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Section ¢ñUse of English

Directions:

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

Humans are unique in the extent to which they can reflect on themselves and others. Humans are able to 1, to think in abstract terms, to reflect on the future. A meaningless, 2 world is an insecure world. We do not like extensive insecurity. When it 3 to human behavior we infer meaning and 4 to make to behavior understandable. 5 all this means is that people develop ¡°quasi theories¡± of human behavior, that is, theories that are not developed in 6, scientific manner. When doing so, people believe they know 7 humans do the things they do.

Let¬ðs consider an example. In the United States people have been 8 with the increasing amount of crime for several years. The extent of crime bothers us; we ourselves could be victims. But it 9 bothers us that people behave in such ways. Why can such things happen? We develop quasi theories. We 10 concerned about the high crime rate, but we now believe we 11 it: out criminal justice system is 12; people have grown selfish and inconsiderate as our moral values weaken 13 the influence of liberal ideas; too many people are 14 drugs. These explanations suggest possible solutions. 15 the courts; put more people in jail as examples to other lawbreaker. There is now hope that the problem of crime can be solved if only we 16 these solutions. again, the world is no longer meaningless nor 17 so threatening.

These quasi theories 18 serve a very important function for us. But how accurate are they? How 19 will the suggested solutions be? These questions must be answered with 20 to how people normally go about developing or attaining their quasi theories of human behavior.£Û301 words£Ý

1ª±£ÛA£Ý reason£ÛB£Ý consider£ÛC£Ý understand£ÛD£Ý meditate

2ª±£ÛA£Ý unanimous£ÛB£Ý unimaginable£ÛC£Ý unpredictable£ÛD£Ý unfortunate

3ª±£ÛA£Ý goes£ÛB£Ý comes£ÛC£Ý makes£ÛD£Ý concerns

4ª±£ÛA£Ý explanations£ÛB£Ý conclusions£ÛC£Ý motives£ÛD£Ý consequences

5ª±£ÛA£Ý That£ÛB£Ý Even£ÛC£Ý As£ÛD£Ý What

6ª±£ÛA£Ý an objective£ÛB£Ý a subjective£ÛC£Ý a theoretic£ÛD£Ý a conclusive

7ª±£ÛA£Ý how£ÛB£Ý why£ÛC£Ý whether£ÛD£Ý when

8ª±£ÛA£Ý worried£ÛB£Ý disturbed£ÛC£Ý perturbed£ÛD£Ý concerned

9ª±£ÛA£Ý also£ÛB£Ý even£ÛC£Ý yet£ÛD£Ý still

10ª±£ÛA£Ý retain£ÛB£Ý remain£ÛC£Ý maintain£ÛD£Ý refrain

11ª±£ÛA£Ý know£ÛB£Ý comprehend£ÛC£Ý understand£ÛD£Ý grasp

12ª±£ÛA£Ý precautious£ÛB£Ý inadequate£ÛC£Ý deficient£ÛD£Ý destructive

13ª±£ÛA£Ý by£ÛB£Ý as£ÛC£Ý from£ÛD£Ý for

14ª±£ÛA£Ý for£ÛB£Ý on£ÛC£Ý against£ÛD£Ý with

15ª±£ÛA£Ý Consolidate£ÛB£Ý Stiffen£ÛC£Ý Confirm£ÛD£Ý Strengthen

16ª±£ÛA£Ý act on£ÛB£Ý work out£ÛC£Ý see to£ÛD£Ý set up

17ª±£ÛA£Ý rather£ÛB£Ý very£ÛC£Ý much£ÛD£Ý quite

18ª±£ÛA£Ý moreover£ÛB£Ý therefore£ÛC£Ý nevertheless£ÛD£Ý otherwise

19ª±£ÛA£Ý sufficient£ÛB£Ý efficient£ÛC£Ý effective£ÛD£Ý capable

20ª±£ÛA£Ý respect£ÛB£Ý relation£ÛC£Ý result£ÛD£Ý association

Section ¢ò Reading Comprehension

Part A

Directions:

Read the following four texts. Answer the questions below each text by choos

ing A,B,C or D.Mark your answers on ANSWER SHEET 1.(40 points)

Text 1

Researchers have studied the poor as individuals, as families and households, as members of poor communities, neighborhoods and regions, as products of larger povertyª²creating 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 participants in the informal economy, as inventors of survival strategies, as an economic burden and as a reserve army of labor¡ªto mention just some of the preoccupations of poverty research.

The elites, who occupy the small upper stratum within the category of the nonª²poor, and their functions in the emergence and reproduction of poverty are as interesting and important an object for poverty research as are 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 tourism, the settlements of the poor are often the first to suffer or to be left standing and exposed to pollution, noise and crowding.

Most important are the economic functions of poverty, as for lack of other options the poor are forced to perform activities considered degrading or unclean. The poor are more likely to buy secondª²hand goods and leftovers foodstuffs, thus prolonging their economic utility. They are likely to use the services of lowª²quality doctors, teachers and lawyers whom the nonª²poor shy away from. £Û1£ÝPoverty 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.

Physically, the poor and the nonª²poor are often 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. This separation is even more pronounced between the elites and the poor.£Û441 Words£Ý

21ª±According to the author, studying the elites also sheds light on poverty research because

£ÛA£Ý they are also members of the same society as the poor.

£ÛB£Ý they play an important role in creating and reproducing poverty.

£ÛC£Ý solution of the poverty problem is at their mercy.

£ÛD£Ý they know the living conditions of the poor better than other groups.

