25. NO ("Managed floats have been adopted.")?
26. NOT GIVEN
27. NOT GIVE
28. O
29. L
30. O
31. G
32. L
33. G
34. N
35. L
36. NO (evidence contained in sagas and legends)
37. YES (No aspect?including their view of death.)
38. NOT GIVEN
39. YES (died out soon after conversion to Christianity)
40. NO (at least one has rotted away)
TEST 7
1. B
2. A
3. C
4. E
5. I
6. F
7. A
8. K
9. heterogeneous
10. skeptical
11. demographic
12. schematic faces
13. small correlations
14. C
15. light
16. C
17. supernovas
18. quasars
17. and 18 in either order]
19. electricity
20. muons
21. photoreceptors
22. D
23. A
24. C
25. B
26. F
27. T
28. NG
29. optical fiber
30. electronic switching systems
31. skyrocketing
32. electrons
33. photonics
34. payoffs
35. bigger bandwidth capacity
36. lower transmission costs
37. full integration［the above three in any order］
38. C
39. E
40. B
TEST 8
1. indulgent dependency
2. independence training
3. identity_confirming responses
4. universal basic instinct
5. vicariously
6. social recognition
7. (rich) semantic meaning
8. affect control theory (ACT)
9. motivate
10. NA
11. A
12. A
13. NA
14. A
15. TRUE
16. TRUE
17. saturated market
18. it includes pictures
19. on five continents
20. D
21. B
22. high_tech features
23. boost
24. color screen
25. MMS
26. joining forces
27. following suit
28. i_mode
29. mobile service operators
30. e_mail attachments
31. limit the competition
32. 1.5 million
33. B
34. A
35. D
36. A
37. T
38. F
39. T
40. F
TEST 9
1. D
2. A
3. J
4. F
5. C
6. B
7. A
8. I
9. S
10. I
11. A
12. E
13. NG
14. T
15. T
16. F
17. outside clinical trials
18. reputable research groups
19. gauge the importance
20. (whole) scientific community
21. fundamentally/dangerously/fundamentally and dangerously
22. C
23. C
24. D
25. A
26. A
27. ABOLISHED
28. B
29. D
30. A
31. D
32. B
33. A
34. C
35. structural adjustment policies
36. cut social expenditure
37. tools of production
38. development issues
39. powerful nations
40. fill the gap
TEST 10
1. E
2. D
3. F
4. G
5. H
6. color vocabularies
7. distinct brain function
8. Whorfian renaissance
9. shape and unit
10. bilinguals
11. horizontal dimensions
12. vertical bias
13. more productive ways
14. right cue
15. aspects of cognition
16. pharmacological research
17. genomic studies［the above two in either order］
18. fewer adverse reactions
19. speedier clinical trials［the above two in either order］
20. F
21. NG
22. I
23. G
24. E
25. B
26. H
27. B
28. C
29. A
30. A
31. F
32. NC
33. T
34. F
35. T
36. on the site
37. swelling
38. resistance change ［the above two in either order］
39. life span
40. by lowering the cost
IELTS Band Scores
(IELTS正确题数与分数段换算表)
听力 10
-15*"4
16-225
23-286
正确题数分数段29-357
1136-398
2-32409
4-93
10-164
17-245普通培训类阅读
25-326
33-377正确题数分数段
38-3981-21
4093-52
6-113
学术类阅读
12-174
18-255
正确题数分数段26-346
1135-377
2-3238-398
4-93409
小白本
READING PASSAGE 1
You should spend about 20 minutes on Question 1-11 which are based on Reading Passage 1 on pages 2 and 3.
The Spectacular Eruption of Mount St. Helens
A The eruption in May 1980 of Mount St. Helens, Washington State, astounded the world with its violence. A gigantic explosion tore much of the volcano's summit to fragments; the energy released was equal to that of 500 of the nuclear bombs that destroyed Hiroshima in 1945.
B The event occurred along the boundary of two of the moving plates that make up the Earth’s crust. They meet at the junction of the North American continent and the Pacific Ocean. One edge of the continental North American plate over-rides the oceanic Juan de Fuca micro-plate, producing the volcanic Cascade range that includes Mounts Baker, Rainier and Hood, and Lassen Peak as well as Mount St. Helens.
