PART I LISTENING COMPREHENSION
In Section A, B and C you will hear everything ONLY ONCE. Listen carefully and then answer the questions that follow. Mark the correct response to each question on the Colored Answer Sheet.
SECTION A TALK
Question 1 to 5 refer to the talk in this section. At the end of the talk you will be given 15 seconds to answer each of the following five questions.
Now listen to the talk.
1. The best word to describe people's attitudes towards the opening of the new museum is ____.
2. The museum is located ____.
A) in an art center
B) in a business district
C) in California University
D) near Hollywood
3. Which of the following is not the characteristic of the museum?
B) Five-story tall.
D) White and gray.
4. The museum belongs to ____.
A) a petroleum millionaire
B) a famous artist
C) Los Angles County
D) California Art Center
5. Kasamere Malaviz is ____.
A) the director of the new museum
B) a Russian artist
C) chairman of the Occidental Petroleum Cooperation
D) the Los Angeles County Museum director
SECTION B INTERVIEW
Question 6 to 10 are based on an interview. At the end of the interview you will be given 15 seconds to answer each of the following question.
Now listen to the interview.
6. According to the interviewee, what category does she belong to?
D) Chain smoker.
7. From Mrs. Bradley's point of view, what kind of people smoke a pipe?
A) Nervy people.
B) Restless people.
C) Calm contented type.
D) The upper-class people.
8. How many times did Mrs. Bradley try to give up smoking?
C) Three times.
D) Many times.
9. When does Mrs. Bradley smoke most?
A) When she is doing housework.
B) When she is watching TV.
C) When she is reading.
D) When she is with friends.
10. Why does Mrs. Bradley smoke?
A) In order to relax.
B) In order to be excitable.
C) In order to feel important.
D) In order to keep herself awake.
SECTION D NOTE-TAKING AND GAP-FILLING
In this section you will hear a mini-lecture. You will hear the lecture ONLY ONCE. While listening to the lecture, take notes on the important points. Your notes will not be marked, but you will need them to complete a 15-minute gap-filling task on ANSWER SHEET ONE after the mini lecture. Use the blank sheet for note-taking. ANSWER SHEET ONE
Fill in each of the gaps with ONE suitable word. You may refer to your notes. Make sure the word you fill in is both grammatically and semantically acceptable.
Higher Education In The United States
In the United States, a student who has finished high school may want to continue in hihger education. There are several ways to continue higher education in the United States. There are (16), colleges, (17) colleges and technical or (18) schools.
A university usually has several colleges. There may be a college of liberal arts, where (19), social science, natural science and mathematics are taught. There may be a college of (20) or education.
A college is also like a university in the kind of students it has, but a college usually has only one or two kinds of programs and does not have (21) or professional programs. Like the university, a college may be funded publicly, or (22), or by a religious group.
Community colleges are quite different. Their program lasts only (23) years. Not all the subjects are the usual school subjects. Many students are adults with children. When they complete a two-year program, they receive an associate of arts or associate of science degree. They must go to a college or a university for two more years to get the (24) degree.
The technical school has only job training. Some programs may take six months, while others may take two years or more. The school provides training for work in areas such as electronics, (25), pluming and others.
PART II PROOFREADING & ERROR CORRECTION
The following passage contains ten errors. Each line contains a maximum of one error. In each case only one word is involved. You should proofread the passage and correct it in the following way:
For a wrong word, underline the wrong word and write the correct one in the blank provided at the end of the line.
For a missing word, mark the position of the missing word with a "^" sign and write the word you believe to be missing in the blank provided at the end of the line.
For an unnecessary word, cross the unnecessary word with a slash "/" and put the word in the blank provided at the end of the line.
When ^ art museum wants a new exhibit,
it (never/) buys things in finished form and hangs
them on the wall. When a natural history museum
wants an exhibition, it must often build it.
I think it is true to saying that, in general, language teachers
have paid little attention to the way sentences are used in combination
to form stretches of disconnected discourse. They have tended to take
their cue from the grammarian and have concentrated to the teaching
of sentences as self-contained units. It is true that these are often represented in "contexts" and strung together in dialogues and
reading passages, but these are essentially setting to make the formal properties of the sentences stand out more clearly, properties which are then established in the learners brain(30)
by means of practice drill and exercises. Basically, the language teaching unit is the
sentence as a formal linguistic object. The language teachers view of
what that constitutes knowledge of a language is essentially the same
as Chomskys knowledge of a syntactic structure of sentences,
and of the transformational relations which hold them. Sentences are seen as paradigmatically rather than syntagmatically related. Such a knowledge "provides the basis for the actual use of language by the speaker-hearer". The assumption that the language appears to make
is that once this basis is provided, then the learner will have no
difficulty in the dealing with the actual use of language.
PART III READING COMPREHENSIONS
In this section there are four reading passages followed by fifteen multiple-choice questions. Read the passages and then mark your answers on your Answer Sheet.
TEXT A When imaginative scientists first suggested the possibility that one person cold speak directly to another over a long distance, few people took them seriously. Among the few who did was a Scots born American named Alexander Craham Bell, who was one of the first to develop a telephone in 1876. Now the most common means of voice communication in the world, the telephone of today is infinitely more sophisticated and effective than the crude instrument developed by Bell, and it is being used in ways he could not possibly have foreseen. Today, communication is being seriously considered a communications service "on the move". Because America is such a highly mobile society —— a society on wheels —— telephones in cars and trucks are becoming as essential as those in homes and offices. Industry have predicted that mobile communications service will soon be comparable in many respects to the service provided by telephones that do not move. Another area rapidly being expanded is oversea telephone service. In 1927, when overseas telephone service was inaugurated with a radio telephone call between New York and London, the occasion was heralded as thrilling. Today, many, many telephone users regard international calls as routine, and overseas service, thanks largely to undersea cables and communications satellites, has undergone extraordinary improvement. Transmission has been made clearer, charges have been greatly reduced, and dependability has been improved. Overseas telephone service has now been extended to nearly 250 countries and areas throughout the world. The introduction of direct distance dialing in 1951 was one of the most significant developments in the effort of improving long-distance service. Direct distance dialing is not only fast and convenient for the caller, it has also enabled telephone companies to handle the extraordinary growth of telephone use that has occurred since the 1950s. Between 1950s and 1973, the number of telephones in the United States more than tripled, with the addition of 90 million telephones. For the Bell Telephone System alone long-distance calls in the same period have increased from 1.4 billion to 8.5 billion, and indications are that long-distance traffic will continue to increase significantly in the years ahead. In 1972, 77 percent of the 8.5 billion long-distance messages were dialed by the customer. Another very significant development in telephone use is in the area of data communications. Here is an example of how medical data are being transmitted. In a small town in the western part of the United States about 300 people gathered in the local school to undergo tests for lung and respiratory diseases such as emphysema. The procedures followed marked a major advance in detecting emphysema and allied diseases by providing almost instantaneous computer diagnosis over long distance telephone lines. First, technicians at the school used touch-tone telephones to send vital statistics on the person being tested to the exhaled into a Spiro meter, which measures volume and rate of air exhalation, and these measurements were automatically transmitted to the computer. The computer instantly calculated the results and within two seconds relayed them back to the testing center. Normally, it takes hours or even weeks to evaluate Spiro meter measurements —— and a lapse of weeks in detecting emphysema can seriously affect the outcome of treatment. By utilizing a computer and communications. However, the time lag is reduced to seconds. Moreover, people in a remote community are put within arms length of the most up-to-date medical facilities available.
