Max's mothcr told him to do his math homework immediately.
® It is this subject that should he done now.
® It was not his fathcr who urgcd Max to study.
© Max tends to leave- things until the last moment.
® Max will not do anything without instructions.
D mw F%>$t>&U|M;>u;1L;t><, iaz< fé%’§‘biCil§9}%§¥>i1§%t;»i5l/Cwzvwta
Eftbu l*<7J®~©<7> 5 Q/J> Q ~0i§’<., GEE< ir? étTZ>‘%li§N;t • 'G}13LT%Zv..
7
While holclinjz down button C, nrcss both I) and F for live seromls. Oh,
dcar. It’s so complicatod that I Iccl confused just reading the manual.
• • • • • •
® It`s so contnlicatcd that I fccl confuscd just rcading tho manual.
• • • • • •
© lt`s so coxujnlicated that I feel confused just reading tho manual.
• • • • • •
© It's so coniplicatccl that I fccl confused just reading thc manual.
• • • • • •
@ It`s so complicated that I fccl confusctl just reading thc- manual.
-— 5 — (zum s>

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A w>r:11~<m1~1o>v> ~ T7 1;Anm>1:1mam¤—1r,<¤w>&. %
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ra 1 ··¤1t1 ytm tumwttnt A11>m·1 1;11is1c11i,11ict¤mmus physicist, u im-mv
··v¤s, if my nmmoi-y Smeg, tm becmnc a smut ycgctm-ami mm ycnr 1>t·tm-<~
he tim"
(D 11111111*1stuppetteating ® mis bccn stopped from pitting
® has sttimmttemtiig Qi) stoppcttentaiig
Fai 2 ··1w1 t¤·m»i· can nm imagiitmi tn ask 111-1· to check the n¤m· in (mi
mm.-tnmntw
"Y0u (1011*1 tmyo W10 mmm 11-cmcmtici E] it wl1c11wc·lc[t."
Q) mutt ® mckmg © tctieiuukett ® mtouk
rat 3 1111 ttsme. t‘ms¤i-1-y1‘m1inQ. I'm1·1ttn1ing 10 t1mt111-cutaoiintttw
mimi gmc. 1*11 bc with you 111 3 mamttc.
(i) m ® or © m @ winmi
E5 4 I tion‘t think we- can ccinc up with n solution to thc p1·¤blcn1, l1owt~v4~1· long
wcspcmt 11 11.
® ttmtissiiig ® mmm; © mttiscnss Qs) mmm
i 6 i (2G|U7ti)

E 5 You’vc got 12 ou your tic. Ditl you have frietl eggs for brcal<t`:tst?
® it rtw eggs ® an ogg ® smut ogg ® stm- tggs
E3 6 "How about going to that conveyor-belt sushi bar agaiu?"
"l'm zitrztitl we- cau‘t. It cltisetl 13 last mouth."
G) aswtt ® tt. © arr ® ttptm
H 7 l arrivctl hcrc early totlzty because thc traffic was m than usual.
Q) tittsttt ® ttt·;tvat»t— ® ttgmt·t— Q1) wt·attt~t—
F.1 B I've ttettttt tttttt itt the us. smottittg is is in pttbtis ptttcts sttttt its
1‘Gstatt1‘auls or czttés. Is that true?
6) tmtutstt ® expat-sti © vtttatt @ Wttttttutwtt
H 9 You can choose t·ither the train or the bus. If you waut to save somt-
time, the train woultl be better. The 16 is a little bit higher, though.
® sztstt ® fare © mts Qs) i|1lt·t‘t·sl
E110 "Y0u ut~v<—r seem to gain weight! How tlo you stay so slim?"
"_lust lueky, I guess. It 17 in the family."
(1) toms ® goss © rtttts @ wot-its
i 7 — tztsiu 7>

B ww/>1%¢11><H1 ~ a>®2am® E ~ 20 1;}m¢;1<7>1:1*:;#e111&j¥1r;zt1<z>
Q, %r1’61’1T©®~®</J 5 Bin 6 — -¤<J‘0i§»<.,
rbi 1 Zack: 11‘s a11·oa11y 1ou. wo‘11 bo11o1· bu go111g when Bob oo1u1~s back 1‘1·1uu
111o 1—os11—oo111. $111111 wo S11111 111o b111 equally?
1<oj1; 1*11 1—a11u~1— 11o1 1111 111111. 1 a1o au11 111-a1111 a 1111 1uo1·o 111ou you mo. 1
11111111 1 s11o111111111y 1uo1·o.
zaok; “
1<oj1; T11;11 sounds 11111.
(1) ca11u 11ow11. You 11o11‘1 1111yo tu gm so oxo11o11.
® 1-row about as11111g1o1-11 111soou1112
© 1 wish 1*11 brought 111o ooupou 11-o111 111o 1uagaz111o.
(Z9 $111111111 wo 11s11 1o1· so11a1·a11— checks?
F5 2 C11s1o1u<·r: Couhl we have three- 11>[u burgers, please?
so1·y1·1·; 1*111 sorry, w0'v<~ sold oun 1o11ay.
C11s1o1uer: 'I`ha1’s too bud! Your tofu burgers are so delicious 1hz11 I
brought my [1·ic11<ls with mo so 1hcy could try some.
so1·yo1—1 E Wl1y 11o1 uy 111o 1o1uo 1-oo1 b111—go1o, 111o1oa11? If you
111111*1 like 111o111, yo11 11o11‘1 have 1o pay.
(1) 1>1111owoyo11o11o?
® 1*111 bore o1·1o go?
(5) 1*11 11111 you 1111—o11g11.
(Z) I‘l1 tell you W11111.
— 8 ·- (2610 an

H 3 Ilarry: Would you mind taking a look at this?
Nick: This is a great plan, Harry! 20
llarry: Yeah, but there’s one thing I`n1 conccrnctl about. Onr boss might
not like the extra costs.
Nick: Well, he may not be happy with the extra costs, but this plan has
so many advantages. I‘in certain lte‘ll say yes.
G) I ean‘t agree with that. There are too many disadvantages.
® I ceul<ln`t agree more. I`ni sure it'll work.
@ That depends. I have no idea what to do,
© vein- mea <l0esn`l make Sense lo me.
i 9 i t2tstt»—<1>

c m>t:u»tren1~ snczswc. %rt·?rt M/>®~©®a¢s¤1>&¤u~n>xT%ewi2
ivlitn, >Z&>‘.z¤laé<2;, tw%$t; 21 ~ 26 r:Jmzm<r1¤r>&H·0>J>=&5
71.;
H l You should bc careful about what you cat now. because it is olten said
than you ;u·t— what you vat. which uieuus;
liverytlung 21 22 in the
future.
(i) mi @ uu (3) Sumo cum
Q:) you © your body © wut tm.-
Fél 2 The Widdowsons are planning to eat out with their sun at a r<·si:tttrnn\.
Mr. Widdowson calls the restaurant to snalu- a reservation. llc could say;
Can 23 24 for 7:00 next
Saturday?
® a @ book @ for
@) 1 © uuut- © three
H 2. Tum was A phone eau l`r0n1 $uuu·uut— whose utuuut-.· you uauuw I-.-t~t»gu1zt·.
so you didu‘t answer it. llowt—vet·, it was from someone inviting you to a
party. You could express your regret hy saying:
I 25 26 auswtuett the
phone yesterday.
(D eunltl ® tuu © have
® l © joined © the party
— l0 — tztsttvr-tw

gg 3 E5 m®I¤¥lv¤(A~C)l:°é,<7lJ:s (lids? 44)
A m®r%·*=1L><H·11 ·Fl§ 21<m>€S<&@?J>~, ‘Fts¢11lé<7>$.§’¤1v>§1u&&·‘&it»`i~°z10>ScHim
emit,. 27 · @ zzxwsmzzssssmeumsms, ¤Cn%z11<<z>
®~@v> 6 hm B ·:~1‘vi§/<°
H5 1
Elsie; lsli, Chiara. lI0w`s your spccch {ui- tum¤r1·0w‘s class coming smug?
Cliiztrztz Actttztlly, I'nt in 11 bu of u panic, The topic 1 chose lu talk about is E
reztl can of worms.
Elsie: Really?
Cltiztrn: Yes, 1t*s incredibly contplicatcd. Thcrc um su many issues 1uvu1v1·<1. 1
just mm seo how lo cover everytluug in u t1u·c¤r1u1mn¤ spcssn.
In this diulugusi u mn mu or wunus lusuus something that 27 .
Q) contains many secrets
® has s tm of umbimis
© is nut interesting
Qi) takcs mus time
H 2
'l`ako1'umi promised that he- would meet mc cvcry clay alter sclmol this
uu>u¤1» {mtu 5 to 7 pun. su we could study for our history exam logetlicw. ’1‘1us
is only the second week, but lte`s ztlrczuly missed scvcral meetings duo to
football pi-umass. 1t‘s difficult to uiuiutulu A guild study s¢1u—i1u1<· 1>(·i~1ltlst~ sr
his sporadic uttcuiiuuse.
1u this situation. sporadic means 28 .
(D daily
® invaluable
© 1¤·ugu1m·
® msuuusmis
— 12 — (2010 121

B Jtwéiktét, 7%*)71<7>i§t&i<7>l°§'2§,’€‘PA<}\l$%lf¥¤t:Ov>‘C3iGL’.3bftki1%§@r/>—
eiltcwsb., 29 ~|E|t:i\hz>wt:i¤%®i@¥i&c®®&, -H1·ez1|<<n
@~@v>5a>>»e easiest
Teacher: Today, we’re going to talk about the issue of friendship. Let me ask
a question: Is it better to make friends with many people, or to have
just a few good friends? ln other words, which is more important. the
quantity of our friendships or the quality of our friendships? Does
anyone have any comments? Yes, Jordan.
jordan: I think it’s important to have a friend you can count on when you're
in trouble. We all have some tough times, and we need sonteone to
talk to at such times. No matter how many friends you have. your
problems ean’t be solved unless you have someone you can trust.
Having many friends doesn`t always mean that their advice will help
you solve your problems. Here at school, I have just two good
friends, but I know I can rely on them for anything] need. They both
help me a lot in my daily life. l think this is far better than having
lots of friends. Also, you can`t maintain long-term relationships with
many people. The fewer friends you have, the more time you can
spend with each of them. _lust saying "l·Ii" to everybody doesn't give
you a better quality of lite,
Teacher: OK. Thanksa lot. jordan says 29 .
(D having many friends is related to peoples happiness in life
® he made a decision to help friends whenever he can
® people can be satisfied if they simply have many friends
® quality is more important than quantity in friendships
-— I3 — <2610e—1:s>

Teacher: Atty other ideas? Anty?
Anty: I tltink people shottld have a lot of friends tltrottghout their lives. l
mean, you should get on well with as tnany people as possible because
having a lot of friends will widett and deepen yottr ttnderstanding of
life in various ways, You’ll learn and experience differettt ways of
thinking by knowing them. I like having tnany friends because each
friend brings me new possibilities. Also, I disagree with _lordan.
When you't·e in trouble, fewer friends will give you fewer cltattres to
solve the problem. When I have a problem, I like to ask as many
friends as possible for their advice.
rmttct-; Attt-tgttt. amytttttttstttat .
G) by observing many friends. you’ll gain skills to distittguish trustworthy
people from others
® friends ean sometimes be tneatt to yott, but friendships will beeotne
steady
© many friends often confuse you, and they guide you to wrong solutions
@ the tnore friends yott have, the more chances you'll have to solve
problems
Teacher: Atty other comments on this question? Maria?
Maria: Unlike Jordan and Amy, I don`t thittk we have to choose between
having "tnany" friends and having "gnod" friends. I'm one of Atny's
many friends, but that doesn`! necessarily tneatt the quality of our
relationship is bad. Itt fact, she's always good to inc, listens to tny
pt·obletns and offers advice, evett though, as she says, slte has many
friends. I believe people can have both.
— 14 —— tztstti to

'l`cachcr: Well, I think that‘s zm excellent way to cnnclumle, Maria. 31
® Having good friends is much more important than having many friends.
® We can have both quantity and quality in our friendships.
© Your good friendship with Amy is a rare case.
® Your idea is just a repetition of jormlan and Amy’s comments.
— 15 i (2610 1;)

C $<®X¥f7D 32 ~ 34 lZ}\!”t/E:®lZH¥>il€j"if;{>V)’&, %3’t{;3'L F7)
@~@oai;»·¤»o~¤¤s‘¤&~.
It has been said that nine out of ten people like chocolate and the tenth
one is lying, but did you ever think about who gets the money you pay for your
favorite chocolate? In fact, the farmer who grows the cocoa beans and the
farmer whose cows give the milk get very little of the money you pay. Most of
it goes to the companies which transport thc raw materials, turn them into
chocolate, then package. advertise and distribute it to stores. As a result, the
cocoa aud milk producers often live in veiy poor conditions. 32
Garstang, near Lancaster in England, is a town which encourages stores
to sell "Fairtrade" goods; in fact, it calls itself "The Worlds First Fairtrade
Town." If you buy goods with the "I’airtrade" label, you can be sure that a
reasonable part of the money you pay will go to the farmer who grows the raw
materials from which your goods are made. For example, money paid for
"l·`airtrade" chocolate goes to cocoa farmers in Africa. People in Garstang
became iutercsted in "Fairtradc" when they began to look for a way to help
these farmers. The farmers complained that big chocolate companies were
interested only in buying cocoa beans inexpensively, and not in whether the
farmers had enough money to live, Oue group iu Garstang decided to
33 , making sure the farmers could keep as much of the protit as
possible.
The chocolate sold iu stores iu Garstang with a special "l’airtrade" logo on
it was more expensive than ordinaiy chocolate, but 82% of local people said
they were willing to pay extra if they knew the money was being used to help
people in a poor country. Gradually, other goods came to be traded in this
The next thing that happened was that local dairy farmers demoust rated
in the eentcr of Garstang. They wanted 34 . They pointed out that. like
the cocoa farmers in Africa. they also felt disadvantaged by an unfair trading
system. They wanted more money for the milk their cows produced. As a
result, Garstang has become a center not only for fair trade with poorer
countries, but also for promoting locally produced goods.
— 16 — tztne-—1ti>

32
® Partners in England havo started to grow thoir own cocoat
® Ono small town in England is trying to change this situation.
© People takv action in their local community to roducc the prico ol
chocolate-.
@ Thorn is voiy littlc that can be done to improvc things
33
(D buy cocoa dirvcl ly from tho farmers and make it into chocolate
® givr money to poor African farnters who grow cocoa hcans
© return thc chocolatv to thc cocoa farmers in Africa
Q1) aippiy com hcans to African mi-mers
34
(D to become involved in thc "l’airtradc" movement
® to ho paid more for tho cocoa they protlucod
® to cnconrago chocolate consumption
@ to rcduce tho price of thoir chocolate bars
~ 17 — tzmnr in

¥ 4 EE $WJll.·‘lb>(A · B)lI%KJi. (Bda? 36)
A a<0>;~2€&0‘57>a·.%aJ>=, `F®llflt¤<ll§t ~a>v> as ~ sv tzkzuzi
mice easarmea, ez!/t€hF©@~@m5$n¤&rr-ofoiis.
Scientists estimate that eight thousand years ago rainforests covered
approximately 60 million square kilometers of the Earth's surface. I)ue lo
hutnan destruction only about 35 million square kilotneters now retnaitt. Even
this relatively stnall area contains more than half of the world’s estitnated
10 million species of plants, animals and insects. The diversity is so great that
scientists have, until now, succeeded in studying less than one percent of the
species livittg there.
Native people who live in rainforests depend on them for food and shelter.
Because trees have been cul down and burned, native people, unable to find
ettottgh food, have starved. Additionally, they have been killed or forced out of
the rainforests by outsiders who have seized land for profit. The population of
native people in the Brazilian rainforest, for example, has decreased over the
past 500 years from approximately 6 million to 200,000.
Rainlorests are destroyed to tnake money from selling not only trees but
also cattle and crops that are raised on the cleared land. However, experts say
that rainforests will have tnore economic value ii we leave them as they are
and harvest their medicinal plants, oil-producing plants and fruits. This
knowledge, plus the fact tltat native life is becoming extittct, led Brazil to
introduce stronger rainforest protection laws at the beginning of this century.
'i`ltese laws aim to protect native tribes, prevent illegal cutting of trees and
expand the protected rainforest area. All countries tltat are contributing to the
destruction of rainforests should begin their own efforts to protect them.
Rainforests are essential to htttnatt survival. Therefore, we are all responsible
for protecting this biological treasure.
e 18 e (zinc no

Annual Loss of the Brazilian Rainforest
1080-2006
km‘
35,000
30.000
25.000
20.000
15.000
10.000
5.000
0
'B9 '91 '93 `95 '97 '99 '01 '03 `05
EH 1 Amman; ni me text. [E uf thc Species in t0<lay's i—¤1“t0.·t~s¤s imp
been investigated by rcsctzirclicrs.
6) at mst nan
® at least one percent
© mm than mu
@ t\(>l CVDII 0110 |7(’1’Ct‘1\(
H5 2 The infi>rmati<>n in the text and the graph suggests that 36 ,
® in the early l990s people became more aware 0[ the value of rainforests
® stronger environmental laws in Brazil reduced deforestation aftvr 2004
© there is no hope that the rate of rainforest loss will go down in the
future
® there were almost no trees left in the Brazilian rainforest after 1995
R41 3 According to the tm, .·a1.m»·»sis are sv ,
® home tu almost a quarter of non-human lite [arms
® likely to make more money if they are not destroyed
© places where native people can exist easily and safely
@ protected carefully to misc cattle and plant crops
— 19 —~ <2rs1u—w>

B ;9q<2>»<—vl:;, 7 x·}i1f¢4¤3%1&nT1 Lf; Hwslxbw? é~wH1km®lb;azilf£|%ll?$%4
>&§h‘E>riiIlC.§C}\l/f;$*`Fr’£!‘i‘€¢#¤%»s J<¢7>ll¥lv>(B51~3)&E2i·7>=, 38 ~
Q czmnsmlzmsslsaauswe, ·z:n»mv>®~@v>a wm of
vii/<¤
E5 1 Am;-¤11»lg•¤e1l¤ rm-m, ms msu as .
(D clcsigns buildings lm- H nvm;
® smypu overnight at thc medical ccntcr an July
© will my all medical [ees by himself
® wm-ks im- s mlnmg Company iu _1¤ps¤
Hi 2 Tl1<·informnlim1 on thc form \9l]s us um tho mu as .
Q) bccamc an just arm lunch
® mm nm with ms saqk were
© has umm sxck mr six (nays
@ was sm-1m.s1y an lwo years agg
E¤‘l 3 A symptom of thc mans illness is m .
® H baclcaclm
® A nagssmm problcm
(2) s 1»1g1uc»»»pw¤·.l—¤
(74) a tootlmclw
— 20 — (2l3lU—20)

RKS Medical Center
Patient Pre-Registration Form
__E.§.§§E;7z7pmis"" ‘‘‘‘
Iiréimat tnromatnm
Patient Name:
Sex: Date or Birth: Augur ru, @78
Marital Status: ESingle ElMarried IZ|Widowed Elbivurced
llome Address; 2*918 Kaltusatrdari Yamada-{ga Sjfbuya-ku
caty:_M1; Statc: c¤unny;
Zip Code: I53-0044
Home Phone: Work Phone:
Employment Status: Elimployetl l]Stutlent El0ther
Employer; ABC Hausa Occupation: arc/uint
tzmptoyer Artur-ess: .¤;m.L2RL=;, ) ,
Medical Information
l) What are your symptoms? (Please circle all that apply.)
® tax s· tr/©>
® headache chest vain. stoinaehaehe, other:
® uarncoity in breathing
© nausea
(5) constipation, diarrhea
© tanning, dizziness
® otl1ers( >
2) When did the symptoms start?
Date; Jm ____ Time: N200 5 m
a) twevaons serious illnesses:
4) Illnesses currently under treatment.:
5) Are you allergic to any medication or food? (Yes ®)
lf Yes, please provide details:
Payment Information
El Insuranee(MU$l` provide card) E Self I’ay(MUS'l` pay in lull EACH visit)
Have you been admitted to a hospital overnight in the last 60 days? Yes El No E
lf Yes. please provide name of facility and date: ,
— 21 — tzmuizn

® All drum major uniforms arc similar. Thcy all include high boots, white
gloves and a tall hat, with a white feather ucar thc top and cords across
the front. The letters on the front of the uniform are always different. ot
course, as is the flag to be carried. However, all drum majors lead the
marching band in the same way, with high steps and arms held straight.
® Matty would say that the drum major is the most important part ol the
marching band. lle wears a special uniform and has a distinctive
marching style. 'l`he uniform has buttons running up the center and he
wears white gloves, white boots and a tall hat. The hat has three cords
across the front and a white feather near the top.
® Most people love to watch the drunt major, with his distinctive uniform
and special way of marching. From the feather displayed on the top ol the
tall hat to the high boots and white gloves. everyone thinks the outtit is
splendid. What most people- like best, though, is the way they lead the
marching band: baton in their left hand, arms swinging by their sides and
their- short, ttute steps.
® Seeing the drum major lead the marching band live is very exciting. Ile
marches out in front of the band, with his arms swinging and a long, thin
baton in his right hand. His uniform looks distinctive, with the school
letters across thc front and a row of buttons running up both sides. llis
hat is striking, with three white cords across the front and an eyercatching
white feather set near the top.
— 23 — <2ts1u an

B 2<®X$t1.%iv#&`& l/‘C%bit>§%f.;tb®&. `Ff7>®~®®5`E2§>§ GEN,
42
This type of bridge is made up of multiple connected sections, These
sections work togcthcr to help distribute the iorces tltrougltout the entire
bridge. so that it can cross grcat distanccs and support a large zuuount ol
weight. The size of the components in cach scction is small, which nmkrs this
type of bridge ideal for places where long sections cannot be shipped or where
[urge cranes and heavy equipment cannot be used during construction.
llowever, zi bridge of this type encloses the space above the rozulway. possibly
distracting tlrivers‘ attention.
..»'“iE. s-
lil \. Nl;
u t a E-
`·· N
lm |||y¤·~·. s - —< 2t·1llltilim..
sw, iii||I|m;=._ ,•7i · `nlaitiiiit.
‘‘’‘ -i¤tiil¤1l¥. V ii
F l Int.,} ff ,
` `
El
I E
— 24 — <zts1u my

® Everyone in the Johnson family was working hard moving to their new
house. Some people were carrying boxes. One of the helpers was
struggling with a large box but was able to put it down. As he slid it
under a table, a box on top of the table hit a vase, which fell and broke
into many little pieces. Naturally, Mrs. johnson became very upset. as the
vase was one of her favorites.
® Everyone was rushing because the johnsons were moving. The boxes
were being packed and the helpers were taking them to the truck. One of
the men was about to drop a heavy box, so he rushed to set it on a nearby
table. As he did, a vase fell onto the floor, cracking. Mrs. Johnson was
obviously furious, even though the vase did not break into pieces.
© The johnsons were busy moving. One of the helpers was carrying a box
and put it on a table with another large box. lfowever, he did not notice
that there was a vase sitting behind that box. When he pushed the box
further onto the table, the vase fell and broke on the floor.
Understandably, Mrs. _lohnson was very angry that her favorite vase had
been broken.
® The johnsons were moving and Mrs. johnson was telling the helpers
where to put boxes. One of the helpers put a box on a table. Little did he
know that there was a vase on the table, behind another box. When he
pushed the box, the vase broke and fell off the table. Not surprisingly.
Mrs._l0l1nson was brokenrhearted, as it was one that she liked very much.
— 27 — tztnu 2v>

E 6 EF] >)<0>>z$&%M>~, l*®l¥lb>(l¥il ~1)<7> u ~ 50 l:M1%>cm;
§%¤i&%&c=b®€·, {-t‘"t{*2’LTVJ(D~@V>5*;1§>·;—¤‘§‘Oi§*<t (QEKI 42)
(1) When I first entered university, my aunt, who is a professional
translator, gave me a new English dictionary, I was puzzled to see that it
was a monolingual dictionary, which meant that everything was in English.
Although it was a dictionaiy intended for learners, none of my classmates
had one and, to be honest, I found it extremely difficult to use at first. I
would look up words in the dictionary and still not fully understand thc
meanings. I was used to the familiar bilingual dictionaries, in which the
entries are in English and their equivalents are given in japanese. I really
wondered why my aunt decided to make things so difficult for me. Now,
after studying English at university for three years, I understand that
monolingual dictionaries play a crucial role in learning a foreign language.
(2) When I started to learn I-English at the age often, I wanted to pick up as
much basic vocabulary as possible and created what might be called a simple
bilingual "dictionary" for myself. This consisted of English words and their
equivalents in japanese written on cards. I would put the English word on
one side of a card and the Japanese equivalent on the othe1·. I Iound this to
he a convenient tool for memorizing basic everyday words.
(3) In high school I was assigned longer texts which had a larger
vocabulary, so I started to use a standard English-japanese bilingual
dictionary. Such dictionaries contain a large number of commonly used
English words. Each item comes with a pronunciation guide, its equivalents
in japanese, a note on its grammatical functions, and examples of how it is
used.
(4) I-`or those working as professional translators and interpreters, there are
more specialized bilingual dictionaries. My aunt often translates articles
submitted to international medical journals, so she uses a bilingual dictionary
— 28 — t2<s10——2s>

devoted to medicine. Such dictionaries, available in various fields, tend to
omit words like "come" or "go“ used in an eveiyday sense; on the other hand.
they contain highly specialized terms not found in standard bilingual
dictionaries. For example, in a bilingual medical dictionary, one can lind a
term like "l1asal body temperature," which is unfamiliar to most people- an
expression referring to the temperature when the body is at rest.
(5) 'I`hen, if bilingual dictionaries are so useful, why did my aunt give me a
monolingual dictionary? As I found out, there is, in fact, oIten no perfect
equivalence between words in one language and those in another, My aunt
even goes so [ar as to claim that a Japanese "equivalent" can never give you
the real meaning of a word in English! Therefore she insisted that I read the
definition of a word in a monolingual dictionary when I wanted to obtain a
better understanding of its meaning. Gradually, I have come to see what site
meant.
(G) Using a monolingual dictionary for learners has benefited me in another
important way — my passive vocabulary (words I can understand) has
increasingly become an active vocabulary (words I actually use). This
dictionaiy uses a limited number of words, around 2,000, in its definitions.
When I read these definitions, I am repeatedly exposed to basic words and
how they are used to explain objects and concepts. Because of this, I can
express myself more easily in English.
(71 Once I got used to the monolingual dictionaiy for learners, I discovered
another kind of monolingual dictionary, which is particularly useful when
writing essays or preparing presentations. This is what can be called a
"find-tlic-right-word" dictionaiy. This kind of dictionary enables me to come
up with an alternative, and sometimes more precise, expression for a word I
am already familiar with. For example, if I lookup "difficult," I will find a
group of related terms such as "challenging," "tough," "hard," and
"demanding," A word like "important" will lead me to "significant," "crucial."
"esseutial," "influential," and "major."
— 29 — tztsioyzsnl

(8) What I realize now is that both monolingual and bilingual dictionarit~s
have particular uses, and your choice of dictionary depends on your aims. It`
you wish to understand the general meaning of texts in a foreign language
and have no need to express your own idcas in thc language, you may [ind a
bilingual dictionary sufficient. If you work as a professional translator. yon
will find it necessary to use specialized bilingual dictionaries. However. if
your ultimate goals arc to understand a foreign language clearly and to
speak or write the language using a variety of words, I strongly recommend
that you obtain a monolingual dictionary once you have command of a basic
vocabulary. I feel I own the progress I have made in English to thc wisdom
of my aunt.
E5 l When the writer received thc dictionary from his aunt, he did not find it
easy to usc because 44 .
® entries were arranged in an unfamiliar order
® he was not used to reading definitions in English
© it often did not contain thc meanings he was looking for
® most of his friends only used bilingual dictionarit·s
E5] 2 The type of dictionary described in paragraph (3) is different from those
explained in paragraphs l2] and f4) in that it 45 .
® includes a lot of information about ordinary words and their usagc
® is more convenient for those just beginning to learn a language
© is too advanced for most language learners to use effectively
® lists highly specialized terms used by language professionals
—— 30 — tztstu ssrn

H5 3 Which of thc following cxainplc-s b<-st fits thc aunt's vim-w that "a _Iapant-sv
‘t-quivalt-nt` can never give you the real meaning of a word in English"?
46
® A clear stress falls on the first part of the worcl "watcr," which is not
always thc cast- with "mizu."
® Tho lt-ttm- "t" in "wat<-r" can bt- pronounced as 2 or rl, but thm- "z" in
"mizu" is almost always prunounceil as z.
© Unlikt- "watc-r," "mizu" can bc written using tliffcrcnt writing systr-ms
such as lwtakumz, lzirugmm and China-sc characters.
® "Watcr" is not the same as "nz12u" hccausc the form:-r can rr-for to hot
or cold watcr. unlike- thc latt<-r.
FE1 4 By using thc typc- of monolingual dictionary dc-scribcd in paragraph t6). thc-
writer 47 .
® bccamc more activc in cxplaining concepts to others
® greatly expanded his passive English vocabulary
© improvcd his speaking and writing skills in English
@ was able- to count words in English more easily
Fa-1 5 ’1`»tmt·g1i using it -tamu-ttie-t·ag1it-watt" ttietautmy, one can E .
® coms- up with more- prccisc Japancsc <-quivalcnts for English words
® find the precise meanings oi words that arc no longer uscd
© lc-arn to usc a varic-ty of words with related meanings
® writc an cssay or prcparc a presentation in a shorter time
i 31 — <z<»w Am

R5 6 Whcn paragraplrs (I) tlrrouglr (8) arc divided into four groups according to
thc topic of <·ach, which grortping is most appropriate? 49
- <;r·<»upr (mtv 2 <;r·t»rtp s <;mtrp4
® (I) (2) (3) (4) (5) (G) (7) (8)
E <r> (21 ts> c4) ts) ta) tv) tsl
© (I) (2) (3) (4) (5) (6) (7) (8*
® (I) (2) (3) (4) (5) (6) (7) (8)
H5 7 'I`ln-· writer irnplies that 50 .
® by continuing to usu only bilingual dictionaries, lcarrrcrs ar<· loss likcly to
aclricvc zr good conrnrand of a language
® lcarncrs should start to use nronolingual dictionaries as soon as tlrvy
begin to study English
© thc rclc of bilingual rlictionarics is dcclining and rnonolirrgual dictionzrrics
are becoming rnore popular
® whcn lcar·rrcrs look up zr word in a monolingnal dictionary, they should
also chock thc word in a bilingual dictionary
i 32 i tznroraizl

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~ 4 — (2110*4)

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Bm 2 eofvxx,
f‘¤‘] 1 I’m not going to the movie with John tomorrow. EI
® I’m going with someone else.
® John and I are going next week.
© john and I are going to a baseball game.
® I’m not going and neither is john.
H5 2 I wonder why my friends didn‘t tell E where the welcome party is going
to be held, 7
G) I was surprised when the teacher told me,
® It seems that everyone else was told all about it.
© My friends told me the date and time of the party,
@ My friends told me where the ceremony will take place.
H 3 It was the perfect birthday. A huge vase of roses was in the middle of
the dining table. ¤
® I had never seen flowers there before.
® On the table was an unbelievably large vase.
© My favorite flowers were on the dining table.
® The vase was right in the center of the table,
— 5 — <211¤—s>

¥ 2 FH] »w>H%l¤>(A~C>l;%71al:. (EE}: 44)
A 2<<7DI%*il¤<l8l1 ~10>0>E|~ u lC}\¤¥lZ5<7JlC§¥>Ei.-L’i7aL¥>0J>&, %
?“L·Fh`F0)®~@l7> 5 Eh 2—0@*¤E»<.,
E1 l The soccer game was shown on a big screen in front of EI audience.
® a large ® a lot of © many © much
E5 2 I am afraid I am not prepared to 10 the risk of losing all my money.
(D catch ® deal © put ® take
Hai 3 The catalog 11 that this year‘s model is slightly cheaper than last
year’s.
Q) says @ speaks @ talks Q1) tells
E5 4 For their safety and the safety of others, drivers must l2 the traffic
rules.
® observe ® overlook © test ® violate
E1 5 I think he is a very intelligent person, 13 many people don't agree
with me.
(D but ® ter © which ® wha
f 6 4 ¤z110w>

M 6 14 his advice, we would never have finished the work on time.
(D Accepted ® Excluding © Not for ® Without
M 7 The price on the tag 15 the 5% consumption tax.
® charges ® consists ® describes @ includes
E5 8 Michael works very hard, '[`hat’s “ i respect him.
® how @ the person ® the thing ® why
H 9 Il' you like this apple pie so much, 17 make one yourself? l‘ll give
you the recipe.
® how about @ how come you
© what do you say to ® why don‘t you
M10 lt has been hard to concentrate on my studies lately because a mad
1B in front of my house.
(D builds ® has bum
@ is being built ® is building
— 7 — (2llO—7)

B mqmriauxtm 1 ~ smazéavn n E] i;7t216<7>l:§t>i§%f;¤b0>
e. exten w>®~@oaw»a~¤¤s‘¤se·<t
H l Akira: Is everything OK? What`s the matter?
David; I think I deleted that document we were working on.
Akira: 19
David: What a relief! But I will need to be a lot more careful from now
on.
(D Hold it! Which document are you talking about?
® Oh no! We’ll have to start all over again.
@ Relax! I made a copy of it earlier today.
® 'l`o0 bad! It should have been finished an hour ago.
FSI 2 Ms. jones: Hello. Kazuko. What can I do for you?-
Kazuko: I was wondering if we could meet earlier than we planned,
maybe on the 27th.
Ms. Jones: 20
Kazuko: But l really need to see you before that.
® Can I ask you why?
® Oh, I’ll be away until the 29th.
© OK. I’ve gut time right now.
® What time are you thinking of?
— 8 — mines)

