作者：夏徛荣

　　Section I Listening Comprehension

　　Directions: This section is designed to test your ability to understand spoken English. You will hear a selection of recorded materials and you must answer the questions 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 answers in your test booklet. At the end of the listening comprehension section, you will have 5 minutes to transfer all your answers from your test booklet to ANSWER SHEET 1.

　　If you have any questions, you may raise your hand NOW as you will not be allowed to speak once the test has started.

　　Now look at Part A in your test booklet.

　　Part A

　　Directions: For Questions 1—5, you will hear a radio news item on sports. While you listen, fill out the table with the information you’ve heard. Some of the information has been given to you in the table. Write only 1 word or number in each numbered box. You will hear the recording twice. You how have 25 seconds to read the table below. (5 points)

　　Part B

　　Directions: For questions 6 – 10, you will hear a radio weather forecast. For questions 6-10, complete the sentences or answer the questions. Use not more than 3 words for each answer. You will hear the recording twice. You now have 25 seconds to read the sentences and the question below. (5 points)

　　Part C

　　Directions: You will hear three 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 11-14 are based on the following talk about American writers. You now have 15 seconds to read questions 11-14.

　　11. The best title for this passage would be

　　[A] Social influences on Southern Writers.

　　[B] Big Hits of Women Candidates.

　　[C] Southern Language Dialects.

　　[D] Social Discrimination in the US.

　　12. According the speaker, which of the following is the most common source of recreation for Southerners?

　　[A] Meeting outsiders.

　　[B] Telling stories.

　　[C] Whittling wood.

　　[D] Racing horses.

　　13. Which of the following activities is NOT mentioned by the author in connection with Southern tradition?

　　[A] Child-rearing.

　　[B] Churchgoing.

　　[C] Formal gatherings.

　　[D] Political meetings.

　　14. Which of the following statements best describes the author’s view of the role gossip played in Southern literature?

　　[A] Gossip should never be exchanged in public.

　　[B] Gossip gave rise to a unique kind of literary genius.

　　[C] The best gossip was based on everyday occurrences.

　　[D] Most gossip revealed the social class of the tale-teller.

　　You now have 30 seconds to check your answers to Questions 11-14

　　Questions 15-17 are based on the following talk about the role of public goods. You now have 15 seconds to read questions 15-17.

　　15. It seems inevitable that everyone will

　　[A] be subjected to rigid examinations.

　　[B] be entitled to social privileges.

　　[C] employ public goods occasionally.

　　[D] enjoy the benefits of public goods.

　　16. According the speaker, finding out the social costs of a public good is a

　　[A] daily administrative duty.

　　[B] matter of personal judgement.

　　[C] difficult procedure.

　　[D] citizen’s responsibility.

　　17. Which of the following best summarizes the organization of the talk?

　　[A] introduction and exemplification.

　　[B] comparison and contrast.

　　[C] cause and effect.

　　[D] timely sequence.

　　You now have 30 seconds to check your answers to Questions 14-16.

　　Questions 18-20 are based on a report on childhood and careers. You now have 20 seconds to read questions 18-20.

　　18. Dr. Anne Roe’s work has been mainly concerned with

　　[A] children experiences.

　　[B] social work.

　　[C] people’s jobs.

　　[D] interviews.

　　19. Dr. Roe initially discovered children with warm parents might become

　　[A] engineers.

　　[B] teachers.

　　[C] astronomers.

　　[D] writers.

　　20. Dr. Roe says her original idea

　　[A] lacked sufficient proof.

　　[B] turned out to be wrong in practice.

　　[C] was correct in principle.

　　[D] illogical in its application.

　　You now have 40 seconds to check your answers to Questions 18-20.

　　Section II Use of English

　　Directions: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C, D on ANSWER SHEET 1. (10 points)

　　The loudest outcry about poverty seemed to come in the wealthiest country —— by far —— in the world. According to most calculations, 21 most of the 1945-1970 period the United States had a standard of living well 22 Europe’s and many times above the world 23 . Yet 24 about grinding poverty, hunger, and dreadful need proceed more from the United States than from countries with one-fortieth of their living standard. (An annual per capita income of eight dollars is 25 of much of Africa and Asia and not a little of South America.) It would seem strange to these people ( 26 they only aware of the fact) that American radicals demand a 27 from an American 28 to the far corners of the globe so that the money thus saved can be spent raising the standard of living of 29 Americans.

