Passage 1

　　Directions:

　　You are going to read a list of headings and a text about plagiarism in the academic community. Choose the most suitable heading from the list A-F for each numbered paragraph （41-45）。The first and last paragraphs of the text are not numbered. There is one extra heading which you do not need to use. Mark your answers on ANSWER SHEET l. （10 points）

　　[A] What to do as a student?

　　[B] Various definitions of plagiarism

　　[C] Ideas should always be sourced

　　[D] Ignorance can be forgiven

　　[E] Plagiarism is equivalent to theft

　　[F] The consequences of plagiarism

　　Scholars, writers and teachers in the modern academic community have strong feelings about acknowledging the use of another person's ideas. In the English-speaking world, the term plagiarism is used to label the practice of not giving credit for the source of one's ideas. Simply stated, plagiarism is “the wrongful appropriation or purloining, and publication as one's own of the ideas, or the expression of ideas of another.”

　　41.

　　The penalties for plagiarism vary from situation to situation. In many universities, the punishment may range from failure in a particular course to expulsion from the university. In the literary world, where writers are protected from plagiarism by international copyright laws, the penalty may range from a small fine to imprisonment and a ruined career. Protection of scholars and writers, through the copyright laws and through the social pressures of the academic and literary communities, is a relatively recent concept. Such social pressures and copyright laws require writers to give scrupulous attention to documentation of their sources.

　　42.

　　Students, as inexperienced scholars themselves, must avoid various types of plagiarism by being self-critical in their use of other scholars' ideas and by giving appropriate credit for the source of borrowed ideas and words, otherwise dire consequences may occur. There are at least three classifications of plagiarism as it is revealed in students' inexactness in identifying sources properly.

　　They are plagiarism by accident, by ignorance, and by intention.

　　43.

　　Plagiarism by accident, or oversight, sometimes is the result of the writer's inability to decide or remember where the idea came from. He may have read it long ago, heard it in a lecture since forgotten, or acquired it second-hand or third-hand from discussions with colleagues. He may also have difficulty in deciding whether the idea is such common knowledge that no reference to the original source is needed. Although this type of plagiarism must be guarded against, it is the least serious and, if lessons learned, can be exempt from being severely punished.

　　44.

　　Plagiarism through ignorance is simply a way of saying that inexperienced writers often do not know how or when to acknowledge their sources. The techniques for documentation-note-taking, quoting, footnoting, listing bibliography — are easily learned and can prevent the writer from making unknowing mistakes or omissions in his references. Although 'there is no copyright in news, or in ideas, only in the expression of them,“ the writer cannot plead ignorance when his sources for ideas are challenged.

　　45.

　　The most serious kind of academic thievery is plagiarism by intention. The writer, limited by his laziness and dullness, copies the thoughts and language of others and claims them for his own. He not only steals, he tries to deceive the reader into believing the ideas are original. Such words as immoral, dishonest, offensive, and despicable are used to describe the practice of plagiarism by intention.

　　The opposite of plagiarism is acknowledgement. All mature and trustworthy writers make use of the ideas of others but they are careful to acknowledge their indebtedness to their sources. Students, as developing scholars, writers, teachers, and professional leaders, should recognize and assume their responsibility to document all sources from which language and thoughts are borrowed. Other members of the profession will not only respect the scholarship, they will admire the humility and honesty.

　　Passage 2

　　Directions:

　　You are going to read a list of headings and a text about how to select a fund. Choose the most suitable heading from the list A—F for each numbered paragraph （41-45）。 The first and last paragraph of the text are not numbered. There is one extra heading which you do not need to use. Mark your answers on ANSWER SHEET1.（10 points）。

　　A） Watching related expenses and making wise choice.

　　B） Paying attention to details

　　C） Weighing your financial goals and expectations first

　　D） Maintaining realistic expectations

　　E） Narrowing the Search

　　F） Not too special

　　Eating better. Exercising Investing. There are a lot of things you know should he doing. There problem is that getting started always seems to be the hardest part. For many investors, mutual funds are a good way to go, but trying to sort through the number of available choices——now more than 1 0,000——makes this important task appear overwhelming Let's look at some ways to cut that number down to a reasonable size, as well as other factors to consider when selecting your first fund.

　　41.

　　Before you begin examining potential investments, it's important to take some time to access your own goals and risk tolerance. If you start with a clear objective in mind, as well as an understanding as to how you might react if your investment loses money, you'11 be less likely to purchase a fund that doesn't fit your needs .And that's what often leads it disappointment It is important to look for funds that are appropriate—are for both your goals and your investment temperament.

　　42.

　　One way to begin your search for a good fund is to use the Morning star rating. The rating is a useful tool for narrowing the field to funds that have done a good job of balancing return and risk in the past. To assign rating, Morningstar uses a formula that compares a fund's risk—adjusted historical performance with that of other funds within four rating groups——domestic stock funds, international stock funds, taxable bond funds, and municipal bond funds.

　　43.

　　Funds that invest solely in a single market sectors, called specialty funds, often have impressive returns and may be great additions to a diversified portfolio. However, the success of such funds depends largely on the fortunes of a particular market sector. Hence, specialty funds probably aren't the best way to start. For your first fund, look for a diversified stock fund that has exposure to different types of stocks.

　　44.