E='I 3 Jack: Let‘s go to that Italian restaurant I was telling you about.
Kayo: 21
Jack: We could, but it might be hard to find parking.
Kayo: In that case, let's just get a taxi.
(D Excellent! We're finally going!
® Fantastic! How are we getting there?
© Great idea! But our car is in the garage now.
@ Sounds great! Shall we take my car?
C }<<7Jf%H!¤>(E·“l 1 ~ 3)!C$5!»>’C. {·¤l’t·?1‘”LT‘0>®~©®§§’QEjENh¤XT";€W>&
mx >2&%¤!z:5e;., mil., W’§l1 22 ~ 27 t;}m%»w>®§»‘%
<oJ»&¤.$¤;J:.
H 1 Has it really been that long? It IE
23 when we last met.
G) it ® only yesterday © seems to me
® that © was
E5 2 There is not much we can do now. I`ll 24
25 get more information.
(D I ® know © let
® when © you
H 3 Do you remember where that bicycle shop was? Something
26 27 I bought at the sale.
® gone ® has © the bicycle
@ with @ wrong
— 9 — t211u—¤>

¥ 3 E1 ZWDFéFl\»>(A~C)lC§i.J:., (EEE 44}
A M<®F·5¤>(f·?ll · l!=‘l2)®§X’5:§·7>=, `F§%K@?§’•U<7JE*9l<%·%1"L·?¤"t<7JYE7Y7¤
B?EiH*ll/, za · Q izxnsozeseseamioe, en-euro
®~@0>5 Bib ¤5~‘D'<3"J§*<.,
H 1
Ted and Kathy were talking about the local election. They had not yet
decided for which candidate they would vote. Ted said to Kathy, "I want to
vote for a candidate who will try to reduce unemployment." Kathy nodded and
said, “Many people have been arguing for or against the issue of building a
nuclear power plant here, but still nothing has been done, so l'll vote for a
candidate who will try to resolve it.” Ted said, "Yes, indeed, that has been
a real hot potato in this town for several years."
ln this passage, "a real hot potato" means 28 .
® an issue no one wants to handle
® a plan no one thinks useful
© a problem no one feels important
® a question no one understands
— 10 — <21i0—10>

¥ 3 E1 ZWDFéFl\»>(A~C)lC§i.J:., (EEE 44}
A M<®F·5¤>(f·?ll · l!=‘l2)®§X’5:§·7>=, `F§%K@?§’•U<7JE*9l<%·%1"L·?¤"t<7JYE7Y7¤
B?EiH*ll/, za · Q izxnsozeseseamioe, en-euro
®~@0>5 Bib ¤5~‘D'<3"J§*<.,
H 1
Ted and Kathy were talking about the local election. They had not yet
decided for which candidate they would vote. Ted said to Kathy, "I want to
vote for a candidate who will try to reduce unemployment." Kathy nodded and
said, “Many people have been arguing for or against the issue of building a
nuclear power plant here, but still nothing has been done, so l'll vote for a
candidate who will try to resolve it.” Ted said, "Yes, indeed, that has been
a real hot potato in this town for several years."
ln this passage, "a real hot potato" means 28 .
® an issue no one wants to handle
® a plan no one thinks useful
© a problem no one feels important
® a question no one understands
— 10 — <21i0—10>

¥ 3 E1 ZWDFéFl\»>(A~C)lC§i.J:., (EEE 44}
A M<®F·5¤>(f·?ll · l!=‘l2)®§X’5:§·7>=, `F§%K@?§’•U<7JE*9l<%·%1"L·?¤"t<7JYE7Y7¤
B?EiH*ll/, za · Q izxnsozeseseamioe, en-euro
®~@0>5 Bib ¤5~‘D'<3"J§*<.,
H 1
Ted and Kathy were talking about the local election. They had not yet
decided for which candidate they would vote. Ted said to Kathy, "I want to
vote for a candidate who will try to reduce unemployment." Kathy nodded and
said, “Many people have been arguing for or against the issue of building a
nuclear power plant here, but still nothing has been done, so l'll vote for a
candidate who will try to resolve it.” Ted said, "Yes, indeed, that has been
a real hot potato in this town for several years."
ln this passage, "a real hot potato" means 28 .
® an issue no one wants to handle
® a plan no one thinks useful
© a problem no one feels important
® a question no one understands
— 10 — <21i0—10>

M 2
Paul and Brian are fond of fishing. Now they want to try fishing in an
area which they hear is really nice and where they can catch wonderful
salmon. The only trouble is that they might accidentally fish in an area where
they do not have permission to fish. If that happened, they would be poaching
salmon and the consequences might not be good, They are wondering whether
they should go or not,
In this passage, the meaning of poaching is 29 .
(D carefully protecting
® catching illegally
© partially cooking
@ dropping into a hole
` — 11 — (ZllO—ll)

B Jtvmxztx. #ia2%!iFa1t:it·» c. HH§§1it;0t¤·c<¤naB$c®%.»., ixtwyi
®EH.0)§il¤i]( an ~ 32 M; Lrseieitifaeme. -Z—n¤enFm@~
@<7> 5 *az§>·5—03‘¤E*<.
The topic for this week’s "Speak Out" column is whether there should be a
mandatory dress code in our school. The first opinion selected was sent in by
Monica Molina, a tenth grader. She writes:
There needs to be some limitation to what students can wear to school.
Without a dress code students could wear clothing that is offensive,
inappropriate, distracting, or threatening. Clothing with offensive slogans and
pictures that promote drugs, alcohol and smoking should not be allowed.
Pictures and slogans which are offensive to race and gender should not be
allowed, either. Clothing with distracting pictures or writing could take
students attention away from studying, which is why students are here.
Clothing with messages, writing or pictures that are threatening to students or
teachers shouldn't be worn. Being in a school with no dress code would be
very bad. A dress code should be made. taking into consideration everyone
who studies and works in the school.
30
® A lot of students wear clothing that is threatening to others.
® Clothing that has writing which encourages smoking is not so bad.
© Dress rules should protect everyone in school from being offended.
@ Most students don’t wear appropriate clothing to school.
Our next opinion was submitted by Kishan Santha, an eleventh grader,
who says:
Students should be free to choose what they want to wear to school.
Granted, there are some shirts that have offensive writing on them but the
majority of messages are not offensive. Most messages do not negatively
affect our learning and attention in class. if we have a dress code at all, it
should state that students cannot wear clothes with insulting words on them.
But, that is it. I’m sure that whether there is a dress code or not, my friends
will wear what they know is fine and appropriate in school. Teachers should
trust us to be able to determine whether or not the clothes we decide to wear
are appropriate.
— 12 ·— (2ll0~lZ)

31
® A dress code cannot prevent students from wearing clothing with
offensive messages.
® In most cases, students can determine what clothing is acceptable to
wear to school.
© Teachers can be trusted to make a dress code that students will accept.
® Students should be encouraged to make a school dress code for
themselves.
The third opinion selected was written by Kim Higgins, a twelfth grader.
She says:
I believe that students can express themselves with their clothing.
However, there should be some kind of dress code at school. It should not bc
a strict code, but a realistic one that everyone can follow. A rule that I find
reasonable is that a shirt or blouse should not be so short that part of the
person’s body can be seen. It particularly bothers some people when they can
see someone clsc's bare stomach. Also, we should not have to see other
people`s underwear. This offends some people and can be considered insulting.
If we don‘t have school dress rules, with todays fashion, things could get out
of control.
32
® Clothing is not a good way for students to show their feelings.
@ Current dress styles don’t require a specific school dress code.
© Showing one's stomach is fashionable and not so offensive.
® Some guidance is needed to help students dress with moderation.
We would like to thank Monica, Kishan and Kim for submitting their
opinions to "Speak Out." They have given us a number of important points
that we must consider seriously before everyone votes on this policy.
—- 13 — (ulcers)

31
® A dress code cannot prevent students from wearing clothing with
offensive messages.
® In most cases, students can determine what clothing is acceptable to
wear to school.
© Teachers can be trusted to make a dress code that students will accept.
® Students should be encouraged to make a school dress code for
themselves.
The third opinion selected was written by Kim Higgins, a twelfth grader.
She says:
I believe that students can express themselves with their clothing.
However, there should be some kind of dress code at school. It should not bc
a strict code, but a realistic one that everyone can follow. A rule that I find
reasonable is that a shirt or blouse should not be so short that part of the
person’s body can be seen. It particularly bothers some people when they can
see someone clsc's bare stomach. Also, we should not have to see other
people`s underwear. This offends some people and can be considered insulting.
If we don‘t have school dress rules, with todays fashion, things could get out
of control.
32
® Clothing is not a good way for students to show their feelings.
@ Current dress styles don’t require a specific school dress code.
© Showing one's stomach is fashionable and not so offensive.
® Some guidance is needed to help students dress with moderation.
We would like to thank Monica, Kishan and Kim for submitting their
opinions to "Speak Out." They have given us a number of important points
that we must consider seriously before everyone votes on this policy.
—- 13 — (ulcers)

C J<®Y$@ 33 ~EIli}\?1%'>U>lZ§%iE%7;%>0)>&. %A‘“L%`h`F0>
@~@)<z>aa>c»o—;~a‘o§·<.
A role model is an ideal person whom we admire. Role models may have
various backgrounds and ways of looking at things. However, they all inspire
others through their actions. I would like to introduce two people I admire.
Mr. Chico Mendes is one of my role models. He was born in the Amazon
region in 1944 to a poor Brazilian family that had farmed rubber from rubber
trees for many generations. They loved the rainforest and 33 .
However, mining companies and cattle ranchers started destroying the
Amazon rainforest which is more than 180 million years old. They burned and
cut down hundreds of thousands of trees, endangering the living environment
of the people there. Chico began a movement that organized ordinary workers
to oppose those harmful practices. The movement m , as Chico's efforts
led people in other countries to protect the earth‘s forests and the forests’
native inhabitants. Mr. Chico Mendes is a role model for me because of his
courage, dedication and self—sacrificing work to protect not only the Amazon
rainforest, but the natural environment of the entire planet.
Dr. Mae Jemison, the first AfroAmerican female astronaut to travel into
space, is my other role model. Mae was born into a middleclass American
family. She entered university at the age of 16, and went on to receive degrees
in Chemical Engineering, African—American Studies and Medicine. She became
a fluent speaker of Japanese, Russian and Swahili. In 1992, she was the
science mission specialist on the space shuttle Endeavour, on a cooperative
mission between the U.S. and Japan. 35 , Dr. Jemison has used her
education to improve the lives of others by providing primary medical care to
poor people. She has helped countless people through various educational and
medical projects.
The main characteristics of my two role models are that they sympathize
with other people’s distress and are committed to improving the world by
helping others. They are caring people who use their potential to benefit the
world, making it a better place.
— 14 i (2110-14)

33
(D did not tell outsiders the location of their trees
® did not want strangers living anywhere near them
© protected the indigenous tribes from being killed
Qt) used its resources in a way that did not destroy it
34
(D eventually spread to other parts of the world
® remained basically a problem for Brazilian people
© was especially concerned with global warming
@ was focused mainly on the Amazon rubber trees
35
® A compassionate person
® Because she loved traveling
© ln order to gain experience
@ Wanting an adventure
A 15 i (Zll0—l5)

33
(D did not tell outsiders the location of their trees
® did not want strangers living anywhere near them
© protected the indigenous tribes from being killed
Qt) used its resources in a way that did not destroy it
34
(D eventually spread to other parts of the world
® remained basically a problem for Brazilian people
© was especially concerned with global warming
@ was focused mainly on the Amazon rubber trees
35
® A compassionate person
® Because she loved traveling
© ln order to gain experience
@ Wanting an adventure
A 15 i (Zll0—l5)

E 4 IE $<<7JE5l¤>(A ~ B)lC§X.Ji.. <EE,·§ 36)
A 2<v>SC§<‘;§E·§$¥». T¤7>F·5t¤(E=‘I 1 ~ 3 ) t:9d*§‘Z>%X¤‘; I,‘C§¥>i§§>t;br7>
é, %¤n·?h‘Fm®~®®5~;b>¤a~03‘0§»<.
Satellites are very closely tied to our daily lives. The best example of this
is weather observation satellites. During a weather forecast on television, you
can see images of cloud patterns over Japan from the Himawari satellite.
In fact, the table below shows the satellite in use in mid»2007 was the sixth
in the 1-limawari series, which stretches back to 1977. The six Himawari
satellites have each had different characteristics.
Name Launch Launch site Rocket Weight Period of service
date (kg)
Himawari 1 July 14, Florida, Delta 325 April 1978—
1977 USA June 1984
m.§§§§l}§Q§i`E ````T Xlgfgliiiif iiiii { ;}}Qg§gi§i}}§§f"§Tii iii```i'````”i 556 'iiiii X§}§i`i`é§EZ ``````````
1981 Japan September 1984
'"iiiiilwt 3 AUQUQZQ -`````` ? EAQQQQQQLQQQQTGQZQ ii'ii 563 `````` §§§§{§§§{§§`i§§1Y5
1984 japan December 1989
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1989 japan june 1995
"§£}§Q§l§}Q}§E irrll MAQQQ iéf "``` `i$}}§§§§}}}Q§§f"iiCE ii“i`iiiiiiii Eli; llllll jQ}§Zi`é5§f ```````````
1995 Japan May 2003
}ii§§§§w»a¤ F€¤§ZQ§}%}`E¥§$"¥Q}§Q§§;i§§§.§§§5iiZ5iiK 1,250 }ll}Q§`§66§? `i```i`i```
2005 Japan
Data correct as of June, 2007
Most of the satellites in the Himawari series have had 36 of around
six years. However, 1-limawari 2’s operations were taken over by Himawari 3
after less than three years, and the lifetime of 1-limawari 5 was extended after
there was trouble in launching a new rocket, In 2003, 1-limawari 5 could no
— 15 — (2110716)

longer be used, which meant there was no functional Himawari satellite in
space. As a result, information from an American satellite was used for two
years. In 2005, Himawari 6 was launched and the supply of weather photos
from Japanese satellites resumed.
Although most of the satellites in this series have been a similar size and
weight, Himawari 6 is much bigger than the previous ones as it has air—traffic
control as well as weather observation functions. lt is the first of a new
generation of multi-function satellites.
H l From the information in the passage and table, which of the following is
the most appropriate for the blank? 36
® a launch date
@ an operating lifetime
© an out-of-service period
@ a repair time
H 2 Which of the following is true about Himawari G? 37
(D lt is bigger than the others because it has additional functions.
® lt is just five times the weight of Himawari l.
© It was taken into space by a Delta rocket from a launch site in Florida.
@ It went into service immediately after its launch.
E='I 3 l-low did japan get satellite weather data after Z003? m
® An American satellite provided Japan with data.
® Functional Himawari satellites collected data.
© Himawa_ri 5 was repaired and reused.
® Himawari 6 was launched immediately.
i 17 i (2110717)

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namlzsmngtfgsme, ·er1·€211=v>®~®®5=;n>·;~¤@’0a§»<1
Ha'] 1 According to the advertisement, students are required to 39 at the
start nf their course.
® have reserved a hotel room
@ bring money for their tuition fees
© take an English placement test
@ visit the office with their sponsors
H 2 A student who pays the tuition for the twtyweek course and the
accommodation fee for a single room at the beginning of june should send a
total amount of “ dollars.
® 070
® 920
® 1,120
@ 1.170
F15 3 Students who decide not tn join the Summer Camp must tell the office by
41 , or they cannot have a refund.
® May 15
® 1111.5 15
(Q) 111115 so
® July 28
—— 18 — (2llO—l8)

¤ ‘ ·
English Summer Camps 2008 ’®—
'f¤-’:S.»"
San Diego Seaside College is proud once again to sponsor ones and two·
week English Summer Camps for high school students from all over the
world who are interested in brushing up their English skills, Classes are
offered at five levels, from basic to advanced. Students are tested on
arrival and placed in the level appropriate to their language ability. Each
class has a maximum of 14 students. ln the classroom, lessons focus on
student interaction while teachers provide feedback and support.
Tuition Fees
The basic tuition fee depends on how early you pay,
0ne·week Course (Monday, July 28—·—Friday, August I)?
· $310 if we receive the full amount by May 15
' $360 otherwise
Tw0·week Course (Monday, July 2B—Friday, August S)?
· $620 if we receive the full amount by May 15
· $670 otherwise
The full payment must be received before the beginning of the courses.
Accommodations
We can provide housing in our student residence, Peter Olsen House.
Breakfast & dinner, 7 days a week.
Single room: $250 per week
Twin room: $160 per person, per week
You should reserve your accommodations before May 15 and all
accommodation fees must be paid in full before June 15.
Cancellation
If you have to withdraw from the camp after you have been accepted, but
no later than June 30, then all the fees you have paid will be returned, If
you have to withdraw after june 30, we regret that we cannot return any
fees,
How to Apply
Fill out an application form and send it to us at <esc@sdsc.edu>.
Vlslt me Golden state Ihis summer and m¤k• yourself shine at English!
i 19 i (21l0#l9)

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42
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W e %Y
(D This picture illustrates a defense strategy common to both humans and
other animals in which, to avoid danger or aggression, they escape the
area as quickly as possible.
® This picture illustrates a defensivc response against a potential enemy,
in which the fur of an animal‘s body stands up, making the animal look
larger and more frightening.
® This picture illustrates a method of protection utilized by rnany animals,
in which they change their shape or color to match their immediate
surroundings and become more difficult to find.
® This picture illustrates a protective method by which an animal reacts to
an aggressive animal by imitating precisely the pose and other behavior of
that animal.
— 20 — <2110—20>

B ZWJYEKZB inléek l/'C§\*»i1E¥i7°.t¥>®*&, FOJ®~@0J5 Eiv ¤5~-9i§*<.
'I`here are two rows of circles at the bottom of this abstract painting. In
the upper section, there is a large square, and to the right of it a vertical
dotted line. A solid line goes from the upper left-hand corner to the lower
right-hand corner. it is crossed by a horizontal line in the lower half of the
painting. There is a moon shape to the left of the square and an arrow below
the horizontal line, pointing toward the dotted line.
O OOO OO IOOO OO
08000800 80008008
l g E '
O O O O O O
08000800
— 21 # tztitw 21)

G) A young woman is practicing for an archery event while her brother
watches. However, when the woman shoots her arrow, it falls short in
front of the target. Her brother tries to help her by moving the target to
the place where the arrow fell. Surprisingly, she then shoots the arrow to
the very place the target had been before.
® A young woman is practicing her skills with a bow and arrow as her
brother watches. When she misses the target, both of them are very
surprised because she is usually accurate. l-ler brother helpfully collects
her gear so she can practice again some other time. However, the woman
and her brother are upset because they cannot reach the arrow in the tree.
© ln order to develop her skill in archery, a young woman practices hard.
At first, she and her brother are greatly disappointed because the arrow
never hits the target, After her brother tries to help by shortening the
distance to the target, she gradually hits the target more and more often.
Indeed, now they are greatly surprised whenever she misses the target.
® One day, a young woman goes with her brother to improve her skill in
archery. She and her brother are disappointed at her lack of accuracy in
this sport, She never gives up trying, however, and she practices hard,
Finally, she manages to successfully hit the tree with her arrow, and they
are both delighted.
i 23 i (2llD#23)

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Eeiastraewe, %h·€hFv>®~®m5¤za¤e—¤¤J‘¤i§s. ut-s. <1>~t7>t;t
5z?sv>§%e§1,·ct¤e, <El=s 42)
(1) My niece, Ann, is in her third year at university. She has recently
started her job search, When she entered the university, she wanted to be
an architect and planned to apply for work in an architectural firm. But as
she prepared for her job search, she learned that the way people work has
changed a lot in the last few years. She discovered that much of the change
has occurred because of what is called the IT Revolution. The "IT
(Information Technology) Revolution" refers to the dramatic change in the
way information is perceived and used in today’s world.
(2) Over the past 12 to 15 years, the amount and types of data available on
the Internet and, in particular, the speed at which we can process the data,
have increased to an extent few people could have imagined. These
developments have led to new ways of thinking about how we use
information and how we work in information-rich environments. Simply put,
doing business no longer relies on location; new information—sharing software
has made cooperation at a distance convenient and efficient.
(3) As a result, many new business models have appeared. One such model
is a large corporation arranging to have another company, often located in a
different country, perform essential tasks. This became possible with the
growth of reliable and secure communications and the ability to move
massive amounts of data over long distances in an instant. An early
example of this arrangement is in the field of accounting. A company in the
United States, for instance, first scans all its bills, orders, and wage
payments into the computer and sends the documents to an accounting
center in, say, Costa Rica. Basic accounting activity is then carried out at
that site. Next, the data is returned via the Internet to the original company,
where high-level analysis is done.
i4) Another example of this type of arrangement is reliance on overseas call
centers, which have become increasingly common, lt has become possible
for a telephone operator in India to answer a customerservice call from
— 24 — (2110*2*1)

anywhere in the world, respond directly to the customer and offer a
satisfactory solution, at a far lower cost to the company than ever before.
Many large companies now depend on such call centers. Today in Japan.
when you call a toll-free number, there is a chance that someone in Chingtao,
China will answer the phone in japanese to help solve your problem.
(5) A second business model made possible by the IT Revolution is one in
which work is divided into smaller, more specific tasks performed by
individuals in different geographical locations. For example, freelance
specialists who may be living at a great distance from each other can work
together to produce a new semiconductor design. A member of the group
living in California does some initial work on the project and uploads the
result onto a server. A colleague in Japan spends the day making further
additions to the design. Next. someone in Israel accesses it and does his/
her portion of the job. Finally the group member in California downloads it
and gives it a final check. Thus, freelance specialists in different parts of
the world collaborate to complete a single project.
(6) A similar example is that of a commercial artist who works in the
privacy of her beachside home in Hawaii to create a mail-order catalog for a
client in Paris. She uses pictures taken by a photographer in Australia, adds
text composed by a writer in Canada. includes artwork she created on her
computer, and sends the finished product out to the client for final approval.
All this is done digitally and according to each worker‘s own schedule. In
this way, the best talent in the world can be chosen for each task.
(7) With the knowledge she has acquired in the course of her job search,
Ann now understands how the nature of work has changed as a result of the
IT Revolution. Although she is still interested in architecture, Ann now
realizes that this field offers a broader variety of opportunities. Rather than
studying architectural design itself, Ann has decided to become an expert in
the specifications and materials that architects need for their designs. She
also now knows that there is often not enough work in one office for a
specialist of this type. However, she is confident she can work as a
freelance specialist in collaboration with a variety of people in different
countries. Ann now looks forward to taking advantage of the career
opportunities that the IT Revolution has opened up.
i 25 — (2iI0#25)

H 1 Ann realized that people today work in ways unimagined before because
® the amount of data on the Internet can no longer be dealt with
effectively
® the demand for architects has risen sharply over the last couple of
decades
© they think the impact of the IT Revolution is already a thing of the past
@ they deal with information entirely differently than in the past
H 2 The statement "doing business no longer relies on location" implies that
(D business people must be physically close to each other to do their work
® business people need to travel abroad more often in order to do their
jobs
@ people feel that using information is more important than making profits
® people who are not in the same place can successfully work as a team
Fél 3 In the example described in paragraph (3), the initial work takes place
47 .
® in the United States and the work is completed in Costa Rica
® in Costa Rica and the work is completed in the United States
@ in the United States, some work is done in Costa Rica. and the work is
completed in the United States
® in Costa Rica, some work is done in the United States, and the work is
completed in Costa Rica
— 25 — (2ll0~26)

f’¤°I 4 According to paragraph (4), the IT Revolution has m .
® not reduced the cost of doing business
® influenced where companies locate their call centers
© increased the demand for people who speak Chinese
® eliminated the need for call centers
Fél 5 If we divide paragraphs (3) through (7) into three groups according to their
topics, which grouping is most appropriate? m
- Group 1 Group 2 Group s
(D (3) (4) (5) (6) (7)
@ (sn (41 <s> to <7>
[é] tan (41 151 no m
® (3) (4) (5) (6) (7)
l'¤'i E When Ann begins working, she m .
G) may not be in the same office as the people she works with
® will be working at a newly designed toll-free call center
® is likely to move to the city where her employer is located
@ wants to join a company where she can stay until retirement
H 7 Discussed in the article is the IT Revolution’s 51 .
® enormous impact on the way workers, rather than companies, think
about work
® limited impact on the way workers, rather than companies, think about
work
© profound impact on the way workers and companies think about work
® slight impact on the way workers and companies think about work
i 27 — (2110*-27)

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® ma-Le-ri·al psy-chol-0-gy remark-a-ble
® ef-fac-tive in—ter-view rec-og-nize
@ em-bar-rass-ment li-brar-i-an phi-los-0-phy
4 4 4 (2610-4)

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G) gram-mat-ical in—tel-li-gent i—s0-Ia-tion
® beau·ti—ful bicy-cle in-stru-ment
© ca—pac-i-ty en-vi-ron-ment i-den-ti»fy
® benefit in»di-cate op-posite
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H 1 Can @ come to dinner on Friday at eight? EI
® I know your friend can’t come, but can you?
® lf lunch is inconvenient, what about dinner?
© If you can’t come on that day, how about Friday?
@ You work until seven? How about an hour later?
H 2 What do you think about my summer plans? 7
(D I already know what your friends think,
® I didn’t understand what you just said.
© I know what you think about my winter plans,
® Your plans are goods How about mine?
H 3 Torn telephoned me very late last night. ¤
® I was annoyed.
® it was definitely Tom.
© Tom didn‘t telephone anyone else.
® Torn usually emails,
i 5 i (2610-5}

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A Z(7)F¤HU\(IE1~'I1)t7)@~ n zzymaozeessaeirtsoa, e
n»enFv>®~@ma<;w»·a~¤¤J’¤§~.
B5 1 After you pay a bill, you are given a `-3 to show that you have paid.
G) change @ discount © material ® receipt
H 2 Brett has many sparetime 10 : he swims, paints, plays the violin.
and so on.
® actions @ activities © exercises @ habits
H 3 Small children have teeth which usually fall out between the ages of five
and twelve, after which they get their 11 teeth.
(`D false ® forever © general @ permanent
H 4 If you have an unreasonable dislike of someone, you are 12 that
person.
® concerned with ® indifferent to
© mistaken for ® prejudiced against
M 5 My sister is in the front row in the picture. She is the one 13 in her
hands.
® of everything ® of some things
® with anything ® with nothing
— 6 — (2610-6)

H5 6 After the car hit the boy, he W unconscious for two days.
(D remained ® remembered © removed Q) rescued
F¤'l 7 It 15 for Mary to learn that her bike had been stolen.
® has shocked ® shocked
© was shocked ® was shocking
FE1 8 My sister insisted m the problem by myself.
G) me to solve @ on me to solve
© on my solving G) that I should be solved
RH 9 You should write down Satsuki’s number 17 you forget it.
® in case ® in the case © so far as ® so long as
ll=°l1O My friend is going to fly back to California 18 Hawaii.
® by means of ® by way of
© in line with ® in the course of
$111 Please have 19 at this document before you begin your work,
(D a closer look ® a closer looking
© looked closely @ looking closely
— 7 — (261077)

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e, -en~e2»mo©~@oa em e—:~a“¤sx·<.
Ii-il 1 Mr. Morrison: Good afternoon. I'd like to see Mr. Hood, please. My
name is Morrison.
Secretary; m
Mr. Morrison: No, I’m afraid not. I was in the neighborhood, and I
wondered if I could meet him.
® Can you come down here to see him?
® Could you wait for his call?
© Do you have an appointment?
® Would you like to have a seat?
E5 2 Husband: Would you like to move?
Wife: What! Move? EI
Husband: Move to the countryside, Don’t you think it would be nice?
Wife: Yes, but I'd miss my friends.
(D What do you mean?
® What kind of exercise do I need?
© What kind of house is it?
® When are you going to move out?
— 8 — (26l0~8)

IH 3 Mari: This is really a gorgeous restaurant, isn‘t it?
Katy: The dinner was great, too. How much should I pay?
Mari: Tonight, be my guest. Really, I insist. 22
Katy: Thanks a lot.
® It's on me.
® It’s 5,250 yen for each person.
© I've got little money.
@ Let’s split the bill.
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E5 1 John is a very smart student. He somehow 23
(i) how Q) pmbiems @ seems
® to get around © to know
FH 2 We’re facing troubles now. I would 25 26
assist us.
® appreciate ® could © i.f
® it © you
H 3 I enjoyed the concert very much. On my way home, I happened
27 28 the singer.
® as ® be riding © on
® the same train © to
— 9 ~ tzsiww

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H 1
The Browns drove from Sapporo to Furano in a rental car. While they
were driving, the four children kept talking and screaming because they were
excited. Their laughter, giggles, and constant shouting bothered Mr. Brown.
Several times, he asked them to be quiet. However, they did not listen to their
father. Mr. Brown was becoming very angry, and finally he said to them,
"You're asking for it!"
In this situation, "You’re asking for it!" means " W "
® Ask your brother if you want it!
® l’ll pay you to be quiet!
© Let’s ask for directions!
® This is the last warning!
— l0 — rzsio-io)

H 2
Are acts of altruism unique to human beings? From my experience I must
say that they are also present in the animal world. I was raised on a farm and
was brought up surrounded by animals. Once I was being attacked by a large
dog and began yelling for help. A horse came running up from a distant field
and chased away the dog. We also had a dog that protected our cat. When
the cat was being attacked by other dogs, our dog drove them away by
barking.
Here, altruism means
G) acting bravely to protect one’s own honor
® being true to oneself as well as to others
© doing something for the sake of others
© using your brain to understand a situation
— 11 i (Z6l0—1I)

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Moderator: More and more young people are fascinated by video games.
These games influence teenagers both positively and negatively.
Today, l would like to invite your opinions on this topic,
Brian: Thank you. I'd like to express my views on video games.
Sometimes, teenagers who enjoy playing video games seem likely to
attempt the tricks that they see. This could lead to serious injuries.
On the other hand, playing certain video games allows people to
gain skill in using their eyes and hands at the same time. Having
such skills can help young people increase their enjoyment of sports
activities.
Moderator: So, Brian, you are saying that video games are helpful in
31 .
(D developing concentration
® getting serious injuries
© improving physical responses
® promoting eyesight
Madoka: It is true that some video games have cool characters who
perform neat tricks, and kids try to imitate them. But I think video
games could also influence teenagers in a positive way. l've read
some studies which say that playing video games encourages you to
try harder and achieve more. For example, when you’re playing a
game and you lose, you might keep on trying to master it until you
succeed.
— l2 — (2610-12)

Moderator: You and Brian have offered different opinions. Okay, Madoka,
your view is that
G) imitating characters can teach us manners
@ neat tricks teach you cool ideas
© video games help you learn to never give up
® video games help you make more profits
Moderator: Are there any other views which we should consider?
Joe: Video games definitely influence some teenagers in bad ways.
There was an incident in which two teenagers were found with a
rifle in their home. They had used it to shoot at trucks passing by,
and had killed a man. It seems that they were influenced by a video
game. Parents should check the content of video games before
buying them for their children. They need to take an active role in
determining what their children are allowed to play.
Moderator: Thank you, Joe. You have mentioned one negative aspect of video
games. What you said is that 33 .
G) children cannot stop playing video games, and sit indoors all
day long, resulting in poor health
® children who play many video games can understand the
difference between reality and virtual reality
© people kill other people because they believe that they will come
back to life again by pressing the reset button
@ video games may make children imitate improper behavior, so
parents should choose games carefully
— 13 — (Z6l0—l3)

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34 At 508 meters, it is one of the world`s tallest buildings. Taipei
may not be widely known for its modern architecture, but it does have this
towering building. The building has become a symbol of Taipei‘s progress,
identity and vision.
Let’s start in the basement and work our way up. There we can see the
Grand Market, Asia’s largest food court. We then move up to the first floor
where a busy shopping mall begins. On the second and third floors we find a
variety of designer shops, while the fourth floor, called City Square, offers
coffee shops with tables in a central plaza. El They are the world’s
fastest, and in no time at all we are at the top of the building. Halt a
kilometer below, the scene glows orangepink with city lights. Even after the
sun sets, we can still make out the outline of Taipei’s surrounding mountains,
blacker than the evening sky.
Taipei lOl represents the progress of Taipei and its identity. E Of
course, many other aspects of Taipei's culture are appealing, too. However, the
citizens of this city can be proud to have this impressive building.
34
(D Taipei is famous for its city lights and black rivers to the north and east.
® Taipei is known for many of the world’s greatest ancient historical sites
and fine museums.
© Taipei has many things to be proud of, but perhaps the most impressive
is the Lshaped Taipei 101 Mall.
® 'I`aipei‘s newest attraction has the most stylish goods in the latest
fashion.
—— 14 ~ (2610-14)

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What do you like to drink when you get thirsty? Since 1987, the popularity
of different types of packaged soft drinks in Japan has changed considerably.
During the late 80s, carbonated drinks of all sorts (such as sodas and colas)
were the leaders in popularity, with fmit juices a close second and coffee-based
drinks a bit further back in the competition. By 2004, however, those drinks
had lost their lead to the newest entry into this market: tea»based drinks of all
types. Tea drinks, which include green teas, took the lead over both
carbonated drinks and coffee-based drinks. The total production of tea»based
drinks was nearly double that of the nearest competitors: carbonated drinks
and coffee drinks. Fruit juices had fallen to fourth in popularity with a drop in
production of nearly one fourth since their highest levels in the late 80s. Fifth
place was held by sports drinks, which in 1987 were in fourth place ahead of
tea drinks. At about the same time that green tea became a packaged product,
vegetable juices also began to appear on the market. They have had a very
small but relatively consistent place in the market since then.
Production of Packaged Soft Drinks
(million kl)
6
5 ’ —•— Tea drinks
4 X
3 -—>te— Coffee drinks
G —A— Y
2 5 --O··· Sports drinks
1 ______,-..».·--Y-O-··"""""--a —•— Z
0
1987 1995 2004 (year)
(¥—§7: %l3l)§v`E§¤$€lI¥%, Vi‘§YE£iti€iP§§t-’?=!UE§t§i€l.! 2005)
— 16 — (2610-16)