22ª±While social scientists are devoting much of their effort to poverty research,

£ÛA£Ý not enough legal frameworks have been created to relieve the condition of the poor.

£ÛB£Ý they have done little to actually provide relief programs for the poor.

£ÛC£Ý they ignore the role of the elites as an object for poverty research.

£ÛD£Ý the poor people themselves do not much appreciate such effort.

23ª±In the eyes of the society,

£ÛA£Ý the poor tend to symbolize what lazy evil people turn out to be.

£ÛB£Ý the poor are not worthy of the sympathy the society shows them.

£ÛC£Ý economic prejudice is more of an obstacle to the solution of poverty.

£ÛD£Ý the nonª²poor should show more sympathy for the poor.

24ª±The word ¡°pronounced¡± in the last sentence of the passage probably means

£ÛA£Ý sympathetic. £ÛB£Ý conspicuous.

£ÛC£Ý identifiable.£ÛD£Ý unbridgeable.

25ª±In the passage, the author is mainly concerned with

£ÛA£Ý analyzing a problem.£ÛB£Ý providing a solution.

£ÛC£Ý defining a situation.£ÛD£Ý outlining a proposal.

Text 2

Popular ideological assumptions about society change with the decades, as well as with the enlargement of knowledge. The analysis of the human genetic code published last week demonstrates that humans, genetically speaking, are only twice as complicated as the fruit fly, and among themselves share 99.9 percent of their genes.

Culture and nurture count in making us what we turn out to be, although that will perhaps come as no great surprise to those outside the closed world of academic theory.

This partakes of the rediscovery of the wheel, since before positivism largely took over the social sciences in American universities in the 1950s, it was generally assumed by professors, as well as laymen, that culture had a great deal to do with how material civilization developed.

£Û1£ÝThat argument, however, depended on historical evidence and reasoning, which had come to be considered ¡°soft¡± knowledge¡ªunscientific, subjective, itself cultureª²bound and, even more recently, as a selfª²serving tale told by white male patriarchs in order to oppress the rest.

To suggest that modern liberal civilization, science and technology emerged in Western Europe because of a particular cultural development linked to the assumptions, values and philosophies of classical Greece and Rome, the Jewish and Christian religions, and the ideas of the European Renaissance and Enlightenment, was thought to put down other civilizations where such development had not taken place.

This notion, ¡°popular early in the 20th century,¡± according to a New York Times report on the matter, is now ¡°unsettling scholars and policymakers,¡± since it ¡°challenges the assumptions of market economists and liberal thinkers.¡± These are nearly all, to some degree, economic determinists.

The matter is of practical concern in making policy. Take the worst case: the problem of contemporary Africa.

Until the 1950s, Africa was generally considered to be a region of preª²modern cultures, developed among a variety of peoples originally practicing simple agriculture, or hunting and gathering. Some cultures were of great artistic complexity; all had complex codes of value and ceremony; some were quite advanced politically, resembling in many respects European feudalism, but all were without written languages or written knowledge.£Û370 Words£Ý

26ª±What was possibly assumed before about humans and the fruit fly?

£ÛA£Ý They were equally complicated in terms of gene.

£ÛB£Ý Humans were much more genetically complicated than the fruit fly, genetically speaking.

£ÛC£Ý Humans were two times as complicated as the fruit fly in gene.

£ÛD£Ý The fruit fly was less stable than humans in the structure of genes.

27ª±Which of the following is true according to the text?

£ÛA£Ý Modern scholars tend to deny the influence of culture on social development.

£ÛB£Ý Only after the 1950s did scholars realize the great impact of culture.

£ÛC£Ý Positivism believes in the truth that culture has a lot to do with economic development.

£ÛD£Ý laymen would be surprised to see that culture is so influential on society.

28ª±By ¡°soft¡± knowledge it is meant that the argument for culture¬ðs impact on society is

£ÛA£Ý sound.£ÛB£Ý unapproachable.

£ÛC£Ý groundless.£ÛD£Ý naive.

29ª±The author took Afica as an example of

£ÛA£Ý political advancement.

£ÛB£Ý sophisticated economy.

£ÛC£Ý artistic complexity.

£ÛD£Ý underdeveloped cultures.

30ª±What is the main idea of the text?

£ÛA£Ý Culture and nurture are closely related to each other.

£ÛB£Ý Culture is a motive force in social development.

£ÛC£Ý Policymaking comes mainly from culture.

£ÛD£Ý Scientific culture directs economic development.

Text 3

A cofigurative culture is one in which the prevailing model for members of the society is the behavior of their contemporaries. £Û1£ÝAlthough there are records of postfigurative cultures in which the elders provide the model for the behavior of the young and in which there has been as yet no break in the acceptance of the ways of the ancestors, there are few societies in which cofiguration has become the only form of cultural transmission and none is known in which this model alone has been preserved through generations. In a society in which the only model was a cofigurative one, old and young alike would assume that it was ¡®society¡¯ for the behavior of each new generation to differ from that of the preceding generation.

In all cofigurative cultures the elders are still dominant in the sense that they set the style and define the limits within which cofiguration is expressed in the behavior of the young. There are societies in which approbation by the elders is decisive for the acceptance of new behavior, that is, the young look not to their peers, but to their elders, for the final approval of change. £Û2£ÝBut at the same time, when there is a shared expectation that members of a generation will model their behavior on that of their contemporaries, especially their adolescent age mates, and that their behavior will differ from that of their parents and grandparents, each individual, as he successfully embodies a new style, becomes to some extent a model for others of his generation.

