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Part ¢ñ£¿ Reading Comprehension (30%) ª¥ 1uc;:N G=  
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£¿ Directions: There are 4 reading 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 mark your answer on the ANSWER SHEET by blackening the corresponding letter in the brackets. ª¥ onUF@3V  
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Questions 1 to 5 are based on the following passage:ª¥ fh}j)*K8  
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All animals must rest, but do they really sleep as we know it? The answer to this question seems obvious. If an animal regularly stops its activities and stays quiet and unmoving¡ªif it looks as though it is sleeping¡ªthen why not simply assume that it is in fact sleeping? But how can observers be sure that an animal is sleeping?ª¥ 4p/d>DTiM  
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They can watch the animal and notice whether its eyes are open or closed, whether it is active or lying quietly, and whether it responds to light or sound. These factors are important clues, but they often are not enough. Horses and cows, for example, rarely close their eyes, and fish and snakes cannot close them. Yet this does not necessarily mean that they do not sleep. Have you ever seen a cat dozing with an eye partly open? Even humans have occasionally been observed to sleep with one or both eyes partially open. Animals do not necessarily lie down to sleep either. Elephants, for example, often sleep standing up, with their tusks resting in the fork of a tree. Finally, while ¡°sleeping¡± animals often seem unaware of changes in the sounds and light and other stimuli around them, that does not really prove they are sleeping either. ª¥ Q-f?7*>  
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Observations of animal behavior alone cannot fully answer the question of whether or not animals sleep. The answers come from doing experiments in ¡°sleep laboratories¡± using a machine called the electroencephalograph (EEC.. The machine is connected to animals and measures their brain signals, breathing, heartbeat, and muscle activity. The measurements are different when the animals appear to be sleeping than when they appear to be awake. Using the EEC, scientists have confirmed that all birds and mammals studied in laboratories do sleep. There is some evidence that reptiles, such as snakes and turtles, do not truly sleep, although they do have periods of rest each day, in which they are quiet and unmoving. They also have discovered that some animals, like chimpanzees, cats, and moles (who live undergrounD., are good sleepers while others, like sheep, goats, and donkeys, are poor sleepers. Interestingly, the good sleepers are nearly all hunters with resting places that are safe from their enemies. Nearly alll the poor sleepers are animals hunted by other animals: they must always be watching for enemies, even when they are resting. ª¥ ?{-y? %y  
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1. According to the author, all animals ________. ª¥ F%q}N,W  
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A. spend some time resting ª¥ Q|:qs\6q5  
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B. close their eyes when sleeping ª¥ U>kL|X3 V  
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C. are good sleepers ª¥ HFrwf{J  
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D. are poor sleepers ª¥ "\M^jO  
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2. The statement, ¡°Horses and cows, for example, rarely close their eyes¡± aims to show that ________. ª¥ "~/O>.p  
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A. these animals rarely need any rest ª¥ X=i",5;  
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B. they almost always keep alert to danger ª¥ c0u1L@tj  
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C. they often stay awake ª¥  a EmLf  
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D. their eyes are rarely closed even when they are asleep ª¥ :LEC[</yvl  
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3. How can researchers in ¡°sleep laboratories¡± tell that the animals they are observing are asleep or not?ª¥ Z1ZjQt#~+  
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A. They see if the animals respond to light and sound. ª¥ VgyY7INx9  
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B. They do this by observing changes in the animals' brain signals, breathing, heartbeat, and muscle activity. ª¥ $c<NEt_\  
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C. They see if the animals' eyes are closed. ª¥ wPrqFpf  
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D. They can tell this by seeing if the animals lie down or not. ª¥ $|%BaEyk  
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4. According to the research findings mentioned in the passage, reptiles ________. ª¥ 8%Hc%T[RnT  
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A. such as turtles and snakes cannot close their eyes ª¥ p]erk  
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B. cannot be studied with an EECª¥ {IA3`y~  
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C. do not sleep in the true sense of the word ª¥ "9bd;Tt:  
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D. do not need to rest ª¥ -"~XI~a@Wo  
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5. Animals that are good sleepers ________. ª¥ ;G|#i?JJ  
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A. need to have a good sleep after they have exhausted themselves by getting rid of hunting animals ª¥ >PmnR>x-rj  
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B. need to have a good sleep after they get tired from hunting£¿ other animals ª¥ '4"c#kCKL  
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C. are all mammals ª¥ F0x'^Z}Q;  
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D. almost always have a safe resting place ª¥ z,xGjSP  
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Questions 6 to 10 are based on the following passage:ª¥ V 0z`p"  
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Analysts have had their go at humor, and I have read some of this interpretative literature, but without being greatly instructed. Humor can be dissected, as a frog can, but the thing dies in the process and the innards (ÄÚÔÚ²¿·Ö) are discouraging to any but the pure scientific mind. ª¥ %i5tf;x6i  
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In a newsreel theatre the other day I saw a picture of a man who had developed the soap bubble to a higher point than it had ever before reached. He had become the ace soap bubble blower of America, had perfected the business of blowing bubbles, refined it, doubled it, squared it, and had even worked himself up into a convenient lather. The effect was not pretty. Some of the bubbles were too big to be beautiful, and the blower was always jumping into them or out of them, or playing some sort of unattractive trick with them. It was, if anything, a rather repulsive sight. Humor is a little like that: it won't stand much blowing up, and it won't stand much poking. It has a certain fragility, an evasiveness, which one had best respect. Essentially, it is a complete mystery. A human frame convulsed with laughter, and the laughter becoming mysterious and uncontrollable, is as far out of balance as one shaken with the hicoughs or in the throes of a sneezing fit. ª¥ Lq2ZgKd!  
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One of the things commonly said about humorist is that they are really very sad people-clowns with a breaking heart. There is some truth in it, but it is badly stated. It would be more accurate, I think, to say that there is a deep vein of melancholy runing through everyone's life and that the humorist, perhaps more sensible of it than some others, compensates for it actively and positively. Humorists fatten on trouble. They have always made trouble pay. They struggle along with a good will and endure pain cheerfully, knowing how well it will serve them in the sweet by and by. You find them wrestling with foreign languages, fighting folding ironing boards and swollen drainpipes, suffering the terrible discomfort of tight boot (or as Josh Billings wittily called them, ¡°tire boots&rdquo. They pour out their sorrows profitably, in a form that is not quite a fiction not quite a fact either. Beneath the sparking surface of these dilemmas flows the strong tide of human woe. ª¥ H;{IOBo  
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Practically everyone is a manic-depressive of sorts, with his up moments and his down monents, and you certainly don't have to be a humorist to taste the sadness of situation and mood. But there is often a rather fine line between laughing and crying, and if a humorous piece of writing brings a person to the point where his emotional responses are untrustworthy and seem likely to break over into the opposite realm, it is because humor, like poetry, has an extra content. It plays close to the bit hot fire, which is Truth, and sometimes the reader feels the heat. ª¥ 4t,f$zk  
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6. In the first paragraph the author wants to say that ________. ª¥ `G:I|=#w  
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A. just as scientists can dissect a frog, so analysts can dissect humor ª¥ {H3B1*Dk  
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B. detailed, scientific analysis is not appropriate for humor, for it may make humor lose its aesthetic value ª¥ Y^tUc
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C. some people's analysis of humor are too scientific ª¥ EGVS8YP>h  
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D. analysts' attempts at humor are not instructive enough to interest the author ª¥ "7J38Ej\  
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7. The author uses the example of the soap bubble blower to show that ________. ª¥ 0+T:};]  
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A. skill is required to produce humor ª¥ ]Z?jo#F  
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B. neither too much exaggeration nor absolute explicitness is fit for humor ª¥ SZvp%hS0  
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C. people should perfect the art of humor just as the bubble blower does to the bubbles ª¥ e$7KMH=  
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D. humor should make people frantic for a while ª¥ F^.~37=@  
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8. According to the author, humorists differ from ordinary people in the sense that ________. ª¥ ?x/Lb*a^  
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A. they give vent to their sorrows in a laughable way ª¥ o8Yq3N+  
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B. they have much trouble in their life and they are melancholy ª¥ 6)c-s|#  
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C. they are more sensible of the sadness of life and they endure and express the pain cheerfully ________. ª¥ vN
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D. they are mostly clowns with a breaking heartª¥ 2f
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9. A humorous piece of writing can make the reader's emotional responses untrustworthy because ________.ª¥ Tp|>(~;ai  
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A. it expresses the truth of the sadness of human life with a sparkling surfaceª¥ {eVv%sbq  
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B. everyone has his happy moments and unhappy momentsª¥ ?aI.Z+#  
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C. there is an obvious line between laughing and crying ª¥ SLRF\mh!L  
