专业PAPER ONEPART I VOCABULARY ( 20 minutes, 10 points)Section A ( 0.5 point each)Directions: In this section there are ten sentences, each with one word or phrase underlined. Choose the one from the four choices marked A, B, C and D that best keeps the meaning of the sentence. Then mark the corresponding letter on the ANSWER SHEET with a single line through the center.1. Outbreaks of teenage violence here are confined to technical schools students fighting mindless.A.restrictedB. confirmedC. relevantD. dedicated2. Something clearly disturbs Thai youth and parents who need to do somethingbefore things get worse.A. boostsB. disruptsC.annoysD. stuns3. They came from different backgrounds, but both resorted to the use ofhandguns to resolve their problems.A. objected toB. took toC. amounted toD.turned to4. Children do not learn what it is to lose and will seek violence to restrain theirdisappointment.A. releaseB.checkC. eliminateD. restore5. Streep possesses a fragile, fleeting beauty that allows her to be as earthy andplain as she can be glamorous and radiant.A. fragmentaryB. permanentC. delicateD. tender6. Faced with such a dilemma, the top executives had to weigh one optionagainst another.A. scaleB. seekC.balanceD. reject7. Despite conflicts and disagreements, the fundamental sympathies andsimilarities between the two countries will continue.A.essentialB. intenseC. necessaryD. difficult8. The car broke down about five kilometers short of the destination, so they hadto go on foot.A. lacking inB. except forC. up toD.away from9. Kant revolutionized philosophy, questioned established authorities and placedreason and freedom at the center of his thinking.A. foundedB.acceptedC. overthrownD. stereotyped10. The freshmen will be introduced to some methods of coping with stress anddepression.A.handlingB. executingC. cooperationD. consuming Section B (0.5 point each)Directions: In this section there are ten sentences. Each sentence has something omitted. Choose the one from the four choices marked A, B, C and D that best completes each sentence. Then mark the corresponding letter on the ANSWER SHEET with a single line through the center.11. I had expected to win the race, but things did not ___ that way.A. break outB.work outC. pass outD. figure out12. Anyone employing people and paying them a fair wage, in my view, makesa(n)________ c ontribution to society.A. immenseB. giganticC. largeD. spacious13. I have time to enjoy family and friends, ___ activities such as reading, writing,listening to music and playing sports.A. chaseB. involveC. pursueD. capture14. And not one of these pleasures is ____ taxation under the Internal RevenueCode.A. committed toB.subject toC. attached toD.indifferent to15. Middle-aged ladies somehow tend to ___ weight more easily even if they arevegetarians.A.put onB. put upC. put forwardD. put away16. As ________ China, reform and opening-up have led to substantial improvement oflives.A. in the case ofB. in the face ofC. in the name ofD. in the middle of17. Niagara Falls is a great tourist _______, drawing millions of visitors every year.A. attentionB.attractionC. appointmentD.arrangement18. The manager spoke highly of such _______ as loyalty, courage and truthfulnessshown by his employees.A. virtuesB. featuresC. propertiesD. characteristics19. Some old people don’t like pop songs because they can’t _______ so much noise.A. resistB. sustainC. tolerateD. undergo20. Since the matter was extremely _______, we dealt with it immediately.A. toughB. tenseC. urgentD. instantPART II CLOZE TEST ( 20 minutes 10 points)Directions: Read the passage through. Then go back and choose one item of suitable word(s) marked A, B, C or D for each blank in the passage. Mark the corresponding letter on the ANSWER SHEET with a single line through the center.Deaths and injuries from motor-vehicle accidents are reaching epidemic proportions in developing countries around the world, according to the Worldto a “social scourge（祸害)”, and all too often the victims are young, educatedworld.21 A. America B. Asia C. Africa D. Europe22 A. whose B. which C. as D. that23A. against B. with C. upon D. from24 A. remark B. reveal C. involve D. doubt25 A. accident B. jam C. crash D. death26A. killed B. injured C. wounded D. included27 A. Now that B. Provided C. Once D. Although28A.every B. some C. any D.the29A. at last B. for example C. however D. in addition30 A. Because B.Before C. Whereas D. If31 A. hundred B. million C. thousand D. billion32 A. inhabitants B. drivers C. males D. injured33 A. possesses B.had C. has D. have34 A. involving B. containing C. resulting in D. existing in35 A. firm B. poor C. good D. dependent36 A. harden B. study C. struggle D. combat37 A. overtaken B. explored C. undertaken D. regarded38 A. tackled B. recognized C. shifted D. threatened39 A. such B.just C.so D. also40 A. eliminated B. knocked C. sought D. adjustedPART III READING