銆€銆€Section 鈪� Use of English

銆€銆€Directions:

銆€銆€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)

銆€銆€What does it mean to say that we live in a world of persuasion? It means that we live 1 competing interests.Your roommate鈥檚 need to study for an exam may take 2 over pizza.Your instructor may have good reasons not to change your grade.And the 3 of your romantic interest may have other options銆�

銆€銆€In such a world, persuasion is the art of getting others to give fair and 4 consideration to our point of view.When we persuade, we want to influence 5 others believe and behave.We may not always prevail鈥攐ther points of view may be more persuasive, 6 on the listener, the situation, and the merits of the case.But when we practice the art of persuasion, we try to 7 that our position receives the attention it deserves銆�

銆€銆€Some people, however, 8 to the very idea of persuasion.They may regard it as an unwelcome intrusion 9 their lives or as a manipulation or domination.10 , we believe that persuasion is 11鈥攖o live is to persuade.Persuasion may be ethical or unethical, selfless or selfish, 12 or degrading.Persuaders may enlighten our minds or 13 on our vulnerability.Ethical persuasion, however, calls 14 sound reasoning and is sensitive to the feelings and needs of listeners.Such persuasion can help us 15 the wisdom of the past to the decisions we now must make.16, an essential part of education is learning to 17 the one kind of persuasion and to encourage and practise the other銆�

銆€銆€18 its personal importance to us, persuasion is essential to society.The 19 to persuade and be persuaded is the foundation of the American political system, guaranteed by the First Amendment 20 the Constitution銆�

銆€銆€1. [A] on [B] among [C] for [D] by

銆€銆€2 [A] priority [B] advantage [C] control [D] place

銆€銆€3. [A] objection [B] projection [C] project [D] object

銆€銆€4. [A] unbiased [B] unprejudiced [C] favorable [D] favorite

銆€銆€5. [A] what [B] which [C] why [D] how

銆€銆€6.\[A\] living\[B\] depending\[C\] resting\[D\] insisting

銆€銆€7.\[A\] ensure\[B\] assure\[C\] insure\[D\] reassure

銆€銆€8.\[A\] agree\[B\] object\[C\] confront\[D\] consent

銆€銆€9.\[A\] onto\[B\] of\[C\] to\[D\] into

銆€銆€10.\[A\] In contrast\[B\] In particular\[C\] For instance\[D\] As a result

銆€銆€11.\[A\] prominent\[B\] invariable\[C\] evident\[D\] inevitable

銆€銆€12.\[A\] embarrassing\[B\] inspiring\[C\] upgrading\[D\] innovating

銆€銆€13.\[A\] prey\[B\] rest\[C\] put\[D\] fall

銆€銆€14.\[A\] for\[B\] up\[C\] off\[D\] on

銆€銆€15.\[A\] apply\[B\] contribute\[C\] transfer\[D\] connect

銆€銆€16.\[A\] However\[B\] Conversely\[C\] Furthermore\[D\] Therefore

銆€銆€17.\[A\] resist\[B\] perform\[C\] insist\[D\] restrain

銆€銆€18.\[A\] Beyond\[B\] Except\[C\] Including\[D\] Excluding

銆€銆€19.\[A\] power\[B\] authority\[C\] ability\[D\] right

銆€銆€20.\[A\] to\[B\] for\[C\] on\[D\] in

銆€銆€Section 鈪� Reading Comprehension

銆€銆€Part A

銆€銆€Directions:

銆€銆€Read the following four texts.Answer the questions below each text by choosing A, B, C or D.Mark your answers on ANSWER SHEET 1.(40 points)

銆€銆€Text1

銆€銆€鈥淚鈥檝e never met a human worth cloning,鈥� says cloning expert Mark Westhusin from the cramped confines of his lab at Texas A&M University銆傗€淚t鈥檚 a stupid endeavor?锛�?That鈥檚 an interesting choice of adjective, coming from a man who has spent millions of dollars trying to clone a 13顎憏ear顎憃ld dog named Missy.So far, he and his team have not succeeded, though they have cloned two calves and expect to clone a cat soon.They just might succeed in cloning Missy later this year鈥攐r perhaps not for another five years.It seems the reproductive system of man鈥檚 best friend is one of the mysteries of modern science銆�

