Fill in each blank with the words given in the box. Each word can be used only once. Mark your answers on your ANSWER SHEET.

example

But

difficulties

well

discriminating

though

basis

which

is

Among

aware

upon

made

faces

associated

result

clues

serve

if

between

The problem which the learner 1 in handling the meanings of such complex expressions (and those of the more numerous two-word combinations) are well known. He may have 2 of understanding or interpretation (especially when the form of an expression is a poor guide to its meaning). He may have trouble in 3 accurately between various meanings of the "same" item—those of put out, for 4 , or take in. And again, he may need help in distinguishing 5 expressions which are reiated in form (cf level off and level up) _ _not necessarily in meaning. Among the features we have included in the dictionary to help the student deal with such problems 7 the regular listing in entries of “collocating” words. We can consider briefly the special advantages of this guidance here.

The collocates of an expression are the particular words 8 are commonly combined with it to form sentences. 9 the words which regularly appear (as subjects) in the same sentences as bring to blows, for example, are disagreement, difference and rivalry and among those habitually associated (as direct objects) with bring to attention are troops, platoon, company. The learner normally becomes 10 of these word associations, or collocations, one by one through meeting them in books or hearing them in conversation, and as one association builds 11 another he gradually develops a firm understanding of the meanings of bring to blows and bring to attention. The advantage of bringing together a number of these associated words in one place—as in the entries shown just below—is that the student is 12 aware of several at the same time. As a 13 the learning process can be greatly speeded up. Another advantage, of course, is that the student can make up sentences of his own on the 14_ of the collocates recorded in such entries, so strengthening still more his grasp on the meanings of the headphrases themselves.

Illustrative sentences in dictionary entries can 15 _ much the same purpose as lists of collocates. 16 the illustrations are carefully chosen, they too will contain words that are characteristically and unambiguously 17 with the headphrases, which help to develop the learner’s understanding of their meaning. 18 collocates and examples have different and complementary parts to play in the definition of meaning. In a list of collocates some of the more important 19 to our understanding of an expression are abstracted from their real contexts and presented in a highly condensed form. In illustrations, various kinds of information—grammatical and stylistic as 20 as lexical—are combined in actual instances of language use, though the most important clues to meaning may be rather thinly spread.

II. Proof-reading and Error Correction (30%)

The following passage contains FIFTEEN errors. Each line contains a maximum of one error. In each case, only one word is involved. You should correct it in the following way. Mark your answers on your ANSWER SHEET.

For a wrong word, underline the wrong word and write the correct one in the blank provided at the end of the line.

For a missing word, mark the position of the missing word with a "A" sign and write the word you believe to be missing in the blank provided at the end of the line,

For an unnecessary word, cross out the unnecessary word with a slash " / " and put the word in the blank provided at the end of the line.

Example

When ∧ art museum wants a new exhibit,

[1] an

It never buys things in finished form and hangs them on the wall.

[2] never

When a natural history museum wants an exhibition, it must often build it.

[3] exhibit

Why do some new products succeed, bringing millionsof dollars to innovative companies, but others fail,with great losses? The answer is not simple, andcertainly we cannot say that "good" products succeedwhile "bad" products fail. Many products that functionwell and seem to meet consumer needs have fallenby the wayside. Sometimes, virtual identical productsexist in the market at the same time with one emergedas profitable while the other fails. McNeal Laboratories'Tylenol has become success as an aspirin substitute,yet Bristol-Meyers went into the test market at aboutthe same time with Neotrend, also a substitute to aspirin,that quickly failed. The nature of the product is a factor in their successor failure, but the important point is the consumer'sperception of the products need-satisfying ability.Any new product conception should be aimed atmeeting any customer need, and the introductorypromotion should seek, to communicate that need-satisfyingquality and motivate the customer try the product. Often, attitude change is involved, and, in the extreme, changes in, life-style may be seeked,Here the company walks a tightrope. A new product is more probable to be successful if it represents a truly novel way of solving a customer problem, but this very newness, if carried too far, may ask the customer to learn new behavior patterns. The customer will make the change if the perceived benefit is sufficient, but inertia is strong and consumers will often not go to the effort that is required. During the late sixties and early seventies Bristol-Meyers met new product failures that exemplify both of these problems. In 1967 and 1968 the company entered into the market with a $ 5 million advertising campaign for Fact toothpaste, and an $11 million campaign to promote Resolve. Both products failed quickly, -not because they wouldn’t work or because there was no consumer need, but apparently because consumers just could see no reason to shift from an already satisfactory product to a different one that promised no new benefit.1. _ 2. _3. _4. _ 5. 6. 7. 8. _ 9. 10. 11. 12. 13. 14. 15.

