In Sections A,B and C you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.?
SECTION A TALK
Questions 1 to 5 refer to the talk in this section. At the end of the talk you will be given 75 seconds to answer the questions.
Now listen to the talk.
A) the coordination based on individual actions B) the number of individual participants? C) the necessity of individual actions D) the requirements for participants?
A) individual B) combined C) distinct D) social?
A) the manner of language use
B) the topic and content of speech?
C) the interactions between speaker and audience
D) the relationship between speaker and audience?
A) hide their real intentions
B) voice others’ intentions?
C) play double roles on and off stage
D) only imitate other people in life?
A) the absence of spontaneity
B) the presence of individual actions?
C) the lack of real intentions
D) the absence of audience??
SECTION B INTERVIEW
Questions 6 to 10 are based on an interview. At the end of the interview you will be given 75 seconds to answer the questions.
Now listen to the interview.
A) Students worked very hard.
B) Students felt they needed a second degree.?
C) Education was not career?oriented.
D) There were many specialized subjects.?
A) To turn out an adequate number of elite for the society.?
B) To prepare students for their future career.?
C) To offer practical and utilitarian courses in each programme.?
D) To set up as many technical institutions as possible.?
A) require good education
B) are secondary to education?
C) don’t call for good education
D) don’t conflict with education?
A) Shifting from one programme to another.
B) Working out ways to reduce student number.?
C) Emphasizing better quality of education.
D) Setting up stricter examination standards.?
A) those who can adapt to different professions
B) those who have a high flexibility of mind?
C) those who are thinkers, historians and philosophers
D) those who possess only highly specialized skills??
SECTION C NEWS BROADCAST
Questions 11 to 13 are based on the following news. At the end of the news item, you will be given 45 seconds to answer the questions.
Now listen to the news.
11. Which of the following regions in the world will witness the sharpest
drop in life expectancy??
A) Latin America.
B) Sub?Saharan Africa.?
D) The Caribbean.?
12. According to the news, which country will experience small life expectancy drop??
13. The countries that are predicted to experience negative population growth are mainly in ____?
C) Latin America.
D) The Caribbean.??
14. The trade dispute between the European Union and the US was caused by ____.?
A) US refusal to accept arbitration by WTO
B) US imposing tariffs on European steel?
C) US refusal to pay compensation to EU
D) US refusal to lower import duties on EU products?
15. Who will be consulted first before the EU list is submitted to WTO??
A) EU member states.
B) The United States.?
D) The steel corporations.??
SECTION D NOTE-TAKING AND GAP-FILLING
In this section you will hear a mini?lecture. You will hear the lecture ONCE ONLY. While listening to the lecture, take notes on the important points. Your notes will not be marked, but you will need them to complete a 15?minute gap?filling task on ANSWER SHEET ONE after the mini lecture. Use the blank sheet for note taking.
Part Ⅱ Proofreading and Error Correction (15 min)
The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proofread the passage and correct it in the following way:
For a wrong word, underline the wrong word and write the correct one in the blank provided at the end of the line.?
For a missing word, mark the position of the missing word with a “∧” sign and write the word you believe to be missing in the blank provided at the end of the line.?
For an unnecessary word, cross the unnecessary word with a slash “/”and put the word in the blank provided at the end of the line.??
When ∧ art museum wants a new exhibit, (1) an
it never buys things in finished form and hangs (2) never
them on the wall. When a natural history museum?
wants an [ZZ(Z]exhibition[ZZ)], it must often build it. (3)exhibit?
Proofread the given passage on ANSWER SHEET TWO as instructed.
One of the most important non-legislative functions of the U.S Congress?
is the power to investigate. This power is usually delegated to committees - either?
standing committees, special committees set for a specific (1)____?
purpose, or joint committees consisted of members of both houses. (2)____?
Investigations are held to gather information on the need for?
future legislation, to test the effectiveness of laws already passed,?
to inquire into the qualifications and performance of members and?
officials of the other branches, and in rare occasions, to lay the (3)____?
groundwork for impeachment proceedings. Frequently, committees?
rely outside experts to assist in conducting investigative hearings (4)____?
and to make out detailed studies of issues. (5)____?
There are important corollaries to the investigative power. One?
is the power to publicize investigations and its results. Most (6)____?
committee hearings are open to public and are reported (7)____?
widely in the mass media. Congressional investigations?
nevertheless represent one important tool available to lawmakers (8)____?
to inform the citizenry and to arouse public interests in national issues.
Congressional committees also have the power to compel?
testimony from unwilling witnesses, and to cite for contempt?
of Congress witnesses who refuse to testify and for perjury?
these who give false testimony. (10)____
Part Ⅲ Reading Comprehension (30 min) (開始Part Ⅲ Reading Comprehension (30 min)計時)
In this section there are four reading passages followed by a total of fifteen multiple?choice questions. Read the passages and then mark your answers on your coloured answer sheet.
Farmers in the developing world hate price fluctuations. It makes it hard to plan ahead. But most of them have little choice: they sell at the price the market sets. Farmers in Europe, the U.S. and Japan are luckier: they receive massive government subsidies in the form of guaranteed prices or direct handouts. Last month U.S. President Bush signed a new farm bill that gives American farmers $190 billion over the next 10 years, or $83 billion more than they had been scheduled to get, and pushes U.S. agricultural support close to crazy European levels. Bush said the step was necessary to “promote farmer independence and preserve the farm way of life for generations”. It is also designed to help the Republican Party win control of the Senate in November’s mid?term elections.?
Agricultural production in most poor countries accounts for up to 50% of GDP, compared to only 3% in rich countries. But most farmers in poor countries grow jus
t enough for themselves and their families. Those who try exporting to the West find their goods whacked with huge tariffs or competing against cheaper subsidized goods. In 1999 the United Nations Conference on Trade and Development concluded that for each dollar developing countries receive in aid they lose up to $14 just because of trade barriers imposed on the export of their manufactured goods. It’s not as if the developing world wants any favours, says Gerald Ssendwula, Uganda’s Minister of Finance. “What we want is for the rich countries to let us compete.”?
