Passage Three
The media can impact current events. As a graduate student at Berkeley in the 1960s, I remember experiencing the events related to the People's Park that were occurring on campus. Same of these events were given national media coverage in the press and on TV. I found it interesting to compare my impressions of what was going on with perceptions obtained from the news media. I could begin to see events of that time feed on news coverage. This also provided me with some healthy insights into the distinctions between these realities.
Electronic media are having a greater impact on the people's lives every day. People gather more and more of their impressions from representations. Television and telephone communications are linking people to a global village, or what one writer calls the electronic city. Consider the information that television brings into your home every day. Consider also the contact you have with others simply by using telephone. These media extend your consciousness and your contact. For example, the video coverage of the1989 San Francisco earthquake focused on "live action" such as the fires or the rescue efforts. This gave the viewer the impression of total disaster. Television coverage of the Iraqi War also developed an immediacy. CNN reported events as they happened. This coverage was distributed worldwide. Although most people were far away from these events, they developed some perception of these realities.
In 1992, many people watched in horror as riots broke out on a sad Wednesday evening in Los Angeles, seemingly fed by video coverage from helicopters. This event was triggered by the verdict (裁定) in the Rodney King beating. We are now in an age where the public can have access to information that enables it to make its own judgments, and most people, who had seen the video of this beating, could not understand how the jury (陪审团) was able to acquit (宣布无罪) the policemen involved. Media coverage of events as they occur also provides powerful feedback that influences events. This can have harmful results, as it seemed on that Wednesday night in Los Angeles. By Friday night the public got to see Rodney King on television pleading,  "Can we all get along?"  By Saturday, television seemed to provide positive feedback as the Los Angeles riot turned out into a rally for peace. The television showed thousands of people marching with banners and cleaning tools. Because of that, many more people turned out to join the peaceful event they saw unfolding (展开) on television. The real healing, of course, will take much longer, but electronic media will continue to be a part of that process.
46. The best title for the passage is _________.
   A. The1989 San Francisco Earthquake and the i992 Los Angeles Riots
B. How Media Cover Events
C. The 1992 Los Angeles Riots
   D. The Impact of Media on Current Events
47. All the following statements are true EXCEPT that _________.
A. all the events occurring on the university campus at Berkeley were given national media
coverage
B. video coverage of the 1989 San Francisco earthquake gave the viewers the impression of total
  disaster
C. electronic media can extend one's contact with the world
D. those living far away from a certain event can also have some perception of realities by
   watching television
48. The term "electronic city" in Paragraph 2 refers to
A. Berkeley
C. Los Angeles
B. Earth
D. San Francisco
49. The 1992 Los Angeles riots broke out because
A. video coverage from helicopters had made people angry
B. video coverage had provided powerful feedback
C. the jury acquitted the policemen who had beaten Rodney King
D. people can make their own judgements
50. It can be inferred from the passage that
A. the 1992 Los Angeles riots lasted a whole week
B. Rodney King seemed very angry when he appeared on television on Friday
C. media coverage of events as they occur can have either good or bad results
D. most people who had seen the video of the Rodney King beating agree with the verdict of the
jury
                                                 Passage Four
    At the Kyoto conference on global warming in December 1997, it became abundantlyclear
how complex it has become to work out international agreements relating to the environment
because of economic concerns unique to each country. It is no longer enough to try to forbid
certain activities or to reduce emissions of certain substances. The global challenges of the
interlink between the environment and development increasing bring us to the core of the economic life of states. During the late 1980s we were able, through international agreements, to make deep cuts in emissions harmful to the ozone layer. These reductions were made possible because substitutions had been found for many of the harmful chemicals and, more important, because the harmful substances could be replaced without negative effects on employment and the economies of states.
      Although the threat of global warming has been known to the world for decades and all countries and leaders agree that we need to deal with the problem, we also know that the effects of measures, especially harsh measures taken in some countries, would be nullified (抵消) if other countries do not control their emissions. Whereas the UN team on climate change has found that the emissions of carbon dioxide would have to be cut globally by 60% to stabilize the content of CO, in the atmosphere, this path is not feasible for several reasons. Such deep cuts would cause a breakdown of the world economy. Important and populous (人口众多的 ) low –or medium-income countries are not yet willing to undertake legal commitments about their energy uses. In addition, the state of world technology would not yet permit us to make such a big leap.
      We must, however, find a solution to the threat of global warming early in the 21st century.
Such a commitment would require a degree of shared vision and common responsibilities new to humanity. Success ties in the force of imaginations, in imagining what would happen if we fail to act. Although many living in cold regions would welcome the global-warming effect of a warmer summer, few would cheer the arrival of the subsequent tropical diseases, especially where there had been none.
 
