第二节 信息匹配（共5小题；每小题2分，满分10分）
阅读下列图书馆的各个区域的相关信息，然后为每个人物选择相应的区域。请在答题卡上将对应题号的相应选项字母涂黑。 （如选E请涂AB，如选F请涂CD）
A．Bing Wing Carrels
Study desks with a lockable storage compartment are located on the third floor of the Bing Wing of Green Library. Graduate students and Visiting Scholars are given priority for carrel assignments. Undergraduate students, if assigned, may use a carrel for one quarter at a time.
B．The Velma Denning Room
The Velma Denning Room provides a focused environment for the data and software services offered by Social Science Data and Software (SSDS).SSDS provides access to an extensive collection of datasets from consortia, foreign governments, international organizations and U.S. agencies and offices on CD-ROM and diskette. Users can view, download, or transfer numeric data on CD-ROM and diskette from computer workstations.
C．Bender Room
The Albert M. Bender Room, with its wonderful views of the Quad and the hills beyond the campus, offers comfortable seating and a quiet atmosphere for study, leisure reading, and reflection. The Bender Room contains a collection of good books of current and classic interest in fiction and non-fiction. This collection has been made possible by a generous gift from the Stanford University Bookstore.
D．Lane Reading Room
The Lane Reading Room, houses the Humanities and Area Studies Resource Center. From the beginning, the room has served as a reading room, first for general purposes, and later for the study of rare books and manuscripts(手稿). Traditional study and reading space is now complemented by Internet access (available from all seating in the room) and computer workstations. The Lane Reading Room houses the Humanities Digital Information Service (formerly the Academic Text Service), which provides access to SUL/AIR's electronic library of humanities texts as well as to electronic indexes, publications, and the Internet.
E． Dissertation（专题论文） Rooms
Dissertation Rooms are available to currently registered doctoral students. Priority is given to those students in the Humanities and Social Sciences who use the Green Library collections. Because the rooms are in high demand, all rooms are double-assigned and are available only to students who are both currently registered and advanced to candidacy.
F．Jonsson Social Sciences Reading Room
The Jonsson Social Sciences Reading Room is designed to facilitate a range of social science learning and research activities. A social science reference collection of over 15,000 volumes as well as classic texts, new and notable publications, and current issues of core journals in the social sciences are available. The Jonsson Reading Room is also home to the Social Sciences Resource Center computer cluster.
请阅读以下人物信息, 并为这几个人选择他们今天要去的区域：
56. Lisa intends to go into studies on Humanities and Area Studies, and she is considering which specific question should be focused on. Rather than getting easy access to electronic texts, she would like to take a quick look at the new publications in the printed form first.
57. Ali is on a visit to the university. He has been invited to stay on campus for 2 weeks. At the library, he may need a place that can be locked up to keep his belongings.
58. Jack has finished his project on humanities. For several months he was seated in front of the computer screen writing his dissertation. Today he wants a change. A comfortable place with interesting novels, short stories, or even fairytales is most favorable.
59. Ann, with a Master’s degree in Social Sciences, is one of the currently registered doctoral students. Her supervisor has asked her to search for some information in the SUL/AIR's electronic library. This is an urgent task.
60. Nick is doing a research on the Middle East. He badly needs a wide range of datasets from the area. He also plans to store the data on CD-ROM so that he can use them later.
56. Lisa A. Bing Wing Carrels
57. Ali B. The Velma Denning Room
58. Jack C. Bender Room
59. Ann D. Lane Reading Room
60. Nick E. Dissertation Rooms
F. Jonsson Social Sciences Reading Room
We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming（把…按能力分班）pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!
Besides, it is rather unreal to grade people just according to their intellectual (智力的) abilities. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.
In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.
Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some library, and we teach them the skills they need in order to do this effectively. And expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.
1. Group work provides pupils with the opportunity_________.
A. to develop academic abilities B. to learn to teach.
C. to do some experiments D. to learn to be capable organizers.
2. By "held back" in the first paragraph the author means _________.
A. drawn to their studies B. prevented from advancing
C. made to remain in the same classes D. forced to study in the lower classes
3. In the passage the author's attitude towards " mixed-ability teaching" is ________.
A.questioning B. approving C. objective D. critical
4. The author's purpose of writing this passage is to _________.
A. offer advice on the proper use of the library
B. emphasize the importance of appropriate formal classroom teaching
C. argue for teaching bright and not -so-bright pupils in the same class
D. recommend pair work and group-work for classroom activities
5. The author argues that a teacher's chief concern should be the development of the student's _____.
A. total personality B. intellectual ability
C. learning ability and communicative skills D. personal qualities and social skills
Japan's post-World War II value system of diligence, cooperation, and hard work is changing. Recent surveys show that Japanese youth have become a "Me Generation" that rejects traditional values.
