The old idea that talented children "burn themselves out" in the early years, and, therefore, are subjected to failure and at worst, mental illness is founded. As a matter of fact, the outstanding thing that happens to bright kids is that they are likely to grow into bright adults.

　　To find this out,1500 gifted persons were followed up to their thirty-fifth year with these results：

　　On adult intelligence tests, they scored as high as they had as children. They were, as a group, in good health, physically and mentally. 84 percent of their group were married and seemed content with their lives.

　　About 70 percent had graduated from college, though only 30 percent had graduated with honors. A few had even dropped out, but nearly half of these had returned to graduate.

　　Of the men, 80 percent were in one of the professions or in business management or semiprofessional jobs. The women who had remained single had office, business or professional occupations.

　　The group had published 90 books and 1500 articles in scientific, scholarly, and literary magazines and had collected more than 100 patents.

　　In a material way they did not do badly either. Average income was considerably higher among the gifted people, especially the men, than for the country as a whole, despite their comparative youth.

　　In fact, far from being strange, most of the gifted were turning their early promise into practical reality.

　　43. What does the phrase "burn out" mean in this passage?

　　A. Catch fire and be destroyed by fire.

　　B. Lose the interest or enthusiasm.

　　C. Cease to be clever or intelligent.

　　D. Stop working through damage caused by fire.

　　44. In the first paragraph, what method does the author use to propose his opinion?

　　A. Comparison    B. Contrast    C. Similarity   D. Opposition

　　45. The old idea that talented children "burn themselves out" in the early years is         .

　　A. true in all senses

　　B. refuted by the author

　　C. medically proven

　　D. a belief of the author

　　46. The survey of bright children was made to          .

　　A. find out what had happened to talented children when they became adults

　　B. prove that talented children "burn themselves out" in the early years

　　C. discover the percentage of those mentally ill among the gifted

　　D. prove that talented children never burn themselves out

　　47. Intelligence tests showed that          .

　　A. bright children were unlikely to be mentally healthy

　　B. between childhood and adulthood there was a considerable loss of intelligence

　　C. talented children were most likely to become gifted adults

　　D. when talented children grew into adults, they made low scores

　　48. What's the author's attitude towards the old idea that talented children "burn themselves out" in the early years?

　　A. Approval.         B. Objection.          C. Objectivity.         D. Indifference.

　　Passage Four

　　Of all the components of a good night's sleep, dreams seem to be least within our control．In dreams, a window opens into, a world where logic is suspended and dead people speak. A century ago, Freud formulated this revolutionary theory that dreams were the disguised shadows of our unconscious desires and fears; by the late 1970s, neurologists had switched to thinking of them as just "mental noise" the random byproducts of the neural-repair work that goes on during sleep. Now researchers suspect that dreams are part of the mind's emotional thermostat, regulating moods while the brain is "off-line." And one leading authority says that these intensely powerful mental events can be not only harnessed but to help us sleep and feel better. "It's your dream," says Rosalind Cartwright, chair of psychology at Chicago's Medical Center. "If you don't like it, change it．"

　　Evidence from brain imaging supports this view．The brain is as active during REM (rapid eye movement) sleep when most vivid dreams occur-as it is when fully awake, says Dr. Eric Nof zinger at the University of Pittsburgh. But not all parts of the brain are equally involved；the limbic system（the "emotional-brain"）is relatively quiet．"We wake up from dreams happy or depressed, and those feelings can stay with us all day", says Stanford sleep researcher Dr. William Dement.

　　The link between dreams and emotions shows up among the patients in Cartwright's clinic. Most people seem to have more bad dreams early in the night, progressing toward happier ones before awakening, suggesting that they are working through negative feelings generated during the day. Because our conscious mind is occupied with daily life we don't always think about the emotional significance of the day's events until, it appears, we begin to dream.

　　And this process need not be left to the unconscious. Cartwright believes one can exercise conscious control over recurring bad dreams. As soon as you awaken, identify what is upsetting the dream. Visualize how you would like it to end instead; it occurs, try to wake up just enough to control its course. With much practice people can learn to, literally, do it in their sleep.

　　At the end of the day, there's probably little reason to pay attention to our dreams at all unless they keep us from sleeping or "we wake up in panic", Cartwright says. Terrorism, economic uncertainties and general feelings of insecurity have increased people's anxiety. Those suffering from persistent nightmares should seek help from a therapist. For the rest of us, the brain has its ways of working through bad feelings. Sleep or rather dream on it and you'll feel better in the morning.

　　49. Researchers have come to believe that dreams

　　A. can be modified in their courses

　　B. are susceptible to emotional changes

　　C. reflect our innermost desires and fears

　　D. are a random outcome of neural repairs

　　50. What's the main idea of the second paragraph?

　　A. Dream is a kind of the neural-repair work.

　　B. Emotions affect the content of dreams.

　　C. Dreams can be controlled by oneself's mind.

　　D. Mental image provides the evidence for Cartwright's idea.

　　51. By referring to the limbic system, the author intends to show

　　A. its function in our dreams

　　B. the mechanism of REM sleep

　　C. the relation of dreams to emotions

　　D. its difference from the prefrontal cortex

　　52. The negative feelings generated during the day tend to

　　A. aggravate in our unconscious mind           B. develop into happy dreams

　　C. persist till the time we fall asleep             D. show up in dreams early at night

　　53. Cartwright seems to suggest that

　　A. waking up in time is essential to the ridding of bad dreams

　　B. visualizing bad dreams helps bring them under control

　　C. dreams should be left to their natural progression

　　D. dreaming may not entirely belong to the unconscious

　　54. What advice might Cartwright give to those who sometimes have bad dreams？

　　A. Lead your life as usual.                    B. Seek professional help.

　　C. Exercise conscious control.                 D. Avoid anxiety in the daytime.

　　Passage Five

　　Say you're a developer who's in the market for a job. You come across a job listing, perhaps something like the one I recently posted. It's a job you're interested in and you send in your resume. Here's what to do.

