Part Ⅳ Reading Comprehension(Reading in Depth) (25 minutes)

　　Section A

　　Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once. Questions 47 to 56 are based on the following passage.

　　A coeducational(男女合校的) school offers children nothing less than a tree version of society in miniature(縮影). Boys and girls are given the 47 to get to know each other, to learn to live together from their earliest years. They are put in a position where they can compare themselves with each other in terms of 48 ability, athletic achievement and many of the extracurricular activities which are part of school life. What a practical 49 it is (to give just a small example) to be able to put on a school play in which the male parts will be taken by boys and the female parts by girls! What nonsense coeducation makes of the argument that boys are cleverer than girls or vice versa. When 50 , boys and girls are made to feel that they are a race apart. In a coeducational school, everything falls into its 51 place.

　　The greatest contribution of coeducation is 52 the healthy attitude to life it encourages. Boys don’t grow up believing that women are 53 creatures. Girls don’t grow up imagining that men are romantic heroes. Years of living together at school remove illusions of this kind. The awkward stage of adolescence brings into sharp focus some of the physical and 54 problems involved in growing up. These can better be 55 in a coeducational environment. When the time comes for the pupils to leave school, they are fully prepared to 56 society as well-adjusted adults. They have already had years of experience in coping with many of the problems that face men and women.

　　A)advantage

　　B)proper

　　C)rewarded

　　D)emotional

　　E)opportunity

　　F)activity

　　G)overcome

　　H)academic

　　I)enter

　　J)mysterious

　　K)eventually

　　L)segregated

　　M)undoubtedly

　　N)principle

　　O)advocate

　　Section B

　　Directions：There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the center. Passage One

　　Questions 57 to 61 are based on the following passage.

　　Romantic love is a culture trait found primarily in industrialized societies. Elsewhere in the world, pragmatic considerations rather than flights of fancy are often used to make a choice of partner, and romantic love is seen as an unfortunate inconvenience that gets in the way of the ordinary, rational process of mate selection. Traces of this attitude persist in the American upper classes, where daughters are expected to marry “well”-----that is, to a male who is eligible by reason of family background and earning potential. Most Americans, however, see romantic love as essential for a successful marriage, and tend to look askance(輕蔑地)at anyone who marries for a more practical reason in which love plays no part.

　　The phenomenon of romantic love occurs when two young people meet and find one another personally and physically attractive. They become mutually absorbed, start to behave in what appears to be a flighty(充滿幻想的), even irrational manner, decide that they are right for one another, and may then enter a marriage whose success is expected to be guaranteed by their enduring love. Behavior of this kind is portrayed and warmly endorsed(贊同)throughout American popular culture, by books, magazines, comics, records, popular songs, movies, and TV. Romantic love is a noble ideal, and it can certainly provide a basis for the spouses to “l(fā)ive happily ever after.” But a marriage can equally well be founded on much more practical considerations”----as indeed they have been in most societies throughout most of history. Why is romantic love of such importance in the modern world? The reason seems to be that it has some basic functions in maintaining the institution of the nuclear family(小家庭).

　　57. Romantic love is less frequently found in many non-industrial societies because people in these societies_______.

　　A ) firmly believe that only money can make the world go round

　　B ) fail to bring the imaginative power of the mind into full play

　　C ) fondly think that flights of fancy prevent them from making a correct choice of partner

　　D ) have far more practical considerations to determine who will marry whom

　　58. The word eligible (in Line5, Para. l), could best be replaced by ____.

　　A ) qualified B ) available C ) chosen D ) influential

　　59. According to the passage, most Americans _____.

　　A) expect their daughters to fall in love with a male at first sight

　　B) regard romantic love as the basis for a successful marriage

　　C) look up to those who marry for the sake of wealth

　　D) consider romantic love to be the most desirable thing in the world

　　60. What can we learn from the second paragraph about romantic love?

　　A) It is a common occurrence among the old. B) It is primarily depicted by books.

　　C) It is characterized by mutual attraction and absorption. D) It is rejected as flighty and irrational.

　　61. The author seems to believe that ___________

　　A) romantic love makes people unable to think clearly in the process of mate selection

　　B) only romantic love can make a marriage happy ever after

　　C) much more practical considerations can also be the basis for a successful marriage

　　D) romantic love plays an insignificant role in maintaining the institution of the nuclear family

　　assage Two

　　Questions 62 to 66 are based on the following passage.

　　The French word renaissance means rebirth. It was first used in 1855 by the historian Jules Michelet in his History of France, then adopted by historians of culture, by art historians, and eventually by music historians, all of whom applied it to European culture during the 150 years spanning 1450-1600. The concept of rebirth was appropriate to this period of European history because of the renewed interest in ancient Greek and Roman culture that began in Italy and then spread throughout Europe. Scholars and artists of this period wanted to restore the learning and ideals of the classical civilizations of Greece and Rome. To these scholars this meant a return to human. Fulfillment in life became a desirable goal, and expressing the entire range of human emotions and enjoying the pleasures of the senses were no longer frowned on. Artists and writers now turned to religious subject matter and sought to make their works understandable and appealing.

