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I. Vocabulary and Structure (15%)

There are 30 questions in this part. For each of the questions, there are 4 choices marked A, B, C, and D. Choose the ONE that best answers the question.

1. The suggestion that the mayor _______ the prizes was accepted by everyone.

A. would present

B. present

C. presents

D. ought to present

2. There are signs _______ restaurants are becoming more popular with families.

A. that

B. which

C. in which

D. whose

3. He will surely finish the job on time _______ he’s left to do it in his own way.

A. in that

B. so long as

C. in case

D. as far as

4. The manager would rather his daughter _______ in the same office.

A. had not worked

B. not to work

C. does not work

D. did not work

5. America’s emphasis on the importance of education has _____ scientific research.

A. encouraged

B. endangered

C. endorsed

D. enlarged

6. Klondike was the ______ of one of the biggest gold rushes the world has ever known.

A. scene

B. view

C. event

D. landscape

7. His retirement is very much looked forward _______ by the office staff.

A. on

B. up

C. to

D. with

8. Maslow’s theory is challenged _____ a reliable guide to future human motivation.

A. for

B. with

C. on

D. as

9. Most people have already felt the pressure of the ___ _____ inflation.

A. raising

B. expanding

C. soaring

D. declining

10. Fertile land __ ____ good crops.

A. plants

B. develops

C. yields

D. works

11. His ______ of all the new theories is amazing.

A. eating

B. ingestion

C. digestion

D. dieting

12. The lawyer scrambled his letters and out of the room.

A. pushed

B. hushed

C. rushed

D. bushed

13. E-mail is preferable _______ letter-writing nowadays.

A. against

B. with

C. from

D. to

14. It is impolite to cell phone _____ the presence of friends.

A. at

B. in

C. from

D. of

15. The firemen acted quickly because lives were at stake.

A. in danger

B. exposed to fire

C. scrambling

D. striking

16. Stickier than the economic question is the ethical one.

A. more difficult to solve

B. more adhesive

C. more slippery

D. more serious

17. Every citizen in a democratic country may claim the protection of the law.

A. have a right to

B. state

C. declare

D. maintain

18. There is nothing I like _______ a(n) cup of coffee to get me started in the morning.

A. larger than

B. greater than

C. farther than

D. more then

19. He brought the country to the _____ of war.

A. border

B. boundary

C. separation

D. brink

20. It is the industrial nations that had ______ the problem of global warming.

A. burdened

B. resulted

C. initiated

D. advocated

21. It is important that the hotel receptionist _______ that guests are registered correctly.

A. has made sure

B. made sure

C. must make sure

D. make sure

22. _______ in a recent science competition, the three students were awarded scholarships totaling $21,000.

A. Judged the best

B. Judging the best

C. To be judged the best

D. Having judged the best

23. All the key words in the article are printed in ______ type so as to attract readers’ attention.

A. dark

B. dense

C. black

D. bold

24. In Disneyland, every year, some 800,000 plants are replaced because Disney

refused to _______ signs asking his “guests” not to step on them.

A. put down

B. put out

C. put up

D. put off

25. As we can no longer wait for the delivery of our order, we have to _______ it.

A. postpone

B. refuse

C. delay

D. cancel

26. Loud noise can be ______ .

A. hateful

B. painful

C. horrifying

D. annoying

27. The train came to a(n) _____ stop, making us wonder where we were.

A. slow

B. noisy

C. jumpy

D. abrupt

28. It isn’t much ______ to be a lighthouse keeper.

A. interest

B. fortune

C. fun

D. joy

29. Draper completely _______ all these facts as though they never existed.

A. neglects

B. ignores

C. overlooks

D. discards

30. Most high school students concede that they are, to some extent, distracted by

computer games.

A. admit

B. recognize

C. make a concession

D. grant

II. Cloze (10%)

There are 20 blanks in the following passage. For each blank, there are four choices marked A, B, C, and D. Choose the ONE that best fits into the passage.

