2010年6月
Part I LISTENING COMPREHENSION (20 points, 1 point each) Section A
Listen to the conversations carefully and choose the right answer to each question you have heard.
1. a. The bookstore is rarely crowded.
b. The woman has bought all her textbooks for this semester. c. Many students have used books to sell.
d. Last semester’s books cost the woman several hundred dollars.
2. a. The graph is in the center of the page. b. She can’t discuss the problem until later. c. She’s only finished half of the document.
d. They should look for another graph immediately.
3. a. He’s supposed to go to the meeting.
b. He wants the woman to give George the message.
c. He doesn’t know why George can’t attend the meeting. d. He forgot to deliver a message.
4. a. End his conversation quickly. b. Make several calls for the woman. c. Take the phone off the hook. d. Write down his phone number.
5. a. Return his literature books to the library. b. Keep his books from the literature class. c. Sell his literature books to the woman. d. give his literature books to his roommate.
6. a. Fill out an application form. b. Apply for a different position c. File the papers in the cabinet.
d. Show her the advertisement from the newspaper
7. a. Go with her to the airport. b. Talk to her for a short time. c. Find out when the plane is leaving. d. Make the phone call now.
8. a. He will give the woman directions to Chicago. b. He will drive the woman to Chicago. c. He will get a map for the woman.
d. He will take the woman to the bookstore.
9. a. He didn’t show his paintings at the exhibit. b. He didn’t see the paintings.
c. He doesn’t understand Ted’s art. d. The exhibit was canceled.
10. a. The woman has canceled her trip to Iowa. b. The snowstorm is getting weaker. c. The man’s information isn’t accurate. d. They also may get a lot of snow.
11. a. She will spend some time to get ready for the dinner. b. She will join them for dinner on time. c. She will go out shopping.
d. She will need all the time she can get to prepare for a test.
12. a. Take the class this semester. b. Get permission to take the class. c. Take the class over again. d. Register for the class next semester.
13. a. He doesn’t like his new eyeglass frames. b. He hasn’t had a haircut.
c. He got his eyeglasses a long time ago.
d. He has been asked by several people about his new eyeglass frames.
14. a. He shouldn’t have applied for the job. b. He is disappointed with his interview. c. He performed well in the interview.
d. He doesn’t want to discuss the interview now.
15. a. She left the lecture for a few minutes. b. She was reading during the lecture. c. She may have fallen asleep.
d. She misunderstood the speakers’ last points.
Section B
Listen to the passage and choose the best answer to each question you have heard. 16. a. To protect the United States from terrorist attacks. b. To investigate threats from other countries. c. To employ more people skilled in languages. d. To appoint more people to intelligence positions.
17. a. The FBI has failed to collect information about religious organizations. b. The FBI headquarters lacks skilled agents.
c. More hands are greatly needed in gathering information about terrorist attacks.
d. The FBI has been criticized for its actions in relation to the Sept. 11th terrorist attacks.
18. a. 11,500. b. 900. c. 500. d. 1,900.
19. a. People whose major is information technology. b. People who studied foreign languages in college.
c. People skilled in computer technology, science and languages. d. people skilled in gathering and studying intelligence information.
20. a. The new rules interfere with traditional American rights.
b. The new rules have threatened the safety of American Muslims. c. The new rules will bring efficiency to the FBI.
d. Under the new rules, political dissenters will be expelled from the U.S.
PART II VOCABULARY (15 points, 0.5 point each )
Directions: There are 30 sentences in this section. Each sentence has one word or phrase underlined. Below the sentence are four words marked A, B, C and D. Choose the word that is closest in meaning to the underlined one, and blacken the corresponding letter on your Answer Sheet.
21. I tried to explain, but he just gave me a blank look. A. funny B. expressionless C. generous D. attractive
22. There are literally millions of new acquaintances waiting to be picked up in a chat room to fill that void.
A. vacancy B. compensation C. competency D. completion
23. Far too often, even his parents, intimidated by the high-priced, high-tech gadget that has sucked their child’s humanity away, tiptoe around rather than disturb him.