III. Gap-filling (40%)

Fill in the following blanks with the CORRECT WORD or CORRECT FORM of the words given according to the MEANINGS of the sentences. Mark your answers on your ANSWER SHEET.

Example

prolong, refuse, delay, postpone, lengthen

I hope the of the appointment will not cause you much inconvenience.

The correct answer is postponement.

1. ally, league, union

Under the military command of Ahmad Shah Mausood, a faction leader with Rabbani, government forces continued to hold much of Kabul late in the year, but fighting continued in the area.

2. obligation, liability, responsibility

Membership in the United Nations is open to all peace-loving states which accept the of the Charter.

3. prospectus, brochure, catalogue, pamphlet, leaflet

The tells buyers how to identify fraudulent sellers and how to cope with false claims on grading, certification, appreciation, and value.

4. alter, convert transform, vary

A single genetic could allow the sunflower to convert some of its oleic acid to ricinoleic acid, an extremely versatile oil that has numerous industrial uses, including the manufacture of plastics, nylon, cosmetics, and lubricants.

5. affection, emotion, feeling, sentiment

Anna Roe of New York City stated that there are vocationally successful persons who are well-adjusted socially and yet who show, according to tests, more or less severe disabilities.

6. genius, gift, talent

With costs of educating handicapped children increasing, advocates of better education for children began demanding more financial support.

7. celebrate, commemorate, inaugurate, represent

On October 14, President Eisenhower's birthdate, the U.S. Post Office Department issued a stamp.

8. career, profession, occupation, employment

The problem of injury and sickness received a good deal of publicity and attention this year.

9. criticism, mark, review, opinion

Critics gave good to the movie featuring Julia Roberts and Hugh Grant, which was a box-office hit all over the world.

10. hedge, dyke, wall, moat, fence

The castle was surrounded by a _, which nowadays contained only occasional rainwater.

11. propose, agreement suggest advice

In September, Constitutional Affairs Minister Joe Clark unveiled new aimed at satisfying Quebec's demands for federal reform.

12. rare, scarce, scant inadequate

With wartime food largely over in the United States, the return to peacetime methods in food exporting from this country will be quick or slow in proportion to the rate at which normal production and trade revive throughout the world. Meantime, world relief requirements along with the continuance of world shortages in items such as fats and oils and sugar delay the abandonment of the controls.

13. cure, heal, remedy, treat

Such high levels of unemployment compelled measures in their view, and so deep a recession called for some economic stimulation.

14. individual, personal, private

Although all humans share the same set of genes, can inherit different forms of a given gene, making each person genetically unique.

15. common, general, popular

As Peres’s personal continued to rise in public opinion polls following the completion of Israel's withdrawal from Lebanon, bitter exchanges over Taba and West Bank settlement policy became increasingly common.

16. just fair, impartial

In this letter to Angelina, Sarah enumerates the legal women suffered in the 1830s and compares the plight of women in the United States to that of slaves.

17. prolong, extend, lengthen, enlarge

As he hasn't sorted out his business in the UK, he intends to apply for a/an of his passport.

18. exert, conduct, impose, implement

On April 1st the long delayed of the United Nations' plan for peace and decolonization in South West Africa (Namibia), embodied in Security Council resolution 435 (1978), finally began.

19. crease, crumple, wrinkle, pleat

Dermatologists have been swamped with people seeking what they believe is the closest thing to the fountain of youth: the anti-acne prescription skin cream Retin-A, known generically as tretinoin and chemically related to Accutane. A January report in The Journal of the American Medical Association said that Retin-A diminished small and other aging changes caused by sun exposure.

