注意事项
一、 将自己的校名、姓名、学校代号、准考证号写在答题卡1和答题卡2上，将本试卷代号划在答题卡2上。
二、 把试题册、答题卡均不得带出考场。考试结束后，教师收卷后才可离开考场。
三、 仔细读懂题目的说明。
四、 在30分钟内做完答题卡1上的作文题。30分钟后考生按指令启封试题册。在接着的15分钟内完成快速阅读理解部分的试题。然后监考员收取答题卡1，考生在答题卡2上完成其余部分的试题。全部答题时间为125分钟，不得拖延答题。
五、 考生必须在答题卡上作答，凡写在试题册上的大案一律无效。
六、 多项选择题每题只有一个答案；如多选，则该题无分。选定答案后用HB-2B浓度的铅笔在相应的字母中划一条横线。划线要有一定的粗度，要盖过字母的底色。
七、 如果要改动答案，必须先用橡皮擦净原来选定的答案，然后按规定重新答题。
八、 在考试过程中要注意对自己的答案保密。若被他人抄袭，一经发现，后果自负。

 Part Ⅰ Writing (30 minutes)
Directions: For this part, you are allowed 30 minutes to write A Letter of Apology according to the outline given below. You should write at least 120 words following the outline given below in Chinese.
1. 表达自己对迟交论文一事的歉意。
2. 说明未能按时交论文的原因。
3. 表示自己将尽快把论文补交上并表示以后将按时交作业。

Part II Reading Comprehension (Skimming and Scanning)     (15 minutes)
Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the choices marked A), B), C) and D). For questions 8 to10, complete the sentences with the information given in the passage.

