单选题 Listen to the following passage. Altogether the passage will be read to you four times. During the first reading, which will be done at normal speed, listen and try to understand the meaning. For the second and third readings, the passage, except the first sentence, will be read sentence by sentence, or phrase by phrase, with intervals of 15 seconds. The last reading will be done at normal speed again and during this time you should check your work. You will then be given ONE minute to check through your work once more. Write on ANSWER SHEET ONE. The first sentence of the passage is already provided. Glaciers Glaciers are formed in places where the temperatures are extremely cold.

单选题 We can use our eyes and facial expressions to communicate virtually every ______ nuance of emotion.

单选题 SECTION A MULTIPLE-CHOICE QUESTIONS In this section there are four passages followed by ten multiple-choice questions. For each question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO. PASSAGE ONE Students of United States history, seeking to identify the circumstances that encouraged the emergence of feminist movements, have thoroughly investigated the mid-nineteenth- century American economic and social conditions that affected the status of women. These historians, however, have analyzed less fully the development of specifically feminist ideas and activities during the same period. Furthermore, the ideological origins of feminism in the United States have been obscured because, even when historians did take into account those feminist ideas and activities occurring within the United States, they failed to recognize that feminism was then a truly international movement actually centered in Europe. American feminist activists who have been described as 'solitary' and 'individual theorists' were in reality connected to a movement—utopian socialism—which was already popularizing feminist ideas in Europe during the two decades that culminated in the first women's rights conference held at Seneca Falls, New York, in 1848. Thus, a complete understanding of the origins and development of nineteenth-century feminism in the United States requires that the geographical focus be widened to include Europe and that the detailed study already made of social conditions be expanded to include the ideological development of feminism. The earliest and most popular of the utopian socialists were the Saint-Simonians. The specifically feminist part of Saint-Simonianism has, however, been less studied than the group's contribution to early socialism. This is regrettable on two counts. By 1832 feminism was the central concern of Saint-Simonianism and entirely absorbed its adherents' energy; hence, by ignoring its feminism, European historians have misunderstood Saint-Simonianism. Moreover, since many feminist ideas can be traced to Saint-Simonianism, European historians' appreciation of later feminism in France and the United States remained limited. Saint-Simon's followers, many of whom were women, based their feminism on an interpretation of his project to reorganize the globe by replacing brute force with the rule of spiritual powers. The new world order would be ruled together by a male, to represent reflection, and a female, to represent sentiment. This complementarity reflects the fact that, while the Saint-Simonians did not reject the belief that there were innate differences between men and women, they nevertheless foresaw an equally important social and political role for both sexes in their Utopia. Only a few Saint-Simonians opposed a definition of sexual equality based on gender distinction. This minority believed that individuals of both sexes were born similar in capacity and character, and they ascribed male-female differences to socialization and education. The envisioned result of both currents of thought, however, was that women would enter public life in the new age and that sexual equality would reward men as well as women with an improved way of life. PASSAGE TWO When school officials in Kalkaska, Michigan, closed classes last week, the media flocked to the story, portraying the town's 2,305 students as victims of stingy taxpayers. There is some math to that; the property-tax rate here is one-third lower than the state average. But shutting their schools also allowed Kalkaska's educators and the state's largest teachers' union, the Michigan Education Association, to make a political point. Their aim was to spur the passage of legislation Michigan lawmakers are debating to increase the state's share of school funding. It was no coincidence that Kalkaska shut its schools two weeks after residents rejected a 28 percent property-tax increase. The school board argued that without the increase it lacked the $1.5 million needed to keep schools open. But the school system had not done all it could to keep the schools open. Officials declined to borrow against next year's state aid, they refused to trim extracurricular activities and they did not consider seeking a smaller—perhaps more acceptable—tax increase. In fact, closing early is costing Kalkaska a significant amount, including $600,000 in unemployment payments to teachers and staff and $250,000 in lost state aid. In February, the school system promised teachers and staff two months of retirement payments in case schools closed early, a deal that will cost the district $275,000 more. Other signs suggest school authorities were at least as eager to make a political statement as to keep schools open. The Michigan Education Association hired a public relations firm to stage a rally marking the school closings, which attracted 14 local and national television stations and networks. The president of the National Education Association, the MEA's parent organization, flew from Washington, D.C., for the event. And the union tutored school officials in the art of television interviews. School supervisor Doyle Disbrow acknowledges the