20. cunning, sly, crafty, shrewd

The Sino-Japanese peace pact was preceded in May by the opening of diplomatic relations between China and the oil-rich Middle Eastern state of Oman. And it was immediately followed by the Premier's unprecedented 12-day visit to Romania, Yugoslavia, and Iran—a trip timed to coincide with the tenth anniversary of the Soviet invasion of Czechoslovakia.

IV. Reading Comprehension (60%)

In this section, then are six reading passages followed by a total of thirty multiple-choice questions. Read the passages carefully and then mark your answers on your ANSWER SHEET.

Text A

15 Killed by Rebel Bomb in Kashmir

SRINAGAR, India—At least 15 people were killed when a car bomb exploded in central Srinagar at midday Monday, witnesses said. Five of the dead appeared to be soldiers, they said.

Officials at a government-run hospital said that 20 people were admitted with wounds and that three were in surgery. One of the wounded died upon arrival at the hospital.

A caller identifying himself as a member of Hizbul Mujahidin, a pro-Pakistan group, contacted several news agencies to claim responsibility for the attack.

Hizbul Mujahidin is the most powerful rebel group favoring a merger with Pakistan. Other groups want independence from Indian rule.

The bomb went off in a car near a police station and outside a branch of the government-owned State Bank of India, where Indian soldiers fighting the separatist insurgency in Jammu and Kashmir gather at the beginning of every month to collect their pay.

Witness said an army truck was parked in the vicinity when the bomb went off. Three cars and five scooters were destroyed in the blast.

Witnesses said that two of the victims were women and that five others wore military uniforms. Some of the corpses were badly mutilated.

Security forces arrived quickly and carried off the bodies. The police cordoned off the area, fearing another attack.

The blast was preceded by a grenade attack a few blocks away that appeared to have been a diversionary measure.

The explosion was near Ahdoo's, one of the only hotels left open in the city. The hotel is full of foreign journalists covering the Kashmir hostage crisis, which entered its third month Monday.

Four Westerners have been held hostage by guerrillas in the Kashmir Valley since July 4. A fifth hostage, Hans Christian Ostroe of Norway, was found beheaded in a remote region Aug. 13.

The guerrillas have said they will kill the remaining hostages unless the Indian government releases 15 jailed separatists.

1. claimed responsibility for the attack.

A .A rebel group

B. An Indian group

C. A member of Hizbul Mujahidin

D. A pro-Indian group

2. The bomb went off outside a bank branch where Indian soldiers gather to

A. fight the rebels

B. protect the bank

C. fight the separatist insurgency

D. collect their pay

3. Witnesses said that two of the victims were

A. children and that five others wore military uniforms

B. women and that five others were probably soldiers

C. women and that five others were children

D. women and that five others were workers

4. Police , fearing another attack.

A. withdrew from the area

B. kept people at a distance from the area by means of a cordon

C. cleaned the area

D. examined the area

5. The blast was preceded by a grenade attack a few blocks away that appeared to .

A. have turned people's attention away from the place where a bomb was exploded later

B. have drawn people's attention to the place where a bomb was exploded later

C. have been an entertaining measure

D. have been a visionary plot

Text B

Behave Like Your Actions Reflect on All Chinese

By the 1870s the easygoing cordiality that greeted the first Chinese in America had been replaced by an ugly resentment that often boiled into violence. Racism and economic fear led many Westerners to believe that the Chinese, who were willing to work cheap, were stealing their jobs....

Legal persecution took the form of taxes and statutes aimed at their livelihood, their customs and even their looks. Chinese families had to pay special taxes. Their children were barred from local public schools. A San Francisco ordinance, vetoed by the mayor at the last moment, would have required that the queues of Chinese jail inmates be cut off. Other harassments include laws making it illegal to carry baskets suspended from poles while walking on sidewalks, as Chinese laundrymen did, or to rent rooms with less than 500 cubic feet of space per person, as most Chinese had to do. The courts even prohibited Chinese from giving testimony in cases that involved whites.

By 1880 Chinese immigrants represented only 0.002 percent of the population, yet the "Chinese Question"—which boiled down to finding ways to keep them out—had become a major national issue....

The Chinese responded to prejudice and persecution in two ways. First, they created an insulated society-within-a-society that needed little from the dominant culture. Second, they displayed a stoic willingness to persevere, and to take without complaint or resistance whatever America dished out.