"Many Japanese, especially young people, abandoned the values of economic success and began searching for new sets of values to bring them happiness," writes sociologist Yasuhiro Yoshizaki in Comparative Civilizations Review. Japanese youth are placing more importance on the individual's pursuit of happiness and less on the values of work, family, and society. Japanese students seem to be losing patience with work, unlike their counterparts in the United States and Korea. In a recent survey of college students in the three countries, only 10% of the Japanese regarded work as a primary value, compared with 47% of their Korean counterparts and 27% of American students. A greater proportion of Japanese aged 18 to 24 also preferred easy jobs without heavy responsibility.
Concern for family values is waning among younger Japanese as they pursue an inner world of private satisfaction. Data collected by the Japanese government in 2005 shows that only 23% of Japanese youth are thinking about supporting their aged parents, in contrast to 63% of young Americans. It appears that many younger-generation Japanese are losing both respect for their parents and a sense of responsibility to the family. Author Yoshizaki attributes the change to Japanese parents' over-indulgence of their children, material affluence, and growing concern for private matters.
The shift toward individualism among Japanese is most pronounced among the very young. According to 2003 data from the Seimei Hoken Bunka Center of Japan, 75% of Japanese youth aged 16 to 19 can be labeled "self-centered", compared with 53% among those aged 25 to 29. To earn the self-centered label, the young people responded positively to such ideas as "I would like to make decisions without considering traditional values" and "I don't want to do anything I can't enjoy doing".
Diminishing social responsibility, according to Yoshizaki, is tied to the growing interest in pleasure and personal satisfaction. Yoshizaki concludes that the entire value system of Japanese youth is undergoing major transformation, but the younger generation has not yet found a new organized value system to replace the old.
1. What’s the meaning of the underlined word “waning” in paragraph 3?
A. becoming less B. increasing C. missing D. becoming popular
2. What is Yoshizaki’s attitude towards most Japanese parents’ way of parenting?
A. Supportive B. Negative C. Satisfied D. Worried
3. What might be one of the possible reasons of Japanese young people’s change?
A. World War II leaves such a heavy impact on them that they have lost the interest of work.
B. Most of them are the only child at home so they don’t need to work hard.
C. Japanese younger generation place too much emphasis on personal satisfaction and interest now.
D. Most of the younger generation lose the confidence in their own country so they don’t work hard.
4. Why do we say that Japanese youth have become a “Me Generation”?
a. Because they don’t regard a better education a pride.
b. Because a greater proportion of Japanese young people prefer easy jobs without heavy responsibility.
c. Because most of the teenagers become self-centered according to the 2003 survey.
d. Because only 10% of the Japanese young people regard work as a primary value.
A. a B. a, b C. b, d D. b, c, d
5. According to the survey, which country’s young people work harder?
A. Japanese B. Korean C. American D. Chinese
III 阅读（共两节，满分40分）
第一节 阅读理解（共15小题；每小题2分，满分30分）
阅读下列短文，从每题所给A、B、C和D项中，选出最佳选项，并在答题卡上将该项涂黑。
Advertising in America offers some great advantages to consumers. For example, in order to keep prices low through mass production, companies must have a mass market for their products. Mass advertising creates mass markets. Producers cannot afford to develop new products, put them on the market and wait for customers to discover them. This would take too long. Demand for some products must be created. This is done through advertising.
But advertising sometimes makes it difficult for consumers to make wise decisions. The fact is that when people are constantly flooded with messages through the mass media persuading them to buy particular products, many respond by buying them.
Advertising is designed to influence an individual to buy a product. Sellers often study human behavior to discover what will convince consumers to buy a certain item. This reason for buying is called a buying motive.
Buying motives are usually broken down into two categories: rational and emotional. Rational buying motives include the desire to save money, the desire for comfort, or the desire for good workmanship. Emotional buying motives include buying out of fear, wanting to be liked, and wanting to have something better than your friends have.
Emotional appeals are found in most consumer advertising today. Certain cars promise to make the driver feel "younger" and " freer". Shoes promise to make the buyer's whole life "springier". Life insurance policies promise to take the "care out of living".