Getting Thin - for Good
Just about everyone has been on a diet at one time or another, and millions of us have learned that the weight we lose is all too easily regained. Still few people question the wisdom of dieting. After all, we reason, the worst that can happen is that we'll regain the weight we've lost - then we can simply go on a diet again.
But some new research suggests there is a risk: yo-yo dieting may seriously distort the body's weight-control system. The more diets you go on, the harder it may become to lose weight. Even worse, new evidence indicates that repeated cycles of losing and gaining weight may raise the risk of heart problems.
This last possibility is especially disturbing. As part of a 25-year study that monitored 1 959 men, researchers at the University of Texas School of Public Health in Houston reported in March 1987 that the men showing large up-and-down weight changes had twice the risk of heart disease as those with only small changes in weight. One paper from the Framingham (Mass.) Heart Study, which has monitored more than 5 000 people for 40 years, also provides troubling information: people who lost ten percent of their body weight had about 20 percent reduction in risk of heart disease - but people who gained 10 percent raised the risk by 30 percent. These numbers further suggest that going from 150 to 135 pounds, and back to 150 again, could leave you with a higher heart-disease risk than you started with.
When you cut calories and lose weight, your body will protect itself by reducing your basal metabolic rate (BMR). This is the measure of the energy used for routine functions such as breathing and cell repair - roughly 60 to 75 percent of the energy consumed by the body. During severe dieting, your BMR drops within 24 hours and can decline a full 20 percent within two weeks. This metabolic decline is one reason dieters often reach a steady unchanging period, and find that the same caloric intake which melted pounds earlier now produces no weight loss.
The body adapts to dieting in other ways. The enzyme lipoprotein lipase(脂肪酶), a chemical in the body, which controls how much **t is stored in **t cell, may become more active in some overweight people after they have lost weight. That would make the body more efficient at **t storage - exactly what the dieter doesn't want. And this change, like the drop in BMR, may be part of the reason dieters frequently regain their lost weight.
My interest in the yo-yo problem began in 1982, when my colleagues Thomas Wadden and Albert Stunkard and I were experimenting with very-low-calorie diets - 800 calories or fewer per day. We hoped that patients in our clinic could lose large amounts of weight rapidly, then keep the weight loss with a behavior-modification program.
We found, however, that some people lost weight rapidly, some slowly; some lost for a while and then stopped losing. One woman, Marie, began the program at 230 pounds, reduced to 192 pounds, and then "hit a wall", even though she stayed on her diet and walked two miles a day. Marie, like many others in our program, had been a yo-yo dieter, and they tended to have the most difficulty in losing weight.
To see if such dieting could really change the body this way, other researchers and I began to study weight changes in animals. We fed a group of rats a high-**t diet until they became obese. Then we changed their diets repeatedly to make them lose weight, regain, lose again and regain again.
The results were surprising. The first time the rats lost weight, it took 21 days for them to go from obese to normal weight. On their second diet, it took 46 days, even though the rats consumed exactly as many calories.
With each yo-yo, it became easier for the rats to regain. After the first diet, they took 46 days to become obese again; after the second diet, they took only 14 days. In other words on the second yo-yo cycle, it took more than twice as long to lose -weight, and only one-third as long to regain it.
Surprised, our group contacted Harvard surgeon George Blackburn, a pioneer in the use of very-low-calorie diets. Blackburn and his colleagues reviewed the records of 140 dieters who had been through their weight-control clinic, had lost weight and regained it - and had returned for a second try. The records showed the dieters had lost an average of 2.3 pounds a week the first time, but only 1.3 pounds a week the second time.
Four years ago we began the Weight Cycling Project, a major study that includes some of the country's leading obesity researchers. We know that people who lose weight by dieting only and without an exercise program can lose a considerable amount of muscle. But then, if they gain weight back, they may regain less muscle and more **t. While the reason isn't clear, it may be easier for the body to put **t on than to rebuild lost muscle. We're asking if yo-yo dieters may lose **t from one part of the body and regain it elsewhere. For instance, according to our preparatory studies in animals, they could move **t to the abdomen. And research shows that abdominal **t raises the risk of heart disease and diabetes more than **t around the hips and thighs does.
None of this means that dieting is ineffective or foolish. For those who are 20 percent or more overweight, there are good reasons to reduce: successful weight loss can lower blood pressure and cholesterol, help control blood sugar in diabetics and enable people to feel better about themselves. But the new research does suggest that dieting must be taken seriously by people at any weight.
It also means that dieting alone is not the best way to weight control. When a weight-loss program includes exercise, you lose more **t and less muscle, and you're not likely to gain the weight back. That's because exercise may help resist the physiological changes that tend to come from yo-yo dieting.
Given the potential risks of yo-yo dieting, anyone who diets should be especially careful not to gain the weight back. Before you diet, ask yourself how determined you are; then set reasonable goals.
Permanent weight loss should be the main goal, so select a program that will help you change your life-style. Be careful of popular diet programs designed for rapid weight loss and filled with senseless tricks, such as going on and off a diet, eating "magic" foods and so on. A program should focus on sensible changes in nutrition and life-style. The best approach is a low-**t, high-complex-carbohydrate diet and regular physical exercise.
To avoid **iling in the diet, recognize and plan for high-risk situations. If you always overeat when you visit your parents, for example, figure out how to get around that before your next visit. Understand that desires - for chocolate, say - are like waves that come up, will quickly subside. When the desire comes, get busy with a simple activity - reading or even brushing your teeth.

1. What is the risk that yo-yo dieting may bring according to the new research?
A) It may damage the body's weight-control system seriously
B) It may make the task of losing weight more difficult
C) It may make it easier for the weight we lose to be regained
D) It may cause people fear for going on a diet
2. What is the automatic reaction of your body when you are on diet?
A) It will consume more energy.
B) It will suffer from terrible heart break.
C) It will reduce your basal metabolic rate.
D) It will absorb more caloric intake automatically.
3. What is the basic function of enzyme lipoprotein lipase?
A) to become active in order to lose weight
B) to control how much **t is stored in **t cell
C) to help cell regain the weight lost after being on diet
D) to drop the BMR of the dieter
4. What does "hit a wall" mean when the author use it to refer Marie?
A) It means that people achieved his goal of losing weight.
B) It means that people stopped to stay on diet.
C) It means that people started to walk two miles a day
D) It means that people stepped into the most difficult stage of losing weight.
5. According to the author, the result of the rat research can be described as _____________?
A) disappointing
B) exciting
C) meaningless
D) surprising
6. What will happened on a dieter if he or she gain weight back without exercise?
A) They may regain the same muscle and **t.
B) They may regain more muscle and less **t.
C) They may regain less muscle and more **t.
D) They may become healthier than before
7. In order to lose weight permanently, which of the following advice that people should follow?
A) going on and off a diet
B) eating magic foods
C) avoiding being on diet
D) eating low-**t, high-complex-carbohydrate diet and doing physical exercise regularly
8. When a weight-loss program includes exercise, you lose more **t and less muscle, and you're not likely to                                         
9. In order to succeed in the diet one should know beforehand and make plans for                                          
                               
10. When a dieter wants to eat chocolate, he or she should get busy with                      
                              , such as reading or brushing teeth.

