Passage 3

        Exceptional children are different in some significant way from others of the same age. For
these children to develop to their full adult potential , their education must be adapted to those dif-
ferences.
        Although we focus on the needs of exceptional children, we find ourselves describing their
environnlent as well. While the leading actor on the stage captures our attention, we are aware of
the importance of the supporting players and the scenery of the play itself. Both the family and
the society in which exceptional children live are often the key to their growth and development.
And it is in the public schools that we find the full expression of society' s understanding--the
knowledge, hopes, and fears that are passed on to the next generation.
        Education in any society is a mirror of that society. In that minor we can see the strengths,
the weaknesses, the hopes, the prejudices, and the central values of the culture itself. The great
interest in exceptional children shown in public education over the past three decades indicates the
strong feeling in our society that all citizens , whatever their special conditions , deserve the oppor-
tunity to fully develop their capabllities.
        "All men are created equal. " We've heard it many times, but it still has important meaning
for education in a democratic society. Although the phrase was used by this country' s founders to
denote equality before the law, it has also been interpreted to mean equality of opportunity. That
concept implies educational opportunity for all children-the right of each child to receive help in
learning to the limits of his or her capacity, whether that capacity be small or great. Recent court
decisions have confirmed the right of all children-disabled or not-to an appropriate education ,
and have ordered that pubLic schools take the necessary steps to provide that education. In re-
sponse , schools are modifying their programs , adapting instruction to children who are exception-
al , to those who cannot profit substantially from regular programs.
59. In Paragraph 2, the author cites the example of the leading actor on the stage to show that
A. the growth of exceptional children has much to do with their famiLy and the society
B. exceptional children are more influenced by their families than nomlal children are
C. exceptional children are the key interest of the family and society
D. the needs of the society weigh much heavier than the needs of the exceptional children
60. The reason that the exceptional children receive so much concern in education is that__.
A. they are expected to be leaders of the society
B. they might become a burden of the society
C. they should fully develop their potentials
D. disabled children deserve special consideration
61 . This passage mainly deals with__.
A. the differences of children in their learning capabilities
B. the definition of exceptional children in modern society
C. the special educational programs for exceptional children
D. the necessity of adapting education to exceptional children
62 . From this passage we learn that the educational concern for exceptional children ___.
A. is now enjoying legal support
B. disagrees with the tradition of the country
C. was clearly stated by the country' s founders
D. will exert great influence over court decisions

Passage 4

        "I have great confidence that by the end of the decade we'll know in vast detail how cancer
cells arise, " says microbiologist Robert Weinberg, an expert on cancer. "But, " he cautions,
"some people have the idea that once one understands the causes, the cure will rapidly follow.
Consider Pasteur. He discovered the causes of many kinds of infections, but it was fifty or sixty
years before cures were available. "
        This year, 50 percent of the 910,000 people who suffer from cancer will survive at least five
years. In the year 2000 , the National Cancer Institute estimates, that figure will be 75 percent.
For some skin cancers, the five-year survival rate is as high as 90 percent. But other survivaL
statistics are still discouraging-----13 percent for lung cancer, and 2 percent for cancer of the pan-
creas (胰腺) .
        With as many as 120 varieties in existence, discovering how cancer works is not easy. The
researchers made great progress in the early 1970s, when they disoovered that oncogenes, which
are cancer-causing genes (基因) , are inactive in normal cells. Anything from cosmic rays to radi-
ation to diet may activate a dormant oncogene, but how remains unknown. If several oncogenes
are driven into action, the cell, unable to turn them off, becomes cancerous.
The exact mechanisms involved are still mysterious, but the likelihood that many cancers are
initiated at the level of genes suggests that we will never prevent all cancers. "Changes are a nor-
mal part of the evoLutionary process , " says oncologist William Haywar. Environmental factors can
never be totally eliminated; as Hayward points out , "We can' t prepare a medicine against cosmic
rays. "
        The prospects for cure, though still distant, are brighter.
"First , we need to understand how the normal cell controls itself. Second, we have to deter-
mine whether there are a limited number of genes in cells which are always responsible for at leasl
part of the trouble. If we can understand how cancer works, we can counteract its action. "
63. The example of Pasteur in the passage is used to__.
A. predict that the secret of cancer will be disclosed in a decade
B. indicate that the prospects for curing cancer are bright
C. prove that cancer will be cured in fifty to sixty years
D. warn that there is still a long way to go before cancer can be conquered
64. The author implies that bv the year 2000 ,__.
A. there will be a drastic rise in the five-year survival rate of skin-cancer patients
B. 90 percent of the skin-cancer patients today will still be living
C. the survival statistics will be fairly even among patients with various cancers
D. there won' t be a drastic increase of survival rate of all cancer patients
65 . Oncogenes are cancer-causing genes__.
A. that are always in operation in a healthy person
B. which remain unharmful so long as they are not activated
C. that can be driven out of normal cells
D. which normal cells can' t turn off
66 . The word "dormant" in the third paragraph most probably means__.
A. dead B. ever-present C. inactive D. potential

