BSection I Use of EnglishDirections: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D./B

技术发展给社会带来的弊端 ——1989年英译汉及详解 When Jane Matheson started work at Advanced Electronics Inc. 12 years ago,【F1】 she laboured over a microscope, hand-welding tiny electronic computers and turned out 18 per hour. Now she tends the computerized machinery that turns out high capacity memory chips at the rate of 2, 600 per hour. Production is up, profits are up, her income is up and Mrs. Matheson says the work is far less strain on her eyes. But the most significant effect of the changes at AEI was felt by the workers who are no longer there. Before the new computerized equipment was introduced, there were 940 workers at the plant. Now there are 121.【F2】 A plant follow-up survey showed that one year after the layoffs only 38% of the released workers found new employment at the same or better wages. Nearly half finally settled for lower pay and more than 13% are still out of work. The AEI example is only one of hundreds around the country which forge intelligently ahead into the latest technology, but leave the majority of their workers behind. 【F3】 Its beginnings obscured by unemployment caused by the world economic slow-down, the new technological unemployment may emerge as the great socio-economic challenge of the end of the 20th century. One corporation economist says the growth of "machine job replacement" has been with us since the beginning of the industrial revolution, but never at the pace it is now. The human costs will be astonishing.【F4】 "It"s humiliating to be done out of your job by a machine and there is no way to fight back, but it is the effort to find a new job that really hurts." Some workers, like Jane Matheson, are retrained to handle the new equipment, but often a whole new set of skills is required and that means a new, and invariably smaller set of workers.【F5】 The old workers, trapped by their limited skills, often never regain their old status and employment. Many drift into marginal areas. They feel no pride in their new work. They get badly paid for it and they feel miserable, but still they are luckier than those who never find it. 【F6】 The social costs go far beyond the welfare and unemployment payments made by the government. Unemployment increases the chances of divorce, child abuse, and alcoholism, a new federal survey shows. Some experts say the problem is only temporary... that new technology will eventually create as many jobs as it destroys.【F7】 But futurologist Hymen Seymour says the astonishing efficiency of the new technology means there will be a simple and direct net reduction in the amount of human labor that needs to be done. "We should treat this as an opportunity to give people more leisure. It may not be easy, but society will have to reach a new unanimity on the division and distribution of labor," Seymour says. He predicts most people will work only six-hour days and four-day weeks by the end of the century. But the concern of the unem ployed is for now.【F8】 Federally funded training and free back-to-school programs for laid-off workers are under way, but few experts believe they will be able to keep up with the pace of the new technology. For the next few years, for a substantial portion of the workforce, times are going to be very tough indeed.

We assumed ethics needed the seal of certainty, else it was non-rational. And certainty was to be produced by a deductive model: the correct actions were derivable from classical first principles or a hierarchical ranked pantheon of principles. This model, though, is bankrupt. I suggest we think of ethics as analogous to language usage. There are no univocal rules of grammar and style which uniquely determine the best sentence for a particular situation. Nor is language usage universalizable. Although a sentence or phrase is warranted in one case, it does not mean it is automatically appropriate in like circumstances. Nonetheless, language usage is not subjective. This should not surprise us in the least. All intellectual pursuits are relativistic in just these senses. Political science, psychology, chemistry, and physics are not certain, but they are not subjective either. As I see it, ethical inquiry proceed like this: we are taught moral principles by parents, teachers, and society at large. As we grow older we become exposed to competing views. These may lead us to reevaluate presently held beliefs. Or we may find ourselves inexplicably making certain valuations, possibly because of inherited altruistic tendencies. We may "learn the hard way, that some actions generate unacceptable consequences. Or we may reflect upon our own and others" "theories" or patterns of behavior and decide they are inconsistent. The resulting views are "tested;" we act as we think we should and evaluate the consequences of those actions on ourselves and on others. We thereby correct our mistakes in light of the test of time. Of course people make different moral judgments; of course we cannot resolve these differences by using some algorithm which is itself beyond judgment. We have no vantage point outside human experience where we can judge right and wrong, good and bad. But then we don"t have a vantage point from where we can be philosophical relativists either. We are left within the real world, trying to cope with ourselves, with each other, with the world, and with our own mistakes. We do not have all the moral answers; nor do we have an algorithm to discern those answers. Neither do we possess an algorithm for determining correct language usage but that does not make us throw up our hands in despair because we can no longer communicate. If we understand ethics in this way, we can see, I think, the real value of ethical theory. Some people talk as if ethical theories give us moral prescriptions. They think we should apply ethical principles as we would a poultice: after diagnosing the illness, we apply the appropriate dressing. But that is a mistake. No theory provides a set of abstract solutions to apply straightforwardly. Ethical theories are important not because they solve all moral dilemmas but because they help us notice salient features of moral problems and help us understand those problems in context.