A. united B. composed C. frightened D. maimed
24. The whole planet has become a war zone generating a bio-crisis not just for individual species, but for entire webs of life.
A. producing B. enforcing C. exemplifying D. clarifying 25. I don’t know what will become of the boy if he keeps failing his exams.
A. happen to B. blow down C. attribute to D. conflict with 26. Industrial contamination is pervasive, even in the fat cells of Antarctic penguins. A. critical B. widespread C. undoing D. frenzy
27. There are copious signs that our ability to feed ourselves is declining due to abuse and over-exploitation of our food sources.
A. ideal B. abundant C. contrary D. obvious
28. Our century has given a privileged layer or humanity an industrially organized life more opulent, more wasteful yet also more alienated and depressed than that of any ancient king. A. tangible B. hypnotic C. plentiful D. improbable 29. Eco-efficiency had directed business to restrict industry and curtail growth.
A. tout B. zinger C. threaten D. limit 30. Henry Ford, the American industrialist, was adamant about lean and clean operating policies. A. solemn B. unaware C. unyielding D. caustic
31. All biological nutrients should be designed to return to the organic cycle --- to be literally consumed by microorganisms and other creatures in the soil.
A. briefly B. wholly C. exactly D. hardly
32. As novel as eco-efficiency may have seemed at the Earth Summit in 1992, its roots go back to early industrialization.
A. awful B. hideous C. queer D. new
33. This paper presents some data from a survey of Open University undergraduate students carried out early in 1998.
A. offers B. inquires C. wads D. morphs
34. In a world where humans are the measure of all things, every unique manifestation of life becomes merchandise and rare butterflies have little chance of living out their own evolutionary destiny. A. impression B. demonstration C. exaggeration D. investigation 35. Sadly, such macrocosmic insults as dam construction, logging, the use of biocides, and urban sprawl function as a threat to butterflies and their habitat.
A. development B. gadget C. one-liner D. expansion 36. There is a wide divergence of opinion about planetary carrying-capacity. A. dilemma B. agreement C. disagreement D. irony 37. I have practised Tai Chi, an ancient meditative martial art. A. sporting B. macrocosmic C. thoughtful D. traditional 38. She feels great empathy with her little daughter. A. embassy B. carrying C. inspiring D. sharing
39. Their willingness to compromise, to accept the idea that such give-and-take is part of life, allows the game to proceed.
A. desensitize B. stalk C. suspend D. continue
40. The act of playing with the Play-Doh sparks other interests --- maybe she’ll work with modeling clay that she can bake into a permanent form, or paints.
A. incites B. forms C. smashes D. enjoys
41. Pragmatic self-interest alone should teach us that we must change before nature exacts inevitable revenge.
A. demands B. provides C. renews D. inspired 42. An optimistic, problem-solving attitude can sometimes conceal a deeper despair. A. diverge B. hide C. alter D. intercept
43. Although it is cheap, the original high-quality material is not retrieved, and it eventually ends up in landfill or incinerators.
A. improved B. found C. regained D. depleted
44. Manufactured carpets are normally made from nylon embedded in fiberglass and PVC, along with some biodegradable materials.
A. removed B. retained C. fixed D. replaced
45. The same ideal was promoted by the Business Council in 1992, but with the catchier term “eco-efficiency”.
A. refused B. criticized C. supported D. corrected 46. It is difficult to get reliable data about use and access to ICTs in the home.
A. exact B. proper C. compulsory D. dependable
47. Data from this group therefore gives some indication of what the similar population might be experiencing nationally.
A. sign B. privilege C. prize D. investigation 48. The data identifies a situation of unequal access to ICT hardware.
A. proves B. facilitates C. appeals to D. predicted
49. It is the potential of electronic communication which ICTs offer that open new possibilities for adult and continuing education.
A. advantage B. possibility C. inequality D. interaction
50. A slightly larger percentage of men are using the web for study: 15%, compared with 13% of women.
A. partial B. proportion C. number D. amount
PART III READING COMPREHENSION (20 points, 1 point each )
Directions: In this part of the test, there are four passages for you to read. Read each passage carefully and then do the questions that follow. Choose the best answer A, B, C or D and blacken the corresponding letter on your Answer Sheet. Passage One
Questions 51 to 55 are based on the following passage.
