PART II PROOFREADING & ERROR CORRECTION
The following passage contains ten errors .Each line contains a maximum of one error. In each case only one word is involved. You should proofread the passage and correct it in the following way:
For a wrong word, underline the wrong word and write the correct one in the blank provided at the end of the line.
For a missing word, mark the position of the missing word with a "^" sign and write the word you believe to be missing in the blank provided at the end of the line.
For an unnecessary word, cross the unnecessary word with a slash "/" and put the word in the blank provided at the end of the line.
EXAMPLE
When ^ art museum wants a new exhibit,
(1) an
it (never/) buys things in finished form and hangs
(2) never
them on the wall. When a natural history museum
wants an exhibition, it must often build it.
(3) exhibit
The grammatical words which play so large a part in English
grammar are the most part sharply and obviously different from
the lexical words. A rough and ready difference which may
seem the most obvious is that grammatical words have "less
(26)
meaning", but in fact some grammarians have called them
(27)
"empty" words as opposed in the "full" words of vocabulary. But
(28)
this is a rather misled way of expressing the distinction. Although a
(29)
word like the is not the name of something as man is, it is very
far away from being meaningless; there is a sharp difference in
(30)
meaning between "man is vile" and "the man is vile", yet the
is the single vehicle of this difference in meaning.
(31)
Moreover, grammatical words differ considerably among
(32)
themselves as the amount of meaning they have even in the
lexical sense. Another name for the grammatical words has been
(33)
"little words". But size is by no meaning a good criterion for
distinguishing the grammatical words of English, when we consider
(34)
that we have lexical words as go, man, say, car. Apart from
this, however, there is a good deal of truth in what some people
(35)
say: we certainly do create a great number of obscurity when we
omit them. This is illustrated not only in the poetry of Robert
Browning but in the prose of telegrams and newspaper headlines.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
PART III READING COMPREHENSIONS
In this section there are four reading passages followed by fifteen multiple-choice questions. Read the passages and then mark your answers on your Answer Sheet.
TEXT A Human cognition In developing a model of cognition, we must recognize that perception of the external world does not always remain independent of motivation. While progress toward maturity is positively correlated with differentiation between motivation and cognition, tension will, even in the mature adult, militate towards a narrowing of the range of perception. Cognition can be seen as the first step in the sequence events leading from the external stimulus to the behavior of the individual. The child develops from belief that all things are an extension of its own body to the recognition that objects exist independent of his perception. He begins to demonstrate awareness of people and things which are removed from his sensory apparatus and initiates goal-directed behaviors. He may, however, refuse to recognize the existence of barriers to the attainment of his goal, despite the fact that his cognition of these objects has been previously demonstrated. In the primitive beings, goal-directed behavior can be very simple motivated. The presence of an attractive object will cause an infant to reach for it; its removal will result in the cessation of that action. Studies have shown no evidence of the infants frustration; rather, it appears that the infant ceases to desire the object when he cannot see it. Further indications are that the infants attention to the attractive object increase as a result of its not being in his grasp. In fact, if he holds a toy and another is presented, he is likely to drop the first in order to clutch the second. Often, once he has the one desired in his hands, he loses attention and turns to something else. In adult life, mere cognition can be similarly motivational, although the visible presence of the opportunity is not required as the instigator of response. The mature adult modifies his reaction by obtaining information, interpreting it, and examining consequences. He formulates a hypothesis and attempts to test it. He searches out implicit relationships, examines all factors, and differentiates among them. Just as the trained artist can separate the value of color, composition, and technique, while taking in and evaluating the whole work, so, too, the mature person brings his cognitive learning strengths to bear in appraising a situation. Understanding that cognition is separate from action, his reaction are only minimally guided from conditioning, and take into consideration anticipatable events. The impact of the socialization process, particularly that of parental and social group ideology, may reduce cognitively directed behavior. The tension thus produced, as for instance the stress of fear, anger, or extreme emotion, will often be the overriding influence. The evolutionary process of development from body schema through cognitive learning is similarly manifested in the process of language acquisition. Auditing develop first, reading and writing much later on. Not only is this evident in the development of the individual being from infancy on, but also in the development of language for humankind. Every normal infant has the physiological equipment necessary to produce sound, but the child must first master their use for sucking, biting, and chewing before he can control his equipment for use in producing the sounds of language. The babble and chatter of the infant are precursors to intelligible vocal communication. From the earlier times, it is clear that language and human thought have been intimately connected. Sending or receiving messages, from primitive warnings of danger to explaining creative or reflective thinking, this aspect of cognitive development is also firmly linked to the needs and aspirations of society.
