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1、高分班入学测试题READING:NUMBER OF QUESTIONS: 40TIME ALLOWED: 60 minutesReadingREADING PASSAGE 1You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 on pages 9 and 10.Spider silk cuts weight of bridges A strong, light bio-material made by genes from spiders could transform
2、 construction and industryAScientists have succeeded in copying the silk-producing genes of the Golden Orb Weaver spider and using them to create a synthetic material which they believe is the model for a new generation of advanced bio-materials. The new material, biosilk, which has been spun for th
3、e first time by researchers at DuPont, has an enormous range of potential uses in construction and manufacturing.BThe attraction of the silk spun by the spider is a combination of great strength and enormous elasticity, which man-made fibres have been unable to replicate. On an equal-weight basis, s
4、pider silk is far stronger than steel and it is estimated that if a single strand could be made about 10m in diameter, it would be strong enough to stop a jumbo jet in flight. A third important factor is that it is extremely light. Army scientists are already looking at the possibilities of using it
5、 for lightweight, bullet-proof vests and parachutes.CFor some time, biochemists have been trying to synthesize the drag-line silk of the Golden Orb Weaver. The drag-line silk, which forms the radial arms of the web, is stronger than the other parts of the web and some biochemists believe a synthetic
6、 version could prove to be as important a material as nylon, which has been around for 50 years, since the discoveries of Wallace Carothers and his team ushered in the age of polymers.DTo recreate the material, scientists, including Randolph Lewis at the University of Wyoming, first examined the sil
7、k-producing gland of the spider. “We took out the glands that produce the silk and looked at the coding for the protein material they make, which is spun into a web. We then went looking for clones with the right DNA,” he says.EAt DuPont, researchers have used both yeast and bacteria as hosts to gro
8、w the raw material, which they have spun into fibres. Robert Dorsch, Duponts director of biochemical development, says the globules of protein, comparable with marbles in an egg, are harvested and processed. “We break open the bacteria, separate out the globules of protein and use them as the row st
9、arting material. With yeast, the gene system can be designed so that the material excretes the protein outside the yeast for better access,” he says.F“The bacteria and the yeast produce the same protein, equivalent to that which the spider uses in the drag lines of the web. The spider mixes the prot
10、ein into a water-based solution and then spins it into a solid fibre in one go. Since we are not as clever as the spider and we are not using such sophisticated organisms, we substituted man-made approaches and dissolved the protein in chemical solvents, which are then spun to push the material thro
11、ugh small holes to form the solid fibre.”GResearchers at DuPont say they envisage many possible uses for a new biosilk material. They say that earthquake-resistant suspension bridges hung from cables of synthetic spider silk fibres may become a reality. Stronger ropes, safer seat belts, shoe soles t
12、hat do not wear out so quickly and tough new clothing are among the other applications. Biochemists such as Lewis see the potential range of uses of biosilk as almost limitless. “It is very strong and retains elasticity, there are no man-made materials that can mimic both these properties. It is als
13、o a biological material with all the advantages that has over petrochemicals,” he says.HAt DuPonts laboratories, Dorsch is excited by the prospect of new super-strong materials but he warns they are many years away. “We are at an early stage but theoretical predictions are that we will wind up with
14、a very strong, tough material, with an ability to absorb shock, which is stronger and tougher than the man-made materials that are conventionally available to us,” he says.IThe spider is not the only creature that has aroused the interest of material scientists. They have also become envious of the
15、natural adhesive secreted by the sea mussel. It produces a protein adhesive to attach itself to rocks. It is tedious and expensive to extract the protein from the mussel, so researchers have already produced a synthetic gene for use in surrogate bacteria.Questions 1-5The passage has nine paragraphs
16、A-IWhich paragraph contains the following information?Write the correct letter A-I in boxes 1-5 on your answer sheet.1a comparison of the ways two materials are used to replace silk-producing glands2predictions regarding the availability of the synthetic silk3on-going research into other synthetic m
17、aterials4the research into the part of the spider that manufactures silk5the possible application of the silk in civil engineeringQuestions 6-11Complete the flow chart below.Choose NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 6-11 on your answer sheet.Synthet
18、ic gene growth in 6.or 7globules of 8.dissolved in 9passed through 10to produce 11Questions 12-14Do the following statements agree with the information given in Reading Passage 1?In boxes 12-14 on your answer sheet writeTRUEif the statement agrees with the informationFALSEif the statement contradict
19、s the informationNOT GIVENif there is no information on this12Biosilk has already replaced nylon in parachute manufacture.13The spider produces silk of varying strengths.14Lewis and Dorsch co-operated in the synthetic production of silk.READING PASSAGE 2You should spend about 20 minutes on Questions
20、 15-27 which are based on Reading Passage 2 on pages 13 and 14.TEACHING IN UNIVERSITIESIn the 19th century, an American academic, Newman, characterised a university as: “a place of teaching universal knowledge(a place for) the diffusion and extension of knowledge rather than its advancement.”Newman
21、argued that if universities were not for teaching but rather for scientific discovery, then they would not need students.Interestingly, during this century, while still teaching thousands of students each year, the resources of most universities have been steadily channelled away from teaching into
22、research activities. Most recently, however, there have been strong moves in both North America and the United Kingdom to develop initiatives that would enhance the profile of the teaching institutions of higher education. In the near future, therefore, as well as the intrinsic rewards gained from w
23、orking with students and the sense that they are contributing to their overall growth and development, there should soon be extrinsic rewards, in the form of job promotion, for those pursuing academic excellence in teaching in universities.In the future, there will be more focus in universities on t
24、he quality of their graduates and their progression rates. Current degree courses, whose assessment strategies require students to learn by rote and reiterate the course material, and which do not require the student to interact with the material, or construct a personal meaning about it or even to
25、understand the discipline, are resulting in poor learning outcomes. This traditional teaching approach does not take into account modern theories of education, the individual needs of the learner, nor his or her prior learning experience.In order for universities to raise both the quality and status
26、 of teaching, it is first necessary to have some kind of understanding of what constitutes good practice. A 1995 report, compiled in Australia, lists eight qualities that researchers agree are essential to good teaching.Good teachersAare themselves good learners-resulting in teaching that is dynamic
27、, reflective and constantly evolving as they learn more and more about teaching;Bdisplay enthusiasm for their subject and desire to share it with their students;Crecognize the importance of context and adjust their teaching accordingly;Dencourage deep learning approaches and are concerned with devel
28、oping their students critical thinking skills, problem-solving skills and problem-approach behaviours;Edemonstrate an ability to transform and extend knowledge, rather than merely transmit it;Frecognise individual differences in their students and take advantage of these;Gset clear goals, use valid
29、assessment techniques and provide high-quality feedback to their students;Hshow respect for, and interest in, their students and sustain high expectations of them.In addition to aiming to engage students in the learning process, there is also a need to address the changing needs of the marketplace.
