2013年考研英语基础阶段测试卷四

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　　Section Ⅰ Use of English
        　　Directions:
        　　Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)
        　　One of the basic characteristics of capitalism is the private ownership of the major means of production capital. The ownership of large amounts of capital can bring 1 profits, as well as economic and political power. Some recent theorists, 2 , have argued that our society has moved to a new stage of 3 that they call “post industrial” society. One important change in such a society is that the ownership of 4 amounts of capital is no longer the only or even the most important 5 of profits and influence; knowledge as well as 6 capital brings profits and influence.
        　　There are many 7 with the thesis above, not the least of 8 is that wealthy capitalists can buy the experts and knowledge they needed to keep their profits and influence. But this does not 9 the importance of knowledge in an advanced industrial society, as the 10 of some new industrial indicates. 11, genetic engineering and the new computer technology have 12 many new firms and made some scientists quite rich. In13 with criticism of the post industrial society thesis, however, it must also be 14 that those already in control of huge amounts of capital (i.e., major corporations) soon 15 to take most profits in these industries based on new knowledge.
        　　Moving down from the level of wealth and power, we still find knowledge increasingly 16. Many new high-tech jobs are being created at the upper-middle-class level, but even more new jobs are being created in the low-skill, low-paying service 17. Something like a caste line is emerging centered around knowledge. Individuals who fall too far behind in the 18 of knowledge at a young age will find it almost impossible to catch later, no matter how hard they try. Illiteracy in the English language has been a severe 19 for many years in the United States, but we are also moving to the point when computer illiteracy will hinder many more people and 20 them to a life of low-skill and low-paid labor.
        　　1.[A]quantitative [B]extensive [C]comprehension [D]sophisticated
        　　2.[A]moreover [B]however [C]therefore [D]nevertheless
        　　3.[A]aggression [B]proficiency [C]productivity [D]evolution
        　　4.[A]dominant [B]impressive [C]magnificent [D]significant
        　　5.[A]source [B]factor [C]component [D]element
        　　6.[A]adequate [B]profitable [C]material [D]spiritual
        　　7.[A]advantages [B]consequences [C]problems [D]potentials
        　　8.[A]them [B]those [C]which [D]that
        　　9.[A]deny [B]refuse [C]admit [D]acknowledge
        　　10.[A]emergence [B]innovation [C]extinction [D]discovery
        　　11.[A]In addition [B]For example [C]Above all [D]In short
        　　12.[A]produced [B]created [C]improved [D]facilitated
        　　13.[A]line [B]need [C]doubt [D]match
        　　14.[A]idealized [B]recognized [C]supervised [D]summarized
        　　15.[A]stepped in [B]settled down [C]leaned over [D]turned out
        　　16.[A]accessible [B]important [C]popular [D]abundant
        　　17.[A]enterprises [B]employment [C]professions [D]industries
        　　18.[A]control [B]mastery [C]search [D]pursuit
        　　19.[A] handicap [B] penalty [C] inconvenience [D] shortcoming
        　　20.[A] enforce [B] punish [C] confine [D] condemn

