Ⅰ。 The following paragraphs are taken from the textbooks, followed by a list of words or expressions marked A to X。 Choose the one that best completes each of the sentences and write the corresponding letter on your Answer Sheet。 One word or expression for each blank only。 (12 points, 0。5 point for each)
· The fact is significant。 To what is it 1 ? In part, I suppose, to a general increase in 2 。 The rich have always 3 their personal appearance。 The 4 of wealth — such as it is — now allows those of the 5 who are less 6 than their fathers to do the same。
· The 7 of aging and eventual death must ultimately be accepted as the natural 8 of the life cycle, the old 9 their prescribed life spans and 10 way for the young。 Much that is 11 in old age in fact derives from the reality of aging and the 12 of death。
· News of Harlem rioting 13 the multi-national student 14 there. The typical European 15 was unlike anything I had seen before. They had no homes or businesses to worry about proecting. They want to know why Negroes did not riot more often. 16 the only Negro in the summer 17 I felt embarrassed for a time. I was embarrassed because I did not have any 18 .
· The investigation was not 19 so that veterans could 20 out their hearts or 21 their souls; it was 22 to prove that the policy of the U.S. in Indochina is tantamount 23 genocide, and that not only the soldiers are responsible 24 what is happening, but that everyone here in America is responsible.
U。 session B。 As
V. spillC. badly off
W. stagedD. community
Ⅱ. There are fifteen sentences with a blank in each, followed by a list of words or expressions marked A to X. Choose the one that best completes each of the sentences and write the corresponding letter on your Answer Sheet. One word or expression for each blank only. (15 points, 1 point for each)
25. Old age is neither inherently miserable nor inherently sublime — like every stage of life it has problems, joys, fears and ______.
26. Nobody spoke but Elgie came over, his ______ eyes filled with sorrow and misery.
27. Some men drew the first slip which touched their fingers; others seemed to ______ that fate was trying to force on them a particular slip.
28. Science, to my mind, is applied honesty, the one reliable means we have to ______ truth.
29. Product leaders have a (n) ______ interest in protecting the entrepreneurial environment that they have created.
30。 Yet medical ______ that are hardly any better undoubtedly continue, almost as a matter of macabre routine, in America, Britain and many other countries。
31. Taking these fables to heart, I would resolve to do likewise, and, going to bed, would ______ my teeth, look as determined as possible in the darkness.
32. Similarly, in any ______ regime, the holders of power become increasingly tyrannical with experience of the delights that power can afford.
33. The wealth qualification for the aspiring politicians is taken for granted; a governmental system ______ the promotion of personal wealth in a few selected areas will never act for the public good.
34. A curious, most unchildlike ______, a controlled impatience, made him wait.
35. It’s just that Elvis managed to ______ the frustrated teenage spirit of the 1950s.
36. As I moved my chair a little nearer suddenly with one catlike movement both her hands ______ instinctively for my eyes and she almost reached them too.
37。 It may be old-fashioned, but I was taught that thought is words, arranged in grammatically ______ ways。
38. The ______ of long-remembered lives was mirrored in his eyes, and the memory of cunning curves executed in the moving shadows from reed to reed … was almost pictured there.
39. If a salesman’s wife dies and he is not ready to remarry, he is usually moved into a(n) ______ position after several months of mourning.
U。 find out B。 autocratic
V。 vested C。 dedicated to
W. monstrositiesD. bloodshot
Ⅲ. Each of the following sentences is given two choices of words or expressions. Choose the right one to complete the sentence and write the corresponding letter on your Answer Sheet. (15 points, 1 point for each)
40。 If you have ______ someone who has had a misfortune, you are sorry for them, and show it in the way you behave towards them。
A。 sympathy with B。 sympathy for
41. Get out. Stop ______ your teacher with such silly questions.
A. tormenting B. abusing
42. The umpire ______ a coin to decide which team should serve first.
A. threw B. tossed
43. ______ between companies is something good for the development of the economy.
A。 Hostility B。 Rivalry
44. It was embarrassing that my mother didn’t ______ you. It looked as though it were our fault.
A。 take to B。 take after
45. A spy should be able to ______ what he has found as quickly as possible.
A。 memorize B。 remember
46. He was enormously ______ when my father died.
A。 sycophantic B。 sympathetic
47。 He ______ left and right as the gunman opened fire。
A. dodged B. evaded
48. The elderly woman was so ______ as to believe that she will die if she touches the stone.
A. superstitious B. ignorant
49. The responsibility for the future of the company ______ heavily on the newly-elected president.
A。 weighs B。 weights
50. I don’t believe that her poems are still in ______.
A. transcript B. manuscript
51. I can’t come to your wedding, but I will be with you ______; I will think about you.
A. in spirit B. in spirits
52. The servant was down on his knees, ______ the floor.
A. sweeping B. scrubbing
53. Urgent measures must be taken now to ______ water resources.
A. conserve B. preserve
54。 The police have ______ three suspects from their inquiry。
A. eliminated B. illuminated
Read the following passage carefully and complete the succeeding four items Ⅳ,Ⅴ,Ⅵ and Ⅶ.