Agriculture is one of the few areas in which the Third World can compete. Land and labour are cheap, and as farming methods develop, new technologies should improve output. This is no pie?in?the?sky speculation. The biggest success in Kenya’s economy over the past decade has been the boom in exports of cut flowers and vegetables to Europe. But that may all change in 2008, when Kenya will be slightly too rich to qualify for the “least?developed country” status that allows African producers to avoid paying stiff European import duties on selected agricultural products. With trade barriers in place, the horticulture industry in Kenya will shrivel as quickly as a discarded rose. And while agriculture exports remain the great hope for poor countries, reducing trade barriers in other sectors also works: Americas African Growth and Opportunity Act, which cuts duties on exports of everything from handicrafts to shoes, has proved a boon to Africa’s manufacturers. The lesson: the Third World can prosper if the rich world gives it a fair go.?
This is what makes Bush’s decision to increase farm subsidies last month all the
more depressing. Poor countries have long suspected that the rich world urges rade liberalization only so it can wangle its way into new markets. Such suspicions caused the Seattle trade talks to break down three years ago. But last November members of the World Trade Organization, meeting in Doha, Qatar, finally agreed to a new round of talks designed to open up global trade in agriculture and
textiles. Rich countries assured poor countries, that their concerns were finally being addressed. Bush’s handout last month makes a lie of America’s commitment to those talks and his personal devotion to free trade.?
16. By comparison, farmers ____ receive more government subsidies than others.?
A) in the developing world
B) in Japan
C) in Europe
D) in America?
17. In addition to the economic considerations, there is a ____ motive behind Bush’s signing of the new farm bill.?
18. The message the writer attempts to convey throughout the passage is that ____.?
A) poor countries should be given equal opportunities in trade?
B) “the least?developed country” status benefits agricultural countries?
C) poor countries should remove their suspicions about trade liberalization?
D) farmers in poor countries should also receive the benefit of subsidies
19. The writer’s attitude towards new farm subsidies in the U.S. is ____.?
TEXT BOscar Wilde said that work is the refuge of people who have nothing better to do. If so, Americans are now among the world’s saddest refugees. Factory workers in the United States are working longer hours than at any time in the past half?century. America once led the rich world in cutting the average working week—from 70 hours in 1850 to less than 40 hours by the 1950s. It seemed natural that as people grew richer they would trade extra earnings for more leisure. Since the 1970s, however, the hours clocked up by American workers have risen, to an average of 42 this year in manufacturing.?Several studies suggest that something similar is happening outside manufacturing: Americans are spending more time at work than they did 20 years ago. Executives and lawyers boast of 80?hour weeks. On holiday, they seek out fax machines and phones as eagerly as Germans bag the best sun?loungers. Yet working time in Europe and Japan continues to fall. In Germany’s engineering industry the working week is to be trimmed from 36 to 35 hours next year. Most Germans get six weeks’ paid annual holiday; even the Japanese now take three weeks. Americans still make do with just two.?Germany responds to this contrast with its usual concern about whether people’s aversion to work is damaging its competitiveness. Yet German workers, like the Japanese, seem to be acting sensibly: as their incomes rise, they can achieve a better standard of living with fewer hours of work. The puzzle is why America, the world’s richest country, sees things differently. It is a puzzle with sinistersocial implications. Parents spend less time with their children, who may be left alone at home for longer. Is it just a coincidence that juvenile crime is on the rise??Some explanations for America’s time at work fail to stand up to scrutiny. One blames weak trade unions that leave workers open to exploitation. Are workers being forced by cost?cutting firms to toil harder just to keep their jobs? A recent study by two American economists, Richard Freeman and Linda Bell, suggests not: when asked, Americans actually want to work longer hours. Most German workers, in contrast, would rather work less.?Then, why do Americans want to work harder? One reason may be that the real earnings of many Americans have been stagnant or falling during the past two decades. People work longer merely to maintain their living standards. Yet many higher?skilled workers, who have enjoyed big increases in their real pay, have been working harder too. Also, one reason for the slow growth of wages has been the rapid growth in employment—which is more or less where the argument began.?Taxes may have something to do with it. People who work an extra hour in America are allowed to keep more of their money than those who do the same in Germany. Falls in marginal tax rates in America since the 1970s have made it all the more profitable to work longer.?None of these answers really explains why the century?long decline in working hours has gone into reverse in America but not elsewhere (though Britain shows signs of following America’s lead). Perhaps cultural differences—the last refuge of the defeated economist—are at play. Economists used to believe that once workers earned enough to provide for their basic needs and allow for a few luxuries, their incentive to work would be eroded, like lions relaxing after a kill. But humans are more susceptible to advertising than lions. Perhaps clever marketing has ensured that “basic needs”—for a shower with built?in TV, for a rocket?propelled car—expand continuously. Shopping is already one of America’s most popular pastimes. But it requires money—hence more work and less leisure.?Or try this: the television is not very good, and baseball and hockey keep being wiped out by strikes. Perhaps Wilde was right. Maybe Americans have nothing better to do.?
20. In the United States, working longer hours is ____.?
A) confined to the manufacturing industry
B) a traditional practice in some sectors?
C) prevalent in all sectors of society
D) favoured by the economists?
21. According to the third paragraph, which might be one of the consequences of working longer hours??
A) Rise in employees’ working efficiency.
B) Rise in the number of young offenders.?
C) Rise in people’s living standards.
D) Rise in competitiveness.?
22. Which of the following is the cause of working longer hours stated by
A) Expansion of basic needs.
B) Cultural differences.?
C) Increase in real earnings.