36. What does "communication service on the move" mean?
A) Communication enables the world move more efficiently so that we are living in a mobile society.
B) Communication can be carried on almost anywhere in the world.
C) Mobile communication service.
D) Communication has been upgraded ever since the first telephone was invented.
37. What are the advantages of direct distance dialing?
A) It's fast and convenient for the caller.
B) It's easy to handle either for the caller or the telephone company, as well as (A).
C) It lowers the cost of telephone service.
D) All of the above.
38. The selection can be best categorized as ____.
B) objective description.
TEXT B Ups and Downs I was convinced that roller coasters were invented in Nazi Germany to conduct fiendish experiments on unsuspecting children who did not ear their vegetables. My earliest memory of riding a "death machine" was when I was 9. A friend of my parents was going to Astro World and invited us to come along. Being the natural adventures that we were, my sister, brother and I decided to journey with them. After arriving there, I somehow found myself waiting in line to ride the notorious Texas Cyclone. Yes, the roller coaster with the sign that should read: PLEASE SECURE ALL LOOSE ITEMS SUCH AS GLASSES; DENTURES; HAIRPIECES; VITAL ORGANS; SMALL, ORIENTAL 9-YEAR-OLDS; ETC. IF YOU HAVE NO WISH OF DYING, THEN GET OUT OF LINE NOW. THANK YOU. "Oh, its a lot of fun," said Lan, one of the older girls I was with. I was beginning to worry, nonetheless. "This is a wooden roller coaster?" I asked. "Yeah, its one of the last ones around," boasted Lan. She reassured me a few more times that the ride was perfectly safe and that the odds of getting killed were as slim as something comparable to …… ohhh, living past the age of 9. I smiled to show her that I was totally relaxed and ready for the ride. But deep in the left lobe of my brain I was thinking. "WHADDAYA MEAN WOOD?!! WHAT ABOUT TERMITES?!! Has it not occurred to you that the reason the Cyclone was one of the last wooden coasters around was that people have better things to do than die by being flung from a few stories up off the rails at a gazillions miles an hour?" I stood in line watching others, with the sun filtering through the rafters, twitching my leg nervously. The heat sought us out through the patches of sun, and my legs began to ache from standing. For some odd reason I stayed in line. Ill try to explain this phenomenon as best as I can. You see, all males are forced by some masculine gland, located next to the pancreas, to get on a roller coaster even if they are scared to the point of a bladder-control loss. We are obliged by the girls standing behind us in line to get on the ride or risk the girls thinking that we, the studs we are, are of their gender if we dont. I finally got onto the ride hoping for a quick end. I actually prayed (honest, Im not lying) and people in line laughed. I thought it eased the situation a bit. I stepped into the car and put the safety bar over my lap. A mad dash for the exit was impossible. There were girls around, so I couldnt leave. The ride attendants checked the bars in the seats to see if they were secure by giving a little tug on each of them. I gulped loudly and grabbed hold of the bars firmly enough to choke a horse. The cars shoved off as we headed of to "concussion city." Clank. Clank. Clank. We approached the dropping point. For a split second I could see the whole park, and then WHOOSH! My stomach hit the ceiling of my skull and was about to escape via my ears as we hit the bottom. The ride did not stop until the end of the Reagan administration. I could hardly recall what happened because I was about to lose consciousness and depart my physical body. I did not breathe for the duration of the ride, and my pale, white knuckles could have been pried off the safety bar only with a crowbar and several power tools. I would cry this fear of roller coaster and dropping at great height for the next eight years. I tried my best to stay away from the larger rides and always took the "easy" ride with no steep drops. Embarrassment followed me every time I was near a roller coaster. I suffered a form of uncanny acrophobia commonly referred to by leading medical researchers as well "chicken". This past summer I found myself at the prestigious Kings Island Amusement Park (also known as Spend-All-Your-Money-To-Us-Park) in Cincinnati, Ohio, with my relatives. I decided that in order to conquer my fear I had to, like any rational person would, totally avoid it. However, for some odd reason, the dormant masculine gland resurfaced, and I was forced to get on a ride with girls waiting in line behind me. I took my younger cousin with me, also. This was so I could sit in the designated "41 wuss-section" (or the middle) of the looping Pirate Ship and not be embarrassed because I had a small child with me. I pretended to act cool by talking through the whole ride to my cousin, who was concentrating on not dispersing the contents of these words: Me: WHOOOAHH! Here comes another one! Him: Uh huh. Me: WHOOOAHH! MOMMY! Him: Blurgh! (sound of him vomiting) People below: Look out! In coming! Before long I found myself on the ride, not assuming the fatal position. That day I went to some other big rides and managed to seem (in the least sense of the word) "manly". I credited my conquering the rides to my masculine gland. You know, it could have been my stupidity gland.
39. The tone of the passage can most probably be described as ____.
40. Which of the following statement is True according to the passage?
A) Roller coasters were invented by a German.
B) Oriental children are not allowed to ride a roller coaster.
C) The speed of the roller coaster is two gazillion miles per hour.
D) The writer did not ride another roller coaster for eight years after his first ride.
41. How did the writer conquer his fear?
A) It should be attributed to his masculine gland.
B) He pretended to seem manly to the roller coaster, and nothing serious happened, so he was no longer scared at it.
C) He has outgrown the childish fear of big ride.
D) He had to pretend to be manly before his cousin.
