¡¡¡¡Section I Listening Comprehension

¡¡¡¡Directions:

¡¡¡¡This section is designed to test your ability to understand spoken Engli sh. You will hear a selection of recorded materials and you must answer the ques

tions that accompany them. There are three parts in this section, Part A, Part B and Part C.

¡¡¡¡Remember, while you are doing the test, you should first put down your ans wers in your test booklet. At the end of the listening comprehension section, yo u will have 5 minutes to transfer all your answers from your test booklet to ANS WER SHEET 1.

¡¡¡¡Now look at Part A in your test booklet.

¡¡¡¡Part A

¡¡¡¡Directions:

¡¡¡¡For Questions 1¡ª5, you will hear a talk about a university¬ðs library. While yo u listen, fill out the table with the information you¬ðve heard. Write only 1 word or number in each numbered box. You will hea r the recording twice. You now have 25 seconds to read the table below. (5 point s)

¡¡¡¡Information about the University¬ðs Library

¡¡¡¡Library Stock (Volumes)¡¼¡½1

¡¡¡¡Number of Periodical Titles¡¼¡½4,500

¡¡¡¡The Library Opened (Year)¡¼¡½2

¡¡¡¡Charge for the Services¡¼¡½3 Closing Time on Friday¡¼¡½p.m.4 Opening Hours During Vacations¡¼¡½5

¡¡¡¡Part B

¡¡¡¡Directions:

¡¡¡¡For Questions 6¡ª10, you will hear a radio advertisement. While you listen, comp lete the sentences or answer the questions. Use not more than 3 words

¡¡¡¡for each a nswer. You will hear the recording twice. You now have 25 seconds to read the se ntences and the questions below. (5 points)

¡¡¡¡What kind of people are wanted for the vacancy of

¡¡¡¡hairdresser?

¡¡¡¡¡¼¡½¡¼¡½6

¡¡¡¡The working days required of the cook are¡¼¡½

¡¡¡¡¡¼¡½7

¡¡¡¡How often does the gardener have to work on Sunday?¡¼¡½

¡¡¡¡¡¼¡½8

¡¡¡¡The job vacancy in the office is that of¡¼¡½

¡¡¡¡¡¼¡½9

¡¡¡¡Any schoolª²leaver will be fit for the job vacancy in¡¼¡½

¡¡¡¡¡¼¡½10

¡¡¡¡Part C

¡¡¡¡Directions:

¡¡¡¡You will hear 3 pieces of recorded material. Before listening to each one, you will have time to read the questions related to it. While listening, answer each question by choosing A, B, C or D. After listening, you will have time to check your answers. You will hear each piece once only. (10 points)

¡¡¡¡Questions 11¡ª13 are based on the following talk about choosing schools for stud y. You now have 15 seconds to read Questions 11¡ª13.

¡¡¡¡11. What does the speaker suggest as to the place for study?

¡¡¡¡£ÛA£ÝQuality and price should be taken into first consideration.

¡¡¡¡£ÛB£ÝIt¬ðs better to choose a different country rather than Britain.

¡¡¡¡£ÛC£ÝA popular place like Oxford or Cambridge is the best.

¡¡¡¡£ÛD£ÝOne should be adventurous and go to a less explored destination.

¡¡¡¡12. According to the speaker, what schools can offer you rewarding study experience?

¡¡¡¡£ÛA£ÝThe ones where you can find many townsmen.

¡¡¡¡£ÛB£ÝThe ones where there is mixture of different nationalities.

¡¡¡¡£ÛC£ÝThe ones which can provide opportunities to meet famous professors.

¡¡¡¡£ÛD£ÝThe ones which have long history and beautiful surroundings.

¡¡¡¡13. According to the speaker, study in big places like London

¡¡¡¡£ÛA£Ýenables you to become a minority.

¡¡¡¡£ÛB£Ýmakes it easier to experience the language and the local life.

¡¡¡¡£ÛC£Ýproves difficult to get mixed with the local people.