TEXT CThe fox really exasperated them both. As soon as they had let the fowls out, inthe early summer mornings, they had to take their guns and keep guard; and thenagain as soon as evening began to mellow, they must go once more. And he was so sly. He slid along in the deep grass; he was difficult as a serpent to see. And he seemed to circumvent the girls deliberately. Once or twice March had caught sight of the white tip of his brush, or the ruddy shadow of him in the deep grass, and she had let fire at him. But he made no account of this.?The trees on the wood?edge were a darkish, brownish green in the full light—for it was the end of August. Beyond, the naked, copper?like shafts and limbs of the pine trees shone in the air. Nearer the rough grass, with its long, brownish stalks all agleam, was full of light. The fowls were round about—the ducks were still swimming on the pond under the pine trees. March looked at it all, saw it all, and did not see it. She heard Banford speaking to the fowls in the distance—and she did not hear. What was she thinking about? Heaven knows. Her consciousness was, as it were, held back.?She lowered her eyes, and suddenly saw the fox. He was looking up at her. His chin was pressed down, and his eyes were looking up. They met her eyes. And he knew her. She was spellbound—she knew he knew her. So he looked into her eyes, and her soul failed her. He knew her, he has not daunted.?She struggled, confusedly she came to herself, and saw him making off, with slow leaps over some fallen boughs, slow, impudent jumps. Then he glanced over his shoulder, and ran smoothly away. She saw his brush held smooth like a feather, she saw his white buttocks twinkle. And he was gone, softly, soft as the wind.?She put her gun to her shoulder, but even then pursed her mouth, knowing it was nonsense to pretend to fire. So she began to walk slowly after him, in the direction he had gone, slowly, pertinaciously. She expected to find him. In her heart she was determined to find him. What she would do when she saw him again she did not consider. But she was determined to find him. So she walked abstractedly about on the edge of the wood, with wide, vivid dark eyes, and a faint flush in her cheeks. She did not think. In strange mindlessness she walked hither and thither...?As soon as supper was over, she rose again to go out, without saying why.?She took her gun again and went to look for the fox. For he had lifted his eyesupon her, and his knowing look seemed to have entered her brain. She did not somuch think of him: she was possessed by him. She saw his dark, shrewd, unabashedeye looking into her, knowing her. She felt him invisibly master her spirit. She knew the way he lowered his chin as he looked up, she knew his muzzle, the golden brown, and the greyish white. And again she saw him glance over his shoulder at her, half inviting, half contemptuous and cunning. So she went, with her great startled eyes glowing, her gun under her arm, along the wood edge. Meanwhilethe night fell, and a great moon rose above the pine trees.?
23. At the beginning of the story, the fox seems to the all EXCEPT ____.?
24. As the story proceeds, March begins to feel under the spell of ____.?
A) the light
B) the trees
C) the night
D) the fox?
25. Gradually March seems to be in a state of ____.?
26. At the end of the story, there seems to be a sense of ____ between March and the fox.?
27. The passage creates an overall impression of ____.?
TEXT DThe banners are packed, the tickets booked. The glitter and white overalls havebeen bought, the gas masks just fit and the mobile phones are ready. All that remains is to get to the parties.?This week will see a feast of pan?European protests. It started on Bastille Day, last Saturday, with the French unions and immigrants on the streets and the first demonstrations in Britain and Germany about climate change. It will continue tomorrow and Thursday with environmental and peace rallies against President Bush. But the big one is in Genoa, on Friday and Saturday, where the G8 leaders will meet behind the lines of 18,000 heavily armed police.?Unlike Prague, Gothenburg, Cologne or Nice, Genoa is expected to be Europe’s Seattle, the coming together of the disparate strands of resistance to corporate globalisation.?Neither the protesters nor the authorities know what will happen, but some things are predictable. Yes, there will be violence and yes, the mass media will focus on it. What should seriously concern the G8 is not so much the violence, the numbers in the streets or even that they themselves look like idiots hiding behind the barricades, but that the deep roots of a genuine new version of internationalism are growing.?For the first time in a generation, the international political and economic condition is in the dock. Moreover, the protesters are unlikely to go away, their confidence is growing rather than waning, their agendas are merging, the protests are spreading and drawing in all ages and concerns.?No single analysis has drawn all the strands of the debate together. In the meantime, the global protest “movement” is developing its own language, texts, agendas, myths, heroes and villains. Just as the G8 leaders, world bodies and businesses talk increasingly from the same script, so the protesters’ once disparatepolitical and social analyses are converging. The long?term project of governments and world bodies to globalise capital and development is being mirrored by the globalisation of protest.?But what happens next? Governments and world bodies are unsure which way to turn. However well they are policed, major protests reinforce the impression of indifferent elites, repression of debate, overreaction to dissent, injustice and unaccountable power.?Their options—apart from actually embracing the broad agenda being put to them—are to retreat behind even higher barricades, repress dissent further, abandon global meetings altogether or, more likely, meet only in places able to physically resist the masses.?Brussels is considering building a super fortress for international meetings. Genoa may be the last of the European super?protests.?
28. According to the context, the word “parties” at the end of the first paragraph refers to ____.?
A) the meeting of the G8 leaders
B) the protests on Bastille Day?
C) the coming pan?European protests
D) the big protest to be held in Genoa?
29. According to the passage, economic globalisation is paralleled by ____.?
A) the emerging differences in the global protest movement?
B) the disappearing differences in the global protest movement?
C) the growing European concern about globalisation?
D) the increase in the number of protesters?
30. According to the last paragraph, what is Brussels considering doing??
A) Meeting in places difficult to reach.
B) Further repressing dissent.?
C) Accepting the protesters’ agenda.
D) Abandoning global meetings.
(結束Part Ⅲ Reading Comprehension (30 min)計時)
SECTION B SKIMMING AND SCANNING (10 MIN) (開始SECTION B SKIMMING AND SCANNING (10 MIN)計時)
In this section there are seven passages with ten multiple?choice questions. Skim or scan them as required and then mark your answers on your coloured answer sheet.