TEXT C Whats Right About Being Left-Handed Imagine you are Alice, stepping through the looking glass. Suddenly everything is reversed. Doorknobs are on the wrong side of the door. The gearshift in your car is in the wrong place. Handles on can openers are on the wrong side and turn the wrong way. Millions of people wake up every day in just such a predicament. They are left-handed and must face the built-in bias of a world designed for the right-handed majority. In a society of rights (from Anglo-Saxon right for "direct, upright, correct") and righteousness, the southpaw is left. (Anglo-Saxon left, for "weak") with leftovers and left-handed compliments. Why we are left- or right-handed remains one of the great unsolved mysteries of science. We know that nearly two out of three lefties are male and that left-handedness runs in families. According to one study, almost half the offspring of two left-handed parents will be southpaws. The Scot-Irish family Kerr (from the Gaelic word for "left") produced so many left-handers that in 1470 the family built its castles spiral stairways with a reverse twist to favor southpaw swordsmen. On the other hand, heredity alone cannot explain lefties. At least 84 percent of them are born of two right-handed parents. And in 12 percent of genetically identical twins, one will be be right-handed, the other left. Perhaps the greatest puzzle of all is not why some people are left-handed, but rather why so few are. In virtually every other species, from chimpanzees to chinchillas, roughly equal numbers of individuals will favor either the right or the left. However, scientists are trying to set things right, and they are beginning to gain insight into the many ways southpaws differ from "northpaws", by considering how their brains work. Many of the circuits in the human central system operate through crossed laterality —— that is, the right hand is "wired" to the left side of the brain, and vice versa. In at least 95 percent of right-handers, the speech-language center is in the brains left hemisphere. Yet only about 15 percent of left-handers are similarly hooked up, with speech controlled by the opposite, or right, hemisphere. According to Jerre Levy, a biopsychologist at Illinois University of Chicago, about 70 percent of left-handers have speech controlled by the left side of the brain, while the remaining 15 percent have their language-control centers in both hemisphere. Broadly speaking, the left side of the brain is thought by some scientists to process linear, logical information, while the right side tends more toward processing emotion and mood. This may be why lefties are at significantly higher risk of schizophrenia, phobias and manic-depression, and in one study were shown to be three times more likely to attempt suicide. Southpaws can be more sensitive to a variety of drugs, too. Peter Irwin, a senior clinical research scientist at Sansoz Institute in East Hanover, New Jersey, found that, after taking such medications as aspirin, antidepressants, sedatives and antihistamines, lefties had greater changes in electrical activity in the brain than righties did. As if this werent enough, southpaws, appear to be twice as prone to autoimmune diseases, including diabetes, ulcerative colitis, rheumatoid arthritis and myasthenia gravis. With such liabilities, how have left-handers managed to survive at all? The good news is that there is a very high side to being a left. Camilla Benbow, associate professor of psychology at Iowa State University, surveyed students who scored in the top 100th of one percent in math on Americas Scholastic Aptitude Test. She discovered that fully 20 percent of these math geniuses were left-handed-double the proportion of lefties in the population. Mensa, the high-I.Q. society, estimates that 20 percent of its members are left-handed. Indeed, the ability to integrate what some researchers call the more "logical" left side of the brain and the more "intuitive" or "artistic" right side may have helped lefties excel. Among historys most famous left-handed warriors were Alexander the Great, Julius Caesar, Charlemagne, Joan of Arc and Napoleon (as well as his consort, Josephine). Michelangelo sculpted David holding, in his left hand, the sling used to slay Goliath. (The Bible makes note of some 700 lefties who could "sling stones at a hairbreadth and not miss.") Though most people believe that handedness is a simple either/or proportion, this is incorrect. Chances are that you are more nearly ambidextrous than you realize. You can, for example, probably write quite well with your left hand even if you have always been right-handed. To find our, take a large piece of paper, turned sideways, and pick up a pencil in each hand. With your right hand, slowly sign your name, and with your left hand match each movement in reverse, with both hands moving in opposite directions away from the papers center. After a few tries, hold your left-handed reverse signature up to a mirror. Youll be surprised how much it resembles your forward right-handed writing. For years, many lefties have felt they were targets of discrimination. But they have begun to assert their rights. In 1980, when part-time police officer Franklin W. "Woody" Winborn was fired in Riverside, Missouri, activists rallied to his cause. A southpaw, Winborn had refused to wear his gun holster on his right side. In Seattle, a postal clerk and lefty named Robert B. Green was told to follow the usual procedure of holding mail in the left hand and sorting with the right. Winborn settled his case out of court, and Green was permitted to continue his left-handed sorting. Lefthanders International of Topeka, Kansas, took a keen interest in both protest. Its founder, Dean Campbell, asks, "Why must the left-handed live in a world designed to handicap us?" His group has issued a "Bill of Lefts", which asserts in part that "left-handers shall be entitled to offer their dominant hand in a handshake, salute or oath." Says Campbell, smiling impishly, "If the right side of the body is controlled by the left side of the brain, and vice versa, then we left-handed people are the only ones in our right mind."
42. What is the most bewildering thing about the lefties?
A) Why are there so few left-handed people?
B) In what way do southpaws differ from northpaws?
C) Why are left-handed people smarter?
D) How have left-handers managed to survive?
43. Why are left-handed more likely to commit suicide?
A) They are often targets of discrimination.
B) There is a built in bias in the world designed for the right-handed majority.
C) The left-handers are more apt to process emotion and mood.
D) All of the above.
44. Why does Campbell say that "we left-handed people are the only ones in our right mind"?
A) He prides himself on being a left-hander because lefthanders usually have higher I.Q.
B) Because lefthanders have better control over their right side of the brain than the others.
C) Because left-handed people tend to be conceited and contemptuous.
D) Because the right side of the brain of the southpaw is acuter than the left side of the brain.
45. Which of the following statement can be inferred from the text?
A) The speech-language center is in the brain's left hemisphere.
B) Whether a person is right-handed or left-handed is not a clear-cut matter.
C) Lefthanders are more likely to outperform others if they can combine the "logical" and the "intuitive" side of the brain.
D) None of the above.
