loewe和lv哪个档次高:谁有2006年三月PETS三级笔试真题啊？？？

Read the following text. Choose the best word or phrase for each numbered blank and mark A, B,C, or Don your ANSWER SHEET 1.

Text

In some ways, the human body is both like a furnace and like an engine. It must have fuel to produce heat as a furnace 26 . It must have fuel to produce motion and do 27 as an engine does. The nutrients (营养物) which 28 energy best are carbohydrates (碳水化合物) and fats. Protein can also be used as fuel. Minerals, vitamins, and water, 29 extremely valuable to the body, cannot be used as fuel.

If the body takes in more carbohydrates 30 are used for energy, the 31 is stored. Two storage places are the liver (肝) and muscles. There is a 32 , however, to the amount of carbohydrates they can 33 . When they are filled and they always 34 be for you to feel your best, excess carbohydrates are changed to fat and 35 around the body.

If the body does not take 36 a sufficient amount of food, it will use its stored fat for energy. If you 37 at all, the body would use up all the stored fats and 38 it would use its own protein in order to keep 39 as long as possible. Therefore, the 40 amount of food you eat should be in 41 with your energy requirements. It is not necessary, 42 , for you to go 43 counting calories (卡路里l) and weighing food. If a person is the 44 weight, it is safe to 45 that he is eating enough.

26. [A] has [B] needs [C] does [D] is

27. [A] job [B] function [C] behaviour [D] work

28. [A] present [B] offer [C] supply [D] grant

29. [A] as [B] since [C] when [D] while

30. [A] than [B]such [C] which [D] that

31. [A] access [B] excess [C] assess [D] extra

32. [A] restriction [B] barrier [C] limit [D] terminal

33. [A] fill [B] hold [C] involve [D] press

34. [A] might [B] would [C] could [D] should

35 .[A] extended [B] distributed [C] separated [D] stretched

36. [A] in [B] up [C] on [D] down

37. [A] won 'teat [B] mustn 't eat [C] did not eat [D] have not eaten

38. [A] when [B] but [C] because [D] then

39. [A] alike [B] alive [C] asleep [ D] awake

40. [A] general [B] overall [C] usual [D] total

41. [A] contact [B] accordance [C] contrast [D] line

42. [A] anyhow [B] otherwise [C] moreover [D] however

43. [A] around [ B ] away [ C ] after [ D ] against

44. [A] exact [B] same [C] right [D] accurate

45. [A] imagine [B] remind [C] recommend [D] suppose

Section Ⅲ Reading Comprehension

(40 minutes)

Part A

Directions:

Read the following three texts. Answer the questions on each text by choosing A, B, C or D. Mark your answers on the ANSWER SHEET by drawing a thick line across the corresponding letter in the brackets.

Text I

The automobile has many advantages. Above all, it offers people freedom to go wherever and whenever they want to go. The basic purpose of a motor vehicle is to get from point A to point B as cheaply, quickly, and safely as possible. However, to most people, cars are also personal fantasy machines that serve as symbols of power, success, speed, excitement, and adventure.

In addition, much of the world ' s economy is built on producing motor vehicles and supplying roads, services, and repairs for those vehicles. Half of the world' s paychecks are auto related. In the United States, one of every six dollars spent and one of every six non-farm jobs are connected to the automobile or related industries, such as oil, steel, rubber, plastics, automobile services, and highway construction.

In spite of their advantages, motor vehicles have many harmful effects on human lives and on air, water, land, and wildlife resources. The automobile may be the most destructive machine ever invented. Though we tend to deny it, riding in cars is one of the most dangerous things we do in our daily lives.

Since 1885, when Karl Benz built the first automobile, almost 18 million people have been killed by motor vehicles. Every year, cars and trucks worldwide kill an average of 250,000 people－as many as were killed in the atomic bomb attacks on Hiroshima and Nagasaki－and injure or permanently disable ten million more. Half of the world ' s people will be involved in an auto accident at some time during their lives.

