harbor /harbour [5hB:bE]                    n.港口，海港；避难所，藏身处

grossly                          adv.非常, 粗, 很

distort [di5stC:t]                                v.歪曲，扭曲

exaggerate [ig5zAdVEreit]                  v.夸大，夸张

nutrition [nju:5trIFEn]                        n.营养

bluntly                                adv. 坦率地, 率直地

bacterially                                        adv.细菌的

contaminate [kEn5tAmineit]                    v. 污染

litter [5litE]                            n. 垃圾，（供动物睡眠或防冻用的）干草、树叶, (一)窝, 轿, 担架 

vt. 乱丢, 铺草, 弄乱 vi. 产仔, 乱丢垃圾

jaw [dVC:]                                        n.颌，颚

warfare [5wCeE]                              n.战争（状态）；斗争；冲突

tiny [5tBIni]                                      a.极小的，微小的

ban [bAn]                                        v.取缔，查禁；（from）禁止

                                                        n.禁止，禁令

unconsciously                      adv. 无意中, 不知不觉

make sense                      v. 有意义

withstand [wIT5stAnd]                      v.抵抗，经受住

tighten [5taitEn]                    v. 变紧, 绷紧, 拉紧

stiffen [5stifn]                            vt. 使硬, 使僵硬, 使生硬, 使粘稠  vi. 变粘, 变硬, 变猛烈

modify [5mCdIfBI]                            v.更改，修改，修饰

hazard [5hAzEd]                                n.危险，冒险，危害

                                                        v.冒险，拼命

alternative [C:l5t[:nEtiv]                    a.两者挑一的

                                                      n.可供选择的事物，替换物，选择对象

handle [5hAndl]                                n.柄，把手，拉手

v.处理，对待，操纵；触，摸，抚弄

tackle [5tAkl]                                    n滑车；用具，器械

                                                        v.处理，解决，对付
chain [tFein]                                    n.链（条）；[pl.]镣铐；一连串，一系列，连锁