TEXT D Fairy Tales and Modern Stories The shortcoming of the realists stories with which many parents have replaced fairy tales is suggested by a comparison of two such stories —— "The Little Engine That Could" and "The Swiss Family Robison" —— with the fairy tale of "Rapuzel". "The Little Engine That Could" encourages the child to believe that if he tries hard and does not give up, he will finally succeed. A young adult has recalled how much impressed she was at the age of seven when her mother read her this story. She became convinced that ones attitude indeed affects ones achievements —— that if she would now approach a task with the conviction that she could conquer it, she would succeed. A few days later, this child encountered in first grade a challenging situation: she was trying to make a house out of paper, gluing various sheets together. But her house continually collapsed. Frustrated, she began to seriously doubt whether her idea of building such a paper house could realized. But then the story of "The Little Engine That Could" came to her mind; twenty years later, she recalled how at that moment she began to sing to herself the magic formula "I think I can, I think I can, I think I can …" So she continued to work on her paper house, and it continued to collapse. The project ended in complete defeat, with this little girl convinced that she had failed where anybody else could have succeeded, as the Little Engine had. Since "The Little Engine That Could" was a story set in the present, using such common directly in her daily life, without any fantasy elaboration, and had experienced a defeat that still rankled twenty years later. Very different was the impact of "The Swiss Family Robison" on another little girl. The story tells how a shipwrecked family manages to live an adventurous, idyllic, constructive, and pleasurable life —— a life very different from this childs own existence. Her father had to be away from home a great deal, and her mother was mentally ill and spent protracted periods in institutions. So the girl was shuttled form her home to that of aunt, then to that of a grandmother, and back home again, as the need arose. During these years, the girl read over and over again the story of this happy family who lived on a desert island, where no member could be away from the rest of the family. Many years later, she recalled what a warm, cozy feeling she had when, propped up by a few large pillows, she forgot all about her present predicament as she read this story. As soon as she had finished it, she started to read it over again. The happy hours she spent with the Family Robison in that fantasy land permitted her not to be defeated by the difficulties that reality presented to her. She was able to counteract the impact of harsh reality by imaginary gratifications. But since the story was not a fairy tale, it merely gave her a temporary escape from her problems; it did not hold our any promise to her that her life would take a turn for the better. Consider the effect that "Rapunzel" had on a third girl. This girls mother had died in a car accident. The girls father, deeply upset by what had happened to his wife (he had been driving the car), withdrew entirely into himself and handed the care of his daughter over to a nursemaid, who was little interested in the girl and gave her complete freedom to do as she liked. When the girl was seven, her father remarried, and, as she recalled it, it was around that time that "Rapunzel" became so important to her. Her stepmother was clearly the witch of the story, and she was the girl locked away in the tower. The girl recalled that she felt akin to Rapunzel because the witch had "forcibly" taken possession of her, as her stepmother had forcibly worked her way into the girls life. The girl felt imprisoned in her new home, in contrast to her life of freedom with the nursemaid. She felt as victimized as Rapunzel, who, in her tower, had so little control over her life. Rapunzels long hair was the key to the story. The girl wanted her hair to grow long, but her stepmother cut it short; long hair in itself became the symbol of freedom and happiness to her. The story convinced her that a prince (her father) would come someday and rescue her, and this conviction sustained her. If life became too difficult, all she needed was to imagine herself as Rapunzel, her hair grown long, and the prince loving and rescuing her. "Rapunzel" suggests why fairy tales can offer more to the child than even such a very nice childrens story as "The Swiss Family Robison". In "The Swiss Family Robison", there is no witch against whom the child can discharge her anger in fantasy and on whom she can blame the fathers lack of interest. "The Swiss Family Robison" offers escape fantasies, and it did help the girl who read it over and to forget temporarily how difficult life was for her. But it offered no specific hope for the future. "Rapuzel", on the other hand, offered the girl a chance to see the witch of the story as so evil that by comparison even the "witch" stepmother at home was not really so bad. "Rapunzel" also promised the girl that her rescue would be effected by her own body, when her hair grew long. Most important of all, it promised that the "prince" was only temporarily blinded —— that he would regainhis sight and rescue his princess. This fantasy continued to sustain the girl, though to a less intense degree, until she fell in love and married, and then she no longer needed it. We can understand why at first glance the stepmother, if she had known the meaning of "Rapunzel" to her stepdaughter, would have felt that fairy tales are bad for children. What she would not have known was that unless the stepdaughter had been able to find that fantasy satisfaction through "Rapunzel", she would have tried to break up her fathers marriage and that without the hope for the future which the story gave her she might have gone badly astray in life. It seems quite understandable that when children are asked to name their favorite fairy tales, hardly any modern tales are among their choices. Many of the new tales have sad endings, which fail to provide the escape and consolation that the fearsome events in the fairy tale require if the child is to be strengthened for meeting the vagaries of his wife. Without such encouraging conclusions, the child, after listening to the story, feels that there is indeed no hope for extricating himself from his despairs. In the traditional fairy tale, the hero is rewarded and the evil person meets his well-developed fate, thus satisfying the childs deep need for justice will be done to him, who so often feels unfairly treated? And how else can he convince himself that he must act correctly, when he is so sorely tempted to give the asocial prodding of her desires?
46. What is the most important similarity between the Little Engine That Could and The Swiss Family Robinson?
A) They are both set in the present.
B) Both of them can provide a temporary escape from a child's problems.
C) Neither of them can offer the imaginary gratifications a child needs.
D) There is no promise of hope and no encouraging endings in these stories.
47. What is the most important differences between The Little Engine That Could and The Swiss Family Robison?
A) One exhibits the shortcoming of modern stories while the other is to the contrary.
B) The Swiss Family Robison has a beneficial effect on adults as well as children.
C) The impact of the two differs in that one fails to encourage the children the other enables the children to counteract the harsh reality only temporarily.
D) The Swiss Family Robinson is an adventurous story while The Little Engine That Could is a more realistic one.
48. It is quite probable that Rapunzel's long hair ____.
A) helps to extricate the poor girl from her misery
B) is the major symbol in the story
C) is significant in the development of the story
D) All of above.
49. According to the author, without "Rapunzel", the girl might have gone astray in life because ____.
A) she has to discharge her pent up anger
B) without the fantasy satisfaction through "Rapunzel" the girl would turn to reality to find an outlet
C) nothing can convince her that she has to act correctly
D) All of the above.
50. Why so fairy tales benefit readers more than modern stories?
A) Modern stories can't satisfy the child's need for justice and encouragement, while fairy tales can.
B) Modern stories usually have sad endings which often dispirit the children.
C) Fairy tales can brace the children to face up to the harsh reality.
D) Fairy tales can lead the children on the right way.
SECTION B SKIMMING AND SCANNING
In this section there are seven passage followed by ten multiple-choice questions. Skim or scan them as required and then mark your answers on your Answer Sheet.
