Passage 4

Depending on who you are, where you grew up, and, frankly, the color of your skin, you'll most likely react in one of two ways to Precious: Based on the Novel 'Push' by Sapphire. The film tells the story of Claireece (Precious) Jones and her struggle to survive a life overfull with misery. Pregnant for the second time with a child fathered by her own father, abused physically, emotionally, and sexually by her mother, Precious is also illiterate, obese, and friendless. Precious is not an easy movie to watch, and there are people in the black community who wish that you wouldn't. They insist that it is yet another stereotypical, demonizing representation of black people. The other camp, however, is thrilled to see a depiction of a young African-American woman that, while heartbreaking, is a portrait of the black experience that has been overlooked on the sunny horizon that stretches from The Cosby Show to House of Payne. Unfortunately, both of those reactions miss the movie's most searing message.

I wish I could agree with those who say Precious is just one more movie that feeds our vision of ourselves as victims. Even that would have been better than what lies underneath: the fact that black people have begun to accept as unchangeable the lot of those stuck in the ghetto.

How else to explain that while the film is set in 1987, no one seems outraged that so little has changed in the inner city in the more than 20 years since? Precious is a period piece that feels like a documentary. The public-education system is still failing to raise graduation rates above 50 percent in the worst neighborhoods. The public-welfare system has yet to offer a real path out of poverty, and child-protection services is still struggling to protect children. While I agree that we've gotten too comfortable seeing ourselves on film as martyrs and underdogs, so what? The real devastation at the heart of this film is that it can't offer Precious a more concrete way out of her predicament. Yes, Precious is changed at the end of the movie, able not only to read and write but also to move toward a better life. But that isn't enough. I wanted just a hint that she would also escape the hell that was (is) urban poverty. Precious was lucky to find the alternative school that could help her. But that's fiction. In reality, there are far more Preciouses than there are teachers to help them. Movies such as this one allow us to forget that.

36. One reaction to Precious is that____.

A. it often ignored the black experience　　B. there was a distorted image of blacks

C. the story exhibited too much misery　　D. it broke the heart of American women

37. The basic attitude towards blacks in The Cosby Show can be described as ______.

A. typical B. positive C. indifferent D. objective

38. “lot”(Paragraph 2) is closest in meaning to _____.

A. lottery B. hardship C. future D. destination

39. Which of the following statements is NOT true?

A. less than half of the students can graduate in some areas

B. poor people can’t receive enough support from the system

C. kids are still under-protected and prey to family abuse

D. Precious is more than fortunate to get rid of her misfortune

40. This piece of writing seems to be taken from _____.

A. a film review B. a book commentary　　C. a newspaper clip D. a story report

Part B

Directions: T / F decision(10 points)

Modern U.S. educators are always trying to define the "aims" of education. But to a swelling chorus of critics, the definitions have a hollow sound. Last week, in an eloquent little book called Faith and Education, one of Manhattan's leading Protestant clergymen told why. The Rev. George A. Buttrick. longtime pastor of the Madison Avenue Presbyterian Church, believes that modern education is nothing more than one gigantic evasion.

"We are told," says Dr. Buttrick, quoting Harvard's James Bryant Conant, "that education is preparation for the 'good life,' but neither the word 'good' nor the word 'life' is given any content. Or we are told that the 'general aim' of education 'is only that of pupil growth.' But what kind of 'growth'? . . . Or we are told that education must assume 'increasing responsibility for participation in projecting ideas of social change.' But again we must ask: What kind of change and in what direction? . . ."

These questions, says Dr. Buttrick, the educators do not answer, for "recent education has almost deified an attitude of suspended judgment, blind to the fact that while suspended judgment may be possible in matters of opinion or unfinished scientific research, it is not possible on any deeper level of life. We may suspend judgment . . . about the cause of the sudden inroad of lamprey eels in Lake Michigan, but we cannot suspend judgment on whether to steal or be honest, or on whether man is a mechanism or a soul.