TEXT E First read the question. 31.The main purpose of the passage is to ____.? A.demonstrate how to prevent crime B.show the seriousness of crime? C.look into the causes of crime D.call for more government efforts? Now go through TEXT E quickly to answer question 31.? For three weeks, every night at 11 p.m., correspondents, officers and judges from justice courts, police departments and prisons, psychiatrists, criminologists, victims and even criminals in prisons made their appearance on TV to debate on a topic “Crime in the United States”.? Indeed, crime has been disturbing the American people and has become a serious social problem just next to the unemployment problem. Some figures are terrifying : 1 of 4 Americans has been a victim of some kind of crimes; nearly 22 million crimecases occurred last year throughout the country. A simple arithmetic calculation indicates that on average, a crime is being committed in every 2 seconds. Now the Americans are living in a horrible environment. Their safety and property are threatened by various crimes: robbery, theft, rape, kidnapping, murder, arson, vandalism and violence.? The most worrisome problem comes from the fact that about one?third of crime cases were committed by the juvenile and 53% of criminals in jails are youngsters below 25. A poll indicates that about 73% of citizens said they avoided teenagers in streets, especially at night.? To protect themselves from crime, according to a released figure, 52% of Americans keep guns at home. But some gun owners turn out to be potential criminals. Some people demand that strict law for gun control be enforced; but others oppose the ban of gun. No decision is in sight.? Some experts said poverty, unemployment and racial discrimination are the cause of crime. They cited figures to show that 47% of crime cases were committed by t he black, though they account for only about 12% of the population of the nation . Others argued that about 54% of convicted criminals came from families associated with these evils.? The American state government and federal government spend billions of dollars each year in maintaining the police departments and jails. But police authorities complain that they have not sufficient well?trained hands and advanced equipment to detect and stop crimes. Several cases of criminal insurgence were reported as a result of resentment at overcrowded prisons. Taxpayers complain that they pay more and more tax but receive less and less protection from crime for their lives and property.? Though the host of the live TV programme made great efforts to search for a solution, so far no participant could put forward a measure that was approved by most of the attendants.
31. The main purpose of the passage is to ____.?
A) demonstrate how to prevent crime
B) show the seriousness of crime?
C) look into the causes of crime
D) call for more government efforts
TEXT F First read the question.? 32.What is the main topic of the following passage?? A.Differences between modes of learning.? B.Deficiencies of formal learning.? C.Advantages of informal learning.? D.Social context and learning systems.? Now go through TEXT F quickly to answer question 32.? The term “formal learning” is used in this paper to refer to all learning that takes place in the classroom, irrespective of whether such learning is informed by conservative or progressive ideologies. “Informal learning”, on the other hand, is used to refer to learning which takes place outside the classroom.? These definitions provide the essential, though by no means sole, difference bet ween formal and informal learning. Formal learning is decontextualised from daily life and, indeed, as Scribner and Cole (1973:553) have observed, may actually “promote ways of learning and thinking which often run counter to those nurtured in practical daily life”. A characteristic feature of formal learning is the centrality of activities that are not closely paralleled by activities outside the classroom. The classroom can prepare for, draw on, and imitate the challenges of adult life outside the classroom, but it cannot, by its nature, consist of these challenges.? In doing this, language plays a critical role as the major channel for information exchange. “Success” in the classroom requires a student to master this abstract code. As Bernstein (1969:152) noted, the language of the classroom is more similar to the language used by middle?class families than that used by working?class families. Middle?class children thus find it easier to acquire the language of the classroom than their working?class peers.? Informal learning, in contrast, occurs in the setting to which it relates, making learning immediately relevant. In this context, language does not occupy such an important role: the child’s experience of learning is more holistic, involving sight, touch, taste, and smell—senses that are under?utilised in the classroom.?While formal learning is transmitted by teachers selected to perform this role, informal learning is acquired as a natural part of a child’s development. Adults or older children who are proficient in the skill or activity provide - sometime s unintentionally - target models of behaviour in the course of everyday activity. Informal learning, therefore, can take place at any time and is not subject to the limitations imposed by institutional timetabling.? The motivation of the learner provides another critical difference between the two modes of learning. The formal learner is generally motivated by some kind of external goal such as parental approval, social status, and potential financial reward. The informal learner, however, tends to be motivated by successful completion of the task itself and the partial acquisition of adult status.
32. What is the main topic of the following passage??
A) Differences between modes of learning.?
B) Deficiencies of formal learning.?
C) Advantages of informal learning.?
D) Social context and learning systems.?
TEXT G First read the question. 33.The three approaches mentioned in the passage aim at ____.? A.restructuring economy? B.improving the tax system? C.improving the living conditions? D.reducing poverty? Now go through TEXT G quickly to answer question 33. As a rule, it is essential that the poor’s productive capabilities be mobilized and the conditions for developing these human resources be improved. In this con nection, German development policy has developed the following three approaches: ? — Structural reform: Structural reform is the preferred approach for reducing poverty because it eliminates the causes of poverty rather than just its symptoms. It is vital that economic, political and social conditions which can alleviate poverty be established at national and international levels. Efforts at international level focus on fair conditions for international trade and competition. At national level, the poor must be helped through structural reform such as the introduction of democratic government, options for independent private enterprise, decentralization and agricultural reform. Development policy tools for realizing such reforms include political dialogue, political advisory services, structural adjustment measures and personnel and material support for reform efforts in the government, business and administrative sectors.?— Direct measures: Projects of this category are aimed at directly helping the poor and improving their living conditions or increasing their job options and earning potential. Of special importance are those projects which provide help for self?help in reducing poverty. The material support and advisory services offered by these projects reinforce the poor’s will to help themselves and help eable them to lead self?sufficient lives. Typical direct aid projects include the construction of simple housing by self?help groups, the creation of a savings and loan system for the poorer segments of society and support for women’s self?help organizations.? —Indirect measures: A project’s beneficiaries - its target group - are not only often difficult to identify clearly, they are also not necessarily all poor people. In these cases, the project in question must be integrated into one of the partner nation’s overall or sector?specific policies that aim at reducing poverty. A good illustration of this type of project is the use of advisory services to improve the tax system. Advising and upgrading the qualifications of personnel working in the fiscal system can lead to increased tax revenues which could be allocated for anti?poverty measures. In keeping with this focus, German development assistance concentrates on the poorest nations and on projects to reduce poverty. In 1993, some 10 percent of the commitments Germany made for bilateral financial and technical assistance went to self?help projects aimed at reducing poverty. Basic needs projects comprised 48 percent of all projects and almost 30 percent of the commitments made for financial and technical assistance were allocated for the world’s least developed countries (LDCs).
33. The three approaches mentioned in the passage aim at ____.?
A) restructuring economy?
B) improving the tax system?
C) improving the living conditions?
D) reducing poverty?
