F)
We might marvel at the progress made in every field of study, but the methods of
testing a person’s knowledge and ability remain as primitive as ever they were. It really is
extraordinary that after all these years, educationists have still failed to device anything
more efficient and reliable than examinations. For all the pious claim that examinations test
what you know, it is common knowledge that they more often do the exact opposite. They
may be a good means of testing memory, or the knack of working rapidly under extreme
pressure, but they can tell you nothing about a person’s true ability and aptitude.
As anxiety-makers, examinations are second to none. That is because so much
depends on them. They are the mark of success or failure in our society. Your whole future
may be decided in one fateful day. It doesn’t matter that you weren’t feeling very well, or
that your mother died. Little things like that don’t count: the exam goes on. No one can give
off his best when he is in mortal terror, or after a sleepless night, yet this is precisely what
the examination system expects him to do. The moment a child begins school, he enters a
world of vicious competition where success and failure are clearly defined and measured.
Can we wonder at the increasing number of ‘drop-outs’: young people who are written off
as utter failures before they have even embarked on a career? Can we be surprised at the
suicide rate among students?
A good education should, among other things, train you to think for yourself. The
examination system does anything but that. What has to be learnt is rigidly laid down by a
syllabus, so the student is encouraged to memorize. Examinations do not motivate a
student to read widely, but to restrict his reading; they do not enable him to seek more and
more knowledge, but induce cramming. They lower the standards of teaching, for they
deprive the teacher of all freedoms. Teachers themselves are often judged by examination
results and instead of teaching their subjects, they are reduced to training their students in
exam techniques which they despise. The most successful candidates are not always the
best educated; they are the best trained in the technique of working under duress.
The results on which so much depends are often nothing more than a subjective
assessment by some anonymous examiner. Examiners are only human. They get tired and
hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled scripts in a
limited amount of time. They work under the same sort of pressure as the candidates. And
their word carries weight. After a judge’s decision you have the right of appeal, but not after
an examiner’s. There must surely be many simpler and more effective ways of assessing a
person’s true abilities. Is it cynical to suggest that examinations are merely a profitable
business for the institutions that run them? This is what it boils down to in the last analysis.
The best comment on the system is this illiterate message recently scrawled on a wall: ‘I
were a teenage drop-out and now I are a teenage millionaire. ’
82. The main idea of this passage is______.
A. examinations exert a pernicious influence on education
B. examinations are ineffective
C. examinations are profitable for institutions
D. examinations are a burden on students.
83. The author’s attitude toward examinations is_______.
A. detest
B. approval
C. critical
D. indifferent
84. The fate of students is decided by_______.
A. education
B. institutions
C. examinations
D. studentshemselves
85. According to the author, the most important of a good education is_______.
A. to encourage students to read widely
B. to train students to think on their own
C. to teach students how to tackle exams
D. to master his fate
VI. 短文改錯(cuò)(共 10 小題，每小題 0. 5 分，滿分 5 分)
Our lunch break from 11:50 AM to 1:40 PM. We are 86._______________
like bird that are set free from our cage. The first thing 87. _______________
we do is rush to the field to have the lunch. Students bring 88. _______________
out what they prepare in the morning for lunch, things 89. _______________
such as bread, carrots, drinks, etc. At lunch students who get 90. ______________
into three groups according to their liking, every doing their 91. ______________
own things. The first group of students like to sit in the field, 92. _____________
having lunch and talking. They eat very slow and talk about 93. _____________
the news, homework, etc. I don’t find it excited at all. 94. _______________
That is because I don’t usually eat lunch with them. 95. _____________
VII. 書面表達(dá)(5 分)
在剛剛過去的“兩會(huì)”期間，教育是代表們討論得最多的熱點(diǎn)。很多代表就教育公平和教
育收費(fèi)等問題發(fā)表了意見，在社會(huì)上引起了很大的反響。請(qǐng)談?wù)勀愕目捶ā?BR> I.& II.單項(xiàng)與多項(xiàng)選擇題（共 10 小題，每小題 1 分，計(jì) 10 分）
1—5 CBDAD 6.ABCD 7. ACD 8. ABD 9. ABC 10. BCD
III
. 語法和詞匯知識(shí) (共 30 小題，每小題 0.5 分，計(jì) 15 分)
11—15 ABABB 16—20 ACBAC 21—25 BBCAD
26—30 DCAAB 31—35 AABBD 36—40 CDDAC
IV. 完形填空 (共 20 小題；每小題 1 分，計(jì) 20 分)
41—45 ABADA 46—50 BCCAB
51—55 ADDAB 56—60 CABAB
V. 閱讀理解（共 25 小題，每小題 1 分，計(jì) 25 分）
61—65 BCDAD 66—70AABAC 71—75 DCAAC
76—80 CCDAB 81—85 AACCB
VI. 短文改錯(cuò)（共 10 小題，計(jì) 5 分）
86. from 前加 is 87. birdbirds 88. 去掉 lunch 前的 the
89. prepare prepared 90. 去掉 who 91. every each
92. right 93. slow slowly 94. excited exciting
95. because why
VII. （略） （計(jì) 5 分）
We might marvel at the progress made in every field of study, but the methods of
testing a person’s knowledge and ability remain as primitive as ever they were. It really is
extraordinary that after all these years, educationists have still failed to device anything
more efficient and reliable than examinations. For all the pious claim that examinations test
what you know, it is common knowledge that they more often do the exact opposite. They
may be a good means of testing memory, or the knack of working rapidly under extreme
pressure, but they can tell you nothing about a person’s true ability and aptitude.