On behalf of the Organizing Committee, please write a letter of about 100 words to confirm a speaker's attendance to an annual academic conference on campus. You should include the details you think necessary. You should write neatly on the ANSWER SHEET. Do not sign your own name at the end of the letter. Use "Li Ming" instead. Do not write the address.

Title: HONESTYTime: 40 minutesWord limit: 160-200 words.Your composition should be based on the Key Words and Expressions below.Your composition must be written clearly.Key Words and Expressions:1. mean, truth, fair, virtue, dishonest, evil.2. the best policy, respect, look down upon, succeed, honest efforts.3. Benefit, dishonest means trouble.

WorldCommercialFishingStudythetwopicturescarefullyandwriteanessayof160-200words.Youshould1)describethepictures,2)deducethedrawer'spurposeinthepictures,and3)suggestyourcounter-measures.

What accounts for the astounding popularity of Dr. Phil McGraw? Why have so many TV viewers and book buyers embraced this tough warrior of a psychologist who tells them to suck it up and deal with their own problems rather than complaining and blaming everyone else? Obviously,Oprah Winfrey has a lot to do with it. She made him famous with regular appearances on her show, and is co-producing the new "Dr. Phil" show that's likely to be the hottest new daytime offering this fall. But we decided to put Dr. Phil on the cover not just because he's a phenomenon.【F1】 We think his success may reflect an interesting shift in the American spirit of time. Could it be that we' re finally getting tired of the culture of victimology? This is a tricky subject, because there are very sad real victims among us. Men still abuse women in alarming numbers. Racism and discrimination persist in subtle and not-so-subtle forms.【F2】 But these days, almost anyone can find a therapist or lawyer to assure them that their professional relationship or health problems aren't their fault. As Marc Peyser tells us in his terrific profile of Dr. Phil, the TV suits were initially afraid audiences would be offended by his stern advice to "get real! " In fact, viewers thirsted for the tough talk. Privately, we all know we have to take responsibility for decisions we control. It may not be revolutionary advice(and may leave out important factors like unconscious impulses).【F3】 But it's still an important message with clear echoing as, a year later, we contemplate the personal lessons of September 11. Back at the livestock farm—the one in Crawford, Texas—President Bush continued to issue mixed signals on Iraq.【F4】 He finally promised to consult allies and Congress before going to war, and signaled an attack isn't coming right now("I'm a patient man"). But so far there has been little consensus-building, even as the administration talks of "regime change" and positions troops in the gulf. Bush's team also ridiculed the press for giving so much coverage to the Iraq issue. Defense Secretary Rumsfeld called it a "frenzy", and Press Secretary Ari Fleischer dismissed it as "self-inflicted silliness". But as Michael Hirsh notes in our lead story, much of the debate has been inside the Republican Party,【F5】 where important voices of experience argue Bush needs to prepare domestic and world opinion and think through the global consequences before moving forward. With so much at stake, the media shouldn't pay attention? Now who's being silly?