TEXT H First read the question. 34.What is the following passage mainly concerned with?? A.Educational facilities in Africa.? B.Founding a university for women.? C.Agricultural production in Zimbabwe.? D.Women’s role in agricultural production.? Now go through TEXT H quickly to answer question 34. Access to education facilities is inadequate in sub?Saharan Africa. And women and girls there face greater disadvantages. They are often denied education as customs dictate they marry early and have children.? Two Zimbabwean academics plan to open a university to help African women whose education was interrupted by either family commitments or financial constraints. The university will initially be in Harare, but will be relocated to Marondera, 80 kilometres east. The academics, Hope Sadza, former deputy commissioner of Zimbabwe’s Public Service Commission and Fay Chung, former Minister of Education, are to open the university this month. It will initially have 400 students.? Students will be split into groups of 100 and placed in one of four faculties: social science, agriculture, environmental studies or science and technology. The university is for women aged 25 or older.? The need for a university for women is more acute in Africa, where women are the poorest and most disadvantaged. When they do have access to education they often must endure sexual harassment. Most women drop out because they lack educational materials or the schools are inaccessible.? “In Africa, women till the land and produce the bulk of the food, yet they have no understanding about marketing,” Sadza siad. “Agriculture is another area w here we can empower women.”? The university will have a 285?hectare farm and courses will include agricultural production and marketing.? Women account for 80 per cent of Africa’s agricultural production, but have no control over either the resources or policies.? The university since August has raised about Z$32.5 million (US$591,000) in donations and pledges. The university will be open to students from across Africa. It will be the second women’s university - after Sudan’s Ahfad University - in Africa.
34. What is the following passage mainly concerned with??
A) Educational facilities in Africa.?
B) Founding a university for women.?
C) Agricultural production in Zimbabwe.?
D) Women’s role in agricultural production.?
TEXT I First read the questions. 35.Which president advocated the lifting of the ban on women teachers?? A.Xu Yangqiu. B.Wu Yifang. C.Tao Xingzhi. D.Chen Heqin.? 36.What is Guo Juefu?? A.A painter. B.A poet. C.A biologist. D.A psychologist.? Now go through TEXT I quickly to answer questions 35 and 36. Many presidents of the century?old Nanjing Normal University (NJNU) have put forward insightful and inspiring education theories and practices, which have had a far?reaching impact on China’s education history.? Jiang Qian and Guo Bingwen proposed a school?running principle that advocated the balance between versatility and specialization, liberal arts and sciences.? Tao Xingzhi, a well?known educator, carried out many important reforms in the university. For the first time in China, he advocated the lifting of the ban on women teachers and opened adult training classes in summer vacations.? Wu Yifang, China’s first woman university president, emphasized normal education, regarding it as the parent engine and heavy industry of education.? Chen Heqin established a Chinese?style and scientific theory for modern educati on for children.? There have also been many noted scholars and artists.? Educator Xu Yangqiu was one of China’s earliest scholars to study American education theory.? Professor Luo Bingwen devoted himself to normal education theory and Chinese and foreign education history, advocating that teachers should be models of virtue for the students so that their behaviour guides the students.? Psychologist Guo Juefu is an important figure in China’s psychological history. China Psychological History〖WTBZ〗, a book he authored, has made its mark in international psychological circles.?Zhang Daqian, a well?known master of traditional Chinese painting, advised his students to read books systematically and selectively to rid themselves of worldliness, fickleness and pedantry. Zhang also pointed out that success comes largely from one’s own endeavours, but partly from circumstance.? Sun Wang, a poet versed in the poems popular in the Tang Dynasty (AD 618?907), told students to map out a long?term schedule for their studies and to work to wards fulfillment of their goal phase by phase.? Biologist Chen Bangjie overcame formidable difficulties to collect plant specimen and became ?China’s? father of bryology. Generations of talented educators have given Nanjing Normal University a fine reputation.
35. Which president advocated the lifting of the ban on women teachers??
A) Xu Yangqiu.
B) Wu Yifang.
C) Tao Xingzhi.
D) Chen Heqin.?
36. What is Guo Juefu??
A) A painter.
B) A poet.
C) A biologist.
D) A psychologist.?
TEXT J First read the questions. 37.The Chicago GSB M.B.A. Programme for Executives is scheduled to be completed within ____.? A.22 months B.20 months? C.16 weeks D.14 weeks? 38.If you are in Malaysia, when is your attendance date?? A.January 17??th?. B.January 15??th?.? C.January 29??th?. D.February 27??th?.? Now go through TEXT J quickly to answer questions 37 and 38. CHICAGO?Worldwide campuses.?World?renowned faculty.?World?class M.B.A. degree.? A world of opportunity. Limitless, lifelong opportunity awaits you when you attend the University of Chicago Graduate School of Business, and now you can do so from anywhere in the world.? Experience international business firsthand at the only top?ranked graduate school with campuses worldwide. The Chicago GSB M.B.A. Programme for Executives spreads 16 weeks of class sessions over 20 months so you can earn this renowned degree without leaving your job or relocating. Base your studies in Singapore; then collaborate with executives at our Chicago and Barcelona campuses. Learn not just the business theories of today but the business framework of tomorrow from the most acclaimed faculty in the world. Establish a global network of accomplished peers. And benefit for the rest of your life from the leadership training, the thinking, the relationships that become yours at Chicago GSB.? If you are a top?level manager seeking an unparalleled general management education, apply to the Chicago GSB M.B.A. Programme for Executives.?And be among those who shape the future.? The University of Chicago Graduate School of Business? Where world?class leaders emerge.? Chicago GSB / Asia Campus? 101 Penang Road, Singapore 238466? telephone 65 238 2196〓fax 65 835 6483?email firstname.lastname@example.org? www.gsb.uchicago.edu/execMBASia Please reserve your attendance by fax or email.? Jakarta 15/Jan,Tuesday? The Grand Hyatt Hotel 19:00-21:30? Manila 24/Jan,Tuesday Taipei The Shangri?La Edsa Plaza 19:00-21:30 The Grand Formosa Regent? Hotel Hotel? 17/Jan,Tuesday Kuala Lumpur 19/Feb,Tuesday? 19:00-21:30 The Regent Hotel 19:00-21:30? 29/Jan,Tuesday? Bangkok 19:00-21:30 Singapore? The Grand Hyatt Erawan Hotel GSB Asia Campus? 22/Jan,Tuesday Hong Kong 27/Feb,Tuesday? 19:00-21:30 The Mandarin Oriental Hotel 19:00-21:30? 05/Feb,Tuesday? Tokyo 19:00-21:30? The Imperial Hotel
37. The Chicago GSB M.B.A. Programme for Executives is scheduled to be completed within ____.?
A) 22 months
B) 20 months?