C Until Mount St. Helens began to stir, only Mount Baker and Lassen Peak had shown signs of life during the 20th century. According to geological evidence found by the United States Geological Survey, there had been two major eruptions of Mount St. Helens in the recent (geologically speaking) past: around 1900 B.C., and about A.D. 1500. Since the arrival of Europeans in the region, it had experienced a single period of spasmodic activity, between 1831 and 1857. Then, for more than a century, Mount St. Helens lay dormant.
D By 1979, the Geological Survey, alerted by signs of renewed activity, had been monitoring the volcano for 18 months. It warned the local population against being deceived by the mountain’s outward calm, and forecast that an eruption would take place before the end of the century. The inhabitants of the area did not have to wait that long. On March 27, 1980, a few clouds of smoke formed above the summit, and slight tremors were felt. On the 28th, larger and darker clouds, consisting of gas and ashes, emerged and climbed as high as 20,000 feet. In April a slight lull ensued, but the volcanologists remained pessimistic. Then, in early May, the northern flank of the mountain bulged, and the summit rose by 500 feet.
E Steps were taken to evacuate the population. Most-campers, hikers, timbercutters-left the slopes of the mountain. Eight-four-year-old Harry Truman, a holiday lodge owner who had lived there for more than 50 years, refused to be evacuated, in spite of official and private urging. Many members of the public, including an entire class of school children, wrote to him, begging him to leave. He never did.
F On May 18, at 8.32 in the morning, Mount St. Helens blew its top, literally. Suddenly, it was 1300 feet shorter than it had been before its growth had begun. Over half a cubic mile of rock had disintegrated. At the same moment, an earthquake with an intensity of 5 on the Richter scale was recorded. It triggered an avalanche of snow and ice, mixed with hot rock-the entire north face of the mountain had fallen away. A wave of scorching volcanic gas and rock fragments shot horizontally from the volcano’s riven flank, at an inescapable 200 miles per hour. As the sliding ice and snow melted, it touched off devastating torrents of mud and debris, which destroyed all life in their path. Pulverised rock climbed as a dust cloud into the atmosphere. Finally, viscous lava, accompanied by burning clouds of ash and gas, welled out of the volcano’s new crater, and from lesser vents and cracks in its flanks.
G Afterwards, scientists were able to analyse the sequence of events. First, magmamolten rock-at temperatures above 2000℉. Had surged into the volcano from the Earth’s mantle. The build-up was accompanied by an accumulation of gas, which increased as the mass of magma grew. It was the pressure inside the mountain that made it swell. Next, the rise in gas pressure caused a violent decompression, which ejected the shattered summit like a cork from a shaken soda bottle. With the summit gone, the molten rock within was released in a jet of gas and fragmented magma, and lava welled from the crater.
H The effects of the Mount St. Helens eruption were catastrophic. Almost all the trees of the surrounding forest, mainly Douglas firs, were flattened, and their branches and bark ripped off by the shock wave of the explosion. Ash and mud spread over nearly 200 square miles of country. All the towns and settlements in the area were smothered in an even coating of ash. Volcanic ash silted up the Columbia River 35 miles away, reducing the depth of its navigable channel from 40 feet to 14 feet, and trapping sea-going ships. The debris that accumulated at the foot of the volcano reached a depth, in places, of 200 feet.
I The eruption of Mount St. Helens was one of the most closely observed and analysed in history. Because geologists had been expecting the event, they were able to amass vast amounts of technical data when it happened. Study of atmospheric particles formed as a result of the explosion showed that droplets of sulphuric acid, action as a screen between the Sun and the Earth’s surface, caused a distinct drop in temperature. There is no doubt that the activity of Mount St. Helens and other volcanoes since 1980 has influenced our climate. Even so, it has been calculated that the quantity of dust ejected by Mount St. Helens-a quarter of a cubic mile –was negligible in comparison with that thrown out by earlier eruptions, such as that of Mount Katmai in Alaska in 1921 (three cubic miles). The volcano is still active. Lava domes have formed inside the new crater, and have periodically burst. The threat of Mount St. Helens lives on.
Answer questions 1 and 2 by writing the appropriate letters A-1 in boxes 1 and 2 on your answer sheet.
