\[A\] 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 “WhoWantsToBeaMillionaireByAge25” 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 midtwenties, 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 (studentfaculty 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 fulltime status and a certain grade point average in order to retain the award).
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）
全国硕士研究生入学统一考试
英语模拟试题（二）
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)
There is growing interest in East Japan Railway Co., one of the six companies, created out of the 1 national railway system. In an industry lacking exciting growth 2, its plan to use real-estate assets in and around train stations 3 is drawing interest.
In a plan called “Station Renaissance”（英文符号）that it 4 in November, JR East said that it would 5 using its commercial spaces for shops and restaurants, extending them to 6 more suitable for the information age. It wants train stations as pick-up 7 for such goods as books, flowers and groceries purchased 8 the Internet. In a country 9 urbanites depend heavily on trains 10 commuting, about 16 million people a day go to its train stations anyway, the company 11. So, picking up purchases at train stations spare 12 extra travel and missed home deliveries.
JR East already has been using its station 13 stores for this purpose, but it plans to create 14 spaces for the delivery of Internet goods.
The company also plans to introduce 15 cards—(破折号)known in Japan as IC cards because they use integrated 16 for holding information 17 train tickets and commuter passes 18 the magnetic ones used today, integrating them into a single pass. This will save the company money, because 19 for IC cards are much less expensive than magnetic systems. Increased use of IC cards should also 20 the space needed for ticket vending.
1. \[A\] privatized \[B\] individualized \[C\] personalized \[D\] characterized
2. \[A\] prospects \[B\] outlooks \[C\] expectations \[D\] spectacles
3. \[A\] articulately \[B\] originally \[C\] reluctantly \[D\] creatively
4. \[A\] unveiled \[B\] concealed \[C\] demonstrated \[D\] displayed
5. \[A\] come round \[B\] go beyond \[C\] take over \[D\] went out
6. \[A\] endeavours \[B\] enterprises \[C\] functions \[D\] performances
7. \[A\] locations \[B\] entrances \[C\] vicinities \[D\] districts
8. \[A\] form \[B\] above \[C\] over \[D\] in
9. \[A\] when \[B\] where \[C\] which \[D\] that
10. \[A\] of \[B\] in \[C\] about \[D\] for
11. \[A\] figures \[B\] speculates \[C\] exhibits \[D\] convinces
12. \[A\] clients \[B\] consumers \[C\] merchants \[D\] businesses
13. \[A\] conjunction \[B\] ornament \[C\] expenditure \[D\] convenience
14. \[A\] dedicated \[B\] devoted \[C\] designated \[D\] destined
15. \[A\] clever \[B\] intelligent \[C\] ingenious \[D\] smart
16. \[A\] chorus \[B\] circus \[C\] circumference \[D\] circuit
17. \[A\] as \[B\] for \[C\] with \[D\] of
18. \[A\] as well as \[B\] instead of \[C\] more than \[D\] but for
19. \[A\] devices \[B\] instruments \[C\] readers \[D\] examiners
20. \[A\] shrink \[B\] narrow \[C\] descend \[D\] reduce
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
The inclusion of all children and youth is part of a general integrative trend that has accelerated since World War II. It relates to some newer developments as well. Concern for the earth’s endangered environment has become central, emphasizing in both intellectual and social life the need for cooperation rather than competition, the importance of understanding interrelationships of the ecosystem, and the idea that ecology can be used as an organizing concept. In a different vein, the rapid development of microelectronics, particularly the use of computers for multiple functions in education, goes for beyond possibilities of earlier technological advances. Although technology is thought of by some as antagonistic to humanistic concerns, others argue that it makes communication and comprehension available to a wider population and encourages “system thinking,” both ultimately integrative effects.
The polarization of opinion on technology’s effects and most other important issues is a problem in educational policy determination. In addition to the difficulties of governing increasingly large and diverse education systems, as well as those of meeting the never-ending demands of expanding education, the chronic lack of consensus makes the system unable to respond satisfactorily to public criticism and unable to plan for substantive long-range development.
The political and administrative responses so far have been to attend to short-run efficiency by improving management techniques and to adopt polar responses to accommodate polar criticisms. Thus, community and community schools have been emphasized along with central control and standardization, and institutional alternatives have been opened, while the structure of main institutions has become more articulated. For example, the focus of attention has been placed on the transition stages, which earlier were virtually ignored: from home to school from primary to secondary to upper secondary, from school to work. Tertiary institutions have been reconceived as part of a unified level; testing has become more sophisticated and credentials have become more differentiated either by certificate or by transcript.
Alternative teaching strategies have been encouraged in theory, but basic, curriculum uniformity has effectively restricted the practice of new methods. General education is still mainly abstract, and subject matter, though internally more dynamic, still rests on language, mathematics, and science. There has been an increasing reliance on the construction of subject matter to guide the method of teaching. Teachers are entrusted with a greater variety of tasks, but they are less trusted with knowledge, leading political authorities to call for upgrading of teacher training, teacher inservice training, and regular assessment of teacher performance.
Recent reform efforts have been focused on integrating general and vocational education and on encouraging lifelong or recurrent education to meet changing individual and social needs. Thus, not only has the number of students and institutions increased, as a result of inclusion policies, but the scope of education has also expanded. This tremendous growth, however, has raised new questions about the proper functions of the school and the effectiveness for life, work, or intellectual advancement of present programs and means of instruction.
21. The passage is mainly about.
\[A\] major difficulties in education
\[B\] effects of modem technology on education
\[C\] major trends and problems in education
\[D\] the tremendous growth of education
22. From the passage we can infer that.
\[A\] the rapid development of modem technology
\[B\] some modem developments relating to the inclusion policies
\[C\] the inclusion policies of education
\[D\] concern for the earth’s endangered environments
23. The second passage is mainly about.
\[A\] the polarization of opinion on some important issues about educational policy
\[B\] the rapid development of education
\[C\] the difficulties in meeting the demands of expanding education
\[D\] the political and administrative measures taken to further expand education
24. The author uses the example of transition of stage in school to show.
\[A\] school life is important for families in a community
\[B\] schooling is important for students to go to work
\[C\] disciplines are emphasized in community school
\[D\] all levels of schools are unified
25. According to this passage, which of the following is FALSE?
\[A\] Various teaching methodologies have not been widely adopted in general education.
\[B\] Focusing on subject matter is still an obvious feature of general education.
\[C\] The transition from school to work has never been overlooked.
\[D\] The professional quality of the major, of teachers has not been considerably enhanced.
Text 2
The evolution of intelligence among early large mammals of the grasslands was due in great measure to the interaction between two ecologically synchronized groups of these animals, the hunting carnivores and the herbivores that they hunted. The interaction resulting from the differences between predator and prey led to a general improvement in brain functions; however, certain components of intelligence were improved far more than others.
The kind of intelligence favored by the interplay of increasingly smarter catchers and increasingly keener escapers is defined by attention—that aspect of mind carrying consciousness forward from one moment to the next. It ranges from a passive freefloating awareness to a highly focused, active fixation. the range through these states is mediated by the
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