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Passage TwoQuestions 29 to 31 are based on the passage you have just heard.
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In this section there are four reading passages followed by a total of 20 multiple-choice questions. Read the passages and then mark your answers on your answer sheet. TEXT A Theodoric Voler had been brought up, from infancy to the confines of middle age, by a fond mother whose chief solicitude had been to keep him screened from what she called the coarser realities of life. When she died she left Theodoric alone in a world that was as real as ever, and a good deal coarser than he considered it had any need to be. To a man of his temperament and upbringing even a simple railway journey was crammed with petty annoyances and minor discords, and as he settled himself down in a second-class compartment one September morning he was conscious of ruffled feelings and general mental discomposure. He bad been staying at a country vicarage, the inmates of which had been certainly neither brutal nor bacchanalian, but their supervision of the domestic establishment had been of that lax order which invites disaster. The pony carriage that was to take him to the station had never been properly ordered, and when the moment for his departure drew near, the handyman who should have produced the required article was nowhere to be found. In this emergency Theodoric, to his mute but very intense disgust, found himself obliged to collaborate with the vicar’s daughter in the task of harnessing the pony, which necessitated groping about in an ill-lighted outbuilding called a stable, and smelling very like one—except in patches where it smelled of mice. As the train glided out of the station Theodoric’s nervous imagination accused himself of exhaling a weak odour of stable yard, and possibly of displaying a mouldy straw or two on his unusually well brushed garments. Fortunately the only other occupation of the compartment, a lady of about the same age as himself, seemed inclined for slumber rather than scrutiny; the train was not due to stop till the terminus was reached, in about an hour’s time, and the carriage was of the old fashioned sort that held no communication with a corridor, therefore no further travelling companions were likely to intrude on Theodoric’s semiprivacy. And yet the train had scarcely attained its normal speed before he became reluctantly but vividly aware that he was not alone with the slumbering lady; he was not even alone in his own clothes. A warm, creeping movement over his flesh betrayed the unwelcome and highly resented presence, unseen but poignant, of a strayed mouse, that had evidently dashed into its present retreat during the episode of the pony harnessing. Furtive stamps and shakes and wildly directed pinches failed to dislodge the intruder, whose motto, indeed, seemed to be Excelsior; and the lawful occupant of the clothes lay back against the cushions and endeavoured rapidly to evolve some means for putting an end to the dual ownership. Theodoric was goaded into the most audacious undertaking of his life. Crimsoning to the hue of a beetroot and keeping an agonised watch on his slumbering fellow traveller, he swiftly and noiselessly secured the ends of his railway rug to the racks on either side of the carriage, so that a substantial curtain hung athwart the compartment. In the narrow dressing room that he had thus improvised he proceeded with violent haste to extricate himself partially and the mouse entirely from the surrounding casings of tweed and half-wool. As the unravelled mouse gave a wild leap to the floor, the rug, slipping its fastening at either end, also came down with a heart-curdling flop, and almost simultaneously the awakened sleeper opened her eyes. With a movement almost quicker than the mouse’s, Theodoric pounced on the rug and hauled its ample folds chin-high over his dismantled person as he collapsed into the farther corner of the carriage. The blood raced and beat in the veins of his neck and forehead, while he waited dumbly for the communication cord to be pulled. The lady, however, contented herself with a silent stare at her strangely muffled companion. How much had she seen, Theodoric queried to himself; and in any case what on earth must she think of his present posture The word "solicitude" in the first paragraph probably means
In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your answer sheet. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview. According to the interview, Dr. Nell’s attitude toward substitute parents is that
TEXT B Meteorologists routinely tell us what next week’s weather is likely to he, and climate scientists discuss what might happen in 100 years. Christoph Schar, though, ventures dangerously close to that middle realm, where previously only the Farmer’s Almanac dared go: what will next summer’s weather be like Following last year’s tragic heat wave, which directly caused the death of tens of thousands of people, the question is of burning interest to Europeans. Schar asserts that last summer’s sweltering temperatures should no longer be thought of as extraordinary. "The situation in 2002 and 2003 in Europe, where we had a summer with extreme rainfall and record flooding followed by the hottest summer in hundreds of years, is going to be typical for future weather patterns," he says. Most Europeans have probably never read Schar’s report (not least because it was published in the scientific journal Nature in the dead of winter) but they seem to be bracing themselves for the worst. As part of its new national "heat-wave plan", France issued a level-three alert when temperatures in Provence reached 34 degrees Celsius three days in a row; hospital and rescue workers were asked to prepare for an influx of patients. Italian government officials have proposed creating a national registry of people over 65 so they can be herded into air-conditioned supermarkets in the event of another heat wave. London’s mayor has offered a 100,000 pound reward for anybody who can come up with a practical way of cooling the city’s underground trains, where temperatures have lately reached nearly 40 degrees Celsius. (The money hasn’t been claimed.) Global warming seems to have permanently entered the European psyche. If the public is more aware, though, experts are more confused. When the