TEXT E First read the question. 51. This letter is intended to ____. A. inform the addressee that he is selected as a candidate for a United States Government graduate award B. require the addressee to do several things so as to partake in the competition for the award C. offer the addressee a trip to Tokyo D. ask the addressee to fill out a application forms of a physical examinations Now go though Text E quickly to answer question 51. THE UNITED STATES EDUCATIONAL COMMISSION IN JAPAN FULBRIGHT HOUSE 15 SHINSAKA-MACHI, AKASAKA, MJINATO-KU, TOKYO November 11, 1954 My dear Mr. Takahashi, This is regard to your candidacy for a 1955-56 United States Government all-expense graduate study award. Following the personal interview which you had with the bi-national Tokyo Regional Screening Committee, your application was selected to be further considered along with the applications of those candidates recommended by the other Regional Committees. This does not mean that you will necessarily be successful in receiving an award, but merely that your application will be receiving further consideration. At this stage in the competition, you are requested to: Fill out the enclosed application forms and bring them with you to the United States Educational Commission in Japan (Fulbright House) in Tokyo on the date of your physical examination (see no: 2 bellow). An instruction sheet for filling out the application documents is attached. For guidance, one of your original applications is also enclosed. Please return this with your other documents. IMPORTANT- The application form must be typewritten. Take a physical examination at Saint Lukes International Hospital, located at 19 Aksashicho, Chuo-ku, Tokyo, on November 18. You can receive your examination at your convenience between the hours of 9:00 a.m. and 2:00 p.m. on the above date. It is necessary that you receive your physical examination from Dr. Gentaro Kimura of Saint Lukes International Hospital and not from any other physician. A certificate of health form will be furnished at the hospital. If you have any chest X-ray photographs taken within the past three years, you are requested to bring them with you to Saint Lukes International Hospital. For those candidates who must travel to Tokyo, the third-class round trip railway fare will be refunded at the Fulbright office after the physical examination. However, you must bear the expense of the physical examination, which will be 1,600. Upon completion of the physical examination, you must come to the Fulbright House, located at 15 Shinsaka-machi. Akasaka, Minato-ku, Tokyo, to return your completed application forms. I regret that we are giving you such short notice, but please do not ask for exceptions to the above requests and time schedule. Your full cooperation will be greatly appreciated. Wishing you continued success in this completion, I am, Very truly yours, Koji Kobayashi Executive Secretary
51. This letter is intended to ____.
A) inform the addressee that he is selected as a candidate for a United States Government graduate award
B) require the addressee to do several things so as to partake in the competition for the award
C) offer the addressee a trip to Tokyo
D) ask the addressee to fill out a application forms of a physical examinations
TEXT F First read the questions. 52. Most tropical soils have a low organic content because of ____. A. soil erosion by wind and water B. reduced transpiration and precipitation C. the loss of the soils capacity to provide benefits D. reduced absorption of CO2 by depleted plant life Now go through TEXT F quickly to answer question 52. WORLD ECOLOGICAL AREA PROGRAM A PROPOSAL TO SAVE THE WORLDS TROPICAL RAIN FORESTS. The worlds remaining tropical forests are being destroyed so fast that, at current trends, by the end of this century, only the most inaccessible will remain. This terrible tragedy will mean: the destruction of the way of life of the indigenous peoples who inhabit these areas which must lead to their systematic pauperization i.e. to their transformation into a marginal, largely unemployed proletariat leading a miserable and precarious existence in the shanty towns surrounding already drastically over-crowed cities: the disappearance of a considerable proportion of the worlds trees and plant species, many of which have not been identified: the disappearance in the world of much of the worlds remaining wildlife, including large cats such as the tiger and clouded leopard and primates such as the gorilla and orange-tuna: the loss of an inestimable reservoir of genetic resources that could be exploited to provide new foods, medicines, textiles, etc…… and raw materials including bases for fuels which could be of vital importance in a largely unforeseeable future: soil erosion by wind and water —— as most tropical soils have a low organic content and may become little more than dust, while others become brick-like late rite once they are deprived of their tree cover —— in any cases leading to eventual desertification: massively increased run-off to rivers and, in particular, when their beds have been raised following erosion form the mountains above, to floods in the surrounding plains —— since only a fraction of the rainwater that can be stored around the root system of a tropical forest can be related in the eroded soils of bare mountainsides: reduced transpiration and hence precipitation, with a further reduction in water availability: increase in the CO2 released into the atmosphere but reduced absorption of C02 by depleted plant life with climatic consequences that are likely to be detrimental to world food production: the loss of the soils capacity to provide timber and other benefits on a more realistic but sustainable basis: an aesthetic and scientific loss of unparalleled dimensions. What, we might ask, will the countries who are cutting down their forests obtain in exchange? The answer is foreign currency largely to pug for imported consumer products that only a minority can afford and raw materials required for industrial development, which occurring as it must, in decreasingly propitious conditions, seem doomed to be short-lived.
52. Most tropical soils have a low organic content because of ____.
A) soil erosion by wind and water
B) reduced transpiration and precipitation
C) the loss of the soil's capacity to provide benefits
D) reduced absorption of CO2 by depleted plant life
TEXT G First read the question. 53. How does the author evaluate the theories on the origin of language in the passage? A. They are only speculations, up to now we have no way to disprove them. B. They all have flaws, but if combined, they can successfully explain the origin of human language. C. None of them is satisfactory. D. They have some explanatory power except that they are out-of-date. Now go through TEXT G quickly to answer question 53. The Origins of Language Apart from the rote miming of parrots and myna birds, no animal can speak a human-like language. Many animals make complex sounds, of course, among them dolphins and chimpanzees, but only in humans do these sound represent objects and events in an arbitrary yet symbolic way. Though the words vary from dialect to dialect, they have specific meanings in each case and are solely the inventions of the human mind. Since preserving the human voice was an innovation of modern times, the sounds voiced by our distant ancestors left no tangible trace. But by studying the size and shape of fossil hominid brains scientists can obtain a clue to the neural machinery that is necessary for the development and organization of language. The development of language was a slow and laborious process that seems to have begun with the forerunners of modern man, Homo erectus, some 1.5 million years ago. Studies of the cranial capacity of early man indicate that his brain possessed a left hemisphere (which in modern man is the seat of language) slight large than the right hemisphere. Homo erectus also had a well-developed frontal section of the brain, now known as Brocas Area, which coordinates the muscles of the mouth and throat that we use when we speak. Thus, early man was not hampered by a lack of speech apparatus; in fact, he possessed an anatomical structure capable of producing the entire spectrum of vocal effects available to us today. Whether or not he actually used it is unknown. In the total absence of any clue to the speech patterns of prehistoric man, scholars can offer only speculation about how language originated. Several theories have been in and out of vogue. The Bow-Wow Theory, as named and proposed by the German-born British philologist Friedrich Max Muller in 19th century, posits that language grew our of mans attempts to imitate natural sounds, as an infant calls a locomotive a choo-choo or a cow a moo. According to this suggestion, mans first utterances were onomatopoetic or echoic words that emulated the sounds of what was happening around him —— for example, thunder, bump, sneeze, splash, slosh, sizzle, moan, and mumble. The Pooh-pooh Theory holds that speech originated from the spontaneous exclamations and interjections of early humans: cries of fear, surprise, anger, pain, disgust, despair, and joy. The Yo-He-Ho theory suggests that language evolved form reflex utterances —— grunts, gasps, glottal contractions —— evoked by strenuous physical exertion, such as hacking up a carcass after a successful hunt or dragging a heavy log through underbrush. The Sing-Song Theory contends that human speech arose form primitive rhythmic chants associated with ritualistic dance. Standing alone, each of these theories has flaws, and even combined, their composite effect cannot account for the full complexity of human language. This is particularly true because language as we know it is more the product of the human mind than it is the product of the human vocal cords. At one time linguists believed that language originated merely to facilitate communication so that one individual could relate to another what the he or she should be doing next in the practical matters of daily life. Today, however, it is widely thought that language originated so that early man could think more effectively. For without the acquisition of words, and the structure of language to string them together in logical and meaningful order, there can be no such thing as complex human thought. This is evident in human languages most supreme attribute: its limitless creativity. Even today language grows at a rapid pace with the use of what words coined from technology or derivatives of old words attached to trends. Alone of all the creatures on earth, humans can say things that have never been said —— and still be understood. Animals can only repeat the same limited utterances over and over again, as their progenitors have done for millions of years. Mans accomplishment has bestowed on him the capacity to create something new ever time he speaks.
