试题编号：1101    试题名称：英语
注意：答题一律答在答题纸上，答在草稿纸或试卷上一律无效
Part I  Reading Comprehension (40%)
Directions: There are 5 passages in this part. 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 it on your Answer Sheet.
Passage 1
It is said that in England death is pressing, in Canada inevitable and in California optional. Small wonder. Americans’ life expectancy has nearly doubled over the past century. Failing hips can be replaced, clinical depression controlled, cataracts removed in a 30-minute surgical procedure. Such advances offer the aging population a quality of life that was unimaginable when I entered medicine 50 years ago. But not even a great health-care system can cure death — and our failure to confront that reality now threatens this greatness of ours.
Death is normal; we are genetically programmed to disintegrate and perish, even under ideal conditions. We all understand that at some level, yet as medical consumers we treat death as a problem to be solved. Shielded by third-party payers from the cost of our care, we demand everything that can possibly be done for us, even if it’s useless. The most obvious example is late-stage cancer care. Physicians — frustrated by their inability to cure the disease and fearing loss of hope in the patient — too often offer aggressive treatment far beyond what is scientifically justified.
In 1950, the U.S. spent $12.7 billion on health care. In 2002, the cost was $1,540 billion. Anyone can see this trend is unsustainable. Yet few seem willing to try to reverse it. Some scholars conclude that a government with finite resources should simply stop paying for medical care that sustains life beyond a certain age — say 83 or so. Former Colorado governor Richard Lamm has been quoted as saying that the old and infirm “have a duty to die and get out of the way,” so that younger, healthier people can realize their potential.
I would not go that far. Energetic people now routinely work through their 60s and beyond, and remain dazzlingly productive. At 78, Viacom chairman Sumner Redstone jokingly claims to be 53. Supreme Court Justice Sandra Day O’Connor is in her 70s, and former surgeon general C. Everett Koop chairs an Internet start-up in his 80s. These leaders are living proof that prevention works and that we can manage the health problems that come naturally with age. As a mere 68-year-old, I wish to age as productively as they have.
Yet there are limits to what a society can spend in this pursuit. As a physician, I know the most costly and dramatic measures may be ineffective and painful. I also know that people in Japan and Sweden, countries that spend far less on medical care, have achieved longer, healthier lives than we have. As a nation, we may be overfunding the quest for unlikely cures while underfunding research on humbler therapies that could improve people’s lives.
1. What is implied in the first sentence?
    A) Americans are better prepared for death than other people.
    B) Americans enjoy a higher life quality than ever before.
    C) Americans are over-confident of their medical technology.
    D) Americans take a vain pride in their long life expectancy.
2. The author uses the example of cancer patient to show that ______________.
    A) medical resources are often wasted
    B) doctors are helpless against fatal diseases
    C) some treatments are too aggressive
    D) medical costs are becoming unaffordable.
3. The author’s attitude toward Richard Lamm’s remark is one of ____________.
    A) strong disapproval
    B) reserved consent
    C) slight contempt
    D) enthusiastic support
4. The passage intends to express the idea that ________________.
    A) medicine will further prolong people’s lives
    B) life beyond a certain limit is not worth living
    C) death should be accepted as a fact of life
    D) excessive demands increase the cost of health care
Passage 2
The kids are hanging out. I pass small bands of students, on my way to work these mornings. They have become a familiar part of the summer landscape.
These kids are not old enough for jobs. Nor are they rich enough for camp. They are school children without school. The calendar called the school year ran out on them a few weeks ago. Once supervised by teachers and principals, they now appear to be in “self care”.
Passing them is like passing through a time zone. For much of our history, after all, Americans arranged the school year around the needs of work and family. In 19th-century cities, schools were open seven or eight hours a day, 11 months a year. In rural America, the year was arranged around the growing season. Now, only 3 percent of families follow the agricultural model, but nearly all schools are scheduled as if our children went home early to milk the cows and took months off to work the crops. Now, three-quarters of the mothers of school-age children work, but the calendar is written as if they were home waiting for the school bus.
The six-hour day, the 180-day school year is regarded as something holy. But when parents work an eight-hour day and a 240-day year, it means something different. It means that many kids go home to empty houses. It means that, in the summer, they hang out.
