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Section1 Use of English

Directions:

Millions of Americans andforeigners see GI.Joe as a mindless war toy ,the symbol of American military adventurism, but that’s not how it used to be .To the men and women who 1 )in World War II and the people they liberated ,the GI.was the 2) man grown into hero ,the pool farm kid torn away from his home ,the guy who 3) all the burdens of battle ,who slept in cold foxholes,who went without the 4)of food and shelter ,who stuck it out and drove back the Nazi reign of murder.this was not a volunteer soldier ,not someone well paid ,5) an averageguy ,up 6 )the best trained ,best equipped ,fiercest ,most brutalenemies seen in centuries.

His name is not much.GI. isjust a military abbreviation 7) Government Issue ,and it was on all of the article 8) to soldiers .AndJoe? A common name for a guy who never 9) it to the top .Joe Blow ,Joe Magrac …a workingclass name.The United States has 10)had a president or vicepresident or secretary of state Joe.

GI .joe had a (11)career fighting German ,Japanese ,and Korean troops . He appers as acharacter ,or a (12 ) of american personalities, in the 1945 movie The Story ofGI. Joe, based on the last days of war correspondent Ernie Pyle. Some of thesoldiers Pyle(13)portrayde themselves in the film. Pyle was famous for coveringthe (14)side of the warl, writing about the dirt-snow –and-mud soldiers, nothow many miles were(15)or what towns were captured or liberated, Hisreports(16)the “willie” cartoons of famed Stars and Stripes artist BillMaulden. Both men(17)the dirt and exhaustion of war, the (18)of civilizationthat the soldiers shared with each other and the civilians: coffee, tobacco,whiskey, shelter, sleep. (19)Egypt, France, and a dozen more countries, G.I.Joe was any American soldier,(20)the most important person in their lives.

1.[A]performed [B]served [C]rebelled [D]betrayed

2.[A]actual [B]common [C]special [D]normal

3.[A]bore [B]cased [C]removed [D]loaded

4.[A]necessities [B]facilitice [C]commodities [D]propertoes

5.[A]and [B]nor [C]but [D]hence

6.[A]for [B]into [C] form [D]against

7.[A]meaning [B]implying [C]symbolizing [D]claiming

8.[A]handedout [B]turn over [C]brought back [D]passed down

9.[A]pushed [B]got [C]made [D]managed

10.[A]ever [B]never [C]either [D]neither

11.[A]disguised [B]disturbed [C]disputed [D]distinguished

12.[A]company [B]collection [C]community [D]colony

13.[A]employed [B]appointed [C]interviewed [D]questioned

14.[A]ethical [B]military [C]political [D]human15.[A]ruined [B]commuted [C]patrolled [D]gained

16.[A]paralleled [B]counteracted [C]duplicated [D]contradicted

17.[A]neglected [B]avoided [C]emphasized [D]admired

18.[A]stages [B]illusions [C]fragments [D]advancea

19.[A]With [B]To [C]Among [D]Beyond

20.[A]onthe contrary [B] by this means [C]from the outset [D]at that point

Section II Resdiong Comprehension

Part A

Directions:

Read the following four texts. answer thequestion after each text by choosing A,B,C or D. Mark your answers on ANSWERSHEET 1.(40 points)

Text 1

Homework has never been terribly popular with students and even many parents, but in recent years it has been particularly scorned. School districts across the country, most recently Los Angeles Unified, are revising their thinking on his educational ritual. Unfortunately, L.A. Unified has produced an inflexible policy which mandates that with the exception of some advanced courses,homework may no longer count for more than 10% of a student’s academic grade.

This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework. But the policy is unclear and contradictory. Certainly, no homework should be assigned that students cannot do without expensive equipment. But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives, it is going riskily close to the implication that standards need to be lowered for poor children.

District administrators say that homework will still be a pat of schooling: teachers areallowed to assign as much of it as they want. But with homework counting for nomore than 10% of their grades, students can easily skip half their homework andsee vey little difference on their report cards. Some students might do well onstate tests without completing their homework, but what about the students whoperformed well on the tests and did their homework? It is quite possible that the homework helped. Yet rather than empowering teachers to find what worksbest for their students, the policy imposes a flat, across-the-board rule.

At the same time, the policy addresses none of the truly thorny questions abouthomework. If the district finds homework to be unimportant to its students’academic achievement, it should move to reduce or eliminate the assignments,not make them count for almost nothing. Conversely, if homework does nothing toensure that the homework students are not assigning more than they are willingto review and correct.

The homework rules should be put on hold while the school board, which is responsiblefor setting educational policy, looks into the matter and conducts publichearings. It is not too late for L.A. Unified to do homework right.