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D. it is like poetry, very rhythmic ª¥ t)= dKC  
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10. The passage's success lies in its extensive use of ________. ª¥ jYvl-2A'  
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A. parallelism ª¥£¿£¿£¿£¿ B. metaphors ª¥£¿£¿£¿£¿ C. metonymy ª¥£¿£¿£¿ D. similes ª¥ WZTAXOw  
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Questions 11 to 15 are based on the following passage:ª¥ ^C92R"*Qu  
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The word science is heard so often in modern times that almost everybody has some notion of its meaning. On the other hand, its definition is difficult for many people. The meaning of the term is confused, but everyone should understand its meaning and objectives. Just to make the explanation as simple as possible, suppose science is defined as classified knowledge (facts). ª¥ OL%}C*Zq  
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Even in the true sciences distinguishing fact from fiction is not always easy. For this reason great care should be taken to distinguish between beliefs and truths. There is no danger as long as a clear difference is made between temporary and proved explanations. For example, hypotheses and theories are attempts to explain natural phenomena. From these positions the scientist continues to experiment and observe until they are proved or discredited. The exact statue of any explanation should be clearly labeled to avoid confusion. ª¥ %~} ,N  
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The objectives of science are primarily the discovery and the subsequent understanding of the unknown. Man cannot be satisfied with recognizing that secrets exist in nature or that questions are unanswerable; he must solve them. Toward that end specialists in the field of biology and related fields of interest are directing much of their time and energy. ª¥ *
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Actually, two basic approaches lead to the discovery of new information. One, aimed at satisfying curiosity, is referred to as pure science. The other is aimed at using knowledge for specific purposes¡ªfor instance, improving health, raising standards of living, or creating new consumer products. In this case knowledge is put to economic use. Such an approach is referred to as applied science. ª¥ #6v357-5  
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Sometimes practical-minded people miss the point of pure science in thinking only of its immediate application for economic rewards. Chemists responsible for may of the discoveries could hardly have anticipated that their findings would one-day result in application of such a practical nature as those directly related to life and death. The discoveries of one bit of information opens the door to the discovery of another. Some discoveries seem so simple that one is amazed they were not made years ago, however, one should remember that the construction of the microscope had to precede the discovery of the cell. The host of scientists dedicating their lives to pure science are not apologetic about ignoring the practical side of their discoveries; they know from experience that most knowledge is eventually applied. ª¥ EeT
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11. To define science we may simply call it ________. ª¥ IUDH"~f  
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A. the study of unrelated subjects ª¥ T?QW$cU!e:  
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B. an attempt to explain natural phenomena ª¥ G+Bk!o  
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C. the study of unrelated fields ª¥ Bs `{qmbC  
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D. classified knowledge ª¥ :WX OD  
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12. Pure science, leading to the construction of a microscope, ________. ª¥ 4c95G^dZ  
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A. may lead to antiscientific, ¡°impure¡± results ª¥ s^SU6P/]  
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B. necessarily precedes applied science, leading to the discovery of a cell ª¥ [z ]P5  
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C. is not always as pure as we suppose ª¥ _p5#` -%mM  
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D. necessarily results from applied science and the discovery of a cell ª¥ u$C\#y7  
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13. A scientist interested in adding to our general knowledge about oxygen would probably call his approach ________. ª¥ c61OT@dZEA  
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A. applied science ª¥ E:dN)  
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B. agriculture science ª¥ `2LmLFkb  
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C. pure science ª¥ fM7B<eB  
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D. environmental science ª¥ yYYP;N?g4k  
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14. Which of the following statements does the author imply?ª¥ @&`^#pok  
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A. Scientists engaged in theoretical research should not be blamed for ignoring the practical side of their discoveries. ª¥ sS;)d  
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B. Today few people have any notions of the meaning of science. ª¥ |LZ{kD|  
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C. In science, it is not difficult to distinguish fact from fiction. ª¥ utuWFAGn A  
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D. Practical-minded people can understand the meaning and objectives of pure science. ª¥ %J9u?-~  
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15. The best title for the passage is ________. ª¥ BYMdX J  
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A. The Nature of Science and Scientists ª¥ Hzm_o>
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B. Biology and the Scientific Age ª¥ XPqGv=CN  
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C. Hypotheses and Theories ª¥ } % Ie  
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D. On Distinguishing Fact from Fiction ª¥ %LP4RZ  
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Questions 16 to 20 are based on the following passage: ª¥ Nv.   
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In most American cities, the rent for a one-bedroom apartment was $ 250 or more per month in recent years. In some smaller cities such as Louisville, Kentucky or Jacksonville, Florida the rent was less, but in larger cities it was more. For example, if you lived in Los Angeles, you had to pay $ 400 or more to rent a one-bedroom apartment, and the same apartment rented for $ 625 and up in Chicago. The most expensive rents in the U. S. were in New york City, where you had to pay at least $ 700 a month to rent a one-bedroom apartment in most parts of the city. ª¥ iTq&h=
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Renters and city planners are worried about the high cost of renting apartments. Many cities now have rent-control laws to keep the cost of renting low. These laws help low-income families who cannot pay high rents. ª¥ )Cj1VjAg  
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Rent control in the United States began in 1943 when the government imposed rent controls on all American cities to help workers and the families of soldiers during World War ¢ò. Aften the war, only one city¡ªNew York¡ªcontinued these World War ¢ò controls. Recently, more and more cities have returned to rent controls. At the beginning of the 1980s, nearly one fifth of the people in the United States lived in cities with rent-control laws. ª¥ qMVuFwPhi  
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Many cities have rent-control laws, but why are rents so high? Builders and landlords blame rent controls for the high rents. Rents are high because there are not enough apartments to rent, and they blame rent controls for the shortage of apartments. Builders want more money to build more apartment buildings, and landlords want more money to repair their old apartment buildings. But they cannot increase rents to get this money because of the rent-control laws. As a result, landlords are not repairing their old apartments, and builders are not building new apartment buildings to replace the old apartment buildings. Builders are building apartments for high-income families, not low-income families, so low-income families must live in old apartments that are in disrepair. Builders and landlords claim that rentcontrol laws really hurt low-income families. ª¥ ,M? 8s2?  
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Many renters disagree with them. They say that rent control is not the problem. Even without rent controls, builders and landlords will continue to ignore low-income housing because they can make more money from high-income housing. The only answer, they claim, is more rent controls and government help for low-income housing. ª¥ Cy uRj[;B  
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16. Which of the following would be the best title for the passage?ª¥ aV|VC$  
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A. The Highest Rent ª¥ frPQi{u$  
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B. Rent Controls ª¥ 2bTS,N/>  
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C. Building Apartments for Low-income Families ª¥  0LL65[  
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D. Rent-Control Laws ª¥ ysK J=  
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17. The aim of the U. S. government in imposing rent controls on American cities in 1943 was to help ________. ª¥ eL"'- d+]  
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A. workers and the families of soldiers ª¥ z(Uz<*h8  
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B. low-income families ª¥ (nmsw6 X  
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C. up-middle-income families ª¥ M0lJyzJ  
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D. high-income families ª¥ k"gm;,`  
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18. This passage implies that the high cost of renting apartments is worried by ________. ª¥ 4Ol1 T(J#  
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A. some city governments ª¥ :TP4f ?FA  
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B. low-income families ª¥ HxW/t7Z(  
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C. renters and city planners ª¥ =s*c(>  
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D. all of the above ª¥ g
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19. It can be inferred from the passage that rent controls ________. ª¥ }jC^&%|  
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A. seems unable to control high rents ª¥ A#?Cts,M  
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B. is successful ª¥ Z-4/xi7  
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C. is favoured by builders and landlords ª¥ K/Y
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D. will be cancelled ª¥ wsQuJrG  
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20. From the passage we learn that many renters disagree with ________. ª¥ VuTTWBx   
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A. low-income families ª¥ >0iCQKq  
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B. builders and landlords ª¥ Yc6.v8a  
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C. high-income families ª¥ P{%Urv{U  
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D. the government ª¥ ci2Z_JA+  
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Part ¢ò Vocabulary (15%)ª¥ yDZm)|<.  