“We have a huge mismatch between the school calendar and realities of family life,” says Dr. Ernest Boyer, head of the Carnegie Foundation for the Advancement of Teaching. Dr. Boyer is one of many who believe that a radical revision of the school calendar is inevitable. “School, whether we like it or not, is educational. It always has been.”
His is not popular idea. Schools are routinely burdened with the job of solving all our social problems. Can they be asked to meet the needs of our work and family lives?
It may be easier to promote a longer school year on its educational merits and, indeed, the educational case is compelling. Despite the complaints and studies about our kids’ lack of learning, the United States still has a shorter school year than any industrial nation. In most of Europe, the school year is 220 days. In Japan, it is 240 days long. While classroom time alone doesn’t produce a well-educated child, learning takes time and more learning takes more time. The long summers of forgetting take a toll.
The opposition to a longer school year comes from families that want to and can provide other experiences for their children. It comes from teachers. It comes from tradition. And surely from kids. But the most important part of the conflict has been over the money.
5. The current American school calendar was developed in the 19th century according to ______________.
    A) the growing season on the nation’s farm
    B) the labor demands of the industrial age
    C) teachers’ demands for more vacation time
    D) parents’ demands for other experiences for their kids
6. Why was Dr. Boyer’s idea unpopular?
    A) He argues for the role of school in solving social problems.
    B) He supports the current school calendar.
    C) He thinks that school year and family life should be considered separately.
    D) He strongly believes in the educational role of school.
7. “The long summers of forgetting take a toll” in the last paragraph but one means that _________.
    A) long summer vacation slows down the progress of learning
    B) long summer vacation has been abandoned in Europe
    C) long summers result in less learning time
    D) long summers are a result of tradition
8. The main purpose of the passage is __________.
    A) to describe how American children spend their summer
    B) to explain the needs of the modern working families
    C) to discuss the problems of the current school calendar
    D) to persuade parents to stay at home to look after their kids
Passage 3
As a wise man once said, we are all ultimately alone. But an increasing number of Europeans are choosing to be so at an even earlier age. This isn’t the stuff of gloomy philosophical contemplations, but a fact of Europe’s new economic landscape, embraced by sociologists, real-estate developers and ad executives alike. The shift away from family life to solo lifestyle, observes a French sociologist, is part of the “irresistible momentum of individualism” over the last century. The communications revolution, the shift from a business culture of stability to one of mobility and the mass entry of women into the workforce have greatly wreaked havoc on (扰乱) Europeans’ private lives.
Europe’s new economic climate has largely fostered the trend toward independence. The current generation of home-aloners came of age during Europe’s shift from social democracy to the sharper, more individualistic climate of American-style capitalism. Raised in an era of privatization and increased consumer choice, today’s tech-savvy (精通技术的) workers have embraced a free market in love as well as economics. Modern Europeans are rich enough to afford to live alone, and temperamentally independent enough to want to do so.
Once upon a time, people who lived alone tended to be those on either side of marriage — twenty something professionals or widowed senior citizens. While pensioners, particularly elderly women, make up a large proportion of those living alone, the newest crop of singles are high earners in their 30s and 40s who increasingly view living alone as a lifestyle choice. Living alone was conceived to be negative — dark and cold, while being together suggested warmth and light. But then came along the idea of singles. They were young, beautiful, and strong! Now, young people want to live alone.
The booming economy means people are working harder than ever. And that doesn’t leave much room for relationships. Pimpi Arroyo, a 35-year-old composer who lives alone in a house in Paris, says he hasn’t got time to get lonely because he has too much work. “I have deadlines which would make life with someone else fairly difficult.” Only an Ideal Woman would make him change his lifestyle, he says. Kaufmann, author of a recent book called “The Single Woman and Prince Charming” thinks this fierce new individualism means that people expect more and more of mates, so relationships don’t last long — if they start at all. Eppendorf, a blond Berliner with a deep tan, teaches grade school in the morning. In the afternoon she sunbathes or sleeps, resting up for going dancing. Just shy of 50, she says she’d never have wanted to do what her mother did — give up a career to raise a family. Instead, “I’ve always done what I wanted to do: live a self-determined life.”