As Eleanor Roosevelt once said, "Universal human rights begin in small places, close to home". And Tolerance.org, a Web site from the Southern Poverty Law Center, is helping parents across the country create homes in which tolerance and understanding are guiding themes. "The goal of nurturing open-minded, empathetic children is a challenging one", says Jennifer Holladay, director of Tolerance. org. "To cultivate tolerance, parents have to instill in children a sense of empathy, respect and responsibility—to oneself and to others—as well as the recognition that every person on earth is a treasure". Holladay offers several ways parents can promote tolerance: Talk about tolerance. Tolerance education is an ongoing process; it cannot be captured in a single moment. Establish a high comfort level for open dialogue about social issues. Let children know that no subject is taboo. Identify intolerance when children are exposed to it. Point out stereotypes and cultural misinformation depicted in movies, TV shows, computer games and other media. Challenge bias when it comes from friends and family members. Do not let the moment pass. Begin with a qualified statement: "Andrew just called people of XYZ faith "lunatics". What do you think about that, Zoe?" Let children do most of the talking. Challenge intolerance when it comes from your children. When a child says or does something that reflects biases or embraces stereotypes, confront the child: "What makes that joke funny, Jerome?" Guide the conversation toward internalization of empathy and respect—"Mimi uses a walker, honey. How do you think she would feel about that joke?" or "How did you feel when Robbie made fun of your glasses last week?" Support your children when they are the victims of intolerance. Respect children"s troubles by acknowledging when they become targets of bias. Don"t minimize the experience. Provide emotional support and then brainstorm constructive responses. For example, develop a set of comebacks to use when children are the victims of name-calling. Create opportunities for children to interact with people who are different from them. Look critically at how a child defines "normal". Expand the definition. Visit playgrounds where a variety of children are present—people of different races, socioeconomic backgrounds, family structures, etc. Encourage a child to spend time with elders—grandparents, for example. Encourage children to call upon community resources. A child who is concerned about world hunger can volunteer at a local soup kitchen or homeless shelter. The earlier children interact with the community, the better. This will help convey the lesson that we are not islands unto ourselves. Model the behavior you would like to see. As a parent and as your child"s primary role model, be consistent in how you treat others. Remember, you may say, "Do as I say, not as I do", but actions really do speak louder than words.

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-existing 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-in-waiting, but the journeyman apprentice for upward mobility. 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-grant colleges opened the doors of higher education to poor but aspiring boys from non Anglo-Saxon, working-class, and lower-middle-class 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 objects was the acquisition of practical skills and useful information. For the gentleman-in-waiting, 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-control 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.

Biographies can be wearisome contrivances, often too long and too detailed for their own good. Biographers make the mistake of spending too much time worshipping their subjects. Think of the authoritative three-volume life of Robert Frost by Lawrence Thompson, for example, and how the biographer passed, over the many years of its making, from hero worship to intense dislike of the poet he shadowed for almost a quarter of a century. Yes, too long and intense an acquaintance can lead to sourness. As the bicentenary of Charles Darwin"s birth on February 12th approaches, it is good to welcome a biography which is relatively small, but in no way superficial or meager. Ruth Padel has achieved this feat by writing her great-great-grandfather"s life in a sequence of often quite short poems. Through her verses she seeks to capture the "voice" of Darwin. Ms Padel embeds many of Darwin"s own words— from his books or his letters—in her poems, and the results tend to give the sense of being jointly authored. Sometimes she shapes entire pieces of quotation into her own poetic passages. If this seems to be a bit of sly plagiarism, it doesn"t feel like it. It feels more like a skillful act of collaboration between the living and the dead, one melding easily with the other. Why does this book work so well? How does it manage to say so much in so few words? Ms Padel seems to have caught the essence of the man"s character, as if in a butterfly net. She enters into his cast of mind, bringing across his hyper-sensitivity, his sense of fragility, his lifelong boldness, and the poems are a sequence of snapshots—often small, intermittent and delicately imagistic—of particularly crucial incidents in his life; of moments of intellectual illumination. It is not easy to describe a whole life in relatively few words. You need to find some way of filling in the background. Ms Padel has overcome this problem by having paragraphs of notes run, in a single column, beside the texts of the poems so that they can be read side by side. And why are poems a good way of illuminating a life such as Darwin"s? The best lyric poems— think of Keats or Shelley, for example—are moments of sudden insight. And Darwin, throughout, was in the grip of something very similar: a terrible, destabilizing sense of wonder. He sensed hints of the marvelous everywhere he looked. All the sadder then—and this is something that Ms Padel does not explain—that, later in life, the man who carried with him on the Beagle Channel a copy of Milton"s "Paradise Lost" found that he could no longer enjoy poetry.