¡¡¡¡£ÛD£Ýhelps you avoid being homesick.

¡¡¡¡Questions 14¡ª16 are based on the following talk about how to live a longer life . You now have 15 seconds to read Questions 14¡ª16.

¡¡¡¡14. What should we do to increase our life span?

¡¡¡¡£ÛA£ÝDo as much exercise as we can.

¡¡¡¡£ÛB£ÝKeep a balanced diet.

¡¡¡¡£ÛC£ÝGo to health classes.

¡¡¡¡£ÛD£ÝHave more health food.

¡¡¡¡15. What is mentioned as harmful to longevity?

¡¡¡¡£ÛA£ÝDo away with red meat, sugar and coffee.

¡¡¡¡£ÛB£ÝQuit smoking and alcohol.

¡¡¡¡£ÛC£ÝThere is too much depression and stress.

¡¡¡¡£ÛD£ÝStay away from others and lead a quiet life.

¡¡¡¡16. How can reading newspaper help us live longer?

¡¡¡¡£ÛA£ÝIt enables us to keep contact with the outside world.

¡¡¡¡£ÛB£ÝIt provides more knowledge.

¡¡¡¡£ÛC£ÝIt does good to our understanding of the society.

¡¡¡¡£ÛD£ÝIt helps us to avoid the decline of our brain.

¡¡¡¡Questions 17¡ª20 are based on the following lecture on British music. You now ha ve 20 seconds to read Questions 17¡ª20.

¡¡¡¡17. In such an old country as Britain, what kind of music is popular?

¡¡¡¡£ÛA£ÝClassical music.

¡¡¡¡£ÛB£ÝFolk music.

¡¡¡¡£ÛC£ÝTraditional music.

¡¡¡¡£ÛD£ÝPop music.

¡¡¡¡18. How do some of the classical music become wellª²known in Britain?

¡¡¡¡£ÛA£ÝFor reasons other than music itself.

¡¡¡¡£ÛB£ÝThere are quite a few famous classical musicians.

¡¡¡¡£ÛC£ÝItalian singer Pavarotti gave a performance in Britain.

¡¡¡¡£ÛD£ÝMany British people are dedicated to classical music.

¡¡¡¡19. Pop music developed rapidly in Britain in the 1960s because

¡¡¡¡£ÛA£Ýthe Beatles made great contribution to its popularity.

¡¡¡¡£ÛB£ÝBritish libraries had a large stock of pop music books.

¡¡¡¡£ÛC£Ýpop musicians combine pop with folk or classical music.

¡¡¡¡£ÛD£Ýpop musicians were highly valued.

¡¡¡¡20. What is said about the innovations of pop music?

¡¡¡¡£ÛA£ÝPop music has improved sales of musical recordings.

¡¡¡¡£ÛB£ÝSome pop singers are at the same time composers.

¡¡¡¡£ÛC£ÝBritish musicians created its unique style of pop.

¡¡¡¡£ÛD£ÝThe performers sing songs while playing the musical instruments.

¡¡¡¡You now have 5 minutes to transfer all your answers from your test booklet to ANSWER SHEET 1.

¡¡¡¡This is the end of Listening Comprehension.

¡¡¡¡Section II Use of English

¡¡¡¡Directions:

¡¡¡¡Read the following text. Choose the best word(s) for each numbered blank and ma rk A, B, C or D on ANSWER SHEET 1. (10 points)

¡¡¡¡Proper street behavior in the United States requires a nice balance of attention and inattention. You are supposed to look at a 21 just enoug h to show that you¬ðre 22 of his presence. If you look too li ttle, you appear haughty (Ä¿ÖÐÎÞÈ˵Ä) or furtive (¹îÃصÄ), too much 23 you¬ðre inquisitive. Usually what happens is that people 24 each other until they are about eight feet 25, at which point both cast down their eyes. Sociologist Erving Goffman 2 6 this as¡°a kind of dimming of lights.¡±

¡¡¡¡Much of eye behavior is so 27 that we react to it only on the intuitive level. The next time you have a 28 with someone wh o makes you feel liked, notice what he does with his eyes. 29 are he looks at you more often than is usual with 30 a littl e longer than the normal. You interpret this as a sign¡ªa polite one¡ª31 he is interested in you as a person 32 just in th e topic of conversation. Probably you also feel that he is both 33 and sincere.