36. How does the child develop his perception?
A) Strong motivations give rise to perception.
B) He holds the conviction that thing around him parts of extended body and later on gives it up.
C) Parents and teachers play a key role in his development of cognition.
D) He believes that objects around him independent of his perception.
37. What stimulates adults' motivational cognition?
A) Predictable presence of opportunities.
B) Visible signs of opportunities.
C) Instigators.
D) Approachable information.
38. What is the influence of socialization process?
A) It may produce tension.
B) It may produce extreme emotion.
C) It may reduce one's cognitively guided behaviors.
D) A, B, and C
39. What links cognitive development to the needs of society?
A) Practical purpose.
B) Natural human cognitive development.
C) Language.
D) Sending or receiving messages.
TEXT B Pollution Is a Dirty Word Consume, consume, consume! Our society is consumer oriented-dangerous so. To keep the wheels of industry, we manufacture consumer goods in endless quantities, and, in the process, are rapidly exhausting our resources. But this is only half the problem. What do we do with manufactured products when they they are worn out? They must be disposed of, but how and where? Unsightly junkyards full of rusting automobiles already surround every city in the nation. Americans throw away 80 billion bottles and cans each year, enough to build more than ten stacks to the moon. There isnt room for much more waste, and yet the factories grind on. They cannot stop because everyone wants a job. Our standard of living, one of the highest in the world, requires the consumption of manufactured products in ever-increasing amounts. Man, about to be buried in his own waste, is caught in a vicious cycle. "Stop the world, I want to get off," is the way a popular song put mans dilemma. It wasnt always like this. Only 100 years ago man lived in harmony with nature. There werent so many people then and their wants were fewer. Whatever wastes were produced could be absorbed by nature and were soon covered over. Today this harmonious relationship is threatened by mans lack of foresight and planning, and by his carelessness and greed, for man is slowly poisoning his environment. Pollution is a "dirty" word. To pollute means to contaminate —— to spoil something by introducing impurities which make it unfit or unclear to use. Pollution comes in many forms. We see it, we smell it, taste it, drink it, and stumble through it. We literally live in and breathe pollution, and, not surprisingly, it is beginning to threaten our heath, our happiness, and our very civilization. Once we thought of pollution as meaning simply smog —— the choking, stinging, dirty air that hovers over cities. But air pollution, while it is still the most dangerous, is only one type of contamination among several which attack the most basic life function. Through the uncontrolled use of insecticides, man has polluted the land, killing the wildlife. By dumping sewage and chemical into rivers and lakes, we have contaminated our drinking water. We are polluting the oceans, too, killing the fish and thereby depriving ourselves of an invaluable food supply. Part of the problem is our exploding population. More and more people produce more wastes. But this problem is intensified by our "throw-way" technology. Each year American dispose of 7 million autos, 20 million tons of waste paper, 25 million pounds of toothpaste tubes and 48 million cans. We throw away gum wrappers, newspapers, and paper plates. It is no longer fashionable to reuse anything. Today almost everything is disposable. Instead of repairing a toaster or a radio, it is easier and cheaper to buy a new one and discard the old, even though 95 percent of its parts may still be functioning. Baby diapers, which used to be made of paper:" Wear it once and throw it away," will be the slogan of the fashion conscious. Where is this all to end? Are we turning the world into a gigantic dump, or is there hope that we can solve the pollution problem? Fortunately, solutions are in sight. A few of them are positively ingenious. Take the problem of discarded automobiles, for instance. Each year over 40,000 of them are abandoned in New York City alone. Eventually the discards end up in a junkyard. But card are too bulky to ship as scrap to a steel mill. They must first be flattened. This is done in a giant compressor which can reduce a Cadillac to the size of a television set in a matter of minutes. Any leftover scrap metal is mixed with concrete and made into exceptionally strong bricks that are used in buildings and bridges. Mans ingenuity has come to his rescue. What about water pollution? More and more citied are building sewage-treatment plants. Instead of being dumped into a nearby river or lake. sewage is sent through a system of underground pipes to a giant tank where the water is separated from the solid