Since the automobile was introduced, almost three million Americans have been killed on the highways－about twice the number of Americans killed on the battlefield in all U.S. wars. In addition to the tragic loss of life, these accidents cost American society about $60 billion annually in lost income and in insurance, administrative, and legal expenses.

Streets that used to be for people are now for cars. Pedestrians and people riding bicycles in the streets are subjected to noise, pollution, stress, and danger.
第 1 2 3 4 5 页
Motor vehicles are the largest source of air pollution, producing a haze of smog over the world ' s cities. In the United States, they produce at least 50% of the country's air pollution.

46. Cars represent people' s _________.

[A] occupation [ B] identity

[C] life style [D] fame

47. According to the passage, the average number of people killed annually in traffic accidents around the world is __________.

[A] 18 million [B] 250,000

[ C ] half of the world ' s population [ D] 60 million

48. A serious environmental problem resulting from automobiles is _________.

[ A ] tragic loss of life [ B ] traffic jams

[ C ] air pollution [ D ] mental stress

49. It can be inferred from this passage that automobiles _________.

[ A ] are an important part of the world ' s economy

[ B ] are becoming less dangerous

[ C ] will produce less air pollution in the future

[ D ] are killing more people in recent years than in the past

50. The title that suits the passage best is _________.

[ A ] Automobile and Economy

[B] Automobile and the Environment

[ C ] The Problems with the Automobile

[D] Advantages and Disadvantages of the Automobile

Text 2

I don't know how I became a writer, but I think it was because of a certain force in me that had to write and that finally burst through and found a channel. My people were of the working class of people. My father, a stone-cutter, was a man with a great respect and veneration for literature. He had a tremendous memory, and he loved poetry, and the poetry that he loved best was naturally of the rhetorical kind that such a man would like. Nevertheless it was good poetry, Hamlet's Soliloquy, Macbeth , Mark Antony' s "Funeral Oration" , Grey' s "Elegy" , and all the rest of it. I heard it all as a child; I memorized and learned it all.

He sent me to college to the state university.

The desire to write, which had been strong during all my days in high school, grew stronger still. I was editor of the college paper, the college magazine , etc. , and in my last year or two I was a member of a course in playwriting which had just been established there. I wrote several little one-act plays, still thinking I would become a lawyer or a newspaper man, never daring to believe I could seriously become a writer. Then I went to Harvard, wrote some more plays there, became obsessed with the idea that I had to be a playwright, left Harvard, had my plays rejected, and finally in the autumn of 1926, how, why, or in what manner I have never exactly been able to determine. But probably because the force in me that had to write at length sought out its channel, I began to write my first book in London, I was living all alone at that time. I had two rooms－a bedroom and a sitting room－in a litter square in Chelsea in which all the houses had that familiar, smoked brick and cream-yellow-plaster look.

51. We may conclude, in regard to the author's development as a writer, that his father _________.

[ A ] made an important contribution

[ B ] insisted that he choose writing as a career

[ C ] opposed his becoming a writer

[ D] insisted that he read Hamlet in order to learn how to be a writer

52. The author believes that he became a writer mostly because of _________.

[A] his special talent [B] his father's teaching and encouragement

[C] his study at Harvard [D] a hidden urge within him

53. The author _________,

[A] began to think of becoming a writer at Harvard

[ B ] had always been successful in his writing career

[ C ] went to Harvard to learn to write plays

[ D ] worked as a newspaper man before becoming a writer

54. The author really started on his way to become a writer _________.

[A] when he was in high school [B] when he was studying at Harvard

[ C ] when he lived in London [ D ] after he entered college

55. A conclusion we cannot safely draw (based upon this passage) about the author's life in

1926 is that _________.

