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What does the future hold for the problem of housing? A good deal depends, of
course, on the meaning of “future”. If one is thinking in terms of science
fiction and the space age, it is at least possible to assume that man will have
solved such trivial and earthly problems as housing. Writers of science fiction,
from H.G. Wells onwards, have had little to say on the subject. They have
conveyed the suggestion that men will live in great comfort, with every
conceivable apparatus to make life smooth, healthy and easy, if not happy. But
they have not said what his house will be made of. Perhaps some new building
material, as yet unimagined, will have been discovered or invented at least. One
may be certain that bricks and mortar(泥灰，灰浆) will long have gone out of
fashion.
But the problems of the next generation or two can more readily be imagined.
Scientists have already pointed out that unless something is done either to
restrict the world’s rapid growth in population or to discover and develop new
sources of food (or both), millions of people will be dying of starvation or at
the best suffering from underfeeding before this century is out. But nobody has
yet worked out any plan for housing these growing populations. Admittedly the
worst situations will occur in the hottest parts of the world, where housing can
be light structure or in backward areas where standards are traditionally low.
But even the minimum shelter requires materials of some kind and in the teeming,
bulging towns the low-standard “housing” of flattened petrol cans and dirty
canvas is far more wasteful of ground space than can be tolerated.
Since the war, Hong Kong has suffered the kind of crisis which is likely to
arise in many other places during the next generation. Literally millions of
refugees arrived to swell the already growing population and emergency steps had
to be taken rapidly to prevent squalor(肮脏)and disease and the spread crime. The
city is tackling the situation energetically and enormous blocks of
tenements(贫民住宅)are rising at an astonishing aped. But Hong Kong is only one
small part of what will certainly become a vast problem and not merely a housing
problem, because when population grows at this rate there are accompanying
problems of education, transport, hospital services, drainage, water supply and
so on. Not every area may give the same resources as Hong Kong to draw upon and
the search for quicker and cheaper methods of construction must never cease.
1.What is the author’s opinion of housing problems in the first
paragraph?
A.They may be completely solved at sometime in the future.
B.They are unimportant and easily dealt with.
C.They will not be solved until a new building material has been
discovered.
D.They have been dealt with in specific detail in books describing the
future.
2.The writer is sure that in the distant future ___.
A.bricks and mortar will be replaced by some other building material.
B.a new building material will have been invented.
C.bricks and mortar will not be used by people who want their house to be
fashionable.
D.a new way of using bricks and mortar will have been discovered.
3.The writer believes that the biggest problem likely to confront the world
before the end of the century ___.
A.is difficult to foresee.
B.will be how to feed the ever growing population.
C.will be how to provide enough houses in the hottest parts of the world.
D.is the question of finding enough ground space.
4.When the writer says that the worst situations will occur in the hottest
parts of the world or in backward areas, he is referring to the fact that in
these parts ___.
A.standards of building are low.
B.only minimum shelter will be possible.
C.there is not enough ground space.
D.the population growth will be the greatest.
5.Which of the following sentences best summarizes Paragraph 3?
A.Hong Kong has faced a serious crisis caused by millions of refugees.
B.Hong Kong has successfully dealt with the emergency caused by millions of
refugees.
C.Hong Kong’s crisis was not only a matter of housing but included a number
of other problems of population growth.
D.Many parts of the world may have to face the kind of problems encountered
by Hong Kong and may find it much harder to deal with them.
Once it was possible to define male and female roles easily by the division of labor. Men worked outside the home and earned the income to support their families, while women cooked the meals and took care of the home and the children. These roles were firmly fixed for most people, and there was not much opportunity for women to exchange their roles. But by the middle of this century, men’s and women’s roles were becoming less firmly fixed.
In the 1950s, economic and social success was the goal of the typical American. But in the 1960s a new force developed called the counterculture. The people involved in this movement did not value the middle-class American goals. The counterculture presented men and women with new role choices. Taking more interest in childcare, men began to share child-raising tasks with their wives. In fact, some young men and women moved to communal homes or farms where the economic and childcare responsibilities were shared equally by both sexes. In addition, many Americans did not value the traditional male role of soldier. Some young men refused to be drafted as soldiers to fight in the war in
Vietnam.