material called sludge, is converted into fertilizer. The sludge can also be made into bricks. Controlling air pollution is another crucial objective. Without food, man can live about five weeks; without water about five days. Without air, he can only live five minutes, so pure air is a must. Here the wrongdoer is the automobile. Where there is a concentration of automobiles, as in our big cities, air pollution is severe. It is important to see that our cars are equipped with pollution-control devices. Such devices effectively reduce the harmful gases emitted from the engine. Power plants, factories, and apartment buildings can also avoid air pollution. When possible they should use clean fuels like gas and oil. And the smokestacks of these buildings should be equipped with filters and other smoke-reduction devices. Can we eliminate pollution altogether? Probably not. Modern man pollutes with everything he does, so total elimination would require drastic measures. Every power plant would have to shut down. Industries would have to close. We would have to leave all our automobiles in the garage. Every bus and truck and airplane would have to stop running. There would be no way to bring food to the cities. There would be no heat and light. Under these conditions, our population would die in a short time. Since such a drastic solution is impossible, we must employ determined public action. We can reduce pollution, even if we cant eliminate it altogether. But everyone must do his part. Check your car to see if the pollution-control device is working. Reduce your use of electricity. Is air conditioning really necessary? Dont dump garbage or other waste on the land or in the water. Demand that government take firm action against polluters. We can have a clean world, we can do nothing. The choice is up to you.
40. Which of the following statement is Not a cause of pollution mentioned in the passage?
A) pollution explosion.
B) too much consumption.
C) It is out-dated to rescue things.
D) high unemployment rate.
41. which of the following statements is Not a suggested solution to air pollution?
A) building sewage-treatment plants.
B) strict restriction on the discharge of polluted water to rivers or lakes nearby.
C) using gigantic tanks to separate solid materials from water.
D) setting up underground sewage system to purify water.
42. What does this passage mainly address?
A) the severity of pollution nowadays.
B) pollution and its solution.
C) universal concern over environment.
D) consumption and pollution.
The following passage contains ten errors .Each line contains a maximum of one error. In each case only one word is involved. You should proofread the passage and correct it in the following way:
For a wrong word, underline the wrong word and write the correct one in the blank provided at the end of the line.
For a missing word, mark the position of the missing word with a "^" sign and write the word you believe to be missing in the blank provided at the end of the line.
For an unnecessary word, cross the unnecessary word with a slash "/" and put the word in the blank provided at the end of the line.
EXAMPLE
When ^ art museum wants a new exhibit,
(1) an
it (never/) buys things in finished form and hangs
(2) never
them on the wall. When a natural history museum
wants an exhibition, it must often build it.
(3) exhibit
The grammatical words which play so large a part in English
grammar are the most part sharply and obviously different from
the lexical words. A rough and ready difference which may
seem the most obvious is that grammatical words have "less
(26)
meaning", but in fact some grammarians have called them
(27)
"empty" words as opposed in the "full" words of vocabulary. But
(28)
this is a rather misled way of expressing the distinction. Although a
(29)
word like the is not the name of something as man is, it is very
far away from being meaningless; there is a sharp difference in
(30)
meaning between "man is vile" and "the man is vile", yet the
is the single vehicle of this difference in meaning.
(31)
Moreover, grammatical words differ considerably among
(32)
themselves as the amount of meaning they have even in the
lexical sense. Another name for the grammatical words has been
(33)
"little words". But size is by no meaning a good criterion for
distinguishing the grammatical words of English, when we consider
(34)
that we have lexical words as go, man, say, car. Apart from
this, however, there is a good deal of truth in what some people
(35)
say: we certainly do create a great number of obscurity when we
omit them. This is illustrated not only in the poetry of Robert
Browning but in the prose of telegrams and newspaper headlines.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
PART III READING COMPREHENSIONS
In this section there are four reading passages followed by fifteen multiple-choice questions. Read the passages and then mark your answers on your Answer Sheet.