6. The first Chinese immigrants to the U.S. .

A. were welcomed

B. far outnumbered other minorities

C. arrived in the 1870s

D. were met with hostility

7. The author believes that in the later part of the 19th century, Chinese immigrants received .

A. adequate housing

B. national acceptance

C. equal education

D. unfair treatment

8. A San Francisco ordinance, by the mayor at the last moment, required that the queues of Chinese jail inmates be cut off.

A. suggested

B. rejected

C. supported

D. urged

9. Which of the following is not the Chinese response to prejudice and persecution?

A. to create an insulated society-within-a-society

B. to show a stoic willingness to persevere

C. to show strong protest

D. to take whatever America gave without complaint or resistance

10. From the passage we can tell that many Americans were fearful because they found the Chinese were .

A. an inferior people

B. willing to work for low pay

C. lazy and stupid

D. impossible to understand

Text C

Three weeks ago, a story we published put us in the middle of a controversy. It was hardly the first time that has happened, but this instance suggested an opportunity for more than usual colloquy in the letters pages. So for this occasion and others like it, we have revived a section of TIME called Forum, which begins on page 28, concerns our cover subject this week梩he Nation of Islam and its leader, Louis Parrakhan.

The decision to pursue an in-depth investigation of this subject was prompted by the anti-Semitic and otherwise racist speech that Farrakhan's aide, Khallid Muhammad, gave at Kean College in New Jersey. The story was newsworthy in large part because it came just as some mainstream black groups were attempting to form a constructive alliance with Farrakhan and the Nation of Islam. News of the speech loosed a flash flood of reportage and commentary on the subject, and at that time we began the kind of weeks-long investigation a cover story like this one requires. At the same time, we published an article on one telling aspect of the larger story: the fact that some black leaders were offended when whites called on them to denounce racism in other black leaders while seeming to ignore offensive remarks by whites—as, for example, Senator Ernest Hoolings, who had some time before made a supposedly joking reference to an African delegation as cannibals. The larger issue was that blacks feel they should be presumed to abhor anti-Semitism and other forms of racism without having to say no, and that they resent the attempt by whites to script their views, behavior or alliances.

The story raised interesting and important points, and it clearly struck a nerve. The reaction was instantaneous and strong, most of it coming from white and Jewish readers. Some argued that our story was opinion masquerading as fact. Some people, both white and black, said that crediting white pressure for the denunciations of Farrakhan was condescending, that it deprived black leaders of credit for what was simply principled behavior. Some readers also felt that to concentrate on this issue was to minimize or downplay the virulence of Muhammad's speech. And there was a genera] view among our critics that no amount of good works by the Nation of Islam could justify any black leader's toleration of, not to mention alliance with, such a racist organization.

The issues raised by the story's critics are important Still, this much must be said: Muhammad's speech was wholly disreputable and vile, and I believe our story made that clear. Our focus, however, was not on black racism but on the perception of a subtle form of white racism—the sense among some back leaders that, as the story put it, "some whites feel a need to make all black leaders speak out whenever one black says something stupid."That this feeling of grievance exists is not just TIMEs opinion. It is fact.

11. We can infer that the author of the article is

A. a reader

B. a critic

C. a racist

D. editor of TIME

12. The purpose of TIME FORUM is

A. to present opinions on issues of importance

B. to carry views on present issues

C. to stir people

D. to cause a sensation

13. This article focuses on the problem of .

A. racism

B. whites

C. blacks

D. Jews

14. The author's opinion of Muhammad's speech is .

A. sympathetic

B. favorable

C. unfavorable

D. not known

15. It can be seen that the story published by the TIME aroused reaction among the readers.

A. no

B. immediate and strong

C. slow but strong

D. everlasting and strong

Text D

Shylock on the Beach

“When I direct Shakespeare,” theatrical innovator Peter Sellars once said, “the first thing I do is go to the text for cuts. I go through to find the passages that are real heavy, that really are not needed, places where the language has become obscure, the places where there is a bizarre detour. “And then?” I take those moments, those elements, and I make them the centerpiece, the core of the production.”

