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Section I Use of English
Directions:
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)
At the beginning of the century, medical scientists made a surprising discovery: that we are 1 not just of flesh and blood but also of time. They were able to 2 that we all have an internal "body clock" which 3 the rise and fall of our body energies, making us different from one day to the 4 . These forces became known as biorhythms; they create the 5 in our everyday life.
The 6 of an internal "body clock" should not be too surprising, 7 the lives of most living things are dominated by the 24-hour night-and-day cycle. The most obvious 8 of this cycle is the 9 we feel tired and fall asleep at night and become awake and 10 during the day. 11 the 24-hour rhythm is interrupted, most people experience unpleasant side effects. 12 , international aeroplane travelers often experience "jet lag" when traveling across
time 13 . People who are not used to 14 work can find that lack of sleep affects their work performance. 15 the daily rhythm of sleeping and waking, we also have other rhythms which 16 longer than one day and which influence wide areas of our lives. Most of us would agree that we feel good on 17 days and not so good on others. Sometimes we are 18 fingers and thumbs 笨手笨脚 but on other days we have excellent coordination. There are times when we appear to be accident-prone, or when our temper seems to be on a short fuse. Isn't it also strange 19 ideas seem to flow on some days but at other times are 20 nonexistent? Musicians, painters and writers often talk about "day spells."
1. [A] built [B] shaped [C] molded. [D] grown
2. [A] demonstrate [B] illustrate [C] present [D] propose
3. [A] designates [B] fluctuates [C] calculates [D] regulates
4. [A] second [B] latter [C] other [D] next
5. [A] "ups" and "downs" [B] "goods" and "bads"
[C] "pros" and "cons" [D] "highs" and "lows"
6. [A] name [B] idea [C] expression [D] image
7. [A] unless [B] when [C] since [D] although
8. [A] nature [B] character [C] feature [D] fact
9. [A] mode [B] way [C] form [DJ fashion
10. [A] watchful [B] ready [C] alert [D] attentive
11. [Al As [B] Because [C] Though [D] If
12. [A] Of course[B] For example[C]In consequence[D] In particular
13. [A] zones [B] areas [C] belts [D] sphere
14. [A] change [B] shift [C] transfer [D] alternative
15. [A] Instead of [B] Rather than[C] As well as [D] In comparison with
16. [A] last [B] move [C] live [D] survive
17. IA] many [B] several [C] some [D] most
18. [Al all [B] partly [C] seldom [D] often
19. [Al when [B] how [C] that [D] which
20. [Al particularly [B]specifically [C] apparently [D] virtually

Section II Reading Comprehension
Part A
Directions:
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)

Text 1
When Patricia Weathers's son Michael had problems in his first-grade class, a school psychologist told the mother he had attention deficit hyperactivity disorder, or ADH]), and needed to be medicated with stimulants. If not, he would be sent to a special education facility near his school.
Confused and frightened, Weathers says she consented to put Michael on Ritalin, a commonly used stimulant that doctors prescribe to decrease the symptoms of ADHD--restlessness, disorganization, hyperactivity.
But Michael exhibited negative effects from the drug, such as social withdrawal. Instead of spotting the side effects, Weathers says, school officials again pressured her back to the psychiatrist's office, where Michael's diagnosis was changed to social anxiety disorder and an antidepressant prescribed.
Finally, says Weathers, "I saw that the medicines were making Michael psychotic, so I stopped giving them to him." When she stopped the medicine, the school reported her to state
child protective services for child abuse.
Though charges were dropped, the Weathers case has become a symbol of the boiling controversy surrounding ADHD, treatment for it, and the subjective diagnostic tests that some critics say have led to an overuse of stimulants in schools.
According to testimony given before Congress in 2000, ADHD diagnosis in children grew from 150,000 in 1970 to 6 million in 2000, representing 12 to 13 percent of US schoolchildren.
On the one hand, a recent study by National Institute of Mental Health, published in April, confirmed long-held assumptions that consistent use of stimulants mildly suppresses children's growth--at an average rate of about an inch over the course of two years, in addition to weight loss in some children.
At the same time, another part of the same study gave the use of medication a boost when it comes to the treatment of ADHD. The study showed that strict behavioral rules, used without drugs, were not as successful as treatments involving stimulants. They suppressed ADHD symptoms in 34 percent of the children tracked over a two-year period, while medication worked in 56 percent of cases.
Yet ifthe study was reassuring to some who work with children, it was alarming to others.
"The study helps prove that the country is only hearing half the story about ADHD," says William Frankenberger, a professor at the University of Wisconsin, who has been studying ADHD for almost two decades. "If these medicines suppress growth, you have to ask what else they are doing that we can't measure."
21. It can be inferred from the text that kids with ADHD are often
[A] allergic to medicines.
[B] absent-minded in class.
[C] afraid of meeting strangers.
[D] anxious about seeing the doctor.
22. Weathers stopped giving the medicine to her son because
[A] she sensed the side effects of the medicine.
[B] the doctor prescribed another new treatment.
[C] the school psychologist advised against using it.
[D] she was charged with abusing her son physically.
23. The figures in Paragraph 6 indicate
[A] the overuse of anti-ADHD medicines on schoolchildren.
[B] the sharp drop of child-abuse cases in schools and families.
[C] the total loss of confidence in school doctors among parents.
[D] the drastic growth of ADHD symptoms observed among children.
24. The study by National Institute of Mental Health suggested that
[A] the use of medicine was effective in treating ADHD.
[B] kids on medication of stimulants tended to grow a lot.
[C] it was more successful to discipline children with ADHD.
[D] kids would put on weight quickly after receiving medication.
25. The Wisconsin professor's concern was that
[A] the government would not take actions to suppress ADHD.
[B] the anti-ADHD medicines might have more serious side effects.
[C] teachers and doctors at school might neglect the kids with ADHD.
[D] parents with ADHD kids could be discouraged by the study results.

