pieces of metal, wood and even cardboard. (310 words 1. Which of the following statements is INcOrrect? A. Both Europe and America have long faced the problem of vagrants erely punished everywhere in Europe C. Accommodation for vagrants varies greatly in the U.S D. Skid row is something unique in the U. S 2. The word"lumberjack"in the second paragraph means A. A beggar B. A drunkard worker 3. According to the passage, what is the difference between European and U.S. governments in solving the problem of vagrants? TEXT 2 In Britain, new laws can originate in either the house of lords or the House of Commons. a law which is being proposed is called a"billuntil it is passed; then it becomes an"act" of parliament To begin with, the bill goes through the first reading. This just means that the title of the bill nnounced and a time is set for it to be discussed. After this, the second reading is really a debate. The bill may be rejected at this stage. If it is an important bill, its rejection may cause the government to resign. On the other hand, it may be passed, or there may be no vote. When this happens, it goes to the committee stage, where a small group of members(perhaps between 30 and 50), meet and discuss it in detail. When the committee has finished its work, it reports the bill with all the changes that have been made, to the House. This is called the report stage. The bill is discussed again. and more changes can be made. then the bill is taken for its third reading and a vote is taken. When it is passed, it goes to the other House, i.e. not the one it originated in. So if a bill started in the House of Commons, it would at this point go to the House of Lords. When the bill has been passed by both Houses, it goes to the Queen for the Royal Assent. a bill may not become law until the Royal Assent has been given, but this does not mean that the queen decid es on what will become law and what will not. It is understood that the Queen will always accept bills which have been passed by both Houses. When the Queens consent has been given, the bill becomes an act, and everyone that it affects must obey the new law. (310 words 4. When will the committee meet and discuss the bill? a. When a time is decided on for a debate B. When it passes the debate stage When it is pas port stage D. When a vote is taken after the third reading 5. a bill may not become law unless C. the cabinet D. the Queen
11 pieces of metal, wood and even cardboard. (310 words) 1. Which of the following statements is INCORRECT? A. Both Europe and America have long faced the problem of vagrants. B. Vagrants are most severely punished everywhere in Europe. C. Accommodation for vagrants varies greatly in the U.S. D. Skid row is something unique in the U.S. 2. The word “lumberjack” in the second paragraph means ________. A. A beggar B. A drunkard C. A resident D. A worker 3. According to the passage, what is the difference between European and U.S. governments in solving the problem of vagrants? TEXT 2 In Britain, new laws can originate in either the House of Lords or the House of Commons. A law, which is being proposed is called a “bill” until it is passed; then it becomes an “act” of parliament. To begin with, the bill goes through the first reading. This just means that the title of the bill is announced and a time is set for it to be discussed. After this, the second reading is really a debate. The bill may be rejected at this stage. If it is an important bill, its rejection may cause the government to resign. On the other hand, it may be passed, or there may be no vote. When this happens, it goes to the committee stage, where a small group of members (perhaps between 30 and 50), meet and discuss it in detail. When the committee has finished its work, it reports the bill with all the changes that have been made, to the House. This is called the report stage. The bill is discussed again, and more changes can be made. Then the bill is taken for its third reading, and a vote is taken. When it is passed, it goes to the other House, i.e. not the one it originated in. So if a bill started in the House of Commons, it would at this point go to the House of Lords. When the bill has been passed by both Houses, it goes to the Queen for the Royal Assent. A bill may not become law until the Royal Assent has been given, but this does not mean that the Queen decid es on what will become law and what will not. It is understood that the Queen will always accept bills which have been passed by both Houses. When the Queen’s consent has been given, the bill becomes an act, and everyone that it affects must obey the new law. (310 words) 4. When will the committee meet and discuss the bill? A. When a time is decided on for a debate. B. When it passes the debate stage. C. When it is passed at the report stage. D. When a vote is taken after the third reading. 5. A bill may not become law unless ______ gives final consent. A. the government B. the two Houses C. the cabinet D. the Queen
