Passage Two

　　Questions 62 to 66 are based on the following passage.

　　Researchers in the field of psychology have found that one of the best ways to make an important decision, such as choosing a university to attend or a business to invest in, involves the utilization of a decision worksheet.

　　Psychologists who study optimization ( 最優(yōu)化 ) compare the actual decisions made by people to theoretical ideal decisions to see how similar they are. Proponents (支持者) of the worksheet procedure believe that it will yield optimal, that is, the best decisions. Although there are several variations on the exact format that worksheets can take,they are all similar in their essential aspects. Worksheets require defining the problem in a clear and concise way and then listing all possible solutions to the problem. Next, the pertinent (相關(guān)的) considerations that will be affected by each decision are listed, and the relative importance of each consideration or consequence is determined. Each consideration is assigned a numerical value to reflect its relative importance. A decision is mathematically calculated by adding these values together. The alternative with the highest number of points emerges as the best decision.

　　Since most important problems are multifaceted (多層面的), there are several alternatives to choose frown, each with unique advantages and disadvantages. One of the benefits of a pencil and paper decision-making procedure is that it permits people to deal with more variables than their minds can generally comprehend and

　　remember. On the average, people can keep about seven ideas in their minds at once. A worksheet can be especially useful when the decision involves a large number of variables with complex relationships. A realistic example for my college students is the question "What will I do after graduation?" A graduate might seek a

　　position that offers specialized training, pursue an advanced degree, or travel abroad for a year.

　　A decision-making worksheet begins with succinct (簡潔的) statement of the problem that will also help to narrow it. It is important to be clear about the distinction between long-range and immediate goals because long-range goals often involve a different decision than short-range ones. Focusing on long-range goals, a graduating

　　student might revise the question above to "What will I do after graduation that will lead to a successful career?"

　　62. Of he following steps__________ is the one that occurs before the others in making a decision worksheet.

　　A) listing the consequences of each solution

　　B) calculating a numerical summary of each solution

　　C) writing down all possible solutions

　　D) deciding which consequences are most important

　　63.According to decision-worksheet theory, an optimal decision is defined as one hat__________.

　　A) has the fewest variables to consider

　　B) uses the most decision worksheets

　　C) has the most points assigned to it

　　D) is agreed to by the greatest number of people

　　64. The author develops the discussion in paragraph 1 by means of__________.

　　A) describing a process

　　B) classifying different types

　　C) providing historical background

　　D) explaining a theory

　　65. The author's attitude towards a pencil and paper decision-making procedure is __________.

　　A) neural

　　B) approving

　　C) ambiguous

　　D) biased

　　66. The passage mainly discusses __________.

　　A) a tool to assist in making complex decisions

　　B) a comparison of actual decisions and ideal decisions

　　C) research on how people make decisions

　　D) differences between making long-range and short-range decisions

　　Part V Cloze (15 minutes)

　　Directions: There are 20 blanks in the following passage. For each blank there are four choices marked A), B),C) and D) on the right side of the paper. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.

　　For too many young people today, citizenship is an abstract concept, not a part of their daily lives. By calling on our 67 to help their neighbors, school-based community service teaches an important 68 that being an American 69 both rights and responsibilities. It's at least as important a(n) 70 as mathematics or physics, maybe more.

　　It's a myth, pure and simple, that supporting a mandatory" (義務(wù)性的) community service requirement automatically means 71 individual rights. On the contrary, it can be a 72 sign that schools are 73 service and citizenship seriously. My organization 74 to no one in the passionate defense of cherished American 75 and freedom, whether it's freedom of speech, religion, reproductive rights or civil rights. We also 76 just as strongly, however, that the spirit of community 77 the freedom we enjoy.

　　School-based programs can and should be designed to 78 that community spirit, while carefully safeguarding First Amendment protections.

　　To 79 both goals, they must have clear 80 purposes and components. A wide range of service 81 must be provided so that young people aren't forced to participate in activities that make them uncomfortable. This is 82 common sense.

　　The idea of service is 83 new or startling(令人吃驚的). Just look at the warm and overwhelming response 84 disasters like Hurricane Andrew. There's nothing 85 with trying to impart the 86 ethic of helping others to a new generation.

　　67. A) citizens

　　B) teachers

　　C) youth

　　D) family

　　68. A) idea

　　B) reason

　　C) example

　　D) lesson

　　69. A) requires

　　B) involves

　　C) demands

　　D) consists

　　70. A) achievement

　　B) replacement

　　C) requirement

　　D) advancement

　　71. A) surrendering

　　B) suspending

　　C) surveying

　　D) surviving

　　72. A) marked

　　C) affirmative

　　B) positive

　　D) negative

　　73. A) taking

　　B) viewing

　　C) seeing

　　D) thinking

　　74. A) agrees

　　B) fails

　　C) turns

　　D) yields

　　75. A) responsibilities

　　B) duties

　　C) fights

　　D) opinions

　　76. A) suspect

　　B) believe

　　C) assume

　　D) state

　　77. A) sustains

　　B) supplements

　　C) summons

　　D) suggests

　　78. A) formulate

　　B) forge

　　C) foster

　　D) forbid

　　79. A) include

　　B) meet

　　C) acquire

　　D) arrive

　　80. A) supervisory

　　B) instructive

　　C) tutorial

　　D) educational

　　81.A) forms

　　B) options

　　C) tools

　　D) titles

　　82. A) very

　　B) specially

　　C) plain

　　D) particularly

　　83. A) anything

　　B) everything

　　C) nothing

　　D) something

　　84. A) for

　　B) about

　　C) by

　　D) to

　　85. A) right

　　B) wrong

　　C) difficult

　　D) easy

　　86. A) valuable

　　B) value-free

　　C) valueless

　　D) useful