Part III Listening Comprehension (35 minutes)
Unit Three
Section A
Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.

11. A) He thinks he's very organized.
B) He doesn't want to join the display.
C) He doesn't think he should lead the study group.
D) He knows someone who can lead the study group.
12. A) He doesn't know where his brother keeps his computer.
B) The woman should buy a used computer.
C) He doesn't know how much computers cost.
D) His brother paid too much for the computer.
13. A) It's been to warm to wear the jacket.
B) The jacket is too big for him.
C) He doesn't like cold weather.
D) He didn't buy the jacket until cooler weather arrived.
14. A) He started the semester in a bad mood.
B) He's not usually bad-tempered.
C) He has few responsibilities.
D) He doesn't like the man.
15. A) He forgot to cancel the reservation.
B) They can go to the restaurant after the woman has finished working.
C) He has to work late tonight.
D) They don't have a reservation at the restaurant.
16. A) Use bleach on his socks.
B) Buy new white socks.
C) Wash his red T-shirt again.
D) Throw away his pink socks.
17. A) He isn't satisfied with his progress.
B) He wants to move up more quickly than he's presently doing.
C) He has advance quickly enough in his career.
D) He feels frustrated as he tries to move up the ladder.
18. A) Try on a smaller sweater.
B) Look for another style at a different store.
C) Give the sweater away as a gift.
D) Exchange the sweater for a bigger one.
Questions 19 to 22 are based on the conversation you have just heard.
19. A) She's unable to attend the study session.
B) She has seen a doctor recently.
C) She's concerned about medical care.
D) She mentions the need for some medical tests.
20. A) To improve the study skills of university students.
B) To suggest changes in the student government.
C) To give people the opportunity to speak with a politician.
D) To discuss graduation requirements for political science majors.
21. A) Graduate school application procedures.
B) Funding for university education.
C) Winning the confidence of voters.
D) Preparing for an important test.
22. A) Tell her what to study for the history test.
B) Write a **vorable letter of recommendation.
C) Advise her about how to run an election campaign.
D) Suggest a topic for a research paper.
Questions 23 to 25 are based on the conversation you have just heard.
23. A) Boston schools.
B) Frontier life.
C) Teaching requirements.
D) Immigration patterns.
24. A) She was a **mous author.
B) Her **mily later became **mous landowners.
C) She exemplifies the immigrant spirit.
D) She invented some labor-saving **rm equipment.
25. A) To the library.
B) To the movies.
C) To a bookstore.
D) To a travel bureau.

Section B
Directions: In this section, you will hear 3 short passages. At the end of each passage, you         will hear some question. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A),B),C),and D). Then mark the corresponding letter on the Answer Sheet with a single line through the center.
Passage One
Questions 26 to 29 are based on the passage you have just heard.
26. A) They were drawing pictures.  B) They were watching TV.
C) They were making a telephone call. D) They were tidying up the drawing room.
27. A) They locked the couple up in the drawing room.
B) They seriously injured the owners of the house. 
C) They smashed the TV set and the telephone.
D) They took away sixteen valuable paintings. 
28. A) He accused them of the theft.
B) He raised the rents.
C) He refused to prolong their land lease.
D) He forced them to abandon their traditions. 
29. A) They wanted to protect the **rmers' interests.
B) They wanted to extend the reservation area for birds.
C) They wanted to steal his valuable paintings.
D) They wanted to drive him away from the island.
Passage Two
Questions 30 to 32 are based on the passage you have just heard.
30. A) Through food.     B) Through air.
C) Through insects.      D) Through body fluids. 
31. A) They ran a high fever.    B) They died from excessive bleeding.
C) Their nervous system was damaged. D) They suffered from heart-attack.
32. A) To see what happened to the survivors of the outbreak.
B) To study animals that can also get infected with the disease.
C) To find out where the virus originates.
D) To look for the plants that could cure the disease.
Passage Three
Questions 33 to 35 are based on the passage you have just heard.
33. A) To determine whether the Earth's temperature is going up.
B) To study the behavior of some sea animals.
C) To measure the depths of the ocean.
D) To measure the movement of waves in the ocean.  
34. A) They were frightened and distressed.
B) They swam away when the speaker was turned on.
C) They swam closer to "examine" the speaker when it was turned off.
D) They didn't seem to be frightened and kept swimming near the speaker. 
35. A) To attract more sea animals to the testing site.
B) To drive dangerous sea animals away from the testing site.
C) To help trace the sea animals being tested.
D) To determine how sea animals communicate with each other. 