Text 2

Still facing the prospect of double bias in the workplace--because of race and gender--women of color working full time often struggle to advance. They usually make less than their white counterparts. For them, the "glass ceiling" sometimes looks more like steel. Simply avoiding being stereotyped, even by other women, can be hard.
That is why Working Mother Media organized last month's forum at Simmons College in Boston, which brought a mix of women together to talk across racial lines.
"The purpose is to have one place where gender and race meet ... because women's issues, while very important to diversity initiatives, can get left out unless you really focus on them," says Carol Evans, founder of Working Mother Media, which publishes Working Mother Magazine. The group is hosting a series of regional forums to enhance the magazine's initiative to highlight the best companies for women of color and to urge more employers to look specifically at their experiences.
The numbers show a mixed picture.
Clearly, minority women have not progressed up the corporate ladder the way white women have. They made up just 1.3 percent of corporate officers in Fortune 500 firms in the year 2000, compared with 12.5 percent for women as a whole, according to Catalyst, a nonprofit research organization in New York.
And generally, they earn less. For example, on average, African-American women earned $27,600 and Hispanic women made $23,200 in 1999--11 and 25 percent less, respectively, than
what white women made, according to a recent analysis by the Institute for Women's Policy Research in Washington, D.C. Asian-Americans were the only ones who did better: $ 33,100, or 7 percent better than whites. And even these figures can hide variations among people with ndifferent national origins or immigration histories.
And some companies are making progress in addressing the challenges faced by minority women. This spring, Working Mother Magazine recognized six firms--Allstate, American Express, Fannie Mae, General Mills, IBM, and JPMorgan Chase--as the "Best Companies for Women of Color." The six were commended for having formal policies and practices designed to help women of color advance. Nearly 70 percent of the women polled inside those companies said they were satisfied with their advancement in the company and close to 90 percent planned to be with their companies for the next year.
26. The sentence "Simply avoiding being stereotyped, even by other women, can be hard"(Paragraph 1) implies the fact that
[A] there are too many groups of women of color in the workplace.
[B] it is hard for women of color to be stereotyped by other women.
[C] colored working women are more stereotyped by other women than men.
[DJ colored working women are still inferior even compared with other women.
27. The purpose of the forum at Simmons College in Boston is to
[A] find a place where people of different colors can meet and talk. [B] help publish the works of colored women in the Working Mother Magazine.
[C] focus on women's political rights in the women's movement.
[D] encourage employers to judge colored women by their working experiences.
28. Which of the following statements is Not true?
[A] Colored women made up just 1.3 percent of corporate officers in Fortune 500 firms in the year 2000.
[B] African-American women earned $27,600 in 1999, I1 percent less than what white women made.
[C] Hispanic women made $ 23,200 in 1999, 25 percent less than what white women made.
[D] Asian-Americans made $ 33,100, or 7 percent better than white men.
29. What does the word "addressing"(Line 1, Last paragraph) mean?
[A] Talking to.
[B] Negotiating with.
[C] Coming to terms with.
[D] Leaving out.
30. According to the text, what is the situation of colored women in the workplace?
[A] They are still faced with the double bias o~race and gender.
[B] The forum has helped them get equally treated by companies.
[C] They are able to avoid being stereotyped by the world of men.
[D] The six best companies only help women of color advance.