COMPREHENSION (60 minutes, 50 points) Directions: In this part of the test, there are five short passages for you to read. Read each passage carefully, and hen do the questions that follow. Choose the best answer from the four choices marked A, B, C and D and then mark the corresponding letter on the ANSWER SHEET with a single line through the center.Passage OnePeng Gonglin wasn't an important man. He lived in a bare concrete house in a small village of Deng Zhuang where women stoop beside ponds to scrub clothes in buckets and the men often harvest crops by hand.When his rice fields came up empty last October, Peng had no influence and little cash. The 43-year-old farmer had spent almost all of his family's savings and borrowed more to lease the land and buy seeds.County experts in the central province of Henan tested the seeds he'd planted and determined that he'd been sold inferior goods. Peng begged for financial or legal help from the local agricultural bureau and its county seed station.He took what remained of his family's money and tried to bribe two local officials to intervene. They accepted the meals, massages and prostitutes, but they did nothing in return, according to a letter he later wrote.Finally, on March 29 he returned to the county seed station to plead once more. Men there beat Peng about the head until he went home, humiliated.Facing financial ruin, he carried out one last act of protest. Early the next morning, Peng Gonglin's body was found hanging at the seed station.The story of Peng's lonely suicide reveals the pitfalls beneath the glossy surface of China's booming economy. Ordinary Chinese who've been cheated or defrauded, especially in rural areas, find themselves trapped in neo-feudal conditions with no protection beyond the mercy of corrupt officials.Outsiders are sometimes baffled by the emphasis Chinese leaders put on order and harmony, and their crushing response to any signs of unrest. From theturmoil in a village such as Deng Zhuang, though, it's clear that the nation sits uneasily on deep social fault lines.41.People like Peng Gonglin _______.A.live simple and humble lifeB.try to bribe officialsC.have no land and have to lease from othersD.hate the officials42. What happened to the seeds Peng Gonglin had bought?A. They were tested inferior.B. They were illegal.C. They were cheated.D. They were too expensive.43. He bribed local officials hoping that _______.A. they may help him get financial compensation or legal aidB. they may accept the meals, massages and prostitutesC. they may interfere the affairD. they may offer plea for him44. Which of the following statements is NOT the reason of Peng Gonglin’s suicide?A. He was beaten by the men at the seed station and felt humiliated.B. It was his final cry for protest in the face of financial ruin.C. The desperation was beyond his psychological endurance.D. He feared that his bribe may be discovered.45. Peng's lonely suicide reveals that _______.A. the ordinary people seize neo-feudal conditionsB. the ordinary people can get protection if the corrupt officials ignore themC. there are social problems under the fast developing economyD. people baffle the emphasis on order and harmonyPassage TwoComputers have been taught to play not only checkers, but also championship chess, which is a fairly accurate yardstick for measuring the computer’s progress in the ability to learn from experience.Because the game requires logical reasoning, chess would seem to be perfectly suited to the computer .all a programmer has to do is give the computer a program evaluating the consequences of every possible response toevery possible move, and the computer will win every time. In theory this is a sensible approach; in practice it is impossible. Today, a powerful computer can analyze 40 000 moves a second. That is an impressive speed. But there are an astronomical number of possible moves in chess—literally trillions. Even if such a program were written (and in theory it could be, given enough people and enough time), there is no computer capable of holding that much data.Therefore, if the computer is to compete at championship levels, it must be programmed to function with less than complete data. It must be able to learn from experience, to modify its own program, to deal with a relatively unstructured situation—in a word, to “think” for itself. In fact, this can be done. Chess-playing computers have yet to defeat world champion chess players, but several have beaten human players of only slightly lower ranks. The computers have had programs to carry them through the early, mechanical stages of their chess games. But they have gone on from there to reason and learn, and sometimes to win the game.There are other proofs that computers can be programmed to learn, but this example is sufficient to demonstrate the point. Granted, winning a game of chess is not an