53. How does the author evaluate the theories on the origin of language in the passage?
A) They are only speculations, up to now we have no way to disprove them.
B) They all have flaws, but if combined, they can successfully explain the origin of human language.
C) None of them is satisfactory.
D) They have some explanatory power except that they are out-of-date.
TEXT H First read the questions. 54. If you want to sell a used color TV, you can call ____. A. 62429991 B. 1371801367 C. 59766119 D. 64748821 55. If you are proficient in Chinese water painting and need a part-time job, you can contact ____. A. at firstname.lastname@example.org B. at GMoates@aol.com C. at email@example.com D. at firstname.lastname@example.org Now go through TEXT H quickly to answer question 55 and 55. If anyone has a copy of the latest Macintosh OS 8.5 would you mind sending me a note: email@example.com? I have the following items for sale: computer IBM233, with fax/modem RMB5000. Hayes 33.6 voice/fax/modem RMB300, mobile Ericson 788 RMB2000. Contact: Franlin mail: firstname.lastname@example.org pager: 54887 X 1936000. Our company is sourcing of rubbish bags for export, we need to contact with manufactures, we need quotations, and samples. Contact: Peter. E-mail: email@example.com. Fax: 58604681 TV: We are looking for a used color TV in good condition …… please call 59766119. BP for sell: A Motorala Adividor Beeper for sell, in Chinese Characters. 54888 station. Asking for 400RMB. Please Contact 1272341383 or firstname.lastname@example.org. DEHUMIDIFIER: 1 Air Dehumidifier PHILIPS, HR 4163/A, 430 W Power. For further information/inspection, feel free to contact us by email email@example.com or through fax 6262 0542 rmb. Would consider part exchange Call 1371801367. Used piano wanted: We like to buy a used Piano (not an upright one). Color black or white including bench. Xiaomei on 6270-9342, fax 6270-9341 Ruedigerfirstname.lastname@example.org. We speak English, German, Mandarin and Shanghainese. Baby Stuff For sale: All high quality German or Italian products in very good condition: Babystoller, with top and removable carrier, changeable to push chair, sterilizer, toys & anything a newborn baby needs. Xiaomei at 6270-9342, fax 6270-9341 Ruedigeremail@example.com. We speak English, German, Mandarin and Shanghainese. For sale: "Life Fitness" available, both commercial and consumer using, treadmil, exercising cycle, stair climber and strength machine O all certificated by ISO 9001. Frank at 138-179-1604 or Fax 6472-8821. For sale: A Hewlett Packard C30 "Photo Smart" Digital Camera, with a MS "Picture It! 99" CD, a HP 1 MP Digital Camera Photo Finishing Software CD, and a 200 rebate offer on purchase of a HP scanner. Never used, all this and more for a mere US 430 (what I paid for it). 6471-6459 or firstname.lastname@example.org Moving Sale: Polar Bear distiller, manual treadmill, VCRs, 17in. TV, fax, 2-color ink jet printers, scanner, 2 childrens laminate bed sets, chest freezer, fridge …… 5897-3311 or Fax 5897-3322. TEACHING English-Chinese: A local girl is seeking a native English speaker as language exchange partner. Lin at email@example.com. English-Chinese: A software engineer, 24, male, smart, energetic and humorous, is looking for a foreigner to practice English in exchange of Chinese. Native English speaker is preferred. He can teach you many things other than Chinese. Email: firstname.lastname@example.org. Japanese-Chinese: Seeking a native Japanese speaker who wants to practice his/her Mandarin with a Chinese girl. Yanmingli@hotmail.com. English-Chinese: Im looking for a language exchange partners to improve my English and your Chinese. Vannisa Bp: 53996 X 147185. English Teacher wanted: Shanghai lady, 25, is looking for an experienced native English speaking teacher for English lesson. British is better. Reasonable pay. Jasmine at jcXjB@hotmail.com Need a nice and patient girl to teach you Chinese? Call BP: 58315831 X 872262. I bet you will speak Chinese better than Shanghai people. Yoga/Chinese Water painting Tutor wanted: Contact me at email@example.com or 5874-8064. Only request you can speak a little English and the salary is quite reasonable. Painting Tutor: A young artist, speaking English, want to be your painting tutor to each sketch, watercolor and stylish art. firstname.lastname@example.org. Tai Chi Lessons wanted: Any information on where or when. Individual instructors are welcome. Email: GMoates@aol.com, or phone, Home: 6278-3435, Mobile: 137-184-4416. Free Lessons: on how to iron shirts, how to cook western style Chinese food, how to use Chinese taxi drivers to teach destinations, etc, for Englishman in Gubei. English language in return. 6270-5438 or email@example.com. Introduction to Acupuncture & Chinese Medicine: Part-time course at the Shanghai University (TCM). Includes clinical practice and basic theories with certificate on completion. Contact by 20 June. Ingrid at 6472-1105 or firstname.lastname@example.org.
