大學聯考考試日期爲每年6月7日、8日，部分省市區因考試製度的不同考試時間爲3天(即7、8、9號)。爲了幫助大家備考大學聯考英語，小編分享了一些大學聯考英語練習試題，希望能對大家有所幫助!
第一部分：聽力(共兩節，滿分30分)
做題時，先將答案劃在試卷上。錄音內容結束後，你將有兩分鐘的時間將試卷上的答案轉塗到答題卡上。
第一節(共5小題;每小題1.5分，滿分7.5分)
聽下面5段對話。每段對話後有一個小題，從題中所給的A、B、C三個選項中選出最佳選項，並標在試卷的相應位置。聽完每段對話後，你都有10秒鐘的時間來回答有關小題和閱讀下一小題。每段對話僅讀一遍。例：How much is the shirt?
A. £19.15B. £9.18 C. £9.15
答案是C
1 Where will the woman go first?
A. To a bookstore. B. To the library. C. To the school.
2 When is the game due to finish?
A. At 3:20. B. At 3:40. C. At 4:00.
3 What will the boy do next weekend?
A. Visit his grandma.
B. Stay at home with his friend.
C. Have dinner with his aunt’s family.
4 Why hasn’t the man got the letter?
A. He forgot about it.
B. He has been too busy.
C. He couldn’t find the post office.
5 What are the speakers talking about?
A. A desk. B. A colleague. C. Piles of paper.
第二節(共15小題;每小題1.5分，滿分22.5分)
聽下面 5 段對話或獨白。每段對話或獨白後有幾個小題，從題中所給的 A、B、C 三個選項中選出最佳選項，並標在試卷的相應位置。聽每段對話或獨白前，你將有時間閱讀各個小題，每小題 5 秒鐘;聽完後，各小題將給出 5 秒鐘的作答時間。每段對話或獨白讀兩遍。
聽第 6 段材料，回答第 6、7 題。
6 What relation is the woman to Dr. Smith?
A. His wife. B. His neighbor. C. His assistant.
7 What will the man do next?
A. Meet Dr. Smith. B. Wait in the waiting room. C. Go to a bar.
聽第 7 段材料，回答第 8、9 題。
8 How does the woman feel about her presentation?
A. Confident. B. Unsure. C. Terrified.
9 When will the conference be held?
A. This Thursday. B. This Friday. C. Next Monday.
聽第 8 段材料，回答第 10 至 12 題。
10 Where are the speakers?
A. At an airport. B. In a hotel. C. In a restaurant.
11 Why do the speakers decide to go to the coffee stand?
A. To have a rest. B. To get the luggage. C. To avoid the crowd.
12 Why does the man want to pay for the coffee?
A. To show his generosity.
B. To repay the woman’s treat.
C. To thank the woman for her help.
聽第 9 段材料，回答第 13 至 16 題。
13 Who is the man probably?
A. A house owner. B. A house buyer. C. A housing agent.
14 How much will one room cost in total?
A. $700. B. $730. C. $1,000.
15 What attracts the woman most about the house?
A. The price. B. The position. C. The heating system.
16 What can people do in the house?
A. Do some indoor sports.
B. Enjoy an open fire in winter.
C. Have a good view of the garden.
聽第 10 段材料，回答第 17 至 20 題。
17 What is the speaker trying to do?
A. Give advice on the school cafeteria.
B. Introduce the school cafeteria.
C. Advertise the school cafeteria.
18 What does the speaker think of the menu?
A. It’s healthy. B. It’s dull. C. It’s special.
19 Why don’t some students eat in the cafeteria?
A. The food is tasteless.
B. The kitchen is untidy.
C. The prices are unreasonable.
20 What does the speaker say about the cafeteria?
A. The staff there are friendly.
B. It’s made a few changes to the menu.
C. Students have to wait there for a seat.
第二部分閱讀理解 (共兩節，滿分40分)
第一節 (共15小題;每小題2分，滿分30分)
閱讀下列短文，從每題所給的四個選項(A、B、C和D)中 ，選出最佳選項，並在答題卡上將該項塗黑。
Are you Looking for a museum off the beaten path? Try these places.
Bata Shoe Museum
The Bata Shoe Museum opened in 1995 on the premise(前提) that “footwear is a source of delight and reflection of human history”. The space was designed by Raymond Moriyama. Permanent collection includes 12000 pairs of shoes and artifacts. Notable shoes are those belonging to Marilyn Monroe, Princess Diana, Elton John and Madonna.
Campbell House
Campbell House was built in 1822 by Sir William Campbell – chief justice of Upper Canada from 1825-1829. Campbell lived in the house for 12 years before he died. The house was occupied by various other families and used for various other uses (vinegar factory, glassworks). In 1972 in order to preserve the building, the Advocate’s Society moved from its location on Adelaide St to its current home at Queensland University. The building was restored to be as historically accurate as possible.
Gibson House Museum
The Gibson House Museum is an example of Georgian architecture. It was built in the mid 19th century as a farm house for David Gibson – a member of the Legislative Assembly. After being used as a boarding house for many years, the building interior was restored. The museum has a hands -on “discovery gallery” with interactive(互動的) games and exhibits. On weekends workshops are offered on cooking, desserts, breads and preserves.