[A] he was unmarried

[B] he was miserable about having his plays rejected

[C] he lived in a house like all the other houses around him

[D] he started his first novel

Text 3

Greek mythology is largely made up of stories about gods and goddesses, but it must not be read as a kind of Greek Bible, an account of the Greek religion.

According to the most modern idea, a real myth has nothing to do with religion. It is an explanation of something in nature; how, for instance, any and everything in the universe came into existence: men, animals, this or that tree or flower, the sun, the moon, the stars, storms, eruptions, earthquakes, all that is and all that happens. Thunder and lightning are caused when Zeus hurls his thunderbolt. A volcano erupts because a terrible creature is imprisoned in the mountain and every now and then struggles to get free. The Dipper ( 大熊星座) , the constellation ( 星座) called also the Great Bear, does not set below the horizon because a goddess once was angry at it and decreed (命令 ) that it should never sink into the sea. Myths are early science, the result of men ' s first trying to explain what they saw around them.

But there are many so-called myths which explain nothing at all. These tales are pure entertainment, the sort of thing people would tell each other on a long winter' s evening. The story of Pygmalion (皮格马利翁) and Galatea is an example; it has no conceivable connection with any event in nature. Neither has the Quest of the Golden Fleece (寻找金羊毛) , nor Orpheus (奥菲士，竖琴圣手) and Eurydice, nor many another. This fact is now generally accepted; and we do not have to try to find in every mythological heroine the moon or the dawn and in every hero' s life a sun myth. The stories are early literature as well as early science. But religion is there, too. In the background, to be sure, but nevertheless plain to see. From Homer through the tragedians and even later, there is a deepening realization of what human beings need and what they must have in their gods.

56. The author believes that myths __________.

[ A ] have nothing to do with religion

[ B ] contain very modern ideas

[ C ] are pure entertainment with no religious content

[ D ] have to do with science, religion and entertainment

57. In every myth, _________.
[ A ] there is a connection with some natural event

[ B ] there is not necessarily an attempt to explain an event in nature

[ C ] there are angry gods and goddesses

[ D ] there exists some religious teaching

58. According to the passage, the story of Pygmalion and Galatea _________.

[A] has something to do with the explanation of nature

[B] is pure entertainment

[ C ] has something to do with science

[D] is closely related to religion

59. Myths are early science because they __________.

[ A ] explain the natural events

[ B ] teach about the history

[ C ] have nothing to do with religion

[ D ] reflect people ' s expectations

60. The author, in regard to modern ideas on myth _________.

[A] is impressed and agrees with them

[ B ] refuses to accept any of them

[ C ] adds to them new points of view

[ D ] none of the above

Part B

Directions:

Read the following article in which five people talk about their ideas of education. For questions 61 to 65, match name of each speaker to one of the statements (A to G) given below. Mark your answers on your ANSWER SHEET.

Alien

I think it's a great shame people don't learn anything today. I mean, good heavens, when you think of all the millions of pounds the Government have spent on education－new schools, more teachers, new equipment. And yet still you find people who can' t read properly, can't even write their names and don ' t know what two and two is without a calculator. I think it ' s downright disgraceful. I remember when I was young you went to school to learn. You did as you were told and respected your teachers. Nowadays you get long-haired kids who aren ' t interested in anything. No wonder they don ' t learn anything.

Martha

Well, there are a lot of different views on this, but I think it is probably wrong to imagine that there was some golden age in the past when everything was perfect. It all depends, of course, on what you measure and how you measure it. It may surprise some people that there has not been an obvious and dramatic increase in the standard of education, given the vast amounts of money spent in this area by successive governments in recent years. But unfortunately, most improvements in education are intangible.

Pritt

Well, if you asked me, it's all these modern methods that is the problem. In the old days you sat in rows at desks and you did as you were told. You knew that you had to do and you did it－and you kept quiet. Nowadays, my god, the noise in most schools is deafening especially primary schools. The children wander around－do more or less what they want to as far as I can see. The teacher just sits there or wanders around with them, talking to them. Informal teaching they call it.Discovery methods. Sounds more like a recipe for discovering disaster to me.

