Section I Use of English

　　Directions: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D an ANSWER SHEET 1. (10 points)

　　Scientists around the world are racing to learn how to rapidly diagnose, treat and stop the spread of a new, deadly disease. SARS -- Severe Acute Respiratory Syndrome --- was (1) ____ for the first time in February 2003 in Hanoi, (2) _____ since then has infected more than 1,600 people in 15 countries, killing 63. At this (3) _____, there are more questions than answers surrounding the disease.

　　Symptoms start (4) _____ a fever over 100.4 degrees F, chills, headache or body (5)____. Within a week, the patient has a dry cough, which might (6) _____ to shortness of breath. In 10% to 20% of cases, patients require (7) _____ ventilation to breathe. About 3.5% die from the disease. Symptoms (8)____ begin in two to seven days, but some reports suggest it (9) ____ take as long as 10 days. Scientists are close to (10) ____ a lab test to diagnose SARS. In the meantime, it is diagnosed by its symptoms. There is no evidence (11)____ antibiotics or anti-viral medicines help, (12) _____ doctors can offer only supportive care. Patients with SARS are kept in isolation to reduce the risk of (13) ____ .Scientists aren’t sure yet, but some researchers think it’s a (14) ____ discovered corona virus, the family of viruses that cause some common colds.

　　Most cases appear to have been passed (15) ____ droplets expelled when infected patients cough or sneeze. Family members of infected people and medical workers who care (16) ____ them have been most likely to (17) ____ the illness. But recent developments in Hong Kong suggest that the (18) ____ might spread through air, or that the virus might (19) ____ for two to three hours on doorknobs or other (20) ____. Health experts say it is unlikely, though, that sharing an elevator briefly with an infected person would be enough to pass the virus.

　　1. A. detected B. caught C. disclosed D. revealed

　　2. A. but B. and C. or D. yet

　　3. A. time B. point C. aspect D. instance

　　4. A. from B. over C. upon D. with

　　5. A. hurt B. sore C. aches D. feelings

　　6. A. process B. advance C. progress D. convert

　　7. A. automatic B. artificial C. mechanical D. controlled

　　8. A. regularly B. ordinarily C. traditionally D. generally

　　9. A. will B. might C. should D. must

　　10. A. cultivating B. fostering C. developing D. designing

　　11. A. which B. that C. whether D. what

　　12. A. so B. but C. still D. yet

　　13. A. communication B. transportation C. transformation D. transmission

　　14. A. lately B. newborn C. newly D. renewed

　　15. A. under B. through C. beneath D. from

　　16. A. for B. over C. after D. about

　　17. A. acquire B. receive C. obtain D. contract

　　18. A. ailment B. ill-health C. disease D. infection

　　19. A. continue B. linger C. delay D. persist

　　20. A. exteriors B. outside C. surfaces D. coverings

　　Section II Reading Comprehension

　　Part A

　　Directions：Read the following four passages. Answer the questions below each passage by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)

　　Passage 1

　　Cultural norms so completely surround people, so permeate thought and action that we never recognize the assumptions on which their lives and their sanity rest. As one observer put it, if birds were suddenly endowed with scientific curiosity they might examine many things, but the sky itself would be overlooked as a suitable subject; if fish were to become curious about the world, it would never occur to them to begin by investigating water. For birds and fish would take the sky and sea for granted, unaware of their profound influence because they comprise the medium for every fact. Human beings, in a similarly way, occupy a symbolic universe governed by codes that are unconsciously acquired and automatically employed. So much so that they rarely notice that the ways they interpret and talk about events are distinctively different from the ways people conduct their affairs in other cultures.

　　As long as people remain blind to the sources of their meanings, they are imprisoned within them. These cultural frames of reference are no less confining simply because they cannot be seen or touched. Whether it is an individual neurosis that keeps an individual out of contact with his neighbors, or a collective neurosis that separates neighbors of different cultures, both are forms of blindness that limit what can be experienced and what can be learned from others.

