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)
Research on animal intelligence always makes me wonder just how smart humans are 1 . the fruit-fly experiments described in Carl Zimmer s piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is an 4 in not being too terrifically bright.
Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning — a gradual 7 — instead of instinct. Plenty of other species are able to learn, and one of the things they ve apparently learned is when to 8 .
Is there an adaptive value to 9 intelligence? That s the question behind this new research. I like it. Instead of casting a wistful glance 10 at all the species we ve left in the dust I.Q.-wise, it implicitly asks what the real 11 of our own intelligence might be. This is 12 the mind of every animal I ve ever met.
Research on animal intelligence also makes me wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small-scale study in operant conditioning. we believe 15 that animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 17 , not merely how much of it there is. 18 , they would hope to study a 19 question: Are humans actually aware of the world they live in? 20 the results are inconclusive.
1. [A] Suppose [B] Consider [C] Observe [D] Imagine
2. [A] tended [B] feared [C] happened [D] threatened
3. [A] thinner [B] stabler [C] lighter [D] dimmer
4. [A] tendency [B] advantage [C] inclination [D] priority
5. [A] insists on [B] sums up [C] turns out [D] puts forward
6. [A] off [B] behind [C] over [D] along
7. [A] incredible [B] spontaneous [C] inevitable [D] gradual
8. [A] fight [B] doubt [C] stop [D] think
9. [A] invisible [B] limited [C] indefinite [D] different
10. [A] upward [B] forward [C] afterward [D] backward
11. [A] features [B] influences [C] results [D] costs
12. [A] outside [B] on [C] by [D] across
13. [A] deliver [B] carry [C] perform [D] apply
14. [A] by chance [B] in contrast [C] as usual [D] for instance
15. [A] if [B] unless [C] as [D] lest
16. [A] moderate [B] overcome [C] determine [D] reach
17. [A] at [B] for [C] after [D] with
18. [A] Above all [B] After all [C] However [D] Otherwise
19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile
20. [A] By accident [B] In time [C] So far [D] Better still
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)
Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. "Not choice, but habit rules the unreflecting herd," William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word "habit" carries a negative connotation.
So it seems antithetical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.
But don t bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, they re there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads.
"The first thing needed for innovation is a fascination with wonder," says Dawna Markova, author of "The Open Mind" and an executive change consultant for Professional Thinking Partners. "But we are taught instead to decide, just as our president calls himself the Decider. " She adds, however, that "to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities."
All of us work through problems in ways of which we re unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.
The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. "This breaks the major rule in the American belief system — that anyone can do anything," explains M. J. Ryan, author of the 2006 book "This Year I Will..." and Ms. Markova s business partner. "That s a lie that we have perpetuated, and it fosters commonness. Knowing what you re good at and doing even more of it creates excellence." This is where developing new habits comes in.
21. The view of Wordsworth habit is claimed by being ________.
A. casual B. familiar C. mechanical D. changeable
22. The researchers have discovered that the formation of habit can be ________
A. predicted B. regulated C. traced D. guided
23. "ruts"(in line one, paragraph 3) has closest meaning to ________
A. tracks B. series C. characteristics D. connections
24. Ms. Markova s comments suggest that the practice of standard testing ________?
A, prevents new habits form being formed
B, no longer emphasizes commonness
C, maintains the inherent American thinking model
D, complies with the American belief system
25. Ryan most probably agree that
A. ideas are born of a relaxing mind
B. innovativeness could be taught
C. decisiveness derives from fantastic ideas
D. curiosity activates creative minds
It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom – or at least confirm that he s the kid s dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his local drugstore – and another $120 to get the results.
More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.
Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for a family s geographic roots .
Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.
But some observers are skeptical, "There is a kind of false precision being hawked by people claiming they are doing ancestry testing," says Trey Duster, a
Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don t rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.
26. In paragraphs 1 and 2, the text shows PTK s ___________.
[A] easy availability
[B] flexibility in pricing
[C] successful promotion
[D] popularity with households
27. PTK is used to __________.
[A] locate one s birth place
[B] promote genetic research
[C] identify parent-child kinship
[D] choose children for adoption
28. Skeptical observers believe that ancestry testing fails to__________.
[A] trace distant ancestors
[B] rebuild reliable bloodlines
[C] fully use genetic information
[D] achieve the claimed accuracy
29. In the last paragraph, a problem commercial genetic testing faces is __________.
[A] disorganized data collection
[B] overlapping database building
[C] excessive sample comparison
[D] lack of patent evaluation
30. An appropriate title for the text is most likely to be__________.
[A] Fors and Againsts of DNA testing
[B] DNA testing and It s problems
[C] DNA testing outside the lab
[D] lies behind DNA testing
The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.
Ironically, the first evidence for this idea appeared in the
More recently, while examining housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in
What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don t force it. After all, that s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn t constrain the ability of the developing world s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn t developing more quickly there than it is.