                                                        v.用链条拴住

overstate [5EuvE5steit]            vt. 夸大的叙述, 夸张   

dissolve [di5zClv]                                v.（使）溶解，（使）融化；解散，取消

pest [pest]                                        n.害虫

processor [5prEusesE]              n.处理机；处理器

caution [5kC:FEn]                              n.小心，谨慎；警告，告诫

                                                        v.警告

alarm [E5lB:m]                                  n.警报；惊恐，惊慌

                                                        v.使惊恐，惊动，惊吓；向…报警

with regard to                    adv. 关于

count on                          v. 依靠, 指望

magnetic [mAg5netIk]                      a.磁的，有磁性的；有吸引力的

fluctuate [5flQktFJeit]                        v.使波动，使起伏

drift [drift]                                        v./n. 漂，漂流       

axis [5Aksis]                                    n.轴（线）；构图中心线

undergo [9QndE5gEJ]                          v.遭受，经历，承受

polarity [pEu5lAriti]                n. 极性

reversal [ri5vE:sEl]                n. 颠倒, 反转, 反向, 逆转, 撤销

shed light on                              阐明，解释

core [kC:]                                        n.果核；中心，核心

intensity [in5tensiti]                          n.强烈，剧烈；强度

span [spAn]                                      n.跨度，跨距

rhythm [5rITEm]                                n.节奏，韵律

inevitable [i5nevitEbEl]                      a.不可避免的，必然发生的

preceding [pr I5siIN]                      a.在前的，在先的

stir [stE:]                                          v.搅拌,搅动;动,摇动;激动;轰动;煽动,鼓动

geophysicist                                n. 地球物理学者

originate [E5r IdVIneIt]                      v. (in, from)起源，发生；首创，创造

outer [5BJtE]                                    a.外部的，外面的，外层的

grain [grein]                                    n.谷物，谷类；颗粒，细粒

clay [klei]                                        n.粘土，泥土

article [5B:tikEl]                                n.文章，论文；物品，商品；项目，条款；冠词

switch [swItF]                                  n.开关，电闸；转换；枝条，鞭子

                                                        v.转换；(off)关断；(on)接通
external [ik5st[:nl]                            a.外部的，外面的

disaster [di5zB:stE]                                  n.灾难，天灾

contradict [9kCntrE5dikt]                    v.反驳；同…矛盾，同…抵触

valid [5vAlId]                                  a.有效的；合理的，有根据的

quest [kwest]                                          n. 寻求 

fantastic [fAn5tAstik]              adj. 幻想的, 奇异的, 稀奇古怪的, 荒谬的, 空想的

prevailing [pri5veiliN]                adj. 占优势的, 主要的, 流行的

consequence [5kCnsikwEns]                    n.结果，后果，影响；重要性

transformation [7trAnsfE5meiFEn]    n. 变化, 转化, 改适, 改革, 转换

lack [lAk]                                        n./v. 缺乏，不足

reward [rI5wC]                              n. (for)报酬，赏金，奖赏

                                                        v. (for)酬劳，奖赏；酬谢，报答，奖酬

affection [E5fekFEn]                          n.爱，慈爱，感情；影响

companion [kEm5pAnjEn]                n.同伴，共事者；伴侣

bond [bCnb]                            `      n.结合（物），粘结（剂），联结；公债，债券，契约

incentive [in5sentiv]                          n. 动机adj. 激励的

capacity [kE5pAsiti]                          n.容量，容积；能量，能力；接受力         

instrument [5instrumEnt]                  n.工具，仪器，器械；乐器

categorize [5kAtI^EraIz]            v. 加以类别, 分类

texture [5tekstFE]                              n. (织品的)质地, (木材, 岩石等的)纹理, (皮肤)肌理, (文艺作品)结构

aspect  [5Aspekt]                            n.样子，外表，面貌；（问题等的）方面

exploit [ik5splCit]                              v.开拓，开发

reaction [ri(5AkFEn]              n.  反应, 反作用, ——(力)

loyalty [5lCIElti]                                  n.忠诚，忠贞

morality [mE5rAlIti]                          n.道德，美德

guilt [5gilti]                                        n.罪过，内疚

greed [^ri]                        n. 贪欲, 贪婪

surgery [5s[:dV[ri]                                  n.外科，外科学；手术室，诊疗室

fundamental [9fQndE5mentl]              a.基础的，基本的

                                                        n. [pl.]基本原则，基本原理

generate [5dVenEreit]                        v.产生，发生

cater to                          v. 供应伙食, 迎合

cultivate [55kQltiveit]                        v.耕作，栽培，养殖；培养，教养，磨炼

vision [5vIV[n]                                  n.视觉，视力；眼力，想象力

contend [kEn5tend]                          v.竞争，斗争；坚决主张

derive [di5rBiv]                                  v.取得，导出，引申

legitimate [l i5dVitimit]                      adj. 合法的, 合理的, 正统的v. 合法

desire [di5zBiE]                                  v./n. 愿望，欲望，要求

context [5kCntest]                            n.上下文，文章前后关系

confront [kEn5frQnt]                          v.使面临，使遭遇；面对（危险等）

undergraduate [9QndE5grAdVUIt]        n.大学生，大学肄业生

discipline [5disiplin]                          n.纪律，学科

undermine [9QndE5mBIn]                    v.暗中破坏，逐渐削弱；侵蚀…的基础

faculty [5fAk[lti]                              n.才能；学院，系；（学院中系的）全体教学人员

candidate [5kAndidit]                        n.候选人，候补者；报考者

grant [grB:nt]                                    v.同意，准予；给予，授予

virtually [5v\:tjJElI]                adv. 事实上, 实质上

simultaneously [sImEl5teInIEsly]    adv. 同时地

perspective [p[5spektIv]                    n.透视画法,透视图;远景,前途;观点,看法

integrated [5inti^reitid]            adj. 综合的, 完整的

dominate [5dCmIneit]                        v.支配，统治，控制；占优势

commitment [kE5mitmEnt]        n. 委托事项, 许诺, 承担义务
Part ⅡReading Comprehension (35 minutes）

Questions 21 to 25 are based on the following passage:

Many Americans harbor a grossly distorted and exaggerated view of most of the risks surrounding food. Fergus Clydesdale, head of the department of food science and nutrition at the University of Massachusetts-Amherst, says bluntly that if the dangers from bacterially contaminated chicken were as great as some people believe. “The streets would be littered with people lying here and there.”