One of the reasons for the popularity of tea-based drinks might be that
many people like to have a non-sweetened green tea drink with the rice balls
that they buy at convenience stores. Many other types of packaged soft drinks
contain some amount of sugar which doesn't really fit people’s taste when
eating rice.
H 1 In the graph, which type of drink does "X” stand for? 37
(D Carbonated drinks
® Fruit juices
© Green teas
® Vegetable juices
Ei] 2 According to the passage, which statement is true? K
G) Carbonated drinks were still leading in popularity in 2004.
® Production of coffee drinks had increased dramatically since their
introduction.
© Production of fruit juices declined from 1987.
@ Vegetable juices took over a considerable portion of the soft drink
market.
H5 3 Which statement would the writer agree with? 39
® '1`ea-based drinks are the oldest kind of packaged drinks in the market.
® Overall production of soft drinks has decreased since 1987.
® Green teas have become popular because they aren't sweetened.
® Vegetable juices will gain popularity in the near future.
7 17 ·r (2610*17)

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H l lf you make an online reservation, you can receive E .
® a sticker marked "Yakushima Ec<>Tour"
® a free copy of "The World Heritage Site Guidebook“
© 10% off the sweat shirt price
@ a discount of 3,500 yen per person
EH 2 According to the advertisement, which statement is true? m
G) After hiking, there is time to shop in Ambo.
@ Two or more participants are required for the tour to be conducted.
© You need to take your bus fare with you on the tour.
® You need only light clothes for the tour.
— 18 — (26l0—lB)

Y ·
id" .
0,6*, O4 { Yakushima Eco-Tour
° rei ,o
°•'• ·\°

Yakushima Eco-Tour is a guided hiking tour to enjoy the natural beauty of
Yakushima island. You can see a variety of animals and plants including the
iamous Yaku Cedars.
Participation fee: ¥35,000 (air and bus fares, lunch, and admission fee
included)
Minimum group size: 2 people
Tour mule:
Kagosuuua Airport @· Yakushima Aarpan PE? Downtown Aruba (inuur {ree time;
8730 de rture
lunch) @· Yakusugi Land (Z-hour guided hiking) §·• Yakushima Airport
E Kugosliima Airport
15250 arrival
Your guide will be waiting for you at the infomation counter of Yakushima
Airport, holding a sign marked “Yak\1Shima Et;o—Tour."
Englishipeaking guide; available for an additional fee
About Yakushima
Yakushima is an almost circular island having a circumference of 135 km located
about 60 km soutlrsouthwest of the Osumi Peninsula in Kagoshima Preiecture. ln
1994, the huge Yaku Qdar forests were designated as a World Heritage site.
Prior to your departure
Make sure you have wami clothes. The climate along the coastal area oi the island
is subtropical, but the mountain area can be quite cool. The rainfall can be extreme
around the northeastem part of the island, so pack an umbrella. Wear comfortable
shoes for hiking.
Kcivis ECO—TOUR KG MS Travel:
SWEAT SHIRTS Book online & save 10% of your tour price!
. URLt www.kgms-t.co4jp
available for #3.000 TEL: (09974) 2 XXXX
— 19 — (2610-19)

¥ 5 E5 Z<@F?lU¤ (A · B)lC§XJZ. (EEFK 24)
A Zcmézeézcotxrc. Fmmw (H 1 · ra 2)t:§72J:.
Annu telephones her friend, Chizulw, to ask her far help.
Anna: Hi, Chizuko. This is Anna. `
Chizuko: Hi. Tomorrow is the day you and your friends are coming to
Hakata, right?
Anna: Yes, but I have a little problem.
Chizuko: What’s wrong?
Anna: Well, Moon Suk is coming as planned. But Jin Ah waited until the
last minute to buy her ticket. S0, when she tried to get a ticket to
Shimonoseki, the ship was fully booked.
Chizuko: Oh, no. . .
Anna: Luckily, she was able to get a ticket to Hakata. The problem is,
they’ll arrive at about the same time.
Chizuko: So, you want me to pick up Jin Ah?
Anna: Can you do that?
Chizuko: Sure, I’ll be happy to meet her.
Anna1 Great! Then, I’ll meet Moon Suk in Shimonoseki and we’ll drive to
Hakata to join you.
Chizuko: What time will Jin Ah arrive?
Anna: At 8 a.m. on the Cosmos Line ferry.
Chizuko: At 8 am. No problem. How will we recognize each other?
Anna; Jin Ah will call me from Pusan this evening, so at that time I can let
her know that you’ll be meeting her and I’ll tell her what you look like.
What do you plan to wear tomorrow?
Chizuko: Hmmm , . ,you know my flowered pants?
Anna: The ones with roses?
Chizuko: No, the ones with sunflowers,
— 20 — <2610—20>

Anna: T hey’re really loose, right?
Chizuko: No. Tight.
Anna: Oh, yeah. You wore them last month when we went shopping in
Tenjin.
Chizuko: Right. l’ll wear those. l’ll also have on a straw hat with a wide
brim.
Anna: Does it have any decoration on it?
Chizukoz Yes. It has a plain ribbon tied around it. Also, l’ll be carrying a
magazine.
Anna: Great! She can’t miss you. Thanks a million. Shall we all meet at
the Sakura Hotel tomorrow around ll am.? The four of us can have
lunch together.
Chizuko: Sounds good. Drive safely.
Anna: I will. See you soonl
H 1 ZWDEF$iLZi¤"€'%>%2.<‘; l/T§¥>E¥’1R%><7J’5:. `F®®~@®5‘E75\E»—‘D
i§*<. 42
Why is Jin Ah sailing to a different destination?
® The ticket to Hakata was cheaper than the other one.
® She missed the ferry that sailed to her original destination.
® The ferry that was supposed to go to Shimonoseki was cancelled.
@ The tickets for her original destination were sold out.
— 21 · (26l0—2l)

B »r®%%%l;¤t>‘C, F<oF¤it> (Fa 1 ·r%·'12>i:§/mk.
Carol and Tomo are in the school cafeteria. They’ve just finished lunch and
have a little time before their next class begin:.
Carol: I’ve just learned a new game. Would you like to try it?
Tomo: Sure.
Carol: I have a clean sheet of paper, so all you need is a pencil,
She marks three dots on the paper with her pencil.
Carol: The game begins with these dots. Actually, you can start with any
number of dots. But, at first, it's best to start with three or four.
She adds another dot on the paper.
Tomo: Where on the paper do we mark the dots?
Carol: You can place them anywhere you like. Now, join any two dots with a
line. Players take turns drawing a line.
She joins two dots that are next to each other with a curved line.
Tomo: D0n’t you have to draw a straight line?
Carol: No. Any kind of line will do. In fact, you can even make a loop
starting and ending at the same dot. But you can't draw a line that
crosses itself, or any other line.
Tomo: 0.K. And?
’ Carol: When you’ve drawn a line, put a new clot somewhere on it. Each dot
may have only three lines connected to it. So, since a new dot placed on
a line already has two lines connected to it, it can only have one more.
Tomoz I see. Are there any other rules?
— 24 » (2610724}

Carol: No. 'I`hat’s it. You continue playing until you can’t draw another line.
Tomo: And the player who draws the last line is the winner?
Carol: Exactly. Now that you understand the rules, let's play!
Ei 1 ·1®b’—LC6Jl»-JI/Edin ’Cb¤%’>/Y5—>l; Ehhu »WJ®~®¢7>5 Bib B
—¤¥~~ IE!
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A player loses in this game when it is his or her turn and u 4
(D all the clots are connected to each other
® no line can be drawn
© the dots are all surrounded by lines
® one of the dots is surrounded by a line
— 25 — (2610-25)

¥ 6 H Z<®>'C$>£~E§?£·7#, `F<DH5b¤(A · B)¢Z%XJ:., (l!E}§ 43)
The white-haired old man was sitting in his favorite chair, holding a thick
book and rubbing his tired eyes. When his nineteen»year<>ld granddaughter,
Valerie, came into the room, he looked up and smiled. His eyes instantly
brightened with happiness to see her.
"l·Ii, Grandpa. What are you reading?" she asked, pulling up a chair
beside him,
"Oh, it’s a book on the architecture of Spain, But I’m not really reading.
Mostly I am just falling asleep over the pictures," he said, laughing. “Are you
finished packing your bags yet?" he asked, The following morning Valerie and
two of her friends were flying to Europe for a two-week holiday.
"Alm0st. I need to travel light, you see, so I can buy lots of new dresses
and shoes in Paris and Barcelona." They both laughed because Valerie was not
actually interested in fashion at all. She loved foreign languages, music, art,
good food, and many other things —but not shopping for clothes.
“I~Iave the three of you finally decided what you want to do on your trip?"
Valerie thought for a moment and then replied, "Well, Naomi really wants
to see the Eiffel Tower and we all want to visit the Louvre Museum, Mika and
I want to see the wonderful buildings in Barcelona, too. But, basically, we still
don't have much of a plan. Do you have any suggestions? Y0u’ve been to
Europe so many times."
Valerie’s grandfather paused, and then replied slowly, “You know,
sometimes it may be best not to have a detailed plan. I remember when your
grandmother and I first went to Barcelona. We. went to museums or concerts
every day, We saw bullfights and soccer matches, We ate wonderful food and
met many interesting people, But one of my greatest memories from that trip
was completely unexpected" Grandpa paused again, and then said, "We had
come especially to see the famous works of art, but one day just for a change
we went to the zoo. And there I met someone who had a great effect on me."
i 26 —- (2610*26)

"I-lis name was Snowflake," he continued, "and he was a gorilla, a very
special albino gorilla, with white fur and pink skin. When only three years old,
Snowflake was captured in the forests of Africa and then brought to the zoo.
Because of his rare color he had become quite famous. Many people lined up
to see him behind a glass wall in the exhibit hall." ·
"ln fact," Grandpa said, "I did not think he was real when I first saw him.
When I moved closer, though, he turned slowly toward me and calmly looked
directly into my eyes. For the first time ever, I felt intelligence and awareness
in the eyes of another species. It made an impression on me that I will never
forget."
**50, what did you do?" Valerie asked.
**Actually, Snowflake was the one who did something. As we gazed into
each 0ther's eyes, the 140-kilogram gorilla suddenly slapped his hand flat
against the glass wall, making a loud, forceful sound that made all the people
in the room cry out in surprise, Snowflake seemed rather pleased with our
reaction, turning away casually and snacking on some leaves."
“So, he surprised you. He had a sense of humor, it seems," Valerie said.
“But isn’t it sad for such a wonderful animal to live in a cage?"
**Yes, maybe,” Grandpa replied. *‘But in the wild so many gorillas are
killed by hunters or disease that it is difficult to say which way of life is better.
And Snowflake did live a long life for a gorilla, about forty years, which is
equivalent to eighty years for a human,"
“So, he’s dead n0w?" Valerie asked.
"Yes, he died of skin cancer in 2003. He had very pale skin, of course, so
sunlight was very dangerous for him. It was a painful end, but I believe he
had some happy memories, too, You know, he had three mates, several
*children,’ and 22 ‘grandchildren,’ so that must have been nice."
Grandpa smiled at Valerie and said, *‘Anyway, maybe it’s best not to plan
everything. All kinds of wonderful, unexpected encounters may be waiting for
you on your trip.”
Y 27 — (2610-27)

A week or so later, Grandpa heard from Valerie and her friends. They
were having a wonderful time, enjoying many new activities. They even made
an unscheduled trip to the Barcelona Zoo, where they saw one of Snowflake’s
grandchildren. This baby gorilla didn`t have white fur, but he did have bright,
intelligent eyes which Valerie said she would never forget.
A zzonitx (M1 ~ 5 > ¢:io*3‘z»%x.·k L,’C§=E>iE%r.;w>&, %¤h-€¤n‘F0>®~
@®5E75¤E»4’3•@°7E’% E E]
ri.1 1 wny did Valerie and Grandpa laugh? E
® Valerie had not finished her preparation.
® Valerie had too many things in her suitcase.
© They both knew that what Valerie said was not true.
® They both understood that Valerie had very little money.
E5 2 What valuable advice did Grandpa give about Valerie’s travel plan?
47
® Go to the zoo.
® Travel light.
© Eat authentic dishes.
@ Don’t plan everything.
EH 3 What unexpected experience did Grandpa describe from his first trip to
Barcelona? m
® Meeting many strange people.
® Viewing various shocking works of art.
© Enjoying very spicy Spanish food.
® Encountering an unusual gorilla.
— 28 ~ <zsn>—2s>

El] 4 Why was Snowflake a popular exhibit at the zoo? m
® He had a unique name.
® He was an unusual color.
© l-le played many different tricks.
@ He was kept behind a glass wall.
F¤°l 5 According to Grandpa, what is one serious danger for gorillas in Africa?
(D There is a high risk of getting skin cancer.
® Air pollution causes damage to their health.
® They are threatened by human violence.
® Lions and other animals commonly attack them.
B zl=$c<72»#=1$e;€.·¤‘Cu>¤.;,err>»;-, »r<7>®~ </>5zwb>·;;¤§»<. mee, $
%®llEH5l§E5bK;b>., 51 ~ E]
G) Grandpa said he wanted to go to Europe with Valerie, but he was too
busy.
® The trip Valerie had been planning would keep her very busy.
© Grandpa went to the zoo especially to see Snowflake.
@ Grandma did not have a chance to visit the Barcelona Zoo.
© Snowflake lived in the zoo, but was born in Africa.
© Snowflake died when he was eighty years old.
® Snowflake had a very big family.
@ One of the gorillas at the zoo greatly impressed Valerie.

-•-•- = = `
:5. =
as .1;. (été)
s (~¤§¤sZ~lEI)
¥1 FE K‘7JE=ill¤>(A · B>1;%iJ:, (Em 16)
A ZZ@I%lL¤(l¥Il · F52>1:m¤1_ 1<¥&%K<aJ-1bJr/>&·i%§r/>i’b1;>1—<5éz%5~>¤>1i
§w3<EL~¤m@&&, %¤n¤é¤m¤0>®~®v>5 Bm 6 —¤’鑤§»<.,
R41 1 1
A group of international journalists published (wphotographs of whales in
a magazine which discusses (b)ecological changes.
(D (Z) photographs (b) ecélogical
® (H) photographs (b) ecological
© (H) photographs (b) ecélogical
@ (3.) photE•grapl1s (b) ecolégical
Féi 2 2 »
If you study (alpolitical science, you will learn how governments promote
developments in (wtechnology.
® (H) political lb) téchnclogy
® (F1) political lb) technélogy
© (H) political (b) technology
Q) (au political tb) tcchnology
— 4 — (2110*4)

B $<<D%§z§®`F¥§*&K(l>~(4)l::~ MT, ·?:z‘1·?a‘1T0>Fé*1¤¤(Il=‘l1 ~ 4 ) l:i<é hit;
®~®<¤5 "5¢5>·5. §¥¤i§§ELT%*.%‘?;‘i1%¤<¢»v>>&~¤1‘¤§»<.
((l}¢R)} IZISEEW *5 H:'.T§lE7I: Janis 9; Tom I1. E75YI@r;» 'CD\%'> C <‘; liikl < .
Janis: Oh no, it‘s raining. I can’t believe it! This is a brand new sweater.
mlvs going to be mined!
Tom: No, it won’t be. Don’t worry, Janis. I have an umbrella. We can walk ·
to that store over there.
Janis: (2)Walk to what store? Oh, you mean the one on the corner?
Tom: Yeah, it has cheap umbrellas.
Janis: Oh, thanks, Tom. I’m the only one without an umbrella. Everybody
else checked the weather report. (3)Why didn’t I check it?
Tom: I never bother.
Janis: But you have your umbrella.
Tom: Yeah, do you know why? It folds up and fits in my schoolbag.
Janis: 'I`hat’s a super ideal I’ll wget an umbrella like yours.
H l 3
(D It‘s ® going © be @ ruined
Fe 2 III
® Walk @ to © what @ store
¤·¤ 3 III
® didnt ® 1 ® check @ it
re 4 III
® get ® umbrella © like @ yours
— 5 — <2110—5>

E 2 W Kt7>F¤5b>(A~C)l:%$il., (EB}? 38)
A »w>ra=1u¤<H1~i0>:/> 7 ~ 16 z;7m%»v>z:§%»i§%r;:w>>&, %
n~en‘F¤>@~@v> a em eeoroassl
f·l=‘l 1 You must leave now; 7 , you will be late for your social studies
class.
® instead ® thercforc © otherwise @ accordingly
E5 2 Mr, Suzuki gave up smoking for w of his health,
® the care ® want © aid ® the sake
H 3 Solving thc problem was more difficult than
® we had thought ' @ our thinking
© our thoughts @ we did
EH 4 If the pain in your throat becomes worse, have it l0 at once.
(i) check ® checking © to check_ Q:) checked
H 5 I-low did it ll about that summer in Tokyo is hotter than it used to
be?
® come ® take © happen ® occur
— 5 — (2110-s>

IH 6 Could you call me back if 12 not convenient for you to talk now?
® we are ® it is © you are ® I am
Ei 7 l 13 go to the seaside this summer. l’ve had enough of the
mountains.
® rather ® would rather
© prefer ® would prefer
El 8 A good teacher allows students 14 some things for themselves.
® discover @ discovered © to discover ® discovering
E5 9 We had a lot of trouble with our house. 15 , we decided to movc out.
(D In me end ® From the eori © To the end ® On the end
$710 This morning the weather was {ine, so I walked as E as the park.
(D far ® well © good @ long
— 7 ~ (2110*7)

B m<7>ri5u><i¥11 ~ 3)fD%$3¢7> 17 ~ 19 t;}mz>0>1:%t»i@%me0>
a, fen-?nT®®~®®5 em a~¤@‘¤i§»<¤
I1!] 1 John; Coffee in Japan is too strong for me.
Noriko: Why don’t you add hot water or milk to make it weaker?
John; Okay. 17
Noriko: Here you go.
® Would you like it?
@ Could you pass me the milk?
@ How do you like your coffee?
Q1) Do you like your coffee weak?
E5 2 Charles; I`m sorry I didn’t call you last night.
Joyce: What happened? Did you lose your cell phone again?
Charles: E l’m really sorry.
Joyce: Next time, d0n’t forget to call.
® Oh. I finally was able to find it.
@ Give it to me if you find it.
® Yes. It is loose.
Qt) It just slipped my mind.
H 3 Tomoko: Excuse me. Are you busy?
Mr. Smith: 19
Tomoko: Thank you. I’d like to ask you some questions.
Mr. Smith: Sure, Go right ahead.
® Sorry, but I have a reservation.
® No; Come on in,
© l'll tell you how busy l am.
® Yes, Please come back later.
— 8 — <2ii0—s>

C Z<<7J%1l~>(fi§1~3)IZ§siAT, %3't%ii1`F®®~@®§§’®’&jE¤h¤XT§§§&
mt xeyzpzeeat mso. m§ia ~ zs zzahaeomse
<7>¤»=&%i.J:.,
H5 1 Taking a warm 20 21 better,
® may @ you © hclp @ sleep © bath
RH 2 New information about diet 22 23
think is incorrect.
® us ® many people © shows
® what © that
E4} 3 Children of six 24 25 they are
with an adult.
® are not permitted ® and under ® to use
@ unless I © the swimming pmol
— 9 — minis:

i 3 E5 z<<or==m><A~c>z:2..<<71..¤. em aio
A mrwxitvw 26 · 27 ¢;J\>nz»®¢:&ei$¥’¤>2%s’¤J&, %a‘t%hF
<7J@~@0> 5 Em ;—¤a*:»;g&,
Images of elephants are symbols of good fortune in both India and
Mexico, but there are some interesting differences. In India, the position of
the trunk is not usually important. Carvings of elephants may have their
trunks pointing upwards or downwards. 26 , if you give a Mexican
family a carving of an elephant, the trunk should be pointing upwards. lt is
thought that elephants with their trunks pointing upwards will keep luck within
the house. 27 , three elephants placed to face the front door of a
Mexican home are supposed to bring the greatest luck and, therefore, kccp a
family sale and happy.
26
G) For this reason
® As a result
@ Furthermore
@ In contrast
27
® In addition
® ln other words
® In that case
(9 instead of that
i 10 i (2110*10)

B w7>R·‘i¤¤<l¥ll ~ li=‘i2>l;:s¤>T. $cE¤i=·® za · 29 lcxnesei
n¤;c@‘0, llEZ<ldcFv>A~cz:rh¢;a1·cv¤z»t ?»‘»tEB‘J&£3I$l;“§’é®l;§B
iéem iéuvmwe, %n<?n`F®®~©@5Bh>e—¤f0§~¤
H 1
Throat microphones, which pick up the vibrations of normal speech
directly through the skin rather than through the air, are useful in extremely
noisy situations such as when motorcycle messengers on the freeway must
Communicate with their headquarters. E For now at least, our pnvale
thoughts are safe.
A. While some people worry that a system like this will be able to read our
minds, in its current stage it can only understand a {ew simple words.
B. The system is sensitive enough to pick up the "inncr speech" we use
when we are silently reading or thinking.
C. Now, NASA scientists have developed a more advanced system than
throat microphones.
Q) A—B~C ® A—c—B (2]) B—A—c
@ B—C—A Qs) c—A—B © c—B—A
— ll — (2110*11)

IH 2
Gorillas are social animals with many similarities to humans. When
threatened, a male leader may attempt to protect his group through aggressive
displays which commonly involve chest»beating or short rushes toward the
danger. E Although watching TV or videos is sometimes said to be
harmful to human beings, the keepers think that this plan might make gorillas
"think more about life."
A. In zoos this shyness sometimes develops into inactivity or depression.
B. Some zookeepers in Russia therefore have come up with a plan to give
gorillas a broader experience of life by showing them wildlife videos.
C. However, studies indicate that gorillas are normally quiet, even shy,
animals that live in stable family groups.
6) A—B—c ® A~C—B © B—A—c
® B—c—A © c—A—B © C—B—A
— l2 — (2ll0—lZ)

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|;—3t‘é‘t>M·tJ:..
30 'i`here is, however, also some data suggesting that genetics,
family income, and even the parents’ level of education may play
a part in how likely a child is to suffer from allergies.
31 The same is true of children who share their home with a pet.
32 Simply put, exposure to allergyecausing substances is necessary
for natural protection against them to develop.
The past thirty to forty years have seen a huge increase in the number of
children who suffer from allergies, and scientists are still looking for the
explanation. Some have blamed increased air pollution, but it has also been
found that allergies are common not only among children in the city but also
among children in the countryside, where pollution is typically much lower.
A currently popular explanation for the rise in allergies is the socalled
"hygiene hypothesis." The basic idea is that young children brought up in an
environment which is too clean are more at risk of developing allergies.
Nowadays, people bathe and wash their clothes more frequently than in the
past, and thanks to vacuum cleaners homes are less dusty, too. ( ® ) One
result of all these changes is that in their early lives children are exposed to
fewer allergens~substances that can cause allergies—and this means that
their bodies cannot build up natural immunity to them. ( ® )
The trend towards smaller families also means that young children
encounter fewer allergens in the home. In fact, it is known that children who
have older brothers and sisters are more resistant to allergies. ( © ) Such
children are much less likely to develop the very common allergy to cat or dog
— 14 — (2110714)

nan, mr exampie. < ® >
Scientists agree that being exposed to a wider range of allergens early in
life helps children to develop greater immunityl ( © ) Thus, although the
hygiene hypothesis is an important area for research, we cannot yet be sure
that too much attention to cleanliness is the only explanation for the enormous
rise in the number of allergy victims. ( © )
— 15 — (ZllO~~l5)

¥ 4 E5 Z{<7JSC§&777&%7>¤, `F<DF§]L¤(A · B)lC%i.J<¤ (EER? 35)
"Heaven helps those who help themselves," said Benjamin Franklin.
Although we are familiar with the message contained in this old saying, the
fact remains that we have to help each other. And that is what hundreds of
millions of people are doing- working as volunteers. In 2001, 28.9 percent of
Japanese citizens volunteered their services. This number suggests that the
idea of volunteering is becoming more attractive, because in 1983 a similar
survey on that topic found that only 20 percent had some experience with
volunteering. Even so, that percentage was lower than for the United
States and the United Kingdom, where more than 50 percent of citizens had
some experience of volunteering,
Differences can be found within a country as well. The graph below
shows regional variations with_ respect to volunteer activities among four
prefectures in Japan in 2001. As mentioned above, the overall rate of
participation of Japanese in community service was 28.9 percent. In that year
Hyogo appeared to be typical of thc nation in regard to that rate. The leading
prefecture was Kagoshima, where more than 40 percent of the people had
some volunteer experience. Yamanashi’s rate was similar to that of
Kagoshima, but preferences differed when it came to types of volunteer work:
A little over 10 percent of the volunteer work focused on community safety,
compared with 7.4 percent in Kagoshima.
Those living in Tokyo seemed to be less involved in volunteer work than
the nation as a whole. In fact, the overall percentage was the second lowest of
all the prefectures in Japan. Furthermore, the nation’s capital had the lowest
percentage in community development. It might be that people living in big
cities see themselves as individuals and not as members of a community. Or,
perhaps they simply do not have time to think of their neighbors.
— 16 — 12110-im

The japanese government has been making efforts to establish a system
to promote volunteer activities. Indeed, Japan was the driving force behind the
United Nations making 2001 the "lnternational Year of the Voluntecr."
Although variations among and within countries will likely continue for quite
some time, it is hoped that government support for this important activity will
encourage more people to help their neighbors and their communities.
Participation Rates: Regional Comparison of Volunteer Activities
21
1
nn
*1 _

0 10 20 30 40(%}
E nature conservation
E community safety
B community development
¤ health me
I total
nam: survey vn Time use and Leisure Acmimzs, 2001)
— 17 — <21i0»111

A rim-v<r20*57c>x, Y, zc:9o*mT5‘<$r@b$2v>¥o’e.~1;*¢:$. ·z-¤>ll¤¢:i<e¤hT
wh iEL¤>%><7>>&, mr/>@~©®51?>o>¢§~D§»<¤ 33
(D Tokyo Irlyogo 4; Yamanashi
® Tokyo ———Yamoooo11a — Hyogo
© Hyogo — Tokyo ; Yamanashi
@ Hyogo —— vomoooski — Tokyo
(E) Yamanashi — Tokyo —— Hyogo
© Yamanashi —— Hyogo — Tokyo
B »w>rm¤<re11~ am 34 ~ 37 z:J\m5®¢:§om%fm®&, {-
n·€nF<7>®~®@51;~n>@~¤‘¥¤i§~¤
Fl?] 1 In 1983, in Japan one person out of 34 participated in a volunteer
activity.
Q) two
® three
© four
(9 five
EF] 2 In 2001, people living in Yamanashi seemed to be more aware of 35
than those living in Kagoshiina were.
® volunteering
® health care
© community safety
Q1) community development
— 18 —— (2110*18)

Fi?] 3 The author suspects that people living in Tokyo 36 .
(D are very much concerned about health care
® do not want to live in an environment with less green and more noise
® communicate with their neighbors on a regular basis
@ are too independent to be concerned with community affairs
Fél 4 According to the passage, 37 .
(D the number nf volunteers in japan increased as a result of the activities
of the United Nations
@ the Japanese government has shown little interest in volunteer work
© Japan contributed greatly toward establishing the International Year of
the Volunteer
@ Hyogo appeared to be the safest of the four regions covered in the
survey
— 19 ~ rziioem


¥ 5 § $€®%?€§l;Oy\’C, `F®F·='ilL>(A~D)I1§2.J<¤ (EEE 32)
Four university friends are finishing their lunch after shopping in the
morning.
Owen: That was an amazing sandwich.
Jay: Well, you ate it so fast I’m surprised you could taste it.
Yuki: He’s right. Did you even chew?
Owen: ( I ) I was hungry. And I have to go to work in a few minutes;
so I had to hurry.
Yuki: Yeah, that’s right. You have to work. Are you going to take all those
boxes and shopping bags with you? That stereo set, for one, is really
big.
Owen: But it was so cheap, and it’s totally cool. I’m really glad I found it.
Don’t you think it’s great?
Yuki: Yeah, I do. But you don’t have much room in your shop. Is there a
place where you can keep it all while you work?
Owen: Hmm, I don’t think so. I wish I’d thought about this earlier because I
could have taken all this stuff to my ear, but now I don’t have time.
Jay: We can take it for you. I know what your car looks like.
Owen: Thanks. 'I`hat’d really help me out. But actually, I didn’t drive my
own ear today. Somethings wrong with the engine, so my sister lent me
hers.
Yuki: What kind of car does she have?
Owen: It’s, it’s uh. . . .
Jay: Don’t you remember?
Owen: Well, it’s white. Oh, and it has four wheels!
Jay: Stop joking. You just described most of the cars in an average
parking lot. You’ll have to give us more information than that, or we
can’t help you.
Owen: Right. Well, it has some bad scratches on the left side, on the
driver’s side. It`s parked in the north lot on the green level, just above
the red level. Believe it or not, it’s not locked. And my niece’s teddy
bear is in the front passenger seat.
— 20 — (2110*20)

Their friend Ella returns from the restroom.
Owen: Hey, Ella. You know my sister’s car, d0n't you?
Ella: Yeah. Did she ever get the scratches fixed?
Owen: ( 2 ) So let me explain where it’s parked. When you get off the
escalator into the parking lot, turn right.
Jay: Wait, is that toward the exit?
Owen: Uh, you‘ll be facing the exit. At the exit, turn left. Then go down to
the last row and turn left again. Her car is on the right toward the end
of that row. There are some handicapped parking spots opposite it near
the elevator.
Yuki: < 3 J
jay: OK, y0u’d better get to work. Give us your stuff.
Owen: Thanks a lot. Oh, please lock the car before you leave it. l don’t
want to give anyone a chance to steal my new stereo!
Ella: No problem. See you later.
A mnt 1 >~( 2 >z;M1z»·<e;;0<r>;~zw>¥. 1iEZ<1F1c»<0>A~ci:&a
nrcwe. Enkmieeeaisizvemzeeieéifaaiiuweme, 1=m®~@<o5
Em ·;»—0§»<. 38
A. N0, not yet.
B, Oh, give me a break
C. That sounds easy enough.
Q) A—B~C ® A—C—B © B—A—c
@ B»c—A © C—A-—B © c—B—A »
i 21 i (2110*21)

D %§émh§&€.·¤Tn>z»%>®&, MU/>®~©®5*;h>a;0§»<, refill, R
%0>llEH=l1%1¤‘>m>. u · 42
(D Owen’s sister has no children, but she keeps a teddy bear in her ear.
® Owen locked his sister’s car because il is not safe to park on the red
level.
® Since Owen’s car needs to be repaired, he borrowed his sisLer’s car that
V day.
® The store where Owen works has plenty of space for ernpl0yees’
personal things.
© Jay, Yuki, and Ella will Lake Owen‘s new things te his sister’s car.
© Owen did not buy very many things while he was shopping with his
friends.
— 24 — 12110-—24>

¥ 6 EH $W>>Z§%§/%7>¤, `F0>F¤“Iv¤(A · B) L;§kJ:., (EER 45)
While I was growing up in our small town, Rosemont, I always thought of
my neighbor, Mr. Peal, as a strange and somewhat frightening old man. He
was always yelling at me and my playmates to stay away from his yard and
his old truck. My parents never said much about Mr. Peal and only told me to
leave him alone, so I never had any reason to believe he was anything more
than an unpleasant old man.
But sometimes, at times and places wc least expect, we learn something
new about people that changes how we look at them. Such a thing happened
to me last year at my university, a hundred miles from home,
One day I was in the cafeteria talking with a classmate about my
hometown. Suddenly a student who was sitting next to us interrupted and
said, "Did you say you come from Rosemont? Do you know an old man named
Peal there? He drove an old blue truck?
"Why, yes," I answered. "I-Ie’s my neighbor. Do you know him?"
“I dol What a coincidencc!" said thc student and he began to tell me a
story, He told me that he lived in Sunnydale, where the university is, and that
one day seven years ago he, his mother, and his little sister decided to spend a
day in the mountains near my hometown. "We had to take a train to
Rosemont early in the morning, and then a bus from there into the mountains,"
he said.
I-Ie said that he and his sister began using rocks to make a small pool in a
mountain strcam. "We wanted to catch baby fish and collect them in the pool
so that the three of us could watch them swim around for a while before we let
them escape back into the river."
Ile was arranging one of the rocks in the wall when suddenly his sister
accidentally dropped a large rock right on top of his left hand. It cut his
fingers to the bono and made a terrible wound. "It hurt so much, and it looked
I 26 V <2110—2s>

awful," he said. "Mom wrapped my hand in a towel and told us we had to find
a doctor."
But the bus back into town was not due for another four hours. The three
decided they would have to walk down the road back to town. However, that
too, would take more than an hour. "My mother kept telling me to be brave,
but I could tell that she was really worried. We were all scared.“
Just then, a small blue truck came up thc road in front of them.
"Mom started waving and yelling, and the truck stopped. She explained
what had happened and asked the driver, an old man, if he would take us into
town to see a doctor."
` But the man told her that the doctor was out of town and that the only
other doctor in the area was another thirty miles away on the other side of
Rosemont. "He told us to hop in and that there was somc ice for my hand in a
bucket in the truck."
The student continued his story, telling me that he could not remember
much about the trip to the doctor. However, when he finally walked out of the
doctor’s room with his fingers banclaged. Mr. Peal was sitting in the waiting
room with his mother and sister.
“He said he would drive us back to Rosemont so we could catch the last
train home. On the way back he told us that he had no grandchildren, but that
his next-door neighbors had a daughter named Sarah around my age, so he
knew how Mom must have felt, You must be Sarah, I guess. When you see
Mr. Peal again, tell him that I`m majoring in music—guitar! My hand is
perfectly fine."
"I’ll do that," I answered.
Our university is large, and I never again met the student who had told me
this story. But I did see Mr. Peal again. I see him with new eyes now, and I
am glad I have a neighbor like him.
i i 27 » (2ll0—~27)