Suppose your friend, Anne, has been promoted to the monitor. And she asked for your advice on how to serve as an excellent class leader. Write her a letter to congratulate her and give your advice. You should write about 100 words neatly on the ANSWER SHEET. Do not sign your own name at the end of the letter. Use "Li Ming" instead. Do not write the address.

BSection I Use of EnglishDirections: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D./B

Writeanessayofabout160-200wordsbasedonthefollowingdrawing.Inyouressay,youshould1.describethedrawingbriefly,2.interpretitsintendedmeaning,and3.giveyourcomments.YoushouldwriteneatlyontheANSWERSHEET.(20points)

You are Wang Ling, a to-be graduate from NanJing University, majoring in English. Write a letter to a company applying for a position, your letter should include: 1)an introduction of yourself; 2) your qualification for the position; 3) an interview request. You should write about 100 words. You don"t need to write the address.

The cause of Alzheimer's disease is unknown, but various studies suggest that its risk factors extend beyond genetics. Some studies have associated the disease with a lack of physical activity. Others have linked Alzheimer's disease to a lack of stimulating brainwork—fitting a use-it-or-lose-it situation of cognitive decline. A new study supports the view that both kinds of inactivity pose risks. People who have the memory loss, confusion, and disorientation of Alzheimer's disease in old age were generally less active physically and intellectually between the ages of 20 and 60 than were people who don't have the disease, according to study coauthor Robert P. Friedland, a neurologist at Case Western Reserve University School of Medicine in Cleveland, and his colleagues. After establishing an average overall activity level for all the study's participants, the researchers discovered that the Alzheimer's patients were nearly four times as likely as the people without Alzheimer's to fall below that average. In particular, the non-Alzheimer's volunteers had devoted more time on average between ages 40 and 60 to intellectual activities and less to passive ones than had those who developed the disease. The only single activity in which Alzheimer's patients on average significantly outperformed their counterparts was watching television, Friedland says. While certain genetic factors seem to influence the brain deterioration associated with Alzheimer's, these don't account for all cases of the disease. Indeed, studies of genetically similar people living in separate countries show divergent rates of Alzheimer's disease. The new study accounted for differences in education and income but not occupation. It doesn't point to a cause of Alzheimer's or even predict who might develop the disease, but it does reinforce the value of remaining physically and mentally active, Friedland says. From an evolutionary standpoint, people are still physically designed to be active hunters and gatherers. "Being a couch potato," he says, "is not our natural state." Intellectual stimulation may work the same way, he says. Studies indicate that a higher educational level makes a person less likely to develop Alzheimer's disease. Some researchers suggest that challenging the brain builds reserves of functional brain tissue that protect people against the disease. "This is a very intriguing study" built on "extremely rigorous" data collection, says Mary S. Mittelman, a scientist at New York University School of Medicine. However, she wonders why some people are active during their middle years while others aren't. Could it be that a sedentary lifestyle really contributes to the development of Alzheimer's, or does the illness begin early in life and subtly steer a person toward such a lifestyle? " It could be a combination of both," Friedland says.