Professor Smith recently persuaded 35 people, 23 of them women, to keep a diary of all their absent-minded actions for a fortnight. When he came to analyze their embarrassing lapses ( 差错) in a scientific report, he was surprised to find that nearly all of them fell into a few groupings, nor did the lapses appear to be entirely random (随机的).
One of the women, for instance, on leaving her house for work one morning threw her dog her earrings and tried to fix a dog biscuit on her ear. “The explanation for this is that the brain is like a computer,” explains the professor. \program themselves to do certain activities regularly. It was the woman's custom every morning to throw her dog two biscuits and then put on her earrings. But somehow the action got reversed in the program,\incidents the volunteers reported were these \
Altogether the volunteers logged 433 unintentional actions that they found themselves doing -- an average of twelve each, There appear to be peak periods in the day when we are at our zaniest (荒谬可笑的). These are two hours some time between eight a.m. and noon, between four and six p.m. with a smaller peak between eight and ten p.m. \when a changeover in brain 'programs' occurs, as for instance between going to and from work.\Women on average reported slightly more lapses -- 12.5 compared with 10.9 for men m probably because they were more reliable reporters.
A startling finding of the research is that the absent-minded activity is a hazard of doing things in which we are skilled. Normally, you would expect that skill reduces the number of errors we make. But trying to avoid silly slips by concentrating more could make things a lot worse m
even dangerous.
51. In his study Professor Smith asked the subjects_____. A) to keep track of people who tend to forget things B) to report their embarrassing lapses at random C) to analyze their awkward experiences scientifically D) to keep a record of what they did unintentionally 52. Professor Smith discovered that_____.
A) certain patterns can be identified in the recorded incidents
B) many people were too embarrassed to admit their absent-mindedness C) men tend to be more absent-minded than women D) absent-mindedness is an excusable human weakness
53. \A) often fail to program their routines beforehand B) tend to make mistakes when they are in a hurry C) unconsciously change the sequence of doing things D) are likely to mess things up if they are too tired 54. We learn from the third paragraph that_____.
A) absent-mindedness tends to occur during certain hours of the day B) women are very careful to perform actions during peak periods C) women experience more peak periods of absent-mindedness D) men's absent-mindedness often results in funny situations 55. It can be concluded from the passage that_____.
A) people should avoid doing important things during peak periods of lapses B) hazards can be avoided when people do things they are good at C) people should be careful when programming their actions D) lapses cannot always be attributed to lack of concentration
Passage Two
Questions 56 to 60 are based on the following passage.
Throughout the nation's more than 15,000 school districts, widely differing approaches to teaching science and math have emerged. Though there can be strength in diversity, a new international analysis suggests that this variability has instead contributed to lackluster (平淡的) achievement scores by U.S. children relative to their peers in other developed countries. Indeed, concludes William H. Schmidt of Michigan State University, who led the new analysis, \science.'' The reason, he said, \ The new analysis, released this week by the National Science Foundation in Arlington, Va., is based on data collected from about 50 nations as part of the Third International Mathematics
and Science Study.
Not only do approaches to teaching science and math vary among individual U.S. communities, the report finds, but there appears to be little strategic focus within a school district’s curricula, its textbooks, or its teachers' activities. This contrasts sharply with the coordinated national programs of most other countries.
On average, U.S. students study more topics within science and math than their international counterparts do. This creates an educational environment that \Schmidt notes.
For instance, eighth graders in the United States cover about 33 topics in math versus just 19 in Japan. Among science courses, the international gap is even wider. U.S. curricula for this age level resemble those of a small group of countries including Australia, Thailand, Iceland, and Bulgaria. Schmidt asks whether the United States wants to be classed with these nations, whose educational systems \our pattern of splintered (支离破碎的) visions\but which are not economic leaders.
