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    資料提示: Section I Listening Comprehension (25 minutes) Directions: This section is desi...

Section I Listening Comprehension
                                   (25 minutes)
 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 two parts in this section, Part A and Part B.
      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 3 minutes to transfer your answers from your test booklet onto your ANSWER SHEET I.
      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
You will hear 10 short dialogues. For each dialogue, there is one question and four possible answers. Choose the correct answer-A, B, C or D, and mark it in your test booklet. You will have 15seconds to answer the question and you will hear each dialogue ONLY ONCE.
     Example:
      You will hear:
     W: Could you please tell me if the Beijing flight will be arriving on time?
     M:Yes, Madam. It should be arriving in about ten minutes.
     You will read:
     Who do you think the woman is talking to?
     [A] A bus conductor.
     [B]A clerk at the airport.
     [ C] A taxi driver.
     [D]A clerk at the station.
     From the dialogue, we know that only a clerk at the airport is most likely to know
the arrival time of a flight, so you should choose answer [ B ] and mark it in your test
booklet.
Sample Answer: [A]   [B]   [C]      [D] Now look at question 1.
 1. What does the woman say about the book?
    [A] She thinks it' s too difficult.
    [ B] She thinks it ' s very interesting.
    [C] She hasn't quite decided what she thinks.
    [ D] She hasn' t actually read it yet.
 2. What does the woman mean?
    [A] She has totaled up the figures correctly already.
    [B] She hopes the man will do the calculations as soon as possible.
    [C] Tomorrow will be too late to submit the figures.
    [D] They should finish the calculations tomorrow.
  3. What does the woman say about Tom?
     [A] He got off the bus at the wrong stop.     [ B] He has a good reason to be angry.
     [C] He isn't careful with his belongings.     [D] He doesn't have an extra umbrella.
  4. What does the professor mean?
     [A] She has another meeting all day.
     [ B ] She feels the grade is all right.
     [ C ] She thinks it would be wrong to change the grade.
     [D] She can meet with the student that afternoon.
  5. What does the woman suggest the man to do?
     [ A] Finish the first half of the project right away.
     [B] Make an effort to reach a compromise.
     [ C ] Have the teacher review the project.
     [D] Meet his partner in the middle of the town.
  6. Where will the man probably go?
     [A] To a real estate agency.                 [B] To a car rental agency.
     [C] To a computer store.                    [D] To a videocassette store.
  7. What does the man mean?
     [A] They always aGREed on the same points.
     [B] They both arrived at the same moment.
     [C] He met with Amanda five more times.
      [D] He took Amanda to both plays.
   8. What does the man mean?
      [ A] Paul will go out of his way to help.
      [B] Paul passes by the dry cleaner's anyway.
      [C] Paul picks out the right clothes.
      [D] Paul makes himself right at home.
   9. What did the man do?
      [A] Ate all the food.                        [B] Cleaned the kitchen.
      [ C ] Fixed the refrigerator.                   [ D ] Left the groceries out.
     10. What does the woman imply that Katherine should be doing?
         [A] Studying microbiology for a year.        [B] Teaching biology.
         [C] Taking a nap.                          [D] Taking a different course.
                                    Part B
     You are going to hear three conversations. Before listening to each conversation, you will have 5 seconds to read each of the questions which accompany it. After listening, you will have time to answer each question by choosing A, B, C or D. You will hear each passage or conversation ONLY ONCE.
Mark your answers in your test booklet.
 Questions 11-13 are based on the following conversation. You now have 15 seconds to read the questions II -13.
      11. According to the conversation, what is one problem with arm exercises?
          [ A] They don' t get rid of flabby arm.
          [B] They can damage arm muscles.
          [ C] They aren' t acceptable to most people.
          [ D] They can raise one' s blood pressure.
      12. According to the conversation, what are the experts now recommending?
          [A] Exercising the entire body.
          [B] Having your blood pressure taken daily.
          [ C ] Losing weight prior to exercising.
          [D] Weighing in before each exercise session.
      13. Which of the following exercises is suggested?
          [A] Wearing arm weights while you are swimming.
          [ B] Jogging vigorously in one place for a long time.
          [ C ] Using bicycles that require you to use both your arms and legs.