　　It would seem that everywhere people would desire to break out of the boundaries of their own experiential worlds. Their ability to react sensitively to a wider spectrum of events and peoples requires an overcoming of such cultural parochialism. But, in fact, few attain this broader vision. Some, of course, have little opportunity for wider cultural experience, though this condition should change as the movement of people accelerates. Others do not try to widen their experience because they prefer the old and familiar, seek from their affairs only further confirmation of the correctness of their own values. Still others recoil from such experiences because they feel it dangerous to probe too deeply into the personal or cultural unconscious. Exposure may reveal how tenuous and arbitrary many cultural norms are; such exposure might force people to acquire new bases for interpreting events. And even for the many who do seek actively to enlarge the variety of human beings with whom they are capable of communicating there are still difficulties.

　　Cultural myopia persists not merely because of inertia and habit, but chiefly because it is so difficult to overcome. One acquires a personality and a culture in childhood, long before he is capable of comprehending either of them. To survive, each person masters the perceptual orientations, cognitive biases, and communicative habits of his own culture. But once mastered, objective assessment of these same processes is awkward since the same mechanisms that are being evaluated must be used in making the evaluations. (467)

　　21. The examples of birds and fish are used to ______.

　　A. show that they, too, have their respective cultures

　　B. explain humans occupy a symbolic universe as birds and fish occupy the sky and the sea

　　C. illustrate that human beings are unaware of the cultural codes governing them

　　D. demonstrate the similarity between man, birds, and fish in their ways of thinking

　　22. The term "parochialism" (Line 3, Para. 3) most possibly means ______.

　　A. open-mindedness  B. provincialism     C. superiority D. discrimination

　　23. It can be inferred from the last two paragraphs that ______.

　　A. everyone would like to widen their cultural scope if they can

　　B. the obstacles to overcoming cultural parochialism lie mainly in people’s habit of thinking

　　C. provided one’s brought up in a culture, he may be with bias in making cultural evaluations

　　D. childhood is an important stage in comprehending culture

　　24. Which of the following statements is TRUE according to the passage?

　　A. Individual and collective neurosis might prevent communications with others.

　　B. People in different cultures may be governed by the same cultural norms.

　　C. People’s visions will be enlarged if only they knew that cultural differences exist.

　　D. If cultural norms are something tangible, they won’t be so confining.

　　25. The passage might be entitled "______."

　　A. How to Overcome Cultural Myopia    B. Behavioral Patterns and Cultural Background

　　C. Harms of Cultural Myopia     D. Cultural Myopia-A Deep-rooted Collective Neurosis

　　Passage 2

　　A quality education is the ultimate liberator. It can free people from poverty, giving them the power to greatly improve their lives and take a productive place in society. It can also flee communities and countries, allowing them to leap forward into periods of wealth and social unity that otherwise would not be possible.

　　For this reason, the international community has committed itself to getting all the world's children into primary school by 2015, a commitment known as Education for All.

　　Can education for all be achieved by 2015? The answer is definitely "yes", although it is a difficult task. If we now measure the ideal goal in terms of children successfully completing a   minimum of five years of primary school, instead of just enrolling for classes, which used to be the measuring stick for education, then the challenge becomes even more difficult. Only 32 countries were formerly believed to be at risk of not achieving education for all on the basis of enrollment rates. The number rises to 88 if completion rates are used as the criterion.

　　Still, the goal is achievable with the fight policies and the fight support from the international community. 59 of the 88 countries at risk can reach universal primary completion by 2015 if they bring the efficiency and quality of their education systems into line with standards observed in higher-performing systems. They also need significant increases in external financing and technical support. The 29 countries lagging farthest behind will not reach the goal without unprecedented rates of progress. But this is attainable with creative solutions, including use of information technologies, flexible and targeted foreign aid, and fewer people living in poverty.