6. Explain the difference between a‘ bill and an“act” TEXT 3 fter breakfast, the boys wandered out into the playground. Here the day-boys were gradually assembling. They were sons of the local clergy, of the officers at the manufacturers or men of business as the old town possessed. Presently, a bell rang, and they all trooped into school. This consisted of a large, long room, at opposite ends of which two under masters conducted the second and third forms, and of a smaller one, leading out of it, used by mr Watson, who taught the first form. To attach the preparatory to the senior school, these three classes were known officially, on speech days and in reports, as upper, middle, and lower second Philip was put in the last. The master, a red-faced man with a pleasant voice, was called rice, he had a jolly manner with boys, and the time passed quickly. Philip was surprised when it was a quarter to eleven and they were let out for tem minutes'rest The whole school rushed noisily into the playground. The new boys were told to go into the middle, while the others stationed themselves along opposite walls. They began to play Pig in the Middle. The old boys ran from wall to wall while the new boys tried to catch them: when one was seized and the mystic words said -----one, two, three, and a pig for he became a prisoner and, turning sides, helped to catch those who were still free. Philip saw a boy running past and d to catch him, but his limp gave him no chance; and the runners taking their opportunity, made straight for the ground he covered. Then one of them had the brilliant idea of imitating Philip's clumsy run. Other boys saw it and began to laugh; then they all copied the first; and they ran round Philip, limping grotesquely, screaming in their treble voices with shrill laughter. They lost their heads with the delight of their new amusement, and choked with helpless merriment One of them tripped Philip up and he fell, heavily as he always fell, and cut his knee. They laughed all the louder when he got up. a boy pushed him from behind, and he would have fallen gain if another had not caught him. The game was forgotten in the entertainment of Philip's deformity. One of them invented an odd, rolling limp that struck the rest as supremely ridiculous and several of the boys lay down on the ground and rolled about in laughter: Philip was completely scared. He could not make out why they were laughing at him. His heart beat so that he could hardly breathe, and he was more frightened than he had ever been in his life. He stood stupidly while the boys ran round him, mimicking and laughing; they shouted to him to try and catch them; but he did not move. He did not want them to see him run any more. He was using all his strength to prevent himself from crying (500 words 7. The fact that Philip was surprised when it was a quarter to eleven seems to indicate that he B. liked other boys in the C. enjoyed Mr. Rice's class D. enjoyed his stay in the school 8. Which of the following statements is INCORREct? A. Philip didnt join in the gan B. Philip was a cripple C. They didnt continue the game
12 6. Explain the difference between a “bill” and an “act”. TEXT 3 After breakfast, the boys wandered out into the playground. Here the day-boys were gradually assembling. They were sons of the local clergy, of the officers at the depot, and of such manufacturers or men of business as the old town possessed. Presently, a bell rang, and they all trooped into school. This consisted of a large, long room, at opposite ends of which two undermasters conducted the second and third forms, and of a smaller one, leading out of it, used by Mr. Watson, who taught the first form. To attach the preparatory to the senior school, these three classes were known officially, on speech days and in reports, as upper, middle, and lower second. Philip was put in the last. The master, a red-faced man with a pleasant voice, was called Rice; he had a jolly manner with boys, and the time passed quickly. Philip was surprised when it was a quarter to eleven and they were let out for tem minutes’ rest. The whole school rushed noisily into the playground. The new boys were told to go into the middle, while the others stationed themselves along opposite walls. They began to play Pig in the Middle. The old boys ran from wall to wall while the new boys tried to catch them: when one was seized and the mystic words said ----- one, two, three, and a pig for me ------ he became a prisoner and, turning sides, helped to catch those who were still free. Philip saw a boy running past and tried to catch him, but his limp gave him no chance; and the runners taking their opportunity, made straight for the ground he covered. Then one of them had the brilliant idea of imitating Philip’s clumsy run. Other boys saw it and began to laugh; then they all copied the first; and they ran round Philip, limping grotesquely, screaming in their treble voices with shrill laughter. They lost their heads with the delight of their new amusement, and choked with helpless merriment. One of them tripped Philip up and he fell, heavily as he always fell, and cut his knee. They laughed all the louder when he got up. A boy pushed him from behind, and he would have fallen again if another had not caught him. The game was forgotten in the entertainment of Philip’s deformity. One of them invented an odd, rolling limp that struck the rest as supremely ridiculous, and several of the boys lay down on the ground and rolled about in laughter: Philip was completely scared. He could not make out why they were laughing at him. His heart beat so that he could hardly breathe, and he was more frightened than he had ever been in his life. He stood stupidly while the boys ran round him, mimicking and laughing; they shouted to him to try and catch them; but he did not move. He did not want them to see him run any more. He was using all his strength to prevent himself from crying. (500 words) 7. The fact that Philip was surprised when it was a quarter to eleven seems to indicate that he ____. A. liked the game very much B. liked other boys in the class C. enjoyed Mr. Rice’s class D. enjoyed his stay in the school 8. Which of the following statements is INCORRECT? A. Philip didn’t join in the game. B. Philip was a cripple. C. They didn’t continue the game