The new report \the National Science Teachers Association in Arlington. \new National Science Education Standards provide that focused vision,\ Implementing the new science standards and their math counterparts will be the challenge, he and Schmidt agree, because the decentralized responsibility for education in the United States requires that any reforms be tailored and instituted one community at a time.
In fact, Schmidt argues, reforms such as these proposed national standards \impossible task, because even though they are intellectually coherent, each becomes only one more voice in the babble ( 嘈杂声).\
56. According to the passage, the teaching of science and math in America is A) focused on tapping students' potential B) characterized by its diversity C) losing its vitality gradually D) going downhill in recent years
57. The fundamental flaw of American school education is that ________. A) it lacks a coordinated national program B) it sets a very low academic standard for students C) it relies heavily on the initiative of individual teachers
D) it attaches too much importance to intensive study of school subjects
58. By saying that the U.S. educational environment is \Para. 5), the author means U.S. educational practice ________. A) lays stress on quality at the expense of quantity B) offers an environment for comprehensive education C) encourages learning both in depth and in scope
D) scratches the surface of a wide range of topics
59. The new National Science Education Standards are good news in that they will A) provide depth to school science education B) solve most of the problems in school teaching C) be able to meet the demands of the community D) quickly dominate U.S. educational practice
60. Putting the new science and math standards into practice will prove difficult because
________.
A) there is always controversy in educational circles
B) not enough educators have realized the necessity for doing so C) school districts are responsible for making their own decisions D) many schoolteachers challenge the acceptability of these standards.
Passage Three
Questions 61 to 65 are based on the following passage. In its 4.5 billion years, Earth has evolved from its hot, violent birth to the celebrated watery blue planet that stands out in pictures from space. But in a new book, two noted University of Washington astrobiologists say the planet already has begun the log process of devolving into a burned-out cinder, eventually to be swallowed by the sun.
By their reckoning, Earth’s “day in the sun” has reached 4:30 a.m., corresponding to its 4.5 billion-year age. By 5 a.m., the 1 billion-year reign of animals and plants will come to an end. At 8 a.m. the oceans will vaporize. At noon-after 12 billion year-the ever-expanding sun, transformed into a red gain, will engulf the planet, melting away any evidence it ever existed and sending molecules and atoms that once were Earth floating off into space.
“The disappearance of our plane is still 7.5 billion years away, bur people really should consider the fate of our world and have a realistic understanding of where we are going.” said UW astrophysicist Donald Brownlee. “We live in a fabulous place at a fabulous time. It’s a healthy thing for people to realize what a treasure this is in space and time , and fully appreciate and protect their environment as much as possible.”
The prospects of humans surviving by moving to some other habitable planet or moon aren’t good, Brownlee and Ward contend, because even if such a place were found, getting there would be a huge obstacle. Various probes sent into space could survive Earth’s demise, and just a few grams of material could arguably carry a DNA sample from every human, they say, but it’s not likely the human species itself will survive. Long before the planet’s final end, life will become quite challenging, and finally impossible, for humans.
As the sun gets hotter and grows in size, it will envelop Mercury and Venus. It is possible it will stop just short of Earth, the authors say, but the conditions still would make this a most inhospitable planet. More likely, though, the sun will consume earth as well, severing all the chemical bonds between molecules and sending its individual atoms out into space, perhaps eventually to form new planes. That would leave Mars as the nearest planet to the sun, and on Mars the fading sun’s glow would be like that of Earth’s moon.
That end is still some 7.5 billion years distant, but by then Earth will have faced a variety of
“ends” along the way, the authors say. The dinosaur perished long age. Still to come are the last elephant, the last tree, the last flower, the last glacier, the last snowflake, the last ocean, the last life.
“It’s a healthy thing to think of the place of Earth among the other planets, and its place in the sun. The sun gave life and ultimately it will bring death.”
61. According to the new book, the life expectancy of the Earth is ______.
A) 1 billion years B) 4.5 billion years C) 7.5 billion years D) 12 billion years 62. It can be inferred from this passage that_______.
A) life is nothing B) the world is precious C) man can never conquer nature D) the future of human species is gloomy 63. The authors of the new book believe that the human species will_______.