In terms of numbers, the counterculture was not a very large group of people. But its influence spread to many parts of American society. Working men of all classes began to change their economic and social patterns. Industrial workers and business executives alike cut down on “overtime” work so that they could spend more leisure time with their families. Some doctors, lawyers, and teachers turned away from high paying situations to practice their professions in poorer neighborhoods.
In the 1970s, the feminist movement, or women’s liberation, produced additional economic and social changes. Women of all ages and at all levels of society were entering the work force in greater numbers. Most of them still took
traditional women’s jobs as public school teaching, nursing, and secretarial work. But some women began to enter traditionally male occupations: police work, banking, dentistry, and construction work. Women were asking for equal work, and
equal opportunities for promotion.
Today the experts generally agree that important changes are taking place in the roles of men and women. Naturally, there are difficulties in adjusting to these transformations.
1.Which of the following best express the main idea of Paragraph 1?
A.Women usually worked outside the home for wages.
B.Men and women’s roles were easily exchanged in the past.
C.Men’s roles at home were more firmly fixed than women’s.
D.Men and women’s roles were usually quite separated in the past.
2.Which sentence best expresses the main idea of Paragraph 2?
A.The first sentence.
B.The second and the third sentences.
C.The fourth sentence.
D.The last sentence.
3.In the passage the author proposes that the counterculture___.
A.destroyed the United States.
B.transformed some American values.
C.was not important in the United States.
D.brought people more leisure time with their families.
4.It could be inferred from the passage that___.
A.men and women will never share the same goals.
B.some men will be willing to exchange their traditional male roles.
C.most men will be happy to share some of the household responsibilities with
their wives.
D.more American households are headed by women than ever before.
5.The best title for the passage may be ___.
A.Results of Feminist Movements
B.New influence in American Life
C.Counterculture and Its consequence
D.Traditional Division of Male and Female Roles.
Roger Rosenblatt ’s book Black Fiction,in attemptingto apply
literaryratherthansociopolitical criteria to its subject, successfully alters
the approach taken by mostprevious studies. As Rosenblatt notes, criticism of
Black writing has often served as apretextfor expounding on Black
history.Addison Gayle’s recent work, for example, judgesthe value of Black
fiction by overtly political standards, rating each work according tothe notions
of Black identity which it propounds.Although fictionassuredly springs from
politicalcircumstances ，its authors react tothose circumstances in ways other
than ideological, and talking about novels and storiesprimarilyas instrumentsof
ideologycircumvents much of the fictional enterprise.Rosenblatt ’s
literaryanalysisdisclosesaffinitiesand connections among works of Blackfiction
which solely political studies have overlooked or ignored. Writing acceptable
criticism ofBlack fiction, however, presupposes giving satisfactory answers to a
number of questions.First of all, is there a sufficient reason, other than the
facial identity of the authors, to group together works by Black authorsSecond,
how does Black fiction make itself distinct from other modern fiction with which
it islargely contemporaneous Rosenblatt shows that Black fiction constitutes a
distinct bodyof writingthat has an identifiable， coherent
literarytradition.Looking at novels writtenby Black over the last eighty years,
he discovers recurringconcerns and designs independentof chronology. These
structures are thematic, and they spring, not surprisingly, from thecentralfact
that the Black charactersin these novels exist in a predominantlywhite
culture,whether they try to conform to that culture or rebel against it.Black
Fictiondoes leave some aestheticquestions open. Rosenblatt ’s thematic
analysispermits considerable objectivity; he even explicitly states that it is
not his intentionto judge the merit of the various works D yet his reluctance
seems misplaced, especiallysince an attempt to appraise might have led to
interesting results. For instance, some ofthe novels appear to be
structurallydiffuse.Is this a defect,or are the authors workingout of, or trying
to forge, a different kind of aesthetic In addition, the style of someBlack
novels, like JeanToomey’s Cane, verges on expressionism or surrealism; does
thistechnique provide a counterpointto the prevalenttheme that portrays the fate
against whichBlack heroes are pitted,a theme usuallyconveyed by more
naturalisticmodes of expressionIn spite of such omissions, what Rosenblatt does
include in his discussion makes foran astute and worthwhile study. Black Fiction
surveys a wide variety of novels, bringingto our attention in the process some
fascinating and little-known works like James WeldonJohnson’s Autobiography of
an Ex-Colored Man. Its argument is tightly constructed, andits forthright, lucid
style exemplifies levelheaded and penetrating criticism.