Cofiguration has its beginning in a break in the postfigurative system. Such a break may come about in many ways through a catastrophe in which a whole population, but particularly the old who were essential to leadership, is decimated, as a result of the development of new forms of technology in which the old are not expert, following migration to a new land where the elders are, and always will be, regarded as immigrants and strangers, in the aftermath of a conquest in which subject populations are required to learn the language and ways of the conqueror, as a result of religious conversion, when adult converts try to bring up children to embody new ideals they themselves never experienced as children and adolescents, or as a purposeful step in a revolution that establishes itself through the introduction of new and different life styles for the young.£Û403 Words£Ý

31ª±Which is the most logical title for this passage?

£ÛA£Ý The Generation Gap: Cofigurative vs. Postifiguative.

£ÛB£Ý The Cultural Absorption: Cofigurative of Postfigurative.

£ÛC£Ý Postfiguative Cultures: The Breakdown of the Past.

£ÛD£Ý Cofiguative Cultures: Contemporaries as Models.

32ª±In cofiguative cultures the young

£ÛA£Ý never ask the elders¬ð approval of change.

£ÛB£Ý look to their peers for approval of change.

£ÛC£Ý model their behavior on that of their grandparents.

£ÛD£Ý expect to resemble the experience of their parents.

33ª±In cofigurative cultures the young see the elders as

£ÛA£Ý representatives of a past left behind.

£ÛB£Ý custodians of ancient wisdom.

£ÛC£Ý members of a higher caste.

£ÛD£Ý models for proper behavior.

34ª±Cofigurative cultures are well adapted for

£ÛA£Ý identifying cultural deviants in an unstable modem society.

£ÛB£Ý liberating enslaved peoples in long occupied land.

£ÛC£Ý maintaining traditional roles by the dominating class.

£ÛD£Ý absorbing new members into the prevailing structure of the time.

35ª±Which of the following events is LEAST likely to result in a cofigurative type of culture?

£ÛA£Ý Mass religuious conversion to a new faith.

£ÛB£Ý The development of firm caste lines.

£ÛC£Ý The enslavement of one tribe by another.

£ÛD£Ý Historical migration to a rich country.

Text 4

A metal with a builtª²in memory is one of the very useful discoveries made during America¬ðs space program. Nitinol was discovered by scientists working at the Naval Surface Weapons Center. They were looking for heatª²shield metals for missiles and satellites, but what they found was nitinol. This alloy can be formed into shapes just like any other metal, but it returns to its original form at a certain temperature.

When this alloy of nickel and titanium is first formed, it is shaped into ingots, brickª²shaped masses of the metal. Then it is drawn out into a wire of varying thickness, depending on the job it is destined to do. It is set into its desired curve or shape and heated briefly. It is then cooled off by dipping the wire in cold water. This ¡°sets¡± its memory. £Û1£ÝThe metal can then be formed into any desired shape, but whenever its temperature exceeds its room temperature, it returns to the shape it has memorized.

This makes nitinol perfect, of course, for spacecraft, for antennas, probes, shields, and folding ¡°arms¡± made of nitinol can be stored safely inside a spacecraft, protecting them from damage during launching. Then, once safe in orbit, the spacecraft would suddenly ¡°grow¡± antennas and other structures. The sun¬ðs rays would have warmed up the folded and coiled nitinol, and it would have returned to its original shape.

But scientists have found a more downª²toª²earth use for this wire: they now use it to strengthen teeth. Before nitinol, teeth that needed straightening have brackets attached to them; wires were attached to these to exert a pull in the right direction. But this pull must be constant, and the stainless stell arch wire cannot exert the correct force if it has been bent several fimes or if the tooth has actually moved toward it as planned. As a result, many people with dental braces must have the wire replaced monthly, tightened every few weeks, or adjusted painfully tight at the beginning of the treatment.

But nitinol wires can be formed to exert force in a certain direction, cooled off, and then reformed to fit the patient¬ðs mouth. As the mouth warms the nitinol, it begins to try to assume its preset shape. This exerts a steadier, more constant pull on the tooth than could ever be achieved with stainless steel wire. £Û2£ÝNitinol can be bent into such intricate shapes¡ªwhile maintaining its pull¡ªthat very difficult treatments, such as moving one tooth from behind another, can be done now without the expense or pain of constant adjustment. Nitinol has cut the time needed for these treatments by almost half, a real benefit for both patient and dentist.£Û455 Words£Ý

36ª±The main idea of this passage is that

£ÛA£Ý nitinol is a highly versatile metal.

£ÛB£Ý nitinol helped make the space program a success.

£ÛC£Ý nitinol has revolutionized dental care.

£ÛD£Ý most alloys have ¡°memories¡±.

37ª±Which of the following is NOT a step in forming nitinol for space use?

£ÛA£Ý The metal is shaped into ingots.

£ÛB£Ý The metal is separated into mickel and titanium.

£ÛC£Ý The metal is drawn into a wire.

£ÛD£Ý The metal is set in its desired curve or shape and heated briefly.

38ª±We can conclude from this passage that

£ÛA£Ý nitinol has its ¡°memory¡± function because it is an alloy.

£ÛB£Ý the sun¬ðs rays are necessary to trigger the metal¬ðs ¡°memory¡±.

£ÛC£Ý people have only begun to discover the many uses of nitinol.

£ÛD£Ý one problem with nitinol is that it often returns to its original shape at inopportune times.

39ª±The passage suggests that

£ÛA£Ý nitinol is an organic metal.

£ÛB£Ý nitinol is stronger than any metal.