A) disappear long before the disappearance of the Earth B) survive in the universe even if the Earth disappears C) find a place to live after the disappearance of the Earth D) be sent into space by various spacecrafts
64. All of the following things would come to an end before the final end of the earth,
except_______. A) Mars B) animals C) plants D) oceans 65.The authors of the new book intend to tell readers primarily that_______.
A) the Earth is nothing but one planet in the solar system B) nothing can survive for ever
C) we should cherish our life and environment of Earth D) the sun gave life and ultimately it will bring death.
Passage Four
Questions 66 to 70 are based on the following passage.
There are people in Italy who can’t stand soccer. Not all Canadians love hockey. A similar situation exists in America, where there are those individuals you may be one of them who yawn or even frown when somebody mentions baseball. Baseball to them means boring hours watching grown men in funny tight outfits standing around in a field staring away while very little of anything happens. They tell you it’s a game better suited to the 19th century slow, quiet and gentlemanly. There are the same people you may be one of them who love football because there’s the sport that glorifies “the hit”.
By contrast, baseball seems abstract, cool, silent, still. On TV the game is fractured into a dozen perspectives, replays, close-ups. The geometry of the game, however, is essential to understanding it. You will contemplate the game from one point as a painter does his subject; you may, of course, project yourself into the game. It is in this projection that the game affords so much space and time for involvement. The TV won’t do it for you. Take, for example, the third baseman. You sit behind the third base dugout and you watch him watching home plate. His legs are apart, knees bent. His arms hang loose. He does a lot of this. The skeptic can not think any other sports so still, so passive. But watch what happens every time the pitcher throws; the third baseman goes up on his toes, bends his arms or bring the glove to a point in front of him, take a
step right or left, backward or forward, perhaps he glances across the field to check his first baseman’s position. Suppose the pitch is a ball. “Nothing happened,” you say. “I could have had my eyes closed.
The skeptic and the innocent must play the game. And this involvement in the stands is no more intellectual than listening to music is. Watch the third baseman. Smooth in the dirt in front of you with one foot; smooth the pocket in the glove; watch the eyes of the batter, the speed of the bat, the sound of horsehide on wood. If football is a symphony of movement, baseball is chamber music, a spacious combination of notes, choruses and responses. 66. The passage is mainly concerned with ____________.
A) The different tastes of people for sports B) The different characteristics of sports C) The attraction of football D) The attraction of baseball 67. Those who don’t like baseball may complain that___________. A) it is only to the taste of the old.
B) it involves fewer players than football C) it is not exciting enough D) it is showy and looks funny
68. The author admits that __________________. A) baseball is too peaceful for the young
B) baseball may seem boring when watched on TV C) football is more attractive than baseball D) baseball is more interesting than football.
69. By stating, “I could have had my eyes closed.” the author means ___________. A) the third baseman would rather sleep than play the game
B) even if the third baseman closed his eyes a moment ago, it could make no difference to the result
C) the third baseman is so good at baseball that he could finish the game with eyes closed all the time and does his work well
D) the consequence was too bad that he could not bear to see it 70. We could safely conclude that the author ______________. A) likes football C) hates baseball B) hates football D) likes baseball
PART IV TRANSLATION (30 points)
Section A (20 points, 4 points each)
Directions: Put the following parts into Chinese. Write your Chinese version in the appropriate space on your answer sheets.
71. The player is as much a tool of the game as the joystick. Her momentary fun is unsatisfying because it leads not to any genuine sense of achievement but only to the hypnotic experience of watching someone else’s creation unfold.
72. As novel as eco-efficiency may have seemed at the Earth Summit in 1992, its roots go back to early industrialization. Henry Ford saved his company money by recycling, and reusing materials, reduced the use of natural resources, minimized packaging, and set new standards with his timesaving assembly line back in 1926.
73. The data was analysed by gender and demonstrates some significant gender inequalities in access to, and use of, information and communication technologies (ICTs) both in the work and domestic context. These media are proposed as main delivery and support media for adult students. Gender inequality is therefore of serious concern.