30、Because in many academic disciplines the body of relevant knowledge is growing at an exponential rate, it is no longer possible, or even desirable, for an individual to have a complete knowledge base. Rather, it is preferable that he or she should have an understanding of the concepts and the princi
31、ples of the subject, have the ability to apply this understanding to new situations and have the wherewithal to seek out the information that is needed.As the world continues to increase in complexity, university graduates will need to be equipped to cope with rapid changes in technology and to ente
32、r careers that may not yet be envisaged, with change of profession being commonplace. To produce graduates equipped for this workforce , it is essential that educators teach in ways that encourage learners to engage in deep learning which may be built upon in the later years of their course, and als
33、o be transferred to the workplace.The new role of the university teacher, then, is one that focuses on the students learning rather than the instructors teaching. The syllabus is more likely to move from being a set of learning materials made up of lecture notes, to a set of learning materials made
34、up of print, cassettes, disks and computer programs. Class contact hours will cease to be the major determinant of an academic workload. The teacher will then be released from being the sole source of information transmission and will become instead more a learning manager, able to pay more attentio
35、n to the development and delivery of education rather than content.Student-centred learning activities will also require innovative assessment strategies. Traditional assessment and reporting has aimed to produce a single mark or grade for each student. The mark is intended to indicate three things:
36、 the extent to which the learned material was mastered or understood; the level at which certain skills were performed and the degree to which certain attitudes were displayed.A deep learning approach would test a students ability to identify and tackle new and unfamiliar real world problems. A majo
37、r assessment goal will be to increase the size and complexity of assignments and minimise what can be achieved by memorizing or reproducing content. Wherever possible, students will be involved in the assessment process to assist them to learn how to make judgements about themselves and their work.Q
38、uestions 15-18Do the following statements agree with the information given in Reading Passage 2?In boxes 15-18 on your answer sheet writeTRUEif the statement agrees with the informationFALSEif the statement contradicts the informationNOT GIVENif there is no information on this15Newman believed that
39、the primary focus of universities was teaching.16Job promotion is already used to reward outstanding teaching.17Traditional approaches to assessment at degree level are having a negative effect on the learning process.18University students have complained about bad teaching and poor results.Question
40、s 19-23Look at the eight qualities A-H of good teachers in Reading Passage 2 and the statements below (Questions 19-23).Match each quality to the statement with the same meaning.Write the correct letter A-H in boxes 19-23 on your answer sheet.Good teachers19can adapt their materials to different lea
41、rning situations.20assist students to understand the aims of the course.21are interested in developing the students as learners.22treat their students with dignity and concern.23continually improve their teaching by monitoring their skills.Questions 24-27Choose the correct letter, A, B, C or D.Write
42、 your answers in boxes 24-27 on your answer sheet.24In the future, university courses will focus more onAdeveloping students skills and concepts.Bexpending students knowledge.Cproviding work experience for students.Dgraduating larger numbers of students.25According to the author, university courses
43、should prepare students toAdo a specific job well.Benter traditional professions.Cchange jobs easily.Dcreate their own jobs.26The author believes that new learning materials in universities will result inAmore work for teachers.Ba new role for teachers.Cmore expensive courses.Dmore choices for stude
44、nts.27The author predicts that university assessment techniques will include moreAin-class group assignments.Btheoretical exams.Cproblem-solving activities.Dstudent seminar presentations.READING PASSAGE 3You should spend about 20 minutes on Questions 28-40 which are based on Reading Passage 3 on pag
45、es 18 and 19.Questions 28-32Reading Passage 3 has six sections A-F.Choose the correct heading for sections A-E from the list of headings below.Write the correct number i-x in boxes 28-32 on your answer sheet.List of HeadingsiContrary indicationsiiEuropes Alpine glaciersiii Growing consensus on sea l
46、evelivIce cap observationvCauses of rising sea levelsviPanel on Climate ChangeviiSea level monitoring difficultiesviii Group response to alarming predictionsix Stockholm and ScandinaviaxThe world 130,000 years ago28Section A29Section B30Section C31Section D32Section E Rising Sea LevelsADuring the ni
47、ght of 1st February 1953, a deadly combination of winds and tide raised the level of the North Sea, broke through the dykes which protected the Netherlands and inundated farmland and villages as far as 64 km from the coast, killing thousands. For people around the world who inhabit low-lying areas, variations in sea levels are of crucial importance and the scientific study of oceans ha