I. Read the following 6 short passages, and do the...

II. Read the following 6 short passages, and do the True (T) and False (F) based on each passage. 1. Bodily contact is of interest since it is the most primitive kind of social act, and is found in all animals. In addition to aggressive and sexual contacts there are various methods of influence, as when others are pushed, pulled or led. There are symbolic contacts, such as patting on the back, and-the various ways of shaking hands. 2. Bodily posture is another signal which is largely involuntary, but which can communicate important social signals. There are distinctive “superior” (or dominant) and “inferior” (or sub. missive) postures. 3. Gestures are movements of hands, feet or other parts of the body. Some are intended to communicate definite messages; others are involuntary social cues which may or may not be correctly interpreted by others. 4. Head-nods are a rather special kind of gesture, and have two distinctive roles. They act as reinforcers, i.e. they reward and encourage what has gone before, and can be used to make another talk more, for example. 5. Facial expression can be reduced to changes in eyes, brows, mouth, and so on. The face is an area which is used by animals to communicate emotions and attitudes to others; for humans it does not work so well since we control our facial expression, and may smile sweetly while seething within. (From a book by Michael Argyle titled The Psychology of Interpersonal Behaviour. It was published in London by Pelican in 1967 and this extract was from pages 36-37.) 1. ____ Symbolic contacts include patting on the back and shaking hands. 2. ____ Bodily posture is largely voluntary. 3. ____ Gestures are movements of the face. 4. ____ Head-nods indicate rewarding and encouraging what has gone before. 5. ____ Facial expression are movements of hands, feet or other parts of the body. Keys:

True Or False (2’×5=10’) Directions:Read the following 6 short passages, and do the True (T) and False (F) based on each passage. 1. Bodily contact is of interest since it is the most primitive kind of social act, and is found in all animals. In addition to aggressive and sexual contacts there are various methods of influence, as when others are pushed, pulled or led. There are symbolic contacts, such as patting on the back, and-the various ways of shaking hands. 2. Bodily posture is another signal which is largely involuntary, but which can communicate important social signals. There are distinctive “superior” (or dominant) and “inferior” (or sub. missive) postures. 3. Gestures are movements of hands, feet or other parts of the body. Some are intended to communicate definite messages; others are involuntary social cues which may or may not be correctly interpreted by others. 4. Head-nods are a rather special kind of gesture, and have two distinctive roles. They act as reinforcers, i.e. they reward and encourage what has gone before, and can be used to make another talk more, for example. 5. Facial expression can be reduced to changes in eyes, brows, mouth, and so on. The face is an area which is used by animals to communicate emotions and attitudes to others; for humans it does not work so well since we control our facial expression, and may smile sweetly while seething within. 1. ____ Symbolic contacts include patting on the back and shaking hands.

Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. 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.

听力原文： I don't know what to do about my mother. She is always criticizing me...the way I dress, the way I speak or look...I can't even read a hook without her interrupting me to ask what it's about and tell me whether I should be reading it or not, and why. And of course every moment of my time away from her has to be accounted for...I try to tell her to stop interfering with my life, hut it doesn't seem to help. And I've no one to advise me, my father is dead and I have no brothers or sisters. It's not as if my mother has any worries; we're fairly well off and she doesn't have to work, only do the housekeeping. I've now met a wonderful girl who I want to see a lot of, but I'm afraid to bring her to the house when she meets my mother, she won't want to see me any more. I'm nineteen years old.

(27)

A．He hasn't got enough money.

B．He can't lead an independent life at home.

C．His mother has been out of a job for a long time.

D．His mother doesn't like him.