Though the public increasingly demands no-risk food, there is no such thing. Bruce Ames, chairman of the biochemistry department at the University of California , Berkeley, points out that up to 10% of a plant's weight i——ade up of natural pesticides (杀虫剂). Says he: “Since plants do not have jaws or teeth to protect themselves, they employ chemical warfare.” And many naturally produced chemicals, though occurring in tiny amounts, prove in laboratory tests to be strong carcinogens---a substance which can cause cancer. Mushrooms (磨菇) might be banned if they were judged by the same standards that apply to food additives(添加剂). Declares Christina Stark, a nutritionist at Cornell University: “We've got far worse natural chemicals in the food supply than anything man-made.”

Yet the issues are not that simple. While Americans have no reason to be terrified to sit down at the dinner table, they have every reason to demand significant improvements in food and water safety. They unconsciously and unwillingly take in too much of too many dangerous chemicals. If food already contains natural carcinogens, it does not make much sense to add dozens of new man-made ones. Though most people will withstand the small amounts of contaminants generally found in food and water, at least a few individuals will probably get cancer one day because of what they eat and drink.

To make good food and water supplies even better, the Government needs to tighten its regulatory standards, stiffen its inspection program and strengthen its enforcement policies. The food industry should modify some long-accepted practices or turn to less hazardous alternatives. Perhap——ost important, consumers will have to do a better job of learning how to handle and cook food properly. The problems that need to be tackled exist all along the food-supply chain, from fields to processing plants to kitchens.

21.What does the author think of the Americans' view of their food?

A) They overstate the government's interference with the food industry.

B) They are overoptimistic about the safety of their food.

C) They overestimate the hazards of their food.

D) They overlook the risks of the food they eat.

22.The author considers it impossible to obtain no-risk food because__________.

A) no food is free from pollution in the environment.

B) pesticides are widely used in agriculture.

C) many vegetables contain dangerous natural chemicals.

D) almost all foods have additives.

23.By saying “they employ chemical warfare”(Line 4, Para. 2), Bruce Ame——eans “_______”.

A) plants produce certain chemicals to combat pests and diseases.

B) plants absorb useful chemicals to promote their growth.

C) farmers use man-made chemicals to dissolve the natural chemicals in plants.

D) farmers use chemicals to protect plants against pests and diseases.

24.The reduction of the possible hazards in food ultimately depends on________.

A) the government.          B) the consumer.          C) the processor.          D) the grower.

25.What is the message the author wants to convey in the passage?

A) Eating and drinking have become more hazardous than before.

B) Immediate measure——ust be taken to improve food production and processing.

C) Health food is not a dream in modern society.

D) There is reason for caution but no cause for alarm with regard to food consumption.

Questions 26 to 30 are based on the following passage:

There are some phenomena you can count on, but the magnetic field, someday is not of them. It fluctuates in strength, drifts from its axis, and every few 100,000 years undergo, dramatic polarity reversal---a period when North Pole becomes South Pole and South Pole becomes North Pole. But how is the field generated, and why is it so unstable?

Groundbreaking research by two French geophysicists promises to shed some light on the mystery. Using 80 meters of deep sea sediment(沉淀物)core, they have obtained measurements lots of magnetic-field intensity that span 11 polarity reversals and four million years. The analysis reveals that intensity appears to fluctuate with a clear, well-defined rhythm. Although the strength of the magnetic field varies irregularly during the short term, there seems to be an inevitable long-term decline preceding each polarity reversal. When the poles flip---a process that takes several hundred thousand years---the magnetic field rapidly regains its strength and the cycle is repeated.