Passage 5

        Discoveries in science and technology are thought by "untaught minds" to come in blinding
flashes or as the result of dramatic accidents. Sir Alexander Fleming did not, as legend would
have it, look at the mold (霉) on a piece of cheese and get the idea for penicillin there and then.
He experimented with antibacterial substances for nine years before he made his discovery. Inven-
tions and innovations almost always come out of laborious trial and enor. Innovation is like soc-
cer; even the best players miss the goal and have their shots blocked much more frequently than
they score.
        The point is that the players who score most are the ones who take most shots at the
and so it goes with innovation in any field of activity. The prime difference between innovation
and others is one of approach. Everybody gets ideas, but innovators work consciously on theirs,
and they follow them through until they prove practicable or otherwise. What ordinary people see
as fanciful abstractions , professional innovators see as solid possibilities.
        "Creative thinking may mean simply the realization that there' s no particular virtue in doing
things the way they have always been done, " wrote Rudolph Flexh, a language authority, this
accounts for our reaction to seemingly simple innovations like plastic garbage bags and suitcases on
wheels that make life more convenient : "How come nobody thought of that before?"
        The creative approach begins with the proposition that nothing is as it appears. Innovators
will not accept that there is only one way to do anything. Faced with getting from A to B, the av-
erage person will automatically set out on the best-known and apparentLy simplest route. The in-
novator will search for alternate courses, which may prove easier in the long run and are bound to
be more interesting and challenging even if they lead to dead ends.
        Highly creative individuals really do march to a different drummer.
67. What does the author probably mean by "untaught mind" in the first paragraph?
A. A person ignorant of the hard work involved in experimentation.
B. A citizen of a society that restricts personal creativity.
C. A person who has had no education.
D. An individual who often comes up with new ideas by accident.
68 . According to the author , what distinguishes innovators from non-innovators?
A. The variety of ideas they have.
B. The intelligence they possess.
C. The way they deal with problems.
D. The way they present their findings.
69. The author quotes Rudolph Flesch in Paragraph 3 because__.
A. Rudolph Flesch is the best-known expert in the study of human creativity
B. the quotation strengthens the assertion that creative individuals look for new ways of doing
things .
C. the reader is familiar with Rudolph Flesch' s point of view
D. the quotation adds a new idea to the informatlon previously presented
70. The phrase "march to a different drummer" (the last line of the passage) suggests that highly
creative individuals are__.
A. diligent in pursuing their goals
B. reluctant to follow common ways of doing things
C. devoted to the progress of science
D. concemed about the advance of society

Part Ⅳ English-Chinese Translation

        According to the new school of scientists, technology is an overlooked force in expanding the
horizons of scientific knowledge. (71 ) Science moves forward, they say, not so much through the
insights of great men of genius as because of more ordinary things like improved techniques and
tools. (72) "In short" , a leader of the new school contends, "the scientific revolution, as we call
it, was largely the improvement and invention and use of a series of instruments that expanded
the reach of science in innumerable directions. "
        (73 )Over the years, tools and technology themselves as a source of fundamental innovation
have largely been ignored by historians and philosophers of science. The modern school that hails
technology algues that such masters as Galileo, Newton, Maxwell, Einstein, and inventors such
as Edison attached great importance to, and derived great benefit from, craft information and
technological devices of different kinds that were usable in scientific experiments.
        The centerhiece of the argument of a technology-yes , genius-no advocate was an analysis of
Gialileo' s role at the start of the scientific revolution. The wisdom of the day was derived from
Ptolemy, an astronomer of the second century, whose elaborate system of the sky put Earth at
the center of all heavenly motions. (74) Galileo' s greatest glory was that in 1609 he was the first
person to turn the newly invented telescope on the heavens to prove that the planets revolve
around the sun rather than around the Earth. But the real hero of the story, according to the new
school of scientists, was the long evolution in the improvement of machinery for making eyeglass-
es .
        Federal policy is necessarily involved in the technology vs. genius dispute. (75)Whether the
Govemment should increase the financing of pure science at the expense of technology or vice ver-
sa (反之) often depends on the issue of which is seen as the driving force.

Part V Writing (15 points)

DIRECTIONS :
A. Title: ON MAKING FRIENDS
B. TIME LIMIT : 40 minutes
C. Word limit : 120 - 150 words ( not including the given opening sentence)
D . Your composition should be based on the OUTLINE below and should start with the
given opening sentence : "As a human being , one can hardly do without a friend . "
E . Your composition must be written clearly on the ANSWER SHEET .
OUTLINE :
l . The need for friends
2 . True friendship
3. My principle in making friends

答案:
PartⅠ
Section A ( 15 points)
l. C 2. A 3. A 4. D 5. C
6. C 7. B 8. B 9. D 10. B
Section B ( 15 points)
11. D,even 12. A,obvious
13. B,had come 14. B,that of the earth
15. C,to have been invented 16. A,Much as 或 Much though
17. B,make 18. A,Unless ( =if. . .not)
19. C,删去 but 或将 believing 改为 believe 20. C,a great interest in
section C ( 10 points)
21. C 22. A 23. D 24. B 25. D
26. C 27. A 28. B 29. B 30. B
31. C 32. A 33. B 34. D 35. C
36. C 37. D 38. A 39. A 40. B
Part Ⅱ
41. A 42. C 43. B 44. D 45. C
46. A 47. B 48. C 49. D 50. D
Part Ⅲ
51. D 52. D 53. A 54. C 55. B
56. C 57. B 58. B 59. A 60. C
61. D 62. A 63. D 64. D 65. B
66. C 67. A 68. C 69. B 70. B
Part Ⅳ
71. 他们(新学派科学家们)说，科学的发展与其说源于天才伟人的真知灼识，不如说源于
改进了的技术和工具等等更为普通的东西。
72．新学派的一位领袖人物坚持说：“简而言之，我们所称谓的科学革命，主要是指一系列
器具的改进、发明和使用，这些改进、发明和使用使科学发展的范围无所不及。”
73．工具和技术本身作为根本性创新的源泉多年来在很大程度上被科学史学家和科学思
想家们忽视了。
74．伽里略的最光辉的业绩在于他在1609年第一个把新发明的望远镜对准天空，以证实
行星是围绕太阳旋转，而不是围绕地球。
75．政府究竟是以减少对技术的经费投入来增加对纯理论科学的经费投入，还是相反，这
往往取决于把哪一方看作是驱动的力量