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Section I Use of English
Directions:
Read the following text. Choose the best word(s) from each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)
In the United States, the first day nursery was opened in 1854. Nurseries were established in various areas during the 1 half of the 19th century; most of 2 were charitable. Both in Europe and in the U. S., the day nursery movement received great 3 during the First World War, when 4 of manpower caused the industrial employment of unprecedented numbers of women. In some European countries nurseries were established 5 in munitions plants, under direct government sponsorship. 6 the number of nurseries in the U.S. also rose 7 , this rise was accomplished without government aid of any kind. During the years following the First World War, 8 , Federal State, and local governments gradually began to exercise a measure of control
9 the day nurseries, chiefly by 10 them.
The 11 of the Second World War was quickly followed by an increase in the number of day nurseries in almost all countries, as women were 12 called up on to replace men in the factories. On this 13 the U.S. government immediately came to the support of the nursery schools, 14 $ 6,000,000 in July, 1942, for a nursery school program for the children of working mothers. Many States and local communities 15 this Federal aid. By the end of the war, in August, 1945, more than 100,000 children were being cared 16 in daycare centers receiving Federal 17 .Soon afterward, the Federal government 18 cut down its expenditures for this purpose and later 19 them, causing a sharp drop in the number of nursery schools in operation. However, the expectation that most employed mothers would leave their 20 at the end of the war was only partly fulfilled.
1.[A] latter [B] late [C] other [D] first
2. [A] those [B] them [C] whose [D] whom
3. [A] impetus [B] input [C] imitation [D] initiative
4. [A]sources [B] abundance [C] shortage [D] reduction
5. [A]hardly [B] entirely [C] only [D] even
6. [A] Because [B] As [C] Since [D] Although
7. [A] unanimously [B] sharply [C] predominantly [D] militantly
8. [A] therefore [B] consequently [C] however [D] moreover
9. [A] over [B] in [C] at [D] about
10. [A] formulating [B] labeling [C] patenting [D] licensing
11. [A] outset [B] outbreak [C] breakthrough [D] breakdown
12. [A] again [B] thus [C] repeatedly [D] yet
13. [A] circumstance [B] occasion [C] case [D] situation
14. [A] regulating [B] summoning [C] allocating [D] transferring
15. [A] expanded [B] facilitated [C] supplemented [D] compensated
16. [A] by [B] after [C] of [D] for
17. [A] pensions [B] subsidies [C] revenues [D] budgets
18. [A] prevalently [B] furiously [C] statistically [D] drastically
19. [A] abolished [B] diminished [C] jeopardized [D] precluded
20. [A] nurseries [B] homes [C] jobs [D] children
Section II Reading Comprehension
Part A
Directions:
There are 4 passages in this part .Each of the passages is followed by 5 questions or unfinished statements. For each of them there are 4 choices marked A, B, C and D. Choose the best one and mark your answer on the ANSWER SHEET. (40points)
Text 1
Of all the areas of learning the most important is the development of attitudes: emotional reactions as well as logical thought processes affect the behavior of most people. “The burnt child fears the fire” is one instance; another is the rise of despots like Hitler. Both these examples also point up the fact that attitudes come from experience. In the one case the experience was direct and impressive; in the other it was indirect and cumulative. The Nazis were influenced largely by the speeches they heard and the books they read.
The classroom teacher in the elementary school is in a strategic position to influence attitudes. This is true partly because children acquire attitudes from those adults whose words are highly regarded by them.
Another reason it is true is that pupils often devote their time to a subject in school that has only been touched upon at home or has possibly never occurred to them before. To a child who had previously acquired little knowledge of Mexico his teacher’s method of handling such a unit would greatly affect his attitude toward Mexicans.
The media through which the teacher can develop wholesome attitudes are innumerable. Social studies (with special reference to races, creeds and nationalities), science matters of health and safety, the very atmosphere of the classroom... these are a few of the fertile fields for the inculcation of proper emotional reactions.