Text 3
Sometimes Sadler breaks into small giggles and sometimes she roars with laughter. And sometimes a dozen or so people do the same along with her. But there is nothing funny. Ms. Sadler is a certified laughter leader whose job is to help people laugh. Literally.
Sadler is one of about 1,000 adults in the United States, Canada, and Mexico who have become certified laughter leaders since July 2000 through the World Laughter Tour Inc. The group was formed in 1998 by former psychologist and psychotherapist Steve Wilson and nurse Karyn Buxman. Their intention, then and now, is "global influence in the practical applications of laughter and humor for health and world peace."
"If everyone would/go back to being a child again by spending 30 minutes laughing, thewhole world would be a better place," she adds.
In fact, there is a kind of shared universal language that goes something like this. Hee hee ha ha ho ho .... That's just one of the phrases Sadler uses in her workshop.
Those who attend one of her classes might find themselves sitting with their mouths open wide, lightly slapping their chests and then their knees with one hand while pointing at people with the other hand and laughing without making noise.
"It's sort of as if you were in church and you couldn't laugh and had to suppress it a little bit," says Sadler about the "silent laugh," one of the interactive laughter exercises she uses.
A louder laughter exercise is the "cellphone laugh." Sadler asks participants to walk round the room, holding imaginary cellphone against their ear, pretending to call a friend to perhaps tell them about this crazy laughter club workshop they attended. But instead of talking on their phones, participants laugh into it. And they're encouraged to make eye contact with one another.
The favorite class exercise is often the "argumentative laughter". Class participants walk around and point and wiggle their fingers as though in preparation to scold one another, but instead, they laugh. Hee, hee, hee.
Barbara Hee (yes, that's her real name), founder of the Philly Phun Laughter Club in Philadelphia, recently aimed to get the whole city laughing.
Ms. Hee and four other certified laughter leaders offered free laughter sessions throughout the city during the week of April 25. Even the mayor joined in by officially proclaiming the week Laughter Week.
Hee knows the value of a good laugh. In her previous job in cemetery-plot sales, she faced tough sales goals and many unhappy people. "This laughter training has been really good for me," she says. "lt gave me direction. It got me out of a meaningless period of my life and helped me to move on."

31. Ms. Sadler's job is "to help people laugh. Literally. "(Paragraph 1).This implies that
[A] she helps understand the verbal meaning of"laugh".
[B] there is nothing funny about laughing,
[C] she just teaches participants how to make laughter.
[D] she quotes literary texts to help people laugh.
32. When one is doing "ceRphone laugh" training, he is supposed to
[A] hold a phone against his ear and pretend to call a friend.
[B] tell a friend about the crazy laughter club work. shop he attended.
[C] laugh at his friend on the phone for not attending the course.
[D] be encouraged to look at other participants when he is laughing.
33. Which of the following is NOT one of the "interactive laughter exercise" ?
[A] laughing as if you were in ch,,m:h and had to suppress it a little bit.
[B] pointing at one another and laughing without any noise.
[C] pointing fingers as if in preparation to scold one another but laughing instead.
[D] laughing into imaginary phones and meanwhile looking at one another.
34. For Ms. Hee, the value of a good laugh is that
[A] it gives her meaning of life.
[B] it helps sell more cemetery plots.
[C] it cheers unhappy people.
[D] it helps her to move from place to place.
35. What is supposed to be the title of the text?
[A] Laughter and Humor
[B] Sadler, the Laughter Leader
[C] Laughter Training Workshop
[D] Hee's New Life