In order to host the Olympics, a city must submit a proposal to the IOC (International Olympic Committee). After all proposals have been submitted, the IOC

(31) . If no city is successful in gaining a majority in the first vote, the city with the

(32) votes is eliminated, and voting continues, with successive (33) until a majority winner is determined. Typically the Games are awarded several years in advance, (34) the winning city time to prepare for the Games. In selecting the (35) of the Olympic Games, the IOC considers a number of factors, chief among them, which city has, or (36) to build the best facilities, and which organizing committee seems most (37) to stage the Games effectively. The IOC also considers which parts of the world have not (38) hosted the Games. For instance, Tokyo, the host of the 1964 Summer Games, and Mexico City, the host of the 1968 Summer Games, were chosen in (39) to popularize the Olympic movement in Asia and in Latin America. (40) the growing importance of television worldwide, the IOC in recent years has also taken into account the host city’s time (41) . Whenever the Games take place in the United States or (42) , for example, American television networks are willing to pay significantly higher amounts for television (43) because they can broadcast popular events live, in prime (44) hours. Once the Games are awarded, it is the responsibility of the local (45) committee—not the IOC or the NOC (National Olympic Committee) of the host city’s country—to finance them. This is often (46) with a portion of the Olympic television revenues and with corporate sponsorships, ticket (47) , and other smaller revenue sources, such as commemorative (48) stamps or proceeds from a national lottery. In many cases there is also direct government (49) . Although many cities have achieved a financial (50) by hosting the Games, the Olympic Games can be financially risky. When the proceeds from the games were less than expected, the city was left with large debts.

31.A. votes B. chooses C. decides D. meets

32. A. least B. worst C. most D. fewest

33. A. turns B. shifts C. rounds D. circles

34. A. ordering B. allowing C. granting D. permitting

35. A. site B. area C. location D. scene

36. A. expects B. insures C. swears D. promises

37. A. probably B. capably C. likely D. possibly

38. A. but B. yet C. so D. however

39. A. part B. amount C. portion D. bit

40. A. According to B. Regardless of C. In spite of D. Because of

41. A. area B. district C. zone D. region

42. A. Brazil B. Canada C. Mexico D. Cuba

43. A. rights B. advantages C. privileges D. powers

44. A. observing B. watching C. looking D. viewing

45. A. modernizing B. coordinating C. organizing D. operating

46. A. built B. done C. made D. finished

47. A. interests B. costs C. prices D. sales

48. A. post B. postal C. postage D. poster

49. A. achievement B. support C. investment D. grant

50.A. profit B. income C. revenue D. interest

III. Reading Comprehension (40%)

There are 4 passages in this part. Each passage is followed by some True-False questions or Multiple-Choice questions. Choose among A, B, C, and D or between T and F to answer each question.

Passage 1

It is impossible to identify and isolate an “English” culture that is common to all the speakers of English. The cultures represented by Nigerian, Singaporean, Indian, Scottish, Filipino or Australian aboriginal English are all very different. So, while a language must be linked to a culture, a language is not inextricably tied to one specific culture. Specific cultural identities can be represented by new varieties of English.

In East and Southeast Asia English plays a major role in the region as a lingua franca of the political elite and the Association of Southeast Asian Nations. It is also used as a lingua franca between professionals and the business community.

But what variety of English will serve as the region’s lingua franca? I suggest that a variety which reflects local cultural conventions and pragmatic norms is developing to serve this role. I further suggest that it is this regional variety that will be taught in schools, rather than an external “native speaker” variety.

The vast majority of people who are learning English are doing so to be able to use their lingua franca. They are not learning English with the express purpose of communicating with native speakers of English. English is being used by non-native speakers. The English they use need not therefore reflect any “Anglo” cultural values. This emerging role of English was identif ied by Gordon Wu of Hongkong’s Hopewell Holdings, who told the Far Eastern Economic Review: “English is no longer some colonial language. It is the means (by which) we in Asia communicate with the world and one another.”