However, when children go to school with undesirable attitudes, it is unwise for the teacher to attempt to change their feelings by cajoling or scolding them. She can achieve the proper effect by helping them obtain constructive experiences.
To illustrate, first-grade pupils afraid of policemen will probably alter their attitudes after a classroom chat with the neighborhood officer in which he explains how he protects them. In the same way, a class of older children can develop attitudes through discussion, research, outside reading and all-day trips.
Finally, a teacher must constantly evaluate her own attitudes, because her influence can be negative if she has personal prejudices. This is especially true in respect to controversial issues and questions on which children should be encouraged to reach their own decision as a result of objective analysis of all the facts.
21. Which of the following best describes the organization of the first paragraph of the text?
[A] An assertion is made and two examples are given to illustrate it.
[B] A controversy is stated and two opposite points of view are presented.
[C] A widely accepted definition is presented and two men are described.
[D] An idea is stated and two results of recent research are summarized.
22. The central idea conveyed in the above text is that
[A] attitudes affect our actions.
[B] teachers play a significant role in developing or reshaping pupils’ attitudes.
[C] attitudes can be modified by some classroom experiences.
[D] by their attitudes, teachers don't affect pupils' attitudes deliberately.
23. In paragraph 6 the author implies that
[A] the teacher should guide all discussions by revealing her own attitude.
[B] in some aspects of social studies a greater variety of methods can be used in the upper grades than in the lower grades.
[C] people usually act on the basis of reasoning rather than on emotion.
[D] children's attitudes often come from those of other children.
24. A statement not made or implied in the text is that
[A] attitudes can be based on the learning of untrue statements.
[B] worthwhile attitudes may be developed in practically every subject area.
[C] attitudes cannot easily be changed by rewards and lectures.
[D] the attitudes of elementary school-aged children are influenced primarily by the way they were treated as infants.
25. The text specially states that
[A] direct experiences are more valuable than indirect ones.
[B] whatever attitudes a child learns in school have already been introduced at home.
[C] teachers can sometimes have an unwholesome influence on children.
[D] teachers should always conceal their own attitudes
Text2
An industrial society, especially one as centralized and concentrated as that of Britain, is heavily dependent on certain essential services: for instance, electricity supply, water, rail and road transport, and harbors. The area of dependency has widened to include removing rubbish, hospital and ambulance services, and, as the economy develops, central computer and information services as well. If any of these services ceases to operate, the whole economic system is in danger.
It is this economic interdependency of the economic system which makes the power of trade union s such an important issue. Single trade union s have the ability to cut off many countries' economic blood supply. This can happen more easily in Britain than in some other countries, in part because the labor force is highly organized. About 55 percent of British workers belong to union s, compared to under a quarter in the United States. For historical reasons, Britain's union s have tended to develop along trade and occupational lines, rather than on an industry-by-industry basis, which makes a wages policy, democracy in industry and the improvement of procedure for fixing wage levels difficult to achieve.
There are considerable strains and tensions in the trade union movement, some of them arising from their outdated and inefficient structure. Some union s have lost many members because of their industrial changes. Others are involved in arguments about who should represent workers in new trades. union s for skilled trades are separate from general union s, which means that different levels of wages for certain jobs are often a source of bad feeling between union s. In traditional trades which are being pushed out of existence by advancing technologies, union s can fight for their members disappointing jobs to the point where the jobs of other union members are threatened or destroyed. The printing of newspapers both in the United States and in Britain has frequently been halted by the efforts of printers to hold on to their traditional highly-paid jobs.
Trade union s have problems of internal communication just as managers in companies do, problems which multiply in very large union s or in those which bring workers in very different industries together into a single general union . Some trade union officials have to be re-elected regularly; others are elected, or even appointed, for life. Trade union officials have to work with a system of “shop stewards” in many union s, “shop stewards” being workers elected by other workers as their representatives at factory or works level.
26. Why is the interdependence of the UK economy mentioned in paragraph 1?
[A] To point up the importance of the trade union power.
[B] To outline in brief the great scale of essential services.
[C] To illustrate the danger in the whole economic system.