Text 4

Where do you go when you want to know the latest business news, follow commodity prices, keep up with political gossip, find out what others think of a new book, or stay abreast of the latest scientific and technological developments? Today, the answer is obvious: you log on to the Intemet. Three centuries ago, the answer was just as easy: you went to a coffee-house. There, for the price of a cup of coffee, you could read the latest pamphlets, catch up on news and gossip, attend scientific lectures, strike business deals, or chat with like-minded people about literature or politics.
The coffee-houses that sprang up across Europe, starting around 1650, functioned as information exchanges for writers, politicians, businessmen and scientists. Like today's websites, weblogs and discussion boards, coffee-houses were lively and Often unreliable sources of information that typically specialized in a particular topic or political viewpoint. They were out-lets for a stream of newsletters, pamphlets, and advertising free-sheets. Depending on the interests of their customers, some coffee-houses displayed commodity prices, share prices and shipping lists, whereas others provided foreign newsletters filled with coffee-house gossip from abroad.
Rumours, news and gossip were also carded between coffee-houses by their patrons, and sometimes runners would run from one coffee-house to another within a particular city to report major events such as the outbreak of a war or the death of a head of state. Coffee-houses were centers of scientific education, literary and philosophical speculation, commercial innovation and, sometimes, political reformation. Collectively, Europe's interconnected web of coffee-houses formed the Intemet of the Enlightenment era.
The kinship between coffee-houses and the intemet has recently been underlined by the establishment of wireless "hotspots" which provide Intemet access, using a technology called WiFi, in modem-day coffee-shops. T-Mobile, a wireless network operator, has installed hotspots in thousands of Starbucks coffee-shops across America and Europe. Coffee-shop WiFi is particularly popular in Seattle--home to both Starbucks and such leading Intemet firms as Amazon and Microsoft.
Such hotspots allow laptop-using customers to check their e-mail and read the news as they sip their coffees. But history provides a cautionary tale for those hotspot operators that charge for access. Coffee-houses used to charge for coffee, but gave away access to reading materials. Many coffee-shops are now following the same model, which could undermine the plan for fee-based hotspots. Information, both in the 17th century and today, wants to be free—and coffee-drinking customers, it seems, expect it to be.

36. From the text, we learn that old-time coffee-houses functioned as
[A] places for scientific and technological lectures and discussions.
[B] lively and reliable sources of information on a particular topic.
[C] information exchanges in science, literature, business and politics.
[D] outlets for political viewpoints that were different from the
mainstream's.
37. By "the intemet of the Enlightenment era" (Paragraph 3), the author refers to
[A] the network of coffee-houses in the old-time Europe.
[B] the inspirations that one customer drew from another.
[C] the similarities between one coffee house and another.
[D] the rumors spread by customers between coffee-houses.
38. According to the text, the wireless "hotspots"
[A] made use of the similarities between the intemet and coffee-houses.
[B] made it possible for people to log on to the intemet in coffee shops.
[C] were aimed at promoting laptop sales among coffee shop customers.
[D] were installed in thousands of coffee shops by Amazon and Microsoft.
39. What can be inferred from Paragraph 5?
[A] Coffee houses used to charge for reading materials.
[B] Hotspot operators are cautious in charging their users.
[C] Customers complain about having to pay for using hotspots.
[D] Coffee houses are reluctant to charge customers for hotspots.
40. What is the text mainly about 9
[A] The web of coffeehouses in America.
[B] Centers of information in today's world.
[C] Information exchanges in the 17th century.
[D] The intemet access in modem coffee shops.

Part B

Directions:
In the following article, some sentences have been removed. For Questions 41-45, choosethe most suitable paragraph from the list A--F to fit into each of the numbered blank. There is one extra choice that does not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points)
Inca society was strictly organized, from the emperor and royal family down to the peasants. The emperor was thought to be descended from the sun god, Inti, and he therefore ruled with divine authority. All power rested in his hands. Only the influence of custom and the fear of revolt checked the emperor's power. (41) . The emperor chose his most important administrators from among his sons.
Just below the emperor came the aristocracy, which included descendants and relations of all the emperors.
(42) The nobles of conquered peoples also became part of the governing aristocracy and were considered inca by adoption.
For administrative purposes the empire was divided into regions known as the "four suyus (quarters) of the world," with Cuzco at its center. The Incas called their empire "Land of the Four
Quarters." One suyu, the Antisuyu, stretched to the east of Cuzco and contained deep, forest-covered valleys that gradually descended into the jungles of the Amazon basin. Indian groups in this region, many of whom were only partially pacified, continued to launch attacks against the Incas. Cuntisuyu included all the land west of Cuzco, including the coastal regions of Peru from Chan Chan to Arequipa. Collasuyu was the largest of the quarters. Located south of Cuzco, it took in Lake Titicaca and regions of Bolivia, Chile, and Argentina. Chincasuyu contained the remaining land to the north of Cuzco.
A blood relative of the emperor served as governor of each quarter. The Incas further divided each quarter into progressively smaller units, with officials of descending rank overseeing the activities of these units. (43) Another official, ideally a leader of a large village, ruled over a smaller area containing about 1,000 peasants. At the level below, ten foremen each supervised a total of 100 peasants. At the lowest organizational level, an official oversaw a group of ten peasants. For every 10,000 people, there were 1,331 officials.
Inca state affairs were complex and tightly controlled. Whole native populations were at times uprooted and resettled in other communities. Often groups were relocated to areas where they were needed for agricultural or mining activities. Sometimes relocations were politically motivated (44)
Furthermore, these relocations facilitated the spread of Inca ideas and culture and promoted unity in the empire.
In order to deal efficiently with such matters, government officers kept strict accounts of all the people, gold, land, crops, and projects of the empire. Since the Incas had no system of writing, they kept records by means of a quipu--a series of short, knotted strings hung at intervals from a long top string, By varying the colors and kinds of string used and the spacing of the strings and knots, the Incas could record populations, troops, and tribute, as well as information about their legends and achievements. The quipu was a complex memory aid rather than a literal record, and only a trained quipucamayo, or memory expert, could create or interpret it. An oral comment accompanied each quipu and allowed the quipucamayo to make sense of its meaning. (45) . Modem scholars still have not deciphered the codes used in the creation of quipus.