　　What this last point suggests is not so much that human 30 are never to be satisfied though this is doubtlessly true, and the American suburbanite 31 of his second car and his color TV suffers just as 32 as an African farmer in need of a second cow and a screen door. Rather, it suggests the 33 of contemporary breach of social 34 —— the emancipation of the individual self. People have learned to consider any 35

　　to personal fulfillment an 36 insult. They have greatly expanded the circle of self-awareness. They no longer accept sharp limitations on individual desires in the 37 of the group. The amount of potential human discontent has always been 38 —— misery, failure, misfitting, bitterness, hatred, envy 39 telling. It has usually failed of 40 , and in the past it was accepted passively as being beyond help.

　　21. [A] until

　　[B] through

　　[C] in

　　[D] onto

　　22. [A] over

　　[B] above

　　[C] against

　　[D] below

　　23. [A] average

　　[B] common

　　[C] mean

　　[D] ordinary

　　24. [A] storms

　　[B] rage

　　[C] protests

　　[D] fury

　　25. [A] Now that

　　[B] regardless

　　[C] ignorant

　　[D] typical

　　26. [A] was

　　[B] being

　　[C] were

　　[D] to be

　　27. [A] retreat

　　[B] compromise

　　[C] restraint

　　[D] detachment

　　28. [A] confinement

　　[B] commitment

　　[C] complement

　　[D] concealment

　　29. [A] underprivileged

　　[B] misguided

　　[C] underlined

　　[D] overjoyed

　　30. [A] anticipations

　　[B] shelters

　　[C] shortages

　　[D] wants

　　31. [A] informed

　　[B] deprived

　　[C] ensured

　　[D] relieved

　　32. [A] acutely

　　[B] abnormally

　　[C] aggressively

　　[D] initially

　　33. [A] margin

　　[B] scope

　　[C] range

　　[D] extent

　　34. [A] liberties

　　[B] norms

　　[C] institutions

　　[D] practices

　　35. [A] access

　　[B] exception

　　[C] obstacle

　　[D] approach

　　36. [A] incomprehensible

　　[B] uninterpretable

　　[C] intolerable

　　[D] negligible

　　37. [A] face

　　[B] company

　　[C] name

　　[D] wake

　　38. [A] bulky

　　[B] prompt

　　[C] momentary

　　[D] infinite

　　39. [A] at

　　[B] beyond

　　[C] on

　　[D] with

　　40. [A] utterance

　　[B] admittance

　　[C] compliance

　　[D] importance

　 Part III Reading Comprehension

　　Part A

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

　　Text 1

　　It is morally terrifying to me to consider legislating “the right to die.”

　　No one has the right or desire to extend life simply to prolong suffering, but economic pressures are beginning to erode humanitarian considerations. Medical economists have calculated that 60% or more of an individual’s entire lifetime medical expense is generated in the last year of life. It follows, then, that if we could predict that terminal period (and eliminate or ignore it) we could find the long-sought magic that would immediately and drastically cut soaring medical expenses.

　　Since it is not given to the best of our medical prognosticators to predict with certainty and finality just when that last 12 months will begin or end, and because our Judeo-Christian ethic is dedicated to the sanctity of life, we physicians, with the endorsement of society, keep trying to extend, as well as to improve life. But, as several sociologists familiar with the British hospice movement have asked, if the right to die is legitimized by statute, how long will it be before the right to die becomes the duty to die?

　　Committees of physicians are already legally required to decide what medical and surgical procedures should be done, whether they may be done in a hospital, and how long the hospital convalescence may take. Is it too much to imagine that, empowered by right-to-die laws, the duties of these committees will extend to the judgment of who shall live and who shall die?

　　The moral precedent for such decisions is already taken for granted by triage physicians in war and disaster-those who assign the priorities for medical treatment on the basis of urgency or chance of survival. It would be such a little step, and with such big potential for massive financial savings, to allow a committee to decide that a patient beyond a certain stage of colon or breast cancer could not be treated. Would we apply a different standard to those whom we choose to condemn by benevolent neglect if they were over 70 or under 35, if they were rich and famous or poor and unknown?