1. The author of the text is primarily concerned with __________.
[A] Evaluating the soundness of a work of criticism.[B] Comparing various
critical approaches to a subject.
[C] Discussing the limitations of a particular kind of criticism.
[D] Summarizing the major points made in a work of criticism.
2. The author of the text believes that Black Fiction would have been
improved hadRosenblatt __________.
[A] Evaluated more carefully the ideological andhistoricalaspects of Black
fiction.
[B] Attempted to be more objective in his approach to novels and stories by
Blackauthors.
[C] Explorein greaterdetailthe recurrentthematicconcerns of Black
fictionthroughout its history.
[D] Assessed the relative literary merit of the novels he analyzes
thematically.
3.author ’s discussion of Black Fiction can be best described as
__________.
[A] Pedantic and contentious.
[B] Critical but admiring.
[C] Ironic and deprecating.
[D] Argumentative but unfocused.author of the text employs all of the
following in the discussion ofRosenblatt ’s
4.book EXCEPT： __________.
[A] Rhetorical questions.
[B] Specific examples.
[C] Comparison and contrast.
[D] Definition of terms.
5. The author of the text refers to James WeldonJohnson’s Autobiography of
anEx-Colored Man most probably in order to __________.
[A] point out affinitiesbetween Rosenblatt ’s method of thematic analysis and
earliercriticism.
[B] Clarify the point about expressionistic style made earlier in the
passage.
[C] Qualify the assessment ofRosenblatt ’s book made in the first paragraph
of thepassage.
[D] give a specific example of one of the accomplishments ofRosenblatt ’s
work.
Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time; if corrected too much, he will stop talking. He notices a thousand times a day the difference between the languages he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people. In the same way, when children learn to do all the other things they learn to do without being taught-to walk, run, climb, whistle, ride a bicycle-compare those performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his own mistakes for himself,
let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what answer is to that problem, whether this is a good way of saying or doing this or not.
If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end this nonsense of grades, exams, marks, Let us throw them all out, and let the children learn what all educated persons must some day learn, how to measure their own understanding, how to know what they know or do not know.
Let them get on with this job in the way that seems sensible to them. With our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential they will need to get in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.
1.What does the author think is the best way for children to learn
things?
A.by copying what other people do.
B.by making mistakes and having them corrected.
C.by listening to explanations from skilled people.
D.by asking a great many questions.
2.What does the author think teachers do which they should not do?
A.They give children correct answers.
B.They point out children’s mistakes to them.
C.They allow children to mark their own work.
D.They encourage children to mark to copy from one another.
3.The passage suggests that learning to speak and learning to ride a bicycle
are___.
A.not really important skills.
B.more important than other skills.
C.basically different from learning adult skills.
D.basically the same as learning other skills.
4.Exams, grades, and marks should be abolished because children’s progress
should only be estimated by___.
A.educated persons.
B.the children themselves.
C.teachers.
D.parents.
5.The author fears that children will grow up into adults while being___.
A.too independent of others.
B.too critical of themselves.
C.incapable to think for themselves.
D.incapable to use basic skills.
Directions: In this part, there are four items which you should translate
into Chinese, each item consisting of one sentence. These sentences are all
taken from the reading passages you have just read in Part III of the Test
Paper. You are allowed minutes to do the translation. You can refer back to the
passages so as to identify their meaning in the context. Write your translation
on the Translation Sheet in Test Paper Two.
T1.(Line2-3, Paragraph1, Passage1)
This was because bacteria entered the cuts in the patients bodied’and started
infection.
T2.(Line2, Paragraph2, Passage2)
Many were rejected by U.S. medical schools simply because there was no
room.
T3:.(Line3-4, Paragraph1, Passage3):
Accused of neglecting this part of our education, my father instituted a
summer school for my brother and me .
T4:.(Line4-5, Paragraph1, Passage4)
Different cultures are more prone to contract certain illnesses because of
the food that is characteristic in these cultures.