¡¡¡¡All this has been demonstrated in elaborate 34. Subjects sit and talk in the psychologist¬ðs laboratory, 35 of the fact t hat their eye behavior is being 36 from a oneª²way vision scr e en. In one fairly typical experiment, 37 were induced to chea t while performing a task, then were 38 and observed. It was found that those who had 39 met the interviewer¬ðs eyes less often than was 40, an indication that¡°shifty eyes¡±¡ªto u se the mystery writers¬ðstock phrase¡ªcan actually be a tipª²off to an attempt to deceive or to feelings of guilt.

¡¡¡¡21.£ÛA£Ýfriend£ÛB£Ýforeigner?£ÛC£Ýpasse rby?£ÛD£Ýstranger

¡¡¡¡22.£ÛA£Ýaware£ÛB£Ýcurious£ÛC£Ýignorant£ÛD£Ýupset

¡¡¡¡23.£ÛA£Ýso£ÛB£Ýor£ÛC£Ýand£ÛD£Ýbut

¡¡¡¡24.£ÛA£Ýpeep£ÛB£Ýstare£ÛC£Ýgaze£ÛD£Ýeye

¡¡¡¡25.£ÛA£Ýaside£ÛB£Ýapart£ÛC£Ýaway£ÛD£Ýadjacent

¡¡¡¡26.£ÛA£Ýdemonstrates£ÛB£Ýdescribes£ÛC£Ýdeduces£ÛD£Ýdesi gna tes

¡¡¡¡27.£ÛA£Ývague£ÛB£Ýobscure£ÛC£Ýsubtle£ÛD£Ýuncert ain

¡¡¡¡28.£ÛA£Ýdiscussion£ÛB£Ýcommunication£ÛC£Ýgreeting£ÛD£Ýcon versation

¡¡¡¡29.£ÛA£ÝChances£ÛB£ÝPossibilities£ÛC£ÝOpportunities£ÛD£ÝE xpectations

¡¡¡¡30.£ÛA£Ýglances£ÛB£Ýtouches£ÛC£Ýtalks£ÛD£Ýsights

¡¡¡¡31.£ÛA£Ýwhy£ÛB£Ýwhich£ÛC£Ýwhen£ÛD£Ýthat

¡¡¡¡32.£ÛA£Ýother than£ÛB£Ýrather than£ÛC£Ýbetter than£ÛD£Ýless than

¡¡¡¡33.£ÛA£Ýselfª²confident£ÛB£Ýselfª²conscious£ÛC£Ýselfª²conten ted£ÛD£Ýselfª²centered

¡¡¡¡34.£ÛA£Ýsurveys£ÛB£Ýobservations£ÛC£Ýexperiments£ÛD£Ýinterviews

¡¡¡¡35.£ÛA£Ýconscious£ÛB£Ýinnocent£ÛC£Ýsuspicious£ÛD£Ýind ifferent

¡¡¡¡36.£ÛA£Ýnoticed£ÛB£Ýanalyzed£ÛC£Ýinterpreted£ÛD£Ýobs erved

¡¡¡¡37.£ÛA£Ýinterviewers£ÛB£Ýapplicants£ÛC£Ýsubjects£ÛD£Ýpsy chologists

¡¡¡¡38.£ÛA£Ýinquired£ÛB£Ýinterviewed£ÛC£Ýinvestigated£ÛD£Ýin terfer ed

¡¡¡¡39.£ÛA£Ýinduced£ÛB£Ýcheated£ÛC£Ýdistracted£ÛD£Ýreal ize d

¡¡¡¡40.£ÛA£Ýcommon£ÛB£Ýaverage£ÛC£Ýordinary£ÛD£Ýnorm al

¡¡¡¡Section¢óReading Comprehension¡¼1¡½

¡¡¡¡Part A

¡¡¡¡Directions:

¡¡¡¡Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)

¡¡¡¡Text 1

¡¡¡¡The Greek¬ðs lofty attitude toward scientific research¡ªand the scientists¬ðcon tem pt of utility¡ªwas a long time dying. For a millennium after Archimedes, this se paration of mechanics from geometry prevented fundamental technological progress and in some areas restrained it altogether. But there was a still greater o bst acle to change until the very end of the Middle Ages¡ªthe organization of societ y.

¡¡¡¡The social system of fixed class relationships that prevailed through the Middle Ages itself made improvement impossible. Under this system, the labouring masse s, in exchange for the bare necessities of life, did all the productive work, wh ile the privileged few¡ªpriests, nobles, and kings¡ªconcerned themselves only wi th ownership and maintenance of their own position. In the interest of their prero gatives they did achieve considerable progress in defence, in warª²making, in go v ernment, in trade, and in the arts of leisure, but they had no familiarity with the processes of production. On the other hand, the labourers, who were familiar with manufacturing techniques, had no incentive to improve or increase producti on to the advantage of their masters. Thus, with one class possessing the requis ite knowledge and experience, but lacking incentive and leisure, and the other c lass lacking the knowledge and experience, there was no means by which technical progress could be achieved.

¡¡¡¡The whole ancient world was built upon this relationship¡ªa relationship as ster i le as it was inhuman. The availability of slaves made efficient machinery needle ss. In many of the commonplace fields of human endeavour, actual stagnation prev ailed for thousands of years.

¡¡¡¡For about twentyª²five centuries, twoª²thirds of the power of the horse was lost b ecause he wasn¬ðt shod, and much of the strength of the ox was wasted because hi s harness wasn¬ðt modified to fit his shoulders. For more than five thousand year s , sailors were confined to rivers and coasts by a primitive steering mechanism w hich required remarkable little alteration (in the thirteenth century) to become a rudder.

¡¡¡¡With any originality at all, the ancient plough could have been put on wheels an d the ploughshare shaped to bite and turn the sod instead of merely scratching i t¡ªbut the originality wasn¬ðt forthcoming. And the villager of the Middle Ages, l ike the men who first had fire, had a smoke hole in the center of the straw and reed roof of his oneª²room dwelling, while the medieval charcoal burner (like hi s Stone Age ancestor) made himself a hut of small branches.

¡¡¡¡41. According to the passage, lack of technological progress in the ancie nt and medieval worlds was primarily due to the absence of

¡¡¡¡£ÛA£Ýnatural resources.

¡¡¡¡£ÛB£Ýinventive ability.

¡¡¡¡£ÛC£Ýpeople¬ðs desire for the¡°better things of life.¡±

¡¡¡¡£ÛD£Ýproper social organization.

¡¡¡¡42. It can be inferred from the passage that a change in class relationsh ip after the Middle Ages led to greater productivity because

¡¡¡¡£ÛA£Ýfreemen had incentives to produce more.

¡¡¡¡£ÛB£Ýmasters had greater incentive to make their workers harder.

¡¡¡¡£ÛC£Ýslaves never starved, no matter what they produced.

¡¡¡¡£ÛD£Ýproductivity could go in only one direction.

¡¡¡¡43. During the Middle Ages, productivity of labour

¡¡¡¡£ÛA£Ýwas a primary concern of society.

¡¡¡¡£ÛB£Ýwas hampered by class relationships.

¡¡¡¡£ÛC£Ýwent beyond levels reached by the Greeks.

¡¡¡¡£ÛD£Ýboth increased and decreased.