　　Indeed, how long would it take before the stricken individual, feeling comfortable and functional but sensing the emotional and financial drain on his loved ones, became sufficiently guilt-ridden to request the right to die prematurely?

　　Prematurely! Ah, there’s the rub. We’re all going to die —— some gracefully and without suffering, some after protracted, painful and inadequate treatment. In retrospect, it is easy to make decisions when we have seen the quality of a life deteriorate. But who among us can sufficiently codify the stages of the quality of life to make the decision in advance to extinguish it? Would we be successfully transplanting kidneys, hearts and livers today if we had legislated the right to die 20 years ago?

　　41. From the first three paragraphs, we learn that

　　[A] in order to save medical expenses, a person has the right to die in the last year of life.

　　[B] in practice physicians should try to extend a patient’s life even if he is the last stage of life.

　　[C] all medical prognosticators know the exact time of a person’s approach of death.

　　[D] soaring medical expenses would be cut if humanitarian measures were taken.

　　42. The expression “endorsement” (Line 3, Paragraph 3) might mean

　　[A] breakthrough.

　　[B] back-up.

　　[C] outbreak.

　　[D] turnover.

　　43. In the eyes of the author,

　　[A] the legitimization of the right to die will inevitably induce the duty to die.

　　[B] if a person has the duty to die, it will benefit his family and himself.

　　[C] it will be ideal for committees of physicians to judge who shall live and who shall die.

　　[D] it will be desirable for people to have the duty to die.

　　44. It can be inferred from the passage that

　　[A] nobody will prolong suffering if his life quality is deteriorating.

　　[B] physicians can end a patient’s life if his family agree.

　　[C] some organ transplants were not feasible twenty years ago.

　　[D] in order to remove guilt, people should be given the right to die.

　　45. The author’s attitude towards the “right-to-die” movement seems to be that of

　　[A] indifference

　　[B] arbitrariness

　　[C] compromise

　　[D] disapproval

　　Text 2

　　There is a perception abroad in the land that, because some segments of the public are dissatisfied with the quality of some parts of our judicial system, that all segments are equally dissatisfied, and that skepticism seems to be increasing. I find this disappointing, but not surprising.

　　I am disappointed because I believe we have in Canada a highly professional, well-educated, experienced, hardworking judiciary that is doing the very best it can in an increasingly difficult and sometimes hostile environment. We have cases with incredible complexity, far more difficult that our predecessors had to deal with, and we have a troubled, sometimes worried public who have exaggerated expectations about the law and the legal system. In fact, some segments of the public seem to believe that judges and law can solve social problems. I doubt the correctness of that belief, at least as a general proposition.

　　In addition, while the judiciary has remained traditionally passive in the face of increasing criticism and litigation as a vehicle for the advancement of their causes. On the other hand, the traditional defenders of the judiciary, the bar, politicians and a doubting media have not only fallen silent, they have often joined in with uninformed responses to judicial decisions.

　　In this analysis, it is necessary to consider the role of the media. Apart from a few obviously partisan scribes and editorialists who have a viewpoint to exploit, most members of the media do their best, but they seem to prefer an exaggerated or controversial outburst to rational analysis. In fairness, however, it must be recognized that the media cannot usually cover the courts or judicial decisions adequately. They too have limited resources, and their unyielding deadlines often make it impossible for them to read reasons for judgment before filing their stories. They have found that it is much easier to get a quick quote from some biased source posing as an expert, usually from a university, than it is to analyze reasons for judgment in a proper context. Added to that difficulty is the need for the media, for economic and journalistic reasons, to present a controversial perspective, which is not usually as objective as we might with.

　　One of the most serious misconceptions that troubles the judiciary is the apparent belief on the part of many that judges decide cases in accordance with personal views and values. The truth, as we all know, is that judges make decisions in a highly structured, and severely disciplined, environment. Anyone who takes time to read reasons for judgement knows that judges are not “free spirits” who can decide cases any way they with. The relentless6 disciplines of evidence, law and appellate review all operate to require decisions to be rational within a much larger context than just the case under consideration. While this may be understood by some of our most vocal critics, it is often convenient for them to disregard it. And there is no reason to expect that the general public would have this understanding. When did anyone see any precedential analysis in the media report of a controversial case?