Why Are Students Turned Off?
(1)Ellen Glanz lied to her teacher about why she hadn’t done her homework ; but, of course, many students have lied to their teachers. The difference is that Ellen Glanz was a twenty –eight – year – old high school social studies teacher who was a student for six months to improve her teaching by gaining a fresh perspective of her school.
(2)She found many classes boring, students doing as little as necessary to pass tests and get good grades, students using ruses (借口) to avoid assignments, and students manipulating teachers to do the work for them。 She concluded that many students are turned off because they have little power and responsibility for their own education。
(3)Ellen Glanz found herself doing the same things as the students。 There was the day when Glanz wanted to join her husband in helping friends celebrate the purchase of a house, but she had homework for a math class。 For the first time, she knew how teenagers feel when they think something is more important than homework。
(4)She found a way out and confided:“I considered my options: Confess openly to the teacher, copy someone else’s sheet, or make up an excuse.”Glanz chose the third option- the one most widely used – and told the teacher that the pages needed to complete the assignment had been ripped from the book. The teacher accepted the story, never checking the book. In class, nobody else did the homework; and student after student mumbled responses when called upon.
(5)“Finally,”Glanz said,“the teacher, thinking that the assignment must have been difficult, went over each question at the board while students copied the problems at their seats. The teacher had ‘covered’ the material and the students had listened to the explanation. But had anything been learned? I don’t think so.”
(6)Glanz found this kind of thing common。 “In many classes,” she said, “people simply didn’t do the work assignment, but copied from someone else or nanipulated the teacher into doing the work for them。”
(7)“The system encourages incredible passivity,” Glanz said.“In most classes one sits and listens. A teacher, whose role is activity, simply cannot understand the passivity of the student’s role,” she said.“When I taught,”Glanz recalled,“my mind was going constantly – figuring out how to best present an idea, thinking about whom to call on, whom to draw out, whom to shut up; how to get students involved, how to make my point clearer, how to respond; when to be funny, when serious. As a student, I experienced little of this. Everything was done to me.”
(8)Class methods promote the feeling that students have little control over or responsibility for their own education because the agenda is the teacher’s, Glanz said. The teacher is convinced the subject matter is worth knowing, but the student may not agree. Many students, Glanz said, are not convinced they need to know what teachers teach; but they believe good grades are needed to get into college.
(9)Students, obsessed with getting good grades to help qualify for the college of their choice , believe the primary responsibility for their achievement rests with the teacher, Glanz said. “It was his responsibility to teach well rather than their responsibility to learn carefully.”
(10)Teachers were regarded by students, Glanz said, not as “people,”but as “role - players”who dispensed information needed to pass a test. “I often heard students describing teachers as drips, bores, and numerous varieties of idiots,” she said.“Yet I knew that many of the same people had traveled the world over, conducted fascinating experiments or learned three languages, or were accomplished musicians, artists, or athletes.”
(11)But the sad reality, Glanz said, is the failure of teachers to recognize their tremendous communications gap with students. Some students, she explained, believe that effort has little value. Some have heard reports of unemployment among college graduates and others, and after seeing political corruption they conclude that honesty takes a back seat to getting ahead any way one can, she said.“I sometimes estimated that half to two – thirds of a class cheated on a given test,”Glanz said. “Worse, I’ve encountered students who feel no remorse(自责)about cheating but are annoyed that a teacher has confronted them on their actions.”
(12)Glanz has since returned to teaching at Lincoln – Sudbury。 Before her period as a student, she would worry that perhaps she was demanding too much。 “Now I know I should have demanded more,”she said。 Before, she was quick to accept the excuses of students who came to class unprepared。 Now she says, “You are responsible for learning it。” But a crackdown is only a small part of the solution。
(13)The larger issue, Glanz said, is that educators must recognize that teachers and students, though physically in the same school, are in separate worlds and have an on – going power struggle。“A first step toward ending this battle is to convince students that what we attempt to teach them is genuinely worth knowing,” Glanz said。 “We must be sure, ourselves, that what we are teaching is worth knowing。” No longer, she emphasized, do students assume that “teacher knows best。”
Ⅳ. There are ten incomplete statements, followed by four choices marked A, B, C and D. Choose the best answer and write the corresponding letter on your Answer Sheet. (10
points, 1 point for each)