district could have kept schools open by cutting programs but denies the moves were politically motivated. Michigan lawmakers have reacted angrily to the closings. The state Senate has already voted to put the system into receivership and reopen schools immediately; the Michigan House plans to consider the bill this week. PASSAGE THREE I had an experience some years ago which taught me something about the ways in which people make a bad situation worse by blaming themselves. One January, I had to officiate at two funerals on successive days for two elderly women in my community. Both had died 'full of years', as the Bible would say; both yielded to the normal wearing out of the body after a long and full life. Their homes happened to be near each other, so I paid condolence calls on the two families on the same afternoon. At the first home, the son of the deceased woman said to me, 'If only I had sent my mother to Florida and gotten her out of this cold and snow, she would be alive today. It's my fault that she died.' At the second home, the son of the other deceased woman said, 'If only I hadn't insisted on my mother's going to Florida, she would be alive today. That long airplane ride, the abrupt change of climate, was more than she could take. It's my fault that she's dead.' When things don't turn out as we would like them to, it is very tempting to assume that had we done things differently, the story would have had a happier ending. Priests know that any time there is a death, the survivors will feel guilty. Because the course of action they took turned out badly, they believe that the opposite course—keeping Mother at home, postponing the operation—would have turned out better. After all, how could it have turned out any worse? There seem to be two elements involved in our readiness to feel guilt. The first is our pressing need to believe that the world makes sense, that there is a cause for every effect and a reason for everything that happens. That leads us to find patterns and connections both where they really exist and where they exist only in our minds. The second element is the notion that we are the cause of what happens, especially the bad things that happen. It seems to be a short step from believing that every event has a cause to believing that every disaster is our fault. The roots of this feeling may lie in our childhood. Psychologists speak of the infantile myth of omnipotence. A baby comes to think that the world exists to meet his needs, and that he makes everything happen in it. He wakes up in the morning and summons the rest of the world to its tasks. He cries, and someone comes to attend to him. When he is hungry, people feed him, and when he is wet, people change him. Very often, we do not completely outgrow that infantile notion that our wishes cause things to happen. PASSAGE FOUR The theory of stellar evolution predicts that when the core of a star has used up its nuclear fuel, the core will collapse. If the star is about the size of the sun, it will turn into a degenerate dwarf star. If it is somewhat larger, it may undergo a supernova explosion that leaves behind a neutron star. But if the stellar core has a mass greater than about three solar masses, gravitational forces overwhelm nuclear forces and the core collapses. Since nuclear forces are the strongest repulsive forces known, nothing can stop the continued collapse of the star. A black hole in space is formed. Because of the intense gravitational forces near the black hole, nothing can escape from it, not even light. If we were to send a probe toward an isolated black hole, the probe would detect no radiation from the black hole. It would, however, sense a gravitational field like the one that would be produced by a normal star of the same mass. As the probe approached the black hole, the gravitational forces would increase inexorably (不可阻挡地). At a distance of a few thousand kilometers, the gravitational forces would literally be torn away from the side furthest away from the black hole. Eventually, at a distance of a few kilometers from the black hole, the particles that made up the probe would pass the point of no return, and the particles would be lost forever down the black hole. This point of no return is called the gravitational radius of the black hole. But how can we hope to observe such an object? Nature, herself, could conceivably provide us with a 'probe' of a black hole: a binary star system in which one of the stars has become a black hole and is absorbing the mass of its companion star. As the matter of the companion star fell into the black hole, it would accelerate. This increased energy of motion would be changed into heat energy. Near the gravitational radius the matter would move at speeds close to the speed of light, and temperatures would range from tens of millions of degrees to perhaps as much as a billion degrees. At these temperatures, X and gamma radiation are produced. Further, since the matter near the gravitational radius would be orbiting the black hole about once every millisecond, the X radiation should show erratic, short-term variability unlike the regular or periodic variability associated with neutron stars and degenerate dwarfs. The X-ray source Cygnus X-1 fulfills these 'experimental' conditions. It is part of a binary star system in which a blue supergiant star is orbiting an invisible companion star. This invisible companion has a mass greater than about nine times the mass of the Sun, and it is a strong X-ray source that shows rapid variations in the intensity of its X-ray flux. Most astronomers believe that Cygnus X-1 is a black hole but this belief is tempered(使暖和) with a dose of caution. The idea of a black hole is still difficult to swallow, but theorists can think of no other object that could explain the phenomenon of Cygnus X-1. For this reason, in most scientific papers, Cygnus X-1 is referred to simply as a black hole 'candidate'.