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£¿ Directions: There are 30 incomplete sentences in this part; for each sentence there are four choices markes A, B, C and D. Choose the ONE that best completes the sentence. Then mark you answer on the ANSWER SHEET by blackening the corresponding letter in the brackets. ª¥ | X#!5u  
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21. A full ________ of all the reasons for and against closing the railway has begun. ª¥ -(lP8Y~gFY  
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A. explosing ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. exploration ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. exploitation ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. explanation ª¥ m`$Q/SyvG  
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22. Trade relationships between the two countries will improve if their ________leaders could agree on the proposed quotas. ª¥ q o^mp  
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A. respectable ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. prompted ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. promoted ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. proceeded ª¥ -nHkO&&R  
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23. Lessons writter in blood ________ the colonial people to uprising. ª¥ o6~JAvw  
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A. propelled ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. prompted ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. promoted ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. proceeded ª¥ R6;#+ 1D  
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24. Lessons written in blood ________ the colonial people to uprising. ª¥ :Ru8Nm  
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A. propelled ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. prompted ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. promoted ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. proceeded ª¥ /|}yf/^9X  
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25. Although students may be in a ________ position, teachers shall treat them as equals. ª¥ 3pW4Ul@e  
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A. subsidiary ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. submarine ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. subordinate ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. subsequent ª¥ p"jze3mF  
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26. We should ________ with the doctor's request. ª¥ T!41[vm(  
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A. consult ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. conceal ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. consent ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. comply ª¥  #$2
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27. Mosquitoes are only means of ________ of malaria. ª¥ _Ds,91<muQ  
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A. transference ª¥£¿£¿£¿£¿£¿£¿£¿£¿ B. transformation ª¥£¿£¿£¿£¿£¿ C. transition ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. transmission ª¥ ao.vB']T  
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28. Helen was so persistent that her husband ________ at last. ª¥ 9xzow,mi  
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A. conceded ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. converged ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. conceivedª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. conferred ª¥ ZbdGI@  
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29. He was easily hurt because his feelings were very ________. ª¥ HB}rpiB  
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A. sensible ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. sensational ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. sensitive ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. senseless ª¥ Nz`v+sp  
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30. What is it that the author wants to ________ to his readers throught the story?ª¥ n4+q7  
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A. convey ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. convinceª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. convert ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. conform ª¥ y6[le*T  
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31. He couldn't ________ his curiosity to see what was in the box.ª¥ 0}`-vOLd-  
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A. retainª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. restrainª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. restrict ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. represent ª¥ 1%N*GJlwJ  
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32. I have omitted many thing which ________ a place in the book. ª¥ /w5*R5B{  
g<0K i^#  
A. reserved ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. deserved ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. preserved ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. observed ª¥ &V(6N%A^U  
!-3;Qj}V  
33. He often ________ in his speech. ª¥ .f-=gZ* *  
\ ya@9OA  
A. rumbles ª¥ £¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. stumbles ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. tumbles ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. jumbles ª¥ p?ccBq
  
g\ .$4N  
34. I ________ to one daily newspaper and one weekly magazine. ª¥ $*%,  
Khc^q*|C)  
A. describe ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. prescribe ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. subscribe ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. transcribeª¥ zi xG}'  
h{ix$Xn~  
35. The captain of the ship ________ the passengers that there was no danger. ª¥£¿£¿ A. insured ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. assured ª¥£¿ £¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. ensured ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. secured ª¥ Fc\]*  
U1)Zh-aR  
36. Ben's wife lost the case, which ________ her enormously. ª¥ +BL46Bq  
z5M6  
A. compressed ª¥£¿£¿£¿£¿£¿£¿£¿£¿ B. depressed ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. impressed ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. suppressed ª¥ Z10}xqi!X  
d
r
=Q9%  
37. He was trained as a doctor but ________ to diplomacy. ª¥ C&vi7Yx  
0D@$  
A. converted ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. reverted ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. diverted ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. averted ª¥ t4v'X}7q]  
-XCs?@8EQ  
38. They seized Belgrade, though only after having encountered a stubborn ________ . ª¥ '&#gs P9  
Q35\w
Q#  
A. persistence ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. resistance ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. insistence ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. assistance ª¥ H2Wlgt  
ms fE;  
39. The puritan army executed the king, abolished the House of Lords, got the House of Commons to ________ England a£¿ ¡°commonwealth¡±, or republic. ª¥ 8/dMvAB1So  
o&%v"#H2  
A. proclaim ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. reclaim ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. exclaim ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. declaim ª¥ -#;xfJE  
&Q?@VNi  
40. The laser represents a true marriage between science and technology, the men who devised it were ________ engineers and physicists. ª¥ |R@T`dW  
@g5y_G{SP  
A. spontaneously ª¥£¿£¿£¿£¿£¿ B. simultaneously ª¥£¿£¿£¿£¿£¿ C. instantaneously ª¥£¿£¿£¿£¿ D. homogeneously ª¥£¿£¿£¿ 41. The company's training plan was designed to help the employees to improve their work habits and ________. ª¥ 5{V"!M+<  
iD_ y@+iz  
A. proficiency ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. sufficiency ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. insufficiency ª¥£¿£¿£¿£¿£¿£¿£¿ D. efficiency ª¥ G|1.qHP[F  
9N9&y^SmD  
42. This type of chair, easily ________ or folded away, is ideal for use in the garden. ª¥ .4WJk>g  
HBE[q#  
A. put out ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. put in ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. put up ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. put forth ª¥ \N0vA~N.  
<nbklo  
43. Certainly man must ________ the future, and find ways of providing for his use. ª¥ NC-K`)   
YWH>tt9  
A. look to ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. look up ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. look for ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. look on ª¥ klm>/MXI`  
~ `qWEu  
44. Once the price of the land has been ________, we can go ahead to build the house. ª¥ nI6ompTX  
[h;I)ug[o(  
A. agreed on ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. agreed to ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. agreed at ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. agreed with ª¥ .@OQ$D<  
!9/`PcNIpy  
45. To get my traveler's cheques I had to ________ such a special cheque to the bank for the total amount. ª¥ ]}rNxT4<  