Symons

Many people talk about how to improve education and a lot suggest raising the salaries of teachers and professors. Of course, this is very important to education. However, increasing the salary of teachers is just one way to improve education. It will not work without the cooperation of the other determinants, such as student ' s love of knowledge and reading. Even if the teachers are devoted, it will make no sense if the students are not willing to learn.

Wilbert

The criticism that what students learn today is not adapted to present-day society is utterly wrong because education can never be seen only in terms of how useful the subjects are when students leave school. We ought to evaluate education in terms of how much the students enjoy those subjects and how much they mean to those students. Instead of being trained to be utilitarian, students should be encouraged to do things for their own sake, and study what they are interested in.

Now match each of the persons to the appropriate statement.

Note: there are two extra statements.

Statements

61. Alien [A] Education is a gradual extension of oneself.

[B] Students should get satisfaction out of education.

62. Martha [C] Education standards are higher than in the past.

[ D ] Education involves learning as well as teaching.

63. Pritt [E] Many students are spoilt by our present-day educational system.

64. Symons [F] Schools should emphasize practical skills.

65. Wilbert [G] Educational standards are declining.

Section IV Writing

( 40 minutes )

You should write your responses to both parts on ANSWER SHEET 2.

Part A

66. Write a note to explain why you were absent from the night class.

Part B

67. For this part, you are required to write a composition based on the following table of The Brain and the Computer. Your composition should be no less than 150 words.

The Brain and the Computer

Brain Computer
Size one tenth of a cubic foot hundreds of cubic feet of space
Electrical energy used 25 watts of electrical power 100,000 watts of electrical power
Structure of cells directly connected to many other cells unconnected cells like a cell of pigeonholes (鸽巢分类架)
Capacity between 10 billion and 100 billion items of information a few billion items of immediately accessible information,nothinking capacity

听力没上

Reading comprehension
Read the following text. Choose the best word or phrase for each numbered blank and mark A, B,C, or Don your ANSWER SHEET 1.

Text

In some ways, the human body is both like a furnace and like an engine. It must have fuel to produce heat as a furnace 26 . It must have fuel to produce motion and do 27 as an engine does. The nutrients (营养物) which 28 energy best are carbohydrates (碳水化合物) and fats. Protein can also be used as fuel. Minerals, vitamins, and water, 29 extremely valuable to the body, cannot be used as fuel.

If the body takes in more carbohydrates 30 are used for energy, the 31 is stored. Two storage places are the liver (肝) and muscles. There is a 32 , however, to the amount of carbohydrates they can 33 . When they are filled and they always 34 be for you to feel your best, excess carbohydrates are changed to fat and 35 around the body.

If the body does not take 36 a sufficient amount of food, it will use its stored fat for energy. If you 37 at all, the body would use up all the stored fats and 38 it would use its own protein in order to keep 39 as long as possible. Therefore, the 40 amount of food you eat should be in 41 with your energy requirements. It is not necessary, 42 , for you to go 43 counting calories (卡路里l) and weighing food. If a person is the 44 weight, it is safe to 45 that he is eating enough.

26. [A] has [B] needs [C] does [D] is

27. [A] job [B] function [C] behaviour [D] work

28. [A] present [B] offer [C] supply [D] grant

29. [A] as [B] since [C] when [D] while

30. [A] than [B]such [C] which [D] that

31. [A] access [B] excess [C] assess [D] extra

32. [A] restriction [B] barrier [C] limit [D] terminal

33. [A] fill [B] hold [C] involve [D] press

34. [A] might [B] would [C] could [D] should

35 .[A] extended [B] distributed [C] separated [D] stretched

36. [A] in [B] up [C] on [D] down

37. [A] won 'teat [B] mustn 't eat [C] did not eat [D] have not eaten

38. [A] when [B] but [C] because [D] then

39. [A] alike [B] alive [C] asleep [ D] awake

40. [A] general [B] overall [C] usual [D] total

41. [A] contact [B] accordance [C] contrast [D] line

42. [A] anyhow [B] otherwise [C] moreover [D] however

43. [A] around [ B ] away [ C ] after [ D ] against

44. [A] exact [B] same [C] right [D] accurate

45. [A] imagine [B] remind [C] recommend [D] suppose

Section Ⅲ Reading Comprehension

(40 minutes)