Most consumers believe that they are not easily influenced by emotional appeals. However, corporations that sell consumer products obviously think differently. They spend many millions of dollars every day on radio, television, newspaper and magazine ads that use these appeals.
1. It can be inferred from the passage that one of the advantages of advertising for consumers is that ________.
A. it can create a big demand for consumer goods
B. the mass market created by it leads to low prices
C. producers can introduce new products to consumers
D. it helps consumers discover new products
2. Consumers sometimes find it difficult to make a sensible decision when buying a particular product because __________ .
A. many advertisements are too difficult for them to understand
B. they are afraid to be taken in by dishonest advertisements
C. mass advertising offers them a range of good and cheap products
D. they are confused by the quantity of advertisements promoting it
3. According to the passage, a toothpaste ad promising that people who use the product will make a lot of friends is an example of an ad that appeals to __________ .
A. rational buying motives B. the consumer's commonsense
C. emotional buying motives D. the desire for a good product
4. The reason why companies spend enormous amounts of money on advertising is that ________ .
A. they believe people can be influenced to buy a certain produce
B. it takes a lot of advertising to convince people to buy a certain product
C. most consumers are not easily influenced by emotional appeals
D. advertising based on emotional appeals are very effective
5. The best title for this passage would be ________ .
A. Advertising can create demand B. The advantages of advertising
C. What effective advertising can do D. The role of advertising in selling products
第二节语法填空（共10小题；每小题1.5分，满分15分）
阅读下面短文，按照句子结构的语法性和上下文连贯的要求，在空格处填入一个适当的词或使用括号中词语的正确形式填空，并将答案填写在答题卷标号为31-40的相应位置上。
A man in a black coat opened fire Wednesday at a downtown Montreal College, killing a young woman 31 wounding at least 19 other people before police shot and killed him, witnesses and authorities said.
Police dismissed suggestions that terrorism played 32 role in the lunch-hour attack at Dawson College, 33 scores of panicked students 34 (flee) into the streets after the shooting began. Some had colthes 35 (stain) with blood; others cried and held tightly to each other. Witnesses said the 36 (attack) started firing outside the college before walking in the front door. Much of the shooting was in the second-floor restaurant, where students dropped to the floor and lay 37 terror. Police rushed to the scene, hiding behind a wall as 38 exchanged fire with the gunman. The officers proceeded 39 (cautious) because many students were trapped around the gunman, who yelled, “Get back! Get back!” every time an officer tried to move 40 (close).
Eventually, the gunman fell to the ground after a number of gunfire.
II 语言知识及应用（共两节，满分35分）
完形填空（共10小题；每小题2分，满分20分）
阅读下面短文，掌握其大意；然后从21-30各题所给的A、B、C和D选项中，选出最佳选项，并在答题卡上将该项涂黑。
I take the firm position that parents do not owe their children college education．If they can __21__ it, they can certainly send them to the best universities．But they must not feel guilty if they can’t．If the children really want to go, they’ll find a __22__．There are plenty of loans and scholarships for the bright and eager ones who can’t afford to pay．
When children grow up and want to __23__, their parents do not owe them a down payment on a house．They do not have the duty to baby-sit their grandchildren．If they want to do it, it must be considered a __24__ not an obligation．
Do parents owe their children anything? Yes, they owe them a great deal．
One of their obligations is to give their children a personal __25__．A child who is constantly made to feel stupid and unworthy, constantly compared to brighter brothers, sisters, or cousins will become so __26__, so afraid of failing that he (or she) won’t try at all．Of course they should be __27__ corrected when they do wrong, but it’s often better to let children learn their mistakes by themselves __28__．All our parents should do is to trust them, respect them, tolerate them and give them chances to try and fail．They must learn to stand __29__．When criticisms are really needed, they should be __30__ with praises, with a smile and a kiss．That is the way children learn．
21．A．find B．get C．afford D．receive
22．A．supply B．help C．hand D．way
23．A．get married B．get a job C．go abroad D．live alone
24．A．pleasure B．favor C．habit D．service
25．A．worth B．affair C．belief D．respect
26．A．unknown B．unusual C．unsure D．unfair
27．A．properly B．gently C．nearly D．possibly
28．A．now and then B．in time C．at once D．right now
29．A．failure B．honor C．progress D．test
30．A．mixed B．satisfied C．shared D．balanced