　　These changes in outlook deeply affected the musical culture of the Renaissance period --- how people thought about music as well as the way music was composed and experienced. They could see the architectural monuments, sculptures, plays, and poems that were being rediscovered, but they could not actually hear ancient music --- although they could read the writings of classical philosophers, poets, essayists, and music theorists that were becoming available in translation. They learned about the power of ancient music to move the listener and wondered why modern music did not have the same effect. For example, the influential religious leader Bernardino Cirillo expressed disappointment with the learned music of his time. He urged musicians to follow the example of the sculptors, painters, architects, and scholars who had rediscovered ancient art and literature.

　　The musical Renaissance in Europe was more a general cultural movement and state of mindthan a specific set of musical techniques. Furthermore, music changed so rapidly during this century and a half-though at different rates in different countries---that we cannot define a single Renaissance style.

　　62. What does the author mean by using the word “eventually” in line 3?

　　A) That music historians used the term “Renaissance” after the other historians did

　　B) That most music historians used the term “Renaissance”

　　C) The term “Renaissance” became widely used by art historians but not by music historians

　　D) That music historians used the term “Renaissance” very differently than it had been used by Jules Michelet

　　63. The phrase "frowned on" in line 9 is closest in meaning to

　　A) given up B) forgotten about C) argued about D) disapproved of

　　64. It can be inferred from the passage that thinkers of the Renaissance were seeking a rebirth of

　　A) communication among artists across Europe

　　B) spirituality in everyday life

　　C) a cultural emphasis on human values

　　D) religious themes in art that would accompany the traditional secular themes

　　65. According to the passage, why was Bemardino Cirillo disappointed with the music of his time?

　　A) It was not complex enough to appeal to musicians. B) It had little emotional impact on audiences.

　　C) It was too dependent on the art and literature of his time. D) It did not contain enough religious themes.

　　66. Which of the following is mentioned in the passage as a reason for the absence of a single Renaissance musical style?

　　A) The musical Renaissance was defined by technique rather than style. B) The musical Renaissance was too short to give rise to a new musical style.

　　C) Renaissance musicians adopted the styles of both Greek and Roman musicians. D) During the Renaissance, music never remained the same for very long. Part V Cloze(15 minutes)

　　Directions: There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) on the right side of the paper. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.

　　Today the world's economy is going through two great changes, both bigger than an Asian financial crisis here or a European monetary union there.

　　The first change is that a lot of industrial_67_is moving from the United States, Western Europe and Japan to _68 _countries in Latin America, South-East Asia and Eastern Europe. In 1950, the United States alone _69_ for more than half of the world's economy output. In 1990, its _70_ was down to a quarter. By 1990, 40% of IBM's employees were non-Americans; Whirlpool, America's leading _71_ of domestic appliances, cut its American labor force _72_ 10%. Quite soon now, many big western companies will have more _73_ (and customers) in poor countries than in rich _74_ .

　　The second great change is _75_, in the rich countries of the OECD, the balance of economic activity is _76_ from manufacturing to _77_. In the United States and Britain, the _78_ of workers in manufacturing has _79_ since 1900 from around 40% to barely half that. _80_ in Germany and Japan, which rebuilt so many _81_after 1945, manufacturing's share of jobs is now below 30%. The effect of the _82 is increased _83_ manufacturing moves from rich countries to the developing ones, _84_ cheap labor _85_ them a sharp advantage in many of the _86_ tasks required by mass production.

　　67. A. product B. production C. products D. productivity

　　68. A. other B. small C. capitalistic D. developing

　　69. A. accounted B. occupied C. played D. shared

　　70. A. output B. development C. share D. economy

　　71. A. state B. consumer C. representative D. supplier

　　72. A. by B. at C. through D. in

　　73. A. products B. market C. employees D. changes

　　74. A. one B. ones C. times D. time

　　75. A. what B. like C. that D. how

　　76. A. ranging B. varying C. swinging D. getting

　　77. A. producing B. products C. servicing D. services

　　78. A. proportion B. number C. quantity D. group

　　79. A. changed B. gone C. applied D. shrunk

　　80. A. Furthermore B. Even C. Therefore D. Hence

　　81. A. armies B. weapons C. factories D. countries

　　82. A. question B. manufacturing C. shift D. rebuilding

　　83. A. with B. as C. given D. if

　　84. A. while B. whose C. who's D. which

　　85. A. give B. is giving C. gives D. gave

　　86. A. repetitive B. various C. creative D. enormous

　　Part Ⅵ Translation (5 minutes)

　　Directions: Complete the sentence on Answer Sheet 2 by translating into English the Chinese given in brackets.

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