Part Ⅰ Reading Comprehension
Directions: There are 4 reading passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C, and D. You should decide on the best choice and mark your answer on the ANSWER SHEET by blackening the corresponding letter in the brackets.
Most of us would like to feel we have some influence over what happens around us and to us. Citizens speak out to influence policy on use of nuclear power, conserving the environment and endangered animals, local and state taxes, the appropriate use of funds by organizations of which they are members, proper land use and the nature of education in the public schools, and a host of other issues. Some of these affect the speakers' immediate self-interest; others are attempts, to make the social environment conform more closely to their own ideas. To speak on such matters effectively enough to influence the opinions and actions of others is to exercise power.
Even in jobs relying on technical specialization, the opportunities and demands for public speaking skills remain more common than many college students realize. The engineer finds that if his career is to advance he must be willing to accept management duties that include speaking to groups of employees, or he must serve as a spokesperson for consultant teams presenting results to agencies outside the company. The certified public accountant finds an opportunity to teach classes in her area of speculation. The dentist has to give speeches as an officer of his dental association.
Sometimes you may have to make a speech as part of your duties in your job or organization. Perhaps more frequently you will have opportunities where you speak voluntarily, as when you speak out in a meeting. Some of these speaking situations will be of little consequence; you will feel better if you do the speech well, but it will not really make much difference. In other situations, the speech may be significant for the audience. In these situations, it is comforting to know that you can do at least an adequate job. And you may not be content merely to get through the task adequately. To be able to increase listeners' understanding or to persuade them is one of the most civilized ways we as individuals have for affecting our environment.
Some beginning-speech students are surprised to discover that they can give a public speech at all, much less the skillful and effective ones they will be producing by the end of the course. The primary purposes of a speech course are to expand your understanding of techniques and strategies in public speaking, and to give you some practice so that you will be more confident and effective in more situations. With skill and confidence you develop a power to benefit yourself and the society around you.
The world is undergoing tremendous changes. The rise of globalization, both an economic and cultural trend that has swept throughout the world, has forged new ground as we enter the 21st century. But are the effects of globalization always positive? Some say no.
Michael Tenet, head of the International Institute for Foreign Relations in Atlanta, is worried about current resentment throughout the world toward the rise of globalization. "Ever since the 1980s and the economic collapse of the Asian Tigers in the late 1990s, there has been a re-evaluation of the role of globalization as a force for good, " he said. "Incomes in many countries have declined and the gap between the most rich and the most poor has been aggravated. Without further intervention by governments, we could see a tragedy expressed in an increased level of poverty throughout the Latin America and Asia. "
Yet George Frank, an influential economist who works on Wall Street, sees no such danger. "Economic liberalization, increased transparency and market-based reforms have positive effect in the long run, even if market mechanisms can produce short-term destabilization problems," he said. "What is most important is that barriers to trade continue to fall so that active competition for consumer goods reduces prices and in turn raises the average level of income. "
Others feel that globalization's cultural impact may be more important than its economic implications. Janice Yawee, a native of Africa, feels strongly that globalization is undermining her local culture and language. "Most of the world's dialects will become extinct under globalization. We're paving the world with McDonald's and English slang. It tears me up inside, " she said.
Governments of different countries have had mixed responses to the wave of globalization. The United States is generally seen as an active proponent of greater free trade, and it certainly has enormous cultural influence by virtue of its near monopoly on worldwide entertainment. But other countries, most notably in Europe and developing nations, have sought to reduce the impact that globalization has on their domestic affairs.
"When I was a boy we had very little to speak of, " says one Singaporean resident. "Now our country has developed into a booming hub for international finance. " Others, however, are not so optimistic. "Globalization is an evil force that must be halted, " a union official at a car plant in Detroit recently commented, "It's sucking away jobs and killing the spirit of our country. \
In the decades between 1910 and 1930, over ten percent of the Black population of the United States left the South, where the majority of the Black population had been located, and migrated to northern states, with the largest number moving, it is claimed, between 1916 and 1918. It has been frequently assumed, but not proved, that most of the migrants in what has come to be called the Great Migration came from rural areas and were motivated by two concurrent factors: the collapse of cotton industry following boll-weevil infestation, which began in 1898, and increased demand in the North for labor following the cessation of European immigration caused by the outbreak of the first World War in 1914. This assumption has led to the conclusion that the migrant's subsequent lack of economic mobility in the North is tied to rural background, a background that implies unfamiliarity with urban living and a lack of industrial skills.
But the question of who actually left the South has never been investigated in detail. Although numerous investigations document a flight from rural southern areas to southern cities prior to the Great Migration, no one has considered whether the same migrants then moved on to northern cities. In 1910 over 600,000 Black workers, or ten percent of the Black work force reported themselves to be engaged in "manufacturing and mechanical pursuits", the federal census category roughly including the entire industrial sector. The Great Migration could easily have been made up entirely of this group and their families. It is perhaps surprising to argue that an employed population could be tempted to move, but an explanation lies in the labor conditions then prevalent in the South.
About thirty-five percent of the urban Black population in the South was engaged in skilled trades. Some were from the old artisan class of slavery—blacksmiths, masons, carpenters—which had a monopoly of certain trades, but they were gradually being pushed out by competition, mechanization, and obsolescence. The remaining sixty-five percent, more recently urbanized, worked in newly developed industries—tobacco, lumber, coal and iron manufacture, and railroads. Wages in the South, however, were low, and Black workers were aware, through labor recruiters and the Black press, that they could earn more even as unskilled workers in the North than they could as artisans in the South. After the boll-weevil infestation, urban Black workers faced competition from the continuing influx of both Black and White rural workers, who were driven to undercut the wages formerly paid for industrial jobs. Thus, a move north would be seen as advantageous to a group that was already urbanized and steadily employed, and the easy conclusion tying their subsequent economic problems in the North to their rural backgrounds comes into question.
