Acoeducational(男女合校的)school offers children nothing less than a tree version of society in miniature().Boys and girls are given the 41 to get to know each other,to learn to live together from their earliest years.They are put in a position where they can compare themselves with each other in terms of 42 ability.athletic achievement and many of the extracurricular activities which are part of school life What a practical 43 it is(to give just a small example)to be able to put on a school play in which the male parts will be taken by boys and the female parts by girls!What nonsense coeducation makes of the argument a When 44 boys and girls are made tofeel that they are a race The greatest contribution of coeducation is 46 the healthy attitude to life it encourages.Boys don't grow up believing that women are 47 creatures.Girls don't grow up imagining that men are romantic heroes.Years of living together at school remove illusions of this kind.The awkward stage of adolescence brings into sharp focu m of the physical and 48 problems involved ingr wing up.These can better be 9in a coeducational environment When the time comes for the pupils to leave school,they are full prepared to 50 society as well-adjusted adults.They have already had years of experience in coping with many of the problems that face men and women. A)advantage B)proper C)rewarded D)emotional E)opportunity F)activity G)overcome H)Jmysterious Keventually L)segregated M)undoubtedly N)principleadvocate Section B Directions:There are 2 passages in this section.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 coresponding letter onAnswer Sheet 2with a single line though the centre. Passage One Educators are seriously concerned about the high rate of dropouts among the doctor of philosophy candidates and the consequent loss of talent to a nation in need of Ph.D.s.Some have placed the dropouts loss as high as 50 percent.The extent of the loss was.however.largely a matter of expert guessing.Last week a well-rounded study was published.It was published.It was based aires graduate were cnrolled in 24 universities and it seemed to show many pas fears to groundless The dropouts rate was found to be 31 per cent,and in most cases the dropouts,while not completing the Ph.D.requirement,went on to productive work.They are not only doing well financially,but,according to the report,are not far below the come levels of those who went on to co mplete their doctorates ing the ek Dr Tucke said the project wa nitiated of the concerr frequently expressed by graduate faculties and administrators that ome of the individuals who dropped ou of Ph.D.programs were capable of competing the requirement for the degree.Attrition at the Ph.D.level is also thought to be a waste of precious faculty time and a drain on university resources already being used to ressed the opinion that the shortage of highly trained specialists and ollege suading the d drop ite to The P .Tucker concuded,id not support these 1.Lack of motivation was the principal reason for dropping out. 2.Most dropouts went as far in their doctoral program as was consistent with their levels of ability or their snecialities 3.Most dropouts are Nearly 75 per cen of the dropouts said there wasnoac emic reason for their decision,bu those who5 A coeducational(男女合校的) school offers children nothing less than a tree version of society in miniature(缩影). Boys and girls are given the 41 to get to know each other, to learn to live together from their earliest years. They are put in a position where they can compare themselves with each other in terms of 42 ability, athletic achievement and many of the extracurricular activities which are part of school life. What a practical 43 it is (to give just a small example) to be able to put on a school play in which the male parts will be taken by boys and the female parts by girls! What nonsense coeducation makes of the argument that boys are cleverer than girls or vice versa. When 44 , boys and girls are made to feel that they are a race apart. In a coeducational school, everything falls into its 45 place. The greatest contribution of coeducation is 46 the healthy attitude to life it encourages. Boys don't grow up believing that women are 47 creatures. Girls don't grow up imagining that men are romantic heroes. Years of living together at school remove illusions of this kind. The awkward stage of adolescence brings into sharp focus some of the physical and 48 problems involved in growing up. These can better be 49 in a coeducational environment. When the time comes for the pupils to leave school, they are fully prepared to 50 society as well-adjusted adults. They have already had years of experience in coping with many of the problems that face men and women. A）advantage B）proper C）rewarded D）emotional E）opportunity F）activity G）overcome H）academic I）enter J）mysterious K）eventually L）segregated M）undoubtedly N）principle O）advocate Section B Directions: There are 2 passages in this section. 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 Answer Sheet 2 with a single line through the centre. Passage One Questions 51 to 55 are based on the following passage. Educators are seriously concerned about the high rate of dropouts among the doctor of philosophy candidates and the consequent loss of talent to a nation in need of Ph. D. s. Some have placed the dropouts loss as high as 50 percent. The extent of the loss was, however, largely a matter of expert guessing. Last week a well-rounded study was published. It was published. It was based on 22,000 questionnaires sent to former graduate students who were enrolled in 24 universities and it seemed to show many past fears to be groundless. The dropouts rate was found to be 31 per cent, and in most cases the dropouts, while not completing the Ph. D. requirement, went on to productive work. They are not only doing well financially, but, according to the report, are not far below the income levels of those who went on to complete their doctorates. Discussing the study last week, Dr. Tucker said the project was initiated ‘because of the concern frequently expressed by graduate faculties and administrators that some of the individuals who dropped out of Ph. D. programs were capable of competing the requirement for the degree. Attrition at the Ph. D. level is also thought to be a waste of precious faculty time and a drain on university resources already being used to capacity. Some people expressed the opinion that the shortage of highly trained specialists and college teachers could be reduced by persuading the dropouts to return to graduate schools to complete the Ph. D.’ “The results of our research” Dr. Tucker concluded, “did not support these opinions.” 1. Lack of motivation was the principal reason for dropping out. 2. Most dropouts went as far in their doctoral program as was consistent with their levels of ability or their specialities. 3. Most dropouts are now engaged in work consistent with their education and motivation. Nearly 75 per cent of the dropouts said there was no academic reason for their decision, but those who