£ÛC£Ý nitinol¬ðs sensitivity to temperature changes makes it impractical for most uses.

£ÛD£Ý nitinol is better than stainless steel in jobs that require constant stress on the metal.

40ª±As used in the last paragraph of this passage, the word intricate means

£ÛA£Ý abnormal.£ÛB£Ý complex.

£ÛC£Ý regular.£ÛD£Ý perfect.

Part B

Directions:

You are going to read a list of headings and a text about Scofflaws in society. Choose the most suitable heading from the list Aª²F for each numbered paragraph ( 41ª²45 ). The first and last paragraphs of the text are not numbered. There is one extra heading which you do not need to use. Mark your answers on ANSWER SHEET 1. ( 10 points )

£ÛA£Ý The statement of Riseman is proved by the reality in society.

£ÛB£Ý Scofflaw becomes nourishing.

£ÛC£Ý The phenomenon of scofflaw makes us worrying.

£ÛD£Ý The danger of scofflaw is most serious.

£ÛE£Ý The redª²light runner is the most brazenly scofflaw.

£ÛF£Ý Scofflaw is the defy of the law and order of society.

Lawª²andª²order is the longestª²running and probably the bestª²loved political issue in U. S. history. Yet it is painfully apparent that millions of Americans who would never think of themselves as lawbreakers, let alone criminals, are taking increasing liberties with the legal codes that are designed to protect and nourish their society.

41.¡¼¡½

Indeed, there are moments today¡ªamid outlaw litter, tax cheating, illicit noise and motorized anarchy¡ªwhen it seems as though the scofflaw represents the wave of the future. Harvard Sociologist David Riesman suspects that a majority of Americans have blithely taken to committing supposedly minor derelictions as a matter of course. Already, Riesman says, the ethic of U. S. society is in danger of becoming this:¡°You¬ðre a fool if you obey the rules.¡±

42.¡¼¡½

Nothing could be more obvious than the evidence supporting Riesman. Scofflaws abound in amazing variety. The graffitiª²prone turn public surfaces into visual rubbish. Bicyclists often ride as though twoª²wheeled vehicles are exempt from all traffic laws. Litterbugs convert their communities into trash dumps. Widespread flurries of ordinances have failed to clear public places of highª²decibel portable radios, just as earlier laws failed to wipe out the beerª²soaked hooliganism that plagues many parks. Tobacco addicts remain hopelessly blind to signs that say NO SMOKING. Respectably dressed pot smokers no longer bother to duck out of public sight to pass around a joint.The flagrant use of cocaine is a festering scandal in middle and upperª²class life. And then there are(hello, everybody!)the jaywalkers.

43.¡¼¡½

The dangers of scofflawry vary widely. The person who illegally spits on the sidewalk remains disgusting, but clearly poses less risk to others than the company that illegally buries hazardous chemical waste in an unauthorized location. The fare beater on the subway presents less threat to life than the landlord who ignores fire safety statutes. The most immediately and measurably dangerous scofflawry, however, also happens to be the most visible. The culprit is the American driver, whose lawless activities today add up to a colossal public nuisance. The hazards range from routine double parking that jams city streets to the drunk driving that kills some 25, 000 people and injures at least 650, 000 others yearly! Illegal speeding on open highways? New surveys show that on some interstate highways 83% of all drivers are currently ignoring the federal 55 m. p. h. speed limit.

44.¡¼¡½

The most flagrant scofflaw of them all is the red light runner. The flouting of stop signals has got so bad in Boston that residents tell an anecdote about a cabby who insists that red lights are¡°just for decoration¡±. The power of the stoplight to control traffic seems to be waning everywhere. In Los Angeles, redlight running has become perhaps the city¬ðs most common traffic violation. In New York City, going through an interª²section is like Russian roulette. Admits Police Commissioner Robert J. Mc Guire:¡°Today it¬ðs a 50ª²50 toss up as to whether people will stop for a red light.¡±Meanwhile, his own police largely ignore the lawbreaking.

45.¡¼¡½

Redª²light running has always been ranked as a minor wrong, and so it may be in individual instances.When the violation becomes habitual, widespread and incessant, however, a great deal more than a traffic management problem is involved. The flouting of basic rules of the road leaves deep dents in the social mood. Innocent drivers and pedestrians pay a repetitious price in frustration, inconvenience and outrage, not to mention a justified sense of mortal peril. The significance of redª²light running is magnified by its high visibility. If hypocrisy is the tribute that vice pays to virtue, then furtiveness is the true outlaw¬ðs salute to the force of lawª²andª²order.

The redª²light runner, however, shows no respect whatever for the social rules, and society cannot help being harmed by any repetitious and brazen display of contempt for the fundamentals of order.

Part C

Directions:

Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2. (10 points)

46£© To avoid the various foolish opinions to which mankind is liable, no superhuman genius is required. A few simple rules will keep you, not from all errors, but from silly errors.

If the matter is one that can be settled by observation, make the observation yourself. Aristotle could have avoided the mistake of thinking that women have fewer teeth than men, by the simple device of asking Mrs. Aristotle to keep her mouth open while he counted. He did not do so because he thought he knew. Thinking that you know when in fact you don¬ðt is a fatal mistake, to which we are all liable.

Many matters, however, are less easily brought to the test of experience. 47) If, like most of mankind, you have strong convictions on many such matters, there are ways in which you can make yourself aware of your own prejudice. If an opinion contrary to your own makes you angry, that is a sign that you subconsciously are aware of having no good reason for thinking as you do. If someone maintains that two and two is five, or that Iceland is on the equator, you feel pity rather than anger, unless you know little of arithmetic or geography that his opinion shakes your own contrary conviction. The most savage controversies are those about matters as to which there is no good evidence either way. 48) So whenever you find yourself getting angry about a difference of opinion, be on your guard; you will probably find, on examination, that your belief is going beyond what the evidence justifies.