C) 16 weeks
D) 14 weeks?
38. If you are in Malaysia, when is your attendance date??
A) January 17??th?.
B) January 15??th?.?
C) January 29??th?.
D) February 27??th?.?
TEXT K First read the questions. 39.Who has written Cultural Amnesia: America’s Future and the Crisis of Memory?? A.Michael G.Zey. B.Stephen Bertman.? C.Don Tapscott, et al. D.Marvin Cetron et al.? 40.Which book is a collection of papers?? A.Digital Capital: Harnessing the Power of Business Webs.? B.Cheating Death: The Promise and the Future Impact of Trying to Live Forever.? C.The Future Factor: The Five Forces Transforming Our Lives and Shaping Human De stiny.? D.The University in Transformation: Global Perspectives on the Future of the Uni versity.? Now go through TEXT K quickly to answer questions 39 and 40. Digital Capital: Harnessing the Power of Business Webs? by Don Tapscott, David Ticoll, and Alex Lowy.? Harvard Business School Press. 2000. 272 pages. Electronic business webs have demolished the rules of competition. Innovative partnerships of digitally linked producers, suppliers, service providers, and customers are accelerating productivity and generating wealth in entirely new ways. This book offers a behind?the?scenes look at success stories such as Linux, eBay, and Cisco, and provides a step?by?step process for implementing an effective business?web strategy.? Regular Price:$27.50? The University in Transformation: Global Perspectives on the Future of the University edited by Sohail Inayatullah and Jennifer Gidley.? Bergin & Garvey/Greenwood Publishing Group. 2000. 270 pages.? This anthology of essays from scholars around the world describes how the forces of technology and economic globalization may alter what we think of as higher education. Topics include the virtual university, paying for college, feminist a lternative universities, the role of corporations in higher education,and the ri se of “multiversities”.? Regular Price:$65.00? The Future Factor: The Five Force Transforming Our Lives and Shaping Human Destiny by Michael G.Zey.? McGraw?Hill. 2000. 289 pages. This optimistic vision of the human future argues that unprecedented opportuniti es for growth are emerging from breathtaking innovations in biotechnology, comput ing, robotics, medicine, energy development, and space technology. Powerful new forces altering society and the global economy include cybergenesis, the merging of humans and smart machines, and biogenesis, the harnessing of genetic technol ogies to improve ourselves.? Regular Price: $24.95? Cheating Death: The Promise and the Future Impact of Trying to Live Forever? by Marvin Cetron and Owen Davies.? St. Martin’s Press. 1998. 224 pages. With advances in medicine and new gene research, the human life?span could exte nd hundreds of years. But a future of billions of people “cheating death” coul d have devastating impacts on societies, the economy, the environment, and fami ly life.? Regular Price: $21.95? Cultural Amnesia: America’s Future and the Crisis of Memory? by Stephen Bertman.? Praeger. 2000. 176 pages. American society is losing its memory: 60% of American adults cannot name the pr esident who ordered the dropping of the first atomic bomb, and 42% of college se niors cannot place the Civil War in the correct half of the nineteenth century. This loss of culture memory, as insidious as Alzheimer’s disease, eats away at t he soul of the nation, says Bertman, author of ?Hyperculture?. He argues that, t o build a culture worthy of the future, Americans need to move away from their m aterialistic, present?oriented lives and get more in touch with other dimension s of time.? Regular Price: $35.00
39. Who has written Cultural Amnesia: America’s Future and the Crisis of Memory??
A) Michael G.Zey.
B) Stephen Bertman.?
C) Don Tapscott, et al.
D) Marvin Cetron et al.?
40. Which book is a collection of papers??
A) Digital Capital: Harnessing the Power of Business Webs.? B) Cheating Death: The Promise and the Future Impact of Trying to Live Forever.? C) The Future Factor: The Five Forces Transforming Our Lives and Shaping Human De stiny.? D) The University in Transformation: Global Perspectives on the Future of the University.?
Part Ⅳ Translation (60 min)
SECTION A CHINESE TO ENGLISH?
Translate the underlined part of the following text into English. Write your translation on ANSWER SHEET THREE.
SECTION B ENGLISH TO CHINESE
Translate the underlined part of the following text into Chinese. Write your translation on ANSWER SHEET THREE.
For me the most interesting thing about a solitary life, and mine has been that for the last twenty years, is that it becomes increasingly rewarding. When I can wake up and watch the sun rise over the ocean, as I do most days, and know that I have an entire day ahead, uninterrupted, in which to write a few pages, take a walk with my dog, read and listen to music, I am flooded with happiness.? I’m lonely only when I am overtired, when I have worked too long without a brea k, when fro the time being I feel empty ad need filling up. And I am lonely somet imes when I come back home after a lecture trip, when I have seen a lot of peopl e and talked a lot, and am full to the brim with experience that needs to be sor ted out.? Then for a little while the house feels huge and empty, and I wonder where my se lf is hiding. It has to be recaptured slowly by watering the plants and perhaps, by looking again at each one as though it were a person.? It takes a while, as I watch the surf blowing up in fountains, but the moment co mes when the worlds falls away, and the self emerges again from the deep unconsc ious, bringing back all I have recently experienced to be explored and slowly un derstood.
Part Ⅴ Writing (60min)
It was reported in the press some time ago that a few second-and third-year students in a provincial university decided to try their hands at business in order to get prepared for the future. They opened six small shops near their university. Their teachers and classmates had different opinions about this phenomenon. Some thought that the students’ business experience would help them adapt better to society after graduation, while others held a negative view, saying that running shops might occupy too much of the students’ time and energy which should otherwise be devoted to their academic study. What do you think? Write a composition of about 300 words on the following topic:
Should University Students Go in for Business?? In the first part of your writing you should state clearly your main argument, and in the second part you should support your argument with appropriate details. In the last part you should brig what you have written to a natural conclusion or a summary.? Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the above instructions may result in a loss of marks.
A GUIDE TO TEM-8 英語專業八級考試題型分析與應試技巧
英語專業八級考試的聽力理解部分包括四個項目：Section A，Section B，Section C與Section D。前三項，考試時間共20分鐘。 ?