【简答题】Read the following research paper and write simply to answer the following question: Are there gender differences in reading ability? If yes, where do the differences come from? Do you agree with the reader’s findings? Talk about your own experience. Gender Differences in Reading Ability Reading is one of main ways to get information. What is the relationship between gender and reading comprehension? Reading success depends on factors such as the levels of readers’ proficiency, types of text, text difficulty, and task demands (Brudice, 2009). One important factor that affects the process of reading and consequently the process of comprehension is the reader text variable. Considering the text variable, different studies have been conducted to investigate the way readers affect the processes of reading and comprehension. The strategies used by readers, their background knowledge, motivation, attitude, age, personality and sex all have been investigated (Keshavarz. & Ashtarian, 2008). This paper aims to investigate how gender differences influence reading comprehension. Statement of Problem In this paper the presented problem was to identify whether or not gender differences had an effect on reading comprehension ability. As a question, the problem is, “What is the relationship between gender and reading comprehension ability for secondary students?” (Brudice, 2009) Definition of Terms Gender Differences: Gender: the state of being male or female (with reference to social or cultural differences) Reading Comprehension can be defined as techniques for improving students’ success in obtaining useful knowledge from text. Reading comprehension is understanding some texts that are read, or the process of “constructing meaning” from read texts. Comprehension is a “construction process” because it includes all of the elements of the reading process working together as a text is read to create a representation of the text in the reader’s mind (Brudice, 2009). Discussion Reading comprehension is a complex cognitive skill in which the reader should construct meaning by using all the available resources from both the text and background knowledge (Brudice, 2009). Several studies, which have investigated some independent variables that are linked to students’ abilities to comprehend science textbooks, have conflicting findings. While some found important differences in boys’ and girls’ verbal abilities in favor of girls, some others did not find gender differences in their subjects’ abilities to comprehend two biology texts (Soybio; McKenzie-Briscoe, 1998). The findings of a 2008 study indicate that there is a difference between males’ and females’ comprehension of the reading passages. Females are better in case of comprehending passages. Females outperformed males in their comprehension of given passages in a written recall task (Keshavarz. & Ashtarian, 2008). Why do girls have a higher reading ability? Boys have more often their own room in comparison to girls. This may take time from reading and contribute to lower scores. Girls have a little bit more often their own study desk that may contribute to their higher reading test results. Although boys have a little bit more books at home, they are not so good in reading. According to the evaluation of girls, there is more classic literature and poetry in their homes. Children influence the home culture and so this literature is bought more often for girls. More girls are from homes without a computer. Working on computers may reduce the boys’ time for reading books and magazines. More girls are confident that they are doing well in language. The self-evaluation supports learning language and is a result of good learning. There are more boys among students who have fewer than 2 hours for self-study of language. Once more girls devote more time to language studies and boys have other interests (Lynn & Mikk, 2009). And for second language in general, it seems that no gender differences existed on TOEFL (Test of English as a Foreign Language) in any of the subtests (Jie & Wu, 2003). In light of new issues about second language reading perhaps more inquiries about second language reading comprehension should be concerned with the amounts and types of variables that are superior, or more influential, in producing higher levels of reading comprehension because as a whole it is very different from first language (Brantmeier, 2004). Conclusion A meta-analysis provides strong evidence that the significance of the gender difference in verbal ability is currently so small that it can effectively be considered to be zero. More detailed analysis of various types of verbal ability (e.g., vocabulary, reading comprehension, analogies) similarly provided no evidence of a substantial gender difference (Hayde & Linn, 1988). But as the results of this study indicate, females are somehow superior in reading comprehension compared to male subjects (Keshavarz. & Ashtarian, 2008) and females are more global and prefer to guess meaning from context while males are more analytic and attend more to words (Brudice, 2009). This suggests that teachers should take into consideration the fact that more practice needs to be done when working with male students. Another consequence of the study can be drawn from the finding that both male and female students had greater gains on essay regardless of their gender. This may imply that teachers can focus on teaching different types of texts in their classes regardless of their students’ gender. This may help learners to pave the way toward autonomy in that they can build on what they already know or what they have explicitly learned in their classrooms (Keshavarz. & Ashtarian, 2008). So teachers should be aware of these differences; they can help learners of both genders in different ways. By concentrating on learners’ limitations, teachers can provide successful learning situations. Only in this way can teachers handle the class efficiently and achieve the teaching goals. Strategy training can be done through working with students in small groups or individually by using various reading texts and questions to check students’ processing problems through questioning and answering. Teaching learners comprehension monitoring and reading comprehension test taking strategies can help them to take a more reflective and self-directed approach to text reading. Additionally, it can help learners in reducing anxiety in reading tests (Brudice, 2009).