kyone

        　　Section Ⅱ Reading Comprehension
        　　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
        　　Half the worlds population will be speaking or learning English by 2015,researchers say. Two billion people are expected to start learning English within a decade and three billion will speak it, says a British Council estimate.
        　　Other languages, such as French, risk becoming the casualties of this “linguistic globalization”. But the boom will be over by 2050 and the Englishlanguage teaching industry will have become a victim of its own success, says David Graddol, author of the report, The Future of English.
        　　Mr. Graddols research was based on a computer model developed to estimate demand for Englishlanguage teaching around the world. The lecturer, who has worked in education and language studies at the Open University for the past 25 years, said the model charted likely student numbers through to 2050.
        　　It was compiled by looking at various estimates from the United Nations Education, Scientific and Cultural Organization (Unesco) on education provision, demographic projections, government education policies and international student mobility figures. The impact of educational innovations and other developments affecting the world population including the Chinese governments policy of one baby per family were also factored in.
        　　Based on its findings, Mr. Graddol has predicted that the world is about to be hit by a tidal wave of English. “Many governments, especially in countries which have relatively recently gained independence, are introducing the teaching of English under a utilitarian banner.”
        　　“But English predominates in the business world, and for such countries to be able to compete for work, including lucrative (profitable) outsourcing contracts, English is being pushed heavily from kindergarten on.”
        　　The potential bonanza (source of wealth) on offer from outsourcing means even maths and science are being taught in English at secondary schools in Malaysia. But demand for English teaching would drop as children progress through academia, and more universities across the world choose to teach in the language.
        　　Mr. Graddol also estimated that the boom would be over by 2050.“Englishlanguage students will be down from two billion to 500 million then,” he said,“Increasingly, as English spread across the globe, more people will become bilingual, even multilingual and such skills are highly prized in business. But Britain has not got the best reputation for learning other languages.”
        　　The report also showed that English was not the only language spreading, and the world, far from being dominated by English, was to become more multi-lingual. Mr. Graddol said,“Chinese, Arabic and Spanish are all popular, and likely to be languages of the future.”
        　　21. It is estimated that in a decade English will be
        　　[A] actively studied by over 200 million people.
        　　[B] freely spoken by global English learners.
        　　[C] popular with over 80% of world inhabitants.
        　　[D] really mastered by 50% of people worldwide.
        　　22. According to the text, “linguistic globalization” will
        　　[A] eliminate French from the globe.
        　　[B] defeat other European languages.
        　　[C] fail all languages except English.
        　　[D] make English the biggest winner.
        　　23. David Graddol predicts that the thriving period of English will
        　　[A] terminate within half a century.
        　　[B] climax in the middle of the century.
        　　[C] endure for no less than five decades.
        　　[D] quit till the beginning of the 2050s.
        　　24. The report “The Future of English” factored in all of the following EXCEPT
        　　[A] the educational condition and policy.
        　　[B] the directions and designs of Unesco.
        　　[C] the statistics about population.
        　　[D] the movements of overseas students.
        　　35. The writer of the report deems that outsourcing is to
        　　[A] result in the increase of English subjects.
        　　[B] lead to the drop of interest in English study.
        　　[C] account for the further spread of English.
        　　[D] bring about transition in college curricula.