Bernard Bailyn has recentlyreinterpretedthe early historyof the United States
by applyingnew socialresearchfindingson theexperiencesofEuropean
migrants.Inhisreinterpretation,migrationbecomes the organizingprinciplefor
rewritingthe historyofpreindustrial North America. His approach rests on four
separate propositions.The firstof these asserts that residentsof early modern
England moved regularlyabouttheir countryside; migrating to the New World was
simply a natural spillover. Although atfirstthe colonies held
littlepositiveattractionfor the English D they would rather havestayed home D by
the eighteenth century people increasingly migrated to America becausethey
regarded it as the land of opportunity. Secondly, Bailyn holds that, contrary to
thenotion that used to flourish in America history textbooks, there was never a
typical NewWorld community.For example, the economic and demographiccharacterof
early New Englandtowns varied considerably.Bailyn's third proposition suggest
two general patterns prevailing among the manythousands of migrants:one group
came as indenturedservants,another came to acquire land.Surprisingly,Bailyn
suggests that those who recruitedindentured servants were the drivingforces of
transatlanticmigration.These colonialentrepreneurshelped determine the
socialcharacterof people who came to preindustrialNorth America.At
first,thousands ofunskilled laborers were recruited; by the 1730's, however,
American employers demandedskilled artisans.Finally, Bailyn argues that the
colonies were a half-civilized hinterland of theEuropean culture system. He is
undoubtedly correct to insist that the colonies were partof an Anglo-American
empire. But to divide the empire into English core and colonialperiphery, as
Bailyn does, devalues the achievements of colonial culture. It is true, asBailyn
claims, that high culture in the colonies never matched that in England. But
whatof seventeenth-century New England, where the settlers created effective
laws, built adistinguished university, and published books Bailyn might respond
that New England wasexceptional. However, the ideas and institutions developed
by New England Puritans hadpowerful effects on North American culture.Although
Bailyn goes on to apply his approach to some thousands of indenturedservantswho
migrated just prior to the revolution, he fails to link their experience with
thepolitical development of the United States. Evidence presented in his work
suggests howwe might make such a connection. These indentured servants were
treated as slaves for theperiod during which they had sold their time to
American employers. It is not surprisingthat as soon as they served their time
they passed up good wages in the cities and headedwest to ensure theirpersonal
independence by acquiringland. Thus, it is in the west thata peculiarly American
political culture began, among colonists who were suspicious ofauthority and
intensely anti-aristocratic.
1.Which of the followingstatements about migrants to colonialNorth America is
supportedby information in the text
[A] A larger percentage of migrants to colonial North America came as
indenturedservants than as free agents interested in acquiring land.
[B] Migrants who came to the colonies as indentured servants were more
successful atmaking a livelihood than were farmers and artisans.
[C] Migrants to colonialNorth America were more successfulat acquiringtheir
own landduring the eighteenth century than during the seventeenth century.
[D] By the 1730's,migrants already skilled in a trade were in more demand by
Americanemployers than were unskilled laborers.
2.The author of the text states that Bailyn failed to
[A] Give sufficient emphasis to the cultural and political interdependence of
thecolonies and England.
[B] Describe carefully how migrants of different ethnic backgrounds preserved
theirculture in the United States.
[C] Take advantage of social research on the experiences of colonists who
migrated tocolonial North America specifically to acquire land.
[D] Relate the experience of the migrants to the politicalvalues that
eventuallyshapedthe character of the United States.
3.Which of the following best summarizes the author's evaluation of Bailyn's
fourthproposition
[A] It is totally implausible.
[B] It is partially acceptable.
[C] It is highly admirable.
[D] It is controversial though persuasive.
4.According to the text,Bailyn and the author agree on which of the
followingstatementsabout the culture of colonial New England
[A] High culture in New England never equaled the high culture of
England.
[B] The culturalachievements of colonialNew England have generallybeen
unrecognizedby historians.
[C] The colonistsimitatedthe high cultureof England ， and did not develop a
culturethat was uniquely their own.
[D] The southern colonies were greatly influenced by the high culture of New
England.
5.The author of the text would be most likely to agree with which of the
followingstatements about Bailyn's work
[A] Bailyn underestimates the effects of Puritan thought on North American
culture.
[B] Bailyn overemphasizes the economic dependence of the colonies on Great
Britain.
[C] Bailyn'sdescriptionof thecoloniesas part of an Anglo-American empireis
misleading and incorrect.
[D] Bailyn failedto test his propositionson a specificgroup of migrants to
colonialNorth America.