"The cult of 'objective study' likewise cannot stand scrutiny . . . The mockery is so complete that the whole foundation of our education must now be questioned. For education has assumed that human nature is a receptacle for 'facts,' and that this diet of facts will of itself somehow lead to knowledge, and that knowledge by an even more mysterious alchemy will then become wisdom . . . Education has pinned its faith to a fictitious 'progress,' blandly believing that man is a romantic creature destined to walk the road of evolution 'more and more unto the perfect day.' Every tenet of this creed has been falsified: progress has become a rather nasty mixture of cash and gadgets, and the road of evolution has reached—Buchenwald!"

The fact is that these "aims" of education are not aims but escapes; "the uneasiness that comes of letting major issues go by default has fallen like mildew on our schools." The real aim of education cannot be "different from the total purpose of life . . . The realm of education may be like a field within a farm: it may cultivate a special crop. But the crop must still serve the purpose of the whole farm."

The major question that education must face, in short, is God, for "if God is the sovereign fact of life, God is the sovereign fact for education . . . Education cannot live under any hermetic seal, but only under the countersign of man's nature and destiny. If God is, education must live under the acknowledgment of God."

41. Modern attempts at defining the purpose of education are proved to be sound and solid.

42. It was once held that education helped prepare people for a bright future and decent living.

43. A scientific study, according to Dr. Buttrick, is subject to suspended judgment.

44. The author believes that human beings have stepped unto a perfect evolutionary road.

45. Education should serve the purpose of human life rather than the aims of God.

III Translation (15%)

There are worrying signs that the world is losing its appetite for dollars. The International Monetary Fund announced on Nov. 2 it was selling 200 metric tons of gold to India's central bank for $6.7 billion. News of the purchase sent gold prices to an all-time high. The move was widely seen as part of an effort by central banks around the world to diversify their extensive U.S. dollar holdings. Steven Englander, chief U.S. currency strategist at Barclays Capital in New York City, figures that in the second quarter, dollars accounted for only 37% of new reserves accumulated by central banks worldwide. That's the lowest proportion on record for any quarter during which reserves increased significantly. At a time when many central banks are boosting their reserves, they are choosing to buy euro and yen instead. "Central banks are doing more than talking about reducing the concentration of the U.S. dollar in their reserve portfolios. They are actually acting on their statements," Englander wrote in an October report.

IV Writing (25%)

Part A

Directions: There is an advertisement below, and you’re asked to read it carefully and then write a reply of application in 80-100 words. (10 points)

Part B

Directions: Read the following passage carefully, and write your essay in about 150 words. You should include your own opinion in the essay, and write on Answer Sheet 2. (15 points)

参考答案

Section 1 Use of English

BAA DB，CADBC (1---10)　ADCBA，DCADB (11---20)

Section II Reading Comprehension

Part A

BDA CA，CAA DB (21 ---30)　　CAC DA，BBD DA (30---40)

Part B

F T T F T

IV Writing (25%)

Part A

Directions: There is an advertisement below, and you’re asked to read it carefully and then write a reply of application in 80-100 words. (10 points)

Dear Sir/Madam:

Your advertisement for many new concept English teachers interested me because the position that you described sounds exactly like the kind of job I am seeking.

According to the advertisement, your position requires Bachelor or above in English major. I feel that I am competent to meet the requirements. During my education, I have grasped the principals of my major and skills of practice. I love teaching and am energetic and full of active attitude toward life. My two years’ experience of teaching new concept English has matured my teaching style into special one.

I would appreciate your time in reviewing my enclosed resume and if there is any additional information you require, please contact me.I would welcome an opportunity to meet with you for a personal interview.

With many thanks,

XXX

Part B

Directions: Read the following passage carefully, and write your essay in about 150 words. You should include your own opinion in the essay, and write on Answer Sheet 2. (15 points)

更多精彩推荐：考研 > 在职研 > 模拟试题