Model Test One

Part II Proofreading and Error Correction [15 min.]

The following passage contains TEN errors. Each indicated line contains a maximum of One error. In each case, only One word is involved. You should proof-read the passage and correct it in the following way:



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 if the missing word with a ˆ 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 the unnecessary word with a slash / and put the word in the blank provided at the end of the line



Jimmy lee was executed in Parchment, Miss. He was a

murder. In Mississippi, killers are executed by strapping them 1_________

into a chair and dropped cyanide crystals into a pan of water. 2_________

This is supposes to do the job quickly and with a maximum 3_________

of suffering. However, this was not the case of Jimmy Lee. 4_________

He moaned and convulsed and thrashed about everywhere 5_________

for several minutes before his end came. His lawyer was upset

by the way Jimmy Lee died, and also were many of the kindly 6_________

souls who opposed the death penalty in any form. But they’ve

overlooked something unusually about Jimmy Lee’s death. 7_________

And that is the fact that this is one of those rare times a killer 8_________

got exactly what he gave. He was executed for the crime of

smothering a 3-year-old girl. It can be assumed the little girl 9__________

also gasped breath and suffered when she was deprived of air. 10__________

The difference id that she did nothing to deserve her suffering

and death.



PART III READING COMPREHENSION [30 min.]



In this section there are four reading passages followed by a total of fifteen multiple choice questions. Reading the passages and then mark your answers on your answer sheet.



TEXT A

Is language, like food, a basic human need without which a child at a critical period of life can be starved and damaged? Judging from the drastic experiment of Frederick II in the thirteenth century it may be. Hoping to discover what language a child would speak if he heard no mother tongue, he told the nurses to keep silent.

All the infants died before the first year. But clearly there was more than language deprivation here. What was missing was good mothering. Without good mothering, in the first year of life especially, the capacity, the capacity to survive is seriously affected.

Today no such drastic deprivation exists as that ordered by Frederick. Nevertheless, some children are still backward in speaking. Most often the reason for this is that the mother is insensitive to the cues and signals of the infant, whose brain is programmed to mop up language rapidly. There are critical times, it seems, when children learn more readily. If these sensitive periods are neglected, the ideal time for acquiring skills passes and they might never be learned so easily again. A bird learns to sing and to fly rapidly at the right time, but the progress is slow and hard once the critical stage has passed.

Linguists suggests that speech milestones are reached in a fixed sequence and at a constant age, but there are cases where speech has started late in a child who eventually turns out to be of high IQ(Intelligence Quotient ). At twelve weeks a baby smiles and utters vowel-like sounds: at twelve months he has a vocabulary of fifty words. At three he knows about 1,000 words which he can put into sentences, and at four his language differs from that of his parents in style rather than grammar.

Recent evidence suggest that an infant is born with the capacity to speak. What is special about Man’s brain, compared with that of the monkey, is the complex system which enables a child to connect the sight and feel of, say, a teddy bear with the sound pattern “teddy bear”. And even more incredible is the young brain’s ability to combine and recombine the parts of a language in novel ways.

But speech has to be triggered, and this depends on interaction between the mother and the child, where the mother recognizes the cues and signals in the child’s babbling, clinging, grasping, crying, smiling, and responds to them. Insensitivity of the mother to these signals dulls the interaction because the child gets discouraged and sends out only the obvious signals. Sensitivity to the child’s non-verbal cues is essential to the growth and development of language.



16. Frederick II’s experiment was drastic because __________.

A. he wanted to prove that children are born with the ability to speak

B. he ignored the importance of mothering to the infant

C. he was unkind to the nurses

D. he wanted to see if the children would die before they reached the age of one

17. The reason some children are backward in speaking today is that __________.

A. they so not listen carefully to their mothers

B. their brains have to absorb too much language at once

C. their mothers do not respond to their attempts to speak

D. their mothers are not intelligent enough to help them

18. Which of the following is not implied in the passage ?

A. the faculty of speech is innate in man.

B. children do not need to be encouraged to speak

C. the child’s brain is highly selective

D most children learn their language in definite stages

19. If the mother does not respond to her child’s signals __________.

A. the child will never be able to speak properly

B. the child will stop giving out signals

C. the child will invent a language of its own

D. the child will make little effort to speak



TEXT B

All along the chain of biological evolution, the extinction of species appears to have been a stage in the process of adapting genetic lineage to changing environmental conditions. Although some catastrophic extinction occurred naturally, producing total loss of a genetic line, such catastrophes were comparatively rare. In modern times, however, human activities have altered the fundamental nature of this process, resulting in nearly total genetic losses.