¡¡¡¡44. In supporting his argument about the ancient world, the author mainly discusses the

¡¡¡¡£ÛA£Ýexamples of the separation of mechanics and geometry.

¡¡¡¡£ÛB£Ýcases about the studies of lack of communication between classes.

¡¡¡¡£ÛC£Ýobstacle to the progress of technology.

¡¡¡¡£ÛD£Ýhis concern about the plight of the labouring classes.

¡¡¡¡45. The author uses the examples of horse and ox to argue that

¡¡¡¡£ÛA£Ýhumans should not maltreat animals.

¡¡¡¡£ÛB£Ýman wasted a lot of recourses in his exploitation of the environment.

¡¡¡¡£ÛC£Ýthere was no technical improvement in normal areas of human efforts.

¡¡¡¡£ÛD£Ýstagnation which prevailed for a long time was as sterile as it was inhuma n.

¡¡¡¡Text 2

¡¡¡¡When we use a word in speech and writing, its most obvious purpose is to point t o some thing or relation or property. This is the word¬ðs¡°meaning.¡±

¡¡¡¡Let us suppose that the one grandparent of the dog was a collie, another was an Irish terrier, another a fox terrier, and the fourth a bulldog. We can express t hese facts equally scientifically and objectively by saying that he is a dog of mixed breed. We have in no way gone beyond the requirements of exact scientific description.

¡¡¡¡Suppose, however, that we had called the same animal a¡°mongrel.¡±The matter i s more complicated. We have used a word which objectively means the same as¡°dog o f mixed breed,¡±but which also arouse in our hearers an emotional attitude of d i sapproval toward that particular dog. A word, therefore, cannot only indicate an object; but can also suggest an emotional attitude toward it. Such suggestion o f an emotional attitude does go beyond exact and scientific discussion because o ur approvals and disapprovals are individual¡ªthey belong to ourselves and not t o the objects we approve or disapprove of.

¡¡¡¡Once we are on the outlook for this difference between¡°objective¡±and¡°emoti ona l¡±meanings, we shall notice that words which carry more or less strong suggest i ons of emotional attitudes are very common and are ordinarily used in the discus sion of such debatable questions as those of politics, morals, and religion. Thi s is one reason why such controversies cannot yet be settled.

¡¡¡¡There is a wellª²known saying that the word¡°firm¡±can be declined as follows: I am firm, you are obstinate, he is pigheaded. This is a simple illustration of wh at is meant.¡°Firm,¡±¡°obstinate,¡±and¡°pigheaded¡±all have the same object ive me aning¡ªthat is, following one¬ðs own course of action and refusing to be influen ced by other people¬ðs opinions. They have, however, different emotional meanings:¡°f irm¡±has an emotional meaning of strong approval,¡°obstinate¡±of mild disappr oval,¡°pigheaded¡±of strong disapproval.

¡¡¡¡In much the same way when, during World War I, thoughts were dominated by emotio ns, the Americans contrasted the spirit of our heroic boys with ruthlessness of the German s. Now with the more objective attitude that has been brought by the lapse of ti me, we can look back and see that the spirit and the ruthlessness are objectivel y the same. Only the one word has an emotional meaning of approval, the other of disapproval.

¡¡¡¡46. The first three paragraphs tell us that

¡¡¡¡£ÛA£Ýthere is no real difference between calling a dog a mongrel and calling it a mixed breed.

¡¡¡¡£ÛB£Ý¡°a dog of mixed breed¡±is an emotional term.

¡¡¡¡£ÛC£Ý¡°mongrel¡±is an objective term.

¡¡¡¡£ÛD£Ýwords may suggest emotional attitude as well as objective meaning.

¡¡¡¡47. The author maintains that in discussing

¡¡¡¡£ÛA£Ýscientific subjects, emotional words are often used to make meaning cleare r.

¡¡¡¡£ÛB£Ýdebatable questions,objective terms are generally used to help clarify mea nings.

¡¡¡¡£ÛC£Ýscientific subjects,objective terms are generally used, insgroupsto avoid controversy.