So regional users of English who are learning English in order to speak to Thais, Koreans, Vietnamese or Japanese do not need teaching materials that promote or discuss “Anglo” cultures. What they need are materials that provide some knowledge of the culture of the people they are dealing with. They also need to be aware of their own cultural norms. The cultural values and daily lives of the people in the region

who are using English as a regional lingua franca become more important than the cultural values associated with native speakers.

T his has important implications for English language teaching in the region’s schools. It is a regional variety of English, not an external model, that needs to be promoted, because it is a regional variety of English that people in the region will want to use. People will be able to maintain their identity while speaking their variety of English. As Tommy Koh, a senior minister in the Singapore government, put it recently, “When I speak English I want the world to know I’m Singaporean.”

The curriculum of a new variety of English should reflect the lives, cultures and values of the learners. Speakers of this new variety will want to preserve their identity by reflecting that identity in the local variety of English they use.

English language teaching materials are needed that promote the local or regional variety and represent the cultures of the speakers of these newly developing varieties. These materials also need to contrast regional cultures, so making the English language curriculum more a curriculum of regional cultures.

This will not only liberate generations of Asian children who have had to learn how to ask what time the next train to Liverpool Street leaves, but will also alter the nature of what represents an authentic text.

Japan’s current English teaching goals are that learners should become American English speakers. This is unrealistic and damaging to the cause of ELT. Students are fearful of speaking, because they falsely consider themselves to be poor speakers unless they sound like the Americans. However, if students were given a regional variety of English to learn, educated speakers of the regional variety could provide the models. Suitably qualified and trained speakers of the regional variety could be the teachers.

External models could, of course, be introduced into the classroom, but as examples of external models, not as the model that the learners are expected to acquire.

More research into the development of varieties of English is urgently needed. In particular we need to know what cultural and discourse conventions are being reflected in these varieties. For example, are compliments being given and received, or requests made, following local cultural values, or following “Anglo” values? Are topics in conversation being broached directly or indirectly?

The worldwide domination of an “Anglo” variety of English is not inevitable. A regional variety of English can reflect local or regional cultures. Governments need not fear that the learning of English will necessarily imbue the learners with inappropriate cultural values or ways of thinking. The best option for regional governments is to promote local varieties of English. Instead of spending large sums of money on importing native-speaking teachers and externally developed materials, funding should be set aside for the professional development of local teachers and for the development of developing regionally appropriate ELT curriculum.

51. The first sentence of the passage is .

A. to emphasize the diversity of English cultures

B. to point out the link between culture and language

C. to give an example of how a language reflects different cultures

D. to rationalize the necessity of developing new varieties of English

52. “New varieties” of English means .

A. English that has been adapted to local cultures and regional pragmatic norms

B. English spoken by native speakers

C. English taught at local schools

D. English developed outside English-speaking countries

53. Regional users of English .

A. are always unaware of “Anglo” cultures associated with the English language

B. usually ignore the importance of maintaining cultural identities of their own

C. insist on isolating English from Anglo cultures

D. are more concerned with their own cultural values and those of the people

they are dealing with

54. English teaching material should .

A. be renovated to include the new development of scientific studies

B. maintain the connection between culture and language

C. contrast English cultures with other regional cultures

D. represent the cultures of regional speakers

55. The author mentions “the next train to Liverpool” in order to .

A. demonstrate how to ask a question in English

B. give an example of how English is previously taught as an external model

C. show what is an authentic text

D. alter the nature of the textbook

Passage 2

Taste is such a subjective matter that we don’t usually conduct preference tests for food. The most you can say about anyone’s preference is that it’s one person’s opinion. But because the two big cola companies—Coca-Cola and Pepsi Cola—are marketed so aggressively, we’ve wondered how big a role taste preference actually plays in brand loyalty. We set up a taste test that challenged people who identified themselves as either Coca-Cola or Pepsi fans: Find your brand in a blind tasting.