74. As amusing and ingenious as electronic entertainment can be, children——and the society they live in——are the losers when they rely on these forms of fun. Unlike traditional games and toys, “wired” entertainment encourages kids to be unimaginative, socially immature, and crudely desensitized to the world around them.
75. Human beings are now altering the basic physiology of the planet. Industrial smog can be found everywhere over the oceans, and weather patterns are so distorted that climatologists now discuss “climate death”. Industrial contamination is pervasive, even in the fat cells of Antarctic penguins. The rain is not only acid but toxic. Whether industrialism warms or cools the atmosphere, its chemical experiment threatens to change life in ways barely imaginable, but undoubtedly for the worse.
Section B (10 points, 2 points each)
Directions: Put the following sentences into English. Use the word or expression given in the bracket after each sentence. Write your English version in the appropriate space on your answer sheets.
76. 提供电子化社会交往的设施对女性具有吸引力。(appeal to)
77. 除了给公司带来利润之外，这个项目还有助于保护环境。(along with) 78. 当其他生物从地球上消失时，我们人类会变成什么样呢？(become of) 79. 经常玩电子游戏的孩子容易失去创造力。(be apt to) 80. 可持续发展的理论对于发展中国家也同样适用。(hold true)
Part V Writing (15%)
Directions: Read the following article and do the following:
A: list out key words;（5 points）
B: write a summary in no more than 200 words.（10 points）
Where Do Those Bright Ideas Come From?
There are few experiences quite so satisfactory as getting a good idea. You’ve had a problem, you’ve thought about it till you were tired, forgotten it and perhaps slept on it, and then flash! When you weren’t thinking about it，suddenly the answer has come to you, as a gift from the gods. You’re pleased with it, and feel good. It may not be right, but at least you can try it out.
Of course all ideas don’t come like that, but the interesting thing is that so many do, particularly the most important ones. They burst into the mind, glowing with the heat of creation. How they do it is a mystery. But they must have come from somewhere. For the moment lets us assume that they come from the “unconscious.” This is reasonable, for the psychologists use this term to describe mental processes which are unknown to the subject, and creative thought depends on what was unknown becoming known.
We have all experienced this sudden arrival of a happy idea, but it is easiest to examine it in the great creative figures, many of whom experienced it in an intensified form and have written it down in their memoirs and letters. One can draw examples from genius in any field, from religion, philosophy, and literature to art and music, even in mathematics, science, and technical invention, though these are often thought to depend only on logic and experiment. It seems that all truly creative activity depends in some degree on these signals from the unconscious, and the more highly perceptive the person, the sharper and more dramatic the signals become.
Let’s see the example of Richard Wagner composing the prelude to “Rhinegold.” Wagner said that he had been occupied with the general idea of the “Ring” for several years, and for many weary months had been struggling to make a start with the actual composition. On September 4, 1863, he reached Spezia, sick, went to a hotel, could not sleep for noise without and fever within, took a long walk the next day, and in the afternoon flung himself on a couch intending to sleep. And then at last the miracle happened for which his unconscious mind had been crying out for so many months. Falling into a sleeplike condition, he suddenly felt as though he were sinking in a mighty flood of water, and the rush and roar soon took musical shape within his brain. He recognized that the orchestral prelude to the “Rhinegold”, which for a long time he must have carried about within him, yet had never been able to put it into form, had at last taken its shape within him.
In this example, the conscious mind at the moment of creation knew nothing of the actual processes by which the solution was found. As a contrast we may take a famous story: the discovery by Henri Poincare, the great French mathematician, of a new mathematical method called the Fuchsian functions (富克斯函数). For here we see the conscious mind, in a person of highest ability, actually watching the unconscious at work. For two weeks Poincare had been attempting to prove that there could not be any function similar to what he had since called the Fuchsian functions. Every day he sat down at his table and spent an hour or two trying a great number of combinations, and he arrived at no result. One night he took some black coffee, contrary to his usual habit, and was unable to sleep. A lot of ideas kept surging in his head; he could almost feel them pushing against one another, until two of them united, so to speak, to form a stable combination. When morning came, he had established the existence of one class of Fuchsian functions he had only to prove the results, which took only a few hours.
While the Wagner story shows the sudden explosion of a new conception into consciousness, in this one we see the conscious mind observing the new combinations being formed in the unconscious. A third type of creative experience is exemplified by the dreams which came to Descartes at the age of twenty-three and determined the path he was to follow for the rest of his life. Descartes tells how he had unsuccessfully searched for certainty, first in the world of books, and then in the world of men, and how in a dream on November 10, 1619, he made the significant discovery that he could only find certainty in his own thoughts, cogito ergo sum (I think, therefore I exist). This dream filled him with intense religious enthusiasm. Freud classified this dream as one of those whose content is very close to conscious thought.
Wagner’s, Poincare’s, and Descartes’ experiences are representative of countless others in
every field of culture. The unconscious is certainly the source of instinctive activity and therefore sometimes in conflict with the demands of reason, as Freud emphasized. But in creative thought the unconscious is responsible, not for conflict, but for the production of new organized forms from relatively disorganized elements.
2010.7.3. 研英（2）Key
A. 1-20 CBDAB ADCBD DABBC ADBCA
21-40 BACAA BBCDC CDABD CCDDA 41-60 ABCCC DAABB DACAD BADAC
61-70 DBAAC DCBBD
B. 1-20 CDBAD ABCDB BADDC ABDCA
21-40 CCDDA ABCCC DAABB BACAA 41-60 BBCDC CDABD BADCA DCBDA
61-70 ACDBB BCDBA
71. 玩家就像操纵杆一样，充其量就是个工具。他那瞬间的乐趣并不能令他满足，因为那样
不能给他真正的成就感，只是糊里糊涂地看着别人的创造在一点点展现而已。 72. 生态效能这个概念在1992年的地球峰会上也许显得很新颖，但它的起源可以追溯到早
期的工业化时期。亨利·福特早在1926年时就通过循环使用和再利用原材料、减少使用自然资源、包装最小化、对省时的流水线设定新标准等方法为他的公司节省金钱。 73. 这份以性别为基础来分析的数据表明了在工作和家庭环境中，在能够接触和使用信息通
讯技术方面的性别不平等。信息通讯技术被建议作为成人学生获取学习信息的主要传播和支撑媒介，因此该方面的性别不平等应得到认真的关注。
74. 电子游戏既好玩又设计精巧，当孩子们依赖于这些娱乐形式时，他们以及他们赖以生存的社会都成了失败者。与传统的游戏和玩具不同的是，电子娱乐促使孩子们不去发挥想象力，社交不成熟，对周围世界冷若冰霜。
75. 人类正改变着我们这颗行星的基本生理系统。工业烟雾四处弥漫，远及大洋；天气样本无章可寻以至于气候学家现在也探讨“气候的极度恶化”问题。工业污染无孔不入，甚至残留于南极洲企鹅的脂肪细胞中。雨不仅呈酸性，而且有毒。不论工业主义使大气变暖还是变凉，其化学实验将如何导致生物变异还难以想象，但情形将每况愈下是无疑的。 76. The facilities for doing social communication electronically appeal to women.
77. Along with profits for the company, this project can also help protect the environment. 78. What will become of our human beings when other creatures disappear from the earth? 79. Kids who often play electronic games are apt to lose creativity.
80. The theory of sustainable development also holds true for the developing countries.
A: key words: bright ideas, unconsciousness（这两个词为最基本关键词）（5分） B: write a summary in no more than 150 words. （10 分） It is interesting that many great ideas burst into the mind unconsciously. This can be examined in the great creative figures, such as Wagner whose orchestral prelude to “Rhinegold” was put into form when he was falling into a sleeplike condition, Poincare whose new idea came out when his conscious mind was in the unconscious state, and Descartes whose new ideas came out in a dream, but the content was very close to conscious thought.
These great figures’ experiences are representative of countless others in every field of
culture. The unconscious is certainly the source of instinctive activity and therefore sometimes in conflict with the demands of reason, as Freud emphasized. But in creative thought the unconscious is responsible, not for conflict, but for the production of new organized forms from relatively disorganized elements.