Section A：Talk ?
Section B：Conversation or Interview?
Section C：News Broadcast?
Section D：Note-taking and Gap-filling?
針對八級考試聽力部分的特點，我們可以從局部理解和整體理解兩個方面加以探討。綜觀八級考試的聽力考題，我們可以發現所有的試題類型都是由what, who, where, when, why 和 how所包括的內容，即事件、人物、地點、時間、原因和方式構成的。八級考試聽力材料長短不一，或針對某一現象進行敘述，或根據某一事件展開對話（面試或訪談）。考生必須在一個大情景下抓住事情的要點和事件的發展線索后才能答題。大多數英語專業學生具有良好的聽力基本功，他們需要提高的是聽力的廣度和深度，因此，考生在日常的學習生活中必須有意識地多聽多練。同時，我們建議同學們在練習聽力時注意以下幾個問題：?
練習聽力時，大家可采取“精聽”和“泛聽”兩種方式結合來訓練自己，前者的重點在于深度，后者則注重廣度。精聽的目的在于從what, who, where, when, why 和 how等角度入手，弄懂與之有關的所有問題，即所有細節性問題；而泛聽則是聽懂大意即可。通過這兩方面長期不懈的努力，考生最終能獲得用英語進行思維的能力。如果能做到用英語思考問題，那么做對幾道試題是不會有太多困難的，因為試題從廣義上也就分為兩大類，局部理解題和通篇理解題，前者屬于我們精聽的范疇，而后者則屬于我們泛聽的對象。聽的目的在于懂，那么，如何衡量自己是否聽懂了呢？一個行之有效的方法就是“復述”。我們在聽完一個片段后，可將所聽的內容重復一遍，如果具有較高的準確度，就說明真正聽懂了；否則需要再聽一遍，如果連聽幾遍還無法較為滿意地復述，說明所聽內容太難，應予以更換。?
ean Economic Community）歐洲經濟共同體、IMF（International Monetary Fund）國際貨
幣基金會、OPEC（Organization of Petroleum Exporting Countries） 石油輸出國組織、
NASA(National Aeronautics and Space Administration)國家航空和航天局；單詞如upsur
What strikes the woman most about the male robber is his ____.?
A. clothes B. age C. physique D. appearance?
我們一旦獲悉即將聽到的一篇材料與搶劫有關的信息后，大腦就很自然地啟動一些我們所儲存的關于搶劫的信息，從而主動權就掌握在考生手里。反之，如果不進行試題預讀，我們可能在聽完全部材料的三分之一后才知道其中心議題是搶劫。這就是預讀的重要性。不僅如此，我們還可以利用多余的答題時間來達到預讀的目的。題與題之間一般有15秒的答題時間，如果考生只用5秒就做好了第一題，那么余下的10秒就可以用于預讀第2題、第3題等。八級聽力考試的四個部分中，只有第四部分考生不能預讀，因為考生在做完筆錄后才發給該部分答卷即ANSWER SHEET ONE。?
審題似乎是一個老生常談的話題，但卻是十分重要的問題。這里所說的審題并非指考生完全看不懂題目，而是指由于審題不仔細而捕捉不到問題的核心。我們來看看下面一道題：? The modern electronic anti-noise devices ____.?
A. are an update version of the traditional methods?
B. share similarities with the traditional methods?
C. are as inefficient as the traditional methods?
D. are based on an entirely new working principle?
以上問題的核心在于領會 modern electronic anti-noise devices（現代抗噪音電子裝置
）的定義，而不僅僅是抗噪音電子裝置），更不是一般的 anti-noise devices（抗噪音裝
，如否定式Which of the following is INCORRECT，或排除式All the following are true EXCEPT，等等。正確審題是答題的關鍵，否則聽力能力再好的考生也不會有好的成績。
聽懂說話者的語氣可幫助我們回答問題。這一點在八級考試聽力第二部分（對話或面試）顯得更為重要。例如，Well, I’m afraid I do. But I might be mistaken. 表示了說話者不肯定的語氣。有時字面意思與說話者所要表達的意圖相反，這時考生更多的是依賴講話者的口氣來答題。如，I’d be sacked if I accepted your offer.所表達的是拒絕。講話的口氣是多種多樣的,它可以表達驚奇、猶豫、挑戰、諷刺、安慰、決心等，正確領會它們能做到事半功倍。?
八級考試聽力第四部分記筆記填空是較為復雜的聽力測試項目，有其自身特點，掌握這些特點對考生大有好處。該部分錄音通常是一篇具有較強邏輯性的文章，從幾個方面論證或敘述一個問題。因為考生須填空的詞是基于整個問題要點及其重要細節的實詞，所以考生在記筆記時應重點盯住這些內容，而非繁文褥節。舉個例子，如果錄音中出現了關于一個問題的三四個例證，如為了說明 fast food而列舉了 Kentucky Fried Chicken，McDonalds，Pizza Hut等等，考生最多記住一兩個即可。另外，用于填空的詞不一定非得是錄音中出現的詞，凡是在語義上與原文一致且語法上與填空短文相適應的單詞均可。本書練習題該部分并不局限于書中所給出的答案，可能的答案也許有更多，大家可自行掌握。填空時，考生一定要注意所填單詞的詞性準確無誤。我們發現，有的考生能找出一個意義相應的詞，但不是很注意詞性，因為該填動詞的地方一定要填動詞，如不能用intense來代替intensify。另外，倘若所填單詞在句首，該單詞首字母要大寫。?
校對與改錯(Proofreading and Error Correction)
外層空間應為outer space，而不是out space（1996年第 5題），?
做動作應為 perform an act，而不是 make an act（1997年第 8題），?
站起來應為 get to their feet，而不是get on their feet（1998年第 4題），等等。
water rising away from the depths of the earth during（6）_____?
hour of hunting yields in average about 100 edible calories（4）____
（把in 改成 on）〖FK)〗?
departure．This is what his body wants to do，therefore（5）____
as an hour of gathering produces 240．（5）____
研讀（study reading）就是仔細閱讀，對文章有透徹深刻的理解。根據考題，運用上下文、邏輯關系、背景知識進行判斷和推論。對難句的理解和翻譯用得著這種方法。 ?