We invited staff volunteers who had a strong liking for either Coca-Cola Classic or Pepsi, Diet Coke, or Diet Pepsi. These were people who thought they’d have no trouble telling their brand from the other brand.

We eventually located 19 regular cola drinkers and 27 diet cola drinkers. Then we fed them four unidentified samples of cola one at a time, regular colas for the one group, diet versions for the other. We asked them to tell us whether each sample was

Coke or Pepsi; then we analyzed the records statistically to compare the participants’ choices with what mere guesswork could have accomplished.

Getting all four samples right was a tough test, but not too tough, we thought, for people who believed they could recognize their brand. In the end, only 7 out of 19 regular cola drinkers correctly identified their brand of choice in all four trials. The diet-cola drinkers did a little worse—only 7 out of 27 identified all four samples correctly.

While both groups did better than chance would predict, nearly half the participants in each group made the wrong choice two or more times. Two people got all four samples wrong. Overall, half the participants did about as well on the last round of tasting as on the first, so fatigue, or taste burnout, was not a factor. Our preference test results suggest that only a few Pepsi participants and Coke fans may really be able to tell their favorite brand by taste and price.

56. According to the passage the preference test was conducted in order to ________.

A. find out the role taste preference plays in a person’s drinking

B. reveal which cola is more to the liking of the drinkers

C. show that a person’s opinion about taste is mere guesswork

D. compare the ability of the participants in choosing their drinks

57. The statistics recorded in the preference tests show ________.

A. Coca-Cola and Pepsi are people’s two most favorite drinks

B. there is not much difference in taste between Coca-Cola and Pepsi

C. few people had trouble telling Coca-Cola from Pepsi

D. people’s tastes differ from one another

58. It is implied in the first paragraph that ________.

A. the purpose of taste test is to promote the sale of colas

B. the improvement of quality is the chief concern of the two cola companies

C. the competition between the two colas is very strong

D. blind tasting is necessary for identifying fans

59. The underlined word “burnout” (Para. 5) here refers to the state of ________.

A. being seriously burnt in the skin

B. being unable to burn for lack of fuel

C. being badly damaged by fire

D. being unable to function because of

excessive use

60. The author’s purpose in writing this passage is to ________.

A. show that taste preference is highly subjective

B. argue that taste testing is an important marketing strategy

C. emphasize that taste and price are closely related to each other

D. recommend that blind tasting be introduced in the quality control of colas

Passage 3

During our first summer on the Arizona de sert, I thought I’d roast. Trying to

garden, tag after the children and shop at my usual pace nearly killed me in the 112-degree temperature.

By the next April I was already dreading those months of Hades coming up. I told Mr. Simpson so, at his service st ation in Phoenix while he filled my car’s tank.

“Now, you don’t want to worry about the season that way,” he chided me gently. “Dreading the scorchers just makes the summer start sooner and last longer.”

I realized, as I paid the bill, that he was right. Summer in my thinking was already upon us, making a five-month hot spell.

“Treat the heat like a welcome surprise,” he said, handing me change. “Take advantage of the best that our summer offers and ignore the rest under air-conditioning.”

“Is there a best about summer here?” I asked weakly.

“Ever up at five or six o’clock? I swear those July morning skies are so rosy—like heaven is blushing. And on August nights, the stars look like icebergs floating in a dark blue ocean. And a person doesn’t know the rea l joy of swimming until he’s jumped into the water on a 114-degree day!”

As Mr. Simpson went to wait on another customer, a younger employee who’d been standing nearby grinned and said softly, “Well, you’ve just had Simpson’s Special—free with a fill-up.”

To my amazement, Mr. Simpson’s advice worked. When my dreading stopped, April and May were cut off from the hot season. And when the scorchers did arrive, I worked at my roses in the heavenly cool of morning. In the afternoon I slept with the young ones. And in the evening we played croquet and made ice cream on the patio. Through the summers that followed, I learned the beauty of the desert sunrise.