For those who have enough psychological imagination, it is a good plan to imagine an argument with a person having a different opinion. 49) This has one advantage, and only one, as compared with actual conversation with opponents: this one advantage is that the method is not subject to the same limitations of time and space. Mahatma Gandhi considered it unfortunate to have railways and steamboats and machinery; he would have liked to undo the whole of the industrial revolution. You may never have an opportunity of actually meeting anyone who holds this opinion, because in Western countries most people take the advantage of modern technology for granted. 50) But if you want to make sure that you are right in agreeing with the prevailing opinion, you will find it a good plan to test the arguments that occur to you by considering what Gandhi might have said in refutation of them. I have sometimes been led actually to change my mind as a result of this kind of imaginary dialogue. Furthermore, I have frequently found myself growing more agreeable through realizing the possible reasonableness of a hypothetical opponent.£Û449 Words£Ý

Section ¢ó Writing

Part A

51ª±Directions:

You will go to a university to do cooperation research in the Department of Geography as a visiting scholar. Write to the Student Accommodation Office telling them:

1) what your situation is,

2) what accommodation you wish to have, and

3) ask for any suggestions

You should write about 100 words on ANSWER SHEET 2. Do not sign your own name at the end of the letter. Use ¡°Li Ming¡± instead. You do not need to write the address. (10 points)

Part B

52ª±Directions£º

Study the following drawing carefully and write an essay entitled ¡°Great Expectations¡±.

In the essay you should

1) describe the drawing and interpret its meaning, and

2) give your comment on the phenomenon.

You should write 160¡ª200 words neatly on ANSWER SHEET 2. (20 points)

Ó¢ÓïÔ¤²âÊÔ¾í£¨¶þ£©´ð°¸Óë½âÎö

Section ¢ñ Use of English

1ª±¡¾´ð°¸¡¿£ÛA£Ý reason

¡¾½âÎö¡¿reason ¡°ËµÀí£¬ÍÆÀí¡±£¬¿ÉÓëÏÂÎÄto think in abstract terms, to reflect on the futureºôÓ¦¡£ÕâÀï²¹³ä¶Ô¼¸¸öÖØÒªµÄ½üÒå´Ê£¬¼´consider, meditate, reflect, speculate×÷һϱæÎö£º

consider ÊǸö¹ãÒå´Ê£¬°üÀ¨ÁËÍÆÀí£¬ÓóéÏóµÄ¸ÅÄî˼¿¼ºÍ¶ÔδÀ´µÄ˼¿¼¡£

meditate ±íʾÔÚÒ»¶Îʱ¼äÄÚ¼¯Öо«Á¦´ÓÈݵؽøÐÐ˼¿¼£¬³£Óëon»òuponÁ¬Óá£

reflect ±íʾÒÔ³Á˼µÄ·½Ê½»Ø¹Ë¡¢»ØÏë·¢Éú¹ýµÄÊÂÇ飬³£ÓëonÁ¬Óá£È磺He sometimes reflected on the changes that had taken place in the world since his youth.

speculate ָ˼¿¼¡¢ÍÆÀí¹ý³Ì£¬µ«ÓÉÓÚÇ°Ìá¡¢Ö¤¾ÝµÈ²»È·¶¨»ò²»È«Ã棬ËùÒԵóöµÄ½áÂÛÍùÍù´øÓмÙÉèµÄ¡¢ÍÆÀíµÄÒâ棬³£ÓëaboutºÍonÁ¬Óá£

2ª±¡¾´ð°¸¡¿£ÛC£Ý unpredictable

¡¾½âÎö¡¿£ÛA£Ýunanimous ¡°Òâ¼ûһֵģ¬ÎÞÒìÒéµÄ¡±£¬£ÛB£Ýunimaginable ¡°Ïë²»µ½µÄ£¬²»¿É˼ÒéµÄ¡±£¬£ÛC£Ýunpredictable ¡°²»¿ÉÔ¤¼ûµÄ¡±£¬£ÛD£Ýunfortunate ¡°²»Ðҵġ±¡£Ö»ÓУÛC£Ýunpredictable·ûºÏÌâÒâ¡£

3ª±¡¾´ð°¸¡¿£ÛB£Ý comes

¡¾½âÎö¡¿when it comes to sth. ¡°µ±Ëµµ½¡­¡­µÄʱºò¡±£¬Îª¹Ì¶¨±í´ï½á¹¹£¬ÕâÐèҪͬѧÃÇʶ¼Ç¡£

4ª±¡¾´ð°¸¡¿£ÛC£Ý motives

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21. ¡¾´ð°¸¡¿ £ÛB£Ý they play an important role in creating and reproducing poverty.