D. They all made fun of Philip 9. How did Philip feel when other school boys laughed at and imitated his deformity? TEXT 4 Are some people born clever, and others born stupid? Or is intelligence developed by our environment and our experiences? Strangely enough, the answer to both these questions is yes. To some extent, our intelligence is given us at birth, and no amount of special education can make a genius out of a child born with low intelligence. On the other hand, a child who lives in a boring environment will develop his intelligence less than one who lives in rich and varied surroundings Thus the limits of a person's intelligence are fixed at birth, but whether or not he reaches those limits will depend on his environment. This view, now held by most experts, can be supported in a number of ways It is easy to show that intelligence is, to some extent, something we are born with. The closer the blood relationship between two people, the closer they are likely to be in intelligence. Thus if we take two unrelated people at random from the population it is likely that their degrees of intelligence will be completely different. If on the other hand, we take two identical twins, they will very likely be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that intelligence depends or birth Imagine now that we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory where the work is boring nd differences in intelligence developing, and this indicates that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who live in close contact with each other, but who are not related at all, are likely to have similar degrees of intelligence (307 words 10. In the development of one's intelligence, environment plays A. a less important role B. an equally important role C. an insignificant rol D. the least significant role 11. The passage uses to further the argument A. narration C. definition 12. Cite a relevant example to demonstrate that intelligence is something we are born with o thoroughly has the poisons become established that anyone may walk into a store and without questions being asked, buy substances of far greater death-dealing power than the medicinal drug for which he may be required to sign a"poison book" in the pharmacy next door. A few minutes' research in any supermarket is enough to alarm the most stouthearted customer provided, that is, he has even a rudimentary knowledge of the chemicals presented for h
13 D. They all made fun of Philip. 9. How did Philip feel when other school boys laughed at and imitated his deformity? TEXT 4 Are some people born clever, and others born stupid? Or is intelligence developed by our environment and our experiences? Strangely enough, the answer to both these questions is yes. To some extent, our intelligence is given us at birth, and no amount of special education can make a genius out of a child born with low intelligence. On the other hand, a child who lives in a boring environment will develop his intelligence less than one who lives in rich and varied surroundings. Thus the limits of a person’s intelligence are fixed at birth, but whether or not he reaches those limits will depend on his environment. This view, now held by most experts, can be supported in a number of ways. It is easy to show that intelligence is, to some extent, something we are born with. The closer the blood relationship between two people, the closer they are likely to be in intelligence. Thus if we take two unrelated people at random from the population, it is likely that their degrees of intelligence will be completely different. If on the other hand, we take two identical twins, they will very likely be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that intelligence depends on birth. Imagine now that we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory where the work is boring. We would soon find differences in intelligence developing, and this indicates that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who live in close contact with each other, but who are not related at all, are likely to have similar degrees of intelligence. (307 words) 10. In the development of one’s intelligence, environment plays _____. A. a less important role B. an equally important role C. an insignificant role D. the least significant role 11. The passage uses _____ to further the argument. A. narration B. comparison C. definition D. illustration 12. Cite a relevant example to demonstrate that intelligence is something we are born with. Text 5 So thoroughly has the age of poisons become established that anyone may walk into a store and, without questions being asked, buy substances of far greater death-dealing power than the medicinal drug for which he may be required to sign a “poison book” in the pharmacy next door. A few minutes’ research in any supermarket is enough to alarm the most stouthearted customer ----provided, that is, he has even a rudimentary knowledge of the chemicals presented for his
