU leaders in February. The deal was reached after 16 hours of negotiation, and still requires final approval from the parliament and EU ministers next week.
Dubai, Reuters
Iranian Foreign Minister Mohammad Zarif rejected U.S. Secretary of State John Kerry's pinning of blame on Iran for the lack of a deal on its nuclear program last week, saying splits between Western powers prevented a breakthrough. Kerry’s remarks only served to undermine confidence in the Geneva negotiations. The United States, European Union powers and Iran worked hard for months on a proposal to help end the 10-year standoff over Iran's nuclear activity. Hopes for a deal rose so high that foreign ministers of six world powers traveled to Geneva to put their weight behind the talks. But by Saturday, the unscheduled third day of negotiations, French Foreign Minister Laurent Fabius said Paris could not accept a "fool's game", and the negotiations broke off without agreement. Diplomats from other Western nations at first reacted angrily and accused the French of trying to upstage the other powers and causing unnecessary trouble for the talks. On Monday though, Kerry said the major powers were unified on Saturday when they presented a proposal to the Iranians. Everybody agreed it was a fair proposal. There was unity, but Iran couldn't take it at that particular moment.
London, the United Kingdom
UK researchers have been awarded an emergency grant to track a vast iceberg in Antarctica that could enter shipping lanes. Latest images show several kilometers of water between the iceberg, estimated to be about 270 square miles, and the glacier that spawned the block. The £50,000 award will fund a six-month project that will also predict its movement through the Southern Ocean. The icy giant broke away from the Pine Island Glacier (PIG) in July. “It often takes a while for bergs from this area to get out of Pine Island Bay, but once they do that they can either go eastwards along the coast or they can circle out into the main part of the Southern Ocean”, explained principal investigator Grant Bigg from the University of Sheffield. If the iceberg did follow this trajectory, it would bring the Singapore-size ice island into busy international shipping lanes.
Manila, the Philippines
Typhoon Haiyan has killed too many people to count so far and pushed to the brink of survival thousands more who have lost everything, have no food or medical care and are drinking filthy water to stay alive. By Tuesday, officials had counted 1,774 of the bodies, but say that number may just be scratching the surface. They fear Haiyan may have taken as many as 10,000 lives. The storm has injured 2,487 more since it made landfall six times last Friday, the government said. It has displaced at least 800,000 people. Rescue work is continuing.
New York, the United States
A 1969 painting by Francis Bacon set a world record for most expensive artwork ever sold at auction. "Three Studies of Lucian Freud" was purchased for $142,405,000 at Christie's postwar and contemporary art sale on Tuesday night. The work sold after "6 minutes of fierce bidding in the room and on the phone," Christie's said in a statement. The price includes the buyer's premium. Christie's did not say who bought the painting. The price surpassed nearly $120 million paid for Edvard Munch's "The Scream," which set a world record when it was sold at Sotheby's in a 2012 sale. In May 2012, Christie's sold Rothko's "Orange, Red, Yellow" for $86.8 million, a record for any contemporary artwork at auction. Christie's also has an iconic Andy Warhol, "Coca-Cola (3)," estimated to sell for $40 million to $60 million.
Q6: What can we know from the news about the 2014 EU Budget?
Q7: According to Iranian Foreign Minister, why was the agreement not reached over Iran’s nuclear activity last week?
Q8: For what purpose has an emergency grant been awarded to some UK researchers?
Q9: How many lives do Philippine officials fear Typhoon Haiyan may have taken?
Q10: A painting set a world record for most expensive artwork sold at auction on Tuesday. Who painted this work?
解析：
第二篇新闻题第一段讲经过超过16个小时的谈判，欧盟委员会、欧洲议会和欧洲理事会在布鲁塞尔终于就2014年欧盟预算案达成一致;第二段讲六国与伊朗共同参与的伊朗核问题新一轮对话在瑞士日内瓦结束，会谈最终未能如外界预期的那样取得实质性进展，达成任何相关协议;第三段讲如新加坡大小的南极冰山断裂后漂离或威胁船运安全，英国科学家获得5万英镑的紧急补助款，将协助预测冰山移动路径;第四段讲超级台风“海燕”重创菲律宾，导致当地上万人死亡，最后问的是遇难人数;第五段讲的是英国画家弗兰西斯•培根(FrancisBacon)的一幅作品近日在纽约拍卖出1.42亿美元的天价，创下世界艺术品拍卖的最高价格。
Questions 11to 15 are based on the following interview.
听力原文：
M: Now I'll take some questions.
W: Well, Mr. Brown, I have a question. Isn't it true that the public supports the death penalty? I read that according to recent statistics, 67% of Americans favor the death penalty in cases of murder. That's two thirds of the population.
