C
A poor chimney-sweeper, who had not enough money to buy a meal, stopped one hot summer day at noon before an eating-house, and remained regaling his nose with the smell of the victuals．The master of the shop told him several times to go away, but the sweeper could not leave savory smell, though unable to purchase the taste of the food．At last the cook came out of the shop, and taking hold of the sweeper, declared that, as he had been feeding upon the smell of his victuals (food and drink), he should not go away without paying half the price of a dinner．The poor fellow said that he neither could nor would pay, and that he would ask the first person who should pass, whether it was not an unreasonable and unjust demand．
The case was referred to a policeman, who happened to pass at that moment．He said to the sweeper: “As you have been feasting one of your senses with the odor (smell) of this man’s meat, it is but just you should make him some recompense; therefore you shall, in your turn, regale (amuse) one of his senses, which seems to be more insatiable than your appetite．How much money have you?”
“I have but two pence in all the world, sir, and I must buy me some bread．”
“Never mind,” answered the officer, “take your two pence between your hands; now rattle (cause to make a lot of quick little noises)them loudly．”
The sweeper did so, and the officer, turning to the cook, said, “Now, sir, I think he has paid you: the smell of your victuals regaled his nostrils(openings at the end of the nose); the sound of his money has tickled your ears．”
This decision gave more satisfaction to the bystanders than to the cook, but it was the only payment he could obtain．
66．The sweeper stopped one hot summer day at noon before an eating-house, because _______ .
A．he wanted to regale his nose with the smell of the victuals
B．he was hungry and he wanted to have dinner
C．he was hungry but he had no enough money to buy a meal
D．he wanted to smell if the food was delicious．
67．The cook’s demand that the sweeper should pay half the price of a dinner was 
obviously _______ .
A．reasonable     B．not fair  C．logical   D．proper
68．We infer that the way that the policeman settled the problem was _______ .
A．foolish        B．kind      C．clever    D．stupid
69．The passage implied that _______ .
A．it’s a pity that the cook did not get what he wanted
B．the master of the shop and the cook were cool-hearted
C．the cook was cruel
D．the sweeper got what he wanted
70. Which is true according to the passage?
A. This story is arranged in order of time.
B. This story is arranged in order of place.
C. There were four people in the scene.
D. The case was judged by law.

PART FOUR  WRITING
SECTION A
Directions: Read the following passage. Complete the diagram by using the information from the passage.
Write NO MORE THAN 3 WORDS for each answer.
Supplying energy by nuclear power is a new trend in the recent years. However, it may be very dangerous.
First, the radioactive material must travel from its place of production to the power station. Although the power stations themselves are strongly built, the containers used for the transport of the materials are not. Normally, only two methods of transport are in use, namely, road and rail. Unfortunately, both of these may have an effect on the general public, since they are sure to pass near, or even through, heavily populated areas.
Second, there is a problem of waste. All nuclear power stations produce wastes that in most cases will remain radioactive for thousands of years. It is impossible to make these waste non radioactive, so they must be stored in one of the inconvenient ways that scientists have invented. For example, they may be buried under the ground, or dropped into deserted mines, or sunk in the area. However, these methods do not solve the problem, since an earthquake could easily break the containers.
Third, there may occur the danger of a leak or an explosion at the power station. As with the other two dangers, this is not very likely, so it doesn’t provide a serious objection to nuclear program. However, it can happen.
Separately, these three types of dangers are not a great cause for worry. Taken together, though, the probability of disaster is extremely high.
Title:   71  of Nuclear Power

Argument	Supplying  72   by nuclear power may be very dangerous.
Grounds of 73	Places	Reasons	74
	Along   75	77   not strong	Transported near the public
	In waste-storing areas	78	Breaking containers
	76	Not mentioned	A leak or explosion
Conclusion	Separately, not a great   79   for worry;   80  , very possible