54. If you want to sell a used color TV, you can call ____.
55. If you are proficient in Chinese water painting and need a part-time job, you can contact ____.
A) at email@example.com
B) at GMoates@aol.com
C) at firstname.lastname@example.org
TEXT I First read the questions. 56. Which of the following is the most appropriate title for this passage? A. When to keep your mouth shut. B. The importance of silence. C. How to talk to kids. D. How to avoid embarrassment in talk. 57. What has troubled Ben for fifteen years? A. He has to eat the aspic served by his brother-in-law, which he doesnt like at all. B. He is often offended by his brother-in-laws wife for she is outspoken and garrulous. C. His unthinking flattery of his brothers wife leaded to undesirable results. D. He can hardly zip his lip and often hurt others. Now go through TEXT I quickly to answer question 56 and 57. The owner of a printing business was delighted when another company wanted to buy one of his used printing machines. After careful calculations, he fixed a price of 2.5 million and formulated his arguments. When he sat down to negotiate, however, an inner voice told him, "Wait." The buyers quickly filled the silence with a rundown of the machines strengths and weakness. The seller said nothing. Then the buyers said, "Well give you 3.5 million, but not a penny more." Less than an hour later, the deal was made. Opportunities to improve a situation by "zipping your lip" come up all the time in everyday dealings with others. Sometimes the benefits of keeping your mouth shut may be that you wont have to eat your words. Take my friend Ben. Like many of us when we are unsure of ourselves or trying to be polite, Ben sometimes blurts out things that come back to haunt him. The first time he was invited to dinner by his brothers new wife, she served to tomato aspic. Ben hated the stuff but wanted to compliment her. So he raved, "The aspic is great!" She was so flattered that she remembered and served it to him every time he visited for the next 15 years! Sometimes an unthinking remark, no matter how innocently made, can have more serious consequences. Harold and his wife once ran into neighbors in their apartment building late at night. Startled, he tried to be friendly and said, "I hear congratulations are in order." There was an awkward silence. Later Harolds wife reminded him that the women had recently miscarried. "Nowadays," Harold says, "if Im momentarily thrown, I count to ten before I say anything." Not only is there wisdom is knowing when to keep your mouth shut; there are practical advantages as well. Lawyers tell a story about a man accused of biting off another fellows ear in a brawl. A defense attorney spent the morning challenging the prosecutions main witness. He thought he had destroyed the mans story but couldnt resist final verbal blow. "Youve admitted that you were not very close to the scene of the alleged crime and that you didnt see my client bite off the ear. How can you possibly testify against him?" the defense attorney demanded. The witness paused, then smiled and said, "I saw him spit it out." In the past, psychologists used to day that we should "talk things out" with others. But, increasingly, I find that getting along with another human being sometimes demands tolerance and silence. Adele Faber, co-author of How to Talk So Kids Will Listen and Listen So Kids Will Talk, tells how silence conquered the nightly battle over bedtime between a mother and her eight-year-old son, Jonathan. One night Jonathan came downstairs as usual after being tucked into bed. "Mom, I cant sleep!" he said. "Oh, you cant sleep. Hmmm," his mother replied. She stopped, looked at him with compassion and waited. A full minute passed without a word. At last Jonathan spoke. "I think Ill put on my favorite pajamas." he said. "Then Ill sleep better." And off he went to bed. Its not always easy to let those you love experience pain, frustration or anger. You want to relieve their problems instead of letting them find their own solutions. Jonathan, Fabers teenage daughter, came home one day looking distressed. Faber said, "Jonathan, something happened," and her daughter burst into tears. "We sat on the sofa, and I held her while she sobbed," recalls Faber. "Ten minutes later she took a deep breath, looked at me and sighed. "Thanks, Mom," she said. Then she got up and left." Faber never did find out what was wrong. A long, attentive, loving embrace was what Jonathan wanted most. Then she would solve her problem on her own. "Your silence support can provide the soil in which the other persons solutions begin to grow," says Faber. "Silence is not withdrawal. Silence comes out of respect. It says, "I am here for you, but Im not going to get in the way." Like a composer who knows that the space between the notes is as important as the notes themselves, each of us must realize that our silences can be as expressive as the words we choose. The result is greater harmony and effectiveness.
56. Which of the following is the most appropriate title for this passage?
A) When to keep your mouth shut.
B) The importance of silence.
C) How to talk to kids.
D) How to avoid embarrassment in talk.
57. What has troubled Ben for fifteen years?
A) He has to eat the aspic served by his brother-in-law, which he doesn't like at all.
B) He is often offended by his brother-in-law's wife for she is outspoken and garrulous.
C) His unthinking flattery of his brother's wife leaded to undesirable results.
D) He can hardly zip his lip and often hurt others.
TEXT J First read the question. 58. What did the writer learn form her first teaching experience? A. Every child has great potentials, but dismal environment may hinder them. B. The life of the people in poverty forms a vicious circle. C. The poor have a silent rage against society. D. Words have power. Now go through TEXT J quickly to answer question 58. In 1986, my first teaching experience took me to a small Catholic school in a poor section of North Philadelphia. There, poverty surrounded people like a heavy smog. Tragedy, sickness, illiteracy, and bad luck were as prevalent and tangible to my students as the empty beer cans that cluttered their streets. Accustomed to their dismal environment, my students nonchalantly kicked away bad days and beer cans. They brushed off daily injustices. Tyrone was different. Like the others, it was obvious he from a home laced with poverty. He often came to school wearing the same clothes every day of the week. But, unlike the others, his destitute life filled him with hate. In his mind, he was destined to spend eternity in an employment line like his father, and he didnt like it. It filled him with a silent rage. As a new English teacher full of energy and hope, I promised Tyrone that reading and writing could transport him to a different "world". It was obvious he didnt like the one he was in. I offered him a variety of worlds through reading. He was skeptical at first, but he trusted me. I presented with a cornucopia of literary classics. After a small taste, he politely let me know that they were dull and he wasnt interested. I was crushed. But I didnt give up hope. I figured maybe he didnt like my literary choices because they werent relevant to his life experiences. Anxious to instill in him my love of literature, I went back to the drawing board. From my own personal library, I grabbed entire collections of books by James Baldwin, and Paul Laurence Dunbar. Reluctantly, Tyrone read them, and raised one eyebrow. "These books area little better," he said. "But books arent for me because they arent about real times. None of this literature stuff is for me. You dont know how I live. You dont know what its like." Fed up, I said, "Well, why dont you tell me! If you think you face more injustices than what these men have experienced, write about them. Tell the world your feelings. Let it out. I wasnt sure what I was doing. It was one of those teaching moments that I could never tell my principle. It was one of those moments that you never face as a student teacher. I was determined to get this troubled teen to love reading and writing. After that day, Tyrone was absent a week. When he returned, he sat silently in class as usual. After class, he lingered at his desk for a while, then he approached me. I asked how he was doing. Erupting in a smile, he dropped a handful of tattered papers on my desk. I picked them up and read them. I was thrilled with the effort —— but shocked at the content. Tyrones collection of essays and poems illustrated the anguish and turmoil he had experienced in just 12 short years. His poems and essays were laced with risqué images and sassy similes. No matter. His work was as honest as a newborn and as solemn as death. Anxious to show the world his talent, Tyrone wanted to publish his creative works. Tyrone and I decided to submit his writing to various magazines, some of which published his work. Ten years passed. Tyrones an adult now. He enjoys reading and makes his living as a writer. From my work with Tyrone, I learned a lesson thats stuck with me since: Young people write words loud enough to move mountains, part seas, and change worlds. Im still not sure if the world is ready.