In the sober matter of staging Shakespeare, such audaciousness is hard to resist—though a lot of Chicago theatre-goers have been able to. Typically, a third of the people who have been showing up at the Goodman Theatre to see Sellars’ ingenious reworking of The Merchant of Venice have been walking out before the evening is over. Ifs no mystery why: the evening isn’t over for nearly four hours. Beyond that, the production pretty much upends everything the audience has come to expect from one of Shakespeare's most troubling but reliable entertaining comedies.

The play has been transplanted from the teeming, multicultural world of 15th century Venice, Italy, to the teeming, multicultural world of 1994 Venice Beach, California, where Sellars lives when he isn't setting Don Giovanni in Spanish Harlem, putting King Lear in a Lincoln Continental or deconstructing other classic plays and operas. Shylock, along with the play's other Jews, is black. Antonio, the merchant of the title, and his kinsmen are Latinos. Portia, the wealthy maiden being wooed by Antonio's friend Bassanio, is Asian. But the racial shuffling is just one of Sellars' liberties. The stage is furnished with little but office furniture, while video screens simulcast the actors in close-up during their monologues, (and, in between, display seemingly unrelated Southern California scene, form gardens and swimming pools to the L. A. riots). Cries of anguish come from the-clowns, and the playfully romantic final scene, in which Portia teases Bassanio for giving away her ring to the lawyer she played in disguise, is reimagined as the darkest, most poisoncusly unsettling passage in the play.

Some of this seems to be sheer perversity, but the real shock of Sellars1 production is how well it works both theatrically and thematically. The racial casting, for instance, is a brilliant way of defusing the play's anti-Semitism—turning it into a metaphor for prejudice and materialism in all its forms. Paul Butler is a hardhearted ghetto businessman who, even when he is humiliated at the end, never loses his cool or stoops for pity.

Wrongheaded and tortuous as this Merchant sometimes is, the updating is witty and apt. The "news of the Rialto" becomes fodder for a pair of gossip reporters on a happy-talk TV newscast. Shylock's trial is presided over by a mumbling, superannuated judge who could have stepped right out of Court TV. With a few exceptions—Elaine Tse’s overwrought Portia, for instance—the actors strike a nice balance between Shakespeare's poetry and Sellars’ stunt driving. For the rest of us, ifs a wild ride.

16. The passage mainly deals with.

A. the staging of Shakespeare's Merchant of Venice

B. Peter Sellars who is an innovative theatre director.

C. people's dislike of the newly performed Merchant of Venice

D. The Merchant of Venice adapted by Sellars

17. When directing Shakespeare, Sellars usually.

A. cuts the original text short

B. abridges the original text

C. deletes and changes the original text

D. omits some parts of the original text

18. Sellars’ The Merchant of Venice.

A. satisfies the audience's expectation

B. is popular with Chicago theatre-goers

C. is not favored by the audience

D. is too short in time

19. The play is.

A. relocated in the teeming, multicultural world of 15th century Venice Italy

B. relocated in the modem world—Venice Beach, California, in 1994

C. transplanted to the teeming, multicultural world of 15th century Venice Italy

D. originally located in the modem world Venice Beach, California

20. Which of the following statement is NOT true?

A. The director's interpretation of Shakespeare's work is witty and apt

B. The director's reworking of Shakespeare is awkward and meaningless

C. The adapted play, for some people, is a wild ride

D. The adapted play is wrongheaded and tortuous

Text E

Researchers investigating brain size and mental ability say their work offers evidence that education protects the mind from the brain's physical deterioration.

It is known that the brain shrinks as the body ages, but the effects on mental ability are different from person to person. Interestingly, in a study of elderly men and women, those who had more education actually had more brain shrinkage.

"That may seem like bad news," said study author Dr. Edward Coffey, a professor of psychiatry and of neurology at Henry Ford Health System in Detroit. However, he explained, the finding suggests that education allows people to withstand more brain-tissue loss before their mental functioning begins to break down.

The study, published in the July issue of Neurology, is the first to provide biological evidence to support a concept called the "reserve" hypothesis, according to the researchers. In recent years, investigators have developed the idea that people who are more educated have greater cognitive reserves to draw upon as the brain tissue to spare.

Examining brain scans of 320 healthy men and women ages 66 to 90, researchers found that for each year of education the subjects had, there was greater shrinkage of the outer layer of the brain known as the cortex. Yet on tests of cognition and memory, all participants scored in the range indicating normal.