kythree

        　　Text2
        　　Perhaps only a small boy training to be a wizard at the Hogwarts school of magic could cast a spell so powerful as to create the biggest book launch ever. Wherever in the world the clock strikes midnight on June 20th, his followers will flock to get their paws on one of more than 10m copies of “Harry Potter and the Order of the Phoenix”. Bookshops will open in the middle of the night and delivery firms are drafting in extra staff and bigger trucks. Related toys, games, DVDs and other merchandise will be everywhere. There will be no escaping Pottermania.
        　　Yet Mr. Potter’s world is a curious one, in which things are often not what they appear. While an excitable media (hereby including The Economist, happy to support such a fine example of globalization) is helping to hype the launch of J.K. Rowling’s fifth novel, about the most adventurous thing that the publishers (Scholastic in America and Britain’s Bloomsbury in English elsewhere) have organized is a reading by Ms Rowling in London’s Royal Albert Hall, to be broadcast as a live web cast.
        　　Hollywood, which owns everything else to do with Harry Potter, says it is doing even less. Incredible as it may seem, the guardians of the brand say that, to protect the Potter franchise, they are trying to maintain a low profile. Well, relatively low. Ms Rowling signed a contract in 1998 with Warner Brothers, part of AOL Time Warner, giving the studio exclusive film, licensing and merchandising rights in return for what now appears to have been a steal: some $500,000. Warner licenses other firms to produce goods using Harry Potter characters or images, from which Ms Rowling gets a big enough cut that she is now wealthier than the queen ―if you believe Britain’s Sunday Times rich list. The process is self-generating: each book sets the stage for a film, which boosts book sales, which lifts sales of Potter products.
        　　Globally, the first four Harry Potter books have sold some 200m copies in 55 languages; the two movies have grossed over $1.8 billion at the box office. This is a stunning success by any measure, especially as Ms Rowling has long demanded that Harry Potter should not be over commercialized. In line with her wishes, Warner says it is being extraordinarily careful, at least by Hollywood standards, about what it licenses and to whom. It imposed tough conditions on Coca Cola, insisting that no Harry Potter images should appear on cans, and is now in the process of making its licensing programme even more restrictive. Coke may soon be considered too mass market to carry the brand at all.
        　　The deal with Warner ties much of the merchandising to the films alone. There are no officially sanctioned products relating to “Order of the Phoenix”; nor yet for “Harry Potter and the Prisoner of Azkaban”, the film of the third book, which is due out in June 2004. Warner agrees that Ms Rowling’s creation is a different sort of commercial property, one with long-term potential that could be damaged by a typical Hollywood marketing blitz, says Diane Nelson, the studio’s global brand manager for Harry Potter. It is vital, she adds, that with more to come, readers of the books are not alienated. “The evidence from our market research is that enthusiasm for the property by fans is not waning.”
        　　26. When the author says “there will be no escaping Potter mania”, he implies that .
        　　[A] Harry Potter’s appeal for the readers is simply irresistible
        　　[B] it is somewhat irrational to be so crazy about the magic boy
        　　[C] craze about Harry Potter will not be over in the near future
        　　[D] Hogwarts school of magic will be the biggest attraction world over
        　　27. Ms Rowling’s reading in London’s Royal Albert Hall is mentioned to show .
        　　[A] publishers are really adventurous in managing the Potter’s business
        　　[B] businesses are actually more credible than media in Potter’s world
        　　[C] the media are promoting Pottermania more actively than Hollywood
        　　[D] businesses involved with Potter are moving along in an unusual way
        　　28. The author believes that .
        　　[A] Britain’s Sunday Times rich list is not very convincing as it sounds
        　　[B] Time Warner’s management of licenses is a bit over commercialized
        　　[C] other firms may produce goods using Harry Potter images at will
        　　[D] what Ms Rowling got in return for her offering to Warner is a real bargain
        　　29. Paragraph 4 intends mainly to show Warner’s .
        　　[A] determination to promote Potter
        　　[B] consistence in conducting business
        　　[C] high regard for Ms Rowling’s request
        　　[D] careful restrictions on licensing to Coco-Cola
        　　30. It can be concluded from the last paragraph that .
        　　[A] products of Potter films have brought enormous profits to Warner
        　　[B] current Hollywood’s marketing of Potter may damage its potential
        　　[C] readers could get tired of Ms Rowling’s writings sooner or later
        　　[D] Warner will maintain the same strategy with Potter in futur