Years later, when we moved to Cleveland, our neighbors there were already worrying about winter in September. When the snows of December did arrive, our children—David, ten, and Dawn, 12—were excited. As they made snowballs, our neighbors gathered to watch “those nutty desert kids who’ve never seen snow before.”

When the children headed for the hills with their sleds, a few neighbors joined the kids “so that they won’t kill themselves hitting trees.” Later they’d go skating on the pond with David and Dawn “to keep them from falling through the ice.” Afterward, adults and children would sit by our fireplace and linger over hot chocolate.

On one afternoon a middle-aged neighbor remarked, “For years the snow has just been something to shovel. I’d forgotten what real fun it can be!”

A few years later we were transferred home to the desert. When I drove to the service station, I learned from the new owner that age had forced Mr. Simpson to sell. He’d bought a tiny station in nearby Carefree.

I drove there and visited with Mr. Simpson as he serviced our car. He was thinner now, with hair the color of silver hubcaps. But his pleasant smile was still the same. I asked how he was.

“I’m not worrying about getting old,” he said, coming out from under the hood. “Too busy enjoying life out here in the country.”

He wiped his hands. “We’ve got three peach trees loaded with fruit—and a hummingbird nesting outside our bedroom window. Imagine a perfect bird no bigger than my finger, looking just like a little penguin.”

He started writing up the sale. “At twilight jackrabbits pop like corn out of the bush. When the moon comes up, coyo tes gather on the knoll. I’ve never seen a spring with more abundant wildlife.” As I drove off, he called out, “Enjoy it!”

All the way home, I thought about Simpson’s Special—that wonderful man’s secret to happiness. Instead of dreading life’s minuses, he simply enjoyed its pluses.

61. The author could hardly bear the heat when she spent the first summer on the Arizona desert.√

62. The summer on the Arizona desert consists of a five-month hot spell. ×

63. It can be inferred that Mr. Simpson often gives people unusual gifts—Specials to tell people to enjoy their lives. √

64. Most of her neighbors in Cleveland did not like long winters.√

65. Mr. Simpson retired from the service station because he was getting old. ×

Passage 4

On a typical school night, Kyle Judge might be perched over his laptop writing a paper or tackling some math—when an electronic message snaps his concentration.

It is a note from a friend: an invitation to “chat” using instant messenger, a program that lets friends e-mail simult aneously. Or maybe it’s a request for homework help.

Either way, the high school sophomore concedes that working on a computer offers its share of distractions. Add to that technology’s 24/7 presence, pressure to socialize, a heavy homework load, and mo re extracurricular activities, and what’s emerging is a generation that—for better or worse—multitasks just as easily as it sleeps in on weekends.

Few would question the positive impact technology has had on education. E-mail, the internet, and software programs have bolstered the pace of work, connected students to experts worldwide, and brought libraries right to the doorstep. A 1999 survey by Grunwald Associates in California showed that more than 25 million children aged 2 to 17 are online, a number that has tripled since 1997. Of those, more than 70 percent of teens use the Web regularly.

But with the surge of information comes a greater burden on teens to manage time—and to filter out distractions. Unlike their parents, who typically had to take more initiative to create interruptions from homework, many teens are finding technology floods them with ways to loose concentration. And they are readily taking


“I think the nature of study habits themselves is changing,” says Chris Dede, professor of learning technology at Harvard University. He says technology has had an “amplifying” effect on students’ habits, giving the ambitious new ways to explore, and further distracting the unmotivated. “Technology…makes motivation more crucial. If students don’t care what they’re learning, they are much more likely to multitask.”

Indeed when parents look into bedrooms or family rooms, they say they’ll often find children surfing the Web, listening to music, and talking on the phone—all while trying to finish schoolwork.

Parents and educators alike worry about the impact electronic media are having on traditional study hours. They see time formerly spent perusing books or engaging in a hobby eclipsed by devices like Palm Pilots, video games, or e-mail that belts out “You’ve got mail!” when teens go online for research.