銆€銆€Westhusin鈥檚 experience with cloning animals leaves him vexed by all this talk of human cloning.In three years of work on the Missyplicity project, using hundreds upon hundreds of canine eggs, the A&M team has produced only a dozen or so embryos carrying Missy鈥檚 DNA.None have survived the transfer to a surrogate mother.The wastage of eggs and the many spontaneously aborted fetuses may be acceptable when you鈥檙e dealing with cats or bulls, he argues, but not with humans銆傗€淐loning is incredibly inefficient, and also dangerous,鈥� he says銆�

銆€銆€Even so, dog cloning is a commercial opportunity, with a nice research payoff.Ever since Dolly the sheep was cloned in 1997, Westhusin鈥檚 phone at A&M College of Veterinary Medicine has been ringing busily.Cost is no obstacle for customers like Missy鈥檚 mysterious owner, who wishes to remain unknown to protect his privacy.He鈥檚 plopped down $3.7 million so far to fund the research because he wants a twin to carry on Missy鈥檚 fine qualities after she dies.But he knows her clone may not have her temperament.In a statement of purpose, Missy鈥檚 owners and the A&M team say they are 鈥渂oth looking forward to studying the ways that her clone differs from Missy?锛�?/p>

銆€銆€The fate of the dog samples will depend on Westhusin鈥檚 work.He knows that even if he gets a dog viably pregnant, the offspring, should they survive, will face the problems shown at birth by other cloned animals: abnormalities like immature lungs and heart and weight problems?锛佺櫌hy would you ever want to clone humans,鈥� Westhusin asks, 鈥渨hen we鈥檙e not even close to getting it worked out in animals yet?鈥�

銆€銆€21.Which of the following best represents Mr.Westhusin鈥檚 attitude toward cloning?

銆€?銆傝窐锛� Animal cloning is a stupid attempt銆�

銆€?銆傝窓锛� Human cloning is not yet close to getting it worked out銆�

銆€銆€锛籆锛� Cloning is too inefficient and should be stopped銆�

銆€?銆傝窢锛� Animals cloning yes, and human cloning at least not now銆�

銆€銆€22.The Missyplicity project does not seem very successful probably because 銆�

銆€銆€锛籄锛� there isn鈥檛 enough fund to support the research

銆€?銆傝窓锛� cloning dogs is more complicated than cloning cats and bulls

銆€銆€锛籆锛� Mr.Westhusin is too busy taking care of the business

銆€?銆傝窢锛� the owner is asking for an exact copy of his pet

銆€銆€23.When Mr.Westhusin says 鈥�...cloning is dangerous,鈥� he implies that 銆�

銆€?銆傝窐锛� lab technicians may be affected by chemicals

銆€?銆傝窓锛� cats and dogs in the lab may die of diseases

銆€?銆傝窚锛� experiments may waste lots of lives

銆€銆€锛籇锛� cloned animals could outlive the natural ones

銆€銆€24.We can infer from the third paragraph that 銆�

銆€銆€锛籄锛� rich people are more interested in cloning humans than animals

銆€?銆傝窓锛� cloning of animal pets is becoming a prosperous industry

銆€銆€锛籆锛� there is no distinction between a cloned and a natural dog

銆€?銆傝窢锛� Missy鈥檚 master pays a lot in a hope to revive the dog

銆€銆€25.We may conclude from the text that 銆�

銆€銆€锛籄锛� human cloning will not succeed unless the technique is more efficient

銆€?銆傝窓锛� scientists are optimistic about cloning technique

銆€?銆傝窚锛� many people are against the idea of human cloning

銆€?銆傝窢锛� cloned animals are more favored by owners even if they are weaker

銆€銆€Text2

銆€銆€With the extension of democratic rights in the first half of the nineteenth century and the ensuing decline of the Federalist establishment, a new conception of education began to emerge.Education was no longer a confirmation of a pre顎慹xisting status, but an instrument in the acquisition of higher status.For a new generation of upwardly mobile students, the goal of education was not to prepare them to live comfortably in the world into which they had been born, but to teach them new virtues and skills that would propel them into a different and better world.Education became training; and the student was no longer the gentleman顎慽n顎憌aiting, but the journeyman apprentice for upward mobility銆�

銆€銆€In the nineteenth century a college education began to be seen as a way to get ahead in the world.The founding of the land顎慻rant colleges opened the doors of higher education to poor but aspiring boys from non顎慉nglo顎慡axon, working顎慶lass and lower顎憁iddle顎慶lass backgrounds.The myth of the poor boy who worked his way through college to success drew millions of poor boys to the new campuses.And with this shift, education became more vocational: its object was the acquisition of practical skills and useful information銆�

銆€銆€For the gentleman顎慽n顎憌aiting, virtue consisted above all in grace and style, in doing well what was appropriate to his position; education was merely a way of acquiring polish.And vice was manifested in gracelessness, awkwardness, in behaving inappropriately, discourteously, or ostentatiously.For the apprentice, however, virtue was evidenced in success through hard work.The requisite qualities of character were not grace or style, but drive, determination, and a sharp eye for opportunity.While casual liberality and even prodigality characterized the gentleman, frugality, thrift, and self顎慶ontrol came to distinguish the new apprentice.And while the gentleman did not aspire to a higher station because his station was already high, the apprentice was continually becoming, striving, struggling upward.Failure for the apprentice meant standing still, not rising銆�

銆€銆€26.Which of the following is true according to the first paragraph?

銆€銆€锛籄锛� Democratic ideas started with education銆�

銆€?銆傝窓锛� Federalists were opposed to education銆�

銆€銆€锛籆锛� New education helped confirm people鈥檚 social status銆�

銆€?銆傝窢锛� Old education had been in tune with hierarchical society銆�

銆€銆€27.The difference between 鈥済entleman顎慽n顎憌aiting鈥� and 鈥渏ourneyman鈥� is that  銆�

銆€?銆傝窐锛� education trained gentleman顎慽n顎憌aiting to climb higher ladders

銆€?銆傝窓锛� journeyman was ready to take whatever was given to him

銆€?銆傝窚锛� gentleman顎慽n顎憌aiting belonged to a fixed and high social class

銆€?銆傝窢锛� journeyman could do practically nothing without education

銆€銆€28.According to the second paragraph, land顎慻rant college 銆�

銆€銆€锛籄锛� belonged to the land顎憃wning class

銆€?銆傝窓锛� enlarged the scope of education

銆€?銆傝窚锛� was provided only to the poor

銆€?銆傝窢锛� benefited all but the upper class

銆€銆€29.Which of the following was the most important for a 鈥済entleman顎慽n顎憌aiting鈥�锛�

銆€銆€锛籄锛� Manners.锛籅锛� Education.锛籆锛� Moral.锛籇锛� Personality銆�

銆€銆€30.The best title for the passage is 銆�

銆€?銆傝窐锛� Education and Progress

銆€?銆傝窓锛� Old and New Social Norms

銆€?銆傝窚锛� New Education: Opportunities for More

銆€?銆傝窢锛� Demerits of Hierarchical Society

銆€銆€鑻辫獮妯℃摤瑭﹂(涓€)鍙冭€冪瓟妗堝強瑙ｆ瀽

銆€銆€Section 鈪� Use of English

銆€銆€1.銆愮瓟妗堛€� B 鏈鑰冩煡浠嬭鐨勭敤娉�銆�

銆€銆€銆愯В鏋愩€� 鏍规摎(j霉)棣栧彞鈥滀汉鍊戠敓娲诲湪鍏呮豢鍕歌鐨勪笘鐣屼腑鈥濅互鍙婇毃鍚庡垪鑸夌殑鍚勭ó闇€瑕佸嫺瑾殑鎯呭舰锛屽彲浠ユ帹鏂峰嚭锛屾垜鍊戠殑纰虹敓娲诲湪鍚勭ó鐩镐簰绔剁埈鐨勫埄鐩婁腑锛屸€渁mong鈥濊〃閬斾簡浜哄€戣垏鍚勭ó鍒╃泭鐨勫苟瀛樺惈缇╋紝鍏朵粬閬搁爡涓嶇鏂囨剰銆�

銆€銆€2.銆愮瓟妗堛€� A 鏈鑰冩煡缈�(x铆)鎱ｆ惌閰嶃€�

銆€銆€銆愯В鏋愩€� 瑭插彞鍦ㄥ皪姣斿叐绋渶姹�锛屽叾鍚京鐐衡€滀綘鐨勫鍙嬫韩缈�(x铆)鍔熻婧�(zh菙n)鍌欒€冭│鐨勯渶姹傚厛浜庝粬灏嶆瘮钖╅鐨勬复姹傗€�锛宼ake priority over鎰忕偤鈥滀韩鏈夊劒(y艒u)鍏堟瑠(qu谩n)鈥濄€傚叾浠栨惌閰嶇敤娉曠偤锛歵ake advantage of鎰忕偤鈥滃埄鐢ㄦ檪姗熺瓑锛涘崰鈥︹€︾殑渚垮疁鈥�锛屽父鐢ㄤ汉浣滀富瑾�锛泃ake control of鎰忕偤鈥滄帶鍒垛€�锛泃ake the place of鎰忕偤鈥滄浛浠ｂ€�銆�

銆€銆€3.銆愮瓟妗堛€� D 鏈鑰冩煡鍚嶈瑭炵京杈ㄦ瀽銆�

銆€銆€銆愯В鏋愩€� 鍓嶉潰鎻愬埌浜哄€戠敓娲诲湪鍚勭ó鍒╃泭涓�锛岃┎鍙ョ殑romantic interest鍙悊瑙ｇ偤鈥滄氮婕�/鎰涙儏鑸堣叮鈥濓紝鑸囨瑾炴剰妲�(g貌u)鎴愰倧杓棞(gu膩n)绯荤殑鍙湁object锛岃〃绀�(鎯呮劅)灏嶈薄锛屽叾浠栦笉鍚堟枃鎰�銆俓[A\] objection鎰忕偤鈥滃弽灏嶁€�锛沑[B\] projection鎰忕偤鈥滄姇灏�锛涙姇鎿测€�锛沑[C\] project鎰忕偤鈥滆▓鍔�锛屾柟妗�锛涢爡鐩€�銆傝┎鍙ュ惈缇╃偤锛氬氨閫ｄ綘鎰涙厱鐨勫皪璞′篃鏈冨彟鏈夊叾浠栭伕鎿�銆�

銆€銆€4.銆愮瓟妗堛€� C 鏈鑰冩煡褰㈠瑭炶缇╄鲸鏋愩€�

銆€銆€銆愯В鏋愩€� 鍕歌鍒ヤ汉鐨勭洰鐨勫湪浜庝娇鍒ヤ汉鍏鍦版帴鍙楁垜鍊戠殑瑙€榛�锛屾牴鎿�(j霉)鍓嶆枃鐨刦air浠ュ強琛ㄧず骞跺垪闂�(gu膩n)绯荤殑and锛屽彲鎺ㄦ脯鍑鸿┎閬搁爡鎳�(y墨ng)瑭茶垏fair(鍏鐨�)閭忚集鎰忕京骞跺垪锛岄伕闋匼[A\] unbiased鍜孿[B\] unprejudiced鑸噁air鍩烘湰鍚岀京锛岃嫢鍏ラ伕鍓囨垚鐐烘矑蹇呰鐨勯噸寰�(f霉)锛沑[D\] favorite鎰忕偤鈥滄渶鍠滄鐨勪汉/鐗┾€濓紝涔熶笉鍚堟枃鎰�锛屾晠閬竑avorable锛屾剰鐐衡€滆磰鍚岀殑鈥�锛岄伕闋呬篃瑾槑鍕歌鍒ヤ汉鐨勭洰鐨勫湪浜庝娇鍒ヤ汉璐婂悓鎴戝€戠殑瑙€榛�銆�

銆€銆€5.銆愮瓟妗堛€� D 鏈鑰冩煡寰炲彞寮曞皫(d菐o)瑭炵殑杈ㄦ瀽銆�

銆€銆€銆愯В鏋愩€� influence鐨勮硴瑾炲緸鍙ヤ腑鐨勮瑐瑾瀊ehave鏄笉鍙婄墿鍕曡锛屾牴鎿�(j霉)瑾炴硶瑕佹眰锛岄鍏堟帓闄ゅ付鏈夊悕瑭炲惈缇╃殑\[A\] what鍜孿[B\] which锛涘嫺瑾垾浜鸿兘澶犲奖闊垮垾浜虹殑鎬濈董鍜岃鐐烘柟寮�锛岃€屼笉鏄師鍥�锛屾墍浠ユ帓闄[C\] why锛屾晠閬竆[D\]銆�

銆€銆€6.銆愮瓟妗堛€� B 鏈鑰冩煡鍕曡瑭炵京杈ㄦ瀽銆�

銆€銆€銆愯В鏋愩€� 骞惧€嬮伕闋呴兘鍙互璺熷悗鏂囩殑on鎼厤锛屽緱鍑轰笉鍚岀殑鍚京锛屼絾鍓嶆枃璎涙垜鍊戠殑瑙€榛炰篃瑷变笉濡傚垾浜虹殑鏇村叿瑾湇鍔涳紝鍚庢枃绲﹀嚭涓嶅悓鐨勬儏褰�锛屾牴鎿�(j霉)鏂囨剰閬竆[B\] 锛宒epending on鎰忕偤鈥滀緷璩翠簬锛涙牴鎿�(j霉)鈥�銆俓[A\] living on鎰忕偤鈥滈潬鈥︹€︾敓娲烩€�锛沑[C\] resting on鎰忕偤鈥滀緷闈犫€�锛沑[D\] insisting on鎰忕偤鈥滃爡鎸佲€濄€�

銆€銆€7.銆愮瓟妗堛€� A 鏈鑰冩煡鍕曡瑭炵京杈ㄦ瀽銆�

銆€銆€銆愯В鏋愩€� 鏍规摎(j霉)鍙ュ瓙瑾炴硶瑕佹眰锛岃┎閬搁爡鎳�(y墨ng)瑭插彲浠ュ紩灏�(d菐o)璩撹獮寰炲彞锛岀鍚堥€欎竴瑕佹眰鐨勫彧鏈塭nsure锛屽叾瑾炴剰鐐衡€滀繚璀夛紝鎿�(d膩n)?锛�?锛屽叾浠栭伕闋呬笉鍚堣獮娉曡姹�銆傝┎鍙ュ惈缇╃偤锛氫汉鍊戝嫺瑾粬浜烘檪锛岃鍔姏纰轰繚鑷繁鐨勮榛炲緱鍒版噳(y墨ng)鏈夌殑闂�(gu膩n)娉ㄣ€俓[B\] assure鎰忕偤鈥滃悜鈥︹€︿繚璀�锛涗娇纰轰俊鈥�锛屽父鐢ㄤ綔assure sb.that.銆�.鎴栬€卆ssure sb.of sth.锛沑[C\] insure鎰忕偤鈥滅郸鈥︹€︿繚闅€濓紝甯哥敤浣渋nsure sth.锛沑[D\] reassure鎰忕偤鈥滃悜鈥︹€﹀啀淇濊瓑锛涗娇娑堥櫎鐤戞叜鈥�锛屽父鐢ㄤ綔reassure sb.that...8.銆愮瓟妗堛€� B 鏈鑰冩煡鍕曡瑭炵京杈ㄦ瀽銆�

銆€銆€銆愯В鏋愩€� 涓婃枃璎涒€滃嫺瑾€濋€欓杸钘濊(sh霉)绲︿汉鍊戝付渚嗙殑鐩婅檿锛岃€岄€欏彞涓敤however寮曞嚭涓€浜涗汉灏嶅嫺瑾殑鍙嶉潰鐪嬫硶锛岄鍏堢⒑瀹氳〃绀鸿偗瀹氭剰缇╃殑\[A\] agree鍜孿[D\] consent涓嶅悎鏂囨剰锛涜€孿[C\] confront鎰忕偤鈥滈潰鑷�锛涢潰灏嶁€濓紝涓嶈兘鑸噒o鎼厤锛屾晠閬竆[B\] object鎰忕偤鈥滃弽灏嶁€�銆�

銆€銆€9.銆愮瓟妗堛€� D 鏈鑰冩煡浠嬭鐨勭敤娉�銆�

銆€銆€銆愯В鏋愩€� 鍙嶅皪鍕歌閫欑ó鍋氭硶鐨勪汉瑾�(r猫n)鐐�锛屽嫺瑾槸灏嶄粬浜虹敓娲荤殑渚电姱锛屽父鑸噄ntrusion鎼厤浣跨敤鐨勪粙瑭炵偤into鎴栬€卽pon/on锛屽叾浠栭伕闋呬笉绗﹀悎鐢ㄦ硶銆�

銆€銆€10.銆愮瓟妗堛€� A 鏈鑰冩煡閭忚集闂�(gu膩n)绯汇€�

銆€銆€銆愯В鏋愩€� 鏈枃浣滆€呭皪鍕歌鎸佽偗瀹氭厠(t脿i)搴�锛屽湪鎻愬強涓€浜涗汉鐨勫弽灏嶈榛炲悗锛屼綔鑰呴€蹭竴姝ュ挤瑾�(di脿o)鑷繁灏嶅嫺瑾殑鐪嬫硶锛屽洜姝ら伕\[A\]銆傚叾浠栭伕闋呬笉鍚堥倧杓垨鏂囨剰銆俓[B\] In particular鐢ㄤ簬鐗瑰垾鍒楄垑瑾槑锛沑[C\] For instance鐢ㄤ簬涓€鑸垑渚�锛沑[D\] As a result鐢ㄤ簬绲﹀嚭绲�(ji茅)鏋溿€�

銆€銆€11.銆愮瓟妗堛€� D 鏈鑰冩煡褰㈠瑭炶鲸鏋�銆�

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銆€銆€12.銆愮瓟妗堛€� B 鏈鑰冩煡褰㈠瑭炶鲸鏋�銆�

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銆€銆€13.銆愮瓟妗堛€� A 鏈鑰冩煡鍕曡杈ㄦ瀽銆�

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銆€銆€14.銆愮瓟妗堛€� A 鏈鑰冩煡缈�(x铆)鎱ｆ惌閰�銆�

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銆€銆€15.銆愮瓟妗堛€� A 鏈鑰冩煡鍕曡杈ㄦ瀽銆�

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銆€銆€16.銆愮瓟妗堛€� D 鏈鑰冩煡閭忚集闂�(gu膩n)绯�銆�

銆€銆€銆愯В鏋愩€� 鍦ㄥ垎鏋愰亾寰蜂笂鐨勫嫺瑾鐐轰箣鍚�锛屼綔鑰呴渶瑕佸緱鍑虹祼(ji茅)璜栵紝鍥犳鎺掗櫎鏈夎綁(zhu菐n)鎶樻剰缇╃殑\[A\] However鍜孿[B\] Conversely锛屼篃鎺掗櫎鏈夐仦閫插惈缇╃殑\[C\] Furthermore锛屾晠閬竆[D\]銆�

銆€銆€17.銆愮瓟妗堛€� A 鏈鑰冩煡鍕曡杈ㄦ瀽銆�

銆€銆€銆愯В鏋愩€� 浜哄€戝彈鏁欒偛鐨勯亷绋嬪氨鏄(xu茅)缈�(x铆)鍛ㄥ瘑鎺ㄧ悊鍜屽嫺瑾殑閬庣▼銆傞€欒姹傛垜鍊戣兘澶犳姂鍒朵竴绋嫺瑾€岄紦鍕靛苟閬嬬敤鍙︿竴绋�锛屾牴鎿�(j霉)鍙ュ瓙鍓嶅悗閭忚集锛岄伕闋呮噳(y墨ng)鑸噀ncourage妲�(g貌u)鎴愮浉灏嶈獮鎰�锛岄鍏堢⒑瀹氭帓闄ゅ叿鏈夌浉鍚岃獮鎰忕殑\[B\] perform鍜孿[C\] insist锛沑[D\] restrain鎰忕偤鈥滅磩鏉�锛屾帶鍒�(鎰熸儏绛�)鈥�锛岃€孿[A\] resist甯舵湁鈥滀笉鎺ュ彈鈥濈殑鍚京锛屾洿绗﹀悎鏂囨剰銆�

銆€銆€18.銆愮瓟妗堛€� A 鏈鑰冩煡閭忚集闂�(gu膩n)绯�銆�

銆€銆€銆愯В鏋愩€� 鍦ㄥ垎鏋愬嫺瑾皪鍊嬩汉鐨勯噸瑕佹剰缇╁悗锛屼綔鑰呭張鎻愬強鍕歌琛岀偤灏嶇ぞ鏈冪殑閲嶈鎰忕京锛岃┎娈典粛绻肩簩(x霉)璜栬堪鍕歌鐨勯噸瑕佹剰缇╋紝鏁呮帓闄[B\] Except鑸嘰[D\] Excluding锛屽畠鍊戠敤浜庡紩鍑鸿窡鐩墠瑭遍涓嶅悓鐨勫収(n猫i)瀹癸紱鑰孿[C\] Including甯哥敤浜庡垪鑸夎垏瑭遍鐩搁棞(gu膩n)鐨勪緥瀛�銆傝┎娈典綔鑰呭湪璜栬堪鈥滃嫺瑾€濋€欏€嬩富椤岀殑鍏╂柟闈㈡剰缇�锛屽洜姝ら伕\[A\] Beyond鎰忕偤鈥滈櫎浜嗏€�銆�

銆€銆€19.銆愮瓟妗堛€� D 鏈鑰冩煡鍚嶈杈ㄦ瀽銆�

銆€銆€銆愯В鏋愩€� 鍕歌鍜岃鍕歌浣滅偤缇庡湅鎲叉硶鐨勫熀鐭虫槸涓€绋瑠(qu谩n)鍒╋紝鎵€浠ラ伕\[D\]銆俽ight鏄硶寰嬫垨閬撳痉璩︿簣浜哄€戠殑娆�(qu谩n)鍒�锛沑[A\] power鏄皪浜烘垨浜嬬殑涓€绋帶鍒跺姏閲�锛沑[B\] authority鏄皪浜烘垨浜嬫帶鍒剁殑涓诲嫊娆�(qu谩n)锛沑[C\] ability鏄汉鍊戜富瑙€鐨勮兘鍔�銆�

銆€銆€20.銆愮瓟妗堛€� to 鏈鑰冩煡缈�(x铆)鎱ｆ惌閰�銆�

銆€銆€銆愯В鏋愩€� 甯歌垏amendment鈥滀慨姝ｂ€濇惌閰嶄娇鐢ㄧ殑浠嬭鐐簍o锛屽叾浠栦笉鍚堢敤娉曡姹�銆�

銆€銆€Section 鈪� Reading Comprehension

銆€銆€Part A

銆€銆€Text1

銆€銆€21.銆愮瓟妗堛€� D

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銆€銆€22.銆愮瓟妗堛€� B

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銆€銆€23.銆愮瓟妗堛€� C

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