　　A key lesson of experience about what makes development effective is that a country's capacity to use aid well depends heavily on its policies, institutions and management. Where a country scores well on these criteria, foreign assistance can be highly effective.  (319 words)

　　26. In the first paragraph, the author suggests that a quality education can ________.

　　A. free countries from foreign rules            B. speed up social progress

　　C. give people freedom                      D. liberate people from any exploitation

　　27. According to this article, the ultimate goal of the program of Education for All is to _______.

　　A. get all the world's children to complete primary school

　　B. enroll all the world's children into primary school

　　C. give quality education to people of 88 countries

　　D. support those committed to transforming their education systems

　　28. ___ countries are now at risk of not achieving Education for All on the basis of completion rates.

　　A.32             B.59             C.29             D.88

　　29. According to the passage, which of the following is NOT mentioned as the right policy?

　　A. Raising the efficiency of education systems.    B. Improving the quality of education.

　　C. Using information technologies.              D. Building more primary schools.

　　30. As can be inferred from the last paragraph, foreign aid ________.

　　A. may not be highly effective

　　B. is provided only when some criteria are met

　　C. alone makes development possible

　　D. is most effective for those countries lagging farthest behind

　　Passage 3

　　Some futurologists have assumed that the vast upsurge（剧增）of women in the workforce may portend a rejection of marriage. Many women, according to this hypothesis, would rather work than marry. The converse（反面）of this concern is that the prospects of becoming a multi－paycheck household could encourage marriages. In the past, only the earnings and financial prospects of the man counted in the marriage decision. Now, however, the earning ability of a woman can make her more attractive as a marriage partner. Data show that economic downturns tend to postpone marriage because the parties cannot afford to establish a family or are concerned about rainy days ahead. As the economy rebounds, the number of marriages also rise.

　　Coincident with the increase in women working outside the home is the increase in divorce rates. Yet, it may be wrong to jump to any simple cause-and-effect conclusions. The impact of a wife’s work on divorce is no less cloudy than its impact on marriage decisions. The realization that she can be a good provider may increase the chances that a working wife will choose divorce over an unsatisfactory marriage. But the reverse is equally plausible. Tensions grounded in financial problems often play a key role in ending a marriage. Given high unemployment, inflationary problems, and slow growth in real earnings, a working wife can increase household income and relieve some of these pressing financial burdens. By raising a family’s standard of living, a working wife may strengthen her family’s financial and emotional stability.

　　Psychological factors also should be considered. For example, a wife blocked from a career outside the home may feel caged in the house. She may view her only choice as seeking a divorce. On the other hand, if she can find fulfillment through work outside the home, work and marriage can go together to create a stronger and more stable union.

　　Also, a major part of women’s inequality in marriage has been due to the fact that, in most cases, men have remained the main breadwinners. With higher earning capacity and status occupations outside of the home comes the capacity to exercise power within the family. A working wife may rob a husband of being the master of the house. Depending upon how the couple reacts to these new conditions, it could create a stronger equal partnership or it could create new insecurities. (393 words)

　　31. The word “portend” (Line 2, Para. 1) is closest in meaning to “      ”.

　　A. defyB. signal  C. suffer from D. result from

　　32. It is said in the passage that when the economy slides,  .

　　A. men would choose working women as their marriage partners

　　B. more women would get married to seek financial security

　　C. even working women would worry about their marriages

　　D. more people would prefer to remain single for the time being

　　33. If women find fulfillment through work outside the home, .

　　A. they are more likely to dominate their marriage partners

　　B. their husbands are expected to do more housework

　　C. their marriage ties can be strengthened

　　D. they tend to put their career before marriage

　　34. One reason why women with no career may seek a divorce is that .

　　A. they feel that they have been robbed of their freedom

　　B. they are afraid of being bossed around by their husbands

　　C. they feel that their partners fail to live up to their expectations

　　D. they tend to suspect their husbands’ loyalty to their marriage

　　35. Which of the following statements can best summarize the author’s view in the passage?

　　A. The stability of marriage and the divorce rate may reflect the economic situation of the

　　country.