51. The main purpose of this passage is to ________.
     A. analyze the problem of global warming
     B. argue against making deep cuts in emissions
     C. convince people that global warming is a real threat
     D. criticize some countries for refusing to cot down emissions harmful to the ozone layer
52. The reason why it is difficult to get rid of the threat of global warming is that ________.
     A. not all the countries are willing to make deep cuts in emissions
     B. many people welcome the global-warming effect of a warmer summer
     C. the leaders of many countries are not fully aware of the gravity of the problem
D. world technology is not able to solve the problem
53. In the passage the author implies that _______.
A. the world has recently become aware of the threat of global warming
     B. the problem of global warming has largely been solved
     C. it is always difficult to work out international agreements to cut down emission harmful to the ozone layer
    D. it is no longer easy to reach international agreements relating to the environment
54. According to the author, it is impossible at present to cut 60%of carbon dioxide emissions
globally because __________.
    A. some people are irresponsible
    B. it would cause a collapse of the world economy
    C. it is only a goal to be reached in the future
    D. some people are lacking in imagination
55. What should all countries do to help solve the problem of global warming?
    A. They should hold another world conference on climate change.
    B. They should provide advanced technology.
    C. They should replace all the harmful substances.
    D. They should willingly undertake legal commitments about their energy uses.
                                                  
Passage Five
     The word science is heard so often in modem times that almost everybody has some notion of its meaning. On the other hand, its definition is difficult for many people. The meaning of the term is confused, but everyone should understand its meaning and objectives. Just to make the explanation as simple as possible, suppose science is defined as classified knowledge (facts).
     Even in the true sciences distinguishing fact from fiction is not always easy. For this reason great care should be taken to distinguish between beliefs and truths. There is no danger as long as a clear difference is made between temporary and proved explanations. For example, hypotheses (假设) and theories are attempts to explain natural phenomena. From these positions the scientist continues to experiment and observe until they are proved or discredited (使不相信). The exacts status of any explanation should be clearly labeled to avoid confusion.
      The objectives of science are primarily the discovery and the subsequent understanding of the unknown. Man cannot be satisfied with recognizing that secrets exist in nature or that questions are unanswerable; he must solve them. Toward that end specialists in the field of biology and related fields of interest are directing much of their time and energy.
      Actually, two basic approaches lead to the discovery of new information. One, aimed at satisfying curiosity, is referred to as pure science. The other is aimed at using knowledge for specific purpose- for instance, improving health, raising standards of living, or creating new consumer products. In this case knowledge is put to economic use. Such an approach is referred to as applied science.
      Sometimes practical-minded people miss the point of pure science in thinking only of its immediate application for economic rewards. Chemists responsible for many of the discoveries could hardly have anticipated that their findings would one day result in applications of such a practical nature as those directly related to life and death. The discovery of one bit of information opens the door to the discovery of another. Some discoveries seem so simple that one is amazed they were not made years ago; however, one should remember that the construction of the microscope had to precede the discovery of the cell. The host of scientists dedicating their lives to pure science are not apologetic (抱歉) about ignoring the practical side of their discoveries; they know from experience that most knowledge is eventually applied.
 
56. To define science we may simply call it ________.
    A. the study of unrelated fields
    B. classified knowledge
    C. the study of unrelated subjects
    D. an attempt to explain natural phenomena
57. Pure science, leading to the construction of a microscope, ________.
    A. is not always as pure as we suppose
    B. necessarily results from applied science and the discovery of a cell
    C. may lead to antiscientific, "impure" results
    D. necessarily precedes applied science, leading to the discovery of the cell
58. A scientist interested in adding to our general knowledge about oxygen would probably call his approach _______.
A. pure science
B. environmental science
C. applied science
D. agricultural science
59. Which of the following statements does the author imply?
A. In science, it is not difficult to distinguish fact from fiction
B. Practical-minded people can understand the meaning and objectives of pure science.
C. Scientists engaged in the theoretical research should not be blamed for ignoring the practical side of their discoveries.
D. Today few people have any nation of the meaning of science.
60. The best title for the passage is
   A. Hypotheses and Theories
   B. On Distinguishing Fact from Fiction
   C. The Nature of Science and Scientists
   D. Biology and the Scientific Age
                                                 