It is not difficult to gain general agreement that man-induced increases in the endangerment and extinction of wildlife---whether due to habitat alteration or loss, pollution, insufficiently regulated hunting, or other factors ----are undesirable. It is, however, more difficult to obtain consensus when consideration is given to the economic costs of correcting such trends, including natural habitat preservation, regulation of pesticides and other toxic substances, and wildlife and park management. Endangered species often are, in effect, competitors with humans for habitat and other resources which also provide other kinds of human uses and needs.

Measures needed to protect endangered species vary considerably in difficulty and cost. Of the approximately 400 invertebrate species which at present appear to be threatened, for example, about one-third could probably be restored by such inexpensive means as modifying the boundaries of designated natural areas, acquiring and protecting caves and other small areas which contain the particular species, and additional management of parks and refuges.

Another one-third of the endangered lower animal species are threatened principally by the water pollution and could be protected by improved control, particularly of five southern rivers.

The remaining one-third of the 400 endangered shellfish species would be considerably more difficult to protect. These are threatened by complex factor, such as over-collecting, channelization, highway and housing development, dams, introduced species such as the Asian snail, dredging, quarry washing, poor erosion control, and lowering of water tables.

The identification of the threatened species and other significant wildlife trends must precede any corrective measures, and our knowledge base for making such identification is deficient in many respects. Our present lists of threatened species and subspecies are known to be incomplete, except in those geographical areas which contain habitats of species that have important commercial or sports harvest value.



20. Which of the following is neither expressed nor implied in the passage as being a threat posed by man to wildlife preservation?

A. The discharge of chemical waste into streams as a result of industrial development.

B. Large-scale housing development.

C. Poor coordination of international efforts at park and refuge management.

D. Introduction of species into environments.

21. It can be inferred from the passage that studies of endangered species _________.

A. have revealed little of importance to improve wildlife preservation

B. are more likely to be carried out when a financially concerned interest group is involved

C. something endanger the very species they hope to protect

D. show that endangered species can never be saved except at great cost

22. Which of the following is expressed or implied in the passage?

A. Approximately 400 species of mollusk are on the current endangered species list.

B. The Asian snail is a victim of over—collecting.

C. It is not easy to arrive at a consensus on how to deal with situations in which humans compete with endangered species for habitat and other resources, especially when cost is a factor.

D. Water pollution, which can be controlled at relatively low cost, threatens the majority of the endangered invertebrate species.



TEXT C

During the adolescence, the development of political ideology become apparent in the individual; ideology here is defined as the presence of roughly consistent attitudes, more or less organized in reference to a more encompassing, though perhaps tacit, set of general principles. As such, political ideology is dim or absent at the beginning of adolescence. Its acquisition by the adolescent, in even the most modest sense, requires the acquisition of relatively sophisticated cognitive skills: the ability to manage abstractness, to synthesize and generalize, to imagine the future. These are accompanied by a steady advance in the ability to understand principle.

The child’s rapid acquisition of political knowledge also promotes the growth of political ideology during adolescence. By knowledge I mean more than the dreary “facts” such as the composition of county government, that the child is exposed to in the conventional ninth-grade civics course. Nor do I mean only information on current political realities. These are facts of knowledge, but they are less critical than the adolescence’s absorption, often unwitting, of a feeling for those many unspoken assumption about the political system that comprise the common ground of understanding, for example, what the state can “appropriately” demand of its citizens, and vice verse, or the “proper” relationship of government to subsidiary social institution, such as the schools and churches. Thus, political knowledge is the awareness of social assumption and relationship as well as of objective facts. Much of the naiveté that characterize that characterizes the younger adolescence’s grape of politics stems not from an ignorance of “facts” but from an incomplete comprehension of the common conventions of the system, of what is and customarily done, and of how and why it is or is not done.

Yet I do not ant to overemphasize the significance of increased political knowledge in forming adolescent ideology. Over the years I have become progressively disenchanted about the centrality of such knowledge and have come to believe that much current work in political socialization, by relying too heavily on its apparent acquisition, has been misled about the tempo of political understanding in adolescence. Just as younger children can count numbers in series without grasping the principle of ordination, young adolescents may have their heads many random bits of political information without a secure understanding of those concepts that would give order and meaning to the information.

Like magpies, children’s minds pick up bits and pieces of data. If you encourage them, they will drop these at your feet—Republicans and Democrats, the tripartite division of the federal system, perhaps even the capital of Massachusetts. But until the adolescent has grasped the integumental function that concepts and principles provide, the data remain fragmented, random, disordered.



23. The author’s primary purpose in the passage is to ______.

A. clarify the kinds of understanding an adolescent must have in order to develop a political ideology

B. dispute the theory that a political ideology can be acquired during adolescence

C. explain why adolescents are generally uninterested in political arguments

D. suggest various means of encouraging adolescents to develop personal political ideologies

24. According to the author, which of the following contributes to the development of political ideology during adolescence?