BkXv4|UE
 
A. make for ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. make out ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. make up ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. make over ª¥ "V]* ov&[  
mk1R~4v  
46. I thought the meeting was going to be awful, but it didn't ________ too badly. ª¥ ~-7/9$ay5  
*FC8=U2\X  
A. turn up ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. turn out ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. turn apart ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. turn down ª¥ C][hH?.  
'M"z3j]m-,  
47. The bank manager asked his assistant if it was possible for him to ________ the investment plan within a week. ª¥ +-|""`I1I  
q\o#<'F1J  
A. work out ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. make out ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. put out ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. set out ª¥ iiq `:G  
cl^UFlf[  
48. Don't rest on your laurels; ________ your success and start looking for new markets now. ª¥ 06.%9R{  
La1:WYt  
A. add up ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. follow up ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. work up ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. count up ª¥ '69)m~B0a  
~q566k!Ll!  
49. Some disputes among these countries are ________ by history. ª¥ .euAN8L  
4%r?(C0x  
A. left over ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. turned over ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. handed over ª¥£¿£¿£¿£¿£¿£¿£¿£¿ D. taken over ª¥ pE<a:2J  
z]8Mv(eL  
50. Althought the end of the term was close ________, Jim had not completed all of the projects he had hoped to finish. ª¥ ^aAs=KditO  
Cu#n5SF*  
A. on hand ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. by hand ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. at hand ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. in hand ª¥ @3c'4O   
kQ\ $0=6N9  
51. He didn't do so well in the race ________ his training. ª¥ S&UP;oc  
}~@/r5 Zl  
A. for all ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. above all ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. in all ª¥£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. after all ª¥ akbB=:M,x  
n`Pl:L*kG  
),N,!15j,  
Part ¢ó£¿£¿ Cloze (10%)ª¥ X:Z3R0  
^oPFLez56  
£¿ Directions: For each numbered bracket in the following passage, fill in a suitable word in the blank on the ANSWER SHEET. ª¥ 1<m`38'  
Cty{  
Many countries will not allow cigarette advertising in their newspapers of on TV¡ªespecially since the advertisements are usually written with youg people in mind, In __51__ of advertising, the tobacco companies have begun to sponsor sports events. They give money to football, motor racing, tennis and a __52__ of other sports on condition __53__£¿ the name of the cigarette is mentioned. This is now causing concern, because it does exactly __54__ many ads tried to do ¡ªsuggest that __55__ has some relation with being strong and athletic. ª¥ xbCR4upS  
j$Ndq(<tG  
In all this, the point of view of the non-smoking has to be considered, as __56__:¡°I wish the smokers would stop __57__ the air. I wish I could eat in a restaurant __58__ having to smell cigarette smoke.¡± It has been calculated that, in a room __59__ a large number of people are smoking, a __60__£¿ will breathe in the equivalent of two or three cigarettes during an evening. In fact, non-smokers are now a majority in many western countries. More and more people are giving __61__£¿ the habit, discouraged by high prices, influenced by anti-smoking advertising¡ªor just aware that smoking is no __62__£¿ really a polite thing to do. ª¥ >|%3j,<U  
*RS/`a;,  
Faced __63__£¿ lower sales, the western tobacco companies have begun to look for markets out-side their own countries, They have begun __64__£¿ campaigns to persuade young people in developing countries __65__£¿ smoking American or British or French cigarettes is a sophisticated western habit, __66__£¿ they should copy. As a __67__£¿ more and more young people are spending the little money they have __68__£¿ a productwhich the West recognizes as __69__£¿ and no longer wants. The high number of young smokers in india, in South America and in South-East Asia will be __70__£¿ of tomorrow's problems. ª¥ {ax]t-ZwJ5  
+&u/R')?6r  
:|V650/  
Part ¢ô English-Chinese Translation (15%)ª¥ O1o>eDE5A  
CJN~
p]\  
£¿ Directions: Read the following passage carefully and then translate the underlined sentences into Chinese on the ANSWER SHEET. ª¥ X9?)P5h=  
e]1'D  
71. The main impression growing out of twelve years on the faculty of a medical shcool is that the No. 1 health problem in the U. S. today, even more than AIDS or cancer, is that Americans don't know how tit hind about health and illness. Our reactions are formed on the terror level. ª¥ H
}GGUE&c*  
e4=FO;%  
72. We fear the worst, expect the worst, thus invite the worst and the result is that we are becoming a nation of weaklings and hypochondriacs, a self-medicating society incapable of distinguishing between casual, everyday symptoms and those that require professional attention. ª¥ 6ZE`'
pk<  
%R?7u '=~  
Somewhere in our early education we become addicted to the notion that pain means sickness. We fail to learn that pain is the body's way of informing the mind that we are doing someting wrong, not necessarily that someting is wrong. We don't understand that pain may be telling us that we are eating too much or the wrong things; or that we are smoking too much or drinking too much or that there is too much emotional congestion in our lives that we are being worn down by having to cope daily with overcrowded streets and highways, the pounding nose of garbage grinders, or the cosmic distance between the entrance to the airport and the departure gate. We get the message of pain all wrong. Instead of addressing ourselves to the cause, we become pushovers for pills, driving the pain underground and inviting it to return with increased authority. ª¥ yOz6a :r  
^dLu#,;  
73. Early in life, too, we become seized with the bizarre idea that we are constantly assaulted by invisible monsters called germs, and that we have to be on constant alert to protect ourselves against their fury, but equal emphasis is not given to the presiding fact that our bodies are superbly equipped to deal with the little demons and the best way of forestalling an attack is to maintain a sensible lifestyle.£¿ ª¥ $Z)u04;&@  
QSF0?Puf  
>(P(!^[f  
Part ¢õ Chinese-English Translation (15%)ª¥
39O rY  
 I\_2=mL  
£¿ Directions: Translate the following short paragraph into English and write your translation on the ANSWER SHEET.£¿ ª¥ %2dzx[s  
,*W~M&n"m  
Äã¿ÉÄÜÔÚ»¨·Ñ¹ý¶àµÄʱ¼ä½ßÁ¦È¥Ó®µÃËûÈ˵ÄÔÞÐí£¬Ò²¿ÉÄÜÒò±ðÈ˵ķÇÒé¶ø·ÑÐÄÀÍÉñ¡£Èç¹û±ðÈ˵ÄÔÞÐíÒѳÉΪÄãÉú»îÖеÄÒ»ÖÖÐèÒª£¬ÄÇô£¬Äã¾Í²»ÄÜÌýÖ®ÈÎÖ®ÁË¡£Ê×ÏÈ£¬ÄãÓ¦¸ÃÈÏʶµ½£ºÑ°ÇóÔÞÐíÓëÆä˵ÊÇÉú»îÖ®±ØÐ裬²»Èç˵ÊÇÒ»ÖÖÓûÍû¡£ÎÒÃǶ¼Ô¸ÒⲩµÃÕÆÉù¡¢Ìýµ½ÔÞÑï»òÊܵ½³ÆËÌ£¬¾«ÉñÉÏÊܵ½¸§Î¿µÄ¸Ð¾õÊÇÃÀÃîµÄ¡£Ë­Ô¸Òâ·ÅÆúÕâÖÖÏíÊÜÄØ£¿Êǵģ¬È·ÊµÒ²Ã»ÓбØÒª·ÅÆú¡£ÔÞÐí±¾ÉíÎÞËðÓÚÄãµÄ¾«Éñ½¡¿µ£»ÊÂʵÉÏ£¬Êܵ½¹§Î¬ÊÇÁîÈËÊ®·Öã«ÒâµÄÊ¡£Ñ°ÇóÔÞÐíµÄÐÄÀíÖ»ÓÐÔÚ³ÉΪһÖÖÐèÒª£¬¶ø²»½ö½öÊÇÔ¸Íûʱ£¬²Å³ÉΪһ¸öÎóÇø¡£ª¥ _a
b8z]H   
+0U=UV)U  
d@ 8M_ O |  
Part ¢ö Writing (15%)ª¥ M7?ktK9`ma  
IH=$ wc  
£¿ Directions:¡°Give me a fish and I'll eat for a day; teach me how to fish and I'll eat for a lifetime.¡± is a famous saying often quoted. In this part, you are expected to write a composition based on the saying above and the following outlines for each paragraph. You should write no less than 200 words. Write your compositon on the ANSWER SHEET.ª¥ V/H+9+B7Im  
N{bg-%s10i  
Outlines: ª¥ Hre&a!U  
swZi O_85  
1. interpretation of the saying;ª¥ 34Gu @"  
3}s]F/e  
2. comments on the saying;ª¥ /UK?&+1qE  
wi+Qlf  
3. embodiment of the saying in scientific research or daily life. ª¥ Pa0W|q#?X  
M`K]g&57hL  
^G`6Zg;  
ÊÔÌâÏê½âª¥ ppn  8  
RuYIG?J=/  
Part ¢ñ Reading Comprehensionª¥ I)1ih  
40MKf/9  
Passage 1ª¥ 9d|8c > I  
3. #L  
1. A£¿ 2. D£¿ 3. B£¿ 4. C£¿ ª¥5. D£¿ Nb:j]U  
75p9_)>96  
Passage 2 ª¥ +`wr{kB$~  
m-4#s  
6. B£¿ 7. B£¿ 8. C£¿ 9. Aª¥10. B ?jfh'mCA  
_4) t  
Passage 3ª¥ zqt<[=O  
@C@9Tw 2Y  
11. D£¿ ª¥12. B£¿ 13. C 14. A£¿ 15. A£¿ nI?*[y
}  

*LhwIY  
Passage 4ª¥ Q8Ek}O\MC  
*JX$5bZsI  
16. B£¿ 17. A£¿ ª¥18. D£¿ 19. A£¿ 20. B£¿ ]vB^%  
){P`-ZF  
Part ¢ò Vocabularyª¥ (BtU\f#d  
ZiY2N*,VO  
21. D£¿ 22. B£¿ 23. Bª¥24. C£¿£¿ 25. D 26. D 27. A£¿ 28. C£¿ 29. A£¿ 30. B£¿ ª¥ 9\?&u_ U"  
i7T#WfF  
31. B £¿32. B£¿ 33. C£¿ 34. B£¿ 35. B 36. C 37. B 38. A£¿ 39. B£¿ 40. D 6!0NFP~b  
7Fpa%N/WL  
41. C 42. A£¿ 43. A£¿ 44. B£¿ 45. B£¿ 46. A£¿47. B £¿48. A£¿£¿£¿£¿49. C£¿ 50. A£¿ OQ2G2>p  
>CKa?N;  
9$v\D3<Z  
Part ¢ó£¿£¿ Clozeª¥ 5YPIv-  
@A8y!<  
51. terms£¿£¿£¿£¿£¿£¿£¿ 52. lot £¿£¿£¿£¿£¿£¿£¿£¿£¿ 53. that£¿£¿£¿£¿£¿£¿£¿£¿£¿ 54. what£¿£¿£¿£¿£¿£¿£¿£¿ 55. smoking/ tobaccoª¥ i/ o  
V9<E`C  
56. follows £¿£¿ 57. polluting£¿£¿£¿ 58. without£¿£¿£¿£¿ 59. where£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ 60. non-smokerª¥ ,[p?u']yZz  
i: -IZL\  
61. up £¿£¿£¿£¿£¿£¿£¿£¿£¿ 62. longer£¿£¿£¿£¿£¿£¿ 63. with£¿£¿£¿£¿£¿£¿£¿£¿ 64. launching£¿£¿£¿£¿£¿£¿£¿£¿ 65. that ª¥ =3h Jti9[  
PJKY$s.  