¡¾½âÎö¡¿ µÚ¶þ¶ÎÖ¸³ö£¬ÔÚ²»ÊÜÇîµÄÈËÖУ¬Éç»áÃûÁ÷Õ¼¾ÝΪÊý²»¶àµÄÉç»áÉϲ㣬ÔÚƶÀ§µÄ²úÉú¼°ÆäÔÙÉú²ú¹ý³ÌÖУ¬ËûÃǵÄ×÷ÓÃÓëÇîÈËÒ»ÑùÒ²ÊÇÒ»¸öÓÐÒâÒåµÄÖØÒªÑо¿¶ÔÏó¡£ÕâЩÈ˶ÔÓÚÇîÈ˺ÍƶÇîÓÐ×Ô¼ºµÄÈÏʶ£¬ÕâÓ°Ïì×ÅËûÃǵľö¶¨ºÍÐж¯¡£¶ÔÓÚÕâЩÈÏʶ£¬ÎÒÃÇ»¹²»Ì«Á˽⣬½ö¼ûÓÚһЩͨ³£µÄ´ÖÂԵĶ¨ÐÍÃèÊö¡£ÕâЩÈËÒ²ÐíºöÊÓ»ò·ñÈÏ×Ô¼ºµÄÐж¯£¨»òÎÞËùÐж¯£©¶ÔÇîÈ˵ÄÉú»î×´¿öËù²úÉúµÄÍâÔÚÓ°Ïì¡£µ«Ðí¶àÉç»áѧ¼ÒÈ´ÓëËûÃǵĿ´·¨²»Í¬£¬ÔÚËûÃÇ¿´À´£¬Ëæ×ÅƶÀ§µÄ²úÉúºÍÔÙÉú²ú£¬ÒªÇóÖƶ¨·¨ÂÉÌõÎÄÀ´º­¸ÇËù²úÉúµÄÎÊÌ⣬ÕâЩÎÊÌâµÄ²úÉú¶ÔÇîÈË×ÔÉí²úÉúÉî¿ÌµÄÓ°Ï졪¡ªÔòÕâÒ»Ó°ÏìÔںܴó³Ì¶ÈÉÏ»¹²»ÎªÈËËùÖª¡££ÛC£ÝÒâΪ¡°Æ¶ÇîÎÊÌâÒªÒÀÀµËûÃǽâ¾ö¡±¡£

22. ¡¾´ð°¸¡¿ £ÛC£Ý they ignore the role of the elites as an object for poverty research.

¡¾½âÎö¡¿ µÚÒ»¶ÎÌáµ½Ñо¿Õ߶ÔÇîÈËÎÊÌâÒѾ­½øÐÐÁ˸÷ÖÖ¸÷ÑùµÄÑо¿£¬µ«µÚ¶þ¶ÎÓÖÖ¸³ö¶ÔÓÚÉç»áÃûÁ÷ÔÚƶÀ§µÄ²úÉú¹ý³ÌÖÐÆðµ½µÄÖØÒª×÷ÓÃÈ´Ñо¿²»¹»¡£²ÎÔÄÉÏÌâÌâ½â¡££ÛA£ÝÒâΪ¡°Ã»ÓÐÖƶ¨×ã¹»µÄ·¨ÂÉÌõÎÄÀ´°ïÖúÇîÈË°ÚÍÑ×Ô¼ºµÄ¾³¿ö¡±¡££ÛB£ÝÒâΪ¡°ËûÃÇÔÚÏòÇîÈËÌṩ¾È¼ÃÉϼ¸ºõûÓÐ×öÈκÎÊÂÇ顱¡£

23. ¡¾´ð°¸¡¿ £ÛA£Ý the poor tend to symbolize what lazy evil people turn out to be.

¡¾½âÎö¡¿ £ÛA£ÝÒâΪ¡°ÇîÈËͨ³£¿´×öÊÇÀÁ¶èºÍа¶ñµÄÈ˵Ä×îÖÕϳ¡¡±¡£µÚÈý¶Î×îºóÒ»¾äÖ¸³ö£¬Æ¶À§ºÍÇîÈËÒ²ÆðÒ»¸öÖØÒªµÄÏóÕ÷×÷Ó㬸æËßÈËÃÇ£¬¶ÔÓÚÄÇЩºöÊÓ½Ú¼ó¡¢ÇÚÀͺÍÎÀÉúÃÀµÂµÄÈËÀ´Ëµ£¬µÈ×ÅËûÃǵÄÃüÔË£¨lot£©¿ÉÄÜÊÇʲô£»ÕâÒ²¾¯Ê¾ÈËÃÇÄÇЩ´ÖÒ°¡¢²»µÀµÂ¡¢Ð×±©µÄÈ˲»¶Ï¶ÔÉç»áÐγɵÄÍþв¡££ÛC£ÝÒâΪ¡°¾­¼ÃÉϵÄÆ«¼û¶Ô½â¾öƶÀ§ÎÊÌâÕÏ°­¸ü´ó¡±¡£µÚÈý¶ÎÇ°Èý¾äʵ¼ÊÉÏ̸µÄÊÇƶÀ§¸øÇîÈË´øÀ´µÄÔã¸âµÄ¾­¼Ã×´¿ö¡£

24. ¡¾´ð°¸¡¿ £ÛB£Ý conspicuous.

¡¾½âÎö¡¿ £ÛB£ÝÒâΪ¡°Ã÷ÏԵġ±¡£pronounced´Ë´¦ÒâΪ¡°Ã÷ÏԵġ±¡£×¢Òâ±¾¶Î̸µ½ÁËÇîÈ˺͸»ÈËÔÚÎïÖÊ»·¾³¡¢Éç»á»·¾³ÒÔ¼°ÔÚÈËÃǶԶþÕßµÄ˼Ïë¿´·¨ÖдæÔڵľ޴ó¸ôºÒ¡£ÔÚÇîÈ˺Í×÷ΪÉç»á×îÉϲãµÄÃûÁ÷Ö®¼ä£¬ÕâÖÖ¸ôºÒµ±È»¸ü´ó¡¢¸üÃ÷ÏÔ¡£

25. ¡¾´ð°¸¡¿ £ÛA£Ý analyzing a problem.