（４）從作者的語氣、語調、措辭等文體特征，讀出作者的“言外之意”(reading beyond the lines)。?
到諸如 scanning、skimming的方法，但是由于八級閱讀分為正常閱讀和快速閱讀兩部分，有必要提醒考生，兩者所給的時間是不同的。通常，正常閱讀是四至五篇，答十五題。快速閱讀是六至七篇，答十題，而后者的時間只有十分鐘。所以，我們決不能在一篇上花太多的時間，只能采用跳讀或尋讀的方法來盡快獲取信息，每篇文章，先讀試題和選項，然后再有的放矢地進行閱讀。 做題時，如果遇到有些題解不了，或是文章中某幾句看不懂的情況，應該暫時放棄，先做其他題或繼續閱讀其他部分。在做完其他試題后，有時間，再來做這些沒有把握的試題。千萬不能為了一道題或一段文字而停滯不前。及時丟卒保車，才能保證總體成績。?
一般認為，理解漢語對于漢語是母語的中國學生來說，不應該構成什么問題；翻譯過程的第二階段，即表達階段，才是問題出現比較多的地方。但是，在我們的學生中，的確存在著因為漢語功底不扎實而造成錯誤理解的問題。 這種錯誤主要出現在對一些不能夠從字面上推測意義的習語上，例如部分學生對“寒暄”、 “破天荒”、 “干脆”等詞語會產生錯誤的理解。我們有的同學將“寒暄”譯成了“coldly talk for a while”，這說明習語的理解對于漢語功底不深厚、光顧著學習外語卻忽視母語學習的外語專業學生來說的確是一個很突出的問題。 ?其次，學生還會出現斷句的錯誤。由于漢語語言的習慣，漢語句子在斷句問題上并不嚴格，因此對句子的停頓很多情況下完全取決于讀者的語感。學生對此往往認識并不充分，不敢果斷斷句，以為原文中的一個長句一定要用英語的一個長句來表達，因而出現跟原文風格不一致的譯文，甚至在組織譯文語言的時候出現很多語法錯誤。當然，漢語功底的欠缺、語感的薄弱往往也會造成錯誤的斷句，從而導致錯誤的翻譯。例如，2000年八級考試中，第一句話是“世界上第一代博物館屬于自然博物館，它是通過化石、標本等向人們介紹地球和各種生物的演化歷史”。很多同學用which這個關系代詞來形成了一個結構很復雜的主從復合句，但是在組織這個句子時出現很多錯誤，造成修飾關系不明的情況。如果我們果斷斷句，翻譯成: ?
The world’s first generation museums are museums of natural history. They introduce to the ?people? with fossils and specimens the evolution of the earth and various living organism on it. 用這樣兩個簡單句來處理，就可以避免語法錯誤，而且可以使
此外，斷句的錯誤還表現在詞組間關系的斷定上，比如，“科學知識”和“科學技術”，后者“科學”和“技術”之間是一種并列關系。這種修飾和并列關系在漢語中并沒有形式上的分別，這種關系是一種意合關系，需要讀者發揮自己的判斷力和語感。很多同學把這兩個短語分別譯成了“science and knowledge”和“scientific technology”，由此可見我們在理解上還存在問題，學生們的漢語功底還不夠深厚。 ?
比如說，“我的導師是亞裔人”（1998年八級考試），不能簡單地翻譯成“My tutor is an As
ian”，因為所謂“亞裔”，是指亞洲的血緣，但并沒明確國籍，根據上下文，卻應該是美國國籍，因此這句話應該翻譯為“My tutor is an Asian American.”，同樣的道理，在同一篇文章中出現的“除有一名來自德國外，其余5位均是亞裔學生”也應該處理成?
“...except one of German origin, the rest five were all of Asian origin”。?
“Of the present 1.8 million residents Vancouver, half are not native, and one in
every four is of Asian origin. The 250,000 Chinese have been playing a decisive role
in the economic transformation of Vacouver.”?
以1997年的八級考試寫作項目為例。該年的標題是 SOWING THE SEEDS，NURTURING GROWTH AND HARVESTING THE REWARDS。如果我們孤立地看題目的話，就很難領會該篇作文的具體要求和目的。但是，一旦我們把標題與前面的情景與觀點部分聯系起來，這個標題的含義就變得清晰了：它要求學生用標題所含的耕作過程來比擬獲得大學學業成就的過程。同時，對具體語篇模式的要求（即ANALOGY）也顯示在這部分中間。至于對作文修辭框架的要求，則出現在標題下面的一段文字中。?
一篇優秀的作文應該具有以下兩個特點。就八級寫作項目而言，這主要體現在作文的內容和框架上。按照寫作要求，一篇合格的作文由三個部分組成。第一部分包括作者的論點（THESIS STATEMENT）。論點應明確、清楚。第二部分是作文的主體。這部分的要求是通過恰當、合適的語篇模式（如：CAUSE AND EFFECT，COMPARISON AND CONTRAST，等等）來論證前面提出的論點。論證的過程要做到結構嚴謹、層次分明、合乎邏輯。要做到結構嚴謹，就需要學生在寫作中抓住中心，并圍繞中心展開討論。結構嚴謹的作文同時也應是層次分明的作文。為了使論證過程具有說服力，作文應采用一種層次結構。
l） 作文中的論點未展開。這主要表現為沒有按照要求在第一部分中闡明觀點，而是東拉西扯，寫了與題目有關或無關的細節或現象。比如在以IN SUPPORT OF DORMITORY POLICIES為題的作文中，一些學生不是開門見山地點明主題思想，而是列舉了一些寢室里的情況或評論一些不良現象。最后由于篇幅有限，就在結束時提一句寢室制度就草草收尾。?
4） 作文缺乏連貫性（COHERENCE）。在對歷年考生作文的分析中，我們發現以下幾個現象：A. 差的作文中簡單句多，而好的作文中則少；?
2、就八級寫作項目而言，要提高駕馭文章整體思路的能力就要加強邏輯思維訓練，通過各類寫作手法的操練來提高這方面的能力。此外，要提高語言的準確性，學會使用各種語篇紐帶，如 LOGICAL、GRAMMATICAL、SEMANTIC CONNECTORS，使作文思路清晰，論點鮮明，例證充分，語言得體，真正達到寫作的要求。