kyfour

        　　Text 3
        　　What accounts for the astounding popularity of Dr.Phil McGraw? Why have so many TV viewers and book buyers embraced this tough warrior of a psychologist who tells them to suck it up and deal with their own problems rather than complaining and blaming everyone else? Obviously, Oprah Winfrey has a lot to do with it. She made him famous with regular appearances on her show, and is co-producing the new "Dr.Phil" show that’s likely to be the hottest new daytime offering this fall. But we decided to put Dr. Phil on the cover not just because he’s a phenomenon. We think his success may reflect an interesting shift in the American spirit of time. Could it be that we’re finally getting tired of the culture of victimology?
        　　This is a tricky subject, because there are very sad real victims among us. Men still abuse women in alarming numbers. Racism and discrimination persist in subtle and not-so-subtle forms. But these days, almost anyone can find a therapist or lawyer to assure them that their professional relationship or health problems aren’t their fault. As Marc Peyser tells us in his terrific profile of Dr. Phil, the TV suits were initially afraid audiences would be offended by his stern advice to "get real!" In fact, viewers thirsted for the tough talk. Privately, we all know we have to take responsibility for decisions we control. It may not be revolutionary advice (and may leave out important factors like unconscious impulses). But it’s still an important message with clear echoing as, a year later, we contemplate the personal lessons of September 11.
        　　Back at the ranch (livestock farm)-the one in Crawford, Texas-President Bush continued to issue mixed signals on Iraq. He finally promised to consult allies and Congress before going to war, and signaled an attack isn’t coming right now ("I’m a patient man"). But so far there has been little consensus-building, even as the administration talks of "regime change" and positions troops in the gulf. Bush’s team also ridiculed the press for giving so much coverage to the Iraq issue. Defense Secretary Rumsfeld called it a "frenzy," and Press Secretary Ari Fleischer dismissed it as "self-inflicted silliness." But as Michael Hirsh notes in our lead story, much of the debate has been inside the Republican Party, where important voices of experience argue Bush needs to prepare domestic and world opinion and think through the global consequences before moving forward. With so much at stake, the media shouldn’t pay attention? Now who’s being silly?
        　　31. Faced with diversified issues of injustice, Dr. Phil McGraw advised that people should __.
        　　[A] strongly voice their condemnation of those responsible
        　　[B] directly probe the root of their victimization
        　　[C] carefully examine their own problems
        　　[D] sincerely express their sympathy for the victims
        　　32. One possible response, when the program "Dr. Phil" was first presented on TV, that people were afraid of was _____.
        　　[A] suspicion
        　　[B] satisfaction
        　　[C] indifference
        　　[D] indignation
        　　33. The word "tough"(Line 7, Paragraph 2) most probably means_____.
        　　[A] piercing to the truth
        　　[B] using vulgar language
        　　[C] mean and hostile
        　　[D] difficult to understand
        　　34. The author advises the public to _____.
        　　[A] leave out factors such as unconscious impulses
        　　[B] draw lessons of their own from September 11
        　　[C] respond decisively to September 11 tragedy
        　　[D] accept decisions beyond our control
        　　35. With a series of questions at the end of the text, the author _____.
        　　[A] feels uncertain of what his own opinion is
        　　[B] differentiates two conflicting views
        　　[C] criticizes the Bush Administration
        　　[D] argues for the US policy on Iraq

kyfour

        　　Text 4
        　　With the extension of democratic rights in the first half of the nineteenth century and the ensuing decline of the Federalist establishment, a new conception of education began to emerge. Education was no longer a confirmation of a pre-existing status, but an instrument in the acquisition of higher status. For a new generation of upwardly mobile students, the goal of education was not to prepare them to live comfortably in the world into which they had been born, but to teach them new virtues and skills that would propel them into a different and better world. Education became training; and the student was no longer the gentleman-in-waiting, but the journeyman apprentice for upward mobility.
        　　In the nineteenth century a college education began to be seen as a way to get ahead in the world. The founding of the land-grant colleges opened the doors of higher education to poor but aspiring boys from non-Anglo-Saxon, working-class and lower-middle-class backgrounds. The myth of the poor boy who worked his way through college to success drew millions of poor boys to the new campuses. And with this shift, education became more vocational: its object was the acquisition of practical skills and useful information.
        　　For the gentleman-in-waiting, virtue consisted above all in grace and style, in doing well what was appropriate to his position; education was merely a way of acquiring polish. And vice was manifested in gracelessness, awkwardness, in behaving inappropriately, discourteously, or ostentatiously. For the apprentice, however, virtue was evidenced in success through hard work. The requisite qualities of character were not grace or style, but drive, determination, and a sharp eye for opportunity. While casual liberality and even prodigality characterized the gentleman, frugality, thrift, and self-control came to distinguish the new apprentice. And while the gentleman did not aspire to a higher station because his station was already high, the apprentice was continually becoming, striving, struggling upward. Failure for the apprentice meant standing still, not rising.
        　　36. Which of the following is true according to the first paragraph?
        　　[A] Democratic ideas started with education.
        　　[B] Federalists were opposed to education.
        　　[C] New education helped confirm people’s social status.
        　　[D] Old education had been in tune with hierarchical society.
        　　37.The difference between "gentleman-in-waiting" and "journeyman" is that _____ .
        　　[A] education trained gentleman-in-waiting to climb higher ladders
        　　[B] journeyman was ready to take whatever was given to him
        　　[C] gentleman-in-waiting belonged to a fixed and high social class
        　　[D] journeyman could do practically nothing without education
        　　38. According to the second paragraph, land-grant College _____.
        　　[A] belonged to the land-owning class
        　　[B] enlarged the scope of education
        　　[C] was provided only to the poor
        　　[D] benefited all but the upper class
        　　39.Which of the following was the most important for a "gentleman-in-waiting"?
        　　[A] Manners.
        　　[B] Education.
        　　[C] Moral.
        　　[D] Personality.
        　　40. The best title for the passage is _____.
        　　[A] Education and Progress
        　　[B] Old and New Social Norms
        　　[C] New Education: Opportunities for More
        　　[D] Demerits of Hierarchical Society