Section C
Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written.

Children who do not get enough good food in the first two years of life suffer lasting (36)                        . They may be (37)                       or under weight. They may suffer from poor health or limited (38)                        .In addition, poorly (39)                        children are more likely to drop out of school and earn less money as adults.
  Too little food is not the only (40)                      of poor nutrition. Many children who live in homes with plenty of food suffer for other reasons. For example, the study says that mothers often **il to give their newly born babies their first (41)                       milk. It is full of nutrients that improve a baby's ability to fight infections and (42)                  .
  The study also links malnutrition to economic growth in poor countries. A (43)            of nutrition in early childhood (44)                                                                     
                                    .Many of these same countries have economies that are growing at a rate of two to three percent yearly. The study suggests that (45)                                                                           .
  Africa and South Asia are affected the most by poor nutrition. The study says about half of all children in India do not get enough good food. Other parts of the world are also severely affected, including Indonesia, Uzbekistan, Yemen, Guatemala and Peru. The study recommends that developing countries change their policies to deal with malnutrition. (46)                                                                         . It also recommends cleaner living conditions and in health care.

Part IV  Reading Comprehension (Reading in Depth)         (25 minutes)
Section A
Directions:  In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.

Questions 47 to 56 are based on the following passage.
In a **mily where the roles of men and women are not sharply separated and where many household tasks are shared to a greater or less extent, concepts of male superiority are hard to (47) ______.The pattern of sharing in tasks and in decisions makes for equality, and this in turn leads to further sharing. In such a home, the growing boy and girl learn to accept that (48) ______ more easily than did their parents and to prepare more (49) ______ for participation in a world characterized by (50) ______ rather than by "battle of the sexes".
If the process goes too **r and man's role is (51) ______ as less important and that has happened in some cases, we are as badly off as before, only in reverse.
It is time to re-estimate the role of the man in the American **mily. We are getting a little tired of "Monism"(一元论)，but we don't want to exchange it for a "new-Monism". What we need, rather, is the (52) ______ that bringing up children involves a partnership of equals. There are signs that psychologists, social workers, and specialists in **mily are becoming more (53) ______ of the part men play. We have almost given up saying that a woman's place is not important in home. We are beginning, however, to analyze a man's place in the home and to (54) ______ that he does have a place in it. Nor is that place (55) ______ to the healthy development of the child. The **mily is a cooperative enterprise for which it is difficult to lay down rules, because each **mily needs to work out its own ways for solving its own problems.
Excessive authority has unhappy (56) ______, whether it wears skirts or trousers, the ideal of equal rights and equal responsibilities is relative not only to a healthy democracy, but also to a healthy **mily.

注意：此部分试题在答题卡2上作答

A) cooperationB) insistC) consequencesD) interpretE) fullyF) equalityG) maintainH) irrelevant I) considerableJ) awareK) recognitionL) regardedM) perfectlyN) transformsO) conservation

