Children who do not get enough good food in the first two years of life suffer lasting (36)                        . They may be (37)                       or under weight. They may suffer from poor health or limited (38)                        .In addition, poorly (39)                        children are more likely to drop out of school and earn less money as adults.
  Too little food is not the only (40)                      of poor nutrition. Many children who live in homes with plenty of food suffer for other reasons. For example, the study says that mothers often fail to give their newly born babies their first (41)                       milk. It is full of nutrients that improve a baby's ability to fight infections and (42)                  .
  The study also links malnutrition to economic growth in poor countries. A (43)            of nutrition in early childhood (44)                                                                     
                                    .Many of these same countries have economies that are growing at a rate of two to three percent yearly. The study suggests that (45)                                                                           .
  Africa and South Asia are affected the most by poor nutrition. The study says about half of all children in India do not get enough good food. Other parts of the world are also severely affected, including Indonesia, Uzbekistan, Yemen, Guatemala and Peru. The study recommends that developing countries change their policies to deal with malnutrition. (46)                                                                         . It also recommends cleaner living conditions and in health care.

Part IV  Reading Comprehension (Reading in Depth)         (25 minutes)
Section A
Directions:  In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.

Questions 47 to 56 are based on the following passage.
In a family where the roles of men and women are not sharply separated and where many household tasks are shared to a greater or less extent, concepts of male superiority are hard to (47) ______.The pattern of sharing in tasks and in decisions makes for equality, and this in turn leads to further sharing. In such a home, the growing boy and girl learn to accept that (48) ______ more easily than did their parents and to prepare more (49) ______ for participation in a world characterized by (50) ______ rather than by "battle of the sexes".
If the process goes too far and man's role is (51) ______ as less important and that has happened in some cases, we are as badly off as before, only in reverse.
It is time to re-estimate the role of the man in the American family. We are getting a little tired of "Monism"(一元论)，but we don't want to exchange it for a "new-Monism". What we need, rather, is the (52) ______ that bringing up children involves a partnership of equals. There are signs that psychologists, social workers, and specialists in family are becoming more (53) ______ of the part men play. We have almost given up saying that a woman's place is not important in home. We are beginning, however, to analyze a man's place in the home and to (54) ______ that he does have a place in it. Nor is that place (55) ______ to the healthy development of the child. The family is a cooperative enterprise for which it is difficult to lay down rules, because each family needs to work out its own ways for solving its own problems.
Excessive authority has unhappy (56) ______, whether it wears skirts or trousers, the ideal of equal rights and equal responsibilities is relative not only to a healthy democracy, but also to a healthy family.

注意：此部分试题在答题卡2上作答

A) cooperationB) insistC) consequencesD) interpretE) fullyF) equalityG) maintainH) irrelevant I) considerableJ) awareK) recognitionL) regardedM) perfectlyN) transformsO) conservation

Section B
Directions:  There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
Passage One
Questions 57 to 61 are based on the following passage.
A few years ago a young mother watched her husband diaper (给…换尿布) their firstborn son. "You do not have to be unhappy about it," she protested. "You can talk to him and smile a little." The father, who happened to be a psychologist, answered firmly, "He has nothing to say to me, and I have nothing to say to him."
    Psychologist now know how wrong that father was. From the moment of birth, a baby has a great deal to say to his parents, and they to him. But a decade or so ago, these experts were describing the newborn as a primitive creature who reacted only by reflex, a helpless victim of its environment without capacity to influence it. And mothers accepted the truth. Most thought (and some still do) that a new infant could see only blurry (模糊的) shadows, that his other senses were undeveloped, and that all he required was nourishment, clean diapers, and a warm bassinet.
    Today university laboratories across the country are studying newborns in their first month of life. As a result, psychologists now describe the new baby as perceptive, with remarkable learning abilities and an even more remarkable capacity to shape his or her environment including the attitudes and actions of his parents. Some researchers believe that the neonatal period may even be the most significant four weeks in an entire lifetime.
    Far from being helpless, the newborn knows what he likes and rejects what he doesn't. He shut out unpleasant sensations by closing his eyes or averting his face. He is a glutton for novelty. He prefers animate things over inanimate and likes people more than anything.
    When a more nine minutes out, an infant prefers a human face to a head-shaped outline. He makes the choice despite the fact that, with delivery room attendants masked and gowned, he has never seen a human face before. By the time he's twelve hours old, his entire body moves in precise synchrony (同时发生) to the sound of a human voice, as if he were dancing. A non-human sound, such as a tapping noise, brings no such response.