However important we may regard school life to be, there is no gainsaying the fact that children spend more time at home than in the classroom. Therefore, the great influence of parents cannot be ignored or discounted by the teacher. They can become strong allies of the school personnel or they can consciously hinder and thwart curricular objectives.
Administrators have been aware of the need to keep parents informed of the newer methods used in schools. Many principals have conducted workshops explaining such matters as the reading readiness program, manuscript writing, and developmental mathematics.
Moreover, the classroom teacher, with the permission of the supervisors, can also play an important role in enlightening parents. The many interviews carried on during the years as well as new ways of reporting pupils progress, can significantly aid in achieving a harmonious interplay between school and home.
To illustrate, suppose that a father has been drilling Junior in arithmetic processes night after night. In a friendly interview, the teacher can help the parent sublimate his natural paternal interest into productive channels. He might be persuaded to let Junior participate in discussing the family budget, buying the food, using a yardstick or measuring cup at home, setting the clock, calculating mileage on a trip, and engaging in scores of other activities that have a mathematical basis.
If the father follows the advice, it is reasonable to assume that he will soon realize his son is making satisfactory progress in mathematics and, at the same time, enjoying the work.
Too often, however, teachers' conferences with parents are devoted to petty accounts of children's misdemeanors, complaints about laziness and poor work habits, and suggestions for penalties and rewards at home.
What is needed is more creative approach in which the teacher, as a professional adviser, plants ideas in parents' minds for the best utilization of the many hours that the child spends out of the classroom.
In this way, the school and the home join forces in fostering the fullest development of youngsters' capacities.
Part Ⅲ Cloze
Directions: For each numbered bracket in the following passage, fill in a suitable word in the blank on the ANSWER SHEET.
Rabies is an ordinarily infectious disease of the central nervous system. It is caused by a virus and, (51) a rule, spread chiefly by domestic dogs and (52) flesh-eating animals. Man and all warm-blooded animals are susceptible (53) rabies. The people of (54) Egypt, Greece and Rome ascribed rabies to evil spirits (55) ordinarily gentle and friendly animals suddenly became vivacious and violent (56) evident cause and, (57) a period of maniacal behavior became paralyzed and died.
Experiments (58) out in Europe in the early nineteenth century of injecting saliva from a rabid dog (59) a normal dog proved that the disease was infectious. Preventive steps, (60) as the destruction of stray dogs, were taken and (61) 1862 the disease was permanently eliminated in Norway, Sweden and Denmark. Though urban center on the continent of Europe were cleared several times during the nineteenth century, (62) soon became re-infected since rabies was uncontrolled among wild animals.
Anti-rabies vaccine is widely used nowadays in two ways. Dogs may be given three- year protection (63) the disease by one powerful injection, (64) persons who have been (65) by rabid animals are given a course of daily injections over a week (66) ten days. The mortality rate from all (67) of bites from rabid animals has dropped from 9% to 0.5%. In rare (68) , the vaccine will not prevent rabies in human (69) because the virus produces the disease before the person's body has (70) to build up enough resistance. Because of this, immediate vaccination is essential for anyone bitten by an animal observed acting strangely and the animal should be captured circumspectly, and examined professionally or destroyed.
Part Ⅳ English-Chinese Translation
Directions: Read the following passage carefully and then translate the underlined sentences into Chinese on the ANSWER SHEET.
Two modes of argumentation have been used on behalf of women's emancipation in Western societies. Arguments in what could be called the "relational" feminist tradition maintain the doctrine of "equality in difference", or equity as distinct from equality. They contend that biological distinctions between the sexes result in a necessary sexual division of labor in the family and throughout society and that women's procreative labor is currently undervalued by society, to the disadvantage of women. By contrast, the individualist feminist tradition emphasizes individual human rights and cerebrates (崇尚) women's quest for personal autonomy, while downplaying the importance of gender roles and minimizing discussion of childbearing and its attendant responsibilities. Before the late nineteenth century, these views coexisted within the feminist movement, often within the writings of the same individual. Between 1890 and 1920, however, relational feminism, which had been the dominant strain in feminist thought and which, still predominates among European and non-Western feminists, lost ground in England and the United States. Because the concept of individual rights was already well-established in the Anglo-Saxon legal and political tradition, individualist feminism came to predominate in English-speaking countries. At the same time, the goals of the two approaches began to seem increasingly irreconcilable. Individualist feminists began to advocate a totally gender- blind system with equal rights for all. Relational feminists, while agreeing that equal educational and economic opportunities outside the home should be available for all women, continued to emphasize women's special contributions to society as homemakers and mothers. They demanded special treatment for women, including protective legislation for women workers, state-sponsored maternity benefits, and paid compensation for housework.
Relational arguments have a major pitfall: because they underline women's physiological and psychological distinctiveness, they are often appropriated by political adversaries and used to endorse male privilege. But the individualist approach, by attacking gender roles, denying the significance of physiological difference, and condemning existing familial institutions as hopelessly patriarchal, has often simply treated as irrelevant the family roles important to many women. If the individualist framework, with its claim for women's autonomy, could be harmonized with the family-oriented concerns of relational feminists, a more fruitful model for contemporary feminist politics could emerge.