S “ S “ ëJr « VÔ»: :2Øt bt?vÐ M « Vùî 3 ÆÐ I k k k5 “ S “ S “ ë Jr « VÔ ¡s sÿi æ ªs5¼ ¥ÿi Y ç îµsÃA¶s5¼ ' k5¼¤à¼ (ír è' k5¼¶ Ûs5¼B Æ k5Ïí I. Vocabulary and Structure (20 points) Directions: There are 20 incomplete sentences in this part. For each sentence there are four choices marked A., B., C. and D. Choose the ONE answer that best completes the sentence. Then write down your answer on the Answer Sheet. 1. Only after he handed in his paper _ he had made a few spelling mistakes. A. he realized B. has he realized C. did he realize D. would he realize 2. _ is most touching in O Henrys stories is the bravery with which ordinary people struggle to maintain their dignity. A. Which B. What C. That D. One 3._ we have everything ready, we should begin right now. A. Since that B. Since now C. By now D. Now that 4. “John told me that he was late for school this morning.” “Oh, he rarely used to be late, _?” A. wasnt he B. was he C. didnt he D. did he 5. “Mrs. White is quite unfriendly.” “I think shes _ than unfriendly.” A. shyer B. shy C. more shy rather D. more shy 6. If the fire alarm is sounded, all residents are requested to _ in the courtyard. A. combine B. unite C. mobilize D. assemble 7. Such a change would not _ to the present wishes of the great majority of people. A. comfort B. comply C. conform D. confirm 8. Your dislike for women drivers has no logical foundation: it is due only to _. A. preference B. prejudice C. psychology D. propaganda 9. The doctor carefully examined the driver who suffered _ all over his body in a car accident. A. scars B. scratches C. bruises D. wrenches 10. Police officer assures us _ will be taken to guard against the recurrence of such incidents. A. prevention B. preparation C. prediction D. precaution 11. A baby might show fear of an unfamiliar adult, _ he is likely to smile and reach out to another infant. A. as B. if C. whenever D. whereas 12. One of the most beautiful natural wonders in the United States is the Grand Canyon, _ located in northwestern Arizona. A. being B. where C. which is D. and 13. His acceptance speech was _, eliciting thunderous applause at several points. A. tedious B. cowardly C. well-received D. loud 14. During the war, the shipping lanes proved _ to attack. Avulnerable Bdangerous Cfutile Ddifficult 15. After speaking for two hours, the lecturer found he could scarcely talk, so he had become_. Ahoarse Binarticulate Cspeechless Dtongue-tied S “ S “ ëJr « VÔ»: :16. We decided to _ the program. A. carry away B. adhere to C. give in D. get at 17. He is very cute and always _ giving offence. A. cautious of B. aware of C. certain about D. good at 18. Diamonds that are _ or are too small for jewelry are used to cut very hard metals. A. flawed B. perfect C. luminous D. crude 19. Leaves are not distributed _ on a plant stem, but are arranged in a very precise way that assures them the maximum light. A. dangerously B. randomly C. densely D. linearly 20. Accountants record all information _ the economic aspects of an organizations activities. A. submitted to B. limiting C. pertinent to D. taxing II. Reading Comprehension (30 points) Directions: There are 4 passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A., B., C. and D. You should decide on the best choice and write down your answer on the Answer Sheet. Passage 1 The standardized educational or psychological tests, which are widely used to aid in selecting, assigning or promoting students, employees and military personnel, have been the target of recent attacks in books, magazines, the daily press, and even in Congress. The target is wrong, for, in attacking the tests, critics divert attention from the fault that lies with ill-informed or incompetent users. The tests themselves are merely tools, with characteristics that can be measured with reasonable precision under specified condition. Whether the results will be valuable, meaningless, or even misleading depends partly upon the tool itself but largely upon the user. All informed predictions of future performance are based upon some knowledge of relevant past performance. How well the predictions will be validated by later performance depends upon the amount, reliability and appropriateness of the information used and on the skill and wisdom with which it is interpreted. Anyone who keeps careful score knows that the information available is always incomplete and that the predictions are always subject to error. Standardized tests should be considered in this context: they provide a quick, objective method of getting some kind of information about what a person has learned, the skills he has developed, or the kind of person he is. The information so obtained has, qualitatively, the same advantages and shortcomings as other kinds of information. Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the empirical evidence concerning comparative validity and upon such factors as cost and availability. In general, the tests work most effectively when the traits or qualities to be measured can be most precisely defined ( for example, ability to do well in a particular course of training program ) and least effectively when what is to be measured or predicted cannot be well defined, for example, personality or creativity. Properly used, they provide a rapid means of getting comparable information about many people. Sometimes they identify students whose high potential has not been previously recognized. 1. In this passage, the author is primarily concerned with _. A. the necessity of standardized tests S “ S “ ëJr « VÔ»: :B. the validity of standardized tests C. the method used to interpret standardized tests results. D. the theoretical grounds of standardized tests. 2. The authors attitude toward standardized tests is _. A. critical B. vague C. optimistic D. positive 3. What can be inferred from the passage? A. Standardized tests should no longer be used. B. Standardized tests results accurately reflect testees abilities. C. The value of standardized tests lies in their proper interpretation D. Special methods must be applied to evaluate standardized tests. 