Illiteracy may be considered more as an abstract concept than a condition. When a famous English writer used the (1) over two hundred years ago, he was actually (2) to people who could (3) read Greek or Latin. (4) ,it seems unlikely that university examiners had this sort of (5) in mind when they reported on "creeping illiteracy" in a report on their students’ final examination in 1988. (6) the years, university lecturers have been (7) of an increasing tendency towards grammatical sloppiness, poor spelling and general imprecision (8) their students’ ways of writing; and sloppy writing is all (9) often a reflection of sloppy thinking. Their (10) was that they had (11) to do teaching their own subject (12) teaching their undergraduates to write. Some lecturers believe that they have a (n) (13) to stress the importance of maintaining standards of clear thinking (14) the written word in a world dominated by (15) communications and images. They (16) on the connection between clear thinking and a form of writing that is not only clear, but also sensitive to (17) of meaning. The same lecturers argue that undergraduates appear to be the victims of a "softening process" that begins (18) the teaching of English in schools, but this point of view has, not (19) , caused a great deal of (20) .

17（）

A:accuracy B:appropriateness C:subtleties D:differences

Illiteracy may be considered more as an abstract concept than a condition. When a famous English writer used the (1) over two hundred years ago, he was actually (2) to people who could (3) read Greek or Latin. (4) ,it seems unlikely that university examiners had this sort of (5) in mind when they reported on "creeping illiteracy" in a report on their students’ final examination in 1988. (6) the years, university lecturers have been (7) of an increasing tendency towards grammatical sloppiness, poor spelling and general imprecision (8) their students’ ways of writing; and sloppy writing is all (9) often a reflection of sloppy thinking. Their (10) was that they had (11) to do teaching their own subject (12) teaching their undergraduates to write. Some lecturers believe that they have a (n) (13) to stress the importance of maintaining standards of dear thinking (14) the written word in a world dominated by (15) communications and images. They (16) on the connection between clear thinking and a form of writing that is not only clear, but also sensitive to (17) of meaning. The same lecturers argue that undergraduates appear to be the victims of a "softening process" that begins (18) the teaching of English in schools, but this point of view has, not (19) , mused a great deal of (20) .

11（）

A:accuracy B:appropriateness C:subtleties D:differences

Illiteracy may be considered more as an abstract concept than a condition. When a famous English writer used the (1) over two hundred years ago, he was actually (2) to people who could (3) read Greek or Latin. (4) ,it seems unlikely that university examiners had this sort of (5) in mind when they reported on "creeping illiteracy" in a report on their students’ final examination in 1988. (6) the years, university lecturers have been (7) of an increasing tendency towards grammatical sloppiness, poor spelling and general imprecision (8) their students’ ways of writing; and sloppy writing is all (9) often a reflection of sloppy thinking. Their (10) was that they had (11) to do teaching their own subject (12) teaching their undergraduates to write. Some lecturers believe that they have a (n) (13) to stress the importance of maintaining standards of clear thinking (14) the written word in a world dominated by (15) communications and images. They (16) on the connection between clear thinking and a form of writing that is not only clear, but also sensitive to (17) of meaning. The same lecturers argue that undergraduates appear to be the victims of a "softening process" that begins (18) the teaching of English in schools, but this point of view has, not (19) , caused a great deal of (20) .

Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C, and D on ANSWER SHEET 1.17（）

A:accuracy B:appropriateness C:subtleties D:differences

Section Ⅰ Use of English Directions: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. Illiteracy may be considered more as an abstract concept than a condition. When a famous English writer used the (1) over two hundred years ago, he was actually (2) to people who could (3) read Greek or Latin. (4) ,it seems unlikely that university examiners had this sort of (5) in mind when they reported on "creeping illiteracy" in a report on their students’ final examination in 1988. (6) the years, university lecturers have been (7) of an increasing tendency towards grammatical sloppiness, poor spelling and general imprecision (8) their students’ ways of writing; and sloppy writing is all (9) often a reflection of sloppy thinking. Their (10) was that they had (11) to do teaching their own subject (12) teaching their undergraduates to write. Some lecturers believe that they have a (n) (13) to stress the importance of maintaining standards of dear thinking (14) the written word in a world dominated by (15) communications and images. They (16) on the connection between clear thinking and a form of writing that is not only clear, but also sensitive to (17) of meaning. The same lecturers argue that undergraduates appear to be the victims of a "softening process" that begins (18) the teaching of English in schools, but this point of view has, not (19) , mused a great deal of (20) .