TEXT A Human cognition In developing a model of cognition, we must recognize that perception of the external world does not always remain independent of motivation. While progress toward maturity is positively correlated with differentiation between motivation and cognition, tension will, even in the mature adult, militate towards a narrowing of the range of perception. Cognition can be seen as the first step in the sequence events leading from the external stimulus to the behavior of the individual. The child develops from belief that all things are an extension of its own body to the recognition that objects exist independent of his perception. He begins to demonstrate awareness of people and things which are removed from his sensory apparatus and initiates goal-directed behaviors. He may, however, refuse to recognize the existence of barriers to the attainment of his goal, despite the fact that his cognition of these objects has been previously demonstrated. In the primitive beings, goal-directed behavior can be very simple motivated. The presence of an attractive object will cause an infant to reach for it; its removal will result in the cessation of that action. Studies have shown no evidence of the infants frustration; rather, it appears that the infant ceases to desire the object when he cannot see it. Further indications are that the infants attention to the attractive object increase as a result of its not being in his grasp. In fact, if he holds a toy and another is presented, he is likely to drop the first in order to clutch the second. Often, once he has the one desired in his hands, he loses attention and turns to something else. In adult life, mere cognition can be similarly motivational, although the visible presence of the opportunity is not required as the instigator of response. The mature adult modifies his reaction by obtaining information, interpreting it, and examining consequences. He formulates a hypothesis and attempts to test it. He searches out implicit relationships, examines all factors, and differentiates among them. Just as the trained artist can separate the value of color, composition, and technique, while taking in and evaluating the whole work, so, too, the mature person brings his cognitive learning strengths to bear in appraising a situation. Understanding that cognition is separate from action, his reaction are only minimally guided from conditioning, and take into consideration anticipatable events. The impact of the socialization process, particularly that of parental and social group ideology, may reduce cognitively directed behavior. The tension thus produced, as for instance the stress of fear, anger, or extreme emotion, will often be the overriding influence. The evolutionary process of development from body schema through cognitive learning is similarly manifested in the process of language acquisition. Auditing develop first, reading and writing much later on. Not only is this evident in the development of the individual being from infancy on, but also in the development of language for humankind. Every normal infant has the physiological equipment necessary to produce sound, but the child must first master their use for sucking, biting, and chewing before he can control his equipment for use in producing the sounds of language. The babble and chatter of the infant are precursors to intelligible vocal communication. From the earlier times, it is clear that language and human thought have been intimately connected. Sending or receiving messages, from primitive warnings of danger to explaining creative or reflective thinking, this aspect of cognitive development is also firmly linked to the needs and aspirations of society.
36. How does the child develop his perception?
A) Strong motivations give rise to perception.
B) He holds the conviction that thing around him parts of extended body and later on gives it up.
C) Parents and teachers play a key role in his development of cognition.
D) He believes that objects around him independent of his perception.
37. What stimulates adults' motivational cognition?
A) Predictable presence of opportunities.
B) Visible signs of opportunities.
C) Instigators.
D) Approachable information.
38. What is the influence of socialization process?
A) It may produce tension.
B) It may produce extreme emotion.
C) It may reduce one's cognitively guided behaviors.
D) A, B, and C
39. What links cognitive development to the needs of society?
A) Practical purpose.
B) Natural human cognitive development.
C) Language.
D) Sending or receiving messages.