9. More and more young Europeans remain single because __________.
    A) they have entered the workforce at much earlier age
    B) they are pessimistic about their economic future
    C) they have embraced a business culture of stability
    D) they are driven by an overwhelming sense of individualism
10. What is said about European society in the passage?
    A) It is getting closer to American-style capitalism.
    B) It has limited consumer choice despite a free market.
    C) It is being threatened by irresistible privatization.
    D) It has fostered the trend towards small families.
11. The author quotes Eppendorf to show that __________.
    A) some modern women prefer a life of individual freedom
    B) most Europeans conceive living a single life as unacceptable
    C) some professional people have too much work to do to feel lonely
    D) the family is no longer the basic unit of society in present-day Europe.
12. What is the author’s purpose in writing the passage?
    A) To contemplate the philosophy underlying individualism.
    B) To examine the trend of young people living alone.
    C) To stress the rebuilding of personal relationship.
    D) To review the impact of women becoming high earners.
Passage 4
Farmers in the developing world hate price fluctuations. It makes it hard to plan ahead. But most of them have little choice: they sell at the price the market sets. Farmers in Europe, the U.S. and Japan are luckier: they receive massive government subsidies in the form of guaranteed prices or direct handouts. Last month U.S. President Bush signed a new farm bill that gives American farmers $190 billion over the next 10 years, or $83 billion more than they had been scheduled to get, and pushes U.S. agricultural support close to crazy European levels. Bush said the step was necessary to “promote farmer independence and preserve the farm way of life for generations”. It is also designed to help the Republican Party win control of the Senate in November’s midterm elections.
Agricultural production in most poor countries accounts for up to 50% of GDP, compared to only 3% in rich countries. But most farmers in poor countries grow just enough for themselves and their families. Those who try exporting to the West find their goods whacked with huge tariffs or competing against cheaper subsidized goods. In 1999 the United Nations Conference on Trade and Development concluded that for each dollar developing countries receive in aid they lose up to $14 just because of trade barriers imposed on the export of their manufactured goods. “It’s not as if the developing world wants any favors”, says Gerald Ssendwula, Uganda’s Minister of Finance. “What we want is for the rich countries to let us compete.”
Agriculture is one of the few areas in which the Third World can compete. Land and labor are cheap, and as farming methods develop, new technologies should improve output. This is no pie in the sky speculation. The biggest success in Kenya’s economy over the past decade has been the boom in exports of cut flowers and vegetables to Europe. But that may all change in 2008, when Kenya will be slightly too rich to qualify for the “least developed country” status that allows African producers to avoid paying stiff European import duties on selected agricultural products. With trade barriers in place, the horticulture industry in Kenya will shrivel as quickly as a discarded rose. And while agriculture exports remain the great hope for poor countries, reducing trade barriers in other sectors also works: America’s African Growth and Opportunity Act, which cuts duties on exports of everything from handicrafts to shoes, has proved a boon to Africa’s manufacturers. The lesson: the Third World can prosper if the rich world gives it a fair go.
This is what makes Bush’s decision to increase farm subsidies last month all the more depressing. Poor countries have long suspected that the rich world urges trade liberalization only so it can wangle its way into new markets. Such suspicions caused the Seattle trade talks to break down three years ago. But last November members of the World Trade Organization, meeting in Doha, Qatar, finally agreed to a new round of talks designed to open up global trade in agriculture and textiles. Rich countries assured poor countries, that their concerns were finally being addressed. Bush’s handout last month makes a lie of America’s commitment to those talks and his personal devotion to free trade.
13. By comparison, farmers _____ receive more government subsidies than others.
    A) in the developing world
    B) in Japan
    C) in Europe
    D) in America
14. In addition to the economic considerations, there is a ________ motive behind Bush’s signing of the new farm bill.
    A) partisan
    B) social
    C) financial
    D) cultural
15. The message the writer attempts to convey throughout the passage is that __________.
    A) poor countries should be given equal opportunities in trade
    B) “the least developed country” status benefits agricultural countries
    C) poor countries should remove their suspicions about trade liberalization
    D) farmers in poor countries should also receive the benefit of subsidies
16. The writer’s attitude towards new farm subsidies in the U.S. is _____________.
    A) favorable
    B) ambiguous
    C) critical
    D) reserved
Passage 5
Human migration: the term is vague. What people usually think of is the permanent movement of people from one home to another. More broadly, though, migration means all the ways — from the seasonal drift of agricultural workers within a country to the relocation of refugees from one country to another.