4. According to the passage, an informed prediction _. A. can surely be validated by later performance B. is based on abundant and the most reliable information C. always tends to be wrong like other predictions too D. dont need any interpretation 5. According to the passage, standardized tests work most effectively when _. A. the objectives to be measured are most precisely defined. B. the user knows how to interpret the results in advance. C. the persons who take the test are intelligent or skillful. D. they measure the traits or qualities of the tests Passage 2 A quality education is the basic liberator. It can free people from poverty, giving them the power to greatly improve their lives and take a productive place in society. It can also free communities and countriesallowing them to jump forward into periods of wealth and social unity that otherwise would not be possible. For this reasonthe international community has devoted itself to getting all the worlds children into primary school by 2015a commitment known as Education for All. Can education for All be achieved by 2015? The answer is undoubtedly “yes” although it is a difficult taskIf we now measure the goal in terms of children successfully completing a minimum five years of primary schoolinstead of just enrolling ÿ¨ for classeswhich used to be the measuring stick for educationthe challenge will become even more difficultOnly 32 countries were formerly believed to be at risk of not achieving education for all on the basis of enrollment ratesThe number rises to 88 if completion rates are used as the standard. Stillthe goal is achievable with the right policies and the right support from the international community59 of the 88 countries at risk can reach universal primary completion by 2015 if they bring the efficiency and quality of their education systems into line with standards observed in higher-performing systemsThey also need significant increases in external financing and technical supportThe 29 countries lagging farthest behind will not reach the goal without unprecedented rates of progressBut this is attainable with creative solutionsincluding the use of information technologiesflexible and targeted foreign aidand fewer people living in poverty A new plan for achieving global education targets is to be put to development and finance ministers at a S “ S “ ëJr « VÔ»: :meeting of the World Banks Development Committee. A key lesson of experience about what makes development effective is that a countrys capacity to use aid well depends heavily on its policiesinstitutions and managementWhere a country scores well on these standardsforeign assistance can be highly effective The new action plan calls on governments to show their commitment by transforming their education systems. Meanwhile, external partners would provide financial and technical support in a transparent manner. 6In the first paragraphthe author says a quality education has the function of_ A. helping countries free from foreign rules B. letting people get rid of any exploitation C. giving people more freedom D. speeding up the progress of society 7According to the international community, the goal of Education for All is to _. A. get all children to achieve education on the base of enrollment rates B. make all the children in the world go to primary school by 2015 C. let poor children have the same chances as rich ones to go to school D. support those countries determined to transform their education systems 8. In the past, the enrollment of students for classed played a part of _. A. ensuring children to complete five years education successfully B. measuring the standard of education C. measuring teachers teaching levels D. attempting to make all the children in poor countries well educated 9. According to the passage, which of the following belongs to the right policy of achieving Education for All? A. Setting up more primary schools. B. Speeding up the development of economy first. C. Using information technologies. D. Increasing the internal financing. 10. We can know from the last paragraph that the high efficiency of foreign aid _. A. depends on a countrys high standards of policies, institutions and management B. is mainly achieved in those observing high-performing educational systems C. is the most essential for helping the poor get rid of poverty D. is the most important policy for achieving Education for All Passage 3. We sometimes think humans are uniquely vulnerable to anxiety, but stress seems to affect the immune defenses of lower animals too. In one experiment, for example, behavioral immunologist ( çfÐE )Mark Laudenslager, at the University of Denver, gave mild electric shocks to 24 rats. Half the animals could switch off the current by turning a wheel in their enclosure, while the other half could not. The rats in the two groups were paired so that each time one rat turned the wheel it protected both itself and its helpless partner from the shock. Laudenslager found that the immune response was depressed below normal in the helpless rats but not in those that could turn off the electricity. What he has demonstrated, he believes, is that lack of control over an event, not the experience itself, is what weakens the immune system. Other researchers agree. Jay Weiss, a psychologist at Duke University School of Medicine, has shown that S “ S “ ëJr « VÔ»: :animals who are allowed to control unpleasant stimuli dont develop sleep disturbances or changes in brain chemistry typical of stressed rats. But if the animals are confronted with situations they have no control over, they later behave passively when faced with experiences they can control. Such findings reinforce psychologists suspicions that the experience or perception of helplessness is one of the most harmful factors in depression. One of the most startling examples of how the mind can alter the immune response was discovered by chance. In 1975 psychologist Robert Ader at the University of Rochester School of Medicine conditioned ( PîHqQ ) mice to avoid saccharin Ú by simultaneously feeding them the sweetener and injecting them with a drug that while suppressing their immune systems caused stomach upsets. Associating the saccharin with the stomach pains, the mice quickly learned to avoid the sweetener. In order to extinguish this dislike for the sweetener, Ader re-exposed the animals to saccharin, this time without the drug, and was astonished to find that those mice that had received the highest amounts of sweetener during their earlier conditioning died. He could only speculate that he had so successfully conditioned the rats that saccharin alone now served to weaken their immune systems enough to kill them. 11. Laudenslagers experiment showed that the immune system of those rats who could turn off the electricity_. A. was strengthened B. was not affected C. was altered D. was weakened 12. According to the passage, the experience of helplessness causes rats to_ . A. try to control unpleasant stimuli B. turn off the electricity C. behave passively in controllable situations D. become abnormally suspicious 13. The reason why the mice in Aders experiment avoided saccharin was that _. A. they disliked its taste B. it affected their immune systems C. it led to stomach pains D. they associated it with stomachaches 14. The passage tells us that the most probable reason for the death of the mice in Aders experiment was that_ . A. they had been weakened psychologically by the saccharin B. the sweetener was poisonous to t