For Kyle, who has very good grades and tackles four hours of homework nightly, an English paper might take an extra hour to finish if grouped with music and instant messaging. He’ll sometimes j uggle 12 online conversations at once, but overall his priority is “to manage my time well”. He also doesn’t think e-mail or listening to music has had a major impact on schoolwork.

But some educators point to a need for greater focus in a world filled with thousands of electronic gizmos and fast-paced demands. Today’s lightning pace makes it hard for kids to want to really buckle down.

Parents can help teens focus by making education relevant to their lives and by understanding how they learn best, teachers suggest. For example, soft music in the background might be helpful to some students. Total quiet could be better for others. Educators say it’s also vital to supervise teens while teaching them how to tap into technology’s ability to improve learning.

“Teens get together electronically for homework. They use the computer for all of their writing assignments,” says Sandra Calvert of George University in Washington. “If they use a Palm Pilot to play Pac Man in class, then that’s bad. But with a Palm Pilot you can also download lots of educational software.”

Parents, however, don’t police the computer as frequently or easily as they do TV. “I.M. is a backdoor way to have conversations during homework time,” says Nancy Judge, Kyle’s mom. She prohibits TV on weeknights and monitors her kids. “I think it’s an added distraction. It has great potential for increasing productivity. But it’s a distraction you have to manage like everything else.”

66. Most high school students are forced to believe that working on a computer distracts them from their studies.。×

67. People have been in doubt whether computer technology has any positive impact on education. ×

68. Computer technology has different effects on students with different study habits; it is positive for the highly motivated and negative on the unmotivated. √

69. Educators think that the students are not as concentrated on their studies as the students of last generation. √

70. Parents should not allow their kids to use computers while doing their homework. ×

IV. Translate the following sentences into English, using the words or expressions given in brackets. (10%)

71. 生活水平的提高是否就意味着我们人类的日子有望越过越幸福呢?(look forward to)

Does the rising of living standard mean that we humans can look forward to increasing happiness?


Human’s soul requires for time to absorb, digest and understand emotion and experience.

73.比如何申请基因组专利更难确定的问题是,人们是否应该认为对人类DNA拥有所有权。(determine, lay claim to)

Compared with how to apply patent for genome, the problem more difficult to determine is that whether we should lay claim to human’s DNA.

74. 手机,正是因为它太具移动性的特点,给原本就有喜剧色彩的生活平添了新鲜的一笔。(because of, add)

Mobile phone, because of its feature of good mobility, adds vivid color to our existing comic life.

75.他家就要搬到北方的克利夫兰去了,使他感到极为兴奋。(to his…)

To his great excitement, his family is going to move to northern Cleveland.

V. Translate the following sentences into Chinese. (10%)

76. It’s not for nothing that scientists are in such a footrace to get the human genome mapped.


77. He is a hypocrite, a liar, a thief—in fact, he is the greatest scoundrel I ever know.


78. Some organisms are beyond saving because they can no longer reproduce in the wild.


79. Her mother waited on him as long as she lived at home.


80. She never took her eyes off the stage for a moment.


VI. Writing (15%)

For this part, you are allowed thirty minutes to write a composition on the topic THE FILM I LIKE BEST. You should write at least 120 words and base your opinions on sound proofs or facts. The following points may serve as a framework.



The Film I Like Best

Among all films I have seen, I like the film Matrix best.

Matrix is a science-fiction film which describes a savior saving human from control of computer. To the outward seeming, it is a story concerning struggle between human and artificial intelligence. If only seen from this aspect, this film could be graded excellent but far from grand. What expressed me most is the discussion of the way we human beings know about the world. We get to know the world by our senses such as auditory, vision and feeling. Are those subjective senses reliable and is the world in our eyes the real one as it is? No one knows it and it seems that we have no choice but trusting ourselves.

Matrix calls for our deep consideration for view of our world. I like it so much and strongly recommend to you.