Migration is big, dangerous, compelling. It is 60 million Europeans leaving home from the 16th to the 20th centuries. It is some 15 million Hindus, Sikhs, and Muslims swept up in a tumultuous shuffle of citizens between India and Pakistan after the partition of the subcontinent in 1947. Migration is the dynamic undertow of population change: everyone’s solution, everyone’s conflict. As the century turns, migration, with its inevitable economic and political turmoil, has been called “one of the greatest challenges of the coming century.”
But it is much more than that. It is, as has always been, the great adventure of human life. Migration helped create humans, drove us to conquer the planet, shaped our societies, and promises to reshape them again.
“You have a history book written in your genes,” said Spencer Wells. The book he’s trying to read goes back to long before even the first word was written, and it is a story of migration.
Wells, a tall, blond geneticist at Stanford University, spent the summer of 1998 exploring remote parts of Transcaucasia and Central Asia with three colleagues in a Land Rover, looking for drops of blood. In the blood, donated by the people he met, he will search for the story that genetic markers can tell of the long paths human life has taken across the Earth. Genetic studies are the latest technique in a long effort of modern humans to find out where they have come from. But however the paths are traced, the basic story is simple: people have been moving since they were people. If early humans hadn’t moved and intermingled as much as they did, they probably would have continued to evolve into different species. From beginnings in Africa, most researchers agree, groups of hunter-gatherers spread out, driven to the ends of the Earth.
To demographer Kingsley Davis, two things made migration happen. First, human beings, with their tools and language, could adapt to different conditions without having to wait for evolution to make them suitable for a new niche. Second, as populations grew, cultures began to differ, and inequalities developed between groups. The first factor gave us the keys to the door of any room on the planet; the other gave us reasons to use them.
Over the centuries, as agriculture spread across the planet, people moved toward places where metal was found and worked, and to centers of commerce that then became cities. Those places were, in turn, invaded and overrun by people later generations called barbarians.
In between these storm surges were steadier but similarly profound tides in which people moved out to colonize or were captured and brought in as slaves. For a while the population of Athens, that city of legendary enlightenment, was as much as 35 percent slaves.
“What strikes me is how important migration is as a cause and effect in the great world events.” Mark Miller, co-author of The Age of Migration and a professor of political science at the University of Delaware, told me recently.
It is difficult to think of any great events that did not involve migration. Religions spawned pilgrims or settlers; wars drove refugees before them and made new land available for the conquerors; political upheavals displaced thousands or millions; economic innovations drew workers and entrepreneurs like magnets; environmental disasters like famine or disease pushed their bedraggled survivors anywhere they could replant hope. “It’s part of our nature, this movement,” Miller said, “It’s just a fact of the human condition.”
17. Which of the following statements is INCORRECT?
    A) Migration exerts a great impact on population change.
    B) Migration contributes to Mankind’s progress.
    C) Migration brings about desirable and undesirable effects.
    D) Migration may not be accompanied by human conflicts.
18. According to Kingsley Davis, migration occurs as a result of the following reasons EXCEPT ______.
    A) human adaptability
    B) human evolution
    C) cultural differences
    D) inter-group inequalities
19. Which of the following groups is NOT mentioned as migrants in the passage?
    A) Farmers.
    B) Workers.
    C) Settlers.
    D) Colonizers.
20. There seems to be a(n) ______ relationship between great events and migration.
    A) loose
    B) indefinite
    C) causal
    D) remote
Part II  Cloze (10%)
Directions: There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D). You should choose the one that best fits into the passage and mark your choice on the Answer Sheet.