　　B. Even when economically independent, most women have to struggle for real equality in marriage.

　　C. In order to secure their marriage women should work outside the home and remain

　　independent.

　　D. The impact of the growing female workforce on marriage varies from case to case.

　　Passage 4

　　The word conservation has a thrifty(节俭) meaning. To conserve is to save and protect, to leave what we ourselves enjoy in such good condition that others may also share the enjoyment. Our forefathers had no idea that human population would increase faster than the supplies of raw materials; most of them, even until very recently, had the foolish idea that the treasures were "limitless" and "inexhaustible". Most of the citizens of earlier generations knew little or nothing about the complicated and delicate system that runs all through nature, and which means that, as in a living body, an unhealthy condition of one part will sooner or later be harmful to all the others.

　　Fifty year ago nature study was not part of the school work; scientific forestry was a new idea; timber was still cheap because it could be brought in any quantity from distant woodlands; soil destruction and river floods were not national problems; nobody had yet studied long- term climatic cycles in relation to proper land use; even the word "conservation" had nothing of the meaning that it has for us today.

　　For the sake of ourselves and those who will come after us, we must now set about repairing the mistakes of our forefathers. Conservation should, therefore, be made a part of everyone's daily life. To know about the water table(水位) in the ground is just as important to us as a knowledge of the basic arithmetic formulas. We need to know why all watersheds (上游源头森林地带集水区) need the protection of plant life and why the running current of streams and rivers must be made to yield their full benefit to the soil before they finally escape to the sea. We need to be taught the duty of planting trees as well as of cutting them. We need to know the importance of big, mature trees, because living space for most of man’s fellow creatures on this planet is figured not only in square measure of surface but also in cubic volume above the earth. In brief, it should be our goal to restore as much of the original beauty of nature as we can.

　　36. The author's attitude towards the current situation in the exploitation of natural resources is

　　A. positive          B. neutral         C. suspicious     D. critical

　　37. According to the author, the greatest mistake of our forefathers was that

　　A. they had no idea about scientific forestry

　　B. they had little or no sense of environmental protection

　　C. they were not aware of the significance of nature study

　　D. they had no idea of how to make good use of raw materials

　　38. It can be inferred from the passage that earlier generations didn't realize

　　A. the interdependence of water, soil, and living things

　　B. the importance of the proper land use

　　C. the harmfulness of soil destruction and river floods

　　D. the extraordinary rapid growth of population

　　39. With a view to correcting the mistakes of our forefathers, the author suggests that

　　A. we plant more trees

　　B. we be taught environmental science, as well as the science of plants

　　C. environmental education be directed toward everyone

　　D. we return to nature

　　40. What does the author imply by saying "living space --' is figured -" also in cubic volume above

　　the earth" (Lines 7 - 9, Para. 3) ?

　　A. Our living space on the earth is getting smaller and smaller.

　　B. Our living space should be measured in cubic volume.

　　C. We need to take some measures to protect space.

　　D. We must create better living conditions for both birds and animals.

　　Part B

　　Directions: You are going to read a list of headings and a text about what parents are supposed to do to guide their children into adulthood. Choose a heading from the list A-G that best fits the meaning of each numbered part of the text (41-45).The first and last paragraphs of the text are not numbered. There are two extra headings that you do not need to use. Mark your answers on ANSWER SHEET 1. (10 points)

　　A. The effects those are not so sure

　　B. Potential consequences of the proposition

　　C. Democracy favoured by leaders from two fields

　　D. Factors influence the decisions of political leaders

　　E. Strengths and weaknesses of the book

　　F. Some arguments contradictory to the reality

　　G. A book intended to shed some light on the proposition

　　The 1990s have witnessed a striking revival of the idea that liberal democratic political system is the best basis for international peace. Western states men and scholars have witnessed worldwide process of democratization, and tend to see it as a sounder basis for peace than anything we have had in the past.