1. Which paragraph describes the evacuation of the mountain?
2. Which paragraph describes the moment of the explosion of Mount St. Helens?
3. What are the dates of the TWO major eruptions of Mount St. Helens before 1980? Write TWO dates in box 3 on your answer sheet.
4. How do scientists know that the volcano exploded around the two dates above?
Using NO MORE THAN THREE WORDS, write your answer in box 4 on your answer sheet.
Question 5-8
Complete the summary of events below leading up to the eruption of Mount St. Helens. Choose NO MORE THAN THREE WORDS from the passage for each answer.
In 1979 the Geological Survey warned (5) to expect a violent eruption before the end of the century. The forecast was soon proved accurate. At the end of March there were tremors and clouds formed above the mountain. The was followed by a lull, but in early May the top of the mountain rose by (6) . People were (7) from around the mountain. Finally, on May 18th at (8), Mount St. Helens exploded.
Example:
The energy released by the explosion of Mount St. Helens.
The area of land covered in mud or ash
The quantity of dust ejected
11. According to the text the eruption of Mount St. Helens and other volcanoes has influenced our climate by…
A. increasing the amount of rainfall.
B. Heating the atmosphere.
C. Cooling the air temperature.
D. Causing atmospheric storms.
READING PASSAGE 2
B-E and G from the list of headings below. Write the appropritate numbers (i-x) in boxes 12-16 on your answer sheet.
NB There are more headings for paragraphs so you will not use all of them.
You may use any of the heading s more than once.
List of Headings
(i) The effect of changing demographics on organizations
(ii) Future changes in the European workforce
(iii) The unstructured interview and its validity
(iv) The person-skills match approach to selection
(v) The implications of a poor person-environment fit
(vi) Some poor selection decisions
(vii) The validity of selection procedures
(viii) The person-environment fit
(ix) Past and future demographic changes in Europe
(x) Adequate and inadequate explanations of organizational failure
Example: Paragraph A Answer (X)
PEOPLE AND ORGANISATIONS: THE SELECTION ISSUE
A In1991, according to the Department of Trade and Industry, a record 48,000 British companies went out of business. When businesses fail, the post-mortem analysis is traditionally undertaken by accountants and market strategists. Unarguably organizations do fail because of undercapitalisation, poor financial management, adverse market conditions etc. Yet, conversely, organisatons with sound financial backing, good product ideas and market acumen often underperform and fail to meet shareholders’ explanations. The complexity, degree and sustainment of organizational performance requires an explanation which goes beyond the balance sheet and the "paper conversion” of financial inputs into profit making outputs. A more complete explanation of "what went wrong” necessarily must consider the essence of what an organisation actually is and that one of the financial inputs, the most important and often the most expensive, is people.
B An organisation is only as good as the people it employs. Selecting the right person for the job
involves more than identifying the essential or desirable range of skills, educational and professional qualifications necessary to perform the job and them recruiting the candidate who is most likely to possess these skills or at least is perceived to have the ability and predisposition Io acquire them. This is a purely person/skins match approach to selection.
C Work invariably takes place in the presence and/or under the direction of others, in a particular organisational setting. The individual has to "fit" in with the work environment, with other employees, with the organisational climate, style of work, organisation and culture of the organisation. Different organisations have different cultures (Cartwright&Cooper,1991;1992). Working as an engineer at British Aerospace will not necessarily be a similar experience to working in the same capacity at GEC or Plessey.
D Poor selection decisions are expensive. For exampie, the costs of training a policeman are about ￡20,000(approx. US $30,000). The costs of employing an unsuitable technician on an oil rig or in a nuclear plant could, in an emergency ,result in millions of pounds of damage or loss of life. The disharmonyd a poor person-environment fit (PE-fit) is likely to resul in low job satisfaction, lack of organisational commitment and employee Stress, which affect organisational out-comes i.e. productivity, high labour turnover and absenteeism, and individual outcomes i. e. physical, psychological and mental well-being.
E However, despite the importance of the recruitment decision and the range of sophisticated and
more objective selection techniques available, including the use of psychometric tests, assessment
centres etc., many organisations are Still prepared to make this decision on the basis of a single 30