Part A

Directions:

Read the following three texts. Answer the questions on each text by choosing A, B, C or D. Mark your answers on the ANSWER SHEET by drawing a thick line across the corresponding letter in the brackets.

Text I

The automobile has many advantages. Above all, it offers people freedom to go wherever and whenever they want to go. The basic purpose of a motor vehicle is to get from point A to point B as cheaply, quickly, and safely as possible. However, to most people, cars are also personal fantasy machines that serve as symbols of power, success, speed, excitement, and adventure.

In addition, much of the world ' s economy is built on producing motor vehicles and supplying roads, services, and repairs for those vehicles. Half of the world' s paychecks are auto related. In the United States, one of every six dollars spent and one of every six non-farm jobs are connected to the automobile or related industries, such as oil, steel, rubber, plastics, automobile services, and highway construction.

In spite of their advantages, motor vehicles have many harmful effects on human lives and on air, water, land, and wildlife resources. The automobile may be the most destructive machine ever invented. Though we tend to deny it, riding in cars is one of the most dangerous things we do in our daily lives.

Since 1885, when Karl Benz built the first automobile, almost 18 million people have been killed by motor vehicles. Every year, cars and trucks worldwide kill an average of 250,000 people－as many as were killed in the atomic bomb attacks on Hiroshima and Nagasaki－and injure or permanently disable ten million more. Half of the world ' s people will be involved in an auto accident at some time during their lives.

Since the automobile was introduced, almost three million Americans have been killed on the highways－about twice the number of Americans killed on the battlefield in all U.S. wars. In addition to the tragic loss of life, these accidents cost American society about $60 billion annually in lost income and in insurance, administrative, and legal expenses.

Streets that used to be for people are now for cars. Pedestrians and people riding bicycles in the streets are subjected to noise, pollution, stress, and danger.
第 1 2 3 4 5 页
Motor vehicles are the largest source of air pollution, producing a haze of smog over the world ' s cities. In the United States, they produce at least 50% of the country's air pollution.

46. Cars represent people' s _________.

[A] occupation [ B] identity

[C] life style [D] fame

47. According to the passage, the average number of people killed annually in traffic accidents around the world is __________.

[A] 18 million [B] 250,000

[ C ] half of the world ' s population [ D] 60 million

48. A serious environmental problem resulting from automobiles is _________.

[ A ] tragic loss of life [ B ] traffic jams

[ C ] air pollution [ D ] mental stress

49. It can be inferred from this passage that automobiles _________.

[ A ] are an important part of the world ' s economy

[ B ] are becoming less dangerous

[ C ] will produce less air pollution in the future

[ D ] are killing more people in recent years than in the past

50. The title that suits the passage best is _________.

[ A ] Automobile and Economy

[B] Automobile and the Environment

[ C ] The Problems with the Automobile

[D] Advantages and Disadvantages of the Automobile

Text 2

I don't know how I became a writer, but I think it was because of a certain force in me that had to write and that finally burst through and found a channel. My people were of the working class of people. My father, a stone-cutter, was a man with a great respect and veneration for literature. He had a tremendous memory, and he loved poetry, and the poetry that he loved best was naturally of the rhetorical kind that such a man would like. Nevertheless it was good poetry, Hamlet's Soliloquy, Macbeth , Mark Antony' s "Funeral Oration" , Grey' s "Elegy" , and all the rest of it. I heard it all as a child; I memorized and learned it all.