Passage Six
    With the possible exception of equal rights, perhaps the most controversial issue across the
United States today is the death penalty. Many argue that it is an effective deterrent (威慑) to murder, while others maintain there is no convincing evidence that the death penalty reduces the number of murders.
    The principal argument advanced by those opposed to the death penalty, basically, is that it is cruel and inhuman punishment, that it is the mark of a brutal society, and finally that it is of questionable effectiveness as a deterrent to crime anyway.
     In our opinion, the death penalty is a necessary evil. Throughout recorded history there have always been those extreme individuals in every society who were capable of terribly violent crimes such as murder. But some are more extreme than others.
     For example, it is one thing to take the life of another in a fit of blind rage, but quite another to coldly plot and carry out the murder of one or more people in the style of a butcher. Thus, murder, like all other crimes, is a matter of relative degree. While it could be argued with some conviction that the criminal in the first instance should be merely isolated from society, such should not be the fate of the latter type murderer.
     The value of the death penalty as a deterrent to crime may be open to debate. But the overwhelming majority of citizens believe that the death penalty protects them. Their belief is reinforced by evidence which shows that the death penalty deters murder. For example, from 1954 to1963, when the death penalty was consistently imposed in California, the murder rate remained between three and four murders for each 100 000 population. Since 1964 the death penalty has been imposed only once, and the murder rate has risen to 10.4 murders for each 100 000 population. The sharp climb in the state's murder rate, which began when executions stopped, is no coincidence. It is convincing evidence that the death penalty does deter many murderers. If the bill reestablishing the death penalty is vetoed, innocent people will be murdered--some whose lives may have been saved if the death penalty were in effect. This is literally a life or death matter. The lives of thousands of innocent people must be protected.
 
61. The principal purpose of this passage is to ________.
    A. speak for the majority
    B. initiate a veto
    C. criticize the government
    D. argue for the value of the death penalty
62. The passage attempts to establish a relationship between ______.
    A. the murder rate and the imposition of the death penalty
    B. the effects of execution and the effects of isolation
    C. the importance of equal rights and that of the death penalty
    D. executions and murders
63. The author's response to those who urge the death penalty for all
    likely be ______.
    A. negative              B. friendly             C. supportive                 D. hostile
64. In the passage the author is primarily concerned with ________.
    A. analyzing a problem objectively               B. settling s dispute
    C. supporting a position                                    D. describing an event
65. It can be inferred that the author thinks that
    A. the death penalty is the most controversial issue in the United States today
    B. the second type murderers (in Paragraph 4) should be sentenced to death
    C. the veto of the bill reestablishing the death penalty is of little importance
    D. the value of the death penalty as a deterrent to crime is not to be debated
 