TEXT B Pollution Is a Dirty Word Consume, consume, consume! Our society is consumer oriented-dangerous so. To keep the wheels of industry, we manufacture consumer goods in endless quantities, and, in the process, are rapidly exhausting our resources. But this is only half the problem. What do we do with manufactured products when they they are worn out? They must be disposed of, but how and where? Unsightly junkyards full of rusting automobiles already surround every city in the nation. Americans throw away 80 billion bottles and cans each year, enough to build more than ten stacks to the moon. There isnt room for much more waste, and yet the factories grind on. They cannot stop because everyone wants a job. Our standard of living, one of the highest in the world, requires the consumption of manufactured products in ever-increasing amounts. Man, about to be buried in his own waste, is caught in a vicious cycle. "Stop the world, I want to get off," is the way a popular song put mans dilemma. It wasnt always like this. Only 100 years ago man lived in harmony with nature. There werent so many people then and their wants were fewer. Whatever wastes were produced could be absorbed by nature and were soon covered over. Today this harmonious relationship is threatened by mans lack of foresight and planning, and by his carelessness and greed, for man is slowly poisoning his environment. Pollution is a "dirty" word. To pollute means to contaminate —— to spoil something by introducing impurities which make it unfit or unclear to use. Pollution comes in many forms. We see it, we smell it, taste it, drink it, and stumble through it. We literally live in and breathe pollution, and, not surprisingly, it is beginning to threaten our heath, our happiness, and our very civilization. Once we thought of pollution as meaning simply smog —— the choking, stinging, dirty air that hovers over cities. But air pollution, while it is still the most dangerous, is only one type of contamination among several which attack the most basic life function. Through the uncontrolled use of insecticides, man has polluted the land, killing the wildlife. By dumping sewage and chemical into rivers and lakes, we have contaminated our drinking water. We are polluting the oceans, too, killing the fish and thereby depriving ourselves of an invaluable food supply. Part of the problem is our exploding population. More and more people produce more wastes. But this problem is intensified by our "throw-way" technology. Each year American dispose of 7 million autos, 20 million tons of waste paper, 25 million pounds of toothpaste tubes and 48 million cans. We throw away gum wrappers, newspapers, and paper plates. It is no longer fashionable to reuse anything. Today almost everything is disposable. Instead of repairing a toaster or a radio, it is easier and cheaper to buy a new one and discard the old, even though 95 percent of its parts may still be functioning. Baby diapers, which used to be made of paper:" Wear it once and throw it away," will be the slogan of the fashion conscious. Where is this all to end? Are we turning the world into a gigantic dump, or is there hope that we can solve the pollution problem? Fortunately, solutions are in sight. A few of them are positively ingenious. Take the problem of discarded automobiles, for instance. Each year over 40,000 of them are abandoned in New York City alone. Eventually the discards end up in a junkyard. But card are too bulky to ship as scrap to a steel mill. They must first be flattened. This is done in a giant compressor which can reduce a Cadillac to the size of a television set in a matter of minutes. Any leftover scrap metal is mixed with concrete and made into exceptionally strong bricks that are used in buildings and bridges. Mans ingenuity has come to his rescue. What about water pollution? More and more citied are building sewage-treatment plants. Instead of being dumped into a nearby river or lake. sewage is sent through a system of underground pipes to a giant tank where the water is separated from the solid material called sludge, is converted into fertilizer. The sludge can also be made into bricks. Controlling air pollution is another crucial objective. Without food, man can live about five weeks; without water about five days. Without air, he can only live five minutes, so pure air is a must. Here the wrongdoer is the automobile. Where there is a concentration of automobiles, as in our big cities, air pollution is severe. It is important to see that our cars are equipped with pollution-control devices. Such devices effectively reduce the harmful gases emitted from the engine. Power plants, factories, and apartment buildings can also avoid air pollution. When possible they should use clean fuels like gas and oil. And the smokestacks of these buildings should be equipped with filters and other smoke-reduction devices. Can we eliminate pollution altogether? Probably not. Modern man pollutes with everything he does, so total elimination would require drastic measures. Every power plant would have to shut down. Industries would have to close. We would have to leave all our automobiles in the garage. Every bus and truck and airplane would have to stop running. There would be no way to bring food to the cities. There would be no heat and light. Under these conditions, our population would die in a short time. Since such a drastic solution is impossible, we must employ determined public action. We can reduce pollution, even if we cant eliminate it altogether. But everyone must do his part. Check your car to see if the pollution-control device is working. Reduce your use of electricity. Is air conditioning really necessary? Dont dump garbage or other waste on the land or in the water. Demand that government take firm action against polluters. We can have a clean world, we can do nothing. The choice is up to you.
40. Which of the following statement is Not a cause of pollution mentioned in the passage?
A) pollution explosion.
B) too much consumption.
C) It is out-dated to rescue things.
D) high unemployment rate.
41. which of the following statements is Not a suggested solution to air pollution?
A) building sewage-treatment plants.
B) strict restriction on the discharge of polluted water to rivers or lakes nearby.
C) using gigantic tanks to separate solid materials from water.
D) setting up underground sewage system to purify water.
42. What does this passage mainly address?
A) the severity of pollution nowadays.
B) pollution and its solution.
C) universal concern over environment.
D) consumption and pollution.