Section B
Directions:  There are 2 passages in this section. 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 the corresponding letter on Answer Sheet 2 with a single line through the centre.
Passage One
Questions 57 to 61 are based on the following passage.
A few years ago a young mother watched her husband diaper (给…换尿布) their firstborn son. "You do not have to be unhappy about it," she protested. "You can talk to him and smile a little." The **ther, who happened to be a psychologist, answered firmly, "He has nothing to say to me, and I have nothing to say to him."
    Psychologist now know how wrong that **ther was. From the moment of birth, a baby has a great deal to say to his parents, and they to him. But a decade or so ago, these experts were describing the newborn as a primitive creature who reacted only by reflex, a helpless victim of its environment without capacity to influence it. And mothers accepted the truth. Most thought (and some still do) that a new in**nt could see only blurry (模糊的) shadows, that his other senses were undeveloped, and that all he required was nourishment, clean diapers, and a warm bassinet.
    Today university laboratories across the country are studying newborns in their first month of life. As a result, psychologists now describe the new baby as perceptive, with remarkable learning abilities and an even more remarkable capacity to shape his or her environment including the attitudes and actions of his parents. Some researchers believe that the neonatal period may even be the most significant four weeks in an entire lifetime.
    Far from being helpless, the newborn knows what he likes and rejects what he doesn't. He shut out unpleasant sensations by closing his eyes or averting his **ce. He is a glutton for novelty. He prefers animate things over inanimate and likes people more than anything.
    When a more nine minutes out, an in**nt prefers a human **ce to a head-shaped outline. He makes the choice despite the **ct that, with delivery room attendants masked and gowned, he has never seen a human **ce before. By the time he's twelve hours old, his entire body moves in precise synchrony (同时发生) to the sound of a human voice, as if he were dancing. A non-human sound, such as a tapping noise, brings no such response.

57. The author points out that the **ther diapering his first-born son was wrong because________.
A) he believed the baby was not able to hear him
B) he thought the baby didn't have the power of speech
C) he was a psychologist unworthy of his profession
D) he thought the baby was not capable of any response
58. According to the passage, which of the following is TRUE?
A)  A new in**nt can see only blurry shadows.
B)  A new in**nt's senses are undeveloped
C)  All a new in**nt requires is nourishment, clean diapers, and a warm bassinet.
D)  A new in**nt is actually able to influence his or her environment
59. What does the sentence "He is a glutton for novelty" probably mean?
A) The newborn is greedy for new food.
B) The newborn tends to overeat.
C) The newborn always loves things that are new to him.
D) The newborn's appetite is a constant topic in novels.
60. According to the passage, it's groundless to think that newborns prefer________.
A) a human **ce to a head-shaped outline
B) animate things to inanimate ones
C) human voice to non-human sounds
D) nourishment to a warm bassinet
61. What is the passage mainly discussing about?
A) What people know about newborns.
B) How wrong parents are when they handle their babies.
C) How much newborns have progressed in about a decade's time.
D) Why the first month of life is the most significant four weeks in a lifetime.

Passage Two
Questions 62 to 66 are based on the following passage.
Some personal characteristics play a vital role in the development of one's intelligence. But people **il to realize the importance of cultivating these **ctors in young people.
 The so-called non-intelligence **ctors include one's feelings, will motivation, interests and habits. After a 30 years fellow-up study of 800 males, American psychologist found out that the main cause of distinction in intelligence is not intelligence itself, but non-intelligence **ctors including the desire to learn, will-power and self-confidence. Though people all know that one should have definite objectives, a strong will and good learning habits, quite a number of teachers and parents don't pay much attention to cultivating these **ctors.
 Some parents are greatly worried when their children **il to do well in their studies. They blame either genetic **ctors, malnutrition, or laziness, but they never take into consideration these non-intelligence **ctors. At the same time, some teachers don't inquire into these as reasons why students do poorly. They simply give them more courses and exercises, or even scold or ridicule them. Gradually, these students lose self-confidence. Some of them just feel defeated and give themselves up as hopeless. Others may go leave school because they are sick of learning.
 It is clear that the lack of cultivation of non-intelligence **ctors has been a main obstacle to intelligence development in teenagers. It even causes an imbalance between physiological and psychological development among a few students.
 If we don't start now to strengthen the cultivation of non-intelligence **ctors, it will not only do harm to the development of the intelligence of teenagers, but also affect the quality of a whole generation. Some experts have put forward proposals about how to cultivate students' non-intelligence **ctors.
 First, parents and teachers should fully understand teenage psychology. On this basis, they can help them to pursue the objective of learning, stimulating their will-power.
 The cultivation should also be part of primary education for young children. Parents should attend to these qualities from the very beginning.
 Primary and middle schools can open psychology courses to help students overcome the psychological obstacles to their learning, daily lives and recreation.