The way that people spend their money, and the objects on which they spend it, are the last (21) ________ where free choice and individuality can be expressed. The (22) ________ reflects personal taste, the way people see themselves and the fantasies they (23) ________ about their lives, the restrictions on money available (24) ________ them, the presence of others in the family with a (25) ________ on that money, and the influence of current convention, (26) ________, surroundings and locality. Shopping is an important human (27) ________. Yet shoppers are (28) ________ with a confusing situation and a(n) (29) ________ changing one. The confusion arises from the claims (30) ________ advertising, from inadequate information about new products, new materials, new places to shop — a confusion (31) ________ by rising prices and a(n) (32) ________ choice of goods than ever before. The search (33) ________ the right purchase is based on ignorance of (34) ________ own needs and ignorance of the product’s (35) ________ for those needs. When choosing any particular item, there are several lines of communication which might provide some guidance. (36) ________ none of these is entirely satisfactory. For example, you can ask a shop assistant initially. (37) ________ you find one, she may quite (38) ________ not know the answers. She may be a schoolgirl with a Saturday (39) ________, or a housewife (40) ________ part-time.
21.  A) areas    B) regions    C) spots    D) places
22.  A) objects    B) freedom    C) purchase    D) choice
23.  A) imagine    B) possess    C) have    D) own
24.  A) to    B) for    C) with    D) of
25.  A) right    B) demand    C) request    D) claim
26.  A) growth    B) upbringing    C) cultivation    D) expansion
27.  A) behavior    B) action    C) activity    D) act
28.  A) dealt    B) faced    C) coped    D) greeted
29.  A) suddenly    B) instantly    C) rapidly    D) readily
30.  A) made by    B) seen in    C) hinted at    D) set in
31.  A) accompanied    B) reflected    C) enhanced    D) added
32.  A) ampler    B) larger    C) broader    D) wider
33.  A) from    B) into    C) for    D) with
34.  A) their    B) one’s    C) his    D) her
35.  A) fitness    B) use    C) value    D) worth
36.  A) And    B) Still    C) Yet    D) Even
37.  A) Even if    B) Although    C) Because    D) While
38.  A) generally    B) authentically    C) innocently    D) genuinely
39.  A) occupation    B) job    C) work    D) career
40.  A) studying    B) practicing    C) working    D) shopping
Part III  Translation (30%)
Section A
Directions: Put the following two paragraphs into Chinese. Please write your translation on your Answer Sheet.
1. It is simple enough to say that since books have classes — fiction, biography, poetry — we should separate them and take from each what it is right that each should give us. Yet few people ask from books what books can give us. Most commonly we come to books with blurred and divided minds, asking of fiction that it shall be true, of biography that it shall be flattering, of poetry that it shall be false, of history that it shall enforce our prejudices. If we could banish all such preconceptions when we read, that would be an admirable beginning. Do not dictate to your author: try to become him. Be his fellow-worker and accomplice.
2. A device that could dramatically reduce the number of collisions by eliminating driver error is to be tested in Europe. The system uses technology similar to wi-fi (无线保真) to enable vehicles to communicate with each other, sharing information about their speed and location, to determine when a crash is imminent. It can then warn the driver or take over the controls. The device will alert drivers if, for example, a car jumps a red light, or advise them when it is unsafe to overtake. If it detects the potential for a collision, the system can give an audible warning or take over the reins if the driver’s reactions prove too slow.
Section B
Directions: Put the following paragraph into English. Please write your translation on your Answer Sheet.
3. 忽然发觉，在这个世界上，最珍贵的东西是免费的。
亲情，是免费的。每一个婴儿来到世上，都受到了父母无微不至的呵护，那是一份深入血脉不求回报的疼爱。可从没有哪一个父母会对孩子说：“你给我钱我才疼你。” 父母的这份爱，不因孩子的成年而贬值，更不因父母的衰老而削弱；只要父母还活着，这份爱就始终如一。
Part IV  Writing (20%)
It is estimated that only 40 percent of migrant children (农民工子女) between five and twelve attend school in Beijing, while in some migrant communities in Shanghai, only 20 to 30 percent of such children go to school.
Directions: Discuss the causes of the problem mentioned above and suggest some ways to solve it. Write on your Answer Sheet a composition of no less than 200 words on the following topic:
Fair Education for China’s Migrant Children
You are to write in three parts:
In the first part, state what you know.
In the second part, discuss the causes of the problem.
In the third part, offer some suggestions to the problem.