"Everyone has some degree of brain shrinkage," Coffey said. "People lose (on average) 2.5 percent decade starting at adulthood.

There is, however, a "remarkable range" of shrinkage among people who show no signs of mental decline, Coffey noted. Overall health, he said, accounts for some differences in brain size. Alcohol or drug use, as well as medical conditions such as diabetes and high blood pressure, contribute to brain-tissue loss throughout adulthood.

In the absence of such medical conditions, Coffey said, education level helps explain the range of brain shrinkage exhibited among the mentally-fit elderly. The more-educated can withstand greater loss.

Coffey and colleagues gauged shrinkage of the cortex by measuring the cerebrospinal fluid surrounding the brain. The greater the amount of fluid, the greater the cortical shrinkage. Controlling for the health factors that contribute to brain injury, the researchers found that education was related to the severity of brain shrinkage. For each year of education from first grade on, subjects had an average of 1.77 milliliters more cerebrospinal fluid around the brain.

For example, Coffey's team reported, among subjects of the same sex and similar age and skull size, those with 16 years of education had 8 percent to 10 percent more cerebrospinal fluid compared with those who had four years of schooling.

Of course, achieving a particular education level is not the definitive measure of someone's mental capacity. And, said Coffey, education can be "a proxy for many things". More-educated people, he noted, are often less likely to have habits, such as smoking, that harm overall health. But Coffey said that his team's findings suggest that like the body, the brain benefits from exercise. "The question is whether by continuing to exercise the brain we can forestall the effects of (brain shrinkage)," he said. "My hunch is that we can."

According to Coffey, people should strive throughout life to keep their brains alert by exposing themselves to new experiences. Travelling is one way to stimulate the brain, he said; a less adventuresome way is to do crossword puzzles.

"A hot topic down the road," Coffey said, will be whether education even late in life has a protective effect against mental decline.

Just how education might affect brain cells is unknown. In their report, the researchers speculated that in people with more education, certain brain structures deeper than the cortex may stay intact to compensate for cortical shrinkage.

21. According to this passage, all of the following factors cold account for brain shrinkage except

A. age

B. education

C. health

D. exercise

22. Which of the following statements is true?

A. The brain of an adult person shrinks 2.5% every 10 years.

B. The cerebrospinal fluid of a person with 8 years of education may have increased by 17.7 millimeters.

C. The cerebrospinal fluid of a person with 16 years of education may increase by 10%.

D. The brain of an aged person shrinks 5% every 10 years.

23. According to Coffey's research, the brain may benefit from

A. running

B. playing chess

C. swimming football.

D. playing

24. From this passage, we can conclude that

A. education is beneficial to mental development.

B. education protects the brain from shrinking.

C. education has a protective effect against mental decline.

D. education affects overall brain structures.

Text F

High in a smooth ocean of sky floated a dazzling, majestic sun. Fragments of powdery cloud, like spray flung from a wave crest, sprinkled the radiant, lake-blue heaven.

Relaxed on a bundle of hay in a comer of a meadow bathed in sunlight, Paul lay dreaming. A gentle breeze was stirring the surrounding hedges; bees moved, humming thoughtfully, from scarlet poppy to purple thistle; a distant lark, invisible in blue light, was flooding the vast realm of the sky with giorious song, as the sun was flooding the earth with brilliance. Beyond the hedge a brook tinkled over softly-glowing pebbles. Butterflies hovered above nodding clover. An ant was busily exploring the uncharted territory of Paul's suntanned wrist. A grasshopper skidded briskly over his ankle. And the blazing sun was steadily scorching his fair freckled face to bright lobster red. Neither sun, nor grasshopper, nor ant, however, was able to arouse him

Not even when a fly started crawling over his face did he open his eyes. For Paul was a thousand miles away, in a world of eternal snow and ice. Across the towering mountain range, a bitter gale was screaming furiously as with one hand he gripped a projecting knob of rock while with his axe he hacked out the next narrow foothold in the rock. As their infallible guide, he was leading his gallant party of climbers up a treacherous, vertical wall of rock towards the lofty peak above, hitherto unconquered by man. A single slip, however trivial, would probably result in death for all of them. To his right he could glimpse the furrowed glacier sweeping towards the valley, but he was far too absorbed in his task to appreciate fully the scene around or even to be aware of a view of almost unearthly beauty. A sudden gust of wind nearly tore him from the ledge where he was perched. Gradually he raised his foot, tested the new foothold on the sheer rock wall, transferred his weight, and signaled to the climbers below.