Directions: Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2.

At our house, nobody gets more mail than Jake: catalogs, coupons, and offers to subscribe to magazines. (61) He is also urged to donate to worth causes and take advantage of some pretty incredible credit-card offers.

He ignores all of them. What do they expect? He's a dog.

(62)It all started when I used Jake's name as an assumed name on the Internet. in an attempt to protect what's left of my privacy. Before I knew it, junk was pouring in, proving once again that these days every move you make online can be, and often is, carefully watched and recorded by people who don't know you from your dog--everyone from ad and insurance agencies to nonprofit groups and even the dreaded telemarketers. And let's not forget the more, shall we say, unscrupulous characters.

(63) We've all heard horror stories about people whose identities, in the form. of credit card or Social Security numbers, were assumed by crooks.Identity theft is one of the fastest-growing crimes around.

Even if you never buy anything online, your privacy can be compromised by Web "cookies." A cookie is a small file that a Web site stores on your computer containing information it can use to "recognize" you if you return to that site.

Most cookies pose little risk to privacy on their own. The problem comes when others get hold of your cookies. In a highly publicized case earlier this year, DonbleClick Inc planned to cross reference consumer cookie data with information from a marketing database, such as name, address and credit card purchase history. (64) Seen as an unethical violation of consumers' privacy, a lawsuit followed. DoubleClick backed off the plan. for now.

In the meantime, other threats to your cyber privacy still exist. Example:

Anyone who knows where to look can buy stolen credit card numbers in chat rooms, and spends up every penny on your card in minutes.

(65) As new technologies bring out the creativity in crooks, your best bet may be plain old-fashioned vigilance. Keep track of each penny, balance your checkbook and follow up on discrepancies in your statements immediately. However much the world change, it still pays to be your own watchdog.

(61)

Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)

If the various advocates of the conflicting options are all smart, experienced, and well informed, why do they disagree so completely? Wouldn't they all have thought the issue through carefully and come to approximately the same "best"—conclusion?

The answer to that crucial question lies in the structure of the human brain and the way it processes information.

Most human beings actually decide before they think. When any human being—executive, specialized expert, or person in the street—encounters a complex issue and forms an opinion, often within a matter of seconds, how thoroughly has he or she explored the implications of the various courses of action? Answer: not very thoroughly. Very few people, no matter how intelligent or experienced, can take inventory of the many branching possibilities, possible outcomes, side effects, and undesired consequences of a policy or a course of action in a matter of seconds. Yet, those who pride themselves on being decisive often try to do just that. And once their brains lock onto an opinion, most of their thinking thereafter consists of finding support for it.

A very serious side effect of argumentative decision making can be a lack of support for the chosen course of action on the part of the "losing" faction. When one faction wins the meeting and the others see themselves as losing, the battle often doesn't end when the meeting ends. Anger, resentment, and jealousy may lead them to sabotage the decision later, or to reopen the debate at later meetings.

There is a better way. As philosopher Aldous Huxley said, "It isn't who is right, but what is right, that counts." The structured-inquiry method offers a better alternative to argumentative decision making by debate. With the help of the Internet and wireless computer technology, the gap between experts and executives is now being dramatically closed. By actually putting the brakes on the thinking process, slowing it down, and organizing the flow of logic, it's possible to create a level of clarity that sheer argumentation can never match.

The structured-inquiry process introduces a level of conceptual clarity by organizing the contributions of the experts, then brings the experts and the decision makers closer together. Although it isn't possible or necessary for a president or prime minister to listen in on every intelligence analysis meeting, it's possible to organize the experts' information to give the decision maker much greater insight as to its meaning. This process may somewhat resemble a marketing focus group; it's a simple, remarkably clever way to bring decision makers closer to the source of the expert information and opinions on which they must base their decisions.