          [D] Walking slowly while swinging your arms back and forth.
      You now have 30 seconds to check your answers to questions 11 -13.
      Questions 14 - 19 are based on the following conversation. You now have 30 seconds to read the questions 14 -19.
      14. Why does the woman want David to sign up for the course?
          [ A] He needs to take one more course in order to finish his credit requirements.
          [B] He plays an instrument the group needs.
          [ C ] She thinks taking the course would improve his grades in general.
          [D] She thinks he's the best musician at the college.
      15. Why is David not sure that he wants to sign up?
          [A] He doesn' t have an instrument of his own.
        [ B] He doesn ' t like to play in small groups.
        [C] He doesn't think he can play well enough.
        [ D] He isn' t sure whether he has enough free time.
    16. How often will the group meet?
        [A] Once a week.                         [B] Twice a week.
        [C] Every other day.                      [D] Every evening.
    17. What instrument does the director of the group play in the city of orchestra?
        [A] Cello.                                  [B] Viola.
        [C] Violin.                                  [D] Bass.
    18. What is the level of the musical proficiency of the most group members?
        [A] Beginning.                             [B] Intermediate.
        [C] Advanced.                             [D] Professional.
    19. What will David do this evening?
        [A] Try to find his music books.
        [B] Look for a new instrument.
        [ C ] Start taking lessons from a professional.
        [D] Practice his instrument.
     You now have 60 seconds to check your answers to questions 14 - 19.
     Questions 20 - 25 are based on the following conversation. You now have 30 seconds to read the questions 20 -25.
     20. To what student body office does the man want to be elected?
         [ A ] Senator.                                [ B ] Treasurer.
         [C] Secretary.                              [D] President.
     21. Who is the woman?
         [A] A camp counselor.                     [B] A candidate.
         [ C ] A radio announcer.                    [D] A campaign manager.
     22. Where will they put the posters?
         [A] In the hallways.                        [B] In the man's room.
         [C] In the cafeteria.                        [D] In the radio station.
     23. When is the radio broadcast scheduled?
         [A] In the morning.                       [B] During lunch.
         [C] In the afternoon.                       [D] During dinner.
      24. What will the man do tonight?
          [A] Make posters.                         [B] Write a speech.
          [C] Answer questions.                      [D] Study for chemistry.
      25. What will they do after chemistry class?
          [ A] Compare their lecture notes.             [ B] Review the man' s talk.
          [C] Prepare questions to ask candidates.     [D] Vote in the school election.
     You now have 60 seconds to check your answers to questions 20 -25.
     Now you have 3 minutes to transfer your answers from your test booklet to the ANSWER SHEET 1.
     That is the end of the listening comprehension section.
                              Section Ⅱ Use of English
                                        (15 minutes)
Directions:
     Read the following text. Choose the best word or phrase for each numbered blank and mark A, B,C, or Don your ANSWER SHEET 1.
                                      Text
     In some ways, the human body is both like a furnace and like an engine. It must have fuel to produce heat as a furnace   26  . It must have fuel to produce motion and do   27   as an engine does. The nutrients (營養物) which   28   energy best are carbohydrates (碳水化合物) and fats. Protein can also be used as fuel. Minerals, vitamins, and water,   29   extremely valuable to the body, cannot be used as fuel.
     If the body takes in more carbohydrates   30   are used for energy, the   31   is stored. Two storage places are the liver (肝) and muscles. There is a   32   , however, to the amount of carbohydrates they can   33  . When they are filled and they always   34   be for you to feel your best, excess carbohydrates are changed to fat and   35   around the body.
     If the body does not take   36   a sufficient amount of food, it will use its stored fat for energy. If you   37   at all, the body would use up all the stored fats and   38   it would use its own protein in order to keep   39   as long as possible.  Therefore, the   40   amount of food you eat should be in   41   with your energy requirements. It is not necessary,   42  , for you to go   43   counting calories (卡路里l) and weighing
food. If a person is the   44   weight, it is safe to   45   that he is eating enough.