　　A cover letter is not just a standard part of your resume. A cover letter is designed to highlight the parts of your experience that are specific to the job to which you are applying. It's supposed to be the thing I see first and should draw me in, making me want to get the details from your resume. Don't stick your cover letter in an attachment and your resume in another attachment or your cover letter might not get seen. It's certainly not doing its job hidden in an attachment like that. If you are sending a resume by email, your cover letter belongs in the body of your email.

　　You need to proofread your cover letter carefully. This is my first introduction to you. This is your chance to impress me. If you have sloppy spelling, capitalization, and spelling in your cover letter. I'll expect that your code as the same sort of problems. I'm not looking for Pulitzer-prize-winning stuff here, but most kids learn in first grade to capitalize proper nouns and the beginnings of sentences.

　　Your resume should tell me what languages you know, what technologies you have experience with, and how you've applied that experience. Unless you're applying for a job as a secretary, you don't need to tell me you're proficient at MS Word - if you're a software developer, I assume you're familiar enough the basic workings of a word processor to use it to open a document and read a spec. Do tell me what sort of systems you've built and what challenges you overcame while building them. Do tell me how you applied your knowledge of efficient database operation to decrease server load by 30%.

　　When I look at your resume I should get a sense of what size projects you've worked on. If you've worked with an internationally-known company, then I immediately understand you've had exposure to larger projects. If all of your experience was at no-name companies in North Dakota, then you need to tell me that the project you worked on had 15 developers and an annual budget of 3 million dollars. Otherwise I'm likely to think your prior experience was building simple ASP front ends to little Access databases.

　　And finally, follow the directions for applying for the job. If I went to the trouble of describing how you should apply, there's probably a good reason for it. If I ask for a plain-text resume, don't send a Word document or a link to your resume on your Website. If I ask for a code sample, include it. If you can't follow those simple directions, how can I expect that you'll be able to follow a spec?

　　I don't even look at those emails I get with Word attachments, no code samples, no information about availability or your location. I simply file them away in case I ever have a need to hire a developer that doesn't know how to follow directions.

　　55. Why did the author suggest that don't put your cover letter in another attachment of your resume?

　　A. It's a waste of time.

　　B. It is absurd.

　　C. It will make your cover letter not do its job.

　　D. There is no need to do so.

　　56. Why did the author emphasize the importance of proofread?

　　A. Because it is a quality that a pupil should have.

　　B. Proofreading can decrease errors from your cover letter.

　　C. It will make you avoid some simple errors and will give your reader a good impression.

　　D. It can make you win Pulitzer-prize.

　　57. Why did the author say that you should let the reader know what size project you've worked on？

　　A. Because this will highlight your resume.

　　B. Because you are required to do so.

　　C. Because this will let your reader know you better.

　　D. Because it can make your reader know your ability for larger projects.

　　58. What's the meaning of "went to the trouble" that mentioned in paragraph 6?

　　A. To face puzzledom.

　　B. An amount of effort and time that is needed to do something.

　　C. Have some difficulties.

　　D. Some problems can't be solved.

　　59. What's the meaning of the word "spec" which mentioned in paragraph 6?

　　A. Rule.

　　B. Law.

　　C. A detailed instruction about how a piece of equipment should be made.

　　D. An direction.

　　60. The whole text tells us

　　A. What the job hunter has to do when passing their resume.

　　B. The importance of proofreading of the cover.

　　C. The content should be mentioned.

　　D. How to grasp the boss' eyes to choose you.

　　Part IV Cloze (15minutes, 15points)

　　Directions : in this part ,there is a passage with 15 blanks .For each blank there are 4 choices marked A, B, C and D .choose the best answer foe each blank and mark the corresponding letter with a single bar across the square brackets on your machine-scoring ANSWER SHEET.

　　When television first began to expand, very few of the people who had become famous as radio commentators were equally effective on television. Some of the  61  they experienced when they were trying to  62  themselves to the new medium were technical. When working  63  radio, for example, they had become  64  to seeing on  65  of the listener. This  66  of seeing for others means that the  67  has to be very good at talking. Above all, he has to be able to create a continuous sequence of visual images which add meaning to the sounds which the listener hears. In the  68  of television, however, the commentator sees  69  with the viewer. His role, therefore, is  70  different. He is there to make  71  that the viewer does not  72  some points of interest, to help him  73  on particular things, and to  74  the images on the television screen. Unlike his radio colleague, he must know the  75  of silence and how to use it at those moments when the pictures speaks for themselves.

　　61. A. difficulties     B. successes     C. sufferings      D. incidents

　　62. A. turn       B. adapt      C. alter       D. modify

　　63. A. on      B. at       C. with        D. behind

　　64. A. experienced     B. determined    C. established      D. accustomed

　　65. A. account     B. side      C. point       D. behalf

　　66. A. efficiency     B. technology    C. art       D. performance

　　67. A. commentator     B. TV viewer     C. speaker       D. author

　　68. A. occasion      B. event     C. fact      D. case

　　69. A. something   B. nothing   C. everything    D. anything

　　70. A. equally    B. completely   C. initially    D. hardly

　　71. A. definite    B. possible    C. sure      D. clear

　　72. A. lose     B. deprive    C. relieve     D. miss

　　73. A. focus    B. attend    C. follow     D. insist

　　74. A. exhibit    B. demonstrate  C. expose     D. interpret

　　75. A. purpose    B. goal    C. value     D. intention

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