mpulses
[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
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
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).
Sample Two
Directions:
The following paragraphs are given in a wrong order. For Questions 4145, you are required to reorganize these paragraphs into a coherent article by choosing from the list AG 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 poortalented (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 selfrestraint, selfdiscipline, 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 selfintroduction. 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 selfrespect.
\[E\] 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 selfdependence, selfstrengthening, selfinterestedness and selfimportance.
Order:
E→
41→
42→
43→
44→
45→
C
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 AF for each numbered subheading (4145). 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 handheld 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 cutout 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 liveaction 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 thenpartner 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 twentyfour frames per second, a film animator must make twentyfour 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 madefortelevision 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).
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 headi 上一页 [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] ... 下一页 >>
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