     26. [A] has           [B] needs           [C] does          [D] is
     27. [A] job            [B] function         [C] behaviour      [D] work
     28. [A] present        [B] offer             [C] supply         [D] grant
     29. [A] as            [B] since           [C] when          [D] while
     30. [A] than          [B]such            [C] which         [D] that
     31. [A] access         [B] excess           [C] assess          [D] extra
     32. [A] restriction      [B] barrier           [C] limit           [D] terminal
     33. [A] fill            [B] hold            [C] involve        [D] press
     34. [A] might         [B] would           [C] could          [D] should
     35 .[A] extended       [B] distributed       [C] separated       [D] stretched
     36. [A] in           [B] up            [C] on           [D] down
     37. [A] won 'teat     [B] mustn 't eat      [C] did not eat     [D] have not eaten
     38. [A] when         [B] but             [C] BECause       [D] then
     39. [A] alike          [B] alive            [C] asleep         [ D] awake
     40. [A] general        [B] overall           [C] usual          [D] total
     41. [A] contact         [B] accordance       [C] contrast        [D] line
     42. [A] anyhow        [B] otherwise        [C] moreover       [D] however
     43. [A] around         [ B ] away             [ C ] after        [ D ] against
     44. [A] exact          [B] same            [C] right          [D] accurate
     45. [A] imagine       [B] remind          [C] recommend     [D] suppose
                       Section Ⅲ Reading Comprehension
                               (40 minutes)
                                 Part A
Directions:
     Read the following three texts. Answer the questions on each text by choosing A, B, C or D. Mark your answers on the ANSWER SHEET by drawing a thick line across the corresponding letter in the brackets.
                           Text I
The automobile has many advantages. Above all, it offers people freedom to go wherever and whenever they want to go. The basic purpose of a motor vehicle is to get from point A to point B as cheaply, quickly, and safely as possible. However, to most people, cars are also personal fantasy machines that serve as symbols of power, success, speed, excitement, and adventure.
In addition, much of the world ' s economy is built on producing motor vehicles and supplying roads, services, and repairs for those vehicles. Half of the world' s paychecks are auto related. In the United States, one of every six dollars spent and one of every six non-farm jobs are connected to the automobile or related industries, such as oil, steel, rubber, plastics, automobile services, and highway construction.
In spite of their advantages, motor vehicles have many harmful effects on human lives and on air, water, land, and wildlife resources. The automobile may be the most destructive machine ever invented. Though we tend to deny it, riding in cars is one of the most dangerous things we do in our daily lives.
Since 1885, when Karl Benz built the first automobile, almost 18 million people have been killed by motor vehicles. Every year, cars and trucks worldwide kill an average of 250,000 people-as many as were killed in the atomic bomb attacks on Hiroshima and Nagasaki-and injure or permanently disable ten million more. Half of the world ' s people will be involved in an auto accident at some time during their lives.
 Since the automobile was introduced, almost three million Americans have been killed on the highways-about twice the number of Americans killed on the battlefield in all U.S. wars. In addition to the tragic loss of life, these accidents cost American society about $60 billion annually in lost income and in insurance, administrative, and legal expenses.
 Streets that used to be for people are now for cars. Pedestrians and people riding bicycles in the streets are subjected to noise, pollution, stress, and danger.
Motor vehicles are the largest source of air pollution, producing a haze of smog over the world ' s cities. In the United States, they produce at least 50% of the country's air pollution.
       46. Cars represent people' s _________.
           [A] occupation                         [ B] identity
           [C] life style                           [D] fame
      47. According to the passage, the average number of people killed annually in traffic accidents
          around the world is __________.
          [A] 18 million                         [B] 250,000
          [ C ] half of the world ' s population       [ D] 60 million
      48. A serious environmental problem resulting from automobiles is _________.
          [ A ] tragic loss of life                     [ B ] traffic jams
          [ C ] air pollution                          [ D ] mental stress
      49. It can be inferred from this passage that automobiles _________.
          [ A ] are an important part of the world ' s economy
          [ B ] are becoming less dangerous
          [ C ] will produce less air pollution in the future
          [ D ] are killing more people in recent years than in the past
      50. The title that suits the passage best is _________.
          [ A ] Automobile and Economy
          [B] Automobile and the Environment
          [ C ] The Problems with the Automobile
          [D] Advantages and Disadvantages of the Automobile
                                               Text 2
     I don't know how I became a writer, but I think it was because of a certain force in me that had to write and that finally burst through and found a channel. My people were of the working class of people. My father, a stone-cutter, was a man with a great respect and veneration for literature. He had a tremendous memory, and he loved poetry, and the poetry that he loved best was naturally of the rhetorical kind that such a man would like. Nevertheless it was good poetry, Hamlet's Soliloquy, Macbeth , Mark Antony' s "Funeral Oration" , Grey' s "Elegy" , and all the rest of it. I heard it all as a child; I memorized and learned it all.