OnEnvironmentalPollutionWriteanessayof160-200wordsbasedonthedrawing.Inyouressay,youshould1)describethedrawingbriefly,2)interpretitsintendedmeaning,and3)giveyourcomments.

Clever, rich or both—almost every country in the world has some sort of programme to attract desirable migrants. The only exceptions are "weird places like Bhutan" says Christian Kalin of Henley & Partners, which specializes in fixing visas and passports for globe-trotters. Competition is fierce and, as with most things, that lowers the price and increases choice. Britain has two programmes, one for the rich—who have to invest ￡750,000($1.36m) in actively traded securities—and one, much larger, for talented foreigners. Both have worked well. Unlike some other countries, Britain does not make applicants find a job first: with good qualifications, they can just turn up and look for work. That helps keep Britain"s economy flexible and competitive. But now a bureaucratic snag is threatening the scheme. The problem comes with anyone wanting to convert his visa into "indefinite leave to remain" (Britain"s equivalent of America"s Green Card). This normally requires four years" continuous residence in Britain. After a further year, it normally leads to British citizenship. The law defines continuous residence sensibly. Business trips and holidays don"t count, if the applicant"s main home is in Britain. As a rule of thumb, an average of 90 days abroad was allowed each year. But unpublished guidelines seen by The Economist are tougher: they say that "none of the absences abroad should be of more than three months, and they must not amount to more than six months in all." Over the four years needed to quality, that averages only six weeks a year. For many jet-setters, this restriction is a career-buster. Six weeks abroad barely covers holidays, let alone business travel. Alexei Sidney, a Russian consultant, has to turn down important jobs because he cannot afford any more days abroad. If applicants travel "too much", their children risk losing the right to remain in Britain. The Home Office insists that the rules have not changed since 2001. That would confirm Mr. Gherson"s suspicion that the new policy has come in by accident, probably as a result of zeal or carelessness by mid-ranking officials. Their attitude is at odds with the stance of the government, which has been trying for years to make the system more user-friendly for the world"s elite. It even moved processing of business residency cases from a huge office in Croydon, notorious for its slowness and hostility to would-be immigrants, to a new outfit in Sheffield. But lawyers such as Mr. Kalin are in no doubt of the risk Britain is running. America, he says, is already losing out in the global talent market because of its "painful and humiliating" immigration procedures. If Britain"s rules stay tight, he says, foreigners will go elsewhere. Likely beneficiaries are Ireland and Austria, European Union countries whose residency visas and passports confer the same convenience as British ones, with less hassle.