A >X®F·5l»¤ (F5 l ~ 5 > tZ$h"§‘E»§71 k L`C§¥>3E§t;¥>0>E. {'i'L‘?7}"|._F®®~
®® 5 em e»—¤f0i§»sr, 43 ~ 47
H l Why were the young man and his sister making a small pool? 43
® They wanted to take some fish home,
® They wanted to swim somewhere safely.
@ They wanted to watch the fish swim,
@ They wanted somewhere cool and comfortable to rest.
E5 2 Where were the mother and her children going when they met Mr. Pea]?
44
® To Sunnydale.
® To the nearest town.
© To a mountain stream.
Qs) To the bus stop.
E5 3 How did Mr. Peal help the three get to the doctor? E
® He took them to the doctor’s in his own truck.
® He told them the doctor was out of town.
© He asked his neighbor to take them in the neighbor's car,
® He drove them to the nearest bus stop.
i 28 4 (zuwza)

E1 4 After the young man found out Sarah was Mr. Peal’s neighbor, why did he I
decide to tell the story? 46
G) He wanted to share an important experience in his life.
® He wanted to persuade Sarah to change her opinion.
© He wanted to tell his friends about a good place for fishing.
® He wanted to thank Mr. Peal for teaching him guitar,
R5 5 What did Sarah learn from the young man in the cafeteria? 47
® She realized that her childhood impression was mistaken.
@ She learned that she could make new friends easily.
© She found out one of her classmates was a neighbor.
® She discovered a new stream in the mountains.
B ¤¤U>P*1§&’a¤Tt>z>e®>&, $<<7)®~ ®5'E7J>EEUi§’S¤ kfiu, he
%<7JIlE}¥¤lt.Kii¤‘lhf;t¤r° Q] ~ so
(D Sarah’s parents did not want their daughter to bother their neighbor.
® When Sarah was in her classroom, a student introduced himself.
© The mother was worried that she and her children would miss the bus.
® While they were walking, a truck approached the young man’s family
from behind.
© Mr. Peal offered to stop in Rosemont for ice before going on to the next
town.
I @ Mr. Peal was kind to the young man because he had a daughter around
his age.
® Sarah and the young man never became friends although they both
knew Mr. Peal.
® Mr, Peal helped make it possible for the young man to play the guitar,
i 29 i (2l10—29)

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I find this chair quite (a)c0mf01·table, even though Jimmy (blcomplained
about it,
® (5) céinfortable (bl cémplained
@ (5) cémfnrtable (bl compléined
© (8) comfértable (bl cémplained
@ (B) cumférlablc (bl complziined
ni 2 2
I was (a)embari·asscd when my joke was taken as an (b)insult.
® (8) émbarrassed (b) insult
@ (3) émbarrassed (b) insult
© (H) embérrassed (la) insult
@ (Ei) embzirrassed (b) insult
· 4 — <s10—4>

B M<<D%§é®T$&%K(1>~<4)r:0u¤T, %h<?¤‘t"F0>l%·‘lb¤<F¢éi1~4>l1i=é<n‘*tf;
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<4k2R» Maya M1, e|z::z:s1z·cxe>w;:t>@$dav>Je1r¢§wm¢:wwb>¤v‘%>.
Maya: Here comes our train. It's not too crowded,
Jem Do the trains wget any wma than this?
Maya: Oh, yes. During the morning rush hour (2)they’re twice as bad.
jeff: I can't imagine a train being more crowded than this. Where Fm
{film, (3)W8 Cal'} always g€[ 3 SEBI.
Maya: You were lucky, but you'll have to get used to the crowds here, How
do you get to school? Do you take a train?
Jeff: N0, @1 walk to school.
RH 1 3
® g€[ @ Ally © WOYSE ® [hall
H 2 4
® they’1·e ® twice © as ® bad
ei 3 III
® WE ® CBI1 © always ® gél
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® I ® walk © to ® school
— 5 — is10—s>

¥ 2 la ZWDFéir4>(A~C>l;°§iL.J:.. (EE}? 38)
A Z(<7>l¥]U\(l¥ll ~lO)® 7 ~ 16 1:M1a>v>l:§%>i§%r.:%ic>>&, %
m#n1<w®~©mav,w»a—¤¤“¤is¤.
F=7l I Thank you, I-Iiromi. This book is exactly 7 I wanted.
® what @ which @ hi which @ that
I?} 2 We have to find n to the wo1‘ld’s environmental problems.
® results @ causes © solutions ® benefits
E5 3 The mechanics said that it would cost [E 700 dollars to fix my car.
® on me ® me ® to me ® for me
E5 4 I can't n this math problem in my head. I need a calculator.
® come up ® go on © work out ® get on
El 5 The game on the main coun was 1l by a brief shower.
® interrupted ® fallen © refused © missed
» G — @10-6)

H 6 The governments decision was to El taxes.
® rise ® have been rising
© raise © be raising
RI'] 7 English tea, drunk all over the world, 13 made from the same plant
as Japanese tea,
® and ® has © which ® is
E5 8 My work clothes need 14 , but I don’t have time to do the laundry
(D wash ® washing © be washed ® to wash
$] 9 Mary has 15 off going to Mexico until next Monday,
® set ® put © kept Q1) taken
H10 David was badly injured in the accident. If only he had left home five
minutes earlier, he 16 involved in it.
(D was ® was not
© would have been ® would not have been
— 7 — <&1u—v>

is »<ons»»<r¤=1 1 ~ s>¤>eesv> w ~ n zzxnswtzseasauem
e, {-»n~e¤nro@~@o 6 em e»¤r¤ss¤.
H l Andy: Would you mind lending me your car tonight?
Yutaka: 17
Andy: Great! Thank you, I'll bring it back to you tomorrow morning.
® Well, I guess not,
® or worse, 1 woutd.
© Yes, I'd like to,
@ No, I don't thinkl can.
E5'] 2 Sonia: Do you think we’ll be able to go to the mountains tomorrow?
Yoko: Why do you ask? 18
Sonia: No. I'm worried that it might rain, though.
® Will we be able to finish our homework?
® Will the weather be OK?
© Don't you want to go?
Q1) Has there been any change of plan?
E7 3 Jim: Good morning, I-lisako. I·low did your speech go?
I-Iisako: The audience received me warmly, 19
jim: 'I`hat’s natural. Public speaking makes everyone uneasy.
C) and I felt very comfortable.
® but I was still a little nervous,
© but I look forward to the next chance.
® and I managed to stay calm.
— B —— oziwxt

c mr/¤F¤*1u><F»€11~s>1;:e=t>‘C. %¤h·€hFc¤@~@®$§’rU¤&¤E~h>7LT¥F1?&
my 5Z&%¤3zé1·sJ;. mib, 1%*.511 20 ~ 25 1;Jmz>M>®§%
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1151 1 1st111 m 21 lastweek.
® the coid ® recovered from © I
@ haven't © caught
F15 2 Does having pictures on a menu 22 23
to order?
(D to decide ® what © make
® easier © it
E5 3 A11 the students 24 25 next
week’s meeting.
G) studying abroad ® interested in © attend
® should © who are
— 9 — (Hl0*T})

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A wmzsca Q · zv nexmsmaassassrszsae, -en/en·i=v>
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Most Japanese houses still have traditional tatami mats in at least one of
the rooms. At first, tatami mats could be folded or rolled like a carpet when
they were not in use, From the 14th century on, 26 , tatami mats have
had an approximately six-centimeter thick straw base with a fine soft covering,
This thicker type of mat spread throughout Japan in various sizes. Today, in
the Kyoto area standard tatami mats measure 1,91 by 0.95 meters, 27 in
the Nagoya and Tokyo areas they are a little smaller.
26
® however
® thus
© in short
® for this reason
27
® because
® while
© so
@ unless
— 10 — cx1u—10>

B Z<®F=50>(H 1 ·E%1 zncmrc, Seem 28 · Z9 Lcimszcvvnit `
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?li®=br7J€·. %¤"t?>¥"LT®@~©03 5 Em ¤5~D’§"9i§*<.
H 1
Did you know that things as small as leaves can delay trains? When
leaves fall onto the tracks, they can cause wheels to slip and then the brakes
may not work properly, m They claim that it could blast leaves away
easily and quickly.
A. Some scientists suggest that a laser device fitted onto the front of a train
might solve the problem.
B, In spite of such efforts, trains are sometimes delayed for long periods of
time.
C. ln some areas, those leaves have to be removed by an army cf cleaners.
Q) A—B—c ® A—c—B © B—A·C
(9 B—C~A (5) c—A—B @ c—1s—A
·— ll —~ (Bl0——11)

Féi 2
Have you ever thought about what skin does for us? Most of us are aware
that skin protects us from liquid, heat, cold, dirt, and bacteria. But that is not
its only job. For instance, the skin is where our bodies make the vitamin D
that we need 29 The wrong color — slightly gray or very pale—may
be a sign of disease. Skin may reflect a person's mental state, too. Unusual
sweating, for example, may be a sign that a person is newous or under stress.
A, Without that sense, we could not feel any difference between rough and
smooth surfaces.
B4 Skin can even help us determine if someone is sick.
C. Another function has to do with the sense of touch.
® A—B—C ® A—c—B @ B—A—c
@ B—c—A © c—A—B © c—B—A
4 l2 — (810—t2>

C Jmvkmtciazwr; so ~ az <o%Sc&i\2tz»0>t;%¢»ia¥iv::@F2i
E. ’F@$C$¤P<77®~©®5 Bib 5*`&A‘“L’€21.—O@”9§’% ftffb, -Df7)F2$
1:-S<‘§‘·2M*tJ:.
30 These are just a few of the things you can do immediately,
anywhere, and without any equipment.
Sl This is perhaps because lifestyle changes are easier to stick
with than exercise programs for which you must set aside time.
32 However, forget the common belief that you have to suffer in
order to make progress.
These days many people are trying to lose weight. Dieting will help, but
there is some evidence that cutting calories alone is not the best way to
become, and stay, slimmer.
Studies show that a weight·loss program that relies only on dieting is less
effective than a plan that includes physical exercise. One expert claims that
people who cut 250 calories through dieting can double that number by
combining it with exercise and other physical activities. ( (D ) Exercise
need not be uncomfortable. For people who favor an aerobic program, cycling
and swimming are good activities. Dancing can also slim you down. ( ® )
Some researchers have suggested that part of the added physical activity
should be in the form of weight training. Their study involved two groups of
women. Both were dieting, but one group also lifted weights while the other
did not. The women in both groups lost 13 pounds on average, but the weight·
training women lost only fat. The women who did not lift weights lost not only
fat but also muscle. ( © ) Yet another study, however, found that
overweight people on low·fat diets who increased or changed their regular daily
activities Aby choosing the stairs over the elevator, for example ·-were
better able to maintain weight loss than those in a tough physical program.
< @ >
‘ ~ 14 — (810714)

l-low can you put these findings to use right now? There are a lot uf ways
to do so. Stand up, walk, stretch . ( © ) S0 go for a walk during your
coffee break! Y0u’ll feel better and be healthier as a result. ( © )
— 15 — <¤1n—15>

E 4 E1 K¤7>)Z§e‘;757’&%?>*, `FVJIi'ilt>(A · B)lC%¥XJ:. (EEE 35)
Tourism is an important part of international trade today, and business
activities connected with transportation, hotels, services, and entertainment for
tourists are essential sources of income for many countries. The figure below
shows the amounts of money earned from and spent on international travel in
2000 by six countries: China, Germany. Japan, Mexico, Spain, and the United
States of America (USA).
International Tourism: Amounts Earned and Spent (2000)
USA
X
IAmount
earned
¤Amount
Z spent
Mexico gg
J°’*’““

0 20.000 40.000 S0.000 80,000 100,000
million US dollars
(Data: Ministry or Land, Infrastructure and Transport, wml Paper im Tim-am, 2006)
While the figure shows that the USA led other countries in both earning
and spending, we can also see that nations receiving large sums of money from
tourism do not always spend equally great amounts overseas. For example,
the amount of money spent by Spanish travelers abroad was less than 20
percent of that earned from foreign travelers to Spain. China also earned more
— 16 — (B10-i6>

from international tourism than it spent. The opposite pattern was shown by
Germany and Japan, where the amounts spent abroad by their citizens, 47,785
million dollars and 31,886 million dollars, respectively, were far greater than
the amounts earned, 18,483 million dollars and 3,373 million dollars.
According to the World Tourism Organization, there is a growing
tendency for tourists to seek out places where they have never been, Europe,
which received almost 60 percent of all international tourists in 2000, is
expected to see its share fall to 46 percent by 2020. On the other hand, by that
time the East Asia and Pacific region will have replaced North and South
America as the second most popular tourist destination. Of course. tourists
choose a destination not only on the basis of how fresh it is or whether an
international event such as the Olympics is being held there, but also by the
level of safety and the ease of getting around.
Many foreigners have the idea that Japan is too far away and too
expensive. and its language and culture too hard to understand. However.
distance and language alone cannot explain Japan’s lack of appeal to tourists
from North America and Europe: in 2000, China received more visitors from
these areas than Japan did. Despite its negative image among some tourists,
many who do make the trip to Japan are pleasantly surprised by the
friendliness of its people and the efficiency of its public transportation,
Moreover, not eveiy foreign visitor finds Japan so expensive these days. With
its safe society and excellent travel facilities———not to mention its history,
culture, and natural beauty —thcre is no reason why Japan should not become
one of Asia’s major tourist destinations. The amount spent by foreigners in
Japan may one day be more than that spent by Japanese overseas.
· 17 m (810717)

from international tourism than it spent. The opposite pattern was shown by
Germany and Japan, where the amounts spent abroad by their citizens, 47,785
million dollars and 31,886 million dollars, respectively, were far greater than
the amounts earned, 18,483 million dollars and 3,373 million dollars.
According to the World Tourism Organization, there is a growing
tendency for tourists to seek out places where they have never been, Europe,
which received almost 60 percent of all international tourists in 2000, is
expected to see its share fall to 46 percent by 2020. On the other hand, by that
time the East Asia and Pacific region will have replaced North and South
America as the second most popular tourist destination. Of course. tourists
choose a destination not only on the basis of how fresh it is or whether an
international event such as the Olympics is being held there, but also by the
level of safety and the ease of getting around.
Many foreigners have the idea that Japan is too far away and too
expensive. and its language and culture too hard to understand. However.
distance and language alone cannot explain Japan’s lack of appeal to tourists
from North America and Europe: in 2000, China received more visitors from
these areas than Japan did. Despite its negative image among some tourists,
many who do make the trip to Japan are pleasantly surprised by the
friendliness of its people and the efficiency of its public transportation,
Moreover, not eveiy foreign visitor finds Japan so expensive these days. With
its safe society and excellent travel facilities———not to mention its history,
culture, and natural beauty —thcre is no reason why Japan should not become
one of Asia’s major tourist destinations. The amount spent by foreigners in
Japan may one day be more than that spent by Japanese overseas.
· 17 m (810717)

A we 70) X, Y Z lCi¤UB@'?.>El%@$H€¤"li’79Y, %VJl|lElCi<é’¤"LTb> in E L
l»¤¥>V>’E, K<7>®~©rD5`EiJ¤¤5—Oi§*<., 33
· ® China Germany — Spain
® China 4; Spain — Germany
© Germany ~—·—· China Spain
® Germany ¥ Spain — China
© Spain China Germany
© Spain — Germany — China
B »<v>F¤E1¤><H1 1 ~4>® sa ~ ar ncxhemmcieieéimeme, %
¤m¤¤m<¤>@~@m 5 em eevrnee.,
E5 1 Japanese travelers spent almost 34 times as much money abroad as
japan received from foreign travelers in 20004
® four
® seven
© ten
® thirteen
Fr`} 2 ln this analysis of tourism, opposite earning and spending patterns were
found between 35 .
® Germany and Japan
® the USA and China
© China and Mexico
® Spain and Japan
— 18 — <x10—m

H1 3 The author mentions that in recent years tourists have been likely to
choose a destination if 36 .
(D the language spoken there is fascinating
@ the location is new to them
© the people living there are rich
@ the culture as interesting
F5 4 According to the passage. 37 .
® Japan eamed far less from international tourism than the USA, but more
than Mexico
® Europe will still attract more tourists than any other area in 2020
© China became a new destination for Europeans mainly because of its
international events
® Spanish travelers abroad spend 20 percent less than tourists from other
countries
— 19 —— (810-19)

§ 5 E5 »qmg§sL;¤wc, Tobreinx (A~D> b:%r1A:.. <¤E»:’ai 32)
Elementary school students are taking a Saturday morning tour of a TV
station.
Mr. Wright: Welcome, boys and girls, to WXRP Channel 19. I’m Dan Wright.
Today you'll tour the station to find out how we broadcast the
programs you watch on TV.
Bobby: Mr. Wright, it’s ten o’clock, and I’m usually watching the
Mailman fuck Show right now, Is Mailman Jack here? Can we see
him?
Mr, Wright: ( 1 ), Bobby, our studio is too small for us to do the show
here Instead, Mailman Jack makes a videotape of the show at a
bigger studio in Peyton City and sends it to us, We’re playing the
tape right now, and that’s how people can watch it at home. But
while that tape is playing, we’re getting ready for a live local
weather report. Le't's go into the studio to watch how we do it.
The students go into the studio and see a woman infront of a blue screen.
Mr. Wright: ln 30 minutes, Ms. Cole here will be pointing to different parts of
the blue screen behind her and talking about the weather. All you
see now is that empty blue screen, but if you look at the TV screen .
over here, you see something else Take a look.
Carla: Wow, it’s a weather map, and Ms. Cole's standing in front of it!
Ms. Cole: ( Z ), Carla. This is what people actually see on their TV at
home The map you see now is of our part of the state at eight
this morning. Here we are in Jonestown. Here’s Lake Axelrod
south of us and the Blue Hills to the northwest. Peyton City is
-— 20 -— (810720)

northeast.
Carla: What is that letter in the circle next to Peyton City. and that line
with black triangles between Jonestown and Peyton City?
Ms. Cole: The line is called a "cold front," and the “R" in the circle stands
for rain. It was raining in Peyton City this morning.
Carla: I see. Then a "C" in the circle would mean cloudy, right?
Ms. Cole: That’s a good guess, Carla, but no. l`ll get to that later.
Bobby: Is it going to rain here?
Ms. Cole: ( 3 ), because the wind is from the northeast, and lt’s likely
that the cold front will move past Lake Axelrod by this evening.
Even if it doesn't rain, it’s going to get cooler in Jonestown.
Bobby: What about that circle above Jonestown?
Ms, Cole: '[`hat`s a symbol for a sunny sky. When you came in this
morning, the sky was clear, right? If it had been cloudy, Carla, the
symbol would have been filled in and look like a big black ball.
Now, that cold front is still moving toward us, and we can expect a
cloudy sky # maybe even rain — in a few hours.
— 21 ·~ (8l0—2l)

D %eaa>ro§es¤1·.>ssv>e, »<<o®~©v>5 Er§¤E»;i§’<. fafil/. B?
%v>liE»?¤l:\&F1>i·>m>. 4l · 42
® When the students entered the station, they talked to Ms. Cole.
® Ms. Cole reports the local weather using the blue screen in the TV
studio.
© Channel 19 videotapes the local weather report in Peyton City.
® Ms, Cole said that it would begin to rain in Jonestown in a few hours.
© The weather in Jonestown was sunny at ten dclock in the morning.
© Bobby and Carla were shown into the studio to watch the Mailman jack
Shaw.
— 24 — (8l0—24)

$ 6 Fail >9<¤7J>'C§E%7>¤. T¤7JI§t>(A · B>t;§2.J:¤ (EH 45)
During my college days, I spent my summers as an assistant at a camp
for junior high school students. It was work I looked fowvard to every year
because it was a pleasure. Of my camp memories, there is one summer that
stands out from the rest.
It was the first day of camp. About an hour after everyone had arrived, I
noticed a small boy sitting alone under a tree. I-Ie was thin, pale and obviously
uneasy. Only fifty feet away, all the other campers were playing, joking and
enjoying getting to know each other, but he seemed to want to be anywhere
other than where he was. I-Ie had a lost look, a look of deep loneliness. To be
honest, I felt uncomfortable approaching him, but our senior staff members
had instructed us to watch for campers who might feel left out, campers just
like this boy. I knew it was my responsibility to talk with him even though I
felt it would not be easy.
I walked up to him and said, "I·Ii, my name is Kevin, and I’m one of the
assistants" In a small, shaky voice he shyly answered, "I-Ii, I'm Tommy."
"Welcome to camp, Tommy. I-Iow’s it going?"
"Okay, I guess," he said quietly, not looking at me.
"D0 you want to join the activities and meet some new kids, or do you
want to just sit here under this tree?" I asked with a smile. He replied
unwillingly, "I’m fine here. This camp is not really my thing." It was clear
that camp life was new to him, and I somehow knew it would not be right to
push him to join the other campers. Instead, I sat down and talked with him
for a while, and then took him to his cabin. I hoped he would make some
friends there,
After lunch the next day, I led the two hundred campers in songs. I
looked over the enthusiastic crowd and noticed Tommy, sitting alone, staring
at the floor. I realized he was going to require some very special care. That
— 26 — ($10-261

night at our staff meeting, I told everyone about him, and asked them to pay
attention to him and spend time with him whenever possible. Tommy became
our special project. We always helped him participate in the camp activities,
and slowly he opened up,
Time passed quickly, and Tommy became more active every day. In no
time camp was over, As the campers celebrated at a farewell party, I /
suddenly saw what would be one of the most vivid memories of my life. The
boy who had once sat alone under the tree was now dancing. Towards the end
of the party, he was dancing as if he owned the dance floor, and talking with
people he had not even been able to look at a few weeks earlier. The changes
in Tommy were dramatic. All of the camp staff saw him as the carnp’s
greatest success.
About five years later, I got a letter from Tommy. I had not seen him
since the night he was all over the dance floor, so it was a complete surprise to
get a letter from him. And what the letter said was even more of a surprise.
In the letter, Tommy said, "I appreciate your help very much. On the first
day of camp, you came up to me while I was sitting alone. After that, you
always gave me special attention and encouraged me to join activities when I
hesitated. As a result, I gradually got to know the other campers, and I even
became ‘the king of the dance floor’ on the last night. Because of your help
that summer, my life changed. I gained so much confidence that I went back
to school as a new person. My grades improved. I became very active and
made new friends. Today, I got a letter that said I have been given a
scholarship for college next year. I am proud to have gotten it, but I know
that if you had not helped me, I would not have. I just wanted to thank you
for helping me become a different person."
I have kept that letter; it is special to me. I read it sometimes to remind
myself that we never know how much our actions may affect someone.
—·· 27 · (Bl0—27)

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®<r> 5 em &—¤v‘¤i§~. 43 ~ 47
E5 1 What happened on the first day of camp? 43
G) Tommy felt a responsibility to talk with the lonely boy.
@ Tommy left the camp to return to his house.
© Tummy tried to get to know other campers.
® Tommy did not feel at all comfortable.
El 2 What did Kevin do to help Tommy? 44
® He taught him how to become a good dancer.
® He decided to stay with him in the same cabin.
© He suggested that Tommy stay under the tree.
® He asked the assistants to take care of him.
H 3 What happened on the last night of camp? 45
(D Kevin felt sorry about Tommy's big change.
® Tommy demonstrated his new confidence.
© Tommy wanted some friends to talk with.
@ Kevin got a letter from Tommy.
— 28 — <s10—2a>

E`] 4 l-low did the camp affect Tommy? 46
(D He changed into a new person,
® He became a little more lonely and shy.
© He lost the confidence to make friends.
@ He was happy with his high school scholarship,
H 5 What did Kevin gain from his experience with Tommy? 47
(D He learned he was able to make a real difference in s0meone's life.
® He realized that he really enjoyed his work as a camp assistant.
® He realized he should force campers to participate in activities.
® I-le learned that he did not know how to be a helpful camp assistant.
B Z$Y®l*l$&€i`t;•’Cl4>Z>¥><7>%, »t<7>®~ ¤>5*e»b>e·5¤i§& 7‘;7EL, AZ
aolinaistaraprsti. ll ~ so
G) Kevin did not enjoy his summer job at camp because he did not like
uneasy campers.
@ At the beginning of camp life, Tommy looked as if he wished he were
somewhere else.
© Campers who did not join the activities were given special attention by
the assistants.
® Most of the children at the camp enjoyed participating in singing after
lunch.
© Kevin asked the other campers to help Tommy because he did not want
to,
© The camp staff found that Tommy was a failure on the final day of
camp.
® lf Kevin had failed to help him, Tommy would not have remained lonely
at the camp,
@ Tommy learned to make friends with others by hiding his true feelings.
— 29 — (Hl0~Z9)

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H 1 1
The huge (wneiwork of canals is a (wfascinating feature of the old city.
® ia) network (b) inseinating © ia) netwérk 1b> inscinnnng
© (8) netwérk (b) fascinating ® (B) network (b) fascinating
H 2 2
The president’s (wcomments on energy resources were general; she tiidn’i
deal with (mparticular problems.
® (H) comments (b) particular ® (2) cémments (b) particular
© (3.) comménts (b) particular @ (6) cémments (bl particular
~ 4 — (909%)

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®~@<7>5E»rb¤E», §¥=.¤§§%HbT¥€§éh%»¢>®&—¤3’0i§»<.
<<iK?R)) John <D%£$ Ei O/Y—€·1’ GCG < BEEF? Zack l§iB’zZ?$ John II? 5 B
John: Hi, Zack. Where are you going?
Zack: To the party, of course.
John: What party?
Zack: Your birthday party. Nick sent an e-mail message to everyone about it.
John: To everyone? (UI-Ie didn’t send me one. He just asked me to come to
his house so (2)we could study a bit.
Zack: Oh, no! I should have kept my mouth shut.
John: Oh, I see. . . (3)it's going to be a surprise party.
Zack: Well, mit was a surprise party, But now you won’t be surprised. I'm
really sorry.
re 1 II!
® He ® SSl'ld © m€ @ OHS
M 2 III
® we ® could © study @ bit
E5 3 5
® it’s ® going © be ® surprise
M 4 III
(D it ® was @ surprise ® party
— 5 · (QOBV5)

§ 2 E5] »w>r2¤1»¤ <A~c> zzexga., aaa so
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E5 1 Does this answer 7 sense to you? I can`t understand ite
® give ® cause © mean ® make
H 2 Taro is now devoting all his time and energy n English,
® studying ® to studying
© to study © study
H5 3 Every winter, colds are El at schools,
® familiar ® popular © broad @ common
F5] 4 Akiko had her bag “ and lost all her money.
® steal ® stole © stealing ® stolen
H 5 By the time the 2002 World Cup was held, soccer 11 already become
a leading sport in Japan.
® had ® has © was @ is
— 6 — (s02—s>

H 6 The laundry won’t dry quickly 12 it’s sunny,
(D if ® whether © unless ® since
E 7 Would you mind El an eye on my luggage while l make a phone
call?
® to keep ® if you will keep
© that you keep ® keeping
E5 8 The beach was beautiful! Iwishl n longer.
® have stayed ® could have stayed
® can stay ® will stay
EF1 9 I think I did well on the English listening test. I understood i5 on
the tape.
® even anything ® almost everything
® only nothing ® probably something
5110 As soon as the star player came in. the game i6 ,
® had been excited ® became excited
® had been exciting @ became exciting `
7 7 f (909-7)

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e. e¤ne¤nro©~@v>a ex»e—¤r¤§~.
E5 1 Osamu: It’s very hot and humid today. Will it be any better tomorrow?
Betty: I heard that it's going to be even worse!
Osamu: 17
® I'n1 sorry that it’s going to be cooler.
® That's too bad. I like humid weather.
© It’s a shame that it’s so dry.
® Oh, no. l’m planning to go hiking.
E5`] 2 Jack: l’m hungry. Shall we go for lunch now?
Ken: There isn't time. The meeting is about to start.
Jack: 18
Ken: That’s right. Let’s hurry. Everyone must be waiting.
(`D Why will we be late for the meeting?
@ When did it start?
® What? No lunch today?
® Where would you like to eat?
E5 3 Janet: When do we have to hand in the report?
Ichiro: I don't remember, 19
Janet: Oh, good. Could you let me know what you find out from her?
® I'll go and ask the teacher.
® Did the teacher already tell us?
© I don't know when it’s due.
® l’ve just started it.
— 8 ~ <s0a—s>

C $<<DE=‘i¤¤(I'é1l~3)lC#5L¤T. %3‘1·?¤1’lYV>®~(F>)VJ%§*iIEiIfi’<7§>7K.`E€E%E
HM, X>&%5S?.é'dI. 7‘;7“il/, %§lil 20 ~ 25 lC}\¤hE>¥>®<7>§%
<r>¤>¤&§71;.,
H 1 That gallery has many 20 21
miss.
® that ® not © art lovers
@1) paintings © snanm
EH 2 When he was tired, my brother used 22 23
in his room.
® on ® with © fall asleep
@ thelight © to
[L'] 3 [wonder 24 25 upstairs.
® what ® that © is making
® it is © the noise
— 9 — (909-9)

g 3 E5 $<®F§9>(A~C)li%¥i.J:. (EEE 34)
A Zrwicéva 26 - 27 c:M1z>mz:§¤bi§;’¤f;%’me, enenro
@~@v>a ¤zv»·a—¤·r¤§¤.
When English-speaking people talk about "hot" food, are they saying the
food is spicy like curry, or are they talking about its temperature, as in "hot"
coffee? These two different meanings of "hot" may seem confusing to
Japanese students, but 26 , the word is the right one for describing the
way the body responds to spice and heat. A simple explanation would go
something like this: when we eat or drink, the same nerves in the mouth react
both to spicy chemicals in the food and to a rise in temperature, The English
expression, 27 , reflects this fact about the human body.
26
® in contrast to this
® for this reason
© as a matter of fact
© in addition to this
27
® however
® therefore
© for instance
® on the other hand
— 10 — (909-—_10)

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vii, llE¤|<rn‘cTv>A~ci;H<·ern¤:¤¤%». %aE¤<Jf;Sc$¤:i5‘%>v>lz§*t>@¥i?;§E
EUUDEVJE, %¤"L%2‘lT<7>®~©® 5 Bw *5-¤@‘Di§*<.
E5 1
Interpol is an international police organization that promotes cooperation
among more than l80 nations to fight against international crime. Unlike the
image created in films and TV movies, Interpol agents do not travel freely
from country to country, arresting criminals here and there. 28 In this
way, member countries help one another within the limits of their own laws,
A. No country would be happy to see these agents ignore its laws.
B. Such information is gathered from the police of the member nations.
C. What Interpol basically does is to send information on criminals over its
telecommunications network.
6) A—B—c ® A—c—B © B—A—c
@ B—c—A © c—A—B © c—B·A
— 11 — (909—ll>

EH 2
ln the nineteenth century, a number of people tried to develop a method of
sending messages by using electric signals. E Telegraph lines were laid
alongside the railway tracks so that they could be repaired easily. This was
the beginning of the era of rapid communication.
A. The signals were produced by interrupting the flow of electricity with a
simple onoff switch.
B. This new system of communication, called telegraphy, developed swiftly,
along with the spread of railway networks.
C. They reached the receiver in the form of dots and dashes, which were
changed into words.
® A~B—C @ A—c·B @ BAA*C
@ B—C—A @ c—A—B @ C—B—A
— 12 — (9l)9—lZ)

C Z<V>’F’%[NlC7T<éi’l7'i: E ~ 32 0'J§·Y’&}\11E>®lZ§%>iE§f;%F}?
Q, T<7JY$¤l=*¢D®~©<7> 5 Eb ·5%h·€¤tt—9@°‘¤i§·<, 7:7Eb, §E’¤E§|C—
>‘cf¤MwJ:.
30 These activities do not teach them how to get along with
others.
Sl They need space, especially outdoors, so that they can run,
jump, and yell.
32 lt is very doubtful, however. whether any Japanese children get
that much free time,
When we watch kittens and puppies playing, we realize that through play
they are learning how to live. They learn various physical skills, such as how
to jump over barriers without getting hurt. They also learn social interaction.
For example, if a kitten bites his sister too hard, she will get angry and bite
him back. These physical and social skills form part of the training that young
animals need in order to grow up,
® Just as kittens and puppies learn about how to live through play, so do
children, But in present»day Japan, especially in cities, there is not much space
for children to play in. Children need to release their energy for their mental
and physical health. @
Another point to consider is how much time children have to play. Some
people say that four to five hours a day of playing outdoors with others is
necessary, even for twelve—year»olds, © Concerned about their future in an
increasingly competitive society, parents generally tell their children to study
more; very few would tell them to go out and play. @
What do these children do at home when they are not studying? They >
tend to spend time by themselves. They play video games or watch TV, for
— 14 ~ <00w14>

instance. © This can only be learned through playing with other children.
They need to play without being told what to do by adults in order to learn
about leadership and group harmony on their own. © Outdoor space is
particularly suitable for this purpose. Children need a proper outdoor
environment where they can freely spend their time playing with friends.
— 15 — (909-15)