He sent me to college to the state university. The desire to write, which had been strong during all my days in high school, grew stronger still. I was editor of the college paper, the college magazine , etc. , and in my last year or two I was a member of a course in playwriting which had just been established there. I wrote several little one-act plays, still thinking I would become a lawyer or a newspaper man, never daring to believe I could seriously become a writer. Then I went to Harvard, wrote some more plays there, became obsessed with the idea that I had to be a playwright, left Harvard, had my plays rejected, and finally in the autumn of 1926, how, why, or in what manner I have never exactly been able to determine. But probably because the force in me that had to write at length sought out its channel, I began to write my first book in London, I was living all alone at that time. I had two rooms-a bedroom and a sitting room-in a litter square in Chelsea in which all the houses had that familiar, smoked brick and cream-yellow-plaster look.
     51. We may conclude, in regard to the author's development as a writer, that his father _________.
          [ A ] made an important contribution
          [ B ] insisted that he choose writing as a career
          [ C ] opposed his becoming a writer
          [ D] insisted that he read Hamlet in order to learn how to be a writer
      52. The author believes that he became a writer mostly because of _________.
          [A] his special talent                   [B] his father's teaching and encouragement
          [C] his study at Harvard                [D] a hidden urge within him
      53. The author _________,
          [A] began to think of becoming a writer at Harvard
          [ B ] had always been successful in his writing career
          [ C ] went to Harvard to learn to write plays
          [ D ] worked as a newspaper man before becoming a writer
      54. The author really started on his way to become a writer _________.
          [A] when he was in high school         [B] when he was studying at Harvard
          [ C ] when he lived in London            [ D ] after he entered college
      55. A conclusion we cannot safely draw (based upon this passage) about the author's life in
          1926 is that _________.
          [A] he was unmarried
          [B] he was miserable about having his plays rejected
          [C] he lived in a house like all the other houses around him
          [D] he started his first novel
                                                Text 3
      Greek mythology is largely made up of stories about gods and goddesses, but it must not be read as a kind of Greek Bible, an account of the Greek religion.
 According to the most modern idea, a real myth has nothing to do with religion. It is an explanation of something in nature; how, for instance, any and everything in the universe came into existence: men, animals, this or that tree or flower, the sun, the moon, the stars, storms, eruptions, earthquakes, all that is and all that happens. Thunder and lightning are caused when Zeus hurls his thunderbolt. A volcano erupts because a terrible creature is imprisoned in the mountain and every now and then struggles to get free. The Dipper ( 大熊星座) , the constellation ( 星座) called also the Great Bear, does not set below the horizon because a goddess once was angry at it and decreed (命令 ) that it should never sink into the sea. Myths are early science, the result of men ' s first trying to explain what they saw around them.
But there are many so-called myths which explain nothing at all. These tales are pure entertainment, the sort of thing people would tell each other on a long winter' s evening. The story of Pygmalion (皮格馬利翁) and Galatea is an example; it has no conceivable connection with any event in
nature. Neither has the Quest of the Golden Fleece (尋找金羊毛) , nor Orpheus (奧菲士,豎琴圣手) and Eurydice, nor many another. This fact is now generally accepted; and we do not have to try to find in every mythological heroine the moon or the dawn and in every hero' s life a sun myth. The stories are early literature as well as early science. But religion is there, too. In the background, to be sure, but nevertheless plain to see. From Homer through the tragedians and even later, there is a deepening realization of what human beings need and what they must have in their gods.