SECTION B
Directions：Read the following passage．Answer the questions according to the information given in the passage and the required words limit．Write your answers on your answer sheet.
According to the sociologists, there are several different ways in which a person may become recognized as the leader of a social group. In the family, traditional cultural patterns confer (贈與) leadership on one or both of the parents. In other cases, such as friendship groups, one or more persons may gradually emerge (顯現) as leaders, although there is no formal process of selection. In larger groups, leaders are usually chosen formally through election or recruitment.
Although leaders are often thought to be people with unusual personal ability, decades of research have failed to produce consistent（可靠的）evidence that there is any category of “natural leaders”. It seems that there is no set of personal qualities that all leaders have in common; rather, virtually (actually) any person may be recognized as a leader if the person has qualities that meet the needs of that particular group.
Research suggests that there are typically two different leadership roles that are held by different individuals. Instrumental leadership is leadership that emphasizes the completion of tasks by a social group. Group members look to instrumental leaders to “get things done”. Expressive (有表現力的) leadership, on the other hand, is leadership that emphasizes the collective（集體的）well beings of a social group’s members. Expressive leaders are less concerned with the overall goals of the group than with providing emotional support to group members and attempting to minimize (將……減到最少) tension and conflict among them.
Instrumental leaders are likely to have a rather secondary relationship to other group members. They give orders and may discipline group members who prevent attaining the group’s goals. Expressive leaders cultivate（培養(yǎng)）a more personal or primary relationship to others in the group. They offer sympathy when someone experiences difficulties and try to resolve issues that threaten to divide the group. As the difference in these two roles suggest, expressive leaders generally receive more personal affection from group members; instrumental leaders, if they are successful in achieving group goals, may enjoy a more distant respect.
81. How are leaders usually chosen? (不超過12個單詞)
__________________________________________________________
82. What do expressive leaders generally focus on? （不超過5個詞）
__________________________________________________________
83. What kind of person may be considered a leader according to the writer? (不超過17個單詞)
__________________________________________________________
84. What does the passage mainly discuss? （不超過8個詞）
__________________________________________________________

第三部分 閱讀理解（共20小題；每小題2分，滿分40分）
閱讀下列短文，從每題所給的四個選項（A、B、C和D）中，選出最佳選項，并在答題卡上將該項涂黑。
A
A few years ago, when I was still in high school, I met a wonderful and warm teacher. At that time in my life, there were many changes to adjust to, apart from the usual teenage troubles. My parents had divorced, so my elder brother and I had chosen to stay with my dad. Due to the fact that he was keeping the house, we didn’t have to move.
During this time, my teacher took a special interest in me. Being my English teacher, she encouraged my mind to travel to creativity I had long given up. She brought me out of the shell I built.
She became my mother, my older sister, my friend and my teacher. The one thing she couldn’t do though was to make me more girly as growing up with only my dad and brother made me a real tomboy.
Sometimes, I would be really immature（不成熟的）, especially if she was scoring me less than others on purpose. She knew I could do better than what I was handing in and so pushed me to extend further than limits.
When I finished school and then after college I was about to leave my hometowns she gifted me a watch that every second, with my pulse, should remind me of the one person who will forever wait and love me without reservation.
Time has passed and our friendship is distant, but in my heart, soul and mind, she is the closest I ever got.
56. The writer and her elder brother chose to live with their father simply because _________.
A. their mother was expecting to have another baby
B. they didn’t have to move out of their house
C. they hated their mother remarried
D. they had a closer relationship with their father
57. How did the writer get along with her studies before she met her English teacher?
A. She was hopeless and had given up her studies.
B. She was getting along well with her studies.
C. She had some trouble with her studies.
D. She lacked interest in creativity.
58. The writer behaved herself like a boy because ________.
A. she needed the love of mother
B. she wanted to learn from her father and brother
C. she lived with only men all the time
D. her English teacher didn’t care about her
59. What was the writer’s attitude to the watch given by the teacher?
A. She considered it to be very useful.
B. She valued it very much.
C. She kept it very well.
D. She wanted to do something later in return for it.

B
Dior was born in Normandy in 1905, and his family’s original plans for him included a career in the diplomatic service, but by the time he was twenty-three, with his parents’ money, he opened a small art gallery in Paris. By 1931, the money had been used up. Dior’s friends in the art gallery asked him to draw and he took his first step at designing and drawing. His first job was with Lucien Lelong from whom Dior learned his craft（手藝）.
In February, 1947, Dior started the New Look in his first major Paris collection. He was backed by a famous textile producer, Boussac, who looked after the dollars, while Dior looked after the fashions. Dior knew nothing about cutting and sewing, but he was good at fashion design.
The New Look started an entirely different look to costume, with a tiny waist, a rounded shoulder and a shapely bust（胸圍）, usually with a low-cut neckline and a long full skirt. To women who had lived through the war years, the femaleness of the New Look was a great success, for people were tired of the extremely plain, wartime restrictive fashions.
It is said that dresses by Dior were “constructed like buildings”, but young people were attracted to his design, and all over the western world, manufacturers plunged into（投入）the production of his new style. Dior’s revolutionary designs lighted up a whole cycle of fashion - rounded, gentle, feminine - a delight in elegance. A New kook House of Dior opened in 1948, followed by one in London. Considered as King of Couture （Women’s clothing） for years, the Dior Empire grew until it covered every country in the western world, and included furs, jewelry, perfumes, men’s wear and so on. Over 1,000 people worked at the Paris headquarters then.
His sudden death in 1957 when he was 52 years old did not stop the growth of the House of Dior. Even now, so many years after his death, his name is closely connected with fashion throughout the world, and indeed is one of the most recognized names in the world. His first great New Look, with its long skirts, was an expression of freedom in the late 1940s.
60. Which of the following designs is close to Dior’s?