66. which £¿£¿£¿£¿ 67. result£¿£¿£¿£¿£¿£¿£¿ 68. on/ buying£¿£¿£¿£¿£¿£¿£¿ 69. harmful £¿£¿ 70. oneª¥ B> i^w1  
7.NL>:lu  
Kg2@]J9m  
Part ¢ô English-Chinese Translationª¥ %O%;\t  
k(>J?\iNW  
71. Ò»ËùҽѧԺµÄ¹¤×÷ÈËÔ±Àúʱʮ¶þÄêÐγÉÁËÕâÑùµÄ´óÖÂÓ¡Ïó£ºÈç½ñÃÀ¹úµÄÍ·ºÅ½¡¿µÎÊÌâÊÇÃÀ¹úÈË·Ö²»Ç彡¿µÓë¼²²¡¡£ÕâÖÖÖ¢×´±È°¬×̲¡»ò°©Ö¢¸üΪÑÏÖØ¡£ª¥ 24InwR|^  
>/.jB/q  
72. ÎÒÃǵ£ÐÄ»áȾÉÏÖز¡£¬ÉèÏë×Ô¼ºµÃÁËÖز¡£¬Òò´Ë¾ÍÕæµÄȾÉÏÁËÖز¡¡£½á¹û£¬ÃÀ¹úÔì¾ÍÁËÒ»´óÅúÈõÕߺÍÒÉÄѲ¡Ö¢»¼Õß¡£ÎÒÃÇ×ÔÎÒÕï¶Ï£¬Åª²»ÇåʲôÊÇżȻµÄÖ¢×´£¬Ê²Ã´ÊÇÈÕ³£µÄÖ¢×´£¬Ê²Ã´ÊÇÐèҪרҵ»¤ÀíµÄÖ¢×´¡£ª¥ Yy[=E\z  
uq:'`o-1  
73. ÄêÓ×ʱ£¬ÎÒÃǺú˼ÂÒÏ룬ÈÏΪÎÒÃǾ­³£Êܵ½±»³ÆΪ¡°Ï¸¾ú¡±µÄÒþÐÎɱÊÖµÄÇÖÏ®¡£Òò´Ë£¬ÎÒÃDZØÐ볤ÆÚ±£³Ö¾¯Ì裬ҪÔÚËüÃǶ¯Å­Ê±£¬±£»¤ºÃÎÒÃÇ×Ô¼º¡£µ«ÊÇÎÒÃǺöÂÔÁËÒ»¸öÖØÒªµÄÊÂʵ£¬ÄǾÍÊÇÎÒÃǵÄÉíÌåÓкܺõĵֿ¹Á¦£¬×ãÒÔ¶Ô¸¶Ð¡Ð¡µÄ¶ñħ¡£µÖÓùËüÃÇÇÖÏ®µÄÁ¼²ßÊDZ£³ÖÒ»ÖÖÃ÷ÖǵÄÉú»î·½Ê½¡£ª¥ >oy%qLHe~t  
=#TQXm']Gi  
Vx0Hq`_1
4  
Part ¢õ Chinese-English Translationª¥ L}8 }Pns?&  
7je1vNs  
You may be spending too much time trying to gain others' praise and may be bothered by others' reproach. If others' praises have become a necessity in your life, then you mustn't let it be. First, you should be aware that seeking praises is more a desire than a must in your life. Every one of us is willing to be applauded, praised or commended. It is a good feeling to be mentally consoled. Who is willing to give up such an enjoyment? Yes, there is no need to give it up. Praise itself does no harm to your mental health. In fact, being complimented is something agreeable. Only when seeking praises becomes a need as well as a wish will it be a mistaken idea. ª¥ 25, [<Ao  
3s:)CXO  
gcX  
Part ¢ö Writingª¥ cP/(h  
c:z}$DK&'  
The view of a famous Chinese saying ª¥ z5:3.+M5  
?1]B(V9nBq  
¡°Give me a fish and I'll eat for a day; teach me how to fish and I'll eat for a lifetime.¡± is a very famous Chinese saying. It tells us that if one is given a fish, he can live on it only for a short period of time; if one is taught ways of catching fish, he will benefit, from them for a lifetime.ª¥ bg4VHT7?>)  
#2.C$  
Why is this famous saying often quoted? Obviously, it has a profound implication. The saying reveals a truth that people who live in poverty should be provided with techniques that would enable them to live a better life through their own efforts. Only when they find the means by which to keep helping themselves can they improve their poor conditions. ª¥ < R@& <E6  
|@-y+vbA*  
There are many impressed examples to illustrate the implication of this saying. Here is a case on point to embody it. Nowadays many rich people or organizations not only donate money to the poor, but also endow more money to build schools to offer them chances to be educated. Only when the poor are educated can they find means to become wealthy. In a word, it is an instructive saying from which we can benefit a lot.

ºþ±±Ê¡2003Ä격ʿÑо¿ÉúÈëѧ¿¼ÊÔÁª¿¼ÊÔÌâ 1-gX=8]]  
z#*GPA8Em:  
Part ¢ñ£¿ Reading Comprehension (30%)ª¥ DFjkp;`1  

`^N;%[c`z  
£¿ Directions: There are 4 reading 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 mark your answer on the ANSWER SHEET by blackening the corresponding letter in the brackets.ª¥ vqxTf)ys  
anV)$PT=  
Questions 1 to 5 are based on the following passage:ª¥ m :^,qC  
)5V1HWjU  
Distance education is enrollment and study with an educational institution that provides lesson materials prepared in a sequential an logical order for study by students on their own. When each lesson is completed, the student mails or transmits the assigned work to the institution for correction, grading, comment, and subject matter guidance by qualified instructors. Corrected assignments are returned promptly to the student. This exchange provides a personalized student-teacher relationship. If a student slows his or her pace or fails to send assignments, the school provides encouragement. Although some institutions provide employment placement information and assistance, no reputable school ever guarantees a job to graduates.ª¥ sQH.}W$C  
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Distance education and self-study are ifferent. Self-study materials provide no instructional service. Corrected assignments, examinations, and special help provided by a qualified facility are vital to a good learning situation. However, these are not part of self-study. There are many self-stuy courses and recordings available, and they may have value, but they clearly are not correspondence or distance education courses. Some institutions offer combination courses that provide training-in-residence for students who complete their distance education lessons. In-service or on-the-job training is required or provided with other courses and is a feature of many vocational distance eucation programs.ª¥ MDCf(LhEH  
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Quality distance education institutions screen prospective students to assure that only those who can benefit from the courses are enrolle. While there are educational prerequisites for some academic subjects, interest and aptitude are the primary factors leading to success in most distance education courses. Because they provide alternative educational opportunities. distance education institutions try not to deny a prospective student the opportunity to succeed in a course-interest and experience are good indicators of future success.ª¥ =O_[9kuJ  
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Distance education courses vary greatly in scope, level, and length. Some have few lessons and require only weeks to complete, while others have a hundred or more assignments requiring three or four years of conscientious study. Also, a wide variety of subjects is offered. Subjects include yacht design, accounting, medical transcription, nutrition, robotics, travel agent training, gun-repair, gem identification, computer programming, catering and cooking, and earning an entire high school diploma, just to name a few.ª¥ i\eykYc,  
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There is an increasing recognition of ¡°distance education¡± and many colleges offer credit for their distance learning courses or accept some distance education credits of resident students working toward a degree. In fact, many distance education institutions award their own academic degrees. Acceptance of students and awarding of academic credit is the prerogative of the receiving academic institution. Also, the employing organization may set its own credit acceptance policies.ª¥ BR%:`uiQ<  
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1ª± Which of the following questions does the passage seek to answer?ª¥ BPOWo8TqD^  
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Aª± Why is distance education important to the modern society?ª¥ UX9o  
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Bª± What is distance education?ª¥ Bms?`7}N  
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C. How does distance education differ from self-study?ª¥ K=>/(sWiq  
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D. How is distance education different from college education?ª¥ x[kdQj2[&  
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2. Which of the following is true of distance education?ª¥ n(+:l'#H
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A. The majority of the students fail to pass its examinations.ª¥ i xyjl[G  
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B. Personal tutors are assigned to students to offer regular help.ª¥ !14z4]b  
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C. Teachers and students communicate through correspondence.ª¥ ,O+7nByi[V  
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D. The courses are set up to suit the pace of each individual student.ª¥ "
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3. Distance education is different from self-study in that it __________.ª¥ 3WYW])  
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Aª± provides training-in-residence for studentsª¥ wtKh8^:YD  
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B. caters to the interest of each individual studentª¥ +A3H#'  
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C. is available to vast majority of studentsª¥ B+LNDnjO]  
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D. offers instructional service to studentsª¥ ~83P09\T%  
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4. In the third paragraph, the word ¡°prospective¡± probably means __________.ª¥ >>r:L3<!  