58. What did the writer learn form her first teaching experience?
A) Every child has great potentials, but dismal environment may hinder them.
B) The life of the people in poverty forms a vicious circle.
C) The poor have a silent rage against society.
D) Words have power.
TEXT K First read the questions. 59. The tome of the passage can be described as ____. A. dubious B. sardonic C. pessimistic D. critical 60. Why would the author like to go back to school? A. She intends to further her studies. B. She is fed up with the dull, routine life as a housewife. C. She wants to enrich her life and enjoy the freedom as a student. D. Shed like to support herself and even the family because education can provide the means. Now go through TEXT K quickly to answer question 59 and 60. I Want a Wife I belong to that classification of people known as wives. I am A Wife, and, not altogether incidentally, I am a mother. Not too long ago a male friend of mine appeared on the scene fresh from a recent divorce. He had one child, who is, of course, with his ex-wife. He is obviously looking for another wife. As I thought about him while I was ironing one evening, it suddenly occurred to me that I, too, would like to have a wife. Why do I want a wife? I would like to go back to school so that I can become economically independent, support myself, and, if need be, support those dependent upon me. I want a wife who will work and send me to school. And to keep track of mine, too. I want a wife to make sure my children are properly and are kept clean. I want a wife who will wash the childrens clothes and keep them mended. I want a wife who is a good nurturing attendant to my children, who arranges for their schooling, makes sure that they have an adequate social life with their peers, takes them to the park, the zoo, etc. I want a wife who takes care of the children when they are sick, a wife who arranges to be around when the children need special care, because, of course, I can not miss classes at school. My wife must arrange to lose time at work and not lost the job. It may mean a small cut in my wifes income from time to time, I guess I can tolerate that. Needless to say, my wife will arrange and pay for the care of the children while my wife is working. I want a wife who will take care of my physical needs. I want a wife who will keep my house clean. A wife who will pick up after me. I want a wife who will keep my clothes clean, ironed, mended, replaced when need be, and who will see to it that my personal things are kept in their proper place so that I can find that I need the minute I need it. I want a wife who cooks the meals, a wife who is a good cook. I want a wife who will plan the menus, do the necessary grocery shopping while I do my studying. I want a wife who will care for me when I am sick and sympathize with my pain and loss of time from school. I want a wife to go along when our family takes a vacation so that someone can continue to care for me and my children when I needed a rest and change of scene. I want a wife who will not bother me with rambling complaints about a wifes duties. But I want a wife who will listen to me when I feel the need to explain a rather difficult point I have come across in my course of studies. And I want a wife who will type my papers for me when I have written them. I want a wife who will take care of the details of my social life. When my wife and I are invited out by my friends, I want a wife who will take care of the babysitting arrangements. When I meet people at school that I like and want to entertain, I want a wife who will have the house clean, will prepare a special meal, serve it to me and my friends. I want a wife who will have arranged that the children are fed and ready for bed before my guests arrive so that the children do not bother us. I want a wife who takes care of the needs of my guests so that they feel comfortable, who makes sure that they have an ashtray, that they are passed the horsed oeuvres, that they are offered a second helping of the food, that their wine glasses are replenished when necessary, that their coffee is served to them as they like it. And I want a wife who knows that sometimes I need a night out by myself. I want a wife who is sensitive to my sexual needs, a wife who makes love passionately and eagerly when I feel like it, a wife who makes sure that I am satisfied. And, of course, I want a wife who will not demand sexual attention when I am not in the mood for it. I want a wife who assumes the complete responsibility for birth control, because I do not want more children. I want a wife who will remain sexually faithful to me so that I do not have to clutter up my intellectual life with jealousies. And I want a wife who understands that my sexual needs may entail more than strict adherence to monogamy. I must, after all, be able to relate to people as fully as possible. If, by chance, I find another person more suitable as a wife than the wife I already have. I want the liberty to replace my present wife with another one. Naturally, I will expect a fresh, new life; my wife will take the children and be solely responsible for them so that I am left free. When I am through with school and have a job, I want a wife to quit working and remain at home so that my wife can more fully and completely take care of a wifes duties. My God, who wouldnt want a wife?
59. The tome of the passage can be described as ____.
60. Why would the author like to go back to school?
A) She intends to further her studies.
B) She is fed up with the dull, routine life as a housewife.
C) She wants to enrich her life and enjoy the freedom as a student.
D) She'd like to support herself and even the family because education can provide the means.
PART IV TRANSLATION
Translate the following part of the text into English. Write your translation on ANSWER SHEET THREE.
SECTION B ENGLISH TO CHINESE
Translate the following underlined part of the text into Chinese. Write your translation on ANSWER SHEET THREE.
My own first hint of spring comes when the greatest Balm of Gilead tree across the meadow from my kitchen window puts on a golden corona of buds. Then I know I can put on boots and mittens to climb to where the alpine flowerets are pushing their mauve way up through the snow, hundreds of hundreds of tiny blossoms clustered together, their feel trembling in icy moss. Lower along the creek ways and in boggy places beside the roads, the little red willows make purple shadows on the blue-white snow. The air is still chill (it is March), but the promise has been made. The creeks are low, but air pockets under the ice let small chuckling sounds through. April comes, fierce with buffeting winds and lashings of icy rain, and one begins to see the earth, brown and soggy beneath honeycombed snow banks. Horses, shaggy in their winter coats, roll in the fields, leaving patches of hair that the birds will pick up for their nests. Little colts appear as if by magic, and sheep men are up night after night with the lambing. As the laden cold begins to life, people seem warmer, too. "Think sprig will ever come." They shout to one another. The next day, it snows, covering the first timid crocuses, and the startled birds complain plaintively. Then a week of sunshine, pale and wan perhaps, but sun, nevertheless. And the earth knows. The snow retreats, exposing long, humped tunnels of pocket gophers and moles. Tiny two-bladed plants poke their way up, strong enough to push aside good-sized pebbles.
PART V WRITING
Directions: Write an essay of about 300 words within 60 minutes.
In the first paragraph you should present the advantages of studying abroad. In the second paragraph you should put forth the disadvantages of studying abroad. And in the last paragraph you should clearly state your own opinion about whether you prefer to study abroad or study in your own country.
Mark will be awarded for content, organization, grammar, and appropriacy. Failure to follow the above instructions may result in a loss of marks.
Advantages And Disadvantages of Studying Abroad