From the first three paragraphs we can learn that

A．executive and specialized expert are no more clever than person in the street.

B．very few people decide before they think.

C．those who pride themselves on being decisive often fail to do so.

D．people tend to consider carefully before making decisions.

Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D . Mark your answers on ANSWER SHEET 1.

In a democratic society citizens are encouraged to form. their own opinions on candidates for public offices, taxes, constitutional amendments, environmental concerns, foreign policy, and other issues. The opinions held by any population are shaped and manipulated by several factors: individual circumstances, the mass media, special-interest groups, and opinion leaders.

Wealthy people tend to think differently on social issues from poor people. Factory workers probably do not share the same views as white-collar workers, nonunion workers. Women employed outside their homes sometimes have perspectives different from those of full-time homemakers. In these and other ways individual status shapes one's view of current events.

The mass media, especially television, are powerful influences on the way people think and act. Government officials note how mall from the public tends to "follow the headlines". Whatever is featured in newspapers and magazines and on television attracts enough attention that people begin to inform. themselves and to express opinions.

The mass media have also created larger audiences for government and a wider range of public issues than existed before. Prior to television and the national editions of newspapers, issues and candidates tended to remain localized. In Great Britain and West Germany, for example, elections to the national legislatures were usually viewed by voters as local contests. Today's elections are seen as struggles between party leaders and programs. In the United States radio and television have been beneficial to the presidency. Since the days of Franklin D. Roosevelt and his "fireside chats," presidents have appealed directly to a national audience over the heads of Congress to advocate their programs.

Special-interest groups spend vast sums annually trying to influence public opinion. Public utilities, for instance, tried to sway public opinion in favor of nuclear power plants. Opposed to them were citizens' organizations that lobbied to halt the use of nuclear power. During the 1960s the American Medical Association conducted an unsuccessful advertising campaign designed to prevent the passage of medicare.

Opinion leaders are usually such prominent public figures as politicians, show business personalities, and celebrity athletes. The opinions of these individuals, whether informed and intelligent or not, carry weight with some segments of the population. Some individuals, such as Nobel Prize winners, are suddenly thrust into public view by the media. By quickly reaching a large audience, their views gain a hearing and are perhaps influential in shaping views on complex issues.

How many factors could shape public opinion, as mentioned in the text?

A．2.

B．3.

C．4.

D．5.

Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D . Mark your answers on ANSWER SHEET 1.

The demoralizing environment, decrepit (老朽的) building and minimal materials make the high school experience for these children an uphill battle. Merely graduating from such a high school is difficult, much less becoming a high-caliber science or engineering student. Schools with students from a higher socioeconomic level would not tolerate the obstacles I encountered dally. Improvements need to be made efficiently and made soon, or the divisions among people in this country will only become more extreme.

Of course, there are things that concerned citizens can do to help. Get involved with a school, especially one in a poor area. Volunteer to give a presentation or just to spend time with the children. My students were excited to talk to an insurance salesperson who came to give a career exploration lecture. They not only were genuinely interested in the opportunities he described but also were amazed that such a man would donate an afternoon to them.

Although those measures can help, they are not enough. For teaching to be effective, the entire environment of the inner city needs to be changed. Teaching someone the difference between velocity and acceleration is irrelevant if the person is hungry and scared. Programs that educate parents in child-rearing, organize low-income groups into cooperative units, fight drug trafficking and help to clean up the ghettos physically will improve the life in the community.

The small alterations and "new" proposals currently filling the newspapers are certainly not strong enough to transform. a decaying and demoralized school structure that has been disintegrating for decades. Inner-city schools need so much more, and the children deserve so much more than our society is willing to give. Like many other people, I entered the teaching profession eager to investigate change and found many institutionalized obstacles in my way. It should not be so difficult to make a difference.

By saying "an uphill battle", the author means

A．a tough task.

B．a easy job.

C．an upgrade class.

D．climbing a hill.