¥ 4 I?} xorceedaveaia, r<z>|a11><A-B>z:ez;. (nba ss>
How hard do Japanese people work? Do they have enough free time to
enjoy family life, travel, or hobbies? We have compared the working hours and
holidays of workers in the manufacturing industry of five nations for the year
1005.
There are national holidays in each of the five countries, and people often
enjoy threeday weekends. Japan leads this group in terms of the number of
national holidays per year, with 15 days on its calendar such as Childrens Day
and Culture Day.
What if we look at the total number of holidays per year? This would
include not only national holidays but also weekends and paid vacation.
Germany led the five nations in the total number of annual holidays with 157
days. France came in second with 154 days. The United Kingdom (UK) was
third, followed by the United States of America (USA). Japan came in last
Annual Working Hours and Holidays (1995)
h
Om 2000 160 we
‘9°¤ ll ss i no i n
lsoo
I‘4PH*?I ‘-
I" II
,,,, I; I I I,_;_
I' I ’I1 I _ *· Am
` ' wm-king
I hours
1500 i V e ` ~ ` 110 '°" 33m;
x Y ux France z
(Data: japanese Ministry of labor, White Pape? on Labor, l997)
— 16 — (909-16)

with the smallest number of holidays.
Some people say that the Japanese are taking more time off than they
used to, and that the number of Japanese vacationing overseas is high. This
may be true, but statistics show that, in 1995 at least, Western Europeans and
Americans took more holidays than the Japanese didr
Most Western Europeans take about four weeks of paid vacation a year,
while the Japanese and Americans usually take much less than that. A
problem that seems to be unique to the Japanese is that only a small
J percentage of the paid vacation offered is actually taken. There are a lot of
Japanese who do not feel comfortable about taking time off while their fellow
workers have to continue working. Some Japanese business leaders, however,
have encouraged workers to take more paid vacations in an effort to reduce
international criticism that the Japanese work too hard.
Surprisingly, Japan came in second to the USA in terms of the average
number of annual working hours at 1,975 hours in 1995. The United Kingdom `
came in third at 1,943 hours, followed by France at 1,680 hours. Germans
worked the fewest hours that year. It is interesting that research such as this
shows that facts do not always match the impression most people have.
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(D Germany ···Japan USA
® Japan ·—·—— USA — Germany
© Japan — Germany — USA
@ USA ]apan · Germany
© USA Germany —Japan
© Germany é USA Japan
— 17 —— was-17)

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H l Japan leads the five nations in the number of m .
6) paid hoiiaays
® annual holidays
© national holidays
® working hours
FH 2 Japan is different from the other nations in that 35 .
® the japanese have only about half as many days off as Western
Europeans
® many Japanese workers hesitate to Lake paid vacations
© most Japanese go abroad to enjoy their holidays far away from work
® most of the holidays offered to workers each year are national holidays
H 3 Among the five countries, 36 are similar in that their workers
receive more vacation time and spend fewer hours at work than the others.
® the UK and France
® Germany and Japan
© Japan and the USA
@ France and Germany
—— 18 — (909718)

F5 4 According to the passage and the figure, it can be said that in 1995
37 .
G) French workers spent twice as many hours on the job as Germans
® the more hours people spent working, the fewer holidays they took
® Japanese workers cared about what people in other countries thought
about them
® the Japanese took the fewest holidays and yet did not work the most
hours
— 19 — <00w1s>

§ 5 E1 »w2%§’si:0u¤‘C, `F¥7>F¥1L>(A~D) t:€$XJ:., (!E,·$i 32)
Yuki and Gerry are making a homepage for their class on·line newspaper,
"The Class e-Times"
Yuki: OK, let's check what we’ve got so far. We’ve decided to have one
main story and one short stoxy, right?
Gerry: Right. And what about pictures? Should we have one for each story?
Yuki: ( l ) Maybe it would be too much. I-low about just for the main
story?
Gerry; That sounds good. Now, what will our stories be? We could do one
about the students who visited from Korea. Maybe we can use one of
the photos they sent us.
Yuki: Mmm, we could do that for the short story. I think I’d rather have the
bus tour we took to Kyoto as the main story, though. (UE was a lot of
fun, and I'm sure people still remember the trip very clearly.
Gerry: ( 2 ) What about that great story you wrote about the trip for the
homework assignment? We can use that as it is, if you could type (ZE
into the computer, I can’t write about it myself because I missed it.
Yuki: Oh, I remember. You were sick, weren’t you?
Gerry: That's right. I wish I could have gone there,
Yuki: lt was great. Kinkakuji was beautiful.
Gerry: You must have seen a lot of women in kimono.
Yuki; Not really. And even when we went to Gion later, we only saw a
couple of them.
Gerry: ( 3 ) Have we got photos of them to go with the story?
Yuki: Yes, l’ve got a few here on my desk, but we decided weld have just
one picture. Do you think wit should go with the story about the
Korean students or this one?
— 20 — (909-201

Gerry: I think it would be better to use one of your Kyoto photographs,
Those pictures came out clearer.
Yuki: You’re right. Look, I have this beautiful one of a woman in kimono,
and these, here, of Kinkakuji.
Gerry: I like the first one. Can we use that?
Yuki: OK. The only thing now is to decide where to put each story.
Gerry: I’ve got an idea. We could have the main story in the left column,
with the picture next to wg at the top, and the Korea story under the
picture.
Yuki: I like that. It’s got good balance. So, it looks like we’re almost there.
I’m beginning to see the light at the end oi the tunnel.
Gerry: Yes. We're getting a pretty clear picture of what the homepage will
look like, aren’t we?
A §€l§( 1 )~( 3 )lC}xZ>§OU)§E7J§, |lIE$I@'@JU7>A~Clii<E2‘”tT
D15. E*%<7J®Z>‘%Z¥5lC“9`%¤1/Ji;§¥>@¥i7`,¤EEF|10D¥>r7J’.~E·. 'F®®~©r7>5El§>
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A. Oh, really?
B. Thats a good idea.
C. I’m not so sure about that.
(i) A»B—c ® A—C#B @ B—A—c
© B—c—A © c—A—B © c—B—A
— 21 — (909-21)

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¤ea=mam>¤. »w>@~©<¤ a em ·a—¤§·<¤ ly
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© `F@§i£(2i¤‘:`F¥§%K(4J ` © `F§%K(3)&`Fi‘5!§I!(4)
D %?é<7JVq§&S:v’C¤>%>§>®&, Z<<7D®~©@5‘575\B1`3iE’*. kfib, E
%®J¤t€}?=i:F»¥i2>r;t¤. 41 · 42
G) The students from Korea enjoyed their trip to Kyoto.
® Yuki didn't sae many women wearing kimono in Kyoto.
© Gerry took pictures of the trip to Kyoto.
® Yuki and Gerry decided to write a story about their trip to Korea.
@ Yuki and her class went to Kinkakuji before they visited Gioni
© Gerry and Yuki are on a train during this conversation.
— 23 — (909723)

E 6 Ei] ZWJ>‘C§€·?.1i¥>=, T<DE·‘ib>(A · B) l:’§XJ:., (EEE? 45)
My confidence as a swimmer started to disappear the day Angela moved
to our small town. At the time, some members of the town’s swimming club,
myself included, were preparing for the National Championships, which were
just six months away. I had always been the best, and everyone thought that I
would be chosen for the relay race. But now I had competition. There was
only one place for the butterfly on the relay team, and we both wanted it.
For two weeks it was awful. Angela was always the star. She was faster
than I, and her form was better, too. I was jealous and scared. My chances of
being selected were disappearing fast. My fear caused me to be unfriendly to
Angela. l refused to speak to her and never said anything good about her.
One day, however, our coach called me over and said, "Kate, I’ve got
something to say to you. Your attitude is hurting your performance. I know
you can change that. I'd like you to think about it."
When I arrived at the pool the next morning, I thought about what he had
said as I was going through my warm-up. Angela and I were going to compete
that morning, and only eight girls would enter the finals.
My thoughts were interrupted when a voice said, “Nervous?" It was
Angela. "l don’t like to talk before a race," I replied coldly.
"I get nervous, too," she said. Her voice didn’t have the anger of mine,
which surprised me quite a bit.
Angela and I competed in our separate trial races. I jumped into the pool
and swam like a flying fish. My mind was clear, and I could think about only
one thing; swimming well.
When the races were over, the judges announced that both of us were
among the lucky eight who would be competing in the finals. Despite this good
news, I noticed that Angela was sitting sadly alone. This puzzled me, but I
thought that I knew how she felt and tried to be friendly to her.
"I don‘t talk before races, but I do talk after them. Sometimes it helps," I
said.
— 24 — (909-24)

Angela was silent for a while, but then she said, "I'm great in practices,
but in competitions I just can’t do well. It's like this all the time. I’m so
worried about the finals."
Now I felt really bad. I realized how horrible I had been to Angela. I
wanted to help her. I wanted to show her that I was sorry for my behavior of
the past two weeks.
"Listen, I have an idea," I said. "Why r1on’t we help each other prepare for
the final race? We have two weeks to work on things."
"Good idea," said Angela.
For the next two weeks Angela and I worked together. I taught her how
to deal with stress and how to train her muscles. She helped me with my
form, and at the end of those two weeks we were the best of friends and
respected each other as swimmers.
The day of the final race came and when the starter pistol was fired, I
swam off like a dolphin. I thought about nothing but winning, but just before I
reached the finish line, I thought of Angela and looked over into her lane,
As I was climbing out of the pool, I said to myself, “Oh no, what have I
done?" I thought that I had dropped behind Angela and lost the race when I
looked in her direction.
While we were waiting for the official announcement, the coach came
running over to us. "Congratulations, girls! It was close, but Angela has won,
and so have you, Kate!"
"What do you mean?" I asked,
"Well, Angela will be in the relay, but you swam so fast, Kate, that you,
too, have won,"
"Really?" I screamed. "I don't understand."
"I’ll explain, The 21st Century Swimsuit Company is giving both of you
their Future Swimmers Scholarship this year."
"Wow, I suppose that I’m a double winner: I got a scholarship and made a
friend, to<>."
"You’re not the only one," Angela remarked.
— 25 A (9ll9—25)

A »:<o%iu> (H 1 ~ 5 > »:$n=1@’é§x<& I./‘C§t»@¥ir.wv>>&, {-h·?°hF<¤>®~
®v> a so e~:~¤“¤§»<. Q ~ 47
E4] 1 I-I0w did Kate feel after Angela joined the swimming club? 43
® H¤DDY·
® Excited.
@ sari.
® Anxious.
Ft?] 2 Why did the coach talk to Kate before the trial races? E
® He thought she should be independent.
® He wanted to encourage her to swim better.
© He wanted her to be afraid of Angela.
® He thought she should support Angela.
Fd] 3 Why did Kate want to help Angela? n
® She wanted Angela to win.
® The coach insisted that she do so,
© Angela was a newcomer.
@ She understood how Angela felt.
Hi] 4 Why was Kate disappointed immediately after the final race? E
(D She thought she would not be going to the Nationals.
® She thought Angela had lost.
© She had decided to give up swimming.
@ She found that Angela was not her friend.
— 26 ~ <s00—za>

IL'] 5 What did Angela mean when she said, "You’re not the only one"? 47
(D She knew that both she and Kate had won the race.
® She believed that only Kate would get a scholarship.
© She thought that she had made a friend, too.
® She guessed that she would be given more than one scholarship.
B :1:$wv<i#,sea¤T¤¤et>@&, »<<o®~ @5 ?m>eE¤$§»<. ratio, ht;
§®l|lE}¥l1F`·52‘97`4Z¤/>. 48 ~ 50
® Angela felt uneasy about Kate when she joined the club.
® Kate had a negative attitude toward Angela before the trial races.
© The girls had to face eight trial races before the finals,
@ Kate got very angry because Angela was very calm before a race.
© When they were working together, Kate taught Angela how to relax.
© When Kate looked toward Angela, she believed that Angela had lost,
® Kate could go to the Nationals in place of Angela.
@ The coach believed that both girls were winners.
— 27 — <sao9—21>

$6m i5'<®)Z.E°$:§$., `F·‘Dl’¤'lL~(A · Bll·C¥¥iJ2. (Em 53l
One autumn afternoon a friend of mine, Captain Baker. returned from a
trip to Washington and found his wife. Jane, waiting for him at the station in
New York. She had gone to meet him because she had suddenly been given
tickets for the opera that night. She was afraid they would be late if they
didn't go there directly from the station.
She told him about something that she had found while she was waiting
for the train to arrive. In a corner of the station she had noticed a telephone
booth with a sign on its door, "Out of Order". Glancing into the booth, she
had seen a small object beneath the telephone.
"Look !" she said, holding out to him a small blue wooden cat. They
smiled over this curious toy. and she pushed it into her bag as they left the
station.
Later, they were sitting in the back row in the crowded opera house
enjoying the wonderful music. Some of the audience were standing just
behind them. Suddenly Jane felt fingers touching her lightly on the hack of
her arm. She shivered a little. and tried to keep her attention on the music.
When the touch was repeated a moment later. she whispered to her
husband about it, but he only replied that people do not bother you at the
opera on purpose. However, the touch was repeated and it seemed there was
a reason for it. Yet the touch was so slight that she hesitated to tum round
and glance back.
At the end of the first part they left their seats. Jane said. "Those lingers
brushing lightly against me felt so strange, like the Hngers of a ghost." She
felt so nervous that she could not return to her seat and the Captain
reluctantly agreed that they should leave the opera and go home. But on the
way home jane began to doubt that anything had touched her at all. She
admitted it might have been merely her imagination.
After they reached home, she remembered the little cat and got her bag
to have another look at it. She noticed the bag felt heavier. When She opened
it and looked inside, she was amazed to see a pile of diamonds, sapphires and
pearls.
Not surprisingly, they could hardly sleep at all that night. Both were
now convinced that those ghostlike Fingers had put the jewels in her bag
during the opera, The next morning they went to the police. At first the
police could not understand this strange situation. It was only after jane
happened to mention Ending the little wooden cat that they could give an
explanation.
"'l`hieves had stolen the jewels and were going to pass them over to a
woman. In order to identify her. they placed the cat in the booth and told her
to pick it up. They would be watching her. and afterwards would pass the
stolen objects to her, The woman arrived late, however. and you found the
cat by chance. They followed you and found a clever way to pass the jewelry
to you."
Much of the jewelry was returned to the owners, but a considerable
amount was not and came into ]ane's pomssion. She also kept the small
wooden cat. which she had grown to like.
A a¤oli¤'i·.—<lEI 1 ·— s lictimesee Ltissiesifcsoe. ·t·n·Fri‘Fo®~
(yo s sa·e—¤-roms. E| ~ m
gg 1 Why did jane go to the station? m
® She had left her bag in a phone booth there by mistake.
® She wanted to tell her husband about the cat she had found.
@ She was to accompany her husband on a trip.
® She wished to reach the opera house with her husband on time.
IH 2 What was the purpose of the wooden cat? u
® It had a message from the thieves hidden in it to say where they would
all meet.
® lt was a sign that the thieves would wait at the opera house.
© It would indicate where the bag with the jewels was to be left.
(D It would show which woman the thieves should give the jewels to.
s 3 What happened in the opera house? IE
® Jane felt herself being touched and wanted to leave early.
® Jane noticed something being taken from her bag.
@ Jane spoke angrily to someone who was bothering her.
® jane’s husband didn't enjoy the opera and so they went home before the
second part.
l'I|4 Why did Jane and her husband have diliculty sleeping that night?
III
@ They felt they should not have taken the cat from the phone booth.
@ They regretted that they hadn’t seen the end of the opera.
@ They were disturbed by the mysterious treasure they had found.
@ They were worried because the police had found out about the jewels.
M 5 Why did the thieves' plan go wrong? u
@ They couldn‘t End J ane when they looked for her at the station.
@ They didn't expect anyone else to take the cat away from the booth.
@ They didn't realize that the telephone was not working.
@ They were too late in putting the cat under the telephone.
B a>'m@~—®¤o 5ss=b2l:it¤>P'i1§2;e.*»>·ct·Z> w>e»Er>i§tf. Blihlhicfc
owseev- wet., een,. ll¥%=’JIEl¥l1l’=5h?`.:t·¤ u —~ m
fl) Captain Baker had to wait at the station before meeting his wife.
@ Jane found the toy cat when she went to make a phone call.
@ The cat remained in J ane‘s bag while she was at the opera.
® The opera house was full, so Jane could not get Seats.
@ Before they left the opera, Captain Baker tried to End out who had been
bothering his wife.
@ After Jane opened her bag at home. she realized that the touch on her
arm had not been imaginary.
® The wooden cat brought jane some unexpected wealth.
Q The police thought that the cat was not connected with the jewels.
@ The thieves followed Jane because she had valuable jewels in her bag.

$5r.j awasimw.-·c, ror%.·1¤.-(A-o>i:e¤z.:. (sig. 30}
Jim I What are you reading, Emi?
Emi I A book on scuba diving.
jim I Scuba diving? Wow I Have you ever tried it?
Emi I Yes. Last summer. in Okinawa.
jim Z Then you must be a good swimmer.
Emi 2 I'm not. As a matter of fact, I can't swim.
,lin1 Z Really? idon’t understand.
Emi I Well, divers don’t use their arms to swim. It'S l 1 I to move
through the water using just your legs.
J im I 'I`hat's interesting. So what’s diving like?
Emi Z It‘s{ 2 )! '[`here's so much to see underwater.
jim : But isn't it a bill 3 }?
Emi I Not really. Beginners always dive in a group with a leader. That
way they can help one another. Here, see if you can guess what these
signs mean. We use them to "talk" while diving.
jim Z Let’s see. Hmm .... Thumbs up and thumbs down mean "good" and
"no good". right?
Emi Z In daily life, that's true. But for divers they mean "up" and “down".
Jim I Could you give me an example?
Emi 2 Well, when there's little air left in your air tank, the dive leader will
give you the thumbs-up sign. It means "retum to the surface".
Ci!l}
] im I So, these gestures are important, aren’t they ?
Emi I Yes, they are. Let’s look at a few more. How about this one?
jim 1 Hmm. M Thumb and foreiiriger making a circle. Not "money" but
m -
"okay". right?
Emi I Yes. We use it underwater. And this one?
J im I The fingers are together and touching the diver's head. But I've no
idea what it means.
Emi I Li It means the same thing. but we use this one on the surface.
n ----
jim I Oh. I see. Hey! Scuba diving sounds fun. I think I'll try it this
summer.
A EMI 1 l·-l 3 ll;Jk2m>5»<.<l‘E·¤¤>Ei§¢J<. Iidilslc. $<¤>A·—·Cl:n%
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A. amazing B, easy C_ scary
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@ money
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D ¤l¤Jc¤>i><1‘€&2;e·s·Ci·¤o toot;. 2x¤o@--@0 5¢sz»»¤s—·o;g»<., m
@ You can`t become a scuba diver unless you know how to swim.
® if you dive in a group. you must share your air with other divers.
@ Without signs, it is diflicult for divers to communicate with each other.
@ The gestures used by divers have the same meanings as those we use in
daily life.

$445 atoxaena. ronit~tA~c>us-ar. (nas zo
What do hikers look at while they are walking in the mountains?
Research was done to find out which things most attract the attention of
hikers in the mountains. Twenty hikers were each given a camera and a
small cassette tape player, which was to be kept on during the hike.
Whenever they heard a voice on the tape say "Take a picture now i". they had
to take a picture of whatever they were looking at. Then, using the scale
1 [not at all} to 7 (very or very much), they had to respond to the following
questions I (a) "How beautiful do you feel the view is ?" and {bl "How
satished are you with the view ?" The instruction to take a picture was
repeated several times during the hike.
The researchers later divided the photographs into five groups according
to the main object in the picture. They then judged the distance of that object
from the hiker and divided the photos accordingly. The results, together with
the averages of the hikers' responses to questions ta) and {b). are shown in the
table below.
Number of Photos According Average of
gggectof to Distance \ Responses I H
Photographed Lesg tllian 15_1’0m m Mfiggotlgan Qu:-ation Quegtion
or tvara ¤ 12 $.5
<><> ESQ-! 3-3 g
(Yl 31 3 1 l 3.9 5.5
33 3 g 32 WE
one objects 25 1 as
73381 E 33 A 33
From this table it can be seen that. within the range 0-15 meters. the
type of object most often photographed was Ground. followed by Plants. But
Ground was felt to be the least beautiful of the five groups of objects.
Motmtoins and Valley; gave the greatest satisfaction to the hikers.
interestingly, it was also found that male hikers were more likely to be
viewing objects classed as Ground or Mountains and Valleys. On the other
hand. female hikers were more likely to be looking at Other Objects. such as
signs. the sky, and people around them. Another Ending was that there was
a connection between hikers' previous visits to this area and the distance of
the object viewed. Hikers visiting the area for the first time tended to be
viewing objects which were far away from them, while those who had visited
the area before tended to look at objects which were closer.
A ii¤’J=l3¢o§lH(Xl. {Y). {Zii;}\i·t>5*<a‘tEr>¤J§§~.tr;t1EEi='Jv3·i. |ti’F|·3l‘t‘.
3mA-—Ct;a‘<etm·ct·>.=». (XJ, IY!. (Zlib-i-it-‘Ert{¤It»&·t:i·. `Fo(i)~@
cotaeem 5 eine-—-·>i§~<t. u
A, Ground B, Mountains and Valleys C_ Plants
@ A — B - c ® A - c — B
® c — A — B ® c — B — A
B tlt¤Jlt»‘1L·{l!] I ~3 l¢JEil\t ( m ·~· n ) t;Ah%»¤>t;iiti>5£§iiif; L
oe. en»t=nro@·—-@ossi·e—¤r¤ses.
[E1 1 The hikers were told to take a picture of whatever u .
@ they thought was most beautiful
® they thought was most satisfying
@ they were looking at
Q) they were talking about
lll 2 About ® as many photographs were taken of objects at a distance
of 0-15 meters as of objects over 1..0DI] meters away.
@ a third Q) nar @ three times @ twice
IE 3 The object that gave the hikers the most satisfaction comes u on
the beauty scale.
@ first @ last @ second @ third
c >xxowaes»,·rt·a sae. ato@~@o se»·s—~>a»<.. E]
(D Each of the hikers was allowed to take a picture of any object once
during the hike.
@ The distance to the object in the photograph was measured by the
hikers themselves.
@ Male and female hikers tended to view objects which were about
the same distance away.
@ Hikers viewed objects that were closer or more distant depending on
their familiarity with the area.

§3It1 i9i·‘·‘9|'¤'ll·*lA · B)l·C%:tIs {Eat 201
A hit@$€’i¤>§Flil 1 )·——·l 4 ll·:A2·t1b*<é‘ omistreiiélieiai. Eiilnlf.
FmA—~Dt:¤ae ti·c·.—zi.. Eetomoiciicrootcit iliabrstiaalle.
®~®o a vane--—¤;a»<.. El
( 1 I most of us have the impression that bones are dry. living bones
are actually not dry at all. ( 2 J, they have a wet outer layer. ( 3 }.
inside they contain a soft. moist material that is essential to life itself.
[ 4 }. " dry " is by no means an accurate description of living bones.
A_ Although B, Furthermore C, Therefore D. To begin with
® A—C—D—B ® A—o—B-c
® D—A—B—C {1) o—c—B—A
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Ml To stay healthy. we should maintain a balance between physical and
mental play ·the play of the body and ofthe mind. IE
A, By the time we are adults. we may stop participating in physical play
altogether.
B, As we get older. however, our games are likely to involve more mental
than physical activity.
C, When we are very young children, we use our bodies a lot when we
play.
D, As a result, we may begin to lose our physical health.
(D B—A—C—D ® B—C—D—A
@ c—A—o—e @ c—a—A-o
I'!] 2 Green tea has a long history in Japan and strong ties with japanese
culture. EI
A_ They are. ln fact, the result of different ways of growing the tea and
treating it after it is picked.
]3_ However. all tea. no matter what its color or taste. comes from the
same plant.
C_ Because of this, one might think that green tea comes from a plant
unique to Japan.
D, Then what caum the differences in taste and color?
(9 c—A—a—o ® C—B—D—A
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$25.1 H<¤>F¤5L—(A - eitzezxi {sate 401
A w>rt=·1·.·<1=1t-14>·=t>z·.·;1iii ( Q] - El] tamtziotcaiiisttitztii
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M 1 " I·Ie's a good skier, isn`t he ?"
·· Yes, he tnnuy in. 1 wish 1 n site hitnr
® can ski © could ski ® Ski (D will ski
M 2 " Everything you cook tastes really good."
"Thanks, hnt 1 anna think 1·nt El nnnit as ynn.··
(D a good as ® as a good © as good a ® good as a
IE! " Is English spoken in japan ?"
" Well, E japanese people don’t use English in everyday life."
(Q almost ® any @ most @ none
El 4 " Do you know what ltmko is doing ?"
" Well. she El a book when I saw her a while ago"
® has been reading © is reading
® may be reading (9 was reading
M 5 " Are you going somewhere during the vacation ?"
" Yes. I've found a nice beach m l can enjoy swimming even in
February."
® how ® when © where G) which
M 6 '“ It`s strange that Jane hasn't come yet."
"Yes. site hasn': missed n single meeting en E]
® far ® long ® many Qi) much
M T Our teacher says computers will never take n of books.
® a chance ® a change ® the lead {tl) the place
M B You ought to E than to go to such a dangerous place.
® have better @ know better © make better ® turn better
M 8 lt’s been years since I asked you m any help.
Q) for ® from ® of @ with
MID J ohn has been m the ID card he lost yesterday.
® discovering ® finding out © looking for @ searching
[BIH This country is so m that it takes no more than a day to drive
around it.
® large ® narrow © small ® wide
M12 It's not very important. We might El forget about it.
{D as much @ as possibly @ as quickly @ as well
M13 What he says just doesn’t make El to me,
@ importance @ meaning @ sense ® truth
M14 To " El " means to cause someone to do something by reasoning.
arguing. or begging.
@ command @ direct ® order @ persuade
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Q 07n%: ··· — 7 a- .h .,
Ml " May I borrow your dictionary ?"
" l‘m sorry. but Betty u El
® back © brought @ hasn't
(D it @ to me
E12 Unfortunately. u El . was
one step ahead of us.
@ fast @ he @ however
© TBD © we
IH 3 As the next century approaches. m u
for them to survive.
@ are attempting @ be needed @ some companies
@1 to find ent @ what n-i11

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I live close to the station. It's convenient. but it also causes a big
E5 ©
problem. In the summer I have to choose between hearing and breathing. lf
G5 G5
l have the windows open for a breath of fresh air. there's a terribie noise
©
every time a train passes. I can't listen to music or watch TV for more than
@5
ten minutes without being interrupted. If I close the window. though. the
® o
room gets too hot and I feel like I need more air,
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A I Excuse me. {5 Could you tell me the way to the stadium?
)
B I Well. it’s dilhcult to tell you. [6 but I'll show you if you come with me.

A I Oh, would you? Thank you so much.
B C You're quite welcome.
is · III
® could ® you @ me ® stadium
·=¤= III
® but ® I`ll @ show ® you
n aw>ri.·1•.·¢rm¤~s1or¢zsoei¤ ( 1 ~ El) tzaasoicstam
so t. oe. —t-aem=o®~® to ·> so a- —¤—r»¤e»<.
M I A Z I bought ten kilos of tomatoes at the market today.
B I Ten kilos! Why so many? What are you going to do with them?
A 1 I don't know, IE
B Z No thanks. I’m not crazy about tomatoes, to tell the truth.
ll) Can you tell me how to make tomato soup?
@ Did you buy something else?
@ Have you got a big basket to put them in?
@ Would you like some of them?
M 2 A 2 Have you read The Hooper Bridge?
B I The best seller? Yes. l‘ve read it, Have you?
A I Not yet. u
B I Not really. I don': understand why so many people like it.
{D Didn't you read it?
® Do you think it’s worth reading?
@ Isn‘t it a best seller?
@ Will you lend me a copy of it?
M3 A = II]
B I I'm sorry. Ioverslept.
A Z Well, don't let it happen again.
B I Iwon’t. Ipromise.
Q) I didn't keep my promise to you.
@ I didn’t sleep well last night.
@ You look very angry today.
© You’re thirty minutes late!

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IE] 1 “l like this photograph. Your children look really cute."
"rhanks. 1 had n at a studio?
Q] done it @ it does @ it done @ it to do
IE1 2 "l-low E will the concert begin? l’d like to get something to
drink."
"Well. if my watch is right, it should start in less than ten minutes?
@ fast @ long @ rapidly (B soon
Il'¤'l 3 “Shall we go this way for a change ?"
"Yes, El ."
6) go for one @ if you like @ we do @ you should
[5 4 "l wish he wouldn't speak so rudely. He makes me so angry."
"Yeah, I can’t IE up with him either."
@ catch @ keep @ put @ take
IH] 5 "Tom has a very n mind."
"Yes, he's always thinking of new things to do."
Q] absent @ active @ alive @ angry
lh'] B No topic is El if you are not interested.
Q) interest ® interested (3] interesting @ interestingly
In I It's not only her friends that Ms. Kinoshita is kind to. She helps E
needs her help.
@ those ® whatever @ whoever @ whom
E1 B John is only thirteen. He is 1} to get a driver`s license.
Q) not old enough @ not too young
@ too old (9 young enough
fsi 5 Last winter I went to I-long Kong, n as warm as I had expected.
@ when wasn’t @ where it wasn`t
@ where wasrft @ which it wasn't
[51111 1 n in China for three years when I was a child, but I can’t speak
Chinese at all.
@ have been ® have once stayed
@ lived Q] went
|'é111 If I m a computer last year, I'd still be using my old typewriter.
@ hadn't bought @ haven't bought
® shouldn’t buy @ wouldn‘t buy
M12 He lay on the sofa with his El and soon fell asleep.
@ arms folded © arms folding @ fold arms @ folding arms
M13 Bill was not sure if he would win the game, but he crossed his fingers and
El for the best,
{D expected ® feared @ hoped @ thought
HI14 IE was a present from my father.
Q) My old camera of this © My old this camera
@ This my old camera [I1] This old camera of mine
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0 are <· — 2 ae ..1: .,
ft] I The writer thinks that in ]apan decisions are often made in ways which
u EI countries.
@ from © of © those
@ are different @ some other Asian
@ 2 The street was called Orange Street. although u
27 at all.
@ in @ no @ orange trees
@ sight @ there were
H 3 Educators have found that activities related to music can improve
children’s general appreciation m m
of their sense of rhythm and balance.
@ to @ assisting in @ in addition
@ of music @ the development

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As a child. Ken really lgyed to read. Every Saturday he’d go to his local
CD
library and borrow six or seven books. By the next weekend, he’d have read
@
them all and was ready to start some new ones. As he got older, it got harder
®
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gardening. Now he spends more time on roses than on reading.
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A Z Are you free after work today? I was hoping we could do something
together.
B Z Well, sure. (5 but aren’t you going to the health club? I thought you
)
went there every Wednesday evening.
A 2 Oh, is today Wednesday ? (6 I’ye been thinking all day it was Tuesday.
i
I always get confused when Monday’s a national holiday.
B 2 I know what you mean. I do too,
**-1 · III
® but ® going © health @ club
a = EI
@ been @ day @ was @ Tuesday
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[E 1 A I I hope it doesn't rain today. I've lost my umbrella.
B ¢ III
A Z I think I left it in the restaurant. but l’m not sure.
® I-Iow did that happen?
® What did you take it with you for?
@ Who did you lend it to?
@ Why did you do that?
FEI 2 A 1 Would you like another piece of cake, Keiko?
B Z No, thanks.
A 2 Are you sure?
B = II
@ Fine. thank you. And you?
@ l`m sure it’s delicious.
® Well, just a small one. please.
@ Yes, Pm sure you are.
IE 3 A I How long have you been playing tennis?
B 1 For about four years.
A I You've got a great servel
B ¤ III
@ It isn't my turn to serve.
@ No, I’ve got to serve First,
® Thanks. Pye been practicing a lot.
@ Yes, I have to practice much more.