31. The author holds in paragraph 1 that the important of education in poor countries ___________.
[A] is subject groundless doubts
[B] has fallen victim of bias
[C] is conventional downgraded
[D] has been overestimated
32. It is stated in paragraph 1 that construction of a new education system __________.
[A] challenges economists and politicians
[B] takes efforts of generations
[C] demands priority from the government
[D] requires sufficient labor force
33. A major difference between the Japanese and U.S workforces is that __________.
[A] the Japanese workforce is better disciplined
[B] the Japanese workforce is more productive
[C] the U.S workforce has a better education
[D] the U.S workforce is more organize
34. The author quotes the example of our ancestors to show that education emerged __________.
[A] when people had enough time
[B] prior to better ways of finding food
[C] when people on longer went hung
[D] as a result of pressure on government
35. According to the last paragraph , development of education __________.
[A] results directly from competitive environments
[B] does not depend on economic performance
[C] follows improved productivity
[D] cannot afford political changes
The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century
To take this approach to the New Englanders normally mean to start with the Puritans theological innovations and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The
The early settlers of Massachusetts Bay included men of impressive education and influence in
We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving
Meanwhile, many settles had slighter religious commitments than Dane s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . "Our main end was to catch fish. "
36. The author notes that in the seventeenth-century New England___________.
[A] Puritan tradition dominated political life.
[B] intellectual interests were encouraged.
[C] Politics benefited much from intellectual endeavors.
[D] intellectual pursuits enjoyed a liberal environment.
37. It is suggested in paragraph 2 that New Englanders__________.
[A] experienced a comparatively peaceful early history.
[B] brought with them the culture of the
[C] paid little attention to southern intellectual life
[D] were obsessed with religious innovations
38. The early ministers and political leaders in Massachusetts Bay__________.
[A] were famous in the
[B] gained increasing importance in religious affairs
[C] abandoned high positions before coming to the
[D] created a new intellectual atmosphere in
39. The story of John Dane shows that less well-educated New Englanders were often __________.
[A] influenced by superstitions
[B] troubled with religious beliefs
[C] puzzled by church sermons
[D] frustrated with family earnings
40. The text suggests that early settlers in New England__________.
[A] were mostly engaged in political activities
[B] were motivated by an illusory prospect
[C] came from different backgrounds.
[D] left few formal records for later reference
Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points)
Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41.____________.
American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspects of culture changed together in the evolution of societies.42._____________.
In the early 1900s in
Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. 44._______________.
Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. 45.________________.
Also in the early 1900s, French sociologist Émile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society and culture—known as functionalism—became a major theme in European, and especially British, anthropology.
[A] Other anthropologists believed that cultural innovations, such as inventions, had a single origin and passed from society to society. This theory was known as diffusionism.
[B] In order to study particular cultures as completely as possible, Boas became skilled in linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy.
[C] He argued that human evolution was characterized by a struggle he called the "survival of the fittest," in which weaker races and societies must eventually be replaced by stronger, more advanced races and societies.
[D] They also focused on important rituals that appeared to preserve a people s social structure, such as initiation ceremonies that formally signify children s entrance into adulthood.
[E] Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.
[F] Supporters of the theory viewed as a collection of integrated parts that work together to keep a society functioning.
[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient
Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)
There is a marked difference between the education which everyone gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association. (46) It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47) Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world s work is carried on receives little attention as compared with physical output.
But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance. (48) While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. (49) Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability. If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.
(50) We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.
Section Ⅲ Writing
Restrictions on the use of plastic bags have not been so successful in some regions. "White pollution "is still going on. Write a letter to the editor(s) of your local newspaper to
give your opinions briefly and
make two or three suggestions
You should write about 100 words. Do not sign your own name at the end of the letter. Use "Li Ming" instead. You do not need to write the address.
In your essay, you should
1) describe the drawing briefly,
2) explain its intended meaning, and then
3) give your comments.
You should write neatly on ANSHWER SHEET 2. (20 points)
I am writing this letter to draw your attention to the deteriorating situation of “white pollution” in some regions despite the implementation of restrictions on the use of plastic bags.
In order to put an effective stop to the wide spread of “white pollution”, I would like to make the following suggestions . Firstly, the price of plastic bags should be further raised; Secondly , special government departments should be established to supervise the making and using of plastic bags to ensure they are used when really needed.
I hope my suggestions would be of help and thank you for your attention.
Vividly depicted in the cartoon is a race of humans on a social network that are isolated in their own little cubicles. They are all sitting in front of their computers, connected to each other through the Internet and their devoted looks and postures showed their addiction to the Internet.
This cartoon, I believe, intends to draw our attentions to the negative effects the Internet has brought to our daily life as it brings in some benefits, such as easy access to information, instant communication with people from afar and cheap cost of communication. The more people are hooked to the Net, the more isolated they are from the real world. Since people can easily pretend their identities on the Internet, everything online becomes illusive and untrustworthy. The Internet, which was intended to bring people closer to each other, in effect prevents people from making real acquaintances that one can make with a casual exchange of greetings and eye-contact in a face-to-face communication.
Serious consequences, such as fear of real-time interactions, online cheating or blackmailing, may follow if the use of the Internet is not brought under systematic control. I strongly suggest that people only use the Internet for necessary business transactions and personal contacts with those they have already known face to face.