M: It's true that there is a support for the death penalty. But it's also true that people's moods and opinions are difficult to understand through statistics. I think this figure might reflect people's concern about violent crime in general. United States is by far the most violent industrialized nation. In the United States, there're about 9 murders a year per 100,000 people. In Japan, for example, that figure is 0.5. In France, it's 1.1. So Americans are understandably concerned about violence.
W: Excuse me, Mr. Brown. What did you say the figure was in the United States?
M: It's about 9 murders per year per 100,000 people.
W: I'd like to make a comment. I mean, if someone commits a really bad crime, don't they deserve to be punished just severely?
M: As I often tell my students at the university, the problem of the death penalty is that on an emotional level. You can understand why people want it. If you suffer the loss of a loved one, your immediate response is to want revenge. It's a normal natural reaction. But I feel that the reason we have laws is that they allow us to rise above our personal emotional response to crime. This form of retribution is not the answer. The idea of having laws in a society is that together as society we're stronger than a sum of our parts, we can rise above our personal emotional response to crime. The legal system is supposed to elevate us. It is set up so that it is better than us. Individually, we are flawed. But as a society, we are strong.
W: I thought it was interesting what you said about the death penalty not being fair, because it was applied to some people but not to others. Could you talk a little bit more about that 12 students?
M: Yes. In many ways, capital punishment is very arbitrary. If you really believed in the death penalty as a principle, as a punishment for a horrific crime, then every single person who has committed this crime would have to be executed. But that would mean that we would have about 50,000 executions a year. That's absurd! Nobody would stand for that. It would mean that the state was some kind of killing machine. The fact is that we do not execute some people, but other people who have committed similar crimes are not executed. So the death penalty is not applied equally to all people.
W: Mr. Brown, I'd like to thank you for your comments today. I'm opposed to the death penalty myself, and I don't think we talk enough about the issues.
Q11: About what issue is Mr. Brown being interviewed?
Q12: What is the approximate number of murders a year per 100,000 people in the United States?
Q13: What is Mr. Brown most probably?
Q14: What does Mr. Brown actually say about the death penalty?
Q15: Which of the following statements is true according to the interview?
解析：
第三篇访谈主要关于死刑——deathpenalty。美国人口三亿，却有将近300多万的犯人。不过，处死刑的却很少，这里的指导思想是对生命特别慎重。全美50个州中，有15个州根本没有死刑。出题思路与第一篇非常雷同，依次是：主题题、数字词、身份题和两道细节题。
Questions 16 to 20 are based on the following news.
听力原文：
I'm Helen Wartman, Director of the Wartman Sports Academy, a school that helps promising young athletes fulfill their dreams. We coach youngsters who want to swim faster than anyone else in the world and children who dream of running the marathon at the Olympic Games one day. I've coached many athletes in my life, going back to the day when the daughter of a friend announced she had entered for the long jump in an amateur athletics event. I enjoyed coaching her, and that was the start of my career.
I also became interested in sports medicine at about that time, when my nephew fell off his bike and hurt his back. He'd been a keen athlete before his accident, but unfortunately, he never really got over his injury sufficiently to get back into serious training. That's when I realize the importance of sports medicine, and the staff of the academy includes two doctors.
Perhaps at this point I should answer a question often asked by young people when they enroll the academy. How important is an athlete's build? Well, nobody can deny the build does matter, and one cannot hope to be a world-class long distance runner, say, if one is built like a weight-lifter. But other factors also play a vital role. For a start, good general health and fitness. These are important, even in sports where you might not think they are a priority. In shooting for instance, athletes have to be fit to lower their heart rate. This enables them to fire between heart beats and so achieve maximum accuracy.
At the academy, we encourage healthy eating habits. Without a proper diet, young athletes cannot achieve their optimum physic, nor will they have the energy for training. Then there's the role of technology in sports. These days, athletes cannot compete successfully at the highest level without access to state-of-the-art equipment. I've already mentioned sports medicine, and it goes without saying that young athletes need to be able to consult specialists in case of an injury. But above all, at the academy, we stress the importance of attitude. Without the will to succeed, you may as well not bother to take up any sports seriously. In my opinion, it is this that is most important for our successful athlete.
Q16: What's Helen Wartman's job?
Q17: What was the start of her career?
Q18: About what do young people often ask when they enroll at her academy?
Q19: According to the speaker, how does an athlete achieve maximum accuracy in shooting?
Q20: What does the speaker stress in training at the academy?