57. The author points out that the father diapering his first-born son was wrong because________.
A) he believed the baby was not able to hear him
B) he thought the baby didn't have the power of speech
C) he was a psychologist unworthy of his profession
D) he thought the baby was not capable of any response
58. According to the passage, which of the following is TRUE?
A)  A new infant can see only blurry shadows.
B)  A new infant's senses are undeveloped
C)  All a new infant requires is nourishment, clean diapers, and a warm bassinet.
D)  A new infant is actually able to influence his or her environment
59. What does the sentence "He is a glutton for novelty" probably mean?
A) The newborn is greedy for new food.
B) The newborn tends to overeat.
C) The newborn always loves things that are new to him.
D) The newborn's appetite is a constant topic in novels.
60. According to the passage, it's groundless to think that newborns prefer________.
A) a human face to a head-shaped outline
B) animate things to inanimate ones
C) human voice to non-human sounds
D) nourishment to a warm bassinet
61. What is the passage mainly discussing about?
A) What people know about newborns.
B) How wrong parents are when they handle their babies.
C) How much newborns have progressed in about a decade's time.
D) Why the first month of life is the most significant four weeks in a lifetime.
 #P#Passage Two
Questions 62 to 66 are based on the following passage.
Some personal characteristics play a vital role in the development of one's intelligence. But people fail to realize the importance of cultivating these factors in young people.
 The so-called non-intelligence factors include one's feelings, will motivation, interests and habits. After a 30 years fellow-up study of 800 males, American psychologist found out that the main cause of distinction in intelligence is not intelligence itself, but non-intelligence factors including the desire to learn, will-power and self-confidence. Though people all know that one should have definite objectives, a strong will and good learning habits, quite a number of teachers and parents don't pay much attention to cultivating these factors.
 Some parents are greatly worried when their children fail to do well in their studies. They blame either genetic factors, malnutrition, or laziness, but they never take into consideration these non-intelligence factors. At the same time, some teachers don't inquire into these as reasons why students do poorly. They simply give them more courses and exercises, or even scold or ridicule them. Gradually, these students lose self-confidence. Some of them just feel defeated and give themselves up as hopeless. Others may go leave school because they are sick of learning.
 It is clear that the lack of cultivation of non-intelligence factors has been a main obstacle to intelligence development in teenagers. It even causes an imbalance between physiological and psychological development among a few students.
 If we don't start now to strengthen the cultivation of non-intelligence factors, it will not only do harm to the development of the intelligence of teenagers, but also affect the quality of a whole generation. Some experts have put forward proposals about how to cultivate students' non-intelligence factors.
 First, parents and teachers should fully understand teenage psychology. On this basis, they can help them to pursue the objective of learning, stimulating their will-power.
 The cultivation should also be part of primary education for young children. Parents should attend to these qualities from the very beginning.
 Primary and middle schools can open psychology courses to help students overcome the psychological obstacles to their learning, daily lives and recreation.

62. Which of the following is non-intelligence factor?
A)  Self-confidence
B)  Malnutrition
C)  Motivation
D)  Learning desire
63. Some students give up study because ______.
A)  teachers give them too much exercise
B)  parents often blame them for their poor study
C)  they are afraid of examination
D)  they lack of self-confidence
64. The following are the methods to cultivate the students' non-intelligence except ______.
A) the schools should let students learn some psychology courses.
B) parents should encourage their children to form good qualities from the very beginning.
C) parents and teachers should fully understand teenage physiological development.
D) parents and teachers should realize the importance of cultivating non-intelligence factors.
65. What is the authors attitude towards the neglecting of non-intelligence factors on children?
A) Positive
B) Negative
C) Neutral
D) Unknown
66. What do you think is the best title for the passage?
A) Factors Affecting Intelligence
B) Non-Intelligence Factors
C) Study on Non-Intelligence Factors
D) How to Cultivate Children's Non-Intelligence Factors

Part V   Cloze                                           (15 minutes)
Directions:  There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) on the right side of the paper. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.

For many people today, reading is no longer relaxation. To keep up their work, they have to read all kinds of materials. In _67_ a job or advancing in one, the ability to read and comprehend _68_ can mean the difference between success and failure. Yet the unfortunate fact is that most of us are _69_ readers. Most of us develop poor reading _70_ at an early age, and never get over them.The main deficiency _71_ in the actual component of language itself-words. Take individually, words have _72_ meaning until they are put together into phrases, sentences and paragraphs.  _73_, however, the untrained reader does not read groups of words. He laboriously reads one word at a time, often turning back to _74_ words or passages. Regression, the tendency to look back over _75_ you have just read, is a common bad habit in reading. Another habit  which  _76_ down the speed of reading is vocalization-sounding each word wither orally or mentally when a _77_ reads. To overcome these bad habits some reading clinics use a device called an _78_, which moves a bar (or a curtain) down the page at a predetermined speed. The bar is set at a slightly faster rate _79_ the reader finds comfortable, in order to "stretch" him. The accelerator forces the reader to read fast, _80_ word-by-word reading, regression and vocalization, practically impossible.  At first _81_ is sacrificed for speed. But when you learn to read ideas and concepts, you will not only read faster, _82_ your comprehension will improve. Many people, business managers, executives and engineers, have found _83_ reading skill   improved dramatically after some training.  _84_ John Muir, a business manager, for instance, his reading rate was a reasonably good 182 words a minute _85_ the training, now it is an excellent 1, 378 words a minute. He is delighted that now he can _86_ a lot more reading. 67. A) applying  B) doingC) offering   D) getting68. A) quickly   B) easilyC) roughly   D) decidedly69. A) good   B) curiousC) poor   D) urgent70. A) training   B) habits C) situations  D) custom71. A) lies   B) combinesC) touches   D) involves72. A) some   B) a lotC) little   D) dull73. A) Fortunately  B) In fact C) Unfortunately D) Logically 74. A) reuse   B) rereadC) rewrite   D) recite75. A) what   B) whichC) that   D) if76. A) scales   B) cutsC) slows   D) measures77. A) someone  B) oneC) he    D) reader78. A) accelerator  B) actorC) amplifier  D) observer79. A) then   B) asC) beyond   D) than80. A) enabling  B) leadingC) making   D) indicating81. A) comprehension B) meaningC) gift   D) content82. A) but   B) norC) or    D) for83. A) our   B) yourC) their   D) such a 84. A) Look at   B) TakeC) Make   D) Consider 85. A) for    B) inC) after   D) before86. A) master   B) go overC) present   D) get through

Part Ⅵ  Translation (5 minutes)
Directions: Complete the sentence on Answer Sheet 2 by translating into English the Chinese given in brackets.
87. It                                      (听起来似乎有点荒谬) expect anyone to drive 3 hours just for a 20-minutes meeting.
88. Many novels that attempt to mirror the world are                                    
(是它们所代表显示的反映).
89. Generally, it is only when animals are trapped that they                              
(为了逃脱而借助于暴力).
90. Since a circle has no beginning or end, the wedding ring                             
(被认为是永恒的爱情).
91. The population of Russia is still quite limited                                        
(与中国人口比起来).