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Aª± intelligentB. futureC. successfulD. hardworkingª¥ K/-D 5U  
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5. It is implied in the passage that students of distance education __________ª¥ (Wqhuw!u  
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A. enjoy greater freedom in choosing the subjects to studyª¥ 2cg z n@  
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B. do not have to meet any enrolling requirement at allª¥ as4NvZ@+r  
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C. take longer to complete their study than college studentsª¥ cIp h$@  
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D. can usually enter college to work toward a degreeª¥ (
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Questions 6 to 10 are based on the following passage:ª¥ 6pR#z@,  
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Researchers have studied the poor as individuals, as families and households, as members of poor communities, neighborhoods and regions, as products of larger poverty-creating structures. They have been analyzed as victims of crime and criminals, as members of minority cultures, as passive consumers of mass culture and active producers of a ¡°counterculture¡±, as an economic burden and as a reserve army of labor¡ªto mention just some of the preoccupations of poverty research.ª¥ P}`1#$  
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The elites, who occupy the small upper stratum within the category of the non-poor, and their functions in the emergence and reproduction of poverty are as interesting and important an object for poverty research as the poor themselves. The elites have images of the poor and of poverty which shape their decisions and actions. So far, little is known about those images, except as they are sketchily portrayed in popular stereotypes. The elites may well ignore or deny the external effects of their own actions (and omissions) upon the living conditions of the poor. Many social scientists may take a very different view. As poverty emerged and was reproduced, legal frameworks were created to contain the problems it caused with profound, and largely unknown, consequences for the poor themselves. In general, political, educational and social institutions tend to ignore or even damage the interests of the poor. In constructing a physical infrastructure for transport, industry, trade and tounism, the settlements of the poor are often the first to suffer or to be left standing and exposed to pollution, noise and crowding.ª¥ <*(R+to^d  
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Most important are the economic functions of poverty, as for lack of other options the poor are forced to perform activities considered egrading or unclean. The poor are more likely to buy second-hand goods and leftover foodstuffs, thus prolonging their economic utility. They are likely to use the services of lowquality doctors, teachers and lawyers whom the non-poor shy away from. Poverty and the poor serve an important symbolic function, in reminding citizens of the lot that may befall those who do not heed the values of thrift, diligence and cleanliness, and of the constant threat that the rough, the immoral and the violent represent for the rest of society.ª¥ #+0R!Y  
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Physically, the poor and the non-poor are kept apart, through differential land use and ghettoization. Socially, they are separated through differential participation in the labor market, the consumption economy, and in political, social and cultural institutions. Conceptually, they are divided through stereotyping and media cliche. This separation is even more pronounced between the elites and the poor.ª¥ us%RQ8=k  
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6. According to the auther, studying the elites also sheds light on poverty research because __________.ª¥ gUA}%YXe  
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A. they are also member of the same society as the poorª¥ 3H2;mqq  
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B. they play an important role in creating and reproducing povertyª¥ :j<JZs>`R  
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C. solution of the poverty problem is at this mercyª¥ (t$/G3E  
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D. they know the living conditions of the poor better than other groupsª¥ Tpx,41(k  
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7. While social scientists are devoting much of their effort to poverty research, __________.ª¥ RLNuH2y
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A. not enough legal frameworks have been created to relieve the condition of the poorª¥ Lu.tRZ`$38  
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B. they have done little to actually provide relief programs for the poorª¥ y
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C. they ignore the role of the elites as an object for poverty researchª¥ VQMd[/  
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D. the poor people themselves do not much appreciate such effortª¥ F{~r7y;0  
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8. In the eyes of the society, __________.ª¥ $'{`i5XB  
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A. the poor tend to symbolize what lazy and evil people turn out to beª¥ @aN=U=  
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B. the poor are not worthy of the sympathy the society shows themª¥ X]U"ru{1q  
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C. economic prejudice is more of an obstacle to the solution of povertyª¥ hs_|nr0;[  
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D. the non-poor should show more sympathy for the poorª¥ ^1yTL5#:Vw  
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9. The word ¡°pronounced¡± in the last sentence of the passage probably means __________.ª¥ !XA%[u  
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A. sympathetic£¿£¿£¿£¿£¿£¿ £¿£¿£¿£¿B. conspicuous£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. identifiable£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. outlining a proposalª¥ $o$Ev@mi  
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Questions 11 to 15 are based on the following passage:ª¥  [Ro0eH  
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Industrial production managers coordinate the resources and activities to produce millions of goods every year in the United Sates. Although their duties vary from plant to plant, industrial production managers share many of the same major responsibilities. These responsibilities include production scheduling, staffing, procurement and maintenance of equipment, quality control, inventory control, and the coorination of production activities with those of other departments.ª¥ C\^<v&  
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The primary mission of industrial production managers is planning the production schedule within budgetary limitations and time constraints. They do this by analyzing the plant's personnel and capital resources to select the best way of meeting the production quota. Industrial production managers determine, often using mathematical formulas, which machines will be used, whether new machines need to be purchased, whether overtime or extra shifts are necessary, and what the sequence of production will be. They monitor the production run to make sure that Ft stays on schedule and correct any problems that may arise.ª¥ Fp6[W5>(-  
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Industrial production managers also must monitor prouct standars. When quality drops below the established standard, they must determine why standards are not being maintained and how to improve the product. If the problem relates to the quality of work performed in the plant, the manager may implement better training programs, reorganize the manufacturing process, or institute employee suggestion or involvement programs. If the cause is substandard materials, the manager works with the purchasing department to improve the quality of the product's components.ª¥ 9_A0:S9Z  
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Because the work of many departments is interrelated, managers work closely with heads of other departments such as sales, procurement, and logistics to plan and implement company goals, policies, and procedures. For example, the prouction manager works with the procurement department to ensure that plant inventories are maintained at their optimal level. This is vital to a firm's operation because maintaining the inventory of materials necessary for production ties up the firm's financial resources, yet insufficient quantities cause delays in production. A breakdown in communications between the prouction manager and the purchasing department can cause slowdown and a failure to meet production schedules. Just-in-time production techniques have reduced inventory levels, making constant communication among the manager, suppliers, and purchasing departments even more important. Computers play an integral Part in this coordination. They also are used to provide up-to-date information on inventory, the status of work in progress, and quality standards.ª¥ NRuG?^/}d  
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Production managers usually report to the plant manager or the vice president for manufacturing, and may act as liaison between executives and first-time supervisors. In many plants, one production manager is responsible for all aspects of production. In large plants with several operations-there are managers in charge of each operation, such as machining, assembly, or finishing.ª¥ w
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11. The passage is mainly about __________.ª¥ /mBBeg^a  
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A. the procedures for industrial productionª¥ ^Im%D(MY  
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B. the ways to raise working efficiency and productivityª¥ ,[}yf#8@J  
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C. the importance of coordination in prouction activitiesª¥ F2PLy q  
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D. the role of an industrial production managerª¥ B`?N0t%X  
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12. To meet the production quota, it is of vital importance that __________.ª¥ !G"9 xrr1  
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A. every machine be utilized to its fullest capabilityª¥ ueE?"Hk  
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B. problems be corrected at once whenever they ariseª¥ #[U9(44,  
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C. work shifts be arranged to yield the highest productivityª¥ /\-2l+y>J  
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D. the optimal staffing and budgeting arrangement be madeª¥ n(Q\',C  
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13. Which of the following aspects is the focus of the fourth paragraph?ª¥ ( *9I
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A. Quality control.ª¥ R*Xu(89  
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B. Inventory control.ª¥ yWv<A^C&  
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C. Coordination of production activities.ª¥ XJ:>UNf5;  
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D. The necessity to obtain the latest information.ª¥ %R.xS} Q  
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14. The procurement department is in charge of __________.ª¥ %_b^!FR  
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A. purchasing the production materialsª¥ G%7 4v|cd  
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B. distributing the inventories in stockª¥ CYPazOfj  
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C. controlling the inventories in stockª¥ >:F,-cx<  
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D. making constant communication with other epartmentsª¥ O;X(pE/G  
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15. What is the role of computers in the production process?ª¥  JJ/1daj  
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A. They control the techniques of production.ª¥ JkSdLj  
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B. They keep each department well-informed.ª¥ ]Q6+e(:~ZH  
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C. They monitor the progress and status of work.ª¥ K<@[_W+  
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D. They transmit£¿£¿ Directions from the management to employees.ª¥ eecw]P_?  
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Question 16 to 20 are based on the following passage:ª¥ .A3DFm3t  
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Linguists have understood for decades that language and thought are closely related. Humans construct reality using thought and express these thoughts through the use of language. Edward Sapir and his student Benjamin Whorf are credited with developing the most relevant explanation outlining the relationship between thought and language, the Sapir-Whorf Hypothesis. The hypothesis consists of two parts, linguistic relativity and linguistic determinism. Supporters of linguistic relativity assume that culture is shaped by language. Terwilliger defines linguistic determinism as the process by which ¡°the functions of one's mind are determined by the nature of the language which one speaks.¡± In simpler terms, the thoughts that we construct are based upon the language that we speak and the words that we use. In its strongest sense, linguistic determinism can be interpreted as meaning that language determines thought. In its weakest sense, language partially influences thought. Whorf was careful to avoid authoritative statements which would permanently commit him to particular position.ª¥ 6 m4Te|  