单选题 The film, The Sound of Music, attracted the audience with the figure of a lovely young lady and her charming songs, which could ______ the audience's passion for life.

单选题 Which of the following sentences does NOT contain subjunctive mood?

单选题 Government in Britain 1. National Government Center of government: 2 . The House of Commons: lower but 3 of the two Houses; The House of Lords: having 4 members, who are in the House of Lords not because of 5 but because of their MPs: discuss and vote on the bills; 6 The House of Lords: suggest changes but cannot 7 the bill. 2. Local Government: making 8 . Paid for by 9 and also partially by the national government. Main job: to 10 and 11 local services. Also responsible for setting the amount of tax and collecting the tax.

单选题 Your ideas, ______, seem unusual to me.

单选题 The board ______ of the opinion that the news shouldn't be carried in the newspaper.

单选题 Which of the following prepositional phrases is an adverbial of manner?

单选题 The project requires more money than ______.

单选题 The president explained that the purpose of taxation was to ______ government spending.

单选题 This new laser printer is ______ with all leading software.

单选题 Mike has gone to the supermarket but his car's still outside. He ______ by bike.

单选题 Listen to the following passage. Altogether the passage will be read to you four times. During the first reading, which will be done at normal speed, listen and try to understand the meaning. For the second and third readings, the passage will be read sentence by sentence, or phrase by phrase, with intervals of 15 seconds. The last reading will be done at normal speed again and during this time you should check your work. You will then be given 2 minutes to check through your work once more. Authority In many countries, authority is seldom questioned, / either because it is highly respected, or because it is feared.

单选题 Yesterday, Jane walked away from the discussion. Otherwise, she ______ something she would regret later.

单选题 Yesterday Mary offered to help me to learn Japanese ______.

单选题It is commonly believed that in the United States school is where people get an education. Nevertheless, it has been said that today children interrupt their education to go to school. The 42 between schooling and education implied by this remark is important. Education is much more open-ended and all-inclusive than schooling. Education has no 43 . It can take place anywhere, whether in the shower or on the job, whether in a kitchen or on a tractor. It includes both the 44 learning that takes place in school and the whole universe of informal leaning. The agents of education can 45 from a revered grandparent to the people debating politics on the radio, from a child to a distinguished scientist. Whereas schooling has a certain predictability, education quite often produces surprises. A(n). 46 conversation with stranger may lead a person to discover how little is known of other religions. People are 47 in education from infancy on. Education, then, is a very broad, inclusive term. It is a lifelong process, a process that starts long before the start of school and one that should be an integral part of one's entire life. Schooling, on the other hand, is a specific, 48 process, whose general pattern varies little from one setting to the next. Throughout a country, children arrive at school at 49 the same time, take assigned seats, use similar textbooks, take exams, and so on. The slices of reality that are to be learned, whether they are the alphabet or an understanding of the workings of governments, have usually been limited by the boundaries of the 50 being taught. For example, high-school students know that they are not likely to 51 out in their classes the truth about political problems in their communities or what the newest filmmakers are experimenting with. A．formalized B．accurately C．figure D．stretch E．engaged F．similarity G．subject H．automatic I．chance J．range K．distinction L．divisional M．approximately N．bounds O．formal