　　46. From the text, we can learn that the author is much disappointed at

　　[A] the inefficiency of the judicial system.

　　[B] unsettlement of some disputed cases.

　　[C] some distorted notions about the judicial system.

　　[D] unfair judgement of the judicial system.

　　47. According the author, the performance of the present judiciary

　　[A] is comparable to that of the predecessors.

　　[B] fall short of the expectations of the public.

　　[C] stick to the conventional proceedings.

　　[D] is incapable of solving complicated problems.

　　48. In the face of attacks, the judiciary should

　　[A] yield to the media’s oppositions.

　　[B] hold a strong stand to defend themselves.

　　[C] adopt a wait-and-see attitude.

　　[D] its increasing frequencies.

　　49. The author is mostly critical of

　　[A] the negligent media.

　　[B] the general public.

　　[C] public services.

　　[D] the judicial system.

　　50. It can be inferred from the passage that

　　[A] the judiciary is a laughing stock in the media.

　　[B] critics should not voice any opinions.

　　[C] the media is entitled to any coverage.

　　[D] the public should be well-informed of the judiciary.

　　Text 3

　　It is generally agreed that the American educational system is in deep trouble. Everyone is aware of the horrible facts: school systems are running out of money, teachers can’t spell.

　　Most of us know, or think we know, who is to blame: liberal courts, spineless school boards, government regulations. It is easy to select a villain.

　　But possibly the problem lies not so much in our institutions as in our attitudes. It is sad that although most of us profess to believe in education, we place no value on intellectual activity.

　　We Americans are a charitable and humane people: we have institutions devoted to every good cause from rescuing homeless cats to preventing World War III. But what have we done to promote the art of thinking? Certainly we make no room for thought in our daily lives. Suppose a man were to say to his friends, “I’m not going to Parent-Teacher Association tonight because I need some time to myself, some time to think?” Such a man would be shunned by his neighbors; his family would be ashamed of him. What if a teen-ager were to say, “I’m not going to the dance tonight because I need some time to think?” His parents would immediately start looking in the Yellow Pages for a psychiatrist. We are all too much like Julius Caesar: we fear and distrust people who think too much. We believe that almost anything is more important than thinking.

　　Several years ago a college administrator told me that if he wanted to do any serious thinking, he had to get up at 5:30 in the morning —— I suppose because that was the only time when no one would interrupt him. More recently I heard a professor remark that when his friends catch him in the act of reading a book, they say, “My, it must be nice to have so much free time.” And even though I am an English teacher —— a person who should know better —— I find myself feeling vaguely guilty whenever I sneak off to the library to read. It is a common belief that if a man is thinking or reading, he is doing nothing. Through our words and our actions, we express this attitude every day of our lives. Then we wonder why our children refuse to take their studies seriously and why they say to their teachers, “This stuff won’t do me any good because I’ll never need to use it.”

　　It is easy to understand the causes of this prejudice against thinking. One problem is that to most of us, thinking looks suspiciously like loafing. We wish he would get up and do something; mow the lawn, maybe, or wash the car. Our resentment is natural.

　　51. The basic problem of the American educational system as pointed out by the writer lies in

　　[A] incompetent teaching staff.

　　[B] Americans’ attitudes.

　　[C] insufficient funding.

　　[D] the institutions themselves.

　　52. The writer mentions Julius Caesar mainly to demonstrate that

　　[A] thinking tends to be neglected.

　　[B] Caesar was good at military strategies.

　　[C] Americans are humane people.

　　[D] thinking is no longer important.

　　53. When a teen-ager said, “I’m not going to the dance tonight because I need some time to think,” his parents would

　　[A] inform of a psychiatrist of the child’s decision.

　　[B] ask that the kid read the Yellow Pages.

　　[C] encourage the kid to have some entertainment.

　　[D] suspect that something wrong with the child.

　　54. According to the author,

　　[A] importance should be attached to quality education.