kythree

        　　Part B
        　　Sample one
        　　Directions:
        　　In the following article, some sentences have been removed. For Questions 41-45, choose the most suitable one from the lish A-G to fit into each of the numbered blank. There are two extra choices that do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points)
        　　As more and more material from other cultures became available, European scholars came to recognize even greater complexity in mythological traditions. Especially valuable was the evidence provided by ancient Indian and Iranian texts such as the Bhagavad-Gita and the Zend-Avesta. From these sources it became apparent that the character of myths varied widely, not only by geographical region but also by historical period.
        　　(41) __________
        　　He argued that the relatively simple Greek myth of Persephone reflects the concerns of a basic agricultural community, whereas the more involved and complex myths found later in Homer are the product of a more developed society.
        　　Scholars also attempted to tie various myths of the world together in some way. From the late 18th century through the early 19th century, the comparative study of languages had led to the reconstruction of a hypothetical parent language to account for striking similarities among the various languages of Europe and the Near East. These languages, scholars concluded, belonged to an Indo-European language family. Experts on mythology likewise searched for a parent mythology that presumably stood behind the mythologies of all the European peoples.
        　　(42) __________
        　　For example, an expression like "maiden dawn" for "sunrise" resulted first in personification of the dawn, and then in myths about her.
        　　Later in the 19th century the theory of evolution put forward by English naturalist Charles Darwin heavily influenced the study of mythology. Scholars researched on the history of mythology, much as they would dig fossil-bearing geological formations, for remains from the distant past.
        　　(43) __________
        　　Similarly, British anthropologist Sir James George Frazer proposed a three-stage evolutionary scheme in The Golden Bough. According to Frazer’s scheme, human beings first attributed natural phenomena to arbitrary supernatural forces (magic), later explaining them as the will of the gods (religion), and finally subjecting them to rational investigation (science).
        　　The research of British scholar William Robertson Smith, published in Lectures on the Religion of the Semites (1889), also influenced Frazer. Through Smith’s work, Frazer came to believe that many myths had their origin in the ritual practices of ancient agricultural peoples, for whom the annual cycles of vegetation were of central importance.
        　　(44) __________
        　　This approach reached its most extreme form in the so-called functionalism of British anthropologist A. R. Radcliffe-Brown, who held that every myth implies a ritual, and every ritual implies a myth.
        　　Most analyses of myths in the 18th and 19th centuries showed a tendency to reduce myths to some essential core-whether the seasonal cycles of nature, historical circumstances, or ritual. That core supposedly remained once the fanciful elements of the narratives had been stripped away. In the 20th century, investigators began to pay closer attention to the content of the narratives themselves.
        　　(45) __________
        　　[A] German-born British scholar Max Müller concluded that the Rig-Veda of ancient India-the oldest preserved body of literature written in an Indo-European language-reflected the earliest stages of an Indo-European mythology. M?ller attributed all later myths to misunderstandings that arose from the picturesque terms in which early peoples described natural phenomena.
        　　[B] The myth and ritual theory, as this approach came to be called, was developed most fully by British scholar Jane Ellen Harrison. Using insight gained from the work of French sociologist Emile Durkheim, Harrison argued that all myths have their origin in collective rituals of a society.
        　　[C] Austrian psychoanalyst Sigmund Freud held that myths-like dreams-condense the material of experience and represent it in symbols.
        　　[D] This approach can be seen in the work of British anthropologist Edward Burnett Tylor. In Primitive Culture (1871), Tylor organized the religious and philosophical development of humanity into separate and distinct evolutionary stages.
        　　[E] The studies made in this period were consolidated in the work of German scholar Christian Gottolob Heyne, who was the first scholar to use the Latin term myths (instead of fibula, meaning "fable") to refer to the tales of heroes and gods.
        　　[F] German scholar Karl Otfried M? ller followed this line of inquiry in his Prolegomena to a Scientific Mythology, 1825).