-1-


§4E1 warts, aosaaa. ros·1·.·tit- B1i:s.t.x..,le.a 2*21
Can we get a better understanding of a situation if we create clear
images of it in our mind? In order to Find an answer to this question, a
psychologist asked three groups of children to solve two problems, each
containing some "trick". One was the alarm clock problem and the other was
the high tide problem.
(a ) The alarm clock problem : "At 8 p.m., John set his old-style alarm
clock to wake him up at 9 o’clock the next morning. Then he slept until the
alarm rang. How many hours did john sleep ?" (People usually answer
"Thirteen hours", because they do not realize that the alarm will ring at
9 p.m. The answer, of course, is “One hour".)
(b) The high tide problem: "A ladder with six steps was hanging
from a boat above the calm sea. The distance between the surface ofthe sea
and the lowest step was 10 cm, and the distance between each step was 30 cm.
At high tide, the sea level rose 80 cm. How many steps were above the sea
at high tide ?" (People tend to answer “Three steps", because they think that
the boat stays where it is while the sea level rises along its sides. However,
the tide lifts the boat, so the whole ladder is always above water. The
answer, therefore, is "Six. steps".)
The groups were each made up of 35 children aged l3— 14. chosen at
random. The three groups, the "Words" group, the "Picture" group and the
"Imagination" group, were each given problems (a) and (b) in the
following ways and were asked to solve them. The "Words" group received
an envelope containing only the problems. The "Picture" group received an
envelope containing the problems together with the pictures shown on the
next page (Picture l and Picture 2). The "Imagination" group got an
envelope containing the problems and also instructions to imagine the two
situations as clearly as possible. The number of correct and incorrect
answers for each question is shown in Table 1 and Table 2.
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Picture 1 Picture 2
Table 1 The Alarm Clock Problem
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IE] 1 “l like this photograph. Your children look really cute."
"rhanks. 1 had n at a studio?
Q] done it @ it does @ it done @ it to do
IE1 2 "l-low E will the concert begin? l’d like to get something to
drink."
"Well. if my watch is right, it should start in less than ten minutes?
@ fast @ long @ rapidly (B soon
Il'¤'l 3 “Shall we go this way for a change ?"
"Yes, El ."
6) go for one @ if you like @ we do @ you should
[5 4 "l wish he wouldn't speak so rudely. He makes me so angry."
"Yeah, I can’t IE up with him either."
@ catch @ keep @ put @ take
IH] 5 "Tom has a very n mind."
"Yes, he's always thinking of new things to do."
Q] absent @ active @ alive @ angry
lh'] B No topic is El if you are not interested.
Q) interest ® interested (3] interesting @ interestingly
In I It's not only her friends that Ms. Kinoshita is kind to. She helps E
needs her help.
@ those ® whatever @ whoever @ whom
E1 B John is only thirteen. He is 1} to get a driver`s license.
Q) not old enough @ not too young
@ too old (9 young enough
fsi 5 Last winter I went to I-long Kong, n as warm as I had expected.
@ when wasn’t @ where it wasn`t
@ where wasrft @ which it wasn't
[51111 1 n in China for three years when I was a child, but I can’t speak
Chinese at all.
@ have been ® have once stayed
@ lived Q] went
|'é111 If I m a computer last year, I'd still be using my old typewriter.
@ hadn't bought @ haven't bought
® shouldn’t buy @ wouldn‘t buy
M12 He lay on the sofa with his El and soon fell asleep.
@ arms folded © arms folding @ fold arms @ folding arms
M13 Bill was not sure if he would win the game, but he crossed his fingers and
El for the best,
{D expected ® feared @ hoped @ thought
HI14 IE was a present from my father.
Q) My old camera of this © My old this camera
@ This my old camera [I1] This old camera of mine
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0 are <· — 2 ae ..1: .,
ft] I The writer thinks that in ]apan decisions are often made in ways which
u EI countries.
@ from © of © those
@ are different @ some other Asian
@ 2 The street was called Orange Street. although u
27 at all.
@ in @ no @ orange trees
@ sight @ there were
H 3 Educators have found that activities related to music can improve
children’s general appreciation m m
of their sense of rhythm and balance.
@ to @ assisting in @ in addition
@ of music @ the development

-2-

Words Picture Imagination
C0 r*€¤ * lu 2 _
Incorrect l 35 33 32
Table 2 The High Tide Problem
Words Picture Imagination
Correct l T 5 10
{
Incorrect I 28 30 25
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cloclt problem in comparison with incorrect answers to the high tide
problem was IE .
@2:5 @2.:10 @5:4 @11:10
M 2 The number of correct answers was greater in the "Imagination" group
than the other two groups for m . _
@ th alarm clock problem but not the high tide problem
[ig] the high title problem but not the alarm clock problem
@ both the alarm clock problem and the high tide problem
@ neither the alarm clock problem nor the high tide problem
H 3 In the high tide problem, the correct answers achieved with the help of
imagination were E those achieved with the help of a picture.
(D twice as many as @ three times as many as
© half the number of © a quarter the number of
M 4 The "Imagination" group received the problems and K .
@ the pictures drawn by the psychologist
@ instructions to draw the pictures themselves
® the pictures. with instructions to imagine the situation as quickly as
they could
@ instructions to imagine the situation as clearly as they could
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3}
@ With the help of pictures, the number of correct answers increased
both in the alarm clock problem and in the high tide problem.
@ The use of pictures was more helpful in solving the high tide problem
than the use of imagination was.
6) In the alarm clock problem, John was awakened when the alarm rang
before 9 am.
Q) In the high tide problem, it is important to remember that the boat
stays where it is while the sea level rises along its sides.

-4-

$5F:i a·;osrsi:»¤t~~c, `F¢0li¤'lL~{A~DllZ%·’·:i.JZ. tea 201
Tsuyoshi is studying at a Canadian university. Since he’s been having a
problem with one of his teeth, he decides to pay a visit to a dentist.
Dr. Mack Z Hello, Tsuyoshi, I’m Dr. Mack, What seems to be the trouble?
Tsuyoshi Z Well, Dr. Mack, I’ve been having a terrible toothache. it wasn’t
too bad at first, but the last couple of nights I’ve had trouble
sleeping because of it.
Dr. Mack I I see, And when did this begin?
Tsuyoshi I Oh. about a week ago. I First noticed it when I was eating some
ice cream.
Dr. Mack I Oh, so you have a sweet tooth ?
Tsuyoshi I Sorry. . . what do you mean?
Dr. Mack I Well, a person with a "sweet tooth" loves desserts and sweet
snacks. A lot of my patients are like that.
Tsuyoshi I Yeah, that‘s me all right. ( 1 I, I was enjoying the ice cream
and suddenly felt a very sharp pain in one of my back teeth.
Dr. Mack I OK. we'd better have a look. Open wide, please . . . rnmm . . . is
this the tooth. Tsuyoshi?
T suyoshi I Ahhhl Yes!
Dr. Mack I Yes, well, you seem to have a problem with one of your wisdom
teeth.
Tsuyoshi I Wisdom teeth?
Dr. Mack : Yes, you see. you’ve got three large teeth on each side at the
back of your mouth. The last of these three, which are also the
last to grow. are called wisdom teeth.
Tsuyoshi Z Oh . . . well, what’s the problem?
Dr. Mack t I’m afraid you have a fairly large cavity.
Tsuyoshi 2 A ca . . . cavity?
Dr. Macki Yes, a cavity is simply a hole in a tooth caused by decay or
damage. I think it would be best if we put a filling in right away.
Tsuyoshi : I’m sony, I’m not sure what you mean by a "f1lling".
Dr. Mack 2 Well. since you have a cavity, we need to fill it up with
something. It looks like you've got a few silver Hllings in your
teeth already.
Tsuyoshi 1 Oh, yeah, I guess I do. But my dentist in japan usually treated
my tooth several times before filling it.
Dr. Mack I ( 2 l, I see no need for that. It’s a wide cavity, but not too
deep — it doesn? seem to have affected the root of the tooth. I can
put a filling in today and that should take care of the problem.
Tsuyoshi I OK, the sooner the better. Dr. Mack. This pain is awful !
Dr. Macki ( 3 ), Tsuyoshi. But i.n the future, you’ve got to learn to
control that sweet tooth of yours. Try to cut back on the desserts
and snacks, OK?
Tsuyoshi I l‘ll sure try, Dr. Mack. But it might be "rnissior1 impossible"!
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A. All right B, Anyway C, Hmm
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© you'll no longer have a sweet tooth
@ you won’t need any further treatment
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(D Dr, Mack feels that Tsuyoshi should not change his eating habits.
@ Dr. Mack tells Tsuyoshi that one of his lillings is damaged.
© Many of Dr. Mack‘s patients are fond of sweet foods.
® Tsuyoshi does not want to have his cavity filled right away.

-5-

-6-
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Old Fred Ford had gone to live with his daughter, Kate, and her family
shortly after his wife, Mary, died. Kate was an energetic woman who
expected people always to be doing something, and she found plenty of jobs
for Fred to do. This made him feel part of th household, but now he really
wanted to be able to sit and reflect on the events of his life. If he had
continued to live alone. he would have had the time to do this to his heart’s
content.
One afternoon he felt he simply had to get away from the house. "I’m
going for a walk," he said, closing the door behind him.
Leaving the town. he walked across the fields and followed a
slow-moving stream toward the hills. After a while he came to a pool in the
stream under some trees. Here, he thought, was a place he could come to
when he needed to reflect on the past. Although the stream seemed unlikely



to have any Hsh, he would simply tell Kate he had found a place to go Hshing.
When he mentioned the stream that night, his son·ir1-law, jim, said in
disbelief, *·There aren't any fish there. That stream runs dry half the
summer?
The old man pretended to be surprised. "You dor1't say I Well, I'll give
it a try, anyway?
The next day he dug his old fishing rod out of the garage. It reminded
him of the last time he had gone fishing. eight years back, with Mary.
When he stopped to buy a Hshing license and some equipment at the store
and mentioned the little stream, the owner looked surprised. "No Heh in that.
If you want my advice. drive down to Lake Henshawf
Fred thanked him, said something about trying the lake sometime, left
the store, and made his way to the pool. No one else was there; it was just
as he had left it. He found a comfortable place to sit, set up the rod and
relaxed.
During the following months he came to this spot frequently. Kate
complained that it was a waste of time: "If only he'd bring some hsh home
sometimes l" The men at the gas station would call out in a friendly way,
"Come to Lake Henshaw with us sometime. We’ll show you how to catch
some real fish I" Sometimes boys on bicycles would pause to watch him and
he would overhear their judgment : " He must be crazy."
But he didn’t let these comments spoil his visits to this quiet place, where
he would sit gazing at the sky, the water. or the hills, almost motionless.
remembering the richness of his life. He found contentment beside the
Sl0w·movirig water, which, like himself, had left the steep, rocky days far
behind.
One day old Fred felt the rod jerk. instantly wide awake, he saw El large
trout jump from the water trying to shake itself free. His heart beating fast,
he began to play the Esh with all his former skill. Slowly it weakened, and
finally he managed to bring it onto the bank where he stood looking
victoriously at the beautiful trout. It was like honey in his mouth to imagine
what Kate and all the others would say when they saw such a line trout.
Then he realized word would soon get around and all those who had
thought him foolish would invade his privacy, pole in hand, and Iill it with the
noise of feet and voices. N 0, he decided, his moment of sweet victory would
not be worth that price.
He reached down to the {ish and removed the hook. The hsh Hoated
slowly away with the stream, then disappeared into the depths. Then, with
a quiet smile. the old man made ready to start for home.
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IE 1 Why did Fred leave the house and go for a walk one afternoon? m
@ He didr1’t want to stay alone in the house.
@ He thought he would like to try Fzshing again.
@ He wanted a chance to be alone and think quietly.
@ He was keen to explore the hills outside the town.
H 2 What did Fred find when he went for a walk one afternoon? m
@ He found a pleasant spot to spend his time as he wished.
® He found a pool which appeared to have good fish in it.
@ He found a stream which had dried up because it was summer.
@ He found the place where the townspeople liked to go fishing.
IE] 3 Why did Fred tell Kate that he had found a place to go fishing ? m
Q] He didn't feel part of the household with Kate and Jim.
@ He enjoyed fishing very much and was glad to be able to do it again.
@ He wanted :-1 way to leave the house without hurting Kate's feelings.
@ He was bored in the house because there were few things to do.
H 4 What did Fred do in the months that followed? m
@ He convinced Kate that the stream was a good place for catching Hsh.
@ He let the men at the gas station show him how to Hsh more
successfully.
@ He tried other streams nearby, looking for a better place to fish.
® He visited the pool many times and made it appear that he was fishing.
IEI 5 Why did Fred smile as he set off for home? u
@ He was looking forward to having a delicious trout for dinner.
@ His daughter'?) family would Praise him for catching such a fine Esh.
@ The people who had teased him would have to apologize to him.
® The pool he liked so much was going to remain quiet and undisturbed.
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@ Kate and J im pretended not to know why Fred went out of the house.
@ Fred hadn‘t been fishing since going to live with his daughter.
@ The store owner knew the real reason why Fred wanted to go Hshing.
@ Other people thought Fred was foolish for trying to catch hsh in Lake
Henshaw.
© Fred enjoyed his time by the pool despite what people said about his
iishing.
@ It was more important for Fred to enjoy his thoughts than to catch iish.
® Kate was delighted when Fred brought fish home, even if they were
small ones.
Q Fred was eating some honey when he caught a iish.
@ Fred was disappointed that it took a long time to catch a hsh.

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After skiing for two hours, Junko was terribly cold. Her ears felt so cold
that she thought they might be frozen. She regretted wearing her wool jacket
'®'
instead of the down one with a hood. She’d wanted to show off her new ski
6 @ i
cap with the cute bgs and wooden buttons, but the hood would’ve been
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warmer. Her hands were cold, too. She’d rubbed them a.lot to keep the blood
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flowing, but it hadn’t worked, Maybe she should get a hot drink or something
to eat in that coffee shop. Yeah, food would warm her up. She went through
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mz [I] © ©—© @ ©—© Q) ©~© Q) ©e©
— 4 —— (809- 4)

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@~®v>§v> 5 2, z&¢b»•¢>E#>&tl;#<<, § t»%£§1%1xc%%a+¤.>:· M>&—“:·
?“¤$§*<.
A 2 I missed you on the bus this morning. (5 Did you drive to work today?
)—-- -
B I Well, actually, I walked. My doctor told me to get more exercise.
A I But you live so far away. (6 It must’ve taken you hours! `
>——-1-
B 3 Not really. I’m a pretty fast Walker. .
rm III
Q) you ® drive ® work ® today
H Z III *
Q) must've @ taken @ you - @ hours
— 5 — (soo- s>

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gm: wm, ¤en>a1—:m@~®e> as»>»,—¤a·¢a5.,
R11 1 A I What are your plans for this weekend?
B Z I haven’t really thought about it. 7
i A I I’m thinking of going to the beach. Want to come?
@ How do you planlto go? '
@ I’m planning to go mountain climbing.
® I’ve booked our room.
@ Why do you ask? — I
H Z A Z Ken was really angry with Tom.
B Z Was he? How could you tell?
A : u
B Z Oh, really? I should’ve noticed that.
® Didn’t you see how red his face got?
@ He said I should say so.
® I told him to stay calm.
@ Well, could I try to tell him?
H 3 A Z "Beats me"? What do you mean by that?
B I "I d0n’t know.”
A Z You don`t? E
B Z Well, that’s not what I meant. "Beats me" means "I don’t know."
® Did you say you beat someone?
@ How come you said it then?
@ Who do you think meant it?
@ You meant to beat me? i
4 6 ~— (s09—— 6)

$2FE] w>F¤i»~<A · Biicsax., (EEE 40) ’
A »¤ora=1¤~<m¤~14>¤>ei¤a( nl ~ |E| ) ccxnemcs taser.: at
mz, %h»?h‘Fv>®~®<r> 5 *¤z>~e—¤1‘¤;§»<.
IE] i "l-low did you do on the test ?" i I A
“I don‘t know. For some reasonQ they‘ve put off n the results until
the end of the month."
Q) announce ® announcement @ announcing @ to announce
H Z "I don’t see Tom. I wonder why he’s late"
··we11, he E] his train, Oi maybe he overslept."
@ might have missed @ might miss
@ should have missed I @ should miss -
\
H3 "Wl1y are you shopping for a bicycle? Didn’t you buy one just last
month ?"
"Yes, but unfortunately [I;] last week."
(Q I was stolen it @ it was robbed
@ it was stolen @ someone was robbed
[$1 4 "I’m very sorry, but the manager isn’t here yet. Shall I have her call you
. when she gets in ?"
"No, I’l1 call back. Ii I call again in an hour, do you think she @ ?"
@ had arrived @ has arrived U
Q) will arrive @ will have arrived
— 7 — (809- 1)

M 5 "I like my job, but I wish I made more m0ney." ·
"Me too, If I n , I could buy a new car."
Q) did @ do @ had @ have
I';] 6 "]ohn E to like the fried rice."
"l·le sure does! That’s his third helping?
@ dares @ looks @ seems ® wants
IH'] 7 "Lots of people criticize her for working too slowly at the office"
“I know, but u what people say about her, she always finishes her
work before the deadline?
Q) against Q) away from @ compared to @ contrary to
IH 8 "I heard you were invited to the President’s party."
"Yes. I was surprised at how easy the President was I7 ."
@ for talking @ talking to @ to talk ® to talk to
IH 8 "You’ve been driving for hours. Shall I take n ?"
"No, that’s okay. I enjoy driving and I know you hate it, especially on
the highway? ‘
I @ back ® on @ over ® up
fh'11 ll I don’t think I can meet you at six tomorrow night because we have a lot
of extra work this month. Probably, 19 .
Q) I’ll still be working @ I‘l1 still work
@ I’m still at work @ I‘m still working
— 8 — (209- a)

Félll Mr. Roberts did not choose any of the three jackets because he found
E satisfactory.
® both of them @ either of them
@ neither of them @ none of them
H12 I heard you’re planning to build a new house. Do you know how much
IEP V
@ cost it will be @ it cost @ it will cost @ will it cost
[H13 A E is a down and up movement of the head used in many
countries to show that you agree with or understand something.
@ nod @ pat @ shake @ wink
M14 If you IE a place to somebody, you let them use it as long as they
regularly pay you a certain amount of money,
@ borrow @ give @ lend ® rent
— 9 — (809- 9)

B i9U>RF]©~(M I ~ 3 )l:x\.~*C, »i·i¤.#?h`F0@~©®§§?cli?éFJET<TH§
»—r>·re%»lzzem~, ease Q ~ QI v:Jmz»ov:s¤$ssem¢,
oe, ~en»enT¤>®~© ro s +9z·a-arose.
H 1 Though yesterday's baseball game n ,
EI because there was a heavy shower.
@ an hour @ at 6:30 @ it
® to start @ was delayed ® was supposed
EH 2 "The shops will be closing soon. Are you ready to go ?"
·‘we11, = E 27 new
Q) all @ is @ I’ve got
Q) the shopping @ to do , @ to get
H1 3 In our new airport, both departing and arriving passengers will be able
to move easily u E
moving walkways.
Q) from @ on @ one end of
@ terminal @ the @ to the other
— 10 — (809-10)

$3%*5 w>e1»—<A~c>1:>.s7;.:. me 20)
A i9w>>‘c§v>QiM( 1 )·{ 2 )l:Ah.z»%¤b¤, ‘Fv>A~Dv:%é.¤n·ct»e,
§¥%¢/>iEZ»>‘CilCT%>®lZ§=Z>iEl/‘f:§E¤1&, ®~® 0 5 @z>¤E»—¤i§r<.
Throughout the world, people enjoy telling each other stories about
imaginary monsters. ( 1 ) these are creatures with strange and horrible
bodies. ( 2 ) such monsters touch our deepest fears, they are very popular.
It seems that people like to be scared.
A_ Although B, Despite C, Often D, Then
® c—A @ c—B Q) 1>—A Q:) 1)-12.
B w>>zeoe1ts1(|I|)1:2\1tz>;»o1<z1=, JIIEKIEIT, roA~cl:m
sniper fevroiemtilcreolzetiebnaeille, @~® 0 5 env)
—¤§§»<,,
There are some places on the earth which get very little rain. EI
When rain falls, the plants hold the water and prevent the land from drying
out.
A, Nevertheless, they don‘t necessarily become deserts,
B, In regions with a very dry climate, such greenery is very important,
C, This is because some grass and other plants are able to grow there.
@ A — B — c Q) A — c — B
@ B — A — c Q) B — c — A
— 12 — ($09-12)

G vrwatzoélmt 1 >~l 3» >v:A+·.z»;#>v>$<z><, ME7Fl`@‘<*, `FoA~
G l:rT<$}‘•.’Ct~·§>. Erytoiabntivcre one tiepreawle, ®~® vn 5
a zh a —»>§»<° E]
"'l`he bus broke down, so l couldn’t help being late."
"Sorry, Mr, Johnson is not in the office today.",
"l already have a date for Friday night."
( 1 ) Indeed, one American psychologist estimates that the average
person tells as many as 200 lies a day, including "little white lies" and excuses
such as: "I couldn’t finish my homework because the electricity went off in
our house." i
Almost everyone tells a lie at one time or another without feeling that he
or she has done something terribly wrong, ( 2 ) For example, a reporter
might try to pass as a government official in order to get the information for
a story he or she isi writing. Doctors, too, lie to patients sometimes when they
feel that the truth about an illness would be too much for the sick person to
face.
Lies such as these may be acceptable to the general public, ( 3 ) The
18th»century German philosopher lmrnanuel Kant insisted that all lies are
harmful, just as the great Christian thinker Saint Augustine believed in
ancient times.
A_ Some have argued, however, that lying can never be excused under any
circumstances. l ‘
B, Many people lie without hesitation because they feel that there is good
reason for it. I
C_ These are all examples of lies—typical of the untruths which we hear
every day.
Q) A — B — c @ B — A — c
® c — A — B Q) c — B — A
— 13 — (809—13)

$451 worse rs 7>2%1»., ror¤i»~<A~c>v:e7;.¤, @2;:1 27>
In me 1970s, with ever-increasing intemational travel and tourism, the
United States Department of Transportation decided to design a set of
symbols for airports, stations, and public facilities. The aim was to create
symbols that would be clear to people in a hurry and to those who cannot
read English. Accordingly, the set of symbols shown below was created.
Then the designers planned an experiment with an international sample of
8-year·old children from Sweden, Japan, France, Canada, and Britain. The
purpose of the experiment was to determine how clear the symbols would be
to the children, who were not experienced international travelers.
The children were shown the set of sample symbols, and were then asked
to explain to the experimenters what the symbols meant. The researchers
thought that if the intemational sample oi children could understand them,
then adult travelers would probably also recognize their meanings. The
graph on the next page shows the percentages of correctly explained symbols.
The experimenters discovered that most of the children could easily
understand the telephone receiver and cigarette symbols. However, there were _
some interesting differences in their responses to the other four symbols. The
Japanese children most easily understood the symbol representing “cof£ee
shop". The experimenters thought that this fact showed children in Japan are
more familiar with such shops than children in Sweden and Canada. The
Japanese, French, and Canadian children all equally recognized the idea of
"information" represented by the question mark. Interestingly, the French
and Canadian children understood the symbol referring to “campground”
better than the other children. Again, the researchers thought that
. — 14 —-— (809-14)

recognition of a symbol shows how common the activity is in a country.
One particularly difficult symbol was that of the umbrella & glove used
for "lost and found", which was correctly explained by less than 50 % of the
children in four of the Eve countries. On the basis of this finding, the
experimenters decided to add a question mark to make this symbol easier to
understand, ’
Percentages of Symbol Recognition
reiephene ‘
’
(X) . e.e,e.
V ` § Sweden
(Y) up Japan
e . - » ''```` K ``‘`‘``'`'`````'°'`'`‘ Z France
(Z)
.,................ Q Canada
I¤f°’m¤¤°¤
—````_`_````___```_``"`````"`'`” I Britain
N¤ $¤¤<>ki¤z -
0 10 20 30 40 50 60 70 80 90 100%
A r 5 7 o=r=o(X), (Y), (Z)v:Mtz>;¤o%$r;¢1%m¤, IEZ<G1c, ww
A~cv:7T<én·c»—z»e (X), (Y), (Z)#>M§v:y a 7&%HEéi¢z» m:§ ieiEtJJ
wzcmie, w>®~® o ¤+e¤>·z~—¤s§<e \E|
A, Campground B_ Coffee Shop C_ Lost and Found
® A — B — c @ B — A — c
® B — c — A Q) c — B » A
— 15 — @09-15)

B Uw>E·'i»~<FH1~:)v>%i‘é5( m ~ n >v:J\rmv>v:§=L>$Eé’i>tcis
oe, ¤ewez~:Fo@~© o 5 +a»¤»¤s—o-roses
FQ I The goal of the experiment was 34 .
@ to examine the attractiveness of the symbols
@ to find the clearest symbols for travelers and tourists
@ to see how the children’s cultures used the symbols
@ to test how international the children were _
H 2 If we compare the Japanese and French childrenls understanding of the
question mark and cigarette symbols, then we can find a difference of
E between these symbols. ` A .
(9 0% @ 10% ©vs0% “ Q) 90% `
H 3 The symbol was the most ditncult for the Japanese children to
understand. * ‘ _
Q) cup ‘ * , @ question mark -
® tent ® umbrella & glove
~ 16 — (809-16)

C zzicxxvrs 7v>P<1%*&%»m:»»Z» @02. U<v>®~®v> 5 +»zh¤&»—c$§
»<, 37
@ The experimenters thought Japanese children drink coffee.
@ The most diliicult symbol was changed to make it clearer.
@ The question mark symbol is the least difficult in all five countries.
® The researchers thought the children would know as much as adults.
— 17 — (809—l7)

$5}%.1 Uw>§?§l:¤¤.»rc, `Fv>F¤'*ln~(A~D)l:#;.<:;J:. (Era 30) ’
Charles is a new ALT (Assistant Language Teacher). He is talking to
Ayumi, another teacher at the school,
Charles Z Hi, Ayumi, I’m glad we met, '1`here’s something I’ve been meaning
to ask you.
Ayumi Z Oh, really? ·
Charles l Yes, about this game the students play. You know, when they go
like this with their hands .,..
Ayumi I Oh, you mean "j¢mk2n" ! That’s not really a game. Well, ( 1 ),
but it’s more a way of deciding something
Charles I Deciding something? V
Ayumi 2 You know, like "wh0 goes first" or "which way to go". We use
three shapes: one like this— "g·u", meaning "stone"; another called
"ch0ki" or "scissors"; and a third . . . .
Charles: Hey, ( 2 ). I remember playing that at school. Yeah, that’s
right—we called it "scissors, paper, stone .... " Paper was like
B ..,. · l
Ayumi 2 I see. But you shou1dn’t keep your fingers together like that. This
is not karate, you know! Try doing it this way ....
Charles Z [see . 4 . palm showing — that's the same, But Fingers apart ? Don’t
you think it looks more like a sheet of paper my way, with all the
fingers touching and flat?
Ayumi I Well, I suppose so. l’ve never really thought about it.
Charles Z And what about Mathis one?
Ayumi I Goodness! What's that?
Charles Z We used to call it "crane",
Ayumi 1 But it d0esn‘t look a bit like a bird. -
— 18 4 (809-18)

Charles I A bird? Oh no, not that kind of crane. I mean the one you see
lifting heavy things on construction sites.
Ayumi Z It looks more like a spider hanging down.
Charles; No, that’s the thing at the end of the crane used for grabbing
things. .
Ayumi I I see what you mean. With all the fingers coming together, like a A
sort of UFO or toy catcher.
Charles I A what?
Ayumi I Oh, ( 3 ). So, how does crane ht in?
Charles I Well, the way we used to play it, stone beat scissors, paper beat
stone, and scissors beat paper. Then scissors beat crane because
they cut the cables, and crane beat stone because it could pick it up.
Ayumi 1 But what about crane and paper?
Charles 2 Hmm, now you come to mention it, (4 we were forever arguing
about that. ‘
Ayumi Z 'I`hat’s what I thought. You see, to keep it simple and fair, there
should be only three things. (4 Four doesrftrwork.
Charles Z You know, Ayumi, l think you may be right!
A Elllhl 1 )~( 3 )l;}»hZ>E—0v>§§Z5¥, llE7F|E*c, UW>A~CiCi<3
i'L'C*·—%¤° §¤1i”>iE7£»%?slC’i‘EzV>FZii“r i>i§L7:EE§l1°2, `F¤>@~® 0 5 Bib
e—»»§»<,, lm ‘ .
A, hang on a minute B, never mind C, sort of
. (D A — B — c ® A — c — B
@ c — A — B (Q) c — B — A
— 19 —- (809-19)

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H1 `F1E%l<(39)w>=i%1‘¥v>%>&, vw @~® 0 52zv—&—¤i§»<¤ m
® ® © ®
mz rxe%¤s<4n>>¤=%—r¢¤>awe, 2m@~©¤> se>:~e—»»@<¤ lu
·g&)‘ .4 " e. ‘ 0
G r » Q ·
® ® © ®
c wa·.zn<<40¤<ae¢wree, w>@~@·¤ s e¤·e»»ae<° ll
@ we could never reach an agreement A
@ we c0uldn’t remember the rules
@ we disliked each other very much
® WC W€1’€ EllW8yS Véfy S8l'i0L1S
4 20 — (809—20)

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@ The crane shape is beaten by everything else.
@ There is not an equal chance for each shape to win.
@ You have to remember more ways to make shapes. '
@ You need more than two people in ordei to play,
» 21 » (809-21)

EGES ?9w>3‘C$%H¤». `FOE·'iL~(A · B)li§i.J:. @3;:1 53) Y .
"We’re going." Mimi called out to her mother in the family’s grocery
store next to her house. This was her first date, and Robert Rovere had just
arrived to take her to a dance, She could hardly believe it was happening.
During the long wait she had wondered again and again what to wear. finally
putting on her favorite blouse. Now at last Robert was here. He looked
beautiful to her. His hair was neatly combed and he wore a yellow sweater
she hadn’t seen before. Mimi felt wonderful.
As they stepped out of the door, Mirni's mother popped out of the store
and said hello to Robert. Then she put a package wrapped in white paper
into Mimi’s hand.
"Limburger cheese for Sally Thompson, Mimi. We got a case of
imported Limhurger in today. I promised Sally you’d deliver it tonight."
"Tonight l" Mimi echoed, staring down at the cheese. "Why not
tomorrow ?"
"Sorry, but I promised Sally," her mother said. "Well, have fun you two."
"()h well. Robert, let's go," she said.
Her first date ever, her first date with Robert Rovere, and she was stuck
with a large, smelly, messy package of cheese l She tried to forget it. Here
I am, she said to herself, going to a dance with Robert Rovere. She glanced
up at him.
"That cheese smells," he said.
She held the cheese in the hand farthest from him, but the smell seemed
to be crawling up her arm.
They turned onto Montcalm Street. Mimi didn’t know the house number,
but she thought she’d recognize the house because she‘d passed there once
before. "Oh, here it is." She rang the bell but nobody answered. Then she
noticed that the name under the bell wasn’t Thompson. She had come to the
—— 22 — (809-22)

wrong house. Oh, how embarrassing, she thoiight. She dropped the cheese
into her coat pocket and rejoined Robert.
"Wrong house," she said, "I was sure she lived there."
“What do we do now ?" Robert asked.
Mimi bit her lip. She couldn’t bring the cheese home again now. It would
iust have to go to the dance with her. "Let’s go,"·*she said. She was so
miserable she couldn’t think of another thing to sayyand she and Robert
walked the rest ofthe way in a silence as thick as the bad smell ofthe cheese.
When they arrived at the dance, the place was full of people and there
was no room to hang their coats, Mimi wanted to wash her hands, but Robert
led her straight onto the dance floor. Mimi noticed that Robert smelled sweet,
like lily of the valley. She smelled of Limburger cheese.
' Mimi danced with all her heart. Robert’s eyes were closed, Probably
trying to forget her and her smell, she thought,
After a while they went to the snack bar. As they enjoyed their drinks,
Robert stared over Mimi’s head. He’s bored, she thought. Well, the evening
V was a disaster. The strong smell rising from her pocket was growing stronger
by the moment.
A redheaded boy stopped to talk to Robert. "Who took off their shoes
here ?" the boy asked, ’
Mimi’s heart sank.
"Something smells," said the redheaded boy.
Mimi held her breath. She couldn't look at Robert.
"I don’t smell a thing," Robert said. "Do you, Mimi ?"
For a moment she thought she’d heard wrong. Robert was smiling at her
in a special way. She stared at him in astonishment. "No. I don’t smell
anything," she managed to say.
"Must be your imagination," Robert said to the boy,
Mimi couldn’t believe her ears. Then she burst out laughing,
— Z3 — (809-zs)

How about that I Robert was sticking up for her, It was wonderful. The
cheese had suddenly become their secret.
When Mimi and Robert left the dance, the streets were quiet. They
walked close together, humming one of the songs they'd danced to. The moon
was high now, sliced thin, riding like a cheerful boat above them.
"I’m sorry about the cheese," Mimi said.
"Cheese ?" smiled Robert. "What cheese ?"
— 24 ~ (809-24)

A UW>|?=‘l‘·\(I%l1~s>v:$<¤"5‘¥¤§z& l,“C§ 4>i§§v;c t 0%, %i·t·i‘h`Fv>
@~(i)o5eme-o1‘¤§»<. E ~ 47 ¤
|'l§] 1 What particular point suggests that Mimi was nervous about her date?
(lj She could hardly believe she had taken such a long time to get ready.
@ She kept Robert waiting for a long time until she was ready.
@ She spent a long time making herself look nicer,
@ She wondered many times whether Robert would like the yellow
sweater.
H 1 What happened when Mimi brought the cheese to the house? m
@ At Erst Mimi didn’t realize that it was someone e1se’s house,
@ It was not the right house but the house number was correct.
@ The wrong person came to the door.
@ There was no one at the Th0mps0n’s home.
H 3 Why did Mimi bring the cheese with her into the dance hall? u
@ Robert said nothing about the cheese on the way to the dance.
@ She couldn’t find any place to leave it.
@ She thought the cheese smelled less than the lily of the valley.
® The room for hanging coats was full of people,
— 25 — (809-25)

IH 4 Why did Mimi hold her breath when the redheaded boy asked Robert
about the smell? n . ‘ ·
@ She couldn’t stand the smell of the cheese,
@ She feared that Robert would notice the terrible smell.
@ She was afraid that Robert would mention the cheese. ‘
@ She was worried that Robert would look bored.
IL'] 5 When Mimi_ heard Robert say "What cheesev?", how did she probably
feel? 47
@ She was afraid she wouldn’t be able to have a date with Robert again.
@ She was happy because she realized that Robert really did care about
her.
@ She was happy because Robert wanted to know what type of cheese it
7 was,
(9 She was pleased because Robert had forgotten about the cheese,
· B v<m@~®v> 5ml¤%2l¤>‘<v>Vi’§ee{,<t»& w>>t»;o§»<° rash, R
§#>lIEE<l1R·ihwzt—° u ~ E
® Mimi only reluctantly agreed to do the job for her mother.
@ Mimi’s mother didn’t like Robert, so she gave Mimi some Limburger
cheese.
@ It was the Hrst time ever for Mimi to have a date.
® Mimi washed her hands, but the smell still remained.
@ Seeing Robert dancing with his eyes closed, Mimi felt uneasy.
@ The redheaded boy thought the smell came from the shoes he found.
® Robert explained to Mimi in a whisper why he had said he didn’t smell
a thing.
0 Robert never complained about the cheese the whole evening.
@ The moon looked exactly like a slice of Limburger cheese.
— 26 — . (809—26)