As anxiety-makers, examinations are second to none. That is because so much
depends on them. They are the mark of success or failure in our society. Your whole future
may be decided in one fateful day. It doesn’t matter that you weren’t feeling very well, or
that your mother died. Little things like that don’t count: the exam goes on. No one can give
off his best when he is in mortal terror, or after a sleepless night, yet this is precisely what
the examination system expects him to do. The moment a child begins school, he enters a
world of vicious competition where success and failure are clearly defined and measured.
Can we wonder at the increasing number of ‘drop-outs’: young people who are written off
as utter failures before they have even embarked on a career? Can we be surprised at the
suicide rate among students?
A good education should, among other things, train you to think for yourself. The
examination system does anything but that. What has to be learnt is rigidly laid down by a
syllabus, so the student is encouraged to memorize. Examinations do not motivate a
student to read widely, but to restrict his reading; they do not enable him to seek more and
more knowledge, but induce cramming. They lower the standards of teaching, for they
deprive the teacher of all freedoms. Teachers themselves are often judged by examination
results and instead of teaching their subjects, they are reduced to training their students in
exam techniques which they despise. The most successful candidates are not always the
best educated; they are the best trained in the technique of working under duress.
The results on which so much depends are often nothing more than a subjective
assessment by some anonymous examiner. Examiners are only human. They get tired and
hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled scripts in a
limited amount of time. They work under the same sort of pressure as the candidates. And
their word carries weight. After a judge’s decision you have the right of appeal, but not after
an examiner’s. There must surely be many simpler and more effective ways of assessing a
person’s true abilities. Is it cynical to suggest that examinations are merely a profitable
business for the institutions that run them? This is what it boils down to in the last analysis.
The best comment on the system is this illiterate message recently scrawled on a wall: ‘I
were a teenage drop-out and now I are a teenage millionaire. ’
82. The main idea of this passage is______.
A. examinations exert a pernicious influence on education
B. examinations are ineffective
C. examinations are profitable for institutions
D. examinations are a burden on students.
83. The author’s attitude toward examinations is_______.
A. detest
B. approval
C. critical
D. indifferent
84. The fate of students is decided by_______.
A. education
B. institutions
C. examinations
D. studentshemselves
85. According to the author, the most important of a good education is_______.
A. to encourage students to read widely
B. to train students to think on their own
C. to teach students how to tackle exams
D. to master his fate
VI. 短文改錯(cuò)(共 10 小題，每小題 0. 5 分，滿分 5 分)
Our lunch break from 11:50 AM to 1:40 PM. We are 86._______________
like bird that are set free from our cage. The first thing 87. _______________
we do is rush to the field to have the lunch. Students bring 88. _______________
out what they prepare in the morning for lunch, things 89. _______________
such as bread, carrots, drinks, etc. At lunch students who get 90. ______________
into three groups according to their liking, every doing their 91. ______________
own things. The first group of students like to sit in the field, 92. _____________
having lunch and talking. They eat very slow and talk about 93. _____________
the news, homework, etc. I don’t find it excited at all. 94. _______________
That is because I don’t usually eat lunch with them. 95. _____________
VII. 書面表達(dá)(5 分)
在剛剛過去的“兩會(huì)”期間，教育是代表們討論得最多的熱點(diǎn)。很多代表就教育公平和教
育收費(fèi)等問題發(fā)表了意見，在社會(huì)上引起了很大的反響。請(qǐng)談?wù)勀愕目捶ā?BR> I.& II.單項(xiàng)與多項(xiàng)選擇題（共 10 小題，每小題 1 分，計(jì) 10 分）
1—5 CBDAD 6.ABCD 7. ACD 8. ABD 9. ABC 10. BCD
III
. 語法和詞匯知識(shí) (共 30 小題，每小題 0.5 分，計(jì) 15 分)
11—15 ABABB 16—20 ACBAC 21—25 BBCAD
26—30 DCAAB 31—35 AABBD 36—40 CDDAC
IV. 完形填空 (共 20 小題；每小題 1 分，計(jì) 20 分)
41—45 ABADA 46—50 BCCAB
51—55 ADDAB 56—60 CABAB
V. 閱讀理解（共 25 小題，每小題 1 分，計(jì) 25 分）
61—65 BCDAD 66—70AABAC 71—75 DCAAC
76—80 CCDAB 81—85 AACCB
VI. 短文改錯(cuò)（共 10 小題，計(jì) 5 分）
86. from 前加 is 87. birdbirds 88. 去掉 lunch 前的 the
89. prepare prepared 90. 去掉 who 91. every each
92. right 93. slow slowly 94. excited exciting
95. because why
VII. （略） （計(jì) 5 分）