[D] To bring out a centralized and concentrated industrial society.
27. Because of their out-of-date organization some union s find it difficult to
[A] recruit new members to join.
[B] remold themselves as industries change.
[C] adapt to advancing technologies.
[D] bargain for high enough wages.
28. Disagreements arise between union s because some of them
[A] take over other union s' jobs.
[B] try to win over members of other union s.
[C] protect their own members at the expense of others.
[D] intend to represent workers in new trade organizations.
29. What basic problem are we told most trade union s face?
[A] They are equal in size of influence.
[B] They are less powerful than ever before.
[C] They don't have enough members.
[D] They are not organized efficiently.
30. The title which best expresses the idea of the text would be
[A] British Trade union s and Their Drawbacks.
[B] A Centralized and Concentrated Society.
[C] The Power of Trade union s in Britain.
[D] The Structure of British Trade union s.
Text3
Shopping has always been something of an impulse activity, in which objects that catch our fancy while strolling are immediately bought on a whim. Advertisers and sellers have taken advantage of this fact, carefully positioning inexpensive but attractive items on paths that we are most likely to cross, hoping that our human nature will lead to a greater profit for them. With the dawn of the Internet and its exploding use across the world, the same tactics apply.
Advertisers now place “banners”, links to commercial web sites decorated with attractive pictures designed to catch our eyes while browsing the webs, on key web sites with heavy traffic. They pay top dollar for the right, thus creating profits for the hosting web site as well. These actions are performed in the hopes that during the course of our casual and leisurely web surfing, we'll click on that banner that sparks our interest and thus, in theory, buy the products advertised.
Initial results have been positive. Web sites report a huge inflow of cash, both from the advertisers who tempt customers in with the banners and the hosting web sites, which are paid for allowing the banners to be put in place. As trust and confidence in Internet buying increases and information security is heightened with new technology, the volume of buying is increasing, leading to even greater profits.
The current situation, however, is not quite as optimistic. Just as magazine readers tend to unconsciously ignore advertisements in their favorite periodicals, web browsers are beginning to allow banners to slip their notice as well. Internet users respond to the flood of banners by viewing them as annoyances, a negative image that is hurting sales, since users are now less reluctant to click on those banners, preferring not to support the system that puts them in place. If Internet advertising is to continue to be a viable and profitable business practice, new methods will need to be considered to reinvigorate the industry.
With the recent depression in the technology sector and slowing economy, even new practices may not do the trick. As consumers are saving more and frequenting traditional real estate businesses over their Internet counterparts, the fate of Internet business is called into question. The coming years will be the only reliable indication of whether shopping on the world wide web is the wave of the future or simply an impulse activity whose whim has passed.
31. It can be learned from the first paragraph that Internet advertising
[A] has taken the place of more traditional methods of advertising.
[B] is one of the most effective ways to make profits on the web.
[C] is paralleling advertising methods in traditional business settings.
[D] seeks to tempt customers through impulse shopping methods.
32. The second and third paragraphs are written in order to illustrate
[A] the policy Internet advertisers design to lure clientele and its outcome.
[B] the process and mixed consequences of Internet advertising and shopping.
[C] the biggest splash Internet advertisers have recently made in sales promotions.
[D] the banners Internet advertisers take advantage of to arouse customers' interest.
33. Analyzing the current state of the online advertising in paragraph 4, the author implies that
[A] it has to be modified over time to remain effective.
[B] for all its current profits, it will fade in the long run.
[C] banners are beginning to lose their advertising efficiency.
[D] Internet advertising methods will continue to decrease sales.
34.The expression “do the trick” in the last paragraph most probably means
[A] come to the point.
[B] fulfill their purpose.
[C] fail of their success.
[D] live up to their promise.
35. The author's attitude toward online advertising can be summarized as
[A] reserved consent but discontent.
[B] objective analysis void of opinions.
[C] enthusiastic support but slight contempt.
[D] approval so far but uncertainty in the future.