解析：
第四篇是位体育学校的创始人对她创学理念和初衷的介绍、运动员专用药物的看法、基本功的重要性、科学饮食的作用以及高科技设备的必要性。全篇并无难词，但脉络词并非很清晰，而且处在上半场听力的末尾，考生听时较容易走神。
SECTION 4: LISTENING TEST (30 minutes)
Part A: Note-taking and Gap-filling
Directions: In this part of the test you will hear a short talk. You will hear the talk ONLY ONCE. While listening to the talk, you may take notes on the important points so that you can have enough information to complete a gap-filling task on a separate ANSWER BOOKLET. You will not get your TEST BOOK and ANSWER BOOKLET until after you have listened to the talk.
听力原文：
Good afternoon, class. I want to start my lecture by telling you a story. Once there was a young woman from Mexico named Consuela, who came to New York to learn English. She got a job at a factory owned by a Chinese. One day as Consuela came to work, her Chinese boss handed her a red envelope. Consuela looked inside and saw 20 dollars. She became very upset and threw the envelope back at her boss! Her boss was shocked. Well, he had given her the red envelope and the money because it was Chinese New Year. And on the Chinese New Year, it is traditional to give money to young, single people for good luck. However, from Consuela’s point of view, he was an older man giving her money in an envelope, which meant that he was asking her for sexual favors. Naturally, she refused to take the money.
Now, what does this story show us? It shows that an action can have totally opposite meanings in different cultures. Every culture has its own rules for what is appropriate and what is not appropriate behavior. And to illustrate my point today, I’m going to give examples from four areas. First, the way people greet each other in different cultures. Second, the way they use names and titles. Third, the way people eat. And finally, the way they exchange gifts.
OK, let’s start with greeting customs—First of all, I’m sure you know that in the United States and in most western countries, greetings often involve some sort of touching, such as a handshake, a hug, or a kiss if people know each other very well. On the other hand, people from most Asian countries don’t usually feel as comfortable touching in public. Although handshakes between business people are common, many Japanese prefer a bow, while people from Thailand, normally hold their hands together in a kind of prayer position. So imagine how embarrassing it would be if an American was invited to someone’s home in Japan or Thailand and she tried to hug the host!
Now, another behavior that differs from culture to culture is the use of names. Have you noticed that Americans are quick to use people’s first names even if they have just met. For instance, visitors to the United States are always surprised to hear employees speak to their bosses using first names. In contrast, people in most other cultures are more formal and prefer to be addressed as Mr. Brown or Mr. Honda, for example. In addition, in some countries, such as Italy or Korea, people like you to include their title or position with their family names, especially if they're university graduates or owners of a business.
Now I want to look at eating customs. I'll talk about the behaviors connected with eating that vary from culture to culture. One of these is the use of utensils. You probably know that people in many Asian cultures use chopsticks but in some countries it’s customary to eat with your fingers. It’s important to be aware of different dining customs. Here is another example. In some cultures, eating everything on your plate is considered impolite. In Egypt and China, you should leave some food in your dish at the end of the meal. This is to show that your hosts were generous and gave you more than enough to eat. However, Americans generally consider a clean plate as a sign of satisfaction with the food.
Finally, what I want to mention today is gift giving, which you may think is a universal custom and there is not much variation from culture to culture. But the rules of gift giving can be very complicated. In USA, if you’re invited to someone’s home for dinner, bring wine or flowers or small item as a present. On the other hand, the Japanese give gifts quite frequently, often to thank someone, such as a teacher or a doctor. In the Japanese culture, gift giving is a very ancient tradition and it has many detailed rules. Another interesting fact about gift giving is that many cultures have strict rules about gifts you should not give. For example, never give yellow flowers to people from Iran, which means you hate them!
【评析】
本文题材对考生来说并不陌生，是老生常谈的文化差异。作者先从一个故事引入，再从四个方面(打招呼，称谓，饮食及送礼)介绍各国不同的风俗习惯。做笔记时，从这四个角度进行归类，记下关键的实词，相信正确答案就近在咫尺了。
【难词】
bow n. 鞠躬
address v. 称呼
utensil n. 餐具
universal adj. 普遍的，通用的
Part B: Listening and Translation
I. Sentence Translation
Directions: In this part of the test, you will hear 5 English sentences. You will hear the sentences ONLY ONCE. After you have heard each sentence, translate it into Chinese and write your version in the corresponding space in your ANSWER BOOKLET.
1. High-school-age boys are more likely to be obese than their female counterparts. Only 30% of high-school-age boys get the recommended 60 minutes of daily exercise.