Intergovernmental Panel on Climate Change hammered out its last assessment in 2001, scientists pulled together the latest research and made their best estimate of how much the Earth’s atmosphere would warm during the next century. There was a lot they didn’t know, but they were confident they’d be able to plug the gaps in time for the next report, due out in 2007. When they explored the fundamental physics and chemistry of the atmosphere, though, they found something unexpected: the way the atmosphere—and, in particular, clouds—respond to increasing levels of carbon is far more complex and difficult to predict than they had expected. "We thought we’d reduce the uncertainty, but that hasn’t happened," says Kevin Trenberth, a climate scientist at the National Center for Atmospheric Research and a lead author of the next IPCC report. "As we delve further and further into the science and gain a better understanding of the true complexity of the atmosphere, the uncertainties have gotten deeper." This doesn’t mean, of course, that the world isn’t warming. Only the biased or the deluded deny that temperatures have risen, and that human activity has something to do with it. The big question that scientists have struggled with is how much warming will occur over the next century With so much still unknown in the climate equation, there’s no way of telling whether warnings of catastrophe are overblown or if things are even more dire than we thought. Why do scientists like Schar make predictions Because, like economists, it’s their job to hazard a best guess with the resources at hand-namely, vast computer programs that simulate what the Earth’s atmosphere will do in certain circumstances. These models incorporate all the latest research into how the Earth’s atmosphere behaves. But there are problems with the computer models. The atmosphere is very big, but also consists of a multitude of tiny interactions among particles of dust, soot, cloud droplets and trace gases that cannot be safely ignored. Current models don’t have nearly the resolution they need to capture what goes on at such small scales. Scientists got an inkling that something was missing from the models in the early 1990s when they ran a peculiar experiment. They had the leading models simulate warming over the next century and got a similar answer from each. Then they ran the models again-this time accounting for what was then known about cloud physics. The main difference between the Earth’s atmosphere and the simulated one is
TEXT D If the Federation of American Scientists made a list of educational video games, you might expect to find Oregon Trai ,the Story of Conestoga Wagons Trekking into the American West ,or the geography favorite Where in the World Is Carmen Sandiegol And don’t forget Half-Life 2. That’s the one where you burn alien zombies to death with exploding barrels of fuel. OK, that’s exaggerating—but only a little. Where parents see hours wasted in front of a screen, these scientists see potential. An FAS study released this week, titled "Harnessing the Power of Video Games for Learning, "reports that best-selling games are built in surprisingly pedagogical ways. Players improve at their own pace. Beating a level requires experimentation, failure and learning from mistakes. Most new games can be played online, requiring collaboration and leadership. Game play is precisely calibrated to balance challenge and progress. It’s a stark contrast to a typical classroom in which one teacher tries to engage 30 students with printed information. "It’s like hiring an individual tutor for every student," says FAS president Henry Kelly of using video games to teach. "There’s a big argument going on now about whether kids are being tested too much or too little. In a game, you’re continuously being tested and, you don’t mind it." Some commercial games are already being used in the classroom. The Civilization series lets users build empires in ancient Persia and other historical periods, and Roller Coaster Tycoon, where players construct a theme park, combines physics and business management. And the U. S. military makes extensive use of video simulations: the Army reports 7.6 million users have registered for America’s Army, a training and recruiting game. The report calls for a new generation of educational games that are as immersive and graphics-intensive as megabudget titles like Madden NFL 07 and Battlefield 2142. "When you show a child a traditional educational game, they’ll roll their eyes," says Kay Howell, a coauthor of the study. "But I don’t think they roll their eyes because it’s learning; I think it’s because there’s such a huge and obvious gap in quality compared to what they play at home." The federal government, she says, should close that gap by underwriting new game-publishing houses. But some educational observers find the video game recommendations too unorthodox. "This is really silly, "says Chester E. Finn, president of the Thomas B. Fordham Foundation, a K-12 education research group in Washington." Are they next going to propose government-funded studies of the educational value of comic books, reality TV shows and instant messaging" Other critics contend the report’s recommendations shouldn’t be seen as a cure all. "We think it’s a good idea that this stuff is being explored, "says Chad Colby, a spokesman for the Department of Education." People do tend to look at these things as silver bullets, or a fix in them selves, when it’s really one tool out of many. "The larger problem with the federation’s ideas, Colby says, is a lack of familiarity with how education funding works: only 8. 3 percent of the country’s total education budget comes from the federal government, and most of that is targeted toward students in poverty. The stndy’s recommendations might be hard to implement: not all school districts have computers and networks capable of running high-end games. The FAS report calls for the production of games that can be Web-based and downloadable to PCs, but it might be less expensive to design games for the established consoles that many families already have at home. "These are technologies that kids and young adults are living with every day of their lives," says Howell. "Why do we expect" According to the passage, playing video games has all of the following advantages EXCEPT that
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