短文部分
Questions 16 to 19 are based on the talk in class about United States history.
16.
A) Jefferson’s view about commercialized agriculture.
B) International trade in the nineteenth century.
C) Improvements in farm machinery in the United States.
D) Farmers’ loss of independence.
17.
A) Crop production became increasingly.
B) Economic depressions lowered the prices of farm products.
C) New banking laws made it easy to buy farmland.
D) The United States increased its agricultural imports.
18.
A) Prices for farm products rose.
B) Farmers became more dependent on loans from banks.
C) Jefferson established government programs to assist farmers.
D) Farmers relied less on foreign markets.
19.
A) They provided evidence that Jefferson’s ideal could be achieved.
B) They made farmers less dependent on local bankers.
C) They affected the prices that farmers could receive for their crops.
D) They decreased the power of the railroads to control farm prices.
Questions 20 to 22 are based on the passage you’ve just heard.
20.
A) The earth uses only a fraction of the sun’s energy.
B) Early man was incapable of using solar energy.
C) Solar radiation can be dangerous.
D) The windmill was the forerunner of the steam engine.
21.
A) A large portion.
B) Five million horsepower.
C) As much as man uses in a year.
D) As much as man uses in a day.
22.
A) They use it indirectly.
B) They use it by a surprising engine.
C) By the chemical action of the sun.
D) They use it directly.
听力原文：
Passage 5
One of the most popular myths about the United States in the 19th Century was that of the free and simple life of the farmer. It was said that the farmers worked hard on their own land to produce whatever their families’ needed. They might sometimes trade with their neighbors, but in general they could get along just fine by relying on themselves, not on commercial ties with others. This is how Thomas Jefferson idealized the farmer at the beginning of the 19th century. And at that time, this may have been close to the truth especially on the frontier. But by the mid century sweeping changes in agriculture were well under way as farmers began to specialize in the raising of crops such as cotton or corn or wheat. By late in the century revolutionary advances in farm machinery has vastly increased production of specialized crops and extensive network of railroads had linked farmers throughout the country to markets in the east and even overseas. By raising and selling specialized crops, farmers could afford more and finer goods and achieve a much higher standard of living but at a price. Now farmers were no longer dependent just on the weather and their own effort, their lives were increasingly controlled by banks, which had powder to grant or deny loans for new machinery, and by the railroads which set the rates for shipping their crops to market. As businessmen, farmers now had to worry about national economic depressions and the influence of world supply ꢎand demand on, for example, the price of wheat in Kansas. And so by the end of the 19th century, the era of Jefferson’s independent farmer had come to a close.
Questions 16 to 19 are based on the talk in class about United States history.
16. What is the main topic of the talk?
17. According to the professor, what was the major change in agriculture during the 19th century?
18. According to the professor, what was one result of the increased use of machinery on farms in the United States?
19. According to the professor, why was world market important for the United States agriculture?
Passage 6
The energy which the sun radiates goes in every direction. However, only a minute part of it falls on the earth. Even so, it represents the power of about five million horsepower per square mile per day. The sun gives us as much energy every minute as mankind uses in a year. At present, we use this energy indirectly, and it is our only final source of power. Coal represents the chemical action of the sun on green plants thousands of years ago. Water power results from the sun’s creation vapor and the resulting rain. Even windmills operate because of air currents set in motion by the uneven heating effects of the sun in different places, Already, a scientist has worked out an engine, surprisingly efficient. This engine uses a series of mirrors which concentrate the sun’s energy on a tube of water to create seam.
Questions 20 to 22 are based on the passage you’ve just heard.
20. What does this passage tell us about?
21. How much energy does the sun give to the earth in a minute?
22. How do people use solar energy at present?
题解：
Passage 5
这是老师在课堂授课的讲稿。文章介绍了19世纪美国农民如何从自给自足到依赖他人的演变过程。分析了造成这一变化的原因。
听时要注意按照时间顺序理清农民的特点及原因。
16.D 这是一道主旨题。把握时间的顺序，如at the beginning of the 19th century, but by the mid century, by late in the century便可知。文章的最后一句话也说明了这层意思。
17.A 这是一道细节题。从"revolutionary advances ... has vastly increased production of specialized crops .... "可知。
18.B 这是一道细节题。从"Now farmers were no longer dependent ..., their lives were increasing controlled by banks, which had powder to grant or deny loans for new machinery."可知。
19.C这是一道细节题。从"farmers now had to worry about national economic depression and the influence of world supply and demand on ..."可知。
Passage 6
本文是介绍太阳辐射的科普文章。太阳光辐射的能量仅有极其微小的部分到达地球。尽管如此，这些能量相当于每天每平方英里上产生五百万马力的功率。太阳每分钟释放的能量相当于人类一年的所需。现在人们间接地使用这些能量，它是人类最后能量的源泉。煤的形成体现了成千上万年前太阳光作用于绿色植物产生的化学反应的结果。水力是太阳产生水蒸气和由此而形成的雨的结果。甚至风车的转动都与太阳的活动有关。这是由于太阳光使不同地区不均衡的受热，从而产生气流的结果。科学家们已发明出一种发动机，它利用一些镜子把太阳能集中反射到一盛水的管子上，从而来制造蒸汽。
20.A 本题考查对文章内容进行综合判断。文章一开始即讲到"only a minute part of it falls on the earth"。
21.C 本题考查细节。由于片面掌握信息，而不能区分干扰选项，造成误选B或D。
22.A 本题考查捕获明示信息的能力。文中谈到"At present, we use this energy indirectly"。
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