The results have caused a stir among geophysicists. The magnetic field is thought to originate from molten (熔化的) iron in the outer core, 3,000 kilometers beneath the earth's surface. By studying mineral grains found in material ranging from rocks to clay articles, previous researchers have already been able to identify reversals dating back 170 million years, including the most recent switch 730, 000 years ago. How and why they occur, however, has been widely debated. Several theories link polarity flips to external disasters such a——eteor(陨星)impacts. But Peter Olson, a geophysicist at the John Hopkins University in Baltimore, says this is unlikely if the French researchers are right. In fact, Olson says intensity that predictably declines from one reversal to the next contradicts 90 percent of the models currently under study. If the results prove to be valid geophysicists will have a new theory to guide them in their quest to understand the earth's inner physics. It certainly points the direction for future research.

26.Which of the following titles i——ost appropriate to the passage?

A) Polarity Reversal: A Fantastic Phenomenon of Nature.

B) Measurement of the Earth's Magnetic-Field Intensity.

C) Formation of the Two Poles of the Earth.

D) A New Approach to the Study or Geophysics.

27.The word “flip”(Line 6, Para. 2) most probably means“______”.

A) decline          B) intensify          C) fluctuate          D) reverse

28.What have the two French geophysicists discovered in their research?

A) Some regularity in the changes of the earth'——agnetic field.

B) Some causes of the fluctuation of the earth'——agnetic field.

C) The origin of the earth'——agnetic field.

D) The frequency of polarity reversals.

29.The French geophysicists' study is different from currently prevailing theories in ______ .

A) its identification of the origin of the earth'——agnetic field.

B) the way the earth'——agnetic intensity i——easured.

C) its explanation of the shift in the earth's polarity.

D) the way the earth's fluctuation rhythm is defined.

30.In Peter Oslo's opinion the French experiment ______ .

A) is likely to direct further research in the inner physics of the earth.

B) has successfully solved the mystery of polarity reversals.

C) is certain to help predict external disasters.

D) has caused great confusion among the world's geophysicists.

Questions 31 to 35 are based on the following passage:

Imagine a world in which there was suddenly no emotion---a world in which human beings could feel no love or happiness, no terror or hate. Try to imagine the consequences of such a transformation. People might not be able to stay alive: knowing neither joy nor pleasure, anxiety nor fear, they would be as likely to repeat acts that hurt them as acts that were beneficial. They could not learn: they could not benefit from experience because this emotionless world would lack rewards and punishments. Society would soon disappear: people would be as likely to harm one another as to provide help and support. Human relationships would not exist: in a world without friends or enemies, there could be no marriage, affection among companions, or bonds among members of groups. Society's economic underpinnings (支柱) would be destroyed: since earning $10 million would be no more pleasant than earning $10, there would be no incentive to work. In fact, there would be no incentives of any kind. For as we will see, incentives imply a capacity to enjoy them.

In such a world, the chances that the human species would survive are next to zero, because emotions are the basic instrument of our survival and adaptation. Emotions structure the world for us in important ways. As individuals, we categorize objects on the basis of our emotions. True we consider the length, shape, size, or texture, but an object's physical aspects are less important than what it has done or can do to us-hurt us, surprise us, anger us or make us joyful. We also use categorizations colored by emotions in our families, communities, and overall society. Out of our emotional experiences with objects and events comes a social feeling of agreement that certain things and actions are “good” and others are “bad”, and we apply these categories to every aspect of our social life---from what foods we eat and what clothes we wear to how we keep promises and which people our group will accept. In fact, society exploits our emotional reactions and attitudes, such as loyalty, morality, pride, shame, guilt, fear and greed, in order to maintain itself. It gives high rewards to individuals who perform important tasks such as surgery, makes heroes out of individuals for unusual or dangerous achievements such as flying fighter planes in a war, and uses the legal penal (刑法的) system to make people afraid to engage in antisocial acts.

31.The reason why people might not be able to stay alive in a world without emotion is that ______ .