55. A good alternative title for the selection would be .
A. How to Get Good Grades
B。 Why Students Dislike School
C. Cheating in Our School
D. Students Who Manipulate Teachers
56。 best sums up the selection。
A。“Ellen Glanz is an indifferent teacher”
B.“Ellen Glanz lied to her math teacher”
C。“Students need good grades to get into college”
D.“Teachers and students feel differently about school”
57。 According to paragraph 10, teachers were regarded 。
A. only as those who could help students to pass a test
B。 as those who could offer all kinds of information needed
C。 as those who could help students in various ways
D。 as those who could play different roles to students, especially giving out information
58。 As a result of her experience, Glanz now 。
A。 accepts more of her students’ excuses
B. doesn’t care about her students’ excuses
C. accepts less of her students’ excuses
D。 takes her students’ excuses more seriously
59。 According to Glanz, it was common for students 。
A. to force their teacher to work for them
B. to escape the most difficult work assignment
C. to get over with their work assignment with less effort
D。 to assign somebody to work for them
60. After seeing political corruption, students concluded that .
A. one can do anything in order to become successful, honesty is not important
B。 as long as honesty is there, one can become successful
C. one can be successful anyway, whether one is honest or not
D. honesty is more important than to become successful anyway
61. The author implies that .
A。 few students cheat on tests
B. most students enjoy schoolwork
C. classroom teaching methods should he changed
D. classroom teaching methods were not bad
62. From the selection we know that .
A。 Glanz should not have become a student again
B. Glanz is a better teacher than she was before
C. Glanz later told her math teacher that she had lied
D. Glanz regretted having lied to her math teacher
63。 The author implies that 。
A. most students who cheat on tests are caught by their teachers
B. most teachers demand too little of their students
C. students who get good grades in high school do so in college
D. students never agree with what teachers say
64。 The writer’s purpose in writing this selection is 。
A。 to question Ellen Glanz’s experience
B. to agree with Ellen Glanz
C。 to disagree with Ellen Glanz
D。 to report Ellen Glanz’s story
Ⅴ。 There is one underlined part in each of the following sentences, followed by four choices A, B, C and D。 Choose the one that is closest in meaning to the underlined part and write the corresponding letter on your Answer Sheet。 (10 points, 2 points for each)
65. … to improve her teaching by gaining a fresh perspective of her school.
A. by having another idea
B。 by making one more discovery
C. by developing a deeper definition
D. by getting a new outlook
66. ... or make up an excuse.
A. offer an apology
B. form an explanation
C。 invent a reason
D. give a reason
67. The teacher accepted the story, never checking the book.
A. The teacher believed in what Glanz said and didn’t examine the book.
B. The book was not checked because the teacher liked the good story.
C。 The teacher didn’t care what had happened and didn’t do anything about the book。
D. Glanz made the teacher believe her and the teacher didn’t look at the story book.
68. The teacher had ‘covered’ the material…
A. had dealt with all the questions
B。 had finished the assignment
C. had discussed the written work
D。 had delivered the information
69. Students, obsessed with getting good grades to help qualify for the college of their choice, …
A。 to help satisfy their desire to go to a certain college
B. to help meet the requirements for the college they want to attend
C. to help fulfill their expectations to enter good colleges
D. to help succeed in getting good qualities for their chosen colleges
Ⅵ. Translate the following sentences into Chinese and write the translation on your Answer Sheet. (10 points, 2 points for each)
70. She found many classes boring, students doing as little as necessary to pass tests and get good grades, students using ruses to avoid assignments, and students manipulating teachers to do the work for them.
71。 Class methods promote the feeling that students have little control over or responsibility for their own education because the agenda is the teacher’s Glanz said。
72。 When I taught, my mind was going constantly – figuring out how to best present an idea, thinking about whom to call on, whom to draw out, whom to shut up。
73。 Worse, I’ve encountered students who feel no remorse about cheating but are annoyed that a teacher has confronted them on their actions。
74。 The larger issue, Glanz said, is that educators must recognize that teachers and students, though physically in the same school, are in separate worlds and have an on – going power struggle。
Ⅶ. Answer the following essay question in English within 80 – 100 words. write your answers on the Answer Sheet.(10 points)
75. What does Glanz think are the main problems in school education?
Ⅷ。 Translate the following sentences into English and write the translation on your Answer Sheet。 (18 points, 2 points each for 76 –80, 8 points for 81)