【正文】 s adaptability [D] sudden fetting may bring about adaptive consequences 28. According to the passage, if a person never fot ____. [A] he would survive best [B] he would have a lot of trouble [C] his ability to learn would be enhanced [D] the evolution of memory would stop 29. From the last paragraph we know that____. [A] fetfulness is a response to learning [B] the memory storage system is an exactly balanced inputoutput system [C] memory is a pensation for fetting [D] the capacity of a memory storage system is limited because fetting occurs 30. In this article, the author tries to interpret the function of____. [A] remembering [B] fetting [C] adapting [D] experiencing Part Ⅲ EnglishChinese Translation The standardized educational or psychological test that are widely used to aid in selecting, classifying, assigning, or promoting students, employees, and military personnel have been the target of recent attacks in books, magazines, the daily press, and even in congress. (31) The target is wrong, for in attacking the tests, critics divert attention form the fault that lies with illinformed or inpetent users. The tests themselves are merely tools, with characteristics that can be measured with reasonable precision under specified conditions. Whether the results will be valuable, meaningless, or even misleading depends partly upon the tool itself but largely upon the user. All informed predictions of future performance are based upon some knowledge of relevant past performance: school grades, research productivity, sales records, or whatever is appropriate. (32 )How well the predictions will be validated by later performance depends upon the amount , reliability , and appropriateness of the information used and on the skill and wisdom with which it is interpreted. Anyone who keeps careful score knows that the information available is always inplete and that the predictions are always subject to error. Standardized tests should be considered in this context. They provide a quick, objective method of getting some kinds of information about what a person learned, the skills he has developed, or the kind of person he is. The information so obtained has, qualitatively, the same advantages and shortings as other kinds of information. (33) Whether to use tests. other kinds of information, or both in a particular situation depends, therefore, upon the evidence from experience concerning parative validity and upon such factors as cost and availability. (34) In general, the tests work most effectively when the qualities to be measured can be most precisely defined and least effectively when what is to be measured or predicted cannot be well defined. Properly used, they provide a rapid means of getting parable information about many people. Sometimes they identify students whose high potential has not been previously recognized, but there are many things they do not do. (35) For example, they do not pensate for gross social inequality, and thus do not tell how able an underprivileged youngster might have been had he grown up under more favorable circumstances. 31. ____ 32. ____ 33. ____ 34. ____ 1996 年 年全真試題 Part Ⅰ Cloze Test Vitamins are anic pounds necessary in small amounts in the diet for the normal growth and maintenance of life of animals, including man. They do not provide energy, 1 do they construct or build any part of the body. They are needed for 2 foods into energy and body maintenance. There are thirteen or more of them, and if 3 is missing a deficiency disease bees 4 . Vitamins are similar because they are made of the same elements—usually carbon, hydrogen, oxygen, and 5 nitrogen. They are different 6 their elements are arranged differently, and each vitamin 7 one or more specific functions in the body. 8 enough vitamins is essential to life, although the body has no nutritional use for 9 vitamins. Many people, 10 , believe in being on the “ safe side” and thus take extra vitamins. However, a well balanced diet will usually meet all the body’ s vitamin needs. 1.［ A］ either ［ B］ so ［ C］ nor ［ D］ never 2.［ A］ shifting ［ B］ transferring ［ C］ altering ［ D］ transforming 3.［ A］ any ［ B］ some ［ C］ anything ［ D］ something 4.［ A］ serious ［ B］ apparent ［ C］ severe ［ D］ fatal 5.［ A］ mostly ［ B］ partially ［ C］ sometimes ［ D］ rarely 6.［ A］ in that ［ B］ so that ［ C］ such that ［ D］ except that 7.［ A］ undertakes ［ B］ holds ［ C］ plays ［ D］ performs 8.［ A］ Supplying ［ B］ Getting ［ C］ Providing ［ D］ Furnishing 9.［ A］ exceptional ［ B］ exceeding ［ C］ excess ［ D］ external 10.［ A］ nevertheless ［ B］ therefore ［ C］ moreover ［ D］ meanwhile Part Ⅱ Reading Comprehension Passage 1 Tight lipped elders used to say, “ It’ s not what you want in this world, but what you get.” Psychology teaches that you do get what you want if you know what you want and want the right things. You can make a mental blueprint of a desire as you would make a blueprint of a house, and each of us is continually making these blueprints in the general routine of everyday living. If we intend to have friends to dinner, we plan the menu, make a shopping list, decide which food to cook first, and such planning is an essential for any type of meal to be served. Likewise, if you want to find a job, take a sheet of paper, and write a brief account of yourself. In making a blueprint for a job, begin with yourself, for when you know exactly what you have to offer, you can intelligently plan where to sell your services. This account of yourself is actually a sketch of your working life and should include education, experience and references. Such an account is valuable. It can be referred to in filling out standard application blanks and is extremely helpful in personal interviews. While talking to yo