Text 4
The majority of successful senior managers do not closely follow the classical rational model of first clarifying goals, assessing the problem, formulating options, estimating likelihood of success, making a decision, and only then taking action to implement the decision. Rather, in their day-by-day tactical activities, these senior executives rely on what is vaguely termed “intuition” to manage a network of interrelated problems that require them to deal with ambiguity, inconsistency, novelty, and surprise; and to integrate action into the process of thinking.
Generations of writers on management have recognized that some practicing managers rely heavily on intuition. In general, however, such writers display a poor grasp of what intuition is. Some see it as the opposite of rationality; others view it as an excuse of capriciousness.
Isenberg's recent research on the cognitive processes of senior managers reveals that managers' intuition is neither of these. Rather, senior managers use intuition in at least five distinct ways. First, they intuitively sense when a problem exists. Second, managers rely on intuition to perform well-learned behavior patterns rapidly. This intuition is not arbitrary or irrational, but is based on years of painstaking practice and personal experience that build skills. A third function of intuition is to synthesize isolated bits of data and practice into an integrated picture, often in an “Aha!” experience. Fourth, some managers use intuition as a check on the results of more rational analysis. Most senior executives are familiar with the formal decision analysis models and tools, and those who use such systematic methods for reaching decisions are occasionally suspicious of solutions suggested by these methods which run counter to their sense of the correct course of action. Finally, managers can use intuition to bypass in-depth analysis and move rapidly to find out a plausible solution. Used in this way, intuition is an almost instantaneous cognitive process in which a manager recognizes familiar patterns.
One of the implications of the intuitive style of executive management is that “thinking” is inseparable from acting. Since managers often “know” what is right before they can analyze and explain it, they frequently act first and explain later. Analysis is invariably tied to action in thinking/acting cycles, in which managers develop thoughts about their companies and organizations not by analyzing a problematic situation and then acting, but by acting and analyzing in close concert.
Given the great uncertainty of many of the management issues that they face, senior managers often initiate a course of action simply to learn more about an issue. They then use the results of the action to develop a more complete understanding of the issue. One implication of thinking/acting cycles is that action is often part of defining the problem, not just of implementing the solution.
36. The logical organization of the first paragraph of the text is that
[A] a conventional model is dismissed and an alternative introduced.
[B] the results of recent research are introduced and summarized.
[C] two opposite points of view are presented and evaluated.
[D] a widely accepted definition is presented and qualified.
37. In relation to the “writers on management” mentioned in Para. 2, the text suggests that they
[A] have not based their analyzes on a sufficiently large sample of actual managers.
[B] have relied in drawing their conclusions on what managers say rather than what managers do.
[C] have misunderstood how managers use intuition in making business decisions.
[D] have not acknowledged the role of intuition in managerial practice.
38. According to the text, senior managers use intuition in all of the following ways EXCEPT
[A] to speed up the creation of a solution to a problem.
[B] to identify a problem or bring together different facts.
[C] to initiate clear goals and in the end attain them.
[D] to evaluate possible solutions to a problem.
39. When mentioning “thinking/acting cycles”(in Para. 4), the author is most likely to believe that
[A] a manager analyzes a series of problems and then acts on that analysis.
[B] a manager gathers data by acting and then observes the effects of action.
[C] action and analysis in managerial practice invariably occur simultaneously.
[D] a manager takes action, being able to clarify reasons for that action.
40. According to the text, which of the following would most probably be one major difference in behavior between Manager X, who uses intuition to reach decisions, and Manager Y, who uses only formal decision analysis?
[A] Manager X checks possible solutions to a problem by systematic analysis; Manager Y does not.
[B] Manager X takes action in order to arrive at the solution to a problem; Manager Y does not.
[C] Manager Y draws on years of personal experience in creating a solution to a problem; Manager X does not.
[D] Manager X depends on day-by-day tactical activities; Manager Y does not.