　　There's no free lunch in fund investing：1n addition to the sales fees that some fund companies charge, fund investors must also pay management fees and trading cost. Unfortunately, you don't necessarily get what you pay for—no one has ever shown that more expensive funds provide greater returns. Look for funds with reasonable costs. The expense ratio, which expresses annual costs as a percentage amount, is probably the best number to use when comparing mutual fund costs.

　　45.

　　Whatever the market does, try to take it in stride. You're in for the long haul, so don't worry about the market's day—to—day gyrations. Relax and resist the temptation to monitor your first investment daily. Check in on your mutual funds once a month, and give your portfolio a thorough exam every 6 to 12 months. And consider adding to your fund each month. An automatic investment plan makes it a relatively painless process. Finally, remember that the ultimate measure of your Success as an investor depends not on your owning the best—performing mutual fund. Only one fund will be the top performer over the next decade, and there's no way to predict which one it will be. Meeting your own financial goals should ultimately be the yardstick by which you measure your investment success.

　　Passage 3

　　Directions:

　　You are going to read a list of headings and a text about what parents are supposed to do to guide their children into adulthood. Choose a heading from the list A—G that best fits the meaning of each numbered part of the text （41-45）。 The first and last paragraphs of the text are not numbered. There are two extra headings that you do not need to use. Mark your answers on ANSWER SHEET 1. （10 points）

　　A. Set a Good Example for Your Kids

　　B. Build Your Kids' Work Skills

　　C. Place Time Limits on Leisure Activities

　　D. Talk about the Future on a Regular Basis

　　E. Help Kids Develop Coping Strategies

　　F. Help Your Kids Figure Out Who They Are

　　G. Build Your Kids' Sense of Responsibility

　　How Can a Parent Help?

　　Mothers and fathers can do a lot to ensure a safe landing in early adulthood for their kids. Even if a job's starting salary seems too small to satisfy an emerging adult's need for rapid content, the transition from school to work can be less of a setback if the start-up adult is ready for the move. Here are a few measures, drawn from my book Ready or Not, Here Life Comes, that parents can take to prevent what I call “work-life unreadiness.”

　　41.

　　You can start this process when they are 11 or 12. Periodically review their emerging strengths and weaknesses with them and work together on any shortcomings, like difficulty in communicating well or collaborating. Also, identify the kinds of interests they keep coming back to, as these offer clues to the careers that will fit them best.

　　42.

　　Kids need a range of authentic role models – as opposed to members of their clique, pop stars and vaunted athletes. Have regular dinner-table discussions about people the family knows and how they got where they are. Discuss the joys and downsides of your own career and encourage your kids to form some ideas about their own future. When asked what they want to do, they should be discouraged from saying “I have no idea.” They can change their minds 200 times, but having only a foggy view of the future is of little good.

　　43.

　　Teachers are responsible for teaching kids how to learn; parents should be responsible for teaching them how to work. Assign responsibilities around the house and make sure homework deadlines are met. Encourage teenagers to take a part-time job. Kids need plenty of practice delaying gratification and deploying effective organizational skills, such as managing time and setting priorities.

　　44.

　　Playing video games encourages immediate content. And hours of watching TV shows with canned laughter only teaches kids to process information in a passive way. At the same time, listening through earphones to the same monotonous beats for long stretches encourages kids to stay inside their bubble instead of pursuing other endeavors. All these activities can prevent the growth of important communication and thinking skills and make it difficult for kids to develop the kind of sustained concentration they will need for most jobs.

　　45.

　　They should know how to deal with setbacks, stresses and feelings of inadequacy. They should also learn how to solve problems and resolve conflicts, ways to brainstorm and think critically. Discussions at home can help kids practice doing these things and help them apply these skills to everyday life situations.

　　What about the son or daughter who is grown but seems to be struggling and wandering aimlessly through early adulthood? Parents still have a major role to play, but now it is more delicate. They have to be careful not to come across as disappointed in their child. They should exhibit strong interest and respect for whatever currently interests their fledging adult （as naive or ill conceived as it may seem） while becoming a partner in exploring options for the future. Most of all, these new adults must feel that they are respected and supported by a family that appreciates them.

　　Passage 4

　　Directions：You are going to read a list of headings and a about teaching a second language. Choose the most suitable heading from the list A-F for each numbered paragraph （41-45）。The first and last paragraphs of the are not numbered. There are two extra headings which you do not need to use. Mark your answers on ANSWER SHEET l. （10 points）

　　Asking for parental involvement

　　Setting up small groups

　　Making classroom events predictable

　　Extending the patterns of classroom communications

　　Supporting students' use of language for second language acquisition

　　Encouraging students to use models

　　Allowing variability in the patterns of classroom communications

　　How to Teach a Second Language

　　It should be evident that the way in which the patterns of communication are established and maintained in second language classroom is not random. Teachers, by virtue of the status they hold and the ways they use language, have the authority to retain control over both the content and structure of classroom communication. At times, teachers tightly control the topic of discussion, what counts as relevant to that topic, who may participate and when. At other times, teachers grant a varying degree of control to their students by allowing them to select when and how they will participate. Thus, the patterns of classroom communication depend largely on how teachers use language to control the structure and content of classroom events.

　　_________41____________________________________________________________________

　　To promote the patterns of communication I second language classrooms, teachers must establish an atmosphere in and outside the classroom that is encouraging, supporting and accepting of any and all student contributions. This means accepting student contributions not as right or wrong answers but as an ind