kythree

        　　Sample Two
        　　Directions:
        　　The following paragraphs are given in a wrong order. For Questions 4145, you are required to reorganize these paragraphs into a coherent article by choosing from the list AG to fill in each numbered box. The first and the last paragraphs have been placed for you in Boxes. Mark your answers on ANSWER SHEET 1. (10 points)
        　　[A] Chinese culture and Western cultures are polarized in many aspects. Communication might appear easy where they share commonalities, but unfortunately there are many cultural gaps. Bridging them is always a difficult problem, sometimes even an impossibility.
        　　[B] On the contrary, traditional Chinese are apt to refer to oneself with expressions like “your underling (zai xia, 在下)”, “my humble self (bi ren, 鄙人)”, “the poortalented (bu cai, 不才)”, “the base one (jian ren, 贱人)”, “your servant (nu bi, 奴婢)”; and even emperors would refer to themselves as “the one who lacks morality (gua ren, 寡人)” or “the solitary (gu, 孤)”, showing a mentality of selfrestraint, selfdiscipline, and respect for others.
        　　[C] I have had the unhappy experience at customs offices where without hesitation foreigners often “kindly helped” me to change my name order. For this, I would always argue and fight with them until the name order was changed back. Nowadays, many Chinese make it a matter of course to accept Western customs in their way of selfintroduction. But foreigners do not necessarily acknowledge the contrary Chinese customs. Many potential culture clashes are actually rooted in such misreadings and prejudices.
        　　[D] Also, the orders of listing names and addresses for Chinese and Westerners are actually opposite, which may be taken to reveal that Chinese tend to respect wholeness and collectiveness, and their thinking pattern is more often from big to small, and from macro to micro. Meanwhile, Westerners tend to respect subdivided parts and individuals, more often moving from small to big, and from micro to macro. When Chinese present their names, they put surnames before their own given names, thus showing respect to their ancestors. Westerners act in a contrary way, showing selfrespect.
        　　[E] A language epitomizes the cognitive pattern of a worldview. Any new language one has learned is as good as a new way one views the world. Important values are usually embedded within languages, which to some extent affect our fortunes at every moment. The extent that one can break out of language obstacles is a measure of one’s capacity to break away from bondages of one’s own fortune.
        　　[F] Before we have a clear idea of the above problem, it might be misleading or extremist to discuss such topics as whether we should maintain the traditional Chinese ethical and political systems as the core of Chinese culture while making use of Western science and technology as the practical means to strengthen China [zhong ti xi yong, 中体西用] or whether we should mainly adopt Western ethical and political systems to improve Chinese culture [xi ti zhong yong, 西体中用].
        　　[G] The great disparities between Chinese and Western cultures can be identified even in some everyday linguistic usages, Chinese or Western. For example, in English, the only pronoun that is capitalized is “I”. Capitalization is an emphasis. No doubt, a capitalized “I” stresses egocentrism or individualism as a value, with its implications of selfdependence, selfstrengthening, selfinterestedness and selfimportance.
        　　Order:
        　　E→
        　　41→
        　　42→
        　　43→
        　　44→
        　　45→