¡¡¡¡£ÛD£Ýdebatable questions, emotional terms are used very often.

¡¡¡¡48. The author believes that people have disagreements on many subjects p artially because

¡¡¡¡£ÛA£Ýpeople have not yet learned how to get along with each other.

¡¡¡¡£ÛB£Ýwords that carry emotional overtones tend to make people hostile to eac h other.

¡¡¡¡£ÛC£Ýwords with objective meaning mean different things to different persons .

¡¡¡¡£ÛD£Ýpolitics, morals, and religion cause controversies that cannot yet be s ettled.

¡¡¡¡49. The author believes that in World War I

¡¡¡¡£ÛA£Ýour men showed spirit and heroism, while the Germans displayed ruthless ness.

¡¡¡¡£ÛB£Ýalthough our men acted heroically, they were almost as ruthless as the Germans.

¡¡¡¡£ÛC£Ýthere was no difference between the actions of the Americans and those of the Germans.

¡¡¡¡£ÛD£Ýmost people thought that with the passage of time they will realize how savage the Germans really were.

¡¡¡¡50. The word¡°controversy¡±(Para. 4) probably means

¡¡¡¡£ÛA£Ýagreement.£ÛB£Ýargument.£ÛC£Ýdiscussion.£ÛD£Ýco ntribution.

¡¡¡¡Text 3

¡¡¡¡That experiences influence subsequent behaviour is evidence of an obvious bu t nevertheless remarkable activity called remembering. Learning could not occur without the function popularly named memory. Constant practice has such an effec t on memory as to lead to skillful performance on the piano, to recitation of a poem, and even to reading and understanding these words. Soª²called intelligent behaviour demands memory, remembering being a primary requirement for reasoning. The ability to solve any problem or even to recognize that a problem exists dep ends on memory. Typically, the decision to cross a street is based on rememberin g many earlier experiences.

¡¡¡¡Practice (or review) tends to build and maintain memory for a task or for an y learned material. Over a period of no practice what has been learned tends to be forgotten; and the adaptive consequences may not seem obvious. Yet, dramatic instances of sudden forgetting can be seen to be adaptive. In this sense, the a bility to forget can be interpreted to have survived through a process of natura l selection in animals. Indeed, when one¬ðs memory of an emotionally painful exp erience leads to serious anxiety, forgetting may produce relief. Nevertheless, a n evolutionary interpretation might make it difficult to understand how the comm only gradual process of forgetting survived natural selection.

¡¡¡¡In thinking about the evolution of memory together with all its possible asp ects, it is helpful to consider what would happen if memories failed to fade. Fo rgetting clearly aids orientation in time, since old memories weaken and the new tend to stand out, providing clues for inferring duration. Without forgetting, adaptive ability would suffer; for example, learned behaviour that might have b een correct a decade ago may no longer be. Cases are recorded of people who (by ordinary standards) forgot so little that their everyday activities were full of confusion. Thus forgetting seems to serve the survival of the individual and th e species.

¡¡¡¡Another line of thought assumes a memory storage system of limited capacity that provides adaptive flexibility specifically through forgetting. In this view, co ntinual adjustments are made between learning or memory storage (input) and forg etting (output). Indeed, there is evidence that the rate at which individuals fo rget is directly related to how much they have learned. Such data offer gross su pport of contemporary models of memory that assume an inputª²output balance.

¡¡¡¡51. From the evolutionary point of view,

¡¡¡¡£ÛA£Ýforgetting for lack of practice tends to be obviously inadaptive.

¡¡¡¡£ÛB£Ýif a person gets very forgetful of a sudden he must be very adaptive.

¡¡¡¡£ÛC£Ýthe gradual process of forgetting is an indication of an individual¬ðs ada ptability.

¡¡¡¡£ÛD£Ýsudden forgetting may bring about adaptive consequences.

¡¡¡¡52. According to the text, if a person never forgot,

¡¡¡¡£ÛA£Ýhe would survive best.