E EE
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(Hee I] ~ IE )
$1 Fai w>R·1»~(A~D>v:%=z:. (EE§ 24)
A v<¤>F¤*1¤~(ra1i · rm2w>»2rL»?+t¤>e1é%®~®® same, ;~vaw>
<%—¢$a&>v>&§¤>¤, c&w>;¤m%e»k&»:.<z»sv>>z»—¤·f¢~E»<.
HM EI
(D enough @ insist © novel ® relate
in [il
Q) advice @ conscious @ knowledge @ soldier
B Um =•~i ¢0$?§v:o»»·c. `F§&%Bv>%%%¤¤<I$ui>v>¤>§§.%.*a:%;, `F¢¤@~
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a climate b competition c completely
d frequently e medicine f nevertheless
E scenery h shiver i sightseeing
j typical
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»- 4 — (909-4)

C vzvngxlccwc, Tv>r'¤‘1i~<|=11>v:§x.h°
(Wit) E5l1%&m~~cn~z. Simon bi 2 EI H v>§2§>2§H*·c»~z»°
Doctor 2 How are you feeling, Simon?
Simon Z My temperaturds gone down and I feel a little better, but now
(1I’ve got a cough.
)......t
Doctor I Well, take some cough medicine and try to get some rest.
Simon Z OK, I Will.
H1 `F§§ll(1)’G&i>=]‘§$L‘C§§‘i%v§i*Ll~» i>0>li£h>b=., iKv>@~®#J 5*¤i2¤b
“°§'<¤ III
@ I’ve © got © a @ cough
— 5 — (909—5)

D w>é=%v:»»~.~rc, ror¤¤»~<r¤1¤~a>i:eii°
(wit) Jeff ·o§¤:o¤.~<7;2i$z>¤%El,%e·<u~z>°
A I Have you seen Jeff recently?
B I No. Has he changed his hair again?
A I He sure has. This time, (1 the trendy guy dyed it.
)— -—
B Z Wow! It must look really great. What color is it?
A t You won’t believe it. I (ZE hardly believe it myself,
B Z Why ? Is it that different?
A 1 I’ll say! It’s black and white. (3 He looks like a panda.
)·- —-—-——
H1 T1§l%K(1)*é§i>§§LT§é·&éh%> ·M>li£h.2§=° UU>@~@v> 5 $#5
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® trendy ® guy ® dyed Q) it
H5 Z T#&%l€(2)J; [Eli; J: 5 li§é%$hZ> can Yéirili Eh.7b¤. UU) ®~® 0 5
*b2>¤B—·’)§’<. 7
® He says he can help me with my homework.
® I put the money in the can over there two days ago.
@ Is there a possibility that he can? `
® Please let me know when you can, if you don‘t mind. _
I5 3 `F¥§§l$(3)’G§i¤%%Hl,'C5%·§§i’LZ¤ ii®l:l.Eh15=. U<¢’J®~@® 5 Ebb
—¤¥<» II
Q) He ® looks @ like ® panda
— 6 · (909-6)

¥2F§j w>n.·1·.~<A~c>¤:ee:° (ma 46)
A w>ra»~<r:=.1 1 ~u>o [I] ~ E] v:M¢z»v>l:%i>&@e*¤t¤1»#>*e, e
h’éh`F®®~®© 5*¤i¤¤B—¢1‘·’>§r<°
IH 1 "What’s that song you‘re listening to ?"
"You don’t know? It’s ‘Yesterday’ by the Beatles. You EI it
before !"
@ hadn't heard ® might hear © must’ve heard Q) shouldrft hear
Fal 2 Bill had to leave his family m when he went abroad to work.
@ back ® behind @ off ® over T
B11 3 "May I speak to Mr. Hall, please ?"
"I’m sorry, he’s not here at the moment, Can I take a EI ?"
@ memo @ message @ note @ record
E5 4 These two plants are different in almost every way, The only feature
they have EI is their need for dry soil.
@ by chance @ by nature @ in common @ in turn
E3 5 Paul left his book at home again, He’s so EI .
® forgetful @ forgettable ® forgetting ® forgotten
H 6 Sarah is always able to answer the teacher’s questions. She is such a
m girl.
@ dependent @ lazy @ shy @ smart
— 8 — (909-es)

IH 7 "Haven’t you finished that report yet ?"
" El me a few more minutes and l`ll get it done."
® Give @ Share @ Take Q) Wait
|'l=‘l 8 “Our trip to Tokyo was fun, wasn’t it ?"
"Yes, it was great! I’m really looking forward E there again
sometime,"
Q) go ® going © to go ® to going
Fail 9 “Is that Italian restaurant next to the bookstore new ?"
"No, I think 17 for more than a year now,"
@ it’s been open ® it’s open @ it’s opened Q) it was open
HHH! "May I use your phone ?"
"Sure, n . I’m not expecting any calls right now."
@ come about ® go ahead @ put it on @ take it up
HHH It’s a n your wife couldn’t come, I really wanted to meet her.
@ harm @ shame ® sorrow @ trouble
B ?KOF%·‘i¤·~(f%¥|1~4>#‘>%%#> m ~ E] v:i\1~tz»v>l:§i»iE§Lci>v>
an %M=:tro@~®o 5 w—a—¤a~>§·<.,
M 1 A Z Could I possibly see you at your oH‘ice after lunch?
B ¤ EI `
A 1 I’d like to talk about tomorrow’s meeting,
Q) No, never mind,
@ No, not at all. `
@ Yes, certainly.
@ Yes, completely.
— 9 — (909-9)

M 2 A 1 Be sure to visit my family while you’re in London.
B I I’d love to. In fact, do you think I could stay with them for a couple
of days?
A Z E I’m sure they’d be delighted to have you,
@ How come?
@ How could you?
@ Why not?
@ Why on earth?
M 3 A Z Go down Main Street and turn left at the first corner. Then walk
two blocks and you'l1 see the library just in front of you.
B ¢ EI
A I Thats right.
Q) D0 you think I can find the library easily?
@ Is what you're saying right?
@ Main Street, first left, two blocks. Right?
@ The library on the right?
ll'] 4 A I 1 have to meet Mr. Longman tomorrow at noon.
B = EQ A
A I Mr. Longman. Don’t you know him?
@ Do you know when?
@ How do you know?
@ Meet who?
Q) what mi-2
— 10 — (909—10)

C l9W>F¤“lL~(ll¤'l1~3)lZ2s¤·—`C, {-imFéhTv>®~© v>§’¤1>&:1z»<¤0~2.<£r‘}i¤2t»
me mamze:. mst. msn: El ~ K KM ¢»#>#>%·~‘%#>>»
eee;. .
[El 1 If we want to m E .we need not
only good language skills but also clear thinking and a broad general
knowledge.
Q) English @ in @ make
® ourselves © understood
M 2 It was a quiet night. and u 27
was a dog barking in the distance.
@ be ® heard ® sound
® the only @ to
IL1 3 A study shows that Japanese women bow more often than men, and their
bows last one—and—a-half seconds on average, n
E for men,
Q) compared @ less © one second
® than © to
— 11 — (909-11)

§3f{5 w>ra1»~<A~c>i:si.:° me 20)
A exoxso lm · [E ¤:Am.¤>¤:s¤,;s=;.¢.¤e·:,=*¤»#i», awewm
@~®47> 5*¤¤b>E·"?f“9§'<»
The ancient Romans believed that the right side of the body was the good
side, n the left side held evil spirits, Their word for "right", dexter,
gave us dexteraus, which means "skil1ful", whereas their word for "left",
sinister, means "evil" or "wicked". This may have created negative attitudes
toward left-handedness.
But today, left-handedness is becoming more and more acceptable in
society, and is even considered advantageous in some sports. EU ,
left—handed people do not have to feel "left out" any more.
® instead @ otherwise @ unless @ while .
Q) Because of this @ Beginning with this
® Nonetheless @ Unfortunately
— 12 — (909—12)

B axoxeo E] vcxnasezooxzi, rn>nn—ew>A~ca:7asrt<
M55 §$EB*J7ZcYEli‘TZ¤ V>¤C§ i>i§é’rf;§E5’ll2, `F#>®~©¤7> 5 *¤z>¤%—¢
i¥’<¤
Misunderstandings often happen when two people try to communicate
but fail to say exactly what they mean or incorrectly assume that they
understand what the other has said, E In effect, these two different
assumptions made it hard for the wife and husband to communicate clearly.
A, An example of this occurred when a wife asked her husband if he wanted
to stop for a drink, since they had been driving in the car for a while, and
the wife was feeling thirsty.
B, Naturally this upset the wife, since she expected him to ask about her
needs and wants.
C_ The husband, thinking his wife was concerned only about his needs, told
her that he did not need a drink.
@ A—B#C Q) A~C—B ® B—A—c
® B—c—A © c~A—B © c—B—A
— 13 — (909-13)

C 6<0K$”>§iH( 1 )~( 3 )tZ}ri*LZ>*<.§’E·9V>>‘Cz)i. llEZ<I`5]’6`F¤>
A~C i::T<an·ct~z>. ?a§&vacir$v;·rz>ov:§ tiugrrrtiéile, `Fv>@~
(go sez>~e~——»»ss<° El
Life has lasted on this planet under varying conditions for nearly four
billion years. As the earth’s climate changed, some animals and plants
survived, whereas others died off.
Human beings have survived so far but could now be risking their future.
Many experts point out that human activities like the burning of forests and
fossil fuels have produced an excess of gases such as carbon dioxide (CO,).
( 1 ) ·
The greenhouse effect, however, may not always be so harmful; in fact,
it might be good news for farmers. A high concentration of CO, can promote
> conditions for plant growth, which is why some commercial greenhouses
create an artificial indoor environment where the air contains CO, at about
three times the level outside. ( 2 )
Although more research is needed, some scientists warn that unless
people refrain from activities that pollute the environment, global warming
could still pose a threat to life on the earth. ( 3 )
— 14 » » (909~14)

A, Because plants turn CO, into oxygen (O2), more greenery also might
mean more CO, removed from the atmosphere, which could slow down the
process of global warming.
B, Human beings have to think seriously about their responsibility to the
planet.
C_ These gases, once released into the atmosphere, trap heat and cause a
gradual warming of the earth known as the "greenhouse effect".
® A—B—c ® A—c—B ® B—A—c
Q) B—c—A © C~A—B @ c—B—A
— 15 — (909—15)

§4|E vtoxceeam, r¤>r=·1»»<A · Bnzsax. (EER zo
Psychologists have long been interested in researching the strategies, or
systems of planning, that young people use to solve problems. One area of
research, made familiar by the work of the Swiss psychologist Jean Piaget,
was concerned with the way young people understand concepts such as
weight, volume, size, and shape. Modern psychologists have continued this
kind of investigation.
One research project involved children of different ages and young
teenagers, Their task was to decide how to find, among a set of twelve balls,
one which was heavier than any of the other equally-weighted eleven. They
had only three chances to use scales in showing a psychologist how they
would solve the problem. The psychologist found that as age increased, there
was also an increase in successful use of strategies to solve the problem, The
picture below shows the scales and balls used by children and young
teenagers.
Q
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a t l
I
—-a
;2
The results oi the experiment are shown in the graph on the next page.
In the first step, most of the children, regardless of their ages, divided the
— 16 — (909-16)

twelve balls into two groups of six balls each and weighed these. This
strategy was called the "number strategy". In the second step, the different
age groups showed two patterns of strategy use. A majority of the children
younger than twelve and about a half of the older children applied the
number strategy from the first step again in the second. When this strategy
was used, the half-dozen balls from the first step could be reduced to three.
The psychologist also observed that about 35% of the twelve-year-olds used
a "logicrbased strategy" in the second step. They set aside two of the six
balls and weighed the other two pairs. Thus, they identified the pair which
included the heavy ball.
Percentages of Strategy Choice
Stepl _
Age].; -_ ; . t·=.;.;.
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0 20 40 60 80 100 %
The most varied use of strategies was, as expected, in the third step.
Since those who had used the logic-based strategy in the second step were
now left with only two balls, they had no difficulty finding the heavy ball.
Those who had used the number strategy, on the other hand, were left with
— 17 — (909-17)

three balls. They then realized that an uneven number of balls could not be
weighed in the single remaining step. Most of the children younger than
twelve gave up the task here, but many in the older age groups came up with
the logicbased strategy as a solution,
Children at about the age of twelve discover that the logic-based strategy
is needed to solve the problem. The psychologist therefore concluded that as
children grow older they discover logic·based thinking.
A w>r:1»—<r:11 ~a>o |E| ~ [E vzxmoieeisagmroe, e
h.»?¤h`F·0@~® vn 5 ez>¤B~0r!‘~¤§r<,
[$1 In the second step, the most commonly used strategy for finding the
heavy ball was m .
@ to divide the balls into two equal sets before weighing them
® to fmd which of three pairs of balls was different
@ to put some of the balls to the side and weigh the others
® to weigh only even numbers of paired balls
IH Z The main finding of the research was that [E .
Q) few younger children can apply the number strategy
@ older children learn to use more than one strategy
® two strategies are replaced by one as children grow older
@ younger children seldom use the same strategy
— 18 —— (909-18)

I5 3 The graph indicates that the twelve-year-old children E 4
® gave up as frequently as they used either strategy in step three
® got the lowest percentage correct using the number strategy
@ were the least likely to give up in the three steps
@ were the most successful when attempting the first step
B 7KYi7‘:l:t75 7¢DPi’§<‘;@¤’CL~E» $0%, ·i‘h{’h`F¢’>©~®”J 5 E»z7¤
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Q) The first step was as difficult as the third step.
® The logicbased strategy must be used once.
@ The number strategy interested the psychologist most.
® The third step required the logicbased strategy.
® The children and teenagers learned strategies from the psychologist.
® The psychologist showed the children and teenagers the picture,
® The psychologist watched the children and teenagers weigh the balls.
® The researcher expected the most varied responses in step two.
— 19 — (909—19)

§5§ iK#7>&&%§lI“>L~’C, `F·DF=?l\~(A~D)lC%¤a’..k,, (EEE 30)
Emi has borrowed a computer game from her friend Pat Today she is
lrying i! for the jirst time.
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stage:4 liues:l
Emi 1 Oh no, I failed again. I’m down to my last life. Now I’l1 never have a
chance to clear this fourth stage I
Pat I What’s up, Emi?
Emi : I can’t reach stage five.
Pat I ( 1 ). Why don’t you pause and I’ll teach you a few tricks?
Emi I OK.
Pat Z I-low far have you got?
Emi Z Um, let me see. .. I know you shouldn’t step on the mushrooms when
you come out of the hole at the start.
i Pat : Right. And (1 you also have to watch out for the acorns.

Emi Z You mean those little things falling off the tree?
Pat Z '1`hat’s right. Get hit and you die.
Emi I So I have to avoid both the mushrooms and the acorns?
A 20 ~ <9u%zo>

Pat Z Well, (2 yes and no. You see, if you hang on until a mushroom gets hit
by a falling acorn, you have a few seconds to run past the tree. Did you
notice how they glow?
Emi 2 Glow?
Pat I ( 2 ), when all the acorns and mushrooms suddenly change color and
get bright.
Emi 2 J ust after the acorn hits?
Pat I Yeah. That’s your chance to run round in front of the tree.
Emi Z Not behind?
Pat I No, that’s too dangerous. See that squirrel running down the trunk?
Emi Z Uh—huh.
Pat 2 And that wasps’ nest hanging from a branch?
Emi 1 Uh-huh.
Pat Z Well, touch either of those and you’re out of the game.
Emi i I see. S0 I should keep low, stay well in front of the wasps’ nest, then
climb through the window ?
Pat Z Actually, no. The house is a trap. What you have to do is climb about
halfway up the ladder and from there, reach out to grab that can of paint.
Emi Z What about the bottle?
Pat Z Another trap. Move it and the window falls on your head,
Emi 2 So how can I reach stage five?
Pat i Ah, that’s the secret. You have to take the paintbrush from the can, go
back the way you came and kneel down between the mushrooms and the
wasps’ nest.
Emi : At the foot of the tree?
Pat 1 ( 3 ), Then touch the trunk with the paintbrush and a door appears,
Emi I You mean, paint yourself a door in the tree? Wow, tl1at’s magic. Ican‘t
wait to try!
— 21 »— (909—21)

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®~©v>5+¤zw;~—¤;g»<° u
A_ Exactly B, Too bad C, You know
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@ Emi has tc get to the acorns before the squirrel does.
© Emi must pay attention to the falling acorns.
® Emi ought to catch the falling acorns.
@ Emi should wait for the acoms to appear on the screen.
— 23 — (909-23)

D %§év>=$=v>`F$¢%1%i&t2>w>i2%r?P¤@>(2·, mv>®~®v> 5 +a¤>—&—¢~i§&° m
@ Some of the acoms and some of the mushrooms are dangerous.
® The acoms are dangerous, but not the mushrooms.
® The mushrooms are dangerous, but not the acoms.
Q) Under certain conditions, acorns and mushrooms are not dangerous,
V — 24 — (909—24)

§6}i§] exoraeeazt, `FOF¤'*l\»(A · smear. tuna so
Sally arrived early, As she walked around the old house, she couldn’t
help feeling sad because of what was about to happen. It was almost a year
since her dear grandmother had passed away in this house at the age of
ninety·two. The family had very much wanted to keep all her things,
Unfortunately, the family business had failed and left them with heavy debts,
In the end, the bank had forced the family to have an auction sale to repay
their debts. The auction was to be held today.
Sally wandered into the yard where all her grandmothers things were
neatly arranged, including dishes, old furniture, and the like, She was
especially anxious to see the quilt that had been in her family for over one
hundred years. She found it in a corner of the yard, lying on her
grandmothers bed as she always remembered it. Coming close, Sally began
‘ to touch gently the patches of cloth which had been sewn together with so
much love and care. _
If this quilt could talk, she thought, the stories it would surely tell ! Her
entire family history was contained within its borders. For instance, there
was the patch of cloth from her great-g·randmother’s baby dress. Another
square was made up of material from her grandmothers wedding dress.
_ There were even bits of cloth from her own mother’s graduation and wedding
dresses.
Around the edges of this family treasure there were, of course, the newer
additions. These pieces of cloth were related directly to Sally and her
cousins, recording baby births, graduations, weddings, and other happy
occasions, Sally was so glad that her grandmother had kept all these pieces.
Sally had never attended an auction before. She had heard you had to bid
for things you wanted. In other words, people offered money for an item, and
the person who offered the most money would get it. Over the previous
— ZG — (909—Z6)

several weeks, she had managed to save $100 in order to bid on the quilt.
Surely this will be enough, she had thought. Now the big moment had
arrived. Looking around, Sally was surprised to see how many people had
turned up, some from far away.
As the auction began, Sally waited. Finally, the time came to bid on the
quilt. She held her purse tightly and listened. The first bid was $50. She was
shocked. It was so high! Quickly other people bid and soon the bidding
reached $85. It was now or never. Taking a deep breath, Sally yelled out
"$100 !" For a moment there was silence. Hope filled her. She glanced again
at the quilt, thinking how pleased her grandmother would have been with her
at this moment.
Just then, from the back, another person shouted "$125!" In an instant,
Sally’s eyes filled with tears. That was it. She had lost her chance. Suddenly
feeling very miserable, she couldn’t help wondering why so many people
would be interested in that old, torn, dirty quilt. The quilt finally sold for
$500 to a complete stranger. For the rest of the auction, with an empty
feeling inside her, Sally just stayed around to bid for a few small items that
reminded her of her childhood.
After the sale, she went to the counter to pay for the few items that were
now hers. The woman at the cash register handed her a rather large box.
When Sally opened it, there was the quilt. "There must be some mistake.
Someone else got this/’ she said. At that moment, she noticed a handwritten
note attached to the quilt with a safety pin, which read:
Dear Madam,
Before the auction, I noticed you admiring the quilt. Clearkv,
this object was very precious to you. Your sadness at losing the
— 27 — (909-27)

bid was so apparent that it broke my heart. Although you don’t
know me, please accept this quilt as my gw. I don’t expect
repayment from you. I onhr ask that you do a similar favor in
the future for a stranger who happens to cross your path.
Yours,
A Sentimental Stranger
A Uw>I¥iM—(R»i1~5)vZ2=iTé>§i.& l,’C%i>iE¥7Z:i>v>%. i·h’éhTvJ
®~©o¤¤»~e—¤Ms<· lil ~ lil
F5] Why did Sally’s family have to sell her grandmothers belongings?
Q) Her grandmother wished them to sell all her belongings.
® Most of the items were too old and dirty to keep.
© They needed the money to pay off their debts.
® They wanted to forget the hard times they’d had with her
grandmother.
I';] Z Which of the following best describes the grandmothers quilt? m
@ Each patch of the quilt was a reminder of a special family occasion.
@ Every time the family celebrated a special occasion, ai new quilt was
made.
@ The family put some treasures inside the quilt every time they
celebrated a special occasion.
@ The quilt carried a motto belonging to Sally's family.
` A 28 — (909-28)

H 3 Which of the following best describes Sally’s feelings during the bidding
for the quilt? 46
® As soon as she heard the first bid, she was conlident that with $100 she
could get the quilt.
@ From the start of the bidding until someone bid $125, she was sure that
her bid would be the highest.
® She was too nervous to look at anything except the quilt.
Q) Straight after she bid, she thought her bid had been successful.
EH 4 Which best describes how Sally felt when she opened the box? 4`I
@ She thought her expectations had been realized,
@ She thought it was not intended for her.
® She thought someone was playing a game.
@ She thought the owner did not want it.
E] 5 What did the handwritten note in the box ask Sally to do? u
Q) It asked her to do something kind for another person.
® It asked her to give some money to a stranger at the auction.
. @ It asked her to pay for the quilt with the stranger’s money.
® It asked her to sell the quilt again at an auction.
— 29 Y (909—29)

B 7l¤XV>I7<l§&%»rC\.~Z¤ i>®’3:, &W>@~® WJ 5 ‘E·¤b¤BE~05§#<. ?;7*EL.
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Q) The dishes and furniture which had belonged to her grandmother
reminded Sally of the whole family history.
Q) All the items were priced before the auction started.
® Before the auction, Sally knew how attractive the quilt would be to
other people
@ Sally was very happy because the quilt attracted many people at the
auction.
@ Sally did not expect people to bid so much for the quilt.
@ Sally mended and washed the quilt before the auction.
l ® After the quilt was auctioned, Sally lost her enthusiasm.
Q The person who bought the quilt noticed me pain on Sally’s face after
she lost the bidding.
® Sally was sure that she knew who had left the message for her.
— 30 — (90940)

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ei · III
Q) Are you E the new proposal or against it?
® Can you ask ifi a menu, please?
@ The Christmas gift is from Mary, not E her.
@ What do you take me E?
Fi Z III
@ No one would dream of there being such a marvelous place.
@ Once there lived a beautiful princess in the palace
@ The man standing over there is my father.
@ There seems to be no need to worry about that.
— 4 — (sue-4>

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<4>t€Fi> Mmm, Tam, Harry oz/tz><»= — a 4 » M¤J¤><%».», $@21,-c
wiz.,
Marion Z Oh, are you American?
Terri I No, l’m Canadian, but I live in Sydney.
Marion I How funny! (1 My sister lives in Sydney.
Harry I Small world! I have a cousin in Sydney, too.
Terri I Marion, (2 what does your sister do?
Marion I She’s a professional athlete.
Harry I Really? What sport?
Marion i Soccer. Harry, are you interested in women’s soccer?
Harry 2 Not really. l’rn not a big fan of soccer.
Marion 2 Too bad. I have a spare ticket to a soccer match next week.
Terri 2 Well, (31 like watching soccer.
Marion I Do you want to come?
Terri Z Sure. I'd love to.
Marion Z Hey, why don‘t we go out to dinner before the match? What do
you like to eat?
Terri I Hmm. (4 How about Chinese food?
W III
® My ® sister ® lives @ Sydney
rm III
@ does ® your @ sister @ do
» 5 — (809-5)

Fa: 1
® I ® like ® watching Q) soccer
H4 ll
Q) How @ about © Chinese ® food
— 6 — (sue-6>

,*%;2|%i w>rai»—<A~c>¤:sar¤ mm lm
A UvDF¤‘1b~(FH1~1l1)® I] ~ K vC}\Z>§i>i§¥&i>©i¤, ’ci*v.%h
r¤>@~@¤¤> a +97>»a—¤r¤§<.,
Pi 1 If it E raining soon, shall we go out for a walk?
® stopped @ stops @ will stop @ would stop
[Li Z At first no one in class could find an answer, but finally David came up
n one.
@ mr @ im @ to Q) with
H3 Jim had a skiing accident yesterday, but he’s all right. He’s lucky,
because he E] hurt himself badly.
@ could have Q) might @ should Q) will have
IE 4 Something’s wrong with the carl We must have a 12 tire.
® broken @ dead © Hat ® weak
F5 5 "You are coming with us to the beach on Sunday, aren’t you ?"
"I’m really sorry, but I won’t be able to El it after all."
@ give ® make @ miss (D save
— 8 — qs09—8>

E1 6 A u is the money that you pay for a journey made, for example,
by bus, train, or taxi.
Q) charge @ cost @ fare @ fee
EQ 7 “Do you need that report right away ?"
"No, there’s no hurry. Take your IE
@ chance @ part @ rest @ time
Ei] B We 18 playing baseball for about half an hour when it started to
rain very heavilyt
@ had been @ have haeh Q) might be @ wrmid be
FH 9 "Mom, can I use the car tonight ?"
"No, that’s 17 . Remember what happened last time !"
Q) all the same to you @ none of your business
@ out of the question ® time after time
E¤‘]1I7 “We had terrible weather during our vacation/’
“ 18 ? What a shame !"
® Did you @ Had it @ Was it @ Were you
— 9 — (809-9)

B U<@I%‘i¤.~(F·§ 1 ~ 4 mein n N EI vcxee 4.iE§t.c wv!. ik
i¤.%hT© Q) ~® 0 5 B ¤b¤B—o“f¤$§·<¤
H 1 A Z Brian Ford is the man for the job, don’t you think?
B ¤ III
A Z Who do you suggest, then?
@ I'm afraid I d0n’t agree.
® I'm sorry, I didn’t hear you.
@ In my opinion, y0u’re right.
@ That’s exactly what I think.
F5 2 A Z I'm so sorry to be late.
B I u The meeting hasn’t started yet.
A I I'm glad to hear that.
@ That's a pity.
@ That’s all right,
@ You’re too late.
@ You’re welcome.
EE] 3 A Z Your French is very good, Janel
B = IEI
A Z Did you study in France?
@ N0, it isn’t. I d0n’t speak French at all.
Q) Not at all. Don’t mention it.
@ Thank you. It‘s kind of you to say so.
@ Yes, I know, but I’ve never been abroad.
— IO — (809—10)

E1 4 A Z Donna and 1 are going to a jazz concert tomorrow. IE
B I That sounds great!
Q) Have you ever heard an
@ Let me go with you.
® Please tell me your plans.
@ Would you like to join us?
C v<v>I%it~(F¤$i1~3)v;}s¤.»*·C, %%t»`E2#t`F®@~©©%+1>&iE<b>iT§FX&
aan, xeanlzseau met, waz; |E| ~ Q v:A>;>%&4n0§—.*%v
aa ao
IE 1 We made sure that the gate IE m
the factory without permission,
® come into @ could @ no one
@ so that @ was locked
HE 2 I didn’t tell Mr, Yamamoto anything about the project, EI
m about it,
Q) all @ as though @ but
@ he knew @ he spoke
@ 3 In her letter, Paula seems 27 m
and study abroad.
@ saying @ she wants @ that
@ to be @ to quit her job
— 11 — (809-11)

§3|%%] UW>I%'*lM~(A~C)li§i.l° was sm
A Roxio Q - Q] i:A>:>mssm¤a»·¤»;»,¤n1a¤enro@~©
v> 5 ¤’az§>B~r>1‘¢i§&
Fainting, the condition of a brief loss of consciousness, occurs from lack
of oxygen (O,) in the brain. Tension on blood vessels can lead to this
condition. For example, a quick turn of the head can reduce blood flow to the
brain, which naturally reduces the oxygen in the brain, m , wearing
neckties or shirts with tight collars can put pressure on the vessels. n ,
the brain, lacking enough oxygen, fails to work properly.
@ Additionally @ Anyway @ Finally @ Instead
@ As a result @ At least ® In contrast ® What is more
— 12 i (809-12)

B "zoF¤*1t~(&a1 -&.=1z>v:2at~r, new |E| · |E| izxegcvpx
z><, lrEZ<Glrc·‘FoA~C i:i<e+tru~z»., atétvtzxtiicrrzi mcs einem
Emo toe, ·Ht¤@+tTo@~@o 5 e»>>¤e—¤1‘¤§»<.
H 1
The color purple has often been regarded as a symbol of wealth and
power, but the dye used to produce it did not have an elegant beginning. An
ancient people living along the coast of the Mediterranean Sea first
discovered how to make the dye from Murex snails, small sea animals with
hard shells. E Let us hope we cannot smell them.
A, From this liquid the people produced the purple dye.
B_ If we visit the places where the dye was produced, we might still be able
to see the shells of Murex snails.
C_ Unlike other snails, Murex snails give off a strong-smelling liquid that
changes color when it comes into contact with air and light.
(9 A—B—C (2) A#C—B @ B—A—c
@ B—C—A © C~A#B @ c~B—A
F5 2
Space is organized differently in different cultures. In the United States
of America, streets in big cities usually run parallel to each other and are
often numbered in order. E lt is amazing to Americans how Parisians
get around without any difficulty.
A_ Adding to their problem, streets in Paris are just named, not numbered.
B, This arrangement makes perfect sense to the people in the States,
C, When they walk in a city like Paris, however, where the main streets
spread out from a central point, they easily get lost.
® A—B—c @ A—c—B © B—A—c
Q) B—C—A @ C—A—B ® C—B—A
— 13 — qa0%ia>

C v<v>$<§¤>§ml 1 )~< 3 )v:AZ>;ov>>‘<z>¥, lE$E1·c‘FoA~cv:
5<éim·cn~Z>° $§¤<1f.r>‘<§v:·rz>oc:§ i>i§é’¤r2cEE§l1v> is #12, `Fv>@~@
ro 5 emeeeaaa. E
Have you ever noticed the different approaches people use to deal with
problems? Some people, "individualists", generally try to work through
problems on their own. Other people, "cooperators", tend to approach
problemrsolving as a group matter. Each approach has positive and negative
points.
Individualists may often be the quickest to find an answer to a problem,
and they tend to be willing to take responsibility. However, this approach is
not perfect. ( 1 ) In this way, the individualists’ approach may result in
difficulties later.
Cooperators are valued as team members — in sports or school or work,
They tend to be flexible enough to recognize the importance of other points
of view when problems arise. ( 2 ) Such difftculties sometimes cannot be
avoided with the cooperators’ approach.
We should learn to recognize the different approaches to dealing with
problems. ( 3 )
A, They may be too committed to a particular position to be able to change
their opinions,
B, This approach, however, can take a long time, which may lead to delays
in solving problems.
C, This knowledge can help us build smoother relations between people
with different approaches to problem—solving.
Q) A—B—c ® A#C—B © B—A—c
fg) B#C—A ® c—A—B (6) c—B—A
— 14 — rs0%14>

$4}*5 moicéeaia, T-@E¤ElL*(A~C)l:§i·¥¤ (Em 35)
How do people’s preferences for styles change across different
generations? In order to investigate how different age groups view hair
fashion, a survey was conducted in Canada. The research data were gathered
in the following way: People across the country were randomly selected
with the use of telephone books. They were called and invited to join the
study if they were in their (1) late teens, (2) late thirties, or (3) late Fifties.
After 500 people agreed to participate. the researchers interviewed them at
home, while showing them a series of photographs of male faces, each of
which featured a different hairstyle. The researchers were interested in
examining how much the three generations favor the following five
hairstyles.
Among the five hairstyles was one commonly found in the l950s. It was
called the "crew cut". which was closely clipped hair with a Hat top. The
style selected to represent the early 1960s was common among rock and roll
groups. It featured hair cut evenly across the forehead with just enough to
cover half of each ear. Hair that was not cut at all was fashionable in the late
1960s. In this period, hair down to the shoulders was not uncommon. The
early l970s were represented by curled hair which was brushed up into a high,
soft and woolly bush. The hairstyle associated with the late 1970s was
shorter than that in the early 1970s. The hair was brushed down to cover the
ears and the sides of the face. This was the "disco" style.
— 16 f (809—l6)