Read the following text. Choose the best word (s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1.12（）

A:accuracy B:appropriateness C:subtleties D:differences

Illiteracy may be considered more as an abstract concept than a condition. When a famous English writer used the (1) over two hundred years ago, he was actually (2) to people who could (3) read Greek or Latin. (4) ,it seems unlikely that university examiners had this sort of (5) in mind when they reported on "creeping illiteracy" in a report on their students’ final examination in 1988. (6) the years, university lecturers have been (7) of an increasing tendency towards grammatical sloppiness, poor spelling and general imprecision (8) their students’ ways of writing; and sloppy writing is all (9) often a reflection of sloppy thinking. Their (10) was that they had (11) to do teaching their own subject (12) teaching their undergraduates to write. Some lecturers believe that they have a (n) (13) to stress the importance of maintaining standards of clear thinking (14) the written word in a world dominated by (15) communications and images. They (16) on the connection between clear thinking and a form of writing that is not only clear, but also sensitive to (17) of meaning. The same lecturers argue that undergraduates appear to be the victims of a "softening process" that begins (18) the teaching of English in schools, but this point of view has, not (19) , caused a great deal of (20) .Read the following text. Choose the best word (s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1.

Read the following text. Choose the best word (s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1.17（）

A:accuracy B:appropriateness C:subtleties D:differences

According to D.H.Hymes, communicative competence has some components. Which is NOT of them ？（）

A:Probability B:Feasibility C:Appropriateness D:Performance

Do you agree or disagree with the following statement There is nothing that young people can teach older people. Use specific reasons and examples to support your position. In the first part of your article you should state clearly your main argument, and in the second part you should support your argument with appropriate details. In the last part you should bring what you have written to a natural conclusion or a summary. You should supply a title for your article. Marks will be awarded for content, organization, grammar and appropriateness. Failure to following the above instructions may result in a loss of marks.

The standardized educational or psychological tests 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. The target is wrong, for in attacking the tests; critics divert attention from the fault that lies with ill-informed or incompetent users. The tests themselves are merely tools, with characteristics that can be measured with reasonable precision under specified condition. 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. 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 incomplete 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 has learned, the skills he has developed, or the kind of person he is. The information so obtained has, qualitatively, the same advantages and short-comings as other kinds of information. Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the empirical evidence concerning comparative validity, and upon such factors as cost and availability.
In general, the tests work most effectively when the traits or qualities to be measured can be most precisely defined (for example, ability to do well in a particular course or training program) and least effectively when what is to be measured or predicted cannot be well defined (for example, personality or creativity). Properly used, they provide a rapid means of getting comparable information about many people. Sometimes they identify students whose high potential has not been previously recognized.

The essence of this article on educational tests is （　）

A:"These tests do not test adequately what they set out to test" B:"Don’t blame the test, blame the user" C:"When a student is nervous or ill, the test results are inaccurate" D:"Educators are gradually losing confidence in the value of tests/

The standardized educational or psychological tests 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. The target is wrong, for in attacking the tests; critics divert attention from the fault that lies with ill-informed or incompetent users. The tests themselves are merely tools, with characteristics that can be measured with reasonable precision under specified condition. 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. 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 incomplete 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 has learned, the skills he has developed, or the kind of person he is. The information so obtained has, qualitatively, the same advantages and short-comings as other kinds of information. Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the empirical evidence concerning comparative validity, and upon such factors as cost and availability.
In general, the tests work most effectively when the traits or qualities to be measured can be most precisely defined (for example, ability to do well in a particular course or training program) and least effectively when what is to be measured or predicted cannot be well defined (for example, personality or creativity). Properly used, they provide a rapid means of getting comparable information about many people. Sometimes they identify students whose high potential has not been previously recognized.

The selection implies that, more often, the value of an educational test rests with （　）

A:the interpretation of results B:the test itself C:the testee D:the directions

The standardized educational or psychological tests 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. The target is wrong, for in attacking the tests; critics divert attention from the fault that lies with ill-informed or incompetent users. The tests themselves are merely tools, with characteristics that can be measured with reasonable precision under specified condition. 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. 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 incomplete 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 has learned, the skills he has developed, or the kind of person he is. The information so obtained has, qualitatively, the same advantages and short-comings as other kinds of information. Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the empirical evidence concerning comparative validity, and upon such factors as cost and availability.
In general, the tests work most effectively when the traits or qualities to be measured can be most precisely defined (for example, ability to do well in a particular course or training program) and least effectively when what is to be measured or predicted cannot be well defined (for example, personality or creativity). Properly used, they provide a rapid means of getting comparable information about many people. Sometimes they identify students whose high potential has not been previously recognized.

"The empirical evidence" (Para. 3) is most probably （　）

A:one based on scientific ideas out of books B:one presented by other people C:one guided by practical experience D:Both A and C