Without regular supplies of some hormones our capacity to behave would be seriously impaired; without others we would soon die. Tiny amounts of some hormones can modify moods and actions, our inclination to eat or drink, our aggressiveness or submissiveness, and our reproductive and parental behavior. And hormones do more than influence adult behavior; early in life they help to determine the development of bodily form and may even determine an individual’s behavioral capacities. Later in life the changing outputs of some endocrine glands and the body’s changing sensitivity to some hormones are essential aspects of the phenomena of aging.

Communication within the body and the consequent integration of behavior were considered the exclusive province of the nervous system up to the beginning of the present century. The emergence of endocrinology as a separate discipline can probably be traced to the experiments of Bayliss and Starling on the hormone secretion. This substance is secreted from cells in the intestinal walls when food enters the stomach; it travels through the bloodstream and stimulates the pancreas to liberate pancreatic juice, which aids in digestion. By showing that special cells secret chemical agents that are conveyed by the bloodstream and regulate distant target organs or tissues. Bayliss and starling demonstrated that chemical integration could occur without participation of the nervous system.

The term “hormone” was first used with reference to secretion. Starling derived the term from the Greek hormone, meaning “to excite or set in motion. The term “endocrine” was introduced shortly thereafter “Endocrine” is used to refer to glands that secret products into the bloodstream. The term “endocrine” contrasts with “exocrine”, which is applied to glands that secret their products though ducts to the site of action. Examples of exocrine glands are the tear glands, the sweat glands, and the pancreas, which secrets pancreatic juice through a duct into the intestine. Exocrine glands are also called duct glands, while endocrine glands are called ductless.

1.What is the author’s main purpose in the passage?

A.To explain the specific functions of various hormones.

B.To provide general information about hormones.

C.To explain how the term “hormone” evolved.

D.To report on experiments in endocrinology.

2.The passage supports which of the following conclusions?

A.The human body requires large amounts of most hormones.

B.Synthetic hormones can replace a person’s natural supply of hormones if necessary.

C.The quantity of hormones produced and their effects on the body are related to a person’s age.

D.The short child of tall parents very likely had a hormone deficiency early in life.

3.It can be inferred from the passage that before the Bayliss and Starling experiments, most people believed that chemical integration occurred only___.

A.during sleep.

B.in the endocrine glands.

C.under control of the nervous system.

D.during strenuous exercise.

4.The word “liberate” could best be replaced by which of the following?

A.Emancipate B.Discharge C.Surrender D.Save

5.According to the passage another term for exocrine glands is___.

A.duct glands

B.endocrine glands

C.ductless glands

D.intestinal glands.

Onceitwaspossibletodefinemaleandfemaleroleseasilybythedivisionoflabor.Menworkedoutsidethehomeandearnedtheincometosupporttheirfamilies,whilewomencookedthemealsandtookcareofthehomeandthechildren.Theseroleswerefirmlyfixedformostpeople,andtherewasnotmuchopportunityforwomentoexchangetheirroles.Butbythemiddleofthiscentury,men’sandwomen’sroleswerebecominglessfirmlyfixed.

Inthe1950s,economicandsocialsuccesswasthegoalofthetypicalAmerican.Butinthe1960sanewforcedevelopedcalledthecounterculture.Thepeopleinvolvedinthismovementdidnotvaluethemiddle-classAmericangoals.Thecounterculturepresentedmenandwomenwithnewrolechoices.Takingmoreinterestinchildcare,menbegantosharechild-raisingtaskswiththeirwives.Infact,someyoungmenandwomenmovedtocommunalhomesorfarmswheretheeconomicandchildcareresponsibilitiesweresharedequallybybothsexes.Inaddition,manyAmericansdidnotvaluethetraditionalmaleroleofsoldier.SomeyoungmenrefusedtobedraftedassoldierstofightinthewarinVietnam.

Intermsofnumbers,thecounterculturewasnotaverylargegroupofpeople.ButitsinfluencespreadtomanypartsofAmericansociety.Workingmenofallclassesbegantochangetheireconomicandsocialpatterns.Industrialworkersandbusinessexecutivesalikecutdownon“overtime”worksothattheycouldspendmoreleisuretimewiththeirfamilies.Somedoctors,lawyers,andteachersturnedawayfromhighpayingsituationstopracticetheirprofessionsinpoorerneighborhoods.