The charts below indicate the percentages of each hairstyle chosen by
people in the three age groups.
Preferred Hairstyles
gpy gw ·· ., D .,.;;;z:.,. .Long haw
~ =». " ;_;_;: _;VVV; 5 M 37 e . g,:;:; E a oo
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Q? ·‘·t » ‘ 1;%* ;_jE;;E l..‘·‘ new cut
16-- 19 36#39 56#59
Ages
Two major Endings came out of the survey. The hrst one was that
particular hairstyles were preferred to varying degrees, The crew cut was
popular in all three groups. The least favored hairstyle, in contrast, was the
"bushy" style. The disco style was chosen as the second most favored
hairstyle by the oldest group, although this style was not so popular among
people in their late thirties. Long hair turned out to be unpopular among
people in their late fifties.
The second finding of the survey was that older people preferred a more
limited range of styles. Each of the hve hairstyles was selected by more or
less equal percentages of those in their late teens, probably reflecting the
varied lifestyles of young people. ln the case of people in their late thirties,
however, there was a strong preference for three styles. This tendency to
favor fewer styles is more clearly seen in the oldest group, who for the most
part preferred only two hairstyles.
— 17 f (809—l7)

A ra 7¤o¤1=v><X>, (Y), (Z>v:m6¢e~ r x s 4 rvzhi, %0>I|E'<‘i9WCF<§h
me, acsegrrgeairotoe, w>@~©o a e>a¤e—¢~a<.. lm
® bushy l disco — rock and roll
@ bushy — rock and roll ) disco
@ disco — bushy — rock and roll
@ disco — rock and roll — bushy
@ rock and roll —— bushy —— disco
@ rock and roll — disco —bushy
B w>rs1»\<ra 1 ~ z >o [E ~ sv lzweemees oe, ewan
`Fv:·®~® v> 5 +¤z>¤&~o1‘¤E/<.,
5 1 The percentage of people in the oldest age group choosing the crew cut
is about @ times as large as that in the youngest age group.
@ 1.2 @ 1.4 @ 1.5 @ 1.8
IH Z People were first chosen for the survey in the following way : u _
@ The first 600 people in the telephone book were invited
@ The researchers called the people in three groups
® The researchers selected them depending on chance
@ Those with the tive hairstyles were chosen
— 18 — (809-18)

Ii] 3 The period in which hair was out the shortest was 37 .
Q) the mos
@ the early 1960s
@ the late 1960s
@ the late 1970s
C zcictkzzvs ymmgeéeiure toe, &¢w>@~®¤0 5 z~z>xe~—¤5§
M lll
® Hairstyle preferences remain the same in different generations.
@ People in the oldest age group have the strongest preferences.
® People in their late teens show a clear preference for a particular
hairstyle.
@ People in their thirties and those in their fifties show similar
preferences,
— 19 — qsowisn

§5E¤‘i v<v>%§1.Sv;¤»~<, ‘Fv:»H5»~<A~C>v:>§e:. <!E,·a 30)
Ann has invited Eri, a new exchange student, to ga hiking in the woods
with her.
Ann 2 Eri, look at these!
Eri 2 Wow, what are they?
Ann 2 They’re animal tracks.
Eri Z Yeah, I can see that, but what kind of animal?
Ann Z A wolf, probably.
Eri z ( 1 )
Ann i Well, look at the top half. Can you see the four claws? Also, the main
part of the foot makes a triangle-shape. This is typical of wolves.
Eri I Amazing! Wait, Ann, look at mg! What are they?
Ann Z Hmm. . , I think they’re from a type of rabbit.
Eri 2 Really? They look like a duck’s footprints to me.
Ann Z Yeah, they do. But ducks’ feet don’t have rounded toes. They’re
webbed.
Eri Z Webbed?
Ann: Oh, that means the toes are connected by skin—like a frog, for
example.
Eri Z I see. . . but the entire shape is like a duck’s print.
Ann 2 Actually, it’s shaped like a snowshoe. These prints are from a
snowshoe hare.
Eri 2 ( 2 ) Is it a "hairy" animal?
Ann 2 No, not that kind of hair l A hare looks like a rabbit. And a snowshoe
is a large, flat thing we wear for walking on snow. This type of hare’s
foot has the same shape, so it’s called a snowshoe hare.
Eri 2 I see.
— 20 — (809—20)

Ann Z Now look at iwwse over here. Can you see any differences between
diese and the first ones we saw?
Eri Z Umm . ,. they look like a wolf’s, but they have five claws, not four.
Ann Z ( 3 ) These belong to a wolverine, a different animal. The other
difference between the footprints is the shape of the main part.
Eri Z I see, instead of one big triangle-shape, this one has two separate
shapes.
Ann I Also, it’s much more rounded at the top, just under the claws, The
other ones were more pointed.
Eri I Gosh, you know so much about this stuff.
Arm I I just picked it up from my uncle. He likes to look for mushrooms in
the woods and needs to know what animals are around A just to be on
the safe side.
Eri i Wow, I’d like to meet him one day.
A gmt 1 )~( 3 )l;A>:»;¤v>i$m¤, 1@>FF51·ww>A~c¢:%e<n<
ue., Emtoiesessvzreov:%~£¤&E%v:¤¤E5M> is 02, `Fo@~@ vp 5 +9
z1»o—¤§&,, m
A_ How do you know?
B, Right l
C, Why is it called that?
Q) A#B·C Q) A—C—B Q) B—A—c
Q) B—c—A © C—A—B © c—B—A
— 21 7 (809—21)

Ann Z Now look at iwwse over here. Can you see any differences between
diese and the first ones we saw?
Eri Z Umm . ,. they look like a wolf’s, but they have five claws, not four.
Ann Z ( 3 ) These belong to a wolverine, a different animal. The other
difference between the footprints is the shape of the main part.
Eri Z I see, instead of one big triangle-shape, this one has two separate
shapes.
Ann I Also, it’s much more rounded at the top, just under the claws, The
other ones were more pointed.
Eri I Gosh, you know so much about this stuff.
Arm I I just picked it up from my uncle. He likes to look for mushrooms in
the woods and needs to know what animals are around A just to be on
the safe side.
Eri i Wow, I’d like to meet him one day.
A gmt 1 )~( 3 )l;A>:»;¤v>i$m¤, 1@>FF51·ww>A~c¢:%e<n<
ue., Emtoiesessvzreov:%~£¤&E%v:¤¤E5M> is 02, `Fo@~@ vp 5 +9
z1»o—¤§&,, m
A_ How do you know?
B, Right l
C, Why is it called that?
Q) A#B·C Q) A—C—B Q) B—A—c
Q) B—c—A © C—A—B © c—B—A
— 21 7 (809—21)

C §%V>V<l¥eE§i>.I < %¤“CL~Z> i¤0’2, %}’b*Fi'L`F®©~®V> 5 BNF)-
0rf~0§/<,
@ Arm learned about the footprints of wild animals on her own.
@ Ann’s uncle lives on the safe side of the woods.
@ The number of claws is important in identifying a wolf’s footprints.
@ Young wolves are called wolverines.
@ Ann picked up the tracks of a duck outside her uncle’s house.
@ Ann's uncle patrols the woods to protect his mushrooms from wild
animals.
@ On their way, Eri and Ann found tracks of three different animals.
@ People wear snowshoes in winter to keep their feet warm.
— 23 — ($09-23)

¥6[§ w>$<—‘;;*e?ei1»,`F¤>li¤·‘1n~<A · Bnzeziz. (Em 45)
Going to the shore on the first morning of the vacation, Jerry stopped and
looked at a wild and rocky bay, and then over to the crowded beach he knew
so well from other years. His mother looked back at him.
"Are you tired of the usual beach, Jerry ?"
"Oh, no l" he said quickly, but then said, "l’d like to look at those rocks
down there."
“Of course, if you like."
Jerry watched his mother go, then ran straight into the water and began
swimming. He was a good swimmer. He swam out over the gleaming sand
and then he was in the real sea.
He saw some older, local boys — men, to him — sitting on the rocks. One
smiled and waved. It was enough to make him feel welcome. In a minute, he
had swum over and was on the rocks beside them. Then, as he watched, the
biggest of the boys dived into the water, and did not come up. Jerry gave a
cry of alarm, but after a long time the boy came up on the other side of a big
dark rock, letting out a shout of victory. Immediately the rest of them dived
and Jerry was alone. He counted the seconds they were under water: one,
two, three fifty one hundred. At one hundred and sixty, one, then
another, of the boys came up on the far side of the rock and Jerry understood
that they had swum through some gap or hole in it. He knew then that he
wanted to be like them. He watched as they swam away and then swam to
shore himself.
Next day he swam back to the rocks. There was nobody else there. He
looked at the great rock the boys had swum through. He could see no gap in
it. He dived down to its base, again and again. lt took a long time, but
finally, while he was holding on to the base of the rock, he shot his feet out
forward and they met no obstacle. He had found the hole.
— 24 — <809~24>

In the days that followed, Jerry hurried to the rocks every morning and
exercised his lungs as if everything, the whole of his life, depended on it. He
counted how long he could hold his breath. Each day he improved his time.
Even back at home he timed himself by tl1e clock, and was proud to find he
could hold his breath for two minutes. The authority of the clock brought
close the adventure that was so important to him.
The day after tomorrow, his mother reminded him casually one morning,
they must go home. He swam straight out to the rock and looked down into
the water. This was the moment when he would try. If he did not do it now,
he never would. I-le iilled his lungs, started to count, and dived to the bottom.
He was soon inside the dark, narrow hole. The water pushed him up
against the roof. The roof was sharp and hurt his back. He pulled himself
along with his handsifast, fast. His head knocked against something; a
sharp pain dizzied him. He counted : one hundred . . 4 one hundred and fifteen.
The hole had widened I He gave himself a kick forward and swam as fast as
he could. He lost track of time and said one hundred and fifteen to himself
again. Then he saw light. Victory filled him. His hands, reaching forward,
met nothing; and his feet propelled him out into the open sea. He floated to
the surface, pulled himself up onto the rock and lay face down, catching his
breath. After a time he felt better and sat up. Then he swam to shore and
climbed slowly up the path to the house.
His mother came to meet him, smiling.
"I-Iave a nice time ?" she asked.
"Oh, yes, thank you," he said.
"How did you cut your head ?"
“Oh, I just cut it,"
They sat down to lunch together.
"Mom," he said, "I can hold my breath for two minutes- three minutes."
"Can you, darling ?" she said. "Well, you sh0uldn't overdo it. You look
— 25 — (809-25}

a bit pale. I don’t think you ought to swim any more today."
She was ready for a battle of wills, but he gave in at once. It was no
longer of the least importance to go to the bay.
A UW>fi·‘1L~(F§1 ~5)0I¥U‘TZ>%*9<. k 1,1% i.»iE%7Z¤ *L> MP2, %h»?%».T¢0 @~
®#>¤*»>>»&~—¢¤‘¤a~» III ~ III
IH 1 Why did Jerry want to go to the rocky bay? u
@ He wanted to make friends with the local boys.
@ He was tired and wanted to rest on the rock.
@ His mother suggested that it would be fun to go there.
Q) The beach appeared less attractive than before.
EQ2 What was in Jerry’s mind while the local boys were under water?
Q) He wanted to give the alarm to the people on the shore.
@ He wanted to know how deep the water was.
@ He was impressed at how long they stayed down.
Q) He was planning to compete against them.
— 26 7 (809—Z6)

E'] 3 What made Jerry decide to carry out his plan when he did ? u
@ He could count to one hundred and fifteen.
@ He had permission from the local authority.
® He thought he might not try if he put it off.
@ He wanted his mother to be proud of him.
E5 4 Why did Jerry lose track of time for a moment at one hundred and
fifteen ? 47
® He became confused when he saw light at the end of the hole.
@ He forgot the time when he hit his head against the rock.
@ He was excited because he thought he was near the end of the hole.
@ He was surprised at counting to one hundred and fifteen, which he had
never done before.
El 5 What made Jerry give in so easily when his mother told him not to go
swimming? u
Q) He had achieved his goal already.
@ He was too tired to argue any more.
@ lt is too dangerous to swim after lunch.
@ It was important to obey his mother.
— 27 — <s0s—27>

B >J:>‘<v>|N$e€»)m~>;, ii #022, vw>®~© 0 5 ~2~z>¤z5o§»<° 1;+iL,
nr=eo¤a»>mri.iem~. la ~ El
Q) Jerry had spent summer vacations at different beaches for the last few
years.
@ J erry’s mother encouraged him to dive into the deep ocean.
® It became very important for Jerry to do what older local boys could
do.
® Jerry found a hole near the top of the big rock.
@ The clock gave Jerry the confidence to carry out his plan.
© On the last day of the vacation, Jerry succeeded in his adventure.
® The pressure in the hole made Jerry dizzy for a while.
Q Jerry needed to go to the bay to improve his diving time until the last
day of his vacation.
@ J erry’s mother asked him to give up diving.
@ At the end, J erry’s mother expected him to oppose her suggestion.
— Z8 — (809~Z8)


Q ¤IZI
(wsse |I| ~ Q )
$1 E?] vw>F:u»<A - B>v:e$7;x., (ra,-ia 16>
A U<®E5M~(I`%§1 · I’§2)lC%L~’C, `F}@§I%<¤>· (\>>¢/>§‘a%®77’<v %(§§%)·7>4I
Ez5iE1,t~¥r§€&$:. `F®®~®vJ 5 zz5>b%+¤.’éh—c‘§‘“>¤'§r<.,
ram |I|
The smooth surface of the desert makes it possible for camels to
<¤>— (wt
transport goods easily.
@ (a) surface (b) desert @ (a) surface (b) desert
@ (2) srirface (b) desert @ (a) surface (b) desert
$11 IE
The coach (E forgot to tell the swimmer that his {b record had been
broken by a rival.
@ (a) forgot (b) récord @ (a) forgot (b) record
@ (a) férgot (b) record @ (a) forgot (b) record
— 4 — (909-4)

B vw%§a#>TH»*?%K(1>~<4)u:¤t~<, %h·?h"F#>F¤i~~<fé1 1 ~ 4)lCE<§}1.`f`:
@~@¤>=•=vams$t<xazn>;> ¤w>>;;~¤—r¤;ga,
(WH) Jim ,5 Rie zsimkitem»1¥&%v:»pt»<%1,f:.~*»)*cn~z».,
Jim I What job do you eventually want to have?
Rie Z ul haven’t thought about it. Have you?
>
Jim I Yeah, I want a job (2 that allows me to travel.
>
Rie 2 Hmm, that would be nice, wouldn't it? What kind of job?
Jim 2 I'd like to be a tour guide. (3 What would you like to do?
>
Rie I Now that you mention it, 1 guess I'd also like a job allowing me to
travel.
Jim I Doing what?
Rie Z (4 I'd like to be a pilot.

ei E
® haven’t ® thought @ about ® it
nz III
@ that @ allows © me ® travel
M3 E
@ would ® you ® like @ do
‘ H ·· III
@ rd @ like @ be @ pam
— 5 — (sua-s>

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A M>I%F1»—(ria1~1n)o 1 ~ n l:A+rz»v>l:§i>;E;"¤f,ri>v>&, ie
wem·o@~@¤> s+9»:»e—¤<1=¤a<°
IL] 1 I want to make a phone call but only have a five—dollar bill. I need some
7 ,
@ change @ small cash @ little money ® return
EH Z Tetsuya didn’t hear the doorbell when his visitors arrived, because he
n a shower.
® has been taking ® was taking ® took ® has taken
Rua “What do you think of Mr. Owen’s proposal for cutting costs in the
factory ?"
"I like his idea, but I don’t think it will E, very we1l."
Q) work ® spend ® match ® come
El 4 John’s mother wanted to go shopping, so she asked him n his little
brother while she was out.
Q) if he looked after ® he would look after
© looking after ® to look after
El 5 Our PE teacher, a E professional basketball player, is coaching
the school team.
® previous @ late ® once ® former
- 6 — (909-6)

IL'] 6 “Is Satoko still writing her research paper ?"
··Wei1, 1 mink she’s E] finished aw
@ now and then ® one after another
® more or less ® one by one
H 7 "F rank drives much too fast. Someday he’ll have a terrible accident?
uohy E vn
® I don’t hope so @ I hope not
@ I’m not afraid so ® I’m afraid not
FQ H If you n the book you ordered by tomorrow, please let us know.
Q) wouldn’t receive ® haven't received
@ won’t receive ® didn’t receive
H9 Fortunately, bus services are now back to UE after yesterday’s
strike.
® common ® ordinary ® normal @ regular
HID Social science, n in 1998, is no longer taught at this college.
Q) studying the subject ® having studied
© the subject I studied Q) I have studied
— 7 — (909—7)

B w>a=1»»<ra11~a>oeao u ~ @ vcamsiouzsabiagm o
ze, ¤¤+t¤a+tro@~@¤> a +9»>xe~¤¢e~&~..
FQ 1 A Z Could I have the tuna salad and a cup of coffee, please?
B = II]
A I No, that’s it, thanks.
Q) Sure. Anything else?
@ Yes. Is that all you want?
@ The tomato salad?
® Would you like the coffee now?
EH Z A I I need the number of Barry Watson.
B ¤ Ill
A Z Barry. That’s "B" as in "boy".
Q) What‘s Mr. Watson’s full name?
® Did you say Barry Watson or Harry Watson? '
© Are you sure the name is Watson?
® Is Barry a boy’s name or a girl’s name?
Fl?] 3 A I Can you help me with my homework?
B = III
A I Come on, Don’t be so mean!
® No, but I can give you a helping hand.
® Why not? I have plenty of time.
© Yes, of course I can do that for you.
® I'd like to, but I want to watch this video.
— 8 — (909-:2)

C ¢W>I%*lL~(l'h'i1~3)vC2sM~’C, {·}‘r.#?h`F®@~(f}#>%*·iI>i*iE*<7)¤>i.’C§F)??
amt xeiwzex, mst, msc: nl ~ |E| izxnmooaso
insez .1 .
EI 1 Since my secretary didn’t take the name of the visitor, I couldn’t
® see ® be sure @ me
@ who ® had come to
§ Z In the 21st century, we can expect scientific advances to give
EI EI a comfortable and easy life.
® ever ® leading © more people
® than © the means of
E3 Barbara has always been interested in history, so the news
n IE her very sad.
@ made @ that @ the museum
Q) to close @ was
— 9 — (909-9)

$3E 0W>E=“l¤~(A~C)lC€§%.J:., (EE}? 34)
A zxoxeo E|· 27 vmnaovcs taegmawe. anenro
@~®·¤ 5 w»e—¤~r¤as»<°
Most people think that the duck-billed platypus, an egg-laying mammal,
only lives in remote rivers in Australia, m , though, platypuses can be
found in rivers near large cities throughout eastern Australia. The cities are
trying to protect these shy animals, 21 , trash, such as old fishing line
and plastic bags, is injuring nearly ten percent of them every year. I-low
much longer can platypuses live near us? The answer depends on us.
@ As a matter of fact
@ Not to mention it
@ In spite of them
@ In a sense
@ sem
@ That as
@ Thus
@ At last
— I0 — (909—l0)

B tkvnrtflwrai · H412)v:2s¤~<, Yeo u · E vziqtzizoosr
vi, ll[€7FG1r`Fv>A~c v:%>enm~b, ?aEEwtc>‘<El;w*z» massager;
Bwlois oe, ’ciwénFv>®~©v> 52~¤b¤e—~><»“¤i§<.,
H1
One aspect of sports is winning or losing. Athletes, coaches, and
spectators all agree that no one likes to lose. m Recognizing these
differences in attitudes will help us when talking to athletes who have lost.
A_ Studies show that female athletes tend to say failure is caused by their
lack of skill or effort.
B_ Male athletes, on the other hand, tend to point to factors such as luck ur
the strength of the opponents.
C, Researchers, however, have found differences in the ways male and
female athletes respond to losing,
© A—B—c ® C#A~B @ A~C—B
® C#B—A © B~C~A © B—A—C
— ll — (909-11)

El 2
In many cultures nicknames are used to express feelings toward a person.
They are commonest among children but any close group of people, such as
a family, a sports team, or office staff, will use nicknames. m Added
to this, when we feel comfortable in using someones nickname to his or her
face, it can be an important mark of closeness.
A, Whether given to a friend, an enemy, or a leader, a nickname often
illustrates the person’s character, habits, or appearance.
B, Those who are in authority can also get nicknames.
C, They are given mostly to special friends or enemies.
® C7A~B ® B—c—A © A—B—c
® A—c—B ® B~A#C © c—B—A
— 12 — (909—12)

C ’F®’l‘?"•-VWC7T<$hk m ~ E ®%$C&}\}‘LZ> 0tZ% {>iE¥173:EF)i
2, ?7W>>‘<§=l¤®@~©rD=l=zl=»5¤Eh’é%L~¤’!‘¤i§’<° r;riL, %B·X%lC—
Yrfvithx.,
What would you do if you wanted to learn about something? A
traditional way is to go to your bookshelf, pick up a dictionary or
encyclopedia, and start turning pages. Now, however, you can turn on your
computer, connect it to the Internet and start its search program. You just
type in the keyword(s), click "search", and soon you will have what you are
looking for.
It seems as if anything you want to know can be found on the Internet.
@ The range of information you can find on the Net varies from gossip, to
news, to the imost advanced technological findings. Furthermore, the
information is always fresh. ® It seems we do not need to "know" or
"remember" anything except how to get information from the Net. Or at
least, there is no longer any need for the shelf space to hold those volumes of
encyclopedias,
What is being lost. though, is the joy of discovery. In many ways an
Internet search is like a package tour, on which you generally know where
you are going and see only what the tour organizer has selected. Similarly,
what you find in the Internet search is controlled by the site’s owner or is the
result of a computer program. @ On the other hand, turning the pages of
an encyclopedia, as you look up an entry, is more like wandering through a
forest. Q} This may stir up a new interest, which will eventually lead you
into a totally different topic.
The word "encyclopedia" originally meant "general or well-rounded
education". ® With a traditional encyclopedia, this well-roundedness may
be achieved by the discoveries readers make by turning the pages. In
comparison, heading straight to the target word through a series of clicks on
a computer is rather linear. @
— 14 — (909-14)

m New information is constantly added, past files are rewritten,
and news reports are broadcast as they corne in.
[E This suggests that technological changes in the methods of
getting information may limit the opportunities for learning.
EI You may accidentally {ind something interesting in the entry
just next to the one you have been looking for.
» 15 ~ <s0%1s>

$4%] moxieazk, Tv>F5»~(A~C>l:§;z:. lama 35)
Researchers at the International Calorie Association (ICA) have claimed
that it is important to develop well-balanced eating habits. Ideally, calories
should be taken in equally from three meals: breakfast, lunch, and dinner,
They also point out that the recommended daily number of calories for
children is from 1,900 to 2,100 kcal.
The researchers carried out a survey intended to measure the number of
calories cl1ildren get from regular meals each day, They chose several
primary schools in five cities around the world: Guana, Jarnas, Lomita,
Norstar, and Portville. Every day for seven days, five hundred primary
school children aged 7 to 10 in each of the five cities reported what they ate.
Then the ICA calculated the average number of calories in each meal and in
snacks. The results are shown as percentages of the total daily calories in the
pie charts below.
:·:¤:¤:¤i¤ ;»., ·:·:¤:¤:¢i%% 27%
·¥:¢:¥:¥¥*¤.,.. . ·$$;Z;2:1·2,:%:.:;s· ;:$;:;Z;Z:t·1,
16% "“ s1% 11% ‘ `’’’ 47% 10% ''‘‘ °“ 30%
Norstar(2,571kcaD x(l,893 kcal) Y(1,B10 kcal)
qzgziziziiy $:;:;:5:;% 21%
6% "' 19%
17% sim
Z(1,277 kcal) Guana(1.905 kcal)
Total Calories per Day
— 16 — (909——16)

The way young children get calories from meals each day varies from
city to city. For children in Guana, snacks provide the most calories. This
may be because they consider snacks as equivalent to a major meal. On the
other hand, snacks don‘t have much importance for children in Lomita, They
get most of their daily energy from breakfast, The total amount of energy
they get each day is quite small. The eating habits of children in Portville are
unique. Many children tend to skip breakfast and have a rather big lunch. ln
contrast, the diet of children in Jamas is well-balanced, A similar pattern is
shown for the children in Norstar. The total number of calories is, however,
much greater than the ICA’s recommendation. The children’s parents will be
advised to keep better control over their children’s diet even though there is
a good balance of calories between the three meals
The ICA concluded that there are important differences in the ways
children around the world get calories, and that they have to take these
differences into account when they give dietary advice to people. The
researchers also feel that more surveys are required, so as to discover what
kind of diet is needed, since this survey focused only on the number of
calories,
A 7 5 vox, Y, z v:$uLE·rz»§Sr¤o%sEe¤ew>%, %v>1vEv:m:%<e2mt—>;».
atiaszrumo wm, w>@~©¤> a +a7>»¤i—¤;ss. [E
@ Jamas — Portville —— Lomita
@ Lomita —— Portville —— jamas `
@ Lomita —·· Jamas —— Portville
® Portville —— Jamas — Lomita
@ Portville t Lomita # Jamas
@ Jamas —? Lomita —— Portville
- 17 f (909—17)

B m>5.5»~<m1~z>¤¤ Q ~ “v:i\ne=ov:&¤15ie%>:¤>15<¤>e, J:
+t»r+tw>@~@o 5+¤z1¤e—¤—r¤s§<1.
H 1 One purpose of this research was m .
@ to understand the importance of breakfast
@ to increase the calorie intake of children aged 7 to 10
@ to develop an ICA calorie chart V
® to understand eating habits in different countries
IE] 2 The total number of reports the ICA collected was EI .
Q) 2,500
Q) 2,500
@ 500
Q) 17,500
E.1 3 The researchers think that more surveys are necessary because E .
Q) this survey focused only on primary school children
® they need some information on other aspects of diet
@ they want to know the best way to lose weight
® they need to do more research in other countries
C vticowessxzxra 7v>V=1@.¤;%am»z> wm, vw>®~®o azzbxe
~¤i§<. 37
Q) Children in Jamas think snacks are more important than breakfast.
® Children in Lomita need to eat more every day.
@ The ICA recommends 500 kcal per meal.
@ Children’s eating habits in Guana are better than those in Portville.
— 18 — (909—18)

finger of your otl1er hand, like a capital ‘D’.
Paul 2 Really? In the American sign alphabet the letter ‘D’ is made with
one hand, and looks like a small ‘d’. What about if I just make a
circle with my thumb and index finger? ln America, that’s ‘O’,
but ....
Yumiko I Yes, remember ‘O’ is made by pointing to the ring finger in British
sign language. There are signs that use a circle, though. For
example, for ‘P’ you make a circle and touch it with the index finger
of the other hand in a straight line. ( 3 )
Paul Z Hmm, 1 wonder why they’re different.
middle finger
_ _ ring finger
index fi¤§€\' ` ` . little finger
thumb ` S

—- Z1 — (909-21)

A Em 1 J~( 3 Jv:A+Lz»E¤v>§§z><, ll§$lF‘11*v<v>A~•:v:7T<$1·L
twat, §¤»kv>i@>:>%$&v:1*z><¤>v:%~i¤$Eé’»>tc¤E5¤1¤>w>>2»:, `F#>®~©/05
z:>¤z~¢~g·<<, E]
A, D0 you ses?
B, Iget it. I `
C_ Are they?
Q) B—A#C ® C—A—B © A~C—B
@ A~·B#C © B—C#A © C—B—A
— 22 — (909—22)

D %%®P¤§J;€¤*CL~Z¤ i> @2, Uw>@~@ VD 5 bv§>bZ03§*<¤ izfil,.
¤¢e¢>¤es¢in.·1m»~., ll · E
@ Paul learned the American sign alphabet from his brother.
@ You need two hands for all the vowels in the British sign alphabet.
® Yumik0’s new friend at the training course comes from America,
® Paul’s friend in America has a problem with his hearing.
@ Yumiko has learned the British and American sign languages.
@ Yumiko has not done a training course in sign language.
— 25 — (9U9—25)

$6%*1 éroiceema, Tv>F¤i¤~(A · B>v:%<z.:., (Em 45)
When I was an eight-year·oId girl, I was taken for my first music lesson,
Ms, Grodzinska, the teacher, was a plain, elderly woman and her apartment
was thick with dust, But in tl1e corner stood a magnificent grand piano, and
when Ms, Grodzinska sat down to play a simple melody for me, I was amazed
to hear such beauty come from under her fingers. As she played, she altered
from a plain woman to someone whose movements were as harmonious as
the sounds she was creating, I knew at once that I wanted to be able to bring
forth sounds like that.
Piano lessons were part of my parents’ ambition for rne to have the better
things in life. Musicians in Poland have sacred status, and having musical
talent is an avenue of success open to all. As a first step toward fame, I was
taken for a musical hearing test, and felt the shame of failing most of it.
Later, though, one of my music teachers told me about the importance of
"inner ear" —the ability to hear teelingly. In this, I turned out to be better.
’ Of course, like many children, I hated practicing. It was extremely dull
to go through the finger exercises endlessly, but as soon as I was given parts
of real pieces I learned them with enthusiasm, I didn’t wonder about what
they should sound like —I seemed to know. Music seemed to me as clear as
words. At the end of twelve months of lessons, Ms. Grodzinska said to me,
"Eva, you have talent."
It was decided at once that I should train as a professional pianist, and
I immediately entered Cracow Music School. It was an old school that
combined a basic curriculum with a full musical education, Inside, the
atmosphere was warm with the sounds of violins, red»faced kids running
around the narrow hallways, and tl1e heat of competition, We wore a
uniform, which hid social inequalities, but the degree of everyone’s talent was
judged constantly,
— 26 — (909-26)

A performance, of course, was the peak toward which all the students
worked. At the end of my first year at music school, I gave my first public
performance and I approached it with all the calmness of inexperience. When
it was time to play, I felt such joy that I knew nothing could go wrong. l
seemed not to be playing but listening to the music as it poured out of my
fingers. It was a happy moment.
But it was also the last time that I enjoyed such an innocent calm. From
then on performing became more self-conscious, and more difficult. My
childish fearlessness had gone and I had to work harder to get the necessary
combination of will and relaxation.
The time I worked hardest was shortly before my family moved to
Canada, when I was seventeen. Usually, the school resisted making stars of
us, but they decided to make an exception to their policy and allowed me to
give a whole concert by myself. This was a frightening idea — to get through
so many pieces without losing my nerve and concentration! and in
preparation I started practicing like mad. I practiced until my fingers hurt.
I practiced to make absolutely sure that I wouldn’t shame myself. I practiced
until my teacher told me to slow down.
I was more terrified than I had ever been as I sat backstage waiting to
go on, and I got through the program not in that simple joy of my first
performance, but through powerful focusing of mind and will. Afterward,
though, I had my full reward. My friends were particularly generous with
praise, and, most exciting of all, my classmates elder pianist-brother came to
tell me how well I'd done and kissed me in an unmistakably adult way. For
one glorious moment, music, admiration, and romance all came together, just
like they’re supposed to.
— 27 — (909—27)

A 0<©F=‘lM~(I%11~5)lC$¤¥!1‘%>°§k& L15 i>iE¥& i> #0%, {‘i*L*E’¤‘L`FD
©~®o 5 w¤e~¤~r¤;g»<° m ~ 41
EE I Why did Eva’s parents decide to take her to Ms. Grodzinska? u
Q) In Poland, musicians are highly respected.
® Eva said she wanted piano lessons.
@ In Poland, only rich children become musicians.
® Eva had already shown musical talent.
El Z What made Eva first decide that she wanted to learn the piano? u
® She wanted to be rich and successful.
® She thought the piano music was beautiful.
@ She liked her famous teacher, Ms. Grodzinska.
® She admired the grand piano in the room.
H5 3 Why did Eva’s first public performance go smoothly? K
@ Her time to practice for the concert had been limited.
® She played only parts of easy pieces.
© Her inexperience prevented her from worrying.
@ She played for her fellow students.
IE5 4 What made Eva practice so hard for her final concert at Cracow Music
School? u
@ She was leaving for Canada soon.
® She had an opportunity to give a solo concert.
® She had to play a difficult piece.
® She was told to practice hard by the teacher.
-— 28 ——- (909-28)

H5 What was the most thrilling thing about the final concert for Eva?
47
® She was praised by many of her friends.
@ She was admired by a young pianist.
@ She did not make any mistakes.
@ She did not feel nervous at all.
B 7kS<©Vi§.1;@arc¤,»%» @02, bw>®~ ro 5 `bZl¤7bE“>i$’<° hist,.
¤r¤.so1sezrrsmr»~. nl ~ E
@ When Eva took a musical hearing test, she did well.
@ Eva entered Cracow Music School at the age of nine.
@ At Cracow Music School, they wore a uniform to maintain social class
differences.
® Eva gave her first public performance at the end of her first year at
Cracow Music School.
© At every performance she gave, Eva had difficulty in controlling her
nervousness.
© Eva practiced hard for the final concert, until the teacher told her to do
less.
@ At the final concert, Eva found it easy to concentrate and to finish the
pieces.
@ The boy kissed Eva only to tell her how well she played her music.
— 29 — (909—29)

""' EE
9% ¤¤
(¤#ee%IE~ 50 >
¥ 1 F5 QWDE-‘ib¤(A · B>¢:@>i.;° (Em 16)
A W/>F~51u¤<Féi1 ·r§12>r:;su>·c, `F4»?%{S<¤>·<b>r/1$%é<7>7b*e>l~<§§§%*>®4i
§mELM¤a’.a*¢>&, `F</>®~@)<7>5—;v¤5%rt-?h—¤@“0i§»<,
M · III
The city made a lot o1'(a)prog1·ess in the area of mindustrial development.
® (Z} prégress (bl industrial ® (3) progress (bl industrial
© (al progress (bl industrial ® (B) progress (bl industrial
E5 2 2 `
The mvoiunteer was never (wabsent from the monthly meetings.
® (H) volunteer (b) absent ® (3) volunteer (bl absent
® (H) volunteer (lv) absent @ (H) vuluntéer (b) absént
W 4 — (zoo-4>

B xv>4;2%a<7>T2¢i‘.rKt1>~t4>l:¤