　　[B] prejudice against thinking should be eliminated.

　　[C] basic knowledge is of vital importance.

　　[D] thinking is to be sacrificed.

　　55. The best title for this passage would be

　　[A] “Value Intellectual Abilities.”

　　[B] “Who is to Blame?”

　　[C] “Thinking: a Neglected Art.”

　　[D] “To be or not to be?”

　　Text 4

　　Restricting the problem of Third World countries to hunger alone —— although not all people who live in poverty are permanently starving —— is a deception. This way the unjust division of the world is disregarded. And so we hear that out of six billion people in the world only 800 million are starving. The reality is that two-thirds of the earth’s population, or four billion people, lives in poverty.

　　The gravest manipulation limits the problem to providing food for the starving alone. But the real problem is that hunger is connected with terrible living conditions, disease, lack of basic education, aggression, lack of family ties or social structures, no prospects and unproductiveness. What we see on TV —— masses of people receiving help in a remote place on earth —— does not show the real problem. The problem is that those who live in refugee camps were deprived of their work-place and tools. With a little bit of good will and with today’s technology, hunger can be limited. But how can we reduce poverty?

　　Education in Third World countries is dying because children cannot afford inexpensive pens. Such societies accept innovations very reluctantly; if I have $100 and invest $10, I can risk it because even if I lose it, I will still have $90 left. But if I only have $ 10, invest it and lose it, I risk my life.

　　This proves that it is not only the problem of capital, but of a lack of good will and interest. The developed world surrounds itself with a sanitary cordon of indifference. It is putting up a global Berlin Wall since it sees the Third World as a world of barbarians. Any news from behind that wall is about wars, crime, murders, drugs, robberies, disease, refugees and famine —— about things that constitute a danger for the developed nations.

　　If we accept the fact that all people around the world, despite geography, history, climate and culture, deserve lives of dignity, then we have a moral obligation to change the mentality of the people brought into the culture of poverty. New ideas about how to gain more independence and new visions of development have to be born within this culture. For this the people need a new generation of intellectuals and politicians, similar to those who granted them political independence.

　　This does not mean, though, that the developed world can forget about the world of poverty and give up trying to help.

　　56. According to the author, the conventional wisdom about the problem of the Third World Countries

　　[A] disregard daily necessities.

　　[B] poses a challenge to the United Nations.

　　[C] is dubiously-oriented.

　　[D] is a true reflection of the present situation.

　　57. The word “manipulation” (Line 1, Paragraph 2) might mean

　　[A] grief.

　　[B] conscience.

　　[C] deception.

　　[D] speculation.

　　58. According to the author, the ultimate weapon against poverty in the Third World nations will be

　　[A] easy access to production tools.

　　[B] prompt assistance from rich economies.

　　[C] acceptance of technological innovations.

　　[D] a change of mentality in such cultures.

　　59. Which of the following is true according to the author?

　　[A] the world of poverty is in dire need of moral and legal education.

　　[B] importance should be attached to the independence of poor economies.

　　[C] a new wall has been constructed against the spread of a plague.

　　[D] the situation of the Third World countries must be ignored.

　　60. Towards the issue, the author’s attitude can best be said to be

　　[A] objective.

　　[B] indifferent.

　　[C] arbitrary.

　　[D] appreciative.

　　Part B

　　Directions: Read the following text carefully and then translate the BOLD segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2. (10 points)

　　That low moaning sound in the background just might be the Founding Fathers protesting from beyond the grave. They have been doing it ever since the Republicans announced a “religious war” in the name of “traditional values.” It grew several decibels louder last week when George Bush, at a breakfast of religious leaders, attacked the Democrats for failing to mention God in their doctrines and declaimed that a President needs to believe in the Almighty. What about the constitutional ban on “religious test [s]” for public office? The Founding Fathers would want to know. (61) What about Tom Jefferson’s conviction that it is possible for a nonberliever to be a moral person, “find[ing] incitements to virtue in the comfort and pleasantness you feel in its exercise”? Even George Washington must shudder in his sleep to hear the constant emphasis on “Judeo-Christian values.” (62) It was he who wrote, “We have abundant reason to rejoice that in this Land … every person may here worship God according to the dictates of his own heart.”