A) they would not be able to tell the texture of objects.

B) they would not know what was beneficial and what was harmful to them.

C) they would not be happy with a life without love.

D) they would do things that hurt each other's feelings.

32.According to the passage, people's learning activities are possible because they_______ .

A) believe that emotions are fundamental for them to stay alive.

B) benefit from providing help and support to one another.

C) enjoy being rewarded for doing the right thing.

D) know what is vital to the progress of society.

33.It can be inferred from the passage that the economic foundation of society is dependent on ____.

A) the ability to make money.

B) the will to work for pleasure.

C) the capacity to enjoy incentives.

D) the categorizations of our emotional experiences

34.Emotions are significant for man's survival and adaptation because _______.

A) they provide the means by which people view the size or shape of objects.

B) they are the basis for the social feeling of agreement by which society i——aintained.

C) they encourage people to perform dangerous achievements.

D) they generate more love than hate among people.

35.The emotional aspects of an object are more important than its physical aspects in that they_____.

A) help society exploit it——embers for profit.

B) encourage us to perform important tasks.

C) help to perfect the legal and penal system.

D) help us adapt our behavior to the world surrounding us

Questions 36 to 40 based on the following passage:

The Carnegie Foundation report says that many colleges have tried to be “all things to all people”. In doing so, they have increasingly catered to a narrow-minded careerism while failing to cultivate a global vision among their students. The current crisis, it contends, does not derive from a legitimate desire to put learning to productive ends. The problem is that in too many academic fields, the work has no context; skills, rather than being means, have become ends. Students are offered a variety of options and allowed to pick their way to a degree. In short, driven by careerism, “the nation's colleges and universities are more successful in providing credentials(文凭)than in providing a quality education for their students. ”The report concludes that the special challenge confronting the undergraduate college is one of shaping an “integrated core” of common learning. Such a core would introduce students “to essential knowledge, to connections across the disciplines, and in the end, to application of knowledge to life beyond the campus. ”

Although the key to a good college is a high-quality faculty, the Carnegie study found that most colleges do very little to encourage good teaching. In fact, they do much to undermine it. As one professor observed: “Teaching is important, we are told, and yet faculty know that research and publication matter most. ” Not surprisingly, over the last twenty years colleges and universities have failed to graduate half of their four-year degree candidates. Faculty members who dedicated themselves to teaching soon discover that they will not be granted tenure (终身任期), promotion, or substantial salary increases. Yet 70 percent of all faculty say their interests lie more in teaching than in research. Additionally, a frequent complaint among young scholars is that “There is pressure to publish, although there is virtually no interest among administrators or colleagues in the content of the publications. ”

36.When a college tries to be “all things to al people” (Lines 1-2, Para. 1) it aims to _______ .

A) satisfy the needs of all kinds of students simultaneously.

B) focus on training students in various skills.

C) encourage students to take a——any courses as possible.

D) make learning serve academic rather than productive ends.

37.By saying that “in too many academic fields, the work has no context” (Lin es4-5, Pare. 1) the author means that the teaching in these areas ______ .

A) ignores the actual situation.

B) is not based on the right perspective.

C) only focuses on an integrated core of common learning.

D) gives priority to the cultivation of a global vision among students.

38.One of the reasons for the current crisis in American colleges and universities is that_______ .

A) a narrow vocationalism has come to dominate many colleges.

B) students don't have enough freedom in choosing what they want to learn.

C) skills are being taught as a means to an end.

D) students are only interested in obtaining credentials.

39.American colleges and universities failed to graduate half of their four-year degree candidates because _____.

A) most of them lack high-quality faculties.

B) the interests of most faculty members lie in research.

C) there are not enough incentives for students to study hard.

D) they attach greater importance to research and publication than to teaching .

40.It can be inferred from the passage that high-quality college education calls for _______ .

A) putting academic work in the proper context.

B) a commitment to students and effective teaching.

C) the practice of putting leaning to productive ends.

D) dedication to research in frontier areas of knowledge.