Part IV Cloze (15 minutes, 10 points)
Directions: In this part, there is a passage with twenty blanks. For each blank there are four choices marked A, B, C and D. Choose the best answer for each blank and mark the corresponding letter on your ANSWER SHEET with a single line through the center.
     What's your earliest childhood memory? Can you remember learning to walk? Or talk? The
first time you  66  thunder or watched a television program? Adults seldom  67 events much
earlier than the year or so before entering school, just as children younger than three or four
   68  retain any specific, personal experiences. A variety of explanations have been  69  by
psychologists for this  "childhood amnesia"  (儿童失忆症). One argues that the hippocampus, the　region of the brain which is responsible for forming memories, does not mature 70 about the age of　two. But the most popular theory  71  that, since adults do not think like children, they cannot　  72 childhood memories. Adults think in words, and their life memories are like stories or 73—one event follows  74  as in a novel or film. But when they search through their mental  75  for　early childhood memories to add to this verbal life story, they don't find any that fits the  76  . It's　like trying to find a Chinese word in an English dictionary.
     Now psychologist Annette Simms of the New York State University offers a new  77  for
childhood amnesia. She argues that there simply  78  any early childhood memories to recall.
According to Dr. Simms, children need to learn to use  79  spoken description of their personal
experiences in order to turn their own short-term, quickly  80  impressions of them into long-term memories. In other  81  , children have to talk about their experiences and hear others talk about  82  --Mother talking about the afternoon  83  looking for seashells at the beach or Dad asking them about their day at Ocean Park. Without this  84  reinforcement, says Dr. Simms, children cannot form 85 memories of their personal experiences.
66. A. listened               B. felt                 C. touched　                D. heard
67. A. involve              B. interpret             C. recall             D. resolve
68. A. largely              B. rarely              C. merely                   D. really
69. A. canceled           B. figured             C. proposed                 D. witnessed
70. A. until                B. once               C. after                     D. since
71. A. magnifies            B. intervenes         C. contains                  D. maintains
72. A. reflect             B. attain             C. access                   D. refer
73. A. narratives          B. forecasts            C. regulations           D. descriptions
74. A. the rest            B. another           C. the other          D. others
75. A. outputs            B. dreams             C. flashes                   D. files
76. A. footstep             B. pattern             C. frame              D. landscape
77. A. emphasis                  B. arrangement       C. explanation        D. factor
78. A. aren't               B. weren't           C. isn't              D. wasn't
79. A. anyone else          B. anyone else's        C. some else         D. someone else's
80. A. forgotten                  B. remembered       C. forgetting         D. remembering
81. A. senses              B. cases             C. words            D. means
82. A. him                 B. theirs              C. it                D. them
83. A. used                B. chosen             C. taken             D. spent
84. A. habitual              B. verbal              C. pretty              D. mutual
85. A. permanent           B. conscious          C. subordinate        D. spiritual
 
Paper Two　试卷二
（60 minutes）
Part I Error Detection and Correction (10 minutes, 10 points)
Directions: Each of the following sentences has four underlined parts. These parts are marked A, B, C and D. Identify the part of the sentence that is incorrect. Then, write down the corresponding letter and, without altering the meaning of the sentence, put the correction on the ANSWER SHEET.
 
1. It is the interaction between people, rather than the events that occur in their lives that are the
                    A             B                             ~      C
 main focus of social psychology.
           D
2. It is very hard to believe that when Lincoln was born, communications were a little faster than
   A                   B                                       C            
  in the days of Julius Caesar.
     D
3. Although we had been present at roughly the same time, Mr. Brown saw the situation quite
     A                     B                                
  different from the way I saw it.
     C        D
4. Some of these studies have shown that although some people have trouble to fall asleep, others
                       A                                         B
  have an equally difficult time waking up.
           C               D
5. Never before I have seen anyone who has the skill John has when he repairs cars.
                    A                B             C             D
6. Should John resign and Henry succeed him, we would have had a more vigorous leadership.
     A                          B              C       D
7. Historically, no artists have presented clearer or the more complete records of the development
                         A                 B            C
  of human culture than sculptors have.
                             D
8. Although the police are given considerable authority by society to enforce its laws, they get a
                  A                                          B
  relatively low salary as compared with that of other occupational groups which have much.
                                   C                           
fewer authority
   D
9. Thirteen hundred medical professionals, all of which have been trained to treat drug
         A                           B
  dependency, attended the annual convention sponsored by a society.
              C                         D
10. More than three years after moving from Australia to this remote point of England, we are still
         A                                        B                        C
   learning how things have done here.
                      D
 
Part II Translation (20 minutes, 10 points)
Directions: Translate the following passage into English. Write your translation on the ANSWER
SHEET.
别人吸烟，你吸入，确实会对你的肺有危害。据美国“肺协”估计，每年约有3000名死于肺癌的人被动吸烟者。有一项调查发现，不吸烟的妇女，如果在吸烟的家庭环境中生活40年或更长的时间，那么就有加倍患肺癌的危险。
 
Part III Guided Writing (30 minutes, 15 points)
Directions: For this part, you are to write a composition of no less than 120 words on The Qualities of the Cross-Century Talents. You should write according to the three-points outline given below. Please write it clearly on the ANSWER SHEET.
Outline:
1．  跨世纪人才应具备哪些素质
2．  为什么需要具备这些素质
3．  怎样才能成为跨世纪人才