¡¡¡¡£ÛB£Ýhe would have a lot of trouble.

¡¡¡¡£ÛC£Ýhis ability to learn would be enhanced.

¡¡¡¡£ÛD£Ýthe evolution of memory would stop.

¡¡¡¡53. Which is the proper explanation of the word¡°fade¡±(L.2, Para. 3)?

¡¡¡¡£ÛA£ÝDisappear.£ÛB£ÝDecrease.£ÛC£ÝDemonstrate.£ÛD£ÝDeclare.

¡¡¡¡54. From the last paragraph we know that

¡¡¡¡£ÛA£Ýforgetfulness is a response to learning.

¡¡¡¡£ÛB£Ýthe memory storage system is an exactly balanced inputª²output system.

¡¡¡¡£ÛC£Ýmemory is a compensation for forgetting.

¡¡¡¡£ÛD£Ýthe capacity of a memory storage system is limited because forgetting occu rs.

¡¡¡¡55. In this article, the author tries to interpret the function of

¡¡¡¡£ÛA£Ýremembering.£ÛB£Ýforgetting.£ÛC£Ýadapting.£ÛD£Ýexperi encing.

¡¡¡¡Text 4

¡¡¡¡No very satisfactory account of the mechanism that caused the formation of the o cean basins has yet been given. The traditional view supposes that the upper lay er of the earth behaves as a liquid when it is subjected to small focus for long periods and that differences in temperature under oceans and continents are suf ficient to produce movements in the upper layer of the earth with rising current s under the midª²ocean ridges and sinking currents under the continents. Theoret i cally, these movements would carry the continental plates along as though they w ere on a conveyor belt and would provide the forces needed to produce the split that occur along the ridge. This view may be correct; it has the advantage that the currents are driven by temperature differences that themselves depend on the position of the continents.

¡¡¡¡On the other hand, the theory is unconvincing because the movements do not n ormally occur along lines, and it certainly does not occur along lines broken by frequent changes in direction, as the ridge is. Also, it is difficult to see ho w the theory applies to the plate between the Midª²Atlantic Ridge and the ridge i n the Indian Ocean. This plate is growing on both sides, and since there is no i ntermediate trench, the two ridges must be moving apart. An alternative theory i s that the sinking part of the plate, which is denser than the hotter surroundin gs, pulls the rest of plate after it. Again it is difficult to see how this appl ies to the ridge in the South Atlantic, where neither the African nor the Americ an plate has a sinking part.

¡¡¡¡Another possibility is that the sinking plate cools the neighboring mantle and p roduces motion currents that move the plates. This last theory is attractive bec ause it gives some hope of explaining the enclosed seas. These seas have a typic al oceanic floor, except that the floor is overlaid by several kilometers of sed iment. Their floors have probably been sinking for long periods. It seems possib le that a sinking current of cooled material on the upper side of the plate migh t be the cause of such deep basins. The enclosed seas are an important feature o f the earth¬ðs surface and seriously require explanation.

¡¡¡¡56. Which of the following titles would best describe the content of the text?

¡¡¡¡£ÛA£ÝSeveral Theories of Ocean Basin Formation

¡¡¡¡£ÛB£ÝThe Traditional View of the Oceans

¡¡¡¡£ÛC£ÝMotions and Ocean Currents

¡¡¡¡£ÛD£ÝTemperature Differences Among the Oceans

¡¡¡¡57. The author refers to a¡°conveyor belt¡±( L.6, Para.1) insgroupsto

¡¡¡¡£ÛA£Ýillustrate the effects of movements in the upper layer of the earth.

¡¡¡¡£ÛB£Ýshow how temperature differences depend on the positions of the continents .

¡¡¡¡£ÛC£Ýdescribe the complicated motions made possible by the ocean currents.

¡¡¡¡£ÛD£Ýaccount for the rising currents under mindª²ocean ridges.