　　George Bush should know better than to encourage the theocratic ambitions of the Christian right. (63) He has claimed —— to much ironic scorn —— that when he was shot down during World War II and lay floating in the Pacific for four hours, he meditated on “God and faith and the separation of church and state.” But there could be no better themes for a patriot to address in his final moments. (64) The “wall of separation” the Founding Fathers built between church and state is one of the best defenses freedom has ever had. Or have we already forgotten why the Founding fathers put it up? They had seen enough religious intolerance in the colonies: Quaker women were burned at the stake in Puritan Massachusetts; Virginians could be jailed for denying the Bible’s authority. They knew Europe had terribly disfigured itself in a religious war recalled now only by its duration —— 30 years. (65) No wonder John Adams once described the Judeo-Christian tradition as “the most bloody religion that ever existed,” and that the Founding fathers took such pains to keep the hand that holds the musket separate from the one that carries the cross.

　　Part IV Writing

　　66. Directions:

　　A. According to a recent survey, there have been some changes in the ways people spent their holidays. Study the table and write a composition on the topic given with no less than 200 words.

　　B. Your essay must be written clearly on the ANSWER SHEET.

　　C. Your essay should cover all the information provided and meet the requirements below:

　　1. Interpret the statistics

　　2. Give possible reasons for the data

　　3. Predict the tendency.

　　Keys and Reference

　　Part IV

　　61. 起草宪法的杰斐逊不是有这样的信念吗？——不信神的人也可以是道德无缺的人，“于道德行为中感受之快尉，即是道德之鞭策。

　　62. 看看华成顿亲手写的这些话：“吾辈甚当称庆，于斯土中……凡人皆可从心所欲，自由崇拜神。”

　　63. 他自己说过(这话也着实被人挖苦了一番)，说他在第二次世界大战时飞机被击落，在太平洋漂了四小时，当时脑子里思索的是“神、信仰以及政教分离。”

　　64. 开国元勋们在政治与宗教之间建起的“分融之墙”正是自由的最佳屏障。或许我们已经忘了当初筑起这道墙的动机了？

　　65. 无怪乎亚当斯曾把犹太一基督教传统称为“史上最血腥的宗教”，也难怪先人们如此大费周章，把拿毛瑟枪的手和持十字架的手分隔清楚。

　　Part V (omitted)

　　听力书面材料

　　Part A

　　Thousands of soldiers and students have climbed the Great Wall of China, and showed a support for Beijing’s 2008 Olympics bid. The Great Wall climb is the second massive event that Beijing has staged to impress the International Olympic Committee.

　　On the last day of the IOC’s visit to China in February, cyclists rode through the streets of Beijing in an expression of the support for the games.

　　Beijing is widely regarded as a front-runner for the games and faces stiff competition from Paris.

　　Legislei Temoti Fox said he planned to petition [请愿] the International Olympic Committee in support for the China’s bid to host the 2008 Olympics. The Sports Federation President said sports and politics should be kept separated.

　　Speaking after a tree-planting ceremony this morning, Temoti Fox said the collision between an American spy plane and a Chinese fighter jet should be handled diplomatically [外交地].

　　He added that he hoped this incident would not affect China’s bid to host 2008 Olympic Games.

　　The Sports Federation and the Olympic Committee of Hong Kong President added that he would file [提出] a petition with the International Olympic Committee, pledging [请求] support for China’s bid.

　　He also suggested that the International Olympic Committee judge China’s bid purely on the country’s ability to host the games and not on political reasons.

　　Part B

　　Storms move across the United States from west to east. Our country lies in the belt of the prevailing westerlies, which swing from the North Pacific in a southeastern direction to the Mississippi Valley and then in a northeastern direction and out by way of the New England states to the North Atlantic. These westerlies are made up of areas of stormy weather and areas of fair weather, each from 800 to 1000 miles (1280 to 16000 kilometers) in diameter. Fair-weather areas are areas of high pressure called highs. The barometer rises on their approach. The areas of stormy weather are areas of low pressure called lows. The barometer falls on their approach.