If a huge skull and crossby ere susp customer might at least enter it with the respect normally accorded death-dealing materials. But instead, the display is homey and cheerful, and with the pickles and olives across the aisle and the reach of a child's exploring hand are chemicals in glass containers. If dropped to the floor by a child or careless adult, everyone nearby could be splashed with the same chemical that has sent spraymen using it to convulsions. These hazards, of course, follow the purchaser right into his home. A can of a moth-proofing material containing DDD, for example, carries in very fine print the warning that its contents are under pressure and that it may burst if exposed to heat or open flame. A common insecticide for household use, including assorted uses in the kitchen, is chlordane. Yet the Food and Drug Administrations chief pharmacologist has declared the hazard of living in a house sprayed with chlordane to be""very great". Other household preparations contain the even more toxic dieldrin Use of poisons in the kitchen is made both attractive and easy. Kitchen shelf paper, white or tinted to match one's color scheme, may be impregnated with insecticide, not merely on one but on both sides. Manufacturers offer us do-it-yourself booklets on how to kill bugs. With push-button ease, one may send a fog of dieldrin into the most inaccessible nooks and crannies of cabinets. corners and baseboards (340 words 13. The writer's main criticism about the sale of insecticides in supermarkets is that A. they are not kept out of the reach of children B. they are too attractively displayed C. customers are careless when handling them D. no warning signs are displayed 14. The careless use of insecticides in the kitchen is largely due to A. our belief that they are harmless B. their effects in exterminating pests C. our ignorance of the risks involved D. the ease with which they can be operated 15. What is the principal warning contained in the passage? Text 6 The pilot is at times like a doctor who cannot confirm his diagnosis with certitude until he has ubjected his patient to a whole series of laboratory tests. In order to fully understand the behavior of this or that component of the aircraft and discover the reason for it, it is necessary to have the alysis of the information conveyed by recording devie Formerly, to be sure, aircraft were tested without such recordings. But they do incontestably permit speedier and especially very accurate diagnosis. However, the presence of these recording devices does not affect the pilots prime role. It is he who, in the air, must decide whether to continue with the test, and whether he should press on because the machine itself is behaving wel and he thinks it can be taken further. It is the pilot who will bring the aircraft down, if something abnormal happens, while all the recording device can do is to record the disaster. The human brain is still irreplaceable
14 choice. If a huge skull and crossbones were suspended above the insecticide department, the customer might at least enter it with the respect normally accorded death-dealing materials. But instead, the display is homey and cheerful, and with the pickles and olives across the aisle and the bath and laundry soaps adjoining, the rows upon rows of insecticides are displayed. Within easy reach of a child’s exploring hand are chemicals in glass containers. If dropped to the floor by a child or careless adult, everyone nearby could be splashed with the same chemical that has sent spraymen using it to convulsions. These hazards, of course, follow the purchaser right into his home. A can of a moth-proofing material containing DDD, for example, carries in very fine print the warning that its contents are under pressure and that it may burst if exposed to heat or open flame. A common insecticide for household use, including assorted uses in the kitchen, is chlordane. Yet the Food and Drug Administration’s chief pharmacologist has declared the hazard of living in a house sprayed with chlordane to be “very great”. Other household preparations contain the even more toxic dieldrin. Use of poisons in the kitchen is made both attractive and easy. Kitchen shelf paper, white or tinted to match one’s color scheme, may be impregnated with insecticide, not merely on one but on both sides. Manufacturers offer us do-it-yourself booklets on how to kill bugs. With push-button ease, one may send a fog of dieldrin into the most inaccessible nooks and crannies of cabinets, corners and baseboards. (340 words) 13. The writer’s main criticism about the sale of insecticides in supermarkets is that _____. A. they are not kept out of the reach of children B. they are too attractively displayed C. customers are careless when handling them D. no warning signs are displayed 14. The careless use of insecticides in the kitchen is largely due to _____. A. our belief that they are harmless B. their effects in exterminating pests C. our ignorance of the risks involved D. the ease with which they can be operated 15. What is the principal warning contained in the passage? Text 6 The pilot is at times like a doctor who cannot confirm his diagnosis with certitude until he has subjected his patient to a whole series of laboratory tests. In order to fully understand the behavior of this or that component of the aircraft and discover the reason for it, it is necessary to have the analysis of the information conveyed by recording devices. Formerly, to be sure, aircraft were tested without such recordings. But they do incontestably permit speedier and especially very accurate diagnosis. However, the presence of these recording devices does not affect the pilot’s prime role. It is he who, in the air, must decide whether to continue with the test, and whether he should press on because the machine itself is behaving well and he thinks it can be taken further. It is the pilot who will bring the aircraft down, if something abnormal happens, while all the recording device can do is to record the disaster. The human brain is still irreplaceable
