Directions:There are 4 passages in this part. Each passage is followed by
some questions or unfinished statements. For each of them there are four choices
marked A), B), C) and D). You should decide on the best choice and mark the
corresponding letter on the Answer Sheet with a single line through the
centre.
Passage One
Questions 21 to 25 are based on the following passage.
In the villages of the English countryside there are still people who
remember the good old days when no one bothered to lock their doors. There
simply wasn't any crime to worry about.
Amazingly, these happy times appear still to be with us in the world's
biggest community. A new study by Dan Farmer, a gifted programmer, using an
automated investigative program of his own called SATAN, shows that the owners
of well over half of all World Wide Web sites have set up home without fitting
locks to their doors.
SATAN can try out a variety of well-known hacking (黑客的) tricks on an
Internet site with-out actually breaking in. Farmer has made the program
publicly available, amid much criticism. A person with evil intent could use it
to hunt down sites that are easy to burgle (闯入……行窃).
But Farmer is very concerned about the need to alert the public to poor
security and, so far, events have proved him right. SATAN has done more to alert
people to the risks than cause new disorder.
So is the Net becoming more secure? Far from it. In the early days, when
you visited a Web site your browser simply looked at the content. Now the Web is
full of tiny programs that automatically download when you look at a Web page,
and run on your own machine. These programs could, if their authors wished, do
all kinds of nasty things to your computer.
At the same time, the Net is increasingly populated with spiders, worms,
agents and other types of automated beasts designed to penetrate the sites and
seek out and classify information. All these make wonderful tools for antisocial
people who want to invade weak sites and cause damage.
But let's look on the bright side. Given the lack of locks, the Internet is
surely the world's biggest (almost) crime-free society. Maybe that is because
hackers are fundamentally honest. Or that there currently isn't much to steal.
Or because vandalism ( 恶意破坏) isn't much fun unless you have a peculiar dislike
for someone.
Whatever the reason, let's enjoy it while we can. But expect it all to
change, and security to become the number one issue, when the most influential
inhabitants of the Net are selling services they want to be paid for.
21. By saying “... owners of well over half of all World Wide Web sites
have set up home without fitting locks to their doors" (Lines 3-4, Para. 2), the
author means that _____.
A) those happy times appear still to be with us
B) there simply wasn't any crime to worry about
C) many sites are not well-protected
D) hackers try out tricks on an Internet site without actually breaking
in
22. SATAN, a program designed by Dan Fanner can be used ____________.
A) to investigate the security of Internet sites
B) to improve the security of the Internet system
C) to prevent hackers from breaking into websites
D) to download useful programs and information
23. Fanner's program has been criticized by the public because.
A) it causes damage to Net browsers
B) it can break into Internet sites
C) it can be used to cause disorder on all sites
D) it can be used by people with evil intent
24. The author's attitude toward SATAN is _____.
A) enthusiastic
B) critical
C) positive
D) indifferent
25. The author suggests in the last paragraph that.
A) we should make full use of the Internet before security measures are
strengthened
B) we should alert the most influential businessmen to the importance of
security
C) influential businessmen should give priority to the improvement of Net
security
D) net inhabitants should not let security measures affect their joy of
surfing the Internet
Passage Two
Questions 26 to 30 are based on the following passage.
I came away from my years of teaching on the college and university level
with a conviction that enactment (扮演角色), performance, dramatization are the most
successful forms of teach-ing. Students must be incorporated, made, so far as
possible, an integral part of the learning pro-cess. The notion that learning
should have in it an element of inspired play would seem to the greater part of
the academic establishment merely silly, but that is nonetheless the case. Of
Ezekiel Cheever, the most famous schoolmaster of the Massachusetts Bay Colony,
his onetime student Cotton Mather wrote that he so planned his lessons that his
pupils "came to work as though they came to play," and Alfred North Whitehead,
almost three hundred years later, noted that a teacher should make his/her
students "glad they were there."
Since, we are told, 80 to 90 percent of all instruction in the typical
university is by the lecture method, we should give close attention to this form
of education. There is, I think, much truth in Patricia Nelson Limerick's
observation that "lecturing is an unnatural act, an act for which God did not
design humans. It is perfectly all right, now and then, for a human to be
possessed by the urge to speak, and to speak while others remain silent. But to
do this regularly, one hour and 15 minutes at a time ... for one person to drag
on while others sit in silence? ... I do not believe that this is what the
Creator ... designed humans to do."
The strange, almost incomprehensible fact is that many professors, just as
they feel obliged to write dully, believe that they should lecture dully. To
show enthusiasm is to risk appearing unscientific, unobjective; it is to appeal
to the students' emotions rather than their intellect. Thus the ideal lecture is
one filled with facts and read in an unchanged monotone.
The cult (推崇) of lecturing dully, like the cult of writing dully, goes
back, of course, some years. Edward Shils, professor of sociology, recalls the
professors he encountered at the University of Pennsylvania in his youth. They
seemed "a priesthood, rather uneven in their merits but uniform in their
bearing; they never referred to anything personal. Some read from old lecture
notes and then haltingly explained the thumb-worn last lines. Others lectured
from cards that had served for years, to judge by the worn edges .... The
teachers began on time, ended on time, and left the room without saying a word
more to their students, very seldom being detained by questioners .... The
classes were not large, yet there was no discussion-. No questions were raised
in class, and there were no office hours."
26. The author believes that a successful teacher should be able to
_____.
A) make dramatization an important aspect of students’ learning
B) make inspired play an integral part of the learning process
C) improve students' learning performance
D) make study just as easy as play
27. The majority of university professors prefer the traditional way of
lecturing in the belief that _________________.
A) it draws the close attention of the students
B) it conforms in a way to the design of the Creator
C) it presents course content in a scientific and objective manner
D) it helps students to comprehend abstract theories more easily
28. What the author recommends in this passage is that _________.
A) college education should be improved through radical measures
B) more freedom of choice should be given to students in their studies
C) traditional college lectures should be replaced by dramatized
performances
D) interaction should be encouraged in the process of teaching
29. By saying "They seemed 'a priesthood, rather uneven in their merits but
uniform in their bearing...'" (Lines 3-4, Para. 4), the author means that
_____.
A) professors are a group of professionals that differ in their academic
ability but behave in the same way
B) professors are like priests wearing the same kind of black gown but
having different roles to play
C) there is no fundamental difference between professors and priests though
they differ in their merits
D) professors at the University of Pennsylvania used to wear black suits
which made them look like priests
30. Whose teaching method is particularly commended by the author?
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