　　41. ___________________________________________

　　Central to the vision of a peaceful democratic world has been the proposition that liberal democracies do not fight each other; that they may and frequently do get into fights with illiberal states, but not with other countries that are basically similar in their political systems. The proposition appeals to political leaders and scholars as well.

　　42. ___________________________________________

　　Yet it is doubtful whether the proposition is strong enough to bear the vast weight of generalization that has been placed on it. Among the many difficulties it poses, two stand out: first there are many possible exceptions to the rule that democracies do not fight each other; and second, there is much uncertainty about why democracies have, for the most part, not fought each other.

　　43. ___________________________________________

　　Liberal Peace, Liberal War: American politics and international security by John M. Owen is an attempt to explain the twin phenomena of liberal peace (why democracies do not fight each other) and liberal war (why they fight other states, sometimes with the intent of making them liberal).

　　44. ___________________________________________

　　Owen’s analysis in the book strongly suggests that political leaders on all sides judged a given foreign country largely on the basis of its political system; and this heavily influenced decisions on whether or not to wage war against it. However, he also shows that military factors, including calculations of the cost of going to war, were often influential in tipping the balance against war. In other words, democratic peace does not mean the end of power politics.

　　45. ___________________________________________

　　Owen hints at, but never addresses directly, a sinister aspect of democratic peace theory: its assumption that there would be peace if only everybody else was like us. This can lead only too easily to attempts to impose the favoured system on benighted foreigners by force-regardless of the circumstances and sensibilities that make the undertaking hazardous. Owen’s central argument is not strengthened by the occasional repetition or by the remorselessly academic tone of the more theoretical chapters. However, most of the writing is succinct; the historical accounts are clear and to the point; and the investigation of the causal links between liberalism and war is admirably thorough.

　　There are several grounds on which the book’s thesis might be criticized. The most obvious is that some twentieth-century experience goes against the argument that liberal states ally with others, above all, because they perceive them as fellow liberals. In our own time, several liberal democracies have maintained long and close relations with autocracies. However, Owen’s argument for a degree of solidarity between liberal states provides at least part of the explanation for the continuation and even expansion of NATO in the post-Cold War era.

　　Section III Translation

　　46. Directions: In this section there is a passage in English. Translate it into Chinese and write your translation on ANSWER SHEET 2. (15 points)

　　The meanings of “science” and “technology” have changed significantly from one generation to another. More similarities than differences, however, can be found between the terms. Both science and technology imply a thinking process, both are concerned with causal relationships in the material world, and both employ an experimental methodology that results in empirical demonstrations that can be verified by repetition. Science, at least in theory, is less concerned with the practicality of its results and more concerned with the development of general laws, but in practice science and technology are inextricably involved with each other. The varying interplay of the two can be observed in the historical development of such practitioners as chemists, engineers, physicists, astronomers, carpenters, potters, and many other specialists. Differing educational requirements, social status, vocabulary, methodology, and types of rewards, as well as institutional objectives and professional goals, contribute to such distinctions as can be made between the activities of scientists and technologists; but throughout history the practitioners of “pure” science have made many practical as well as theoretical contributions.

　　Section IV Writing

　　Part A

　　47. Directions: You are a manager of administration office. The board of directors has decided to renovate the Fitness Center. Write a memo to tell all the employees that:

　　1) How long will this project be last for?

　　2) Welcome the employees to provide suggestions.

　　You should write about 100 words.（10 points）

　　Part B

　　48. Directions: Study the following graphs carefully and write an essay in at least 150 words. Your essay must be written clearly on the ANSWER SHEET II. （15 points）

　　Your essay should cover these three points:

　　1. effect of the country’s growing human population on its wildlife

　　2. possible reason for the effect

　　3. your suggestion for wildlife protection