62. Which of the following is non-intelligence **ctor?
A)  Self-confidence
B)  Malnutrition
C)  Motivation
D)  Learning desire
63. Some students give up study because ______.
A)  teachers give them too much exercise
B)  parents often blame them for their poor study
C)  they are afraid of examination
D)  they lack of self-confidence
64. The following are the methods to cultivate the students' non-intelligence except ______.
A) the schools should let students learn some psychology courses.
B) parents should encourage their children to form good qualities from the very beginning.
C) parents and teachers should fully understand teenage physiological development.
D) parents and teachers should realize the importance of cultivating non-intelligence **ctors.
65. What is the authors attitude towards the neglecting of non-intelligence **ctors on children?
A) Positive
B) Negative
C) Neutral
D) Unknown
66. What do you think is the best title for the passage?
A) Factors Affecting Intelligence
B) Non-Intelligence Factors
C) Study on Non-Intelligence Factors
D) How to Cultivate Children's Non-Intelligence Factors

Part V   Cloze                                           (15 minutes)
Directions:  There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) on the right side of the paper. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.

For many people today, reading is no longer relaxation. To keep up their work, they have to read all kinds of materials. In _67_ a job or advancing in one, the ability to read and comprehend _68_ can mean the difference between success and **ilure. Yet the unfortunate **ct is that most of us are _69_ readers. Most of us develop poor reading _70_ at an early age, and never get over them.The main deficiency _71_ in the actual component of language itself-words. Take individually, words have _72_ meaning until they are put together into phrases, sentences and paragraphs.  _73_, however, the untrained reader does not read groups of words. He laboriously reads one word at a time, often turning back to _74_ words or passages. Regression, the tendency to look back over _75_ you have just read, is a common bad habit in reading. Another habit  which  _76_ down the speed of reading is vocalization-sounding each word wither orally or mentally when a _77_ reads. To overcome these bad habits some reading clinics use a device called an _78_, which moves a bar (or a curtain) down the page at a predetermined speed. The bar is set at a slightly **ster rate _79_ the reader finds comfortable, in order to "stretch" him. The accelerator forces the reader to read **st, _80_ word-by-word reading, regression and vocalization, practically impossible.  At first _81_ is sacrificed for speed. But when you learn to read ideas and concepts, you will not only read **ster, _82_ your comprehension will improve. Many people, business managers, executives and engineers, have found _83_ reading skill   improved dramatically after some training.  _84_ John Muir, a business manager, for instance, his reading rate was a reasonably good 182 words a minute _85_ the training, now it is an excellent 1, 378 words a minute. He is delighted that now he can _86_ a lot more reading. 67. A) applying  B) doingC) offering   D) getting68. A) quickly   B) easilyC) roughly   D) decidedly69. A) good   B) curiousC) poor   D) urgent70. A) training   B) habits C) situations  D) custom71. A) lies   B) combinesC) touches   D) involves72. A) some   B) a lotC) little   D) dull73. A) Fortunately  B) In **ct C) Unfortunately D) Logically 74. A) reuse   B) rereadC) rewrite   D) recite75. A) what   B) whichC) that   D) if76. A) scales   B) cutsC) slows   D) measures77. A) someone  B) oneC) he    D) reader78. A) accelerator  B) actorC) amplifier  D) observer79. A) then   B) asC) beyond   D) than80. A) enabling  B) leadingC) making   D) indicating81. A) comprehension B) meaningC) gift   D) content82. A) but   B) norC) or    D) for83. A) our   B) yourC) their   D) such a 84. A) Look at   B) TakeC) Make   D) Consider 85. A) for    B) inC) after   D) before86. A) master   B) go overC) present   D) get through

Part Ⅵ  Translation (5 minutes)
Directions: Complete the sentence on Answer Sheet 2 by translating into English the Chinese given in brackets.
87. It                                      (听起来似乎有点荒谬) expect anyone to drive 3 hours just for a 20-minutes meeting.
88. Many novels that attempt to mirror the world are                                    
(是它们所代表显示的反映).
89. Generally, it is only when animals are trapped that they                              
(为了逃脱而借助于暴力).
90. Since a circle has no beginning or end, the wedding ring                             
(被认为是永恒的爱情).
91. The population of Russia is still quite limited                                        
(与中国人口比起来).

                                 （责任编辑：泰雅）