From the door of the Flying Personnel Corridor to my plane that I can see parked in front of the prototype hangar, I have a good hundred yards to cover dragging my heavy parachutes. I do not complain. I already derive intense pleasure merely from approaching a plane. And then, as I can see even from here, my test mechanic is bustling around"his"plane. For it is"his"plane for more than it is mine. Such is his instinctive conviction, and it is perfectly justified. Whereas several test pilots might fly the same prototype, each prototype is entrusted to only one mechanic For him I am the pilot who is going to fly"his"plane and furnish him with the proof that the work he has lovingly and conscientiously put in on it all day, and sometimes all night, has not been in vain The relationships between the pilot, the plane and the mechanic are at once very simple, basic bviously----- and very complex when it comes to putting them into words. For the mechanic, the plane is a kind of Sleeping Beauty, and he takes care of her and coddles her while she is asleep. As soon as she wakes up, she passes into the hands of the pilot---- but he only knows the plane when it is"alive", when it is flying and functioning. The moment the plane takes off for a test, the mechanic loses sight of it, but he follows it, he feels it, he is bound to it by a kind of sixth sense, or to put it better, by an invisible umbilical cord (430 words) 16. The function of the recording device is to A. help the pilot navigate the plane B. take over when something abnormal occurs C. obtain a better understanding of an aircraft D. help people analyze all the problems that occur 17. We can infer from the passage that the writer is a B. researcher C. test pilot D. doctor 18. Why does the writer say that the relationships between the pilot the plane and the mechanic are very complex? TEXT 7 Meg pulled the curtains round the bed while she dressed and put her last few things into her suitcase. Shes been fiddling around with her packing since seven o' clock that morning. She poked her head out of the curtains and handed her two vases of flowers to the deaf lady. Her chocolates and grapes she gave to her other neighbor. She finally shut her case and pulled back the curtains There she was, transformed from the woman they all knew, in her familiar dressing-gown, to a strange person from the outside, in clothes they didn't know, her hair smart, her face made up. It often surprises people to see patients in their street clothes, as they suddenly seem like a different ort of person Meg managed her good-byes and her exit with great tact. She looked a little embarrassed, a little regal and very friendly, as she went round each person wishing them luck. Most of her warmth was reserved for her two neighbors The deaf lady smiled and held her hand fimly. "I,'m so glad fro you, dear, that it all turned out so well. Don't you worry about me. I like it here. Such a nice place
15 From the door of the Flying Personnel Corridor to my plane that I can see parked in front of the prototype hangar, I have a good hundred yards to cover dragging my heavy parachutes. I do not complain. I already derive intense pleasure merely from approaching a plane. And then, as I can see even from here, my test mechanic is bustling around “his” plane. For it is “his” plane for more than it is mine. Such is his instinctive conviction, and it is perfectly justified. Whereas several test pilots might fly the same prototype, each prototype is entrusted to only one mechanic. For him I am the pilot who is going to fly “his” plane and furnish him with the proof that the work he has lovingly and conscientiously put in on it all day, and sometimes all night, has not been in vain. The relationships between the pilot, the plane and the mechanic are at once very simple, basic obviously------ and very complex when it comes to putting them into words. For the mechanic, the plane is a kind of Sleeping Beauty, and he takes care of her and coddles her while she is asleep. As soon as she wakes up, she passes into the hands of the pilot----- but he only knows the plane when it is “alive”, when it is flying and functioning. The moment the plane takes off for a test, the mechanic loses sight of it, but he follows it, he feels it, he is bound to it by a kind of sixth sense, or, to put it better, by an invisible umbilical cord. (430 words) 16. The function of the recording device is to _____. A. help the pilot navigate the plane B. take over when something abnormal occurs C. obtain a better understanding of an aircraft D. help people analyze all the problems that occur 17. We can infer from the passage that the writer is a ______. A. mechanic B. researcher C. test pilot D. doctor 18. Why does the writer say that the relationships between the pilot, the plane and the mechanic are very complex? TEXT 7 Meg pulled the curtains round the bed while she dressed and put her last few things into her suitcase. She’s been fiddling around with her packing since seven o’clock that morning. She poked her head out of the curtains and handed her two vases of flowers to the deaf lady. Her chocolates and grapes she gave to her other neighbor. She finally shut her case and pulled back the curtains. There she was, transformed from the woman they all knew, in her familiar dressing-gown, to a strange person from the outside, in clothes they didn’t know, her hair smart, her face made up. It often surprises people to see patients in their street clothes, as they suddenly seem like a different sort of person. Meg managed her good-byes and her exit with great tact. She looked a little embarrassed, a little regal and very friendly, as she went round each person wishing them luck. Most of her warmth was reserved for her two neighbors. The deaf lady smiled and held her hand firmly. “I’m so glad fro you, dear, that it all turned out so well. Don’t you worry about me. I like it here. Such a nice place