earthshaking event even when a computer does it . But there are many serious human problems which ban be fruitfully approached as games. The Defense Department uses computers to play war games and work out strategies for dealing with international tensions. Other problems—international and interpersonal relations , ecology and economics , and the ever-increasing threatof world famine—can perhaps be solved by the joint efforts of human beings and truly intelligent computers .46. The purpose of creating chess-playing computers is _______.A. to win the world chess championB. to pave the way for further intelligent computersC. to work out strategies for international warsD. to find an accurate yardstick for measuring computer progress47. Today, a chess-playing computer can be programmed to _______.A. give trillions of responses in a second to each possible move and win the gameB. function with complete data and beat the best playersC. learn from chess-playing in the early stage and go on to win the gameD. evaluate every possible move but may fail to give the right response each time48. For a computer to “think”, it is necessary to _______.A. mange to process as much data as possible in a secondB. program it so that it can learn from its experiencesC. prepare it for chess-playing firstD. enable it to deal with unstructured situations49. The author’s attitude towards the Defense Department is_ ___.A. criticalB. unconcernedC. positiveD. negative50. In the author’s opinion, ___ _ .A. winning a chess game is an unimportant eventB. serious human problems shouldn’t be regarded as playing a gameC. ecological problems are more urgent to be solvedD. there is hope for more intelligent computersPassage ThreeYou have to have lived in the 1950s and 1960s to have experienced a good economy. In the period between 1950 and 1970 it was the rule—rather than the exception—that an ordinary family, without higher education, could sustain itself decently on the income of a single breadwinner. In 1955, when I was 19 and living in Brooklyn, N. Y., my father, who had a sixth-grade education, maintained our family of five on a wage of $82 a week as a bookbinder. My mother taught us fairness and compassion; my father, discipline and enterprise.The U. S. economy in those years was good. Then where did this good economy go? It was inflated away. The price of gold, which I take as proxy for the prices of all goods, was $35 an ounce in those years. It is at roughly ten times that price today.There is another answer, though: inflation caused the entire work force to be moved into higher tax groups, thus reducing after-tax purchasing power. That is, my father’s bindery job in1954 paid $82 a week, with $80 after deductions; today, at $ 820 per week the net would be $662.To ordinary people, the economy doesn’t look very good at all. After-tax incomes continue to decrease in purchasing power. The jobs offered in the employment ads pay only a little more than the minimum wage, maybe $5 an hour, which, after payroll deductions, yields $4 an hour. Compare that with minimum-wage jobs of the early 1950s, when 75 cents was worth today’s $7.50 before and after taxes.51. In the author’s opinion, a good economy, to ordinary people can be expressed in terms of ____ __.A.the amount of wageB.after-tax incomeC.the ac tual purchasing powerD.the minimum wage per hour52. In the period between 1950 and 1970, _______.A.there was not much difference in the living standards between peopleof higher and lower educationB.an o rdinary family of five without exception could live on one personincomeC.the income of an ordinary family was more than enough for buyingfoodD.for an average family the income was sufficient to support all themembers53. Today a bookbinder’s wage is ten times that of the 1950’s but its income taxrate has increased ______.A.50 timesB.60timesC. 70 timesD. 80 times54. The worsening of a bookbinder’s livelihood results from __ __.A.his low education and the amount of wageB.the high-taxation and the income deductionsC.the high taxation and cost of livingD.the low wage and higher prices55. The passage implies that while the cost of living is getting higher___ ___.A.the value of labor actually is shrinkingB.the minimum wage level is increasing likewiseC.the income tax rate is rising alongD.the employment ads naturally offer a higher minimum wagePassage FourCulture is one of the most challenging elements of the international marketplace. This system of learned behavior patterns characteristic of the members of a given society is constantly shaped by a set of dynamic variables: language, religion, values and attitudes, manners and customs, aesthetics, technology, education, and social institutions. To cope with this system, an international manager needs both factual and interpretive knowledge of culture. To some extent, the factual knowledge can be learned; its interpretation comes。