¡¾½âÎö¡¿ ±¾ÎĵIJàÖص㲻ÊÇÈçºÎ½â¾öƶÀ§ÎÊÌâ£ÛB£ÝºÍ£ÛD£Ý±í´ïµÄÄÚÈÝ£¬¶øÊÇÈçºÎÈ«ÃæÑо¿Æ¶À§ÎÊÌ⣬µÚÒ»¶ÎÃèÊöÁËÄ¿Ç°¶ÔƶÀ§ÎÊÌâµÄÑо¿£¬µÚ¶þ¶ÎÖ¸³öÁËÉç»áѧ¼ÒÑо¿ÉϵIJ»×㣬ÈÏΪ²»½öÓ¦¸ÃÑо¿Æ¶À§Õߣ¬»¹Ó¦¸ÃÑо¿Ôì³ÉƶÀ§µÄÉç»á¡¢ÕþÖεÈÒòËØ¡ª¡ªÌرðÊÇÉç»áÉϲãµÄÈËÔÚÔì³ÉƶÀ§µÄ×÷Óã¬×îºóÒ»¶ÎÓֻص½Õâ¸öÎÊÌâ¡£µÚÈý¶ÎÃèÊöÁËÇîÈËËùÃæÁÙµÄÇé¿ö¡£¿É¼û£¬×÷Õ߸ü¶àµÄÊÇÔÚ·ÖÎöÎÊÌâ¡£

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26. ¡¾´ð°¸¡¿ £ÛD£Ý The fruit fly was less stable than humans in the structure of genes.

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27. ¡¾´ð°¸¡¿ £ÛA£Ý Modern scholars tend to deny the influence of culture on social development.

¡¾½âÎö¡¿ ¸ù¾ÝµÚÁù¶ÎµÚÒ»¾äËùÊö£¬ÎÄ»¯ÎÊÌâÓëÉç»á·¢Õ¹µÄ¹ØϵÕýÀ§ÈÅ×ŵ±½ñһЩѧÕߣ¬Òò´Ë£ÛD£Ý²»¶Ô£»¸ù¾ÝµÚÈý¶ÎÖС°before¡±Ç°ºóµÄÂß¼­¹Øϵ¿ÉÍÆÀí£ºÊµÖ¤ÂÛ²»ÈÏΪÎÄ»¯ÓëÎïÖÊ·¢Õ¹ÓйØϵ£¬Òò´Ë£ÛC£Ý²»¶Ô£»¸ù¾ÝµÚ¶þ¶Îºó°ë²¿·ÖÐÅÏ¢£¬£ÛD£Ý²»ÕýÈ·¡£

28. ¡¾´ð°¸¡¿ £ÛC£Ý groundless.

¡¾½âÎö¡¿ ¸ù¾Ý¡°soft¡±ºóÃæÆÆÕۺŵĽâÊÍ×÷Ó㬸ôÊÒâΪ¡°unscientific¡±¡¢¡°subjective¡±£¬Òò´Ë£ÛC£ÝΪÕýÈ·´ð°¸¡£

29. ¡¾´ð°¸¡¿ £ÛD£Ý underdeveloped cultures.

¡¾½âÎö¡¿ ×÷Õß¾Ù·ÇÖÞµÄʵÀýÖ¼ÔÚ˵Ã÷·ÇÖÞËäȻҲÓи´ÔÓµÄÒÕÊõ¡¢¼ÛÖµÓëÀñÒǹ淶£¬µ«Ã»ÓÐÎÄѧ¼°ÎÄ×Ö¼ÇÔصÄ֪ʶ£¬Òò¶øÊÇÇ··¢´ïÎÄ»¯¡£ÕâÖÖÎÄ»¯µÄÂäºó״̬ӰÏìÁË·ÇÖÞ¾­¼ÃµÄ·¢Õ¹¡£

30. ¡¾´ð°¸¡¿ £ÛB£Ý Culture is a motive force in social development.

¡¾½âÎö¡¿ ¸ù¾ÝÔĶÁ¾«µã¼°ÉÏÊö·ÖÎö¿ÉµÃ³ö½áÂÛ¡£

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31. ¡¾´ð°¸¡¿ £ÛD£Ý Cofiguative Cultures: Contemporaries as Models.

¡¾½âÎö¡¿ ÎÄÕµÚÒ»¶ÎÖ¸³ö£º²¢´æÎÄ»¯Ö¸µÄÊÇÒ»ÖÖÉç»á³ÉÔ±×ñÑ­µÄÖ÷ҪģʽÊÇËûÃÇͬʱ´úÕßµÄÐÐΪµÄÎÄ»¯£»ÔÚÒ»¸öÖ»Óв¢´æÎÄ»¯Ä£Ê½µÄÉç»á£¬Ä곤ÕߺÍÄêÇáÕ߶¼ÈÏΪ£¬ÈκÎÐÂÒ»´úÈ˵ÄÐÐΪ¶¼Ó¦¸ÃÓëÉÏÒ»´úÓÐËù²»Í¬£¬ÕâÊǺϺõ×ÔÈ»¹æÔòµÄ£»ÎÄÕµڶþ¶Î¾ßÌå˵Ã÷Á˲¢´æÎÄ»¯£»µÚÈý¶ÎÖ¸³ö£º²¢´æÎÄ»¯ÊÇÔÚ³ÉÈË¿¬Ä£Éç»áÌåϵµÄ±ÀÀ£Öе®ÉúµÄ£»È»ºó½âÊÍÁ˲¢´æÎÄ»¯ÊÇÈçºÎµ®ÉúµÄ¡£ÓÉ´Ë¿ÉÖª£º±¾ÎÄÖ÷Òª½²µÄÊDz¢´æÎÄ»¯¡ª¡ªÒ²¾ÍÊÇͬʱ´úÕßÊÓΪµÄģʽ¡£Ñ¡ÏîÖÐÖ»ÓУÛD£ÝÏîÖ®ÒâÄܹ»±í´ï´ËÒ⣻£ÛA£ÝÏî¡¢£ÛB£ÝÏîºÍ£ÛC£ÝÏîÖ®Òⶼ²»Äܱí´ïÎÄÕµÄÖÐÐÄÒâ˼¡£