Not until a tractor started working in the next field did he become conscious of his far from icy surroundings. He sat up, wiped his forehead with his handkerchief, glanced at his watch and sighed in resignation. He had a headache through sleeping in the hot sun, a pain in his shoulder from carrying his rucksack; his legs felt stiff and his feet ached. With no enthusiasm whatever he pulled the bulging rucksack over his shoulders and drew a large-scale map from his pocket. At the far end of the meadow two slates in the wall, which at this point replaced the hedge, indicated a stile, and beyond he could faintly see a thin thread of path which dwindled and finally disappeared as it climbed the steep slope of the down, quivering in the glare of the sun, the whole of Nature seemed to be luxuriating in warmth, sunshine and peace: wherever he looked, leaves on twigs, grass blades, flower petals, all were sparkling in sunlight.

Fifteen miles off, over the ridge, across a broad valley and then over a higher, even steeper range of hills lay the youth hostel: supper, company, a cool dip in the river. With a momentary intense longing for ice-axe, blizzard, glacier and heroic exploit (none of which was at all familiar to him), Paul strode off unwillingly to less dramatic but equally heroic achievement in the tropical heat of an English sun.

25. All but one of the following details in the first paragraph suggest water in some way. Which one does not?

A. the colour of the sky

B. the position and movement of the sun

C. the size and position of the clouds

D. what the clouds apparently consist of

26. Which of these feelings or ideas was experienced by the ant moving over Paul's wrist, according to the information in the passage?

A. this was a new area for discovery

B. this area was very interesting

C. the wrist was large in comparison with its own size

D. this could be a dangerous thing to do

27. One of the ways in which Paul's dream was unlike the journey ahead of him was that

A. both involved hardship

B. both could offer worthwhile views

C. weather conditions in both were extreme

D. both demanded skill and courage

28. Which of these statements is true according to the passage?

A. the climbing party was already nearly at the top of the mountain

B. if successful, they would be the first people to reach the summit

C. the rock face was quite smooth

D. they were surrounded by ice

29. When Paul woke up,

A. nobody was anywhere near him

B. at least one person was fairly near him

C. he could just see someone climbing out of sight on the hill ahead

D. his companion had caught up with him and was waiting at the end of the field

30. Which of the these qualities shown in his dream would be needed in the rest of the walk?

A. toughness

B. judgment

C. concentration

D. skill and experience

 参考答案

广东外语外贸2004年攻读硕士学位研究生入学考试

英语水平考试试题

I. Cloze (20%) (1)faces (2)difficulties (3)discriminating (4)example, (5)between (6)though (7)is (8)which (9)Among (10)aware (11)upon (12)made (13)result, (14)basis (15)serve (16)If (17)associated (18)But (19)clues (20)well

II. Proofreading and Error Correction (30%) (1) ∧ (in) (2) but (while) (3) ∧ (simply) (4) virtual (virtually) (5) emerged (emerges) (6) success (successful) (7) ∧ (after) (8) ∧ (as) (9) that (10) ∧ (to) (11) seeked (sought). (12) ∧(away) (13) exemplify (exemplified) (14) or (nor) (15) just

III. Gap-filling (40%)

1. allied 2. obligation 3. pamphlet 4. convert 5. sentimental 6. gifted 7. commemorate 8. employment 9. review 10. moat, 11 proposal 12. scant remedy 14. individuals 15. popularity 16. partiality 17. prolongation 18. implementation 19. wrinkles 20. craftily

IV. Reading Comprehension (60%)

Text A 1. (C)2.(C)3.(B)4.(B)5.(A).

Text B6.(A).7.(D).8.(B)9.(C)10.(B).

Text C11.(D).12.(A).13. (A).14.(C). 15.(B)

Text D　16. (D).17.(A).18.(B).19.(B).20.(D)

Text E21.(D)22.(A)　23.(B)24.(A)

Text 　25.(D)　26.(A)　27.(C)　28.(B)　29.(A)　30.(A)