Inthe1970s,thefeministmovement,orwomen’sliberation,producedadditionaleconomicandsocialchanges.Womenofallagesandatalllevelsofsocietywereenteringtheworkforceingreaternumbers.Mostofthemstilltooktraditionalwomen’sjobsaspublicschoolteaching,nursing,andsecretarialwork.Butsomewomenbegantoentertraditionallymaleoccupations:policework,banking,dentistry,andconstructionwork.Womenwereaskingforequalwork,andequalopportunitiesforpromotion.

Todaytheexpertsgenerallyagreethatimportantchangesaretakingplaceintherolesofmenandwomen.Naturally,therearedifficultiesinadjustingtothesetransformations.

1.WhichofthefollowingbestexpressthemainideaofParagraph1?

A.Womenusuallyworkedoutsidethehomeforwages.

B.Menandwomen’sroleswereeasilyexchangedinthepast.

C.Men’srolesathomeweremorefirmlyfixedthanwomen’s.

D.Menandwomen’sroleswereusuallyquiteseparatedinthepast.

2.WhichsentencebestexpressesthemainideaofParagraph2?

A.Thefirstsentence.

B.Thesecondandthethirdsentences.

C.Thefourthsentence.

D.Thelastsentence.

3.Inthepassagetheauthorproposesthatthecounterculture___.

A.destroyedtheUnitedStates.

B.transformedsomeAmericanvalues.

C.wasnotimportantintheUnitedStates.

D.broughtpeoplemoreleisuretimewiththeirfamilies.

4.Itcouldbeinferredfromthepassagethat___.

A.menandwomenwillneversharethesamegoals.

B.somemenwillbewillingtoexchangetheirtraditionalmaleroles.

C.mostmenwillbehappytosharesomeofthehouseholdresponsibilitieswiththeirwives.

D.moreAmericanhouseholdsareheadedbywomenthaneverbefore.

5.Thebesttitleforthepassagemaybe___.

A.ResultsofFeministMovements

B.NewinfluenceinAmericanLife

C.CountercultureandItsconsequence

D.TraditionalDivisionofMaleandFemaleRoles.

Bysaying"thegrowthoftheproportion...toyoungergenerations."(Line2,Para.5),AntheaTinkerreallymeansthat________.

PartVWriting

Directions:Forthispart,youareallowed30minutestowriteacompositiononthetopic:KeepingFit.Youshouldwriteatleast100—120wordsandyoushouldbaseyourcompositionontheoutline(giveninChinese)below:

1、保持健康的重要性;

2、保持健康的有效途径;

3、我的做法。

Part III Cloze

Directions: There are twenty blanks in the following passage. For each blank there are four choices. Choose the one that best fits into the passage and then marks your answer on the Answer Sheet.

There are two factors which determine an individual’s intelligence. The first is the sort of brain he is born 61 . Human brains differ considerably, 62 being more capable than others. 63 no matter how good a brain he has to begin with, an individual will have a low order of intelligence 64 he has opportunities to learn. So the second factor is what 65 to the individual—the sort of environment in which he is brought 66 . If an individual is handicapped (受阻碍) 67 , it is likely that his brain will 68 to develop and he will 69 attain the level of intelligence of which he is 70 .

The importance of environment in determining an individual’s intelligence can be 71 by the case history of the identical twins, Peter and John. When the twins were three months old, their parents died, and they are placed in 72 foster (寄养) homes. Peter was reared by parents of low intelligence in an 73 community with poor educational 74 . John, 75 , was educated in the home of well-to-do parents who has been to college. This environmental 76 continued until the twins were 77 their late teens, 78 they were given tests to 79 their intelligence. John’s I.Q. (智商) was 125, twenty-five points higher than the 80 and fully forty points higher than his identical brother.

61. A. for B. by C. with D. in

62. A. most B. some C. many D. few

63. A. But B. For C. Still D. And

64. A. if B. thought C. as D. unless

65. A. refers B. applies C. happens D. concerns

66. A. about B. up C. forward D. forth

67. A. relatively B. intelligently C. regularly D. environmentally

68. A. fail B. help C. manage D. stop

69. A. ever B. never C. even D. nearly

70. A. able B. capable C. available D. acceptable

71. A. demonstrated B. denied C. neglected D. ignored

72. A. separate B. similar C. remote D. individual

73. A. omitted B. isolated C. enclosed D. occupied

74. A. possibilities B. opportunities C. capacities D. responsibilities

75. A. moreover B. consequently C. then D. however

76. A. exception B. division C. difference D. alteration

77. A. in B. by C. at C. for

78. A. while B. since C. when D. because

79. A. estimate B. count C. decide D. measure

80. A. average B. common C. usual D. ordinary