32. ¡¾´ð°¸¡¿ £ÛB£Ý look to their peers for approval of change.

¡¾½âÎö¡¿ ÎÄÕµڶþ¶ÎÖ¸³ö£ºÔÚһЩÉç»áÖУ¬³¤Õ߶ÔÒ»ÖÖÐÂÐÐΪµÄÈϿɾßÓоö¶¨ÐÔ¡ª¡ª¼´ÄêÇáÈËÓ¦¸ÃÏòÄ곤Õ߶ø²»ÊÇÆäͬ±²Ñ°Çó±ä¸ïµÄÖ§³Ö£»µ«Í¬Ê±£¬ÓÐÒ»ÖÖ¹²Ê¶¡ª¡ªÈκÎÒ»´úÈ˶¼Ó¦¸ÃÒÔÆäͬ±²µÄÐÐΪΪµä·¶£¬ÓÈÆäÊÇÆäÇà´ºÆÚµÄͬ°é¡£ÓÉ´Ë¿ÉÖª£ºÔÚ²¢´æÎÄ»¯ÖУ¬ÄêÇáÈËÓ¦¸ÃÏòÆäͬ±²Ñ°Çó±ä¸ïµÄÖ§³Ö¡£Ñ¡ÏîÖÐÖ»ÓУÛB£ÝÏîÖ®ÒâÓë´ËÒâÏà·û£»£ÛA£ÝÏîÖ®ÒâÃ÷ÏÔÓëÎÄÕµÄ˼Ïë²»·û£»£ÛC£ÝÏîºÍ£ÛD£ÝÏîÁ½ÏîÖ®ÒâÓëÎÄÕµÄÒâ˼Ïà·´¡£

33. ¡¾´ð°¸¡¿ £ÛA£Ý representatives of a past left behind.

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34. ¡¾´ð°¸¡¿ £ÛD£Ý absorbing new members into the prevailing structure of the time.

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35. ¡¾´ð°¸¡¿ £ÛB£Ý The development of firm caste lines.

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36. ¡¾´ð°¸¡¿ £ÛA£Ý nitinol is a highly versatile metal.

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37. ¡¾´ð°¸¡¿ £ÛB£Ý The metal is separated into mickel and titanium.

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38. ¡¾´ð°¸¡¿ £ÛC£Ý people have only begun to discover the many uses of nitinol.

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39. ¡¾´ð°¸¡¿ £ÛD£Ý nitinol is better than stainless steel in jobs that require constant stress on the metal.

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Section ¢ó Writing

51ª±

Dr.Remarks

Dear Sir/Madam,

I am Chinese student.

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In the coming October, I will go to your university to do cooperation research in the Department of Geography as a visiting scholar.

I have known from

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the booklet on accommodation in your university that I should apply for an accommodation in advance. This time I am going to your university alone. The accommodation I prefer is to get a small furnished flat on the campus. If permitted, I¬ðd like to share the flat with two male friends of mine who will to go your university along with me.

Now, would

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you be kind enough to get a flat with two bedrooms for me? If not possible, what kind of accommodation would you be able to offer to me?

Your kind help would be greatly appreciated.

I am looking forward to you early reply.

Yours sincerely

Li Ming

52ª± Great Expectations

Dr.Remarks

The artist conveys

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to us in the picture that nowadays many parents are expecting too much of their kids and laying their unfulfilled hopes unto the young children.

In the old days

ÒÔÖйú½ü´úÉç»á·¢Õ¹¹ý³ÌΪÏßË÷£¬½²Ã÷¸¸±²ÄËÖÁ×æ±²¶ÔÏÂÒ»´ú²úÉúºÜ¸ßÆÚÍûÖµµÄÔµÓÉ¡£

when our grandparents lived, life was destitute and most of them tried hard all their lives to barely make the ends meet, let alone to enjoy such luxuries as fine clothes, exquisite food and education. Even in the first few decades after liberation in 1949, people in China were still fighting with poverty and doing their uttermost to construct our social and economic infrastructures. The life at that time nonetheless could not provide most people with abundant food. Good education was still most people¬ðs lingering dream. Only after China opened its door wide to the outside world after the 80s of the last century did Chinese economy begin to take on wings and people¬ðs living standard greatly improved. Only till then can people afford to send their children to school. To have their childhood dreams realized, they crammed the kid¬ðs leisure with various afterª²class courses such as English, computer, music instrument of one sort or another, dance class and the like, regardless of the children¬ðs own interest and free will.

We can see

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that children now are overwhelmed by such unreasonable and extra burdens both in and out of school and as a result, they are deprived of what might be more interesting in their adolescent realm of possibility and fun as well, such as more sport activities, more free time for more amusement. So we hope teachers as well as parents relieve our kids of the unfair heavy load and return to them a lightª²hearted and cheerful childhood