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Because of the borad nature of his statements, it is difficult to distinguish exactly to what extent Whorl Believes that language determines thought. Heated debate among moern linguists demonstrates that disagreement exists about the accuracy and correctness of Whorf's studies and of the actual level of influence of language on thought processes.ª¥ #|qm!aGs  
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The Sapir-Whorf Hypothesis essentially consists of two distinct statements connecting the relation of thought and language. Whorf believes that humans may be able to think only about objects, processes, and conditions that have language associated with them. The Sapir-Whorf Hypothesis also explains the relationship between different languages (French, English, German, Chinese, and so on) and thought. Whorf demonstrated that culture is largely determined by language. Different cultures perceive the world in different ways. Culturally essential objects, conditions and processes usually are defined by a plethora of words, while things that cultures perceive as unimportant are usually assigned one or two words. Whorf developed this theory while studying the Hopi Indian tribe. Whorf was amazed that the Hopi language has no words for past, present, and future. The Hopi have only one word for flying objects. A dragonfly, an airplane, and a pilot are defined using the same word. Whorf questioned whether or not the Hopi view the world differently than western peoples. After further interpretation and analysis he concluded that the Hopi have a sense for the continuum of time despite having no words to specifically describe past, present, and future.ª¥ 8AT;8I<K  
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It is commonly believed that the Sapir-Whorf Hypothesis possesses some truth, but the extent to which it is applicable to al situations is questioned. Linguists generally support a ¡°strong¡± or a ¡°weak¡± interpretation. Linguists who study the hypothesis tend to cite examples that support their beliefs but are unable or unwilling to refute the opposing arguments. Examples exist that strengthen the arguments of everyone who studies the hypothesis. Nobody has gained significant ground in proving or refuting the hypothesis because the definitions of Sapir and Whorl are very vague and incomplete, leaving room for a significant amount of interpretation.ª¥ IE& _!ce  
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16. Advocates of linguistic determinism insist that __________.ª¥ TE3*ktB{N
 
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A. the realities constructed through different languages are differentª¥ ecn}
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B. language and though are intimately related to each otherª¥ l`SK*Bm~<  
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C. culture is shaped by language through which it expresses itselfª¥ Z[Wlyb0  
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D. both the culture and the mind determine the language to be usedª¥ QQ@9_[N  
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17. Whorf himself tends to hold that __________.ª¥ Ig<}dM.Z[  
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A. culture is shaped by languageª¥ IWQ&6SDW$z  
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B. language determines thoughtª¥  L#n}e7Y9  
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C. language partially influences thoughtª¥ pjACFVMFX  
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D. thoughts are based on languageª¥ h0|[etaf  
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18. According to the Sapir-Whorf Hypothesis, if a culture has more expressions for certain concepts, it shows that __________ª¥ TM0b-W (H  
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A. these concepts are more important than othersª¥ qYiv   
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B. the culture is very much advanced and civilizedª¥ Q\|18wkW  
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C. other concepts will be perceived as unimportantª¥ q3+I<qsAz  
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D. these expressions developed earlier in the languageª¥ "J& (:(:  
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19. Which of the following criticisms is often made of the Sapir-Whorf Hypothesis?ª¥ bo1I&I  
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A. It has no empirical evidence in its favor.ª¥ Ir/:d]N*  
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B. It is formulated on the basis of only one case study.ª¥ ^7Lk-a7gp  
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C. Its applicability has been greatly exaggerated.ª¥ VD/&%O8n  
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D. No convincing examples can be foun to support its claim.ª¥ Aq"PG}Ic  
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20. Towards the hypothesis, the author's attitude seems to be __________.ª¥ D-pX<0-y  
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A. supportive£¿ £¿£¿£¿£¿£¿£¿£¿£¿B. objective£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. suspicious£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. criticalª¥ gLD{1-v  
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Part ¢ò£¿ Vocabulary (15%)ª¥ 5mavcle{4r  
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£¿ Directions: There are 30 incomplete sentences in this part; for each sentence there are four choices marked A, B, C and D. Choose the ONE that best completes the sentence. Then mark your answer on the ANSWER SHEET by blackening the corresponding letter in the brackets.ª¥ WYLX?x  
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21. His parents gave many expensive toys as a kind of __________ for his lameness and inability to play active games.ª¥ BC({ EE~R)  
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A. remedy£¿£¿£¿£¿£¿£¿£¿£¿£¿ £¿£¿ B. compensation£¿£¿£¿£¿ £¿£¿ £¿ C. treatment£¿£¿£¿£¿£¿£¿£¿ £¿£¿£¿ D. comfortª¥ G#0,CLGN^  
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22. The meal was excellent; the sour-pepper soup was particularly __________.ª¥ Rg&19}BU  
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A. adicte£¿£¿£¿£¿£¿£¿£¿£¿ £¿£¿£¿£¿£¿£¿ B. delicious£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. tasteful£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. desirableª¥ 6m+W#]^  
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23. This man is __________ to wine.ª¥ t77'fm  
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A. addicted £¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. predicted£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. dictated£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. evictedª¥ x: ~d@  
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24. That battered old hat of his is a __________ joke to all his friends.ª¥ X*O9JGh  
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A. steady£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. standing£¿£¿£¿£¿£¿£¿£¿£¿£¿ £¿ C. persisting£¿£¿£¿£¿£¿£¿£¿£¿ £¿ D. stableª¥ 7Z0/(V. -  
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25. Dominic, the most __________ pupil in class, will go to Harvard to study this September.ª¥ t$ZkdF  
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A. indigenous£¿£¿£¿£¿£¿£¿£¿ £¿ B. indiscreet£¿£¿£¿£¿£¿£¿£¿£¿ £¿ C. indulgent£¿£¿£¿£¿£¿£¿£¿ £¿£¿£¿ D. industriousª¥ Wc|z7P~',%  
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26. Mr. Morton gradually __________ a knowledge of the subject.ª¥ Spgg+; 9  
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A. attained£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. required£¿£¿£¿£¿£¿£¿£¿£¿£¿ £¿ C. acquired£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. enquiredª¥ t`u!]DHv  

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27. We must try to use our intellect __________.ª¥ Qra>}e%*
 
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A. to the greatest advantage£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. for the most detailsª¥ T~J?AKx  
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C. by the rarest chance£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. of the greatest significanceª¥ ?N>pZR  
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28. I decided to get in touch with him __________ after I receive his letter.ª¥ % {Q-8w!  
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A. promptly£¿£¿£¿£¿£¿£¿£¿ £¿£¿£¿ B. quickly£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ £¿ C. hastily£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. urgentlyª¥ =M<z8R  
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29. I would like to get another table like this one, but the company that made it is out of __________.ª¥ p)/ p!d[T/  
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A. order£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ £¿ B. business£¿£¿£¿£¿£¿£¿£¿£¿£¿ £¿ C. practice£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ £¿£¿£¿£¿£¿£¿ D. styleª¥ yr{B5z,  
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30. When you get excited, try to hold yourself __________.ª¥ z+3 9ee  
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A. up£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ £¿£¿£¿£¿£¿£¿£¿ B. down£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ £¿ C. off£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ £¿£¿£¿ D. inª¥ If'2rE7J  
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31. She was extremely lucky; when her great-uncle died, she __________ a fortune.ª¥ Y {c5  
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A. came by£¿£¿£¿£¿£¿£¿£¿£¿ £¿£¿ B. came over£¿£¿£¿£¿£¿£¿£¿£¿ C. came into£¿£¿£¿£¿£¿£¿£¿ £¿£¿ D. came aboutª¥ 8Rxc&`_X  
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32. Born of the same parents, he bears no __________ his brothers.ª¥ H?U't 09  
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A. traits with £¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. resemblances toª¥
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C. personalities between£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ D. characters amongª¥ - DL"-%X.  
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33. Advertising costs are no longer in reasonable __________ to total cost of the product.ª¥ D;js.ZF  
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A. relationship£¿£¿£¿£¿£¿£¿ £¿£¿ B. match£¿£¿£¿£¿£¿£¿£¿£¿ £¿£¿£¿£¿£¿£¿ C. measure£¿£¿£¿£¿£¿£¿£¿£¿ £¿£¿ D. proportionª¥ f\K#>u* Q  
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34. It's an offer that you won't get again, so I would __________ it if I were you.ª¥ >o[|"oLO  
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A. relate to£¿£¿£¿£¿£¿£¿£¿£¿£¿£¿ B. count on£¿£¿£¿£¿£¿£¿£¿£¿£¿ C. accept of£¿£¿£¿£¿£¿£¿£¿ £¿£¿£¿ D. jump atª¥ 7Dt"
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35. The mountainous areas of the country are __________ populated.ª¥ V( mnyI  
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A. infrequently£¿£¿£¿£¿£¿£¿ £¿ B. sparsely£¿£¿£¿£¿£¿£¿£¿£¿ £¿£¿£¿ C. slightly£¿£¿£¿£¿£¿£¿£¿£¿ £¿£¿£¿£¿ D. looselyª¥ TzM=LvA  
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36. If profit and money are your first __________, and commitment to people your least concern, you have failed education.ª¥ :oa9#
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The development of writing was one of the great human inventions. It is difficult __51__ many people to imagine language without writing; the spoken word seems intricately tied to the written __52__. But children speak __53__ they learn to write. And millions of people in the world speak languages with __54__ writtern from. Among these people oral literature abounds, and crucial knowledge __55__ memorized and passed __56__ generations. But human memory is short-lived, and the brain's storage capacity is finite.£¿ __57__ overcame such problems and allowed communication across the miles __58__ through the years and centuries. Writing permits a society __59__ permanently record its poetry, its history and its technology.ª¥ mQ=sNZ-d]  
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It might be argued£¿ __60__ today we have electronic means of recording sound and£¿ __61__ to produce films and television, and thus writing is becoming obsolete.£¿ __62__ writing became extinct, there would be no knowledge of electronics __63__ TV technicians to study; there would be, in fact, little technology in years to£¿ __64__. There would be no film or TV scripts, no literature, no books, no mail, no newspapers, no science. There would be __65__ advantages: no bad novels, junk mail, poison-per letters, or ¡°unreadable¡± income-tax forms, but the losses would outweigh the __66__.ª¥ sW'6}^Q  