¡¡¡¡58. According to the traditional view of the origin of the ocean basins, which of the following is sufficient to move the continental plates?

¡¡¡¡£ÛA£ÝSpreading of ocean trenches.

¡¡¡¡£ÛB£ÝMovements of midª²ocean ridges.

¡¡¡¡£ÛC£ÝSinking of ocean basins.

¡¡¡¡£ÛD£ÝDifferences in temperature underoceans and continents.

¡¡¡¡59. Which of the following, if it could be demonstrated, would most suppo rt the traditional view of ocean basin formation?

¡¡¡¡£ÛA£ÝThe upper mantle of the earth behaves as a dense solid.

¡¡¡¡£ÛB£ÝMovements usually occur along lines.

¡¡¡¡£ÛC£ÝSinking plates cool the surface of the earth.

¡¡¡¡£ÛD£ÝThe rising motion currents keep exact pace with them.

¡¡¡¡60. Which of the following does the author seem to prefer?

¡¡¡¡£ÛA£ÝThe traditional view of the origin of the ocean basin is thoroughly wrong.

¡¡¡¡£ÛB£ÝThe temperature of the sinking plate is lower than its surroundings.

¡¡¡¡£ÛC£ÝThat the earth behaves as a liquid results in many great oceans.

¡¡¡¡£ÛD£ÝNeither the African nor the American plate moves according to the alternat ive theory.

¡¡¡¡Part B

¡¡¡¡Directions:

¡¡¡¡Read the following text carefully and then translate the underlined segments int o Chinese. Your translation should be written clearly on ANSWER SHEET 2. (10 poi nts)

¡¡¡¡Divers may soon be equipped with personal computers. 61) The underwate r computer WetPC, fastened with a strap to the diver, is designed for use by oce anographers and other submarine workers who need to record data, consult maps, g ather information, count fish and diagnose equipment faults.

¡¡¡¡With acoustic transmitters and receivers the underwater computer will help dive rs swim in dark water, and with a modem, it will be able to communicate with oth er underwater computers. The underwater computer is the invention of a marine te chnologist in Australia. 62) He predicts that it will become as valuabl e a tool for oceanographers as laptop computer already is for landª²based scient ists. He says that time spent by divers in the water is critical in terms of res earch costs and the threat of nitrogen narcosis (µªÂé×í).

¡¡¡¡Processor electronics of the underwater computer are put in a sealed module inst alled on the diver¬ðs air tank. 63) As the diver swims deeper, air is d rawn from the tank to balance the increased water pressure and as he ascends, th e air is released. 64) A cable connects the underwater computer to a display on the diver¬ðs mask and another cable to an oilª²filled keyboard i n front of the diver¬ðs chest. Without having to leave water, the diver can refe r to work files and maps, and consult data.

¡¡¡¡The Australian technologist invented the underwater computer to improve the effi ciency of the survey work on reefs. However, scientists believe that it could be a powerful tool for police searches, naval operations and the maintenance of of fª²shore oil rigs.

¡¡¡¡This submarine device is also being combined with a navigation system, allowing divers to move around submarine structures in darkness. 65) The compute r can calculate the diver¬ðs position to within 10 centimeters, or give directio ns along a predetermined line. It can also record the diver¬ðs path for followª²up visits to the site. The navigation system could be used by marine arc haeologists to map a shipwreck in three dimensions.

¡¡¡¡The inventor says that the underwater computer should sell for about the s ame price as a quality laptop. Australian Institute of Marine Science has applie d for a patent on the underwater computer.

¡¡¡¡Section IV Writing

¡¡¡¡66. Directions:

¡¡¡¡A. Study the following picture carefully and write an essay of about 200 words.

¡¡¡¡B. Your essay should meet the requirements below:

¡¡¡¡1) Describe the picture and interpret its meaning.

¡¡¡¡2) Give your comments on the phenomenon.

¡¡¡¡C. Your essay must be written clearly on ANSWER SHEET 2. (20 points)

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