高中男生比同龄女生更容易肥胖。只有30%的高中男生达到了推荐的每天1小时的运动量。
2. Innovation is like a bamboo shoot. A bamboo shoot spends many years underground, and then it just peaks its head up like a seeding and it just shows up very quickly.
创新就像竹笋。竹笋深埋地下多年之后，就像种子一样破土而出、快速成长。
3. Wal-Mart will be offering some online specials as early as 8:00 a.m. on Thanks giving. Some of the in-store deals will also be available online, but others will be Internet-only specials.
沃尔玛将在感恩节早上八点提供网购特价产品。一些实体店商品也可以在网上买到，但还有一些只供网路销售。
4. Small companies can't get the credit they need. Statistics show that a big drop in landing to small businesses in the last quarter of 2012 and conditions that remain tight through 2013.
小公司不能获得他们想要的贷款了。数据表明，2012年最后一个季度小额借贷出现较大跌幅，2013年形势依然紧张。
5. Eating more than 18 ounces of red meat per week ups your risk of colorectal cancer. Its risk also rises by 40% with every three ounces serving of process meat eating per day.
每周食用超过18盎司的红肉将增加罹患结肠癌的风险。每天吃3盎司的加工肉制品则会使这种患病风险增加40%。
II. Passage Translation
Directions: In this part of the test, you will hear 2 English passages. You will hear the passages ONLY ONCE. After you have heard each passage, translate it into Chinese and write your version in the corresponding space in your ANSWER BOOKLET. You may take notes while you are listening.
Passage Translation E-C 1
Crime can be divided into two main categories, misdemeanors and felonies. A misdemeanor such as pick-pocketing, or something of bad nature is punishable with more than 15 days in prison but less than 1 year. Felonies are serious crimes, such as burglary, robbery, kidnapping and murder. These crimes are so serious that anyone found guilty will spend some time in prison. When a person who commits a crime is courted that person who is called a defendant or the accused go through a legal process. If the person is found guilty, then the judge decides what the punishment should be.
【参考译文】
犯罪可被分为两类：轻罪和重罪。类似扒窃，或者一些不好的行为习惯会被判处一年以内，15天以上的监禁。重罪即严重罪行，例如：盗窃、抢劫、劫持和谋杀。 这些罪行非常严重， 因此任何人被认定有重罪都将会在监狱待上一段时间。当罪犯被诉讼到法院改称“被告”或“被控告者”时，需要走法律程序。如果此人被认定有罪，则由法官判定 处以何种处罚。
【评析】
本篇文章内容为法律相关的“法言法语”。从结构上而言，依然是历年来常见的总-分结构。但对于大部分考生而言，不常接触这类题材，难度较大。尤其是一些法律专业术语，如：misdemeanors(轻罪) 、felonies (重罪)，burglary(盗窃)等。本篇听译也提醒各位考生，应尽可能扩大平时的阅读、听力背景知识领域，从新闻、法律、文化、经济等多角度进行积 累。
Passage Translation E-C 2
Culture shock is the term used to describe the experience many people have when they travel to another country. It shows what happens when an individual suddenly experiences the different culture rules of another social group. Culture shock is a complex phenomenon. But I’m going to focus on three main ideas today. First of all, we will consider the reasons why people experience culture shock. Secondly, I will describe the different stages of this experience. Finally, I’ll mention why we have spent so much time and money to study this phenomenon. You might think that culture shock affects, see, only travelers. But that is not the case; in fact cross-culture studies have immersed practical value for modern society.
【参考译文】
文化冲突，用来形容人们在他国旅行时所形成的不同感受。文化冲突显示出个人在突然经历另一社会群体的不同文化规则时所发生的一切。文化冲突是一种复杂的现象。不过今天我将主要从三个主要方面展开讨论。第一，我们一起来考虑为什么人们会感觉到文化冲突。第二，我会讲解文化冲突的几个不同阶段。最后，我会提到 我们为什么要花费如此多的时间和金钱来研究这一现象。你或许认为文化冲突仅仅影响旅行者们。但事实并非如此，实际上跨文化研究对当代社会有巨大的现实意义。
【评析】
文化冲突，用来形容人们在他国旅行时所形成的不同感受。文化冲突显示出个人在突然经历另一社会群体的不同文化规则时所发生的一切。文化冲突是一种复杂的现象。不过今天我将主要从三个主要方面展开讨论。第一，我们一起来考虑为什么人们会感觉到文化冲突。第二，我会讲解文化冲突的几个不同阶段。最后，我会提到 我们为什么要花费如此多的时间和金钱来研究这一现象。你或许认为文化冲突仅仅影响旅行者们。但事实并非如此，实际上跨文化研究对当代社会有巨大的现实意义。