kyfour

        　　Sample Three
        　　Directions:
        　　You are going to read a text about animation, followed by a list of explanations. Choose the best explanation from the list AF for each numbered subheading (4145). There is one extra explanation which you do not need to use. Mark your answers on ANSWER SHEET 1. (10 points)
        　　Animation is a kind of motion pictures created by recording a series of still images—of drawings, objects, or people in various positions of incremental movement—that when played back no longer appear individually as static images but combine to produce the illusion of unbroken motion. The term animation applies to creations on film, video, or computers, and even to motion toys, which usually consist of a series of drawings or photographs on paper that are viewed with a mechanical device or by flipping through a handheld sequence of images.
        　　(41) Techniques
        　　There are many ways to create animation, depending on whether the materials used are flat (such as drawings, paintings, or cutout pieces of paper) or dimensional (such as clay, puppets, household objects, or even people).
        　　(42) Production process
        　　After choosing an idea for a film, an animator must think about a concept in terms of individual actions.
        　　(43) History
        　　Animation has been a part of cinema history from the time the first motion pictures were made in the late 1800s.
        　　(44) Walt Disney
        　　The company’s founder, Walt Disney, was born in Chicago, but grew up in Kansas City, Missouri, where he met animator Ub Iwerks and composer Carl Stalling, who were to be important to his future success.
        　　(45) Japanese animation
        　　Japanese animation, known as anime, blossomed after World War II ended in 1945 and today is immensely popular both within Japan and worldwide.
        　　Current trends
        　　Two trends in the animation industry are likely to have a profound influence on its future: a significant increase in production and exhibition opportunities, and the growing importance of new technologies.
        　　[A] Some early liveaction films, known as trick films, used the animation technique of stop action, whereby the camera is stopped and an object is removed or added to a shot before filming is resumed.
        　　[B] Disney (with his thenpartner Iwerks) created a character that was to become the most famous animated figure in history: Mickey Mouse.
        　　[C] Aside from television, perhaps the largest influence on the style of recent animation worldwide has come from computer technologies. Experiments with electronic animation began in the 1930s, but it was not until the late 1970s that computer animation became viable beyond scientific and government applications, particularly for use by the entertainment industry.
        　　[D] In each case, an animator must keep in mind the basic principle of frames per second (the number of images needed to produce one second of film). Because sound film runs at twentyfour frames per second, a film animator must make twentyfour images for each second of animation that he or she wishes to create.
        　　[E] The most important figure in Japanese animation, Osamu Tezuka, created in 1963 the first animated madefortelevision series in Japan, “Tetsuwan Atom” (Astro Boy).
        　　[F] For instance, if an animator decides on an action that will take 3 seconds of animation to complete, the animator will have to create images to fill 72 frames of film (3 seconds of movement multiplied by a running speed of 24 frames per second).

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        　　Sample Four
        　　Directions:
        　　You are going to read a list of headings and several selections from the “Top Ten Worst Reasons” for selecting a college. Choose the most suitable heading from the list AF for each numbered paragraph (4145). There is one extra heading which you do not need to use. Mark your answers on ANSWER SHEET 1. (10 points)
        　　[A] They’ve offered me the most scholarship money.
        　　[B] It’s the cheapest.
        　　[C] It’s a great party school.
        　　[D] They’re ranked number one in the “Moron’s Guide to Colleges and universities.”
        　　[E] “I know I’ll get in.”
        　　[F] They offer the hottest “WhoWantsToBeaMillionaireByAge25” major.
        　　“It’s where my boyfriend or girlfriend is going.”
        　　Get real! If the relationship ends, you may find yourself scratching your head, trying to figure out how you ended up at a college that doesn’t suit you in any way. If the relationship survives, the distraction might just affect your grades and /or stifle your social life. Either way, you’ll most likely find yourself wishing you’d given your college choice more serious thought.
        　　41.It’s important to pick a school that has an active campus life, whether you plan to live on campus or commute. A major part of your college experience, after all, will come from interacting with other students in clubs, organizations, and social situations. If there are too many distractions, however, you may have difficulty concentrating on studying, not to mention attending 8 a.m. classes.
        　　42.While it’s important to apply to a “safety school”, one for which you are well qualified, don’t cross your dream college off the list without first doing your homework. Although most schools are vague when it comes to revealing admissions criteria, you can get a sense of your chances of acceptance by reviewing the profile of the previous year’s freshman class. Ask about the mean Sat score, the range of high school averages, the number of students with a class ranking similar to yours, and the percentage of all applicants.
        　　43.While it’s fine to set high goal for yourself (including financial goals), it’s important to be realistic. No college can guarantee financial success for each of its graduates. That’s not to say you won’t be rich by your midtwenties, but it’s going to depend largely on your ambition, had work, and luck. Also, since many college students end up changing majors, its’ a good idea to enroll at a college that has a wide selection of programs.
        　　44.There are a number of excellent guidebooks that offer information about colleges and universities, all of which should be considered important resources in your selection process. However, be careful about those rankings. Take a good look at the criteria on which the rankings are based; some of these factors may not be all that important to you. Stick to the hard facts (studentfaculty ratio, class size, percentage of courses taught by teaching assistants, etc.)
        　　45.Don’t compare apples with oranges. If college “A” is offering $ 5,000 in grants, and college “B” is only offering $ 1,000, college “A” must be the better deal, right? Not necessarily! Subtract the amount grants from the total cost of education at each school in order to get the real cost of attending. And remember: most scholarships have conditions attached (i.e., you must maintain fulltime status and a certain grade point average in order to retain the award).

