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?锛佺檺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?锛佺檲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銆傗€淲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€?銆傝窐锛� 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€?銆傝窚锛� 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€锛籆锛� experiments may waste lots of lives

銆€?銆傝窢锛� 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€?銆傝窐锛� 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€锛籇锛� 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€?銆傝窚锛� 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€?銆傝窐锛� belonged to the land顎憃wning class

銆€銆€锛籅锛� 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€锛籄锛� 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€锛籇锛� 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鐨勭敤娉曘€�

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�?ji菐ng)瑁緁鐨勬儏褰�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�(d谩)浜嗕汉鍊戣垏鍚勭ó鍒╃泭鐨勫苟瀛樺惈缇�锛屽叾浠栭伕闋�(xi脿ng)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�銆�

銆€銆€銆愯В鏋愩€� 瑭插彞鍦ㄥ皪(du矛)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�(du矛)姣旇柀椁呯殑娓存眰鈥�锛宼ake priority over鎰忕偤鈥滀韩鏈夊劒(y艒u)鍏堟瑠(qu谩n)鈥�銆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(sh铆)姗�(j墨)绛�锛涘崰鈥︹€︾殑渚垮疁鈥濓紝甯哥敤浜轰綔涓昏獮锛泃ake control of鎰忕偤鈥滄帶鍒垛€濓紱take the place of鎰忕偤鈥滄浛浠ｂ€濄€�

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紝瑭插彞鐨剅omantic interest鍙悊瑙ｇ偤鈥滄氮婕�/鎰涙儏鑸堣叮鈥�锛岃垏姝よ獮鎰忔(g貌u)鎴愰倧杓棞(gu膩n)绯荤殑鍙湁object锛岃〃绀�(鎯呮劅)灏�(du矛)璞★紝鍏朵粬涓嶅悎鏂囨剰銆俓[A\] objection鎰忕偤鈥滃弽灏�(du矛)鈥濓紱\[B\] projection鎰忕偤鈥滄姇灏�锛涙姇鎿测€濓紱\[C\] project鎰忕偤鈥滆▓(j矛)鍔�锛屾柟妗�锛涢爡(xi脿ng)鐩€�銆傝┎鍙ュ惈缇╃偤锛氬氨閫ｄ綘鎰涙厱鐨勫皪(du矛)璞′篃鏈�(hu矛)鍙︽湁鍏朵粬閬告搰銆�

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�(di菐n)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(xi脿ng)鎳�(y墨ng)瑭茶垏fair(鍏鐨�)閭忚集鎰忕京骞跺垪锛岄伕闋�(xi脿ng)\[A\] 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┾€�锛屼篃涓嶅悎鏂囨剰锛屾晠閬竑avorable锛屾剰鐐衡€滆磰鍚岀殑鈥�锛岄伕闋�(xi脿ng)涔熻鏄庡嫺瑾垾浜虹殑鐩殑鍦ㄤ簬浣垮垾浜鸿磰鍚屾垜鍊戠殑瑙€榛�(di菐n)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�(d貌ng)瑭�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師鍥狅紝鎵€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�(d貌ng)瑭炶缇╄鲸鏋�銆�

銆€銆€銆愯В鏋愩€� 骞惧€�(g猫)閬搁爡(xi脿ng)閮藉彲浠ヨ窡鍚庢枃鐨刼n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�(di菐n)涔熻ū涓嶅鍒ヤ汉鐨勬洿鍏疯鏈嶅姏锛屽悗鏂囩郸鍑轰笉鍚岀殑鎯呭舰锛屾牴鎿�(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€濓紱\[C\] resting on鎰忕偤鈥滀緷闈犫€�锛沑[D\] insisting on鎰忕偤鈥滃爡(ji膩n)鎸佲€濄€�

銆€銆€7.銆愮瓟妗堛€� A 鏈鑰冩煡鍕�(d貌ng)瑭炶缇╄鲸鏋�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(xi脿ng)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�锛屾摂(d膩n)?锛�?锛屽叾浠栭伕闋�(xi脿ng)涓嶅悎瑾炴硶瑕佹眰銆傝┎鍙ュ惈缇╃偤锛氫汉鍊戝嫺瑾粬浜烘檪(sh铆)锛岃鍔姏纰轰繚鑷繁鐨勮榛�(di菐n)寰楀埌鎳�(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�(xi菐n)鈥�锛屽父鐢ㄤ綔insure 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�(d貌ng)瑭炶缇╄鲸鏋愩€�

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�(du矛)鍕歌鐨勫弽闈㈢湅娉�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紱闈㈠皪(du矛)鈥�锛屼笉鑳借垏to鎼厤锛屾晠閬竆[B\] object鎰忕偤鈥滃弽灏�(du矛)鈥�銆�

銆€銆€9.銆愮瓟妗堛€� D 鏈鑰冩煡浠嬭鐨勭敤娉曘€�

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銆€銆€銆愯В鏋愩€� 鏈枃浣滆€呭皪(du矛)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�(du矛)瑙€榛�(di菐n)鍚�锛屼綔鑰呴€�(j矛n)涓€姝ュ挤(qi谩ng)瑾�(di脿o)鑷繁灏�(du矛)鍕歌鐨勭湅娉�锛屽洜姝ら伕\[A\]銆傚叾浠栭伕闋�(xi脿ng)涓嶅悎閭忚集鎴栨枃鎰�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€�

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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�(d貌ng)瑭炶鲸鏋�銆�

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銆€銆€17.銆愮瓟妗堛€� A 鏈鑰冩煡鍕�(d貌ng)瑭炶鲸鏋�銆�

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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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