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There are almost as __67__ legends and stories on the invention of writing as there are __68__ the origin of language. Legend has it that Cadmus, Prince of Phoenicia and founder of the city of Thebes,£¿ __69__ the alphabet and brought it with him to Greece. In one Chinese fable the four eyed dragon-god T'sang Chien invented writing. In __70__ myths, the Bobylonian god Nebo and the Egyptian god Thoth gave humans writing as well as speech.ª¥ +9_,w bF  
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Without doubt, the international relations appear at times bewildering. Students may at time feel that their efforts to unerstand the complexities of the international system today are futile.ª¥ ?cJA^W  
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The task is a difficult one, but it is not futile. It requires patience and persistence as well as logical inquiry and flexible perspectives.ª¥ [tz u;/  
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71. As the examples just given often illustrate, contemporary international events are regularly interrelated; our task of achieving understanding is therefore further Complicated because seemingly unrelated events in different areas of the would may over a period of time combine to affect still other regions of the globe. Events are demonstrably interdependent, and as we improve our ability to unerstand the causes of and reasons behind this interdependence, we will improve our ability to understand contemporary international relations.ª¥ yeNvQG  
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How can our task best be approached? Throughout history, analysts of international relations have differed in their approaches to improving understanding in their field. During the late 19th and early 20th centuries, for example, the study of international relations centered around diplomatic history. Who did what to whom at a particular time and place were the main features of the method of diplomatic history. This methodology concentrated on nation-states as the main actors in international relations and included the study of the major diplomats and ministers of the period. Detailed accuracy was required and obtained, but seldom were causal connections or comprehensive analyses sought.ª¥ Ta^. $O=F  
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72. As a means for understanding a particular series of events, diplomatic history was (and is) excellent; as a means for understanding a particular sweeps of international relations or for developing a theoretical basis for the study of international relations, diplomatic history was (and is) of limited utility.ª¥ tStJ2-5*t  
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Whereas diplomatic history sought to explain a particular series of events, other methodologies were developed during the 19th and early 20th centuries that viewed international relations on a global scale.ª¥ 5E0wn'  
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73.£¿ Strategic and geopolitical analyses, methodologies in wide use even today, trace their roots to concepts developed by the U.S. Admiral Alfred Mahan during the late 19th century and British geographer Sir Halford Mackinder during the early 20th century. To Mahan the world's ocean were its highways, and whoever controlled its highways could control the course of international relations. Mahan bases most of his analysis on Great Britain and its Royal navy. Partly because of the urgings of Mahan, the United States on Great Britain and its fleet during the late 19th century and actively sought and acquired territorial possessions in the Pacific Ocean, including Hawaii, Samoa Guam and the Philippines.ª¥ eZA6D\  
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1. New scientific discoveries nearly always bring to mankind a blessing;ª¥ YcPKM@xo  
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2. Yet sometimes scientific discoveries may prove a curse upon human race;ª¥ :vw0r`  
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3. The misuse of scientific discoveries must be prevented.ª¥ |C^ c0  
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Although our understanding of learning is still not complete, a great deal is known. Learning has many different from and takes place under many conditions. In general, it involves a change in behavior. When a change in behavior takes place as a result of learning, the change is usually a long-lasting one. Learning may mean that a number of small independent acts are arranged in a new order. This happens, for example, when you learn to play a new piece on the piano.ª¥ ^ T:qT*v  
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New scientific discoveries nearly always bring to mankind a blessing. It is the new scientific discoveries that bring human beings from primitive caves gradually to cozy and comfortable dwelling houses, from shabby cotton clothes to various good-quality wearing apparel, from simple food to various kinds of nutritions foods. It is the new scientific discoveries that change people's ways of living, make people communicate more easily and broaden mankind's vision to the global village. Indeed, new scientific discoveries have fundamentally changed our earth and greatly improved living standard of the inhabitants on it.ª¥ QE{;M  
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Yet sometimes scientific discoveries may prove a curse upon human race. Especially that is the case when they are used or controlled by evil men or war maniacs. Take explosives as an example. Scientists succeeded in inventing explosives just for the sake of increasing productivity in mining industry, architectural industry, and so on. But such war maniacs as Hitler and his followers wanted to dominate the whole world and establish the Third Empire, they unleashed the Second World War and killed millions of innocent civilians. It proves that when some scientific discoveries are misguidedly used, they will pose a great threat to man's peaceful environment and lift safety.ª¥ ;SlS!6.W-  
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Thus, the misuse of scientific discoveries must be prevente. First of all, government should legislate for the benefit of the people and educate people to obey the law and put it into enforcement effectively. Secondly, we should have correct attitude towards some scientific discoveries because they are sometimes regarded as two-edged swords. Humans should aim at exploring the positive aspects fully but strictly control their negative use and try to eliminate the hazards to human race.

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Sleep is an important part of our lives. We spend out one-third of our lives sleeping. For millions of people, __51__, getting enough sleep is a continuimng struggle. A recent study found that thirty-five percent of Americans have __52__ going to sleep or staying asleep. The problem is called insomnia. Insomnia exists __53__ a person is not able to get the __54__ of sleep needed to operate effectively. Insomnia is not __55__ in numbers of hours of sleep. This is because different people need __56__ amounts of sleep to feel rested. The most common problems __57__ from insomnia are sleepiness and trouble in completing work. Other problems are emotional disorders and difficulty __58__ thinking. The treatments for __59__ were discussed at a recent meeting of the Association of Professional Sleep Societies. The group's sleep experts say there are three kinds of insomnia. One __60__ is called transient insomnia. It __61__ just a few days. It is a result of moderate tension. The tension can be caused by a long airplane flight or a brief stay in a hospital. __62__ kind is called short-term insomnia. It lasts several weeks and results from more __63__ tension. The tension may be caused by problems at work or at home, a major sickness or the death of a loved one. The third kind of insomnia is called __64__. It lasts longer than several weeks. It often is a sign of severe physical or __65__ problems. Sleep experts say anyone with long-term insomnia should be examined so the cause can be found and treated.ª¥ _ U\vHa$#  
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Many things we eat or drink can affect our __66__. Drinks containing alcohol or caffeine can block sleep. __67__ can some medicines. Other causes of insomnia include breathing problems or sudden, uncontrolled body movements during sleep. Because insomnia has so many causes, not all treatments are __68__ for everyone. But experts have offered some simple ideas that work for most people. If __69__ to sleep, they say, get up and go to another room, if possible. Stay up until you are really __70__, then return to bed. Get sip at the same time every day. Do not exercise just before going to bed. And, do not worry about past problems or future plans.ª¥ w_  m  
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In the spring of 1720, when all of London was clamoring for shares in the South Sea company, Sir Isaac Newton was asked what he though about the market. ¡°I can calculate the motions of the heavenly bodies, but not the madness of the market,¡± the scientist and master of the mint is reputed to have replied.ª¥ Xo,BuK&G  
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71. Newton should have considered seriously his own wise words. Having sold his ¡ê7,000 of stock in the company, he later bought back in at the top of the boom and went down for ¡ê20,000. Like all the other mug punters in every bout of speculative fever, Newton was cleaned out when the crash came.ª¥ k"6^gup(U  
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72. Common to every bubble is the deeply-rooted belief that this time it will be different, that the rise in the price of an asset is rooted in the sound common sense rather than in recklessness, stupiity and greed.ª¥ ~I'hiV^-  
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Take the crash of 1929, for example. In his excellent book charting the sad history of bubbles, John Moody, the founder of the credit agency intoned in 1927 that ¡°no one can examine the panorama (ȫò) of business and finance in America during the past half-dozen years without realizing that we are living in a new era.¡±ª¥ q7;)&_'  
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The Yale economist Irving Fisher declared a few weeks before the October crash that stock prices had reached a ¡°permanently high plateau¡±. Why was this? Simple. The creation of the Federal Reserve in 1913 had abolished the business cycle, while technological breakthroughs had created a ¡°new economy¡± that was much more profitable than the old.ª¥ opBvx>S  
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73. As share prices continued their heady rise, traditional methods of stock market valuations were abandoned. It did not matter that many of the start-up companies of the late 1920s were not making any money: what counted was that some day they surely would. So share prices were justified by discounted future earnings.ª¥ </eh^<_~  
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According to the feedback from many employing units, in recruiting college graduates, what they attach more importance to is graduates' qualities rather than their professional knowledge. With in-depth educational reform and stricter requirements of every discipline, graduates have mastered some professional knowledge fairly solidly. The problem is that some graduates consider is not how to bring their potential into full play but to seek merely for a high level of salary and excellent treatment and conditions. So a pressing task for colleges and universities is to cultivate students' responsibility for the society.ª¥ uF/l,[0v  
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Should All College Course Be Specifically Related to a Future Occupation?ª¥ 9|jk=`4UK  
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Recently there has been a heated discussion in a newspaper as to whether all college courses should be specifically related to a future occupation. As this is a controversial issue, opinions vary from person to person. Some college students are of the opinion that all the college courses should be closely associated with their future occupation because the professional knowledge they have acquired will directly be used in the work after their graduation.ª¥ |kB1>$  
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On the contrary, some other college students take quite a different attitude to this question. In their views, not all college courses should be specifically related to their future occupation. Some professional courses should be so because they would not be a layman if they had the chance of using their specialties after their graduation. It is unnecessary for optional courses to be related to their future career. Maybe such courses won't apply to their future jobs.ª¥ 1Y'9|+y+  
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In my opinion, even if none of your college courses are related to your future profession, it doesn't matter. What really counts is to master some basic knowledge and operate some skills proficiently when they are at college. A college graduate from Peking University has no chance to use his professional knowledge. But he can still make a living by selling pork in the street. In fact, this example indicates that it is difficult for all college courses to be specifically related to a future occupation.

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