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        　　Part C
        　　Directions:
        　　Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2. (10 points)
        　　There is no question that science-fiction writers have become more ambitious, stylistically and thematically, in recent years. (46) But this may have less to do with the luring call of academic surroundings than with changing market conditions-a factor that academic critics rarely take into account. Robert Silverberg, a former president of The Science Fiction Writers of America, is one of the most prolific professionals in a field dominated by people who actually write for a living. (Unlike mystery or Western writers, most science-fiction writers cannot expect to cash in on fat movie sales or TV tie-ins.) (47) Still in his late thirties, Silverberg has published more than a hundred books, and he is disarmingly frank about the relationship between the quality of genuine prose and the quality of available outlet. By his own account, he was "an annoyingly verbal young man" from Brooklyn who picked up his first science-fiction book at the age of ten, started writing seriously at the age of thirteen, and at seventeen nearly gave up in despair over his inability to break into the pulp magazines. (48) At his parents’ urging, he enrolled in Columbia University, so that, if worst came to worst, he could always go to the School of Journalism and "get a nice steady job somewhere". During his sophomore year, he sold his first science-fiction story to a Scottish magazine named Nebula. By the end of his junior year, he had sold a novel and twenty more stories. (49) By the end of his senior year, he was earning two hundred dollars a week writing science fiction, and his parents were reconciled to his pursuit of the literary life. "I became very cynical very quickly," he says. First I couldn’t sell anything, then I could sell everything. The market played to my worst characteristics. An editor of a schlock magazine would call up to tell me he had a ten-thousand-word hole to fill in his next issue. I’d fill it overnight for a hundred and fifty dollars. I found that rewriting made no difference. (50) I knew I could not possibly write the kinds of things I admired as a reader-Joyce, Kafka, Mann-so I detached myself from my work. I was a phenomenon among my friends in college, a published, selling author. But they always asked, "When are you going to do something serious?" -meaning something that wasn’t science fiction-and I kept telling them, " When I’m financially secure."
        　　Section Ⅲ Writing
        　　Part A
        　　51. Directions:
        　　In almost every vocation, college students are supposed to undertake such activities as offering their knowledge to those who need most performing some social investigations, taking part time jobs, or volunteering to do whatever that the society needs.
        　　Write something you did that was worth mentioning in previous summer vocation as a letter to one of the editors of a newspaper.
        　　You should write about 100 words on ANSWER SHEET 2. Do not sign your own name at the end of the letter. Use “Li Ming ” instead. You do not need to write the address. (10 points)
        　　Part B
        　　52. Directions:
        　　study the following picture carefully and write
        　　1)describe the picture
        　　2)Deduce the purpose of the drawer of the picture, and
        　　3)suggest counter—measures.
        　　You should write about 200 words neatly on ANSWER SHEET(20 points)