     56. The author believes that myths __________.
         [ A ] have nothing to do with religion
         [ B ] contain very modern ideas
         [ C ] are pure entertainment with no religious content
         [ D ] have to do with science, religion and entertainment
     57. In every myth, _________.
         [ A ] there is a connection with some natural event
         [ B ] there is not necessarily an attempt to explain an event in nature
         [ C ] there are angry gods and goddesses
         [ D ] there exists some religious teaching
     58. According to the passage, the story of Pygmalion and Galatea _________.
         [A] has something to do with the explanation of nature
         [B] is pure entertainment
         [ C ] has something to do with science
         [D] is closely related to religion
     59. Myths are early science because they __________.
         [ A ] explain the natural events
         [ B ] teach about the history
         [ C ] have nothing to do with religion
         [ D ] reflect people ' s expectations
     60. The author, in regard to modern ideas on myth _________.
         [A] is impressed and agrees with them
         [ B ] refuses to accept any of them
         [ C ] adds to them new points of view
          [ D ] none of the above
                         Part B
 Directions:
      Read the following article in which five people talk about their ideas of education. For questions  61 to 65, match name of each speaker to one of the statements (A to G) given below. Mark your answers on your ANSWER SHEET.
 Alien
      I think it's a great shame people don't learn anything today. I mean, good heavens, when you think of all the millions of pounds the Government have spent on education-new schools, more teachers, new equipment. And yet still you find people who can' t read properly, can't even write their names and don ' t know what two and two is without a calculator. I think it ' s downright disgraceful. I remember when I was young you went to school to learn. You did as you were told and respected your teachers. Nowadays you get long-haired kids who aren ' t interested in anything. No wonder they don ' t learn anything.
Martha
      Well, there are a lot of different views on this, but I think it is probably wrong to imagine that there was some golden age in the past when everything was perfect. It all depends, of course, on what you measure and how you measure it. It may surprise some people that there has not been an obvious and dramatic increase in the standard of education, given the vast amounts of money spent in this area by successive governments in recent years. But unfortunately, most improvements in education are intangible.
Pritt
   Well, if you asked me, it's all these modern methods that is the problem. In the old days you sat in rows at desks and you did as you were told. You knew that you had to do and you did it-and you kept quiet. Nowadays, my god, the noise in most schools is deafening especially primary schools. The children wander around-do more or less what they want to as far as I can see. The teacher just sits there or wanders around with them, talking to them. Informal teaching they call it.Discovery methods. Sounds more like a recipe for discovering disaster to me.
Symons
     Many people talk about how to improve education and a lot suggest raising the salaries of teachers and professors. Of course, this is very important to education. However, increasing the salary of teachers is just one way to improve education. It will not work without the cooperation of the other determinants, such as student ' s love of knowledge and reading. Even if the teachers are devoted, it will make no sense if the students are not willing to learn.
Wilbert
     The criticism that what students learn today is not adapted to present-day society is utterly wrong because education can never be seen only in terms of how useful the subjects are when students leave school. We ought to evaluate education in terms of how much the students enjoy those subjects and how much they mean to those students. Instead of being trained to be utilitarian, students should be encouraged to do things for their own sake, and study what they are interested in.
Now match each of the persons to the appropriate statement.
     Note: there are two extra statements.
                                       Statements
     61. Alien                  [A] Education is a gradual extension of oneself.
                               [B] Students should get satisfaction out of education.
     62. Martha                [C] Education standards are higher than in the past.
                               [ D ] Education involves learning as well as teaching.
     63. Pritt                  [E] Many students are spoilt by our present-day educational system.
     64. Symons               [F] Schools should emphasize practical skills.
     65. Wilbert               [G] Educational standards are declining.
                                  Section IV  Writing
                                        ( 40 minutes )
     You should write your responses to both parts on ANSWER SHEET 2.
                                             Part A
     66. Write a note to explain why you were absent from the night class.
                                             Part B
     67. For this part, you are required to write a composition based on the following table of The
 Brain and the Computer. Your composition should be no less than 150 words.
                                  The Brain and the Computer
 

 

Brain Computer
Size one tenth of a cubic foot hundreds of cubic feet of space
Electrical energy used 25 watts of electrical power 100,000 watts of electrical power
Structure of cells directly connected to many other cells unconnected cells like a cell of pigeonholes (鴿巢分類架)
Capacity between 10 billion and 100 billion items of information a few billion items of immediately accessible information,nothinking capacity
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