A. Conscious recognition by the adolescent of his or her own naïve.

B. Though comprehension of the concept of ordination.

C. Evaluation by the adolescent of general principles encompassing his or her specific political ideas.

D. Intuitive understanding of relationships among various components of society.

25. The author uses the term “common ground of understanding” to refer to _____.

A．They should present political information according to carefully planned, schematic arrangements.

B. They themselves constitute part of a general socio-political system that adolescents are learning to understand.

C. They are ineffectual to the degree that they disregard adolescent’s political naïve.

D. Because they are subsidiary to government, their contribution to the political understanding of adolescents must be limited.

26. It can be inferred from the passage that the author would be most likely to agree with which of the following statements about schools?

A. They should present political information according to carefully planned, schematic arrangements.

B. They themselves constitute part of a general socio-political system that adolescents are learning to understand.

C. They are ineffectual to the degree that they disregard adolescents’ political naïve.

D. Because they are subsidiary to government, their contribution to the political understanding of adolescents must be limited.

27. Which of the following statements best describes the organization of the author’s discussion of the role political knowledge in the formation of political ideology during adolescence?

A. He acknowledges its importance, but then modifies his assertion of that importance.

B. He consistently resists the idea that it is important, using a series of examples to support his stand.

C. He waves in evaluating it and finally uses analogies to explain why he is indecisive.

D. He carefully refrains from making an initial judgment about it, but later conforms its critical role.



TEXT D



The Food and Drug Administration has proposed severe restrictions on the use of antibiotics to promote the health and growth of meat animals. Medications added to feeds kill many microorganisms but also encourage the appearance of bacterial strains that are resistant to anti ineffective drugs. Already, for example, penicillin and the testacy clines are not as effective therapeutically as they once were. The drug resistance is chiefly conferred by tiny circlets of genes, called plasmid that can be exchanged between different strains and even different species of bacteria. Plasmids are also one of the two kinds of vehicles (the other being viruses) that molecular biologists depend on when performing gene transplant for resistance to antibiotics. Yet, while congressional debate rages over whether or not to toughen these restrictions on scientists in their laboratories, little congressional attention has been focused on an ill-advised agricultural practice that produces known deleterious effects.



28. According to the passage, the exchange of plasmids between bacteria can result in which of the following?

A. Microorganisms resistant to drugs.

B. Therapeutically useful circlets of genes.

C. Anti-ineffective drugs like penicillin.

D. Viruses for use by molecular biologists.

29. It can be inferred from the passage that the author believes that those in favor of stiffening the restrictions on gene transplant research should logically also ____.

A. encourage experiments with any plasmids except those bearing genes for antibiotic resistance.

B. question the addition of anti-ineffective drugs to livestock feeds

C. resist the use of penicillin and tetracyclines to kill micro-organisms

D. favor congressional debate and discussion of all science and health issues

30. The author’s attitude toward the development of bacterial strains that render antibiotic drugs ineffective can be described as_____.

A. indifferent

B. perplexed

C. insincere

D. apprehensive



Part IV TRANSLATION [60 min.]

Section A English to Chinese

Translate the following test into Chinese

No alien land in all the world has any deep, strong charm for me but that one; no other land could so longingly and beseechingly haunt me sleeping and waking, through half a lifetime, as that one has done. Other things leave me, but in abides; its summer seas flashing cascades, its pulsing of its surfbeat is in my ear; I can see its garlanded crags, its islands above the cloud rack; I can feel the spirit of its woodland solitude; I can hear the splash of its brooks; in my nostrils still lives the breath flowers that perished twenty years ago.



Section B Chinese to English Translate the following text into English

科学是讲求实际的，科学是老老实实的学问， 来不得半点虚伪，需要付出艰巨的劳动。同时，科学也需要创新，需要幻想，有幻想才能打破传统，才能发展科学。科学工作者不应当把幻想让诗人独占了。嫦娥奔月，龙宫探宝，《封神演义》上的许多幻想，由于科学发展，今天大都变成了现实。伟大的天文学家哥白尼说：人类的天职在于勇于探索真理。 我国人民历来是勇于探索，勇于创造，勇于革命的。我们一定要打破陈规，披荆斩棘，开拓我国科学发展的道路。既异想天开，又实事求是，这是科学工作者特有的风格，让我们在无穷的宇宙长河中探索无穷的真理吧！

摘自郭沫若《科学的春天》





Part V Writing [60 min.]

The following passage, excerpted from CHINA DAILY, is a news report about the damming of the YANGTZE River in preparation for the Three Gorges Dam Project. Although this giant project has already proceeded smoothly during the past five years, some people still doubt whether it is worth undertaking. What’s your opinion? Write an essay of about 300 words to support your own view.

In the first part of your writing you should present your thesis statement, and in the second part you should bring what you have written to a natural conclusion with a summary.