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. (10 points)

By 1830 the former Spanish and Portuguese colonies had become independent nations. The roughly 20 million of these nations looked to the future. Born in the crisis of the old regime and Iberian Colonialism, many of the leaders of independence the ideals of representative government, careers to talent, freedom of commerce and trade, the to private property, and a belief in the individual as the basis of society. there was a belief that the new nations should be sovereign and independent states, large enough to be economically viable and integrated by a set of laws.

On the issue of of religion and the position of the church, , there was less agreement the leadership. Roman Catholicism had been the state religion and the only one by the Spanish crown. most leaders sought to maintain Catholicism the official religion of the new states, some sought to end the of other faiths. The defense of the Church became a rallying for the conservative forces.

The ideals of the early leaders of independence were often egalitarian, valuing equality of everything. Bolivar had received aid from Haiti and had in return to abolish slavery in the areas he liberated. By 1854 slavery had been abolished everywhere except Spain’s colonies. Early promises to end Indian tribute and taxes on people of mixed origin came much because the new nations still needed the revenue such policies . Egalitarian sentiments were often tempered by fears that the mass of the population was self-rule and democracy.

1. [A] natives

[B] inhabitants

[C] peoples

[D] individuals

2. [A] confusedly

[B] cheerfully

[C] worriedly

[D] hopefully

3. [A] shared

[B] forgot

[C] attained

[D] rejected

4. [A] related

[B] close

[C] open

[D] devoted

5. [A] access

[B] succession

[C] right

[D] return

6. [A] Presumably

[B] Incidentally

[C] Obviously

[D] Generally

7. [A] unique

[B] common

[C] particular

[D] typical

8. [A] freedom

[B] origin

[C] impact

[D] reform

9. [A] therefore

[B] however

[C] indeed

[D] moreover

10. [A] with

[B] about

[C] among

[D] by

11. [A] allowed

[B] preached

[C] granted

[D] funded

12. [A] Since

[B] If

[C] Unless

[D] While

13. [A] as

[B] for

[C] under

[D] against

14. [A] spread

[B] interference

[C] exclusion

[D] influence

15. [A] support

[B] cry

[C] plea

[D] wish

16. [A] urged

[B] intended

[C] expected

[D] promised

17. [A] controlling

[B] former

[C] remaining

[D] original

18. [A] slower

[B] faster

[C] easier

[D] tougher

19. [A] created

[B] produced

[C] contributed

[D] preferred

20. [A] puzzled by

[B] hostile to

[C] pessimistic about

[D] unprepared for

Section II Reading Comprehension

Part A

Directions:

Read the following four texts. Answer the questions below each text by choosing [A], [B], [C], or [D]. Mark your answers on ANSWER SHEET 1. (40 points)

Text 1

If you were to examine the birth certificates of every soccer player in 2006’s World Cup tournament, you would most likely find a noteworthy quirk: elite soccer players are more likely to have been born in the earlier months of the year than in the later months. If you then examined the European national youth teams that feed the World Cup and professional ranks, you would find this strange phenomenon to be even more pronounced.

What might account for this strange phenomenon? Here are a few guesses: a) certain astrological signs confer superior soccer skills; b) winter-born babies tend to have higher oxygen capacity, which increases soccer stamina; c) soccer-mad parents are more likely to conceive children in springtime, at the annual peak of soccer mania; d) none of the above.

Anders Ericsson, a 58-year-old psychology professor at Florida State University, says he believes strongly in “none of the above.” Ericsson grew up in Sweden, and studied nuclear engineering until he realized he would have more opportunity to conduct his own research if he switched to psychology. His first experiment, nearly 30 years ago, involved memory: training a person to hear and then repeat a random series of numbers. “With the first subject, after about 20 hours of training, his digit span had risen from 7 to 20,” Ericsson recalls. “He kept improving, and after about 200 hours of training he had risen to over 80 numbers.”

This success, coupled with later research showing that memory itself is not genetically determined, led Ericsson to conclude that the act of memorizing is more of a cognitive exercise than an intuitive one. In other words, whatever inborn differences two people may exhibit in their abilities to memorize, those differences are swamped by how well each person “encodes” the information. And the best way to learn how to encode information meaningfully, Ericsson determined, was a process known as deliberate practice. Deliberate practice entails more than simply repeating a task. Rather, it involves setting specific goals, obtaining immediate feedback and concentrating as much on technique as on outcome.