[A] Serving under each governor were ten district govem0rs, each of whom ruled over a district containing about 10,000 peasants.

[B] Following the Spanish conquest and the introduction of records written in Spanish, the Incas lost the ability to read quipus.

[C] Noticeable economic thriving was frequently found, in the records of the local governments, after relocations.

[D] The emperor had one official wife, but he had many royal concubines and his children by these wives often numbered in the hundreds.

[E] Placing Quechua-speaking populations in newly conquered areas impaired the ability of local groups to unite against the Incas.

[F] Relations between relatives of the emperor, governors and officials often posed headaches for the supreme ruler himself, who was interwoven tightly and deeply among them.

[G] These pure-blooded Incas held the most important government, religious, and military posts.

Part C

Directions:
Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2. (10 points)
I have coined the term "psychotechnology," patterned on the model of biotechnology, no define any technology that emulates, extends or amplifies the powers of our minds. (1) For example, while television is generally perceived only as a one-way channel for audio-visualmaterial, it might be helpful to psychologists to see it as an extension of our eyes and ears into the places where the images originate. When you understand television in this way, it matters little whether programming is live or recorded. Indeed, telephone, radio, television, computers and other media combine to create environments that, together, establish intermediate realms of
information-processing. These are the realms of psychotechnologies. Seen from this vantage, television becomes our collective imagination projected outside our bodies, combining in a consensual, electronic teledemocracy. TV is literally, as Bill Moyers called it, a "public mind."
(2) This public realm is most explicit during videoconferencing. With videoconferencing and videophones, television approaches the flexibility and instantaneous communication afforded by the telephone. Indeed, such technologies not only extend the sending and receiving properties of consciousness, they also penetrate and modify the consciousness of their users. (3) Virtual reality is closer still. It adds touch to sight and sound and is as near to the human nervous
system as any technology has ever been. With virtue reality and telepresence robotics we literally project our consciousness outside our bodies and see it "objectively". This is the first time that humans have been able to do this.
(4) With television and computers we have moved information processing from within our brains to screens in front of, rather than behind, our eyes. Video technologies relate not only toour brain, but to our whole nervous system and our senses, creating conditions for a new psychology. We have yet to come to terms with our relationship to our screens. It may help tounderstand that TV does not compete with books, but suggests something entirely different. It proposes a collective imagination as something we can actually consume, although not yet directly participate in. (5) That essential feature, interaction, a capabiliW that guarantees our individual autonomy within the powerful trend of psychotechnological collectivization, is provided by computers and even so by computer networks.

Section III Writing
Part A
51. Directions:
You have received an invitation to the birthday party of your friend, Tom. But you can't attend it. Write a letter to Tom to
1) thank him for the invitation,
2) give reasons why you can't go,
3) apologize and express your wished.
You should write about 100 words neatly on ANSWER SHEET 2. Do not sign your own name. Use" Li Ming" instead. You do not need to write the address. (10 points)

Part B
52. Directions:
Write an essay that conveys the information in the following chart accompanied by your comments.

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[研水吧]考试中心模拟题之(8) [复制链接]