We have come to think of teenagers as a breed apart—ask any parent of one. But as a driver of culture, as a consumer niche, as a state of contrariness, the subspecies known as teenager wasn"t even identified until World War II, the point at which British music writer Jon Savage"s fascinating new book, Teenage: The Creation of Youth Culture 1875-1945, ends.【F1】______. Amid the chaos of mass urbanization in the late 19th century, teens were already notoriously drawn to trouble. The street gangs that carved up New York City back then were fueled by crime, but many members joined primarily for the sake of the fringe benefits—access to the forbidden pleasuresof drink, drugs and sex.【F2】______For example, the Parisian gangsters of that era—known as Apaches—wore silk scarves and, writes Savage, "an air of bourgeois arrogance." In England"s inner cities, where there were regular pitched battles between gangs, the look was edgier. A youth worker in the 1890s noted that a proper Manchester "scuttler" could be identified by a loose white scarf, plastered-down hair, bell-bottom trousers. In 1898, G. Stanley Hall, an American psychology pioneer, defined a new stage of life called "adolescence," characterized by parental conflict, moodiness and risk taking. Contrary to the disciplinarian ethos of the day, Hall recommended that adolescents be given "room to be lazy." His prediction that "we shall one day attract the youth of the world by our unequaled liberty and opportunity," not only prophesied a culture that would revere youth but also patented it as American. 【F3】______The view of a German lieutenant colonel, Baron Colmar von der Goltz, in 1883 that "thestrength of a nation lies in its youth," was pretty much shared by all the muscle-flexing European powers of that era. World War I ultimately spent the lives of as many as 3 million of Europe"s adolescents, and the pangs were felt for decades. "The Great War," Savage writes, "forever destroyed the automatic obedience that elders expected from their children." In the Europe of the 1920s, that generational dissent was mostly expressed either in the arts (JeanCocteau, Fritz Lang, Aldous Huxley) or in outright decadence.【F4】______Nowhere more so than in Germany,where the Wandervogel, a popular, free-spirited, back-to-nature youth movement whose nonpolitical ideals had survived World War I, found itself hijacked in the 1930s by the Hitler Youth. By 1939, membership of the Hitler Youth stood at 8.9 million. 【F5】______The self-styled Swing Kids of Hamburg and the Zazous of Paris paid a heavy price in beatings and scalpings for growing their hair, wearing Zoot suits, and dirty dancing to banned jazz. "Instead of uniformity, they proclaimed difference; instead of aggression, overt sexuality," writes Savage, with as good a recipe as any for the teenage era that was about to dawn. Teenage is a bracing reminder that the tides of teen rebellion after 1945 were always about more than loud music and fashion. That story has often been told, not least by Savage in his 1991 history of punk, England"s Dreaming. A.His prediction was proved right. But in Europe, any such optimism was overwhelmed by a half-century of war and talk of war. B.Despite the clamps on freedom during the first years of World War II, the pockets of youthful defiance that Savage describes in Germany and occupied France showed a daring contempt for fascist authority, expressing it to the beat of American pop culture. C.But caught up in a renewed spiral to war, youths, many of them jobless, were soon being courted by political groups on the left and right. D.His 576-page trawl through the social commentary, memoirs and report of Europe and the U.S. in those decades shows how all the indicators of modem youth culture—the generational antagonism, the moral panics, the idealism, the shocking dress sense—were in place long before teenagers made a name for themselves. E.What"s yet to be accounted for is the curious disappearance in recent years of the generation gap between teens and their elders. F.And then, as ever since, young toughs also had an eye to fashion. G.Poverty and lack of education were recognized early on as the root problem of these disaffected youths.

What Will Be is an impressive and visionary guide to the future, filled with insights on how information technology will transform our lives and our world in the new century. The author, Michael Dertouzos, stands (1)_____ from many of the forecasters and commentators who bombard us daily with (2)_____ of this future. For twenty years he has led one of the world"s (3)_____ research laboratories, whose members have brought the world (4)_____ computers, the Ether Net, and start-up companies. As a visionary, his (5)_____ have been on the mark: In 1981, he described the (6)_____ of an Information Marketplace as "a twenty-first-century village marketplace where people and computers buy, sell, and freely exchange information and information services." That"s a (7)_____ description of the Internet as we know it today. Naturally, we do not agree on all the (8)_____ ways the new world will (9)_____ or affect us. This is as it should be. There is plenty of room for (10)_____ ideas and debate concerning the rich and promising setting ahead. What"s more important is that people become (11)_____, and form their own opinions, about the changes (12)_____. When it (13)_____ to that future world, what we do (14)_____ far outweighs our differences New businesses will be created and new (15)_____ will be made in the (16)_____ areas of activity this book describes. More important, radical changes in hardware, software, and infrastructure will (17)_____ in ways large and small our social lives, our families, our jobs, our health, our environment, our economy, and even the (18)_____ we see for ourselves in the universe. Whoever (19)_____ the coming Information Revolution?—that"s (20)_____ all of us—needs to know What Will Be.

TheCostofUrbanizationWriteanessayof160-200wordsbasedonthedrawing.Inyouressay,youshould1)describethedrawingbriefly,2)explainitsintendedmeaning,and3)giveyourcomments.