Black Creek Pioneer Village
Black Creek is a recreation of a Victorian Farm with buildings moved and reconstructed from around Ontario. The result is a 1860s Ontario village. Exhibits demonstrate how domestic tasks were completed before modern technology. Activities include spinning, baking, and a history lesson.
Historical interpreters dress in the clothing of the period and answer visitors’ questions. Favorite destinations in the village include the farm, doctor’s house, and the mill. At the historic brewery, beer is brewed using all natural ingredients. The restaurant serves meals using locally sourced ingredients. On site are also areas for concerts and gift shop. Black Creek is operated by the Toronto and Region Conservation (TRCA).
21. Who designed Bata shoe Museum?
A. Princess Diana B. Elton John C. Raymond Moriyama D. Marilyn Monroe
22. Campbell House once served as a .
A. university B. glue works C. farm house D. vinegar factory
23. If you are into interacting with others in games, you will probably go to .
A. Bata Shoe Museum B. Gibson House Museum
C. Campbell House D. Black Creek Pioneer Village
24. We can learn from the passage that
A. Campbell House was occupied by Campbell for a score of years.
B. Bata Shoe Museum includes 1200 pairs of notable shoes and artifacts.
C. Gibson House Museum was constructed approximately in the 1820s.
D. Visitors can know about historic farming culture when visiting Black Creek.
B
My wife, daughter, and I moved into our home nine years ago and we spent a lot of time and energy in the yard to get it looking like it does today. We live on a corner, higher than street level, and the entire side of the yard is surrounded by a professionally built rock wall. The front of the house though is another story because instead of a wall along the sidewalk, the rocks appear to be just thrown up onto the dirt as if someone were in a hurry to finish.
We did the best we could with what we had to work with and called this area our “rock garden”. Whenever we had leftover flowers or plants, Denise or I would stick them out front, just to bring some color to the area. We would do all of the yard work on our own, even the tiring weed-pulling.
Last summer I had reached the end of the rock garden and found a tiny little plant that I could not immediately identify, I knew I didn’t plant it and Denise claimed that she didn’t either. We decided to let it continue growing until we could figure out what it was.
Weeks passed and as I made my way back to the mystery plant, it appeared to be a Sunflower with a tall skinny stalk(莖，杆) and only one head on it. I decided to baby it along and weed around it. As I pulled rocks from the area to get to the weeds, I noticed something unusual. The Sunflower had not started where I saw the stalk begin. It actually had begun under a big rock and grown under and around it to reach the sun.
That’s when I realized that if a tiny little Sunflower didn’t let a big rock stand in its way of developing, we too have the ability of doing the same thing. Once our environment begins to see that we believe in ourselves like that little Sunflower, we can attain the same nourishment(營養) and growth as well.
Stand tall like the Sunflower and be proud of who and what you are and the environment will begin to support you. You will find a way to go under or around your big obstacle in order to reach your desires.
25. Why is the front of the house another story according to the author?
A. The workers finished it in a hurry.
B. There is a wall along the sidewalk.
C. The family view it as a rock garden.
D. The rocks are piled there at random.
26. The author found it unusual that_______.
A. the Sunflower grew under and around a big rock
B. the Sunflower had a tall stalk and only one head
C. the mystery plant turned out to be a Sunflower
D. a rock stood in the way of the flower’s growth
27 Which of the following best describes the Sunflower?
A. Brave and stubborn B. Confident and persistent
C. Optimistic and modest D. Mysterious and devoted
C
One of our expectations about education is that it will pay off in terms of upward mobility. Historically, the relation between education and income has been strong. But in the early 1970s, a contradiction developed between education and the economy. Our value of education and our average educational attainment(獲得)run faster than the capacity of the economy to absorb the graduates.
Since the 1970s, high-school graduates have experienced a striking decrease in earnings, making them the first generation since World War Ⅱ to face a lower standard of living than their parents had. Experts have argued that this contradiction is at the heart of the problem of public education today. It is not, as business leaders claim, that the schools are failing to properly educate students, that they are turning out young people who are inadequately prepared to function in the workplace. The real problem is a shortage of economic opportunities for students who are not continuing on to college. College graduates also are having difficulty finding jobs. Even when they do, the jobs may not be consistent with their training and expectations. Part of the problem is that too many young Americans expect to have professional jobs, making disappointment and frustration unavoidable for some.
Many students assumed that what was true of an individual— that the higher the education, the better the job opportunities — would also be true for an entire society. But when the numbers of better-educated young people became too great, the economy could no longer absorb them. Another part of the problem is the assumption that greater educational attainment guarantees career advancement. In fact, employers do not routinely reward educational attainment; rather, they reward it only when they believe it will contribute to the employee’s productivity.
We should not overlook the fact that there is still a strong relationship between education and occupation and income. College graduates have a strong advantage over those with less education. But the payoff is neither as large nor as certain as it once was. Unfortunately, Americans have focused so strong on the economic payoff that many consider their college education useless if it does not create a desirable, well-paying job. Only in this sense can we speak of an “oversupply” of college graduates.
We could argue that all or at least the majority of Americans would profit by some degree because higher education can enable the individual to think more deeply, explore more widely, and enjoy a greater range of experiences.
28. The underlined phrase “turning out” in Paragraph.2 probably means .