　　At the center of a low-pressure area air is moving up. In lows the air is warmer and can thus hold more water vapor. The air with water vapor is lighter than dry air. The air about the center of a low moves inward with a counterclockwise spiral motion. This spiral motion is caused by the rotation of the earth. As the warm, moist air of a low is pushed upward, it cools and the result is condensation of rain or snow. A cyclone is a low-pressure area.

　　Air is moving down at the center of a high-pressure area. In highs the air is heavier than in lows. This air is being pulled downward by gravity nearer the earth, and as it becomes warmer it is able to take up more water vapor. Clouds do not form. The weather is clear. As it settles, the air moves outward with a clockwise spiral motion. A high-pressure area is also called an anticyclone area.

　　Part C

　　Passage 1

　　In considering that galaxy of women who are Southern writers —— Eudora Welty, Kathereine Anne Porter, Flannery O’Connor, and Caroline Gordon to name but a few —— it becomes evident that their genius is the product of a special social phenomenon. Critics and historians have remarked more than once that tale-telling is a regional trait of the South. It began to flourish wherever people gathered to gossip —— on the steps of the country store, at racetracks, in taverns and saloons, or in more formal drawing rooms. Men gossiped and exchanged rumors while whittling bits of wood or while squatting in the shade to get acquainted with strangers. Along with Sunday sermons and the arguments and rampaging satirical abuse of political campaigns, such tale-telling has become a part of Southern literature.

　　But there is also another special kind of conversational flow among Southern women that contributed to their writing. Some of their talk took the form of tales and essays told for their own sake. Sometimes humorous, sometimes sad: all were as bright as the figures in fine needlepoint. These tales included peculiar, comic and poetic description, character sketches, narratives, gusts of feeling, delicate ironies, and witty observations.

　　Passage 2

　　Public goods are those commodities from whose enjoyment nobody can be effectively excluded. Everybody is free to enjoy the benefits of these commodities, and one person’s utilization does not reduce the possibilities of anybody else’s enjoying the same good.

　　Examples of public goods are not as rare as one might expect. A flood control dam is a public good. Once the dam is built, all persons living in the area will benefit —— irrespective of their own contribution to the construction cost of the dam. The same holds true for highway signs or aids to navigation. Once a lighthouse is built, no ship of any nationality can be effectively excluded from the utilization of the lighthouse for navigational purposes. National defense is another example. Even a person who voted against military expenditures or did not pay any taxes will benefit from the protection afforded.

　　It is no easy task to determine the social costs and social benefits associated with a public good. There is no practicable way of charging drivers for looking at highway signs, sailors for watching a lighthouse, and citizens for the security provided to them through national defense. Because the market does not provide the necessary signals, economic analysis has to be substituted for the impersonal judgment of the marketplace.

　　Passage 3

　　Dr. Anne Roe has studied occupational interests for more than 20 years. Most of her studies have been done with professional people like artists, psychologists, biologists, engineers, and social workers. At the start, Dr. Roe believed that these people chose their occupations because of things that happened when they were young.

　　Dr. Roe believed that children who had warm and accepting parents might later choose to enter “person-directed” occupations. Person-directed occupations require one to work a lot with other people. Good examples would be teaching, social work, or sales work.

　　She also thought that children who grew up in cold and rejecting families might choose to enter “non-person-directed” occupations, such as astronomy, accounting, or engineering.

　　In short, Dr. Roe thought that when people became adults they would choose to work in situations, like those they had enjoyed as children. She also felt that they would try to avoid the kinds of situations that brought them pain. She reasoned that a person who enjoyed people as a youngster would want to work with people when he or she grew up. On the other hand, a person who had a hard time with others when young would try to avoid person-directed occupations as an adult.

　　For many years Dr. Roe talked with hundreds of people. Through interviews she tried to find out what their early childhoods were like. Then she compared this with the kinds of occupations they chose when they grew up.

　　Now, after years of work, Dr. Roe says that she has neither proved nor disproved her original idea. The evidence is not strong either way. She now admits that the relationship between childhood experiences and occupational choice may not be as strong as she had imagined. A lot of things happen to people that tend to cancel childhood experiences. But it took many years of investigation by Dr. Roe to discover this.

　　以上资料由北京领航考研提供新浪网独家使用，严禁复制！