Part B
Directions:
You are going to read a list of headings and a text. Choose the most suitable heading from the list A-F for each numbered paragraph (41-45). The first and last paragraphs of the text are not numbered. There is one extra heading which you do not need to use. Mark your answers on ANSWER SHEET 1. (10 points)
[A] Physical Changes
[B] Low Self-Esteem
[C] Emerging Independence and Search for Identity
[D] Emotional Turbulence
[E] Interest in the Opposite Sex
[F] Peer Pressure and Conformity
The transition to adulthood is difficult. Rapid physical growth begins in early adolescence—typically between the ages of 9 and 13—and thought processes start to take on adult characteristics. Many youngsters find these changes distressing because they do not fully understand what is happening to them. Fears and anxieties can be put to rest by simply keeping an open line of communication and preparing for change before it occurs. The main issues that arise during adolescence are:
41
A child’s self worth is particularly fragile during adolescence. Teenagers often struggle with an overwhelming sense that nobody likes them, that they’re not as good as other people, that they are failures, losers, ugly or unintelligent.
42
Some form of bodily dissatisfaction is common among pre-teens. If dissatisfaction is great, it may cause them to become shy or very easily embarrassed. In other cases, teens may act the opposite—loud and angry—in an effort to compensate for feelings of self-consciousness and inferiority. As alarming as these bodily changes can be, adolescents may find it equally distressing to not experience the changes at the same time as their peers. Late maturation can cause feelings of inferiority and awkwardness.
43
Young people feel more strongly about everything during adolescence. Fears become more frightening, pleasures become more exciting, irritations become more distressing and frustrations become more intolerable. Every experience appears king-sized during adolescence. Youngsters having a difficult adolescence may become seriously depressed and/or engage in self-destructive behavior. Often, the first clue that a teenager needs professional help is a deep-rooted shift in attitude and behavior. Parents should be alert to the warning signs of personality change indicating that a teenager needs help. They include repeated school absences, slumping grades, use of alcohol or illegal substances, hostile or dangerous behavior and extreme withdrawal and reclusiveness.
44
There is tremendous pressure on adolescents to conform to the standards of their peers. This pressure toward conformity can be dangerous in that it applies not only to clothing and hairstyles; it may lead them to do things that they know are wrong.
45
Adolescence marks a period of increasing independence that often leads to conflict between teenagers and parents. This tension is a normal part of growing up—and for parents, a normal part of the letting-go process. Another normal part of adolescence is confusion over values and beliefs. This time of questioning is important as young people examine the values they have been taught and begin to embrace their own beliefs. Though they may adopt the same beliefs as their parents, discovering them on their own enables the young person to develop a sense of integrity.
Although adolescence will present challenges for young people and their parents, awareness and communication can help pave the way for a smooth transition into this exciting phase of life.
Section III Translation
46. Directions:
In this section there is a text in English. Translate it into Chinese. Write your translation on ANSWER SHEET 2. (15 points)
Sometimes it is interpersonal skills rather than professional skills that really count in your career. Interpersonal skills are nothing but the ability to be good listener, to be sensitive toward others’ needs, to take criticism well.
People with skill in social relations admit their mistakes, and take their share of blame, which is a mature and responsible way to handle an error. That is why many mediocre employees survive violent corporate upheavals while people of great talent are being laid off. Sensitive in their dealings with others, they are well liked everywhere. People with poor interpersonal skills have trouble taking criticism. When confronted with a mistake, they let their ego get in the way. They deny responsibility and became moody or angry. They mark themselves as “prickly”.
Section IV Writing
Part A
47. Directions:
Your student is planning to apply for the Postgraduate Business School of the Harvard University. As his professor, you are invited to write a letter to
(1) recommend him
(2) describe his academic performance
(3) explain the reasons.
You should write about 100 words on ANSWER SHEET 2.
Do not sign your own name at the end of the letter. Use “Zhang Wei” instead.
Do not write the address. (10 points)
Part B
48. Directions:
In this section, you are asked to write an essay based on the following table, in which you should
(1) interpret the table
(2) give your comments.
You should write at least 150 English words.
Write your essay on ANSWER SHEET 2. (15 points)
Statistics in People’s Daily Expenses in Beijing
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