He sent me to college to the state university.

The desire to write, which had been strong during all my days in high school, grew stronger still. I was editor of the college paper, the college magazine , etc. , and in my last year or two I was a member of a course in playwriting which had just been established there. I wrote several little one-act plays, still thinking I would become a lawyer or a newspaper man, never daring to believe I could seriously become a writer. Then I went to Harvard, wrote some more plays there, became obsessed with the idea that I had to be a playwright, left Harvard, had my plays rejected, and finally in the autumn of 1926, how, why, or in what manner I have never exactly been able to determine. But probably because the force in me that had to write at length sought out its channel, I began to write my first book in London, I was living all alone at that time. I had two rooms－a bedroom and a sitting room－in a litter square in Chelsea in which all the houses had that familiar, smoked brick and cream-yellow-plaster look.

51. We may conclude, in regard to the author's development as a writer, that his father _________.

[ A ] made an important contribution

[ B ] insisted that he choose writing as a career

[ C ] opposed his becoming a writer

[ D] insisted that he read Hamlet in order to learn how to be a writer

52. The author believes that he became a writer mostly because of _________.

[A] his special talent [B] his father's teaching and encouragement

[C] his study at Harvard [D] a hidden urge within him

53. The author _________,

[A] began to think of becoming a writer at Harvard

[ B ] had always been successful in his writing career

[ C ] went to Harvard to learn to write plays

[ D ] worked as a newspaper man before becoming a writer

54. The author really started on his way to become a writer _________.

[A] when he was in high school [B] when he was studying at Harvard

[ C ] when he lived in London [ D ] after he entered college

55. A conclusion we cannot safely draw (based upon this passage) about the author's life in

1926 is that _________.

[A] he was unmarried

[B] he was miserable about having his plays rejected

[C] he lived in a house like all the other houses around him

[D] he started his first novel

Text 3

Greek mythology is largely made up of stories about gods and goddesses, but it must not be read as a kind of Greek Bible, an account of the Greek religion.

According to the most modern idea, a real myth has nothing to do with religion. It is an explanation of something in nature; how, for instance, any and everything in the universe came into existence: men, animals, this or that tree or flower, the sun, the moon, the stars, storms, eruptions, earthquakes, all that is and all that happens. Thunder and lightning are caused when Zeus hurls his thunderbolt. A volcano erupts because a terrible creature is imprisoned in the mountain and every now and then struggles to get free. The Dipper ( 大熊星座) , the constellation ( 星座) called also the Great Bear, does not set below the horizon because a goddess once was angry at it and decreed (命令 ) that it should never sink into the sea. Myths are early science, the result of men ' s first trying to explain what they saw around them.

But there are many so-called myths which explain nothing at all. These tales are pure entertainment, the sort of thing people would tell each other on a long winter' s evening. The story of Pygmalion (皮格马利翁) and Galatea is an example; it has no conceivable connection with any event in nature. Neither has the Quest of the Golden Fleece (寻找金羊毛) , nor Orpheus (奥菲士，竖琴圣手) and Eurydice, nor many another. This fact is now generally accepted; and we do not have to try to find in every mythological heroine the moon or the dawn and in every hero' s life a sun myth. The stories are early literature as well as early science. But religion is there, too. In the background, to be sure, but nevertheless plain to see. From Homer through the tragedians and even later, there is a deepening realization of what human beings need and what they must have in their gods.

56. The author believes that myths __________.

[ A ] have nothing to do with religion

[ B ] contain very modern ideas

[ C ] are pure entertainment with no religious content

[ D ] have to do with science, religion and entertainment

57. In every myth, _________.
[ A ] there is a connection with some natural event

[ B ] there is not necessarily an attempt to explain an event in nature

[ C ] there are angry gods and goddesses

[ D ] there exists some religious teaching

58. According to the passage, the story of Pygmalion and Galatea _________.

[A] has something to do with the explanation of nature

[B] is pure entertainment

[ C ] has something to do with science

[D] is closely related to religion

59. Myths are early science because they __________.

[ A ] explain the natural events

[ B ] teach about the history

[ C ] have nothing to do with religion

[ D ] reflect people ' s expectations

60. The author, in regard to modern ideas on myth _________.

[A] is impressed and agrees with them

[ B ] refuses to accept any of them

[ C ] adds to them new points of view

[ D ] none of the above

Part B

Directions:

Read the following article in which five people talk about their ideas of education. For questions 61 to 65, match name of each speaker to one of the statements (A to G) given below. Mark your answers on your ANSWER SHEET.

Alien

I think it's a great shame people don't learn anything today. I mean, good heavens, when you think of all the millions of pounds the Government have spent on education－new schools, more teachers, new equipment. And yet still you find people who can' t read properly, can't even write their names and don ' t know what two and two is without a calculator. I think it ' s downright disgraceful. I remember when I was young you went to school to learn. You did as you were told and respected your teachers. Nowadays you get long-haired kids who aren ' t interested in anything. No wonder they don ' t learn anything.

Martha

Well, there are a lot of different views on this, but I think it is probably wrong to imagine that there was some golden age in the past when everything was perfect. It all depends, of course, on what you measure and how you measure it. It may surprise some people that there has not been an obvious and dramatic increase in the standard of education, given the vast amounts of money spent in this area by successive governments in recent years. But unfortunately, most improvements in education are intangible.

Pritt

Well, if you asked me, it's all these modern methods that is the problem. In the old days you sat in rows at desks and you did as you were told. You knew that you had to do and you did it－and you kept quiet. Nowadays, my god, the noise in most schools is deafening especially primary schools. The children wander around－do more or less what they want to as far as I can see. The teacher just sits there or wanders around with them, talking to them. Informal teaching they call it.Discovery methods. Sounds more like a recipe for discovering disaster to me.

Symons

Many people talk about how to improve education and a lot suggest raising the salaries of teachers and professors. Of course, this is very important to education. However, increasing the salary of teachers is just one way to improve education. It will not work without the cooperation of the other determinants, such as student ' s love of knowledge and reading. Even if the teachers are devoted, it will make no sense if the students are not willing to learn.

Wilbert

The criticism that what students learn today is not adapted to present-day society is utterly wrong because education can never be seen only in terms of how useful the subjects are when students leave school. We ought to evaluate education in terms of how much the students enjoy those subjects and how much they mean to those students. Instead of being trained to be utilitarian, students should be encouraged to do things for their own sake, and study what they are interested in.

Now match each of the persons to the appropriate statement.

Note: there are two extra statements.

Statements

61. Alien [A] Education is a gradual extension of oneself.

[B] Students should get satisfaction out of education.

62. Martha [C] Education standards are higher than in the past.

[ D ] Education involves learning as well as teaching.

63. Pritt [E] Many students are spoilt by our present-day educational system.

64. Symons [F] Schools should emphasize practical skills.

65. Wilbert [G] Educational standards are declining.

Section IV Writing

( 40 minutes )

You should write your responses to both parts on ANSWER SHEET 2.

Part A

66. Write a note to explain why you were absent from the night class.

Part B

67. For this part, you are required to write a composition based on the following table of The Brain and the Computer. Your composition should be no less than 150 words.

The Brain and the Computer

Brain Computer
Size one tenth of a cubic foot hundreds of cubic feet of space
Electrical energy used 25 watts of electrical power 100,000 watts of electrical power
Structure of cells directly connected to many other cells unconnected cells like a cell of pigeonholes (鸽巢分类架)
Capacity between 10 billion and 100 billion items of information a few billion items of immediately accessible information,nothinking capacity

A] he was unmarried

[B] he was miserable about having his plays rejected

[C] he lived in a house like all the other houses around him

[D] he started his first novel