61. According to the passage, in Dior’s life, he did not _________.
A. make creative fashion designs
B. work in a diplomatic service
C. learn craft as his first job
D. open a New Look House
62. We can infer from the passage that ________.
A. Dior and his supporter had different interests in business
B. Dior’s New Look had little influence on people then
C. Dior is only a brand of women’s fashion
D. Dior’s fashion was not accepted at first
63. What is probably the best title for the passage?
A. The History of the New Look
B. The Growth of the Dior Empire
C. An Expression of Freedom - Dior
D. The Founder of the New Look - Dior

D
Have you ever thought about what determines the way we are when we grow up? Remember the TV program Seven Up? It started following the lives of a group of children in 1973. We first meet them as wide-eyed seven-year-olds and catch up with them at seven-year intervals: nervous 14-year-olds, serious 21-year-olds and then grown-ups.
Some of the stories are inspiring, others sad, but what is interesting in almost all the cases is the way in which the children’s early hopes and dreams are shown in their future lives. For example, at seven, Tony is a lively child who says he wants to become a sportsman or a taxi driver. When he grows up, he goes on to do both. How about Niki? She says, “I would like to find out about the moon.” And she goes on to become a space scientist. As a child, soft-spoken Bruce says he wants to help “poor children” and ends up teaching in India.
But if the lives of all the children had followed this pattern, the program would be far less interesting than it actually was. It was the children whose childhood did not prepare them for what was to come that made the program so interesting. Where did their ideas come from about what they wanted to do when they grew up? Are children influenced by what their parents do, by what they see on television or by what their teachers say? How great is the effect of a single important event? Many film directors, including Steven Spielberg, say that an early visit to the cinema was the turning point in their lives. Dr. Margaret McAllister, who has done a lot of research in this area, thinks that the major factors are parents, friends and their wider society.
68. What does the text mainly discuss?
A. New ways to make a TV program interesting.
B. The importance of TV programs to children.
C. Different ways to make childhood dreams come true.
D. The influence of childhood experience on future lives.
69. What does the underlined word “influenced” mean in the last paragraph?
A. Impressed.     B. Improved.        C. Affected.          D. Attracted.
70. What are the examples in Paragraph 2 meant to show?
A. Many people’s childhood hopes are related to their future jobs.
B. There are many poor children in India who need help.
C. Children have different dreams about their future.
D. A lot of people are very sad in their childhood.
71. Spielberg’s story is meant to show that _______.
A. going to a movie at an early age helps a child learn about society
B. a single childhood event may decide what one does as a grown-up
C. parents and friends can help a child grow up properly
D. films have more influence on a child than teachers do

第二節(jié) 信息匹配（共5小題，每小題2分，滿分10分）
若選E項填涂AB ：若選F項填涂CD
請根據A至F各課程的介紹和個各人的情況說明，選出符合各人要求的最佳選項。
A. A Look at American Literature（文學）
A Look at American Literature is a course（課程）, which gives us a brief outline of American
Literature.
B. Works（作品） of Some Famous American Writers
Works of Some Famous American Writers show us the introductions to eleven famous writers
and their works and also give us some comments on the works.
C. Detailed Reading of American Literature
Detailed Reading of American Literature is a course which focuses on some important and  
moving details in the works of American literature. It will analyse the detail.
D. Story and Plot
It’s a course which analyses the setting of the main plots in some famous stories. The aim of this
course is to help those who want to become writers in the future.
E. Characters and Life
As you know, literature comes from our life, but it’s more than our life. This course will analyze
the personalities of some important characters in the world literature, and combine the analysis
with our life. It will help us gain wisdom from the characters.
F. Literature Comments
The course is a study of how to write literature comments through some vivid examples.
請閱讀以下學生的相關信息，然后匹配他/她和擬要選擇的課：
Helen wants to become a famous writer in the future. She is eager to take a course which can help her realize her dream.
Peter was ill last term and missed a lot of lessons in American literature. He wants to take a course which can give him an outline of it.
Kate likes to read literature works and she has many opinions after reading, but she doesn’t know how to express her ideas properly.
Tommy has the basic knowledge of American literature. He wants to take a course which can help him read more famous works about American literature.
Jerry wants to write some articles to show the significance of researching literature today. He is looking for a course which can help him.
待選課程學生                        課程名稱
66. Helen                     A.  A Look at American Literature
67. Peter                      B.  Works of Some Famous American Writers
68. Kate                      C.  Detailed Reading of American Literature
69. Tommy                   D.  Story and Plot
70. Jerry                      E.  Characters and Life
F.  Literature Comments

第三節(jié)任務型閱讀（共5個空；每空1個詞，每小題2分，滿分10分）
We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming (把…按能力分班)pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade! Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one aspect for their total personality.
We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.
In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to cooperate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.
Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work: it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.

第二節(jié)情景對話 （共5小題，每小題1分，滿分5分）
根據對話情景和內容，從對話后的選項中選出能填入每一空白處的最佳選項，在答題卡上將該選項涂黑，選項中有兩項為多余選項。
M：Excuse me. Can you give me some information about active holidays?
W：___6_   Would you please tell me exactly what you mean?
M:：Ok. When I go on holidays, I’d like to take exercise.  ____7___ What I mean is that I’m the sort of man who enjoys swimming, skiing and choose sorts of things.
W：____8____ Um… active holidays, let me see. What about diving, sir? We can offer you two weeks off the coast: one week diving and one week fishing with the local fishermen. But you only need to pay $800 for it. ____9____.
M： Fishing? Is there any chance of getting in a bit of sailing?
W：____10____ They are mostly organized by the sailing school. But rowing, yes. Are you interested in rowing, sir?
M：Well, I did a lot of rowing when I was at university.
A．I hate sitting around and doing nothing.
B．No problem.
Active holidays, sir?
D．It’s a very good bargain.
E．It’s a bit difficult.
F．I’m sorry we don’t do many sailing holidays, sir.
G．Oh, sir, sounds very interesting.

第四節(jié)完形填空（共20題，每小題1.5分，滿分30分）
閱讀下面短文，從短文后各題的A、B、C、和D四個選中選出適合填入對應空白處的最佳選項，并在答題卡上將該選項涂黑。
On a cold winter morning, my mother and I were walking home from a pizza store. We were dressed warmly and equipped with the video we had been  26  to watch. I was feeling a little  27  , as I was carrying our shopping bags of snacks and the video.
They were so heavy that I decided to  28  some things. So I started to walk towards the garbage can when I noticed a poor man  29  his bike out of the restaurant in front of us. He held a paper bag with his dirty hand. He  30  over to another nearby garbage can and started  31  it.
I suddenly felt very  32 . I knew this man would take all he could get,  33  I walked up to him and 34  the drink and some snacks over to him. The man, with lines on his face and wrinkles on his forehead, looked up in  35  and took what I gave him.
A huge smile 36  across his face and this 37  me to feel indescribable satisfaction. I felt like I couldn’t be  38  with myself, but then he said: “Wow, first someone gives me this sandwich, then this drink, and now some  39  food; this is my daughter’s  40  day!”
He thanked me happily and started off  41  his bike. I even heard him whistling a song as he rode away.
I now 42  what is meant by the saying “giving is getting”. Everyone in the world needs help, everyone can  43  help and everyone will be helped by showing  44 .
The image of that man’s happiness caused by my small gift appears in my mind  45  I have the chance to do something nice.
26．A．drinking      B．eating          C．dying          D．living
27．A．excited                 B．puzzled        C．tired                   D．satisfied
28．A．pick out          B．eat up            C．put down      D．throw away
29．A．running                B．walking           C．dragging      D．pulling
30．A．headed          B．rode               C．ran               D．fled
31．A．breaking into  B．looking through C．staring at    D．searching for
32．A．cold             B．afraid             C．guilty           D．content
33．A．but                    B．because            C．so                D．if
34．A．turned           B．thought           C．took              D．handed
35．A．surprise        B．detail               C．case                    D．return
36．A．disappeared    B．paused             C．existed             D．spread
37．A．made             B．forced             C．caused           D．gave
38．A．sadder             B．angrier            C．happier            D．crazier
39．A．cheap           B．tasty                C．clean               D．useful
40．A．lucky             B．busy                C．interesting      D．quiet
41．A．by                      B．on                   C．in                  D．with
42．A．remember        B．understand      C．appreciate      D．recognize
43．A．refuse           B．receive            C．offer              D．find
44．A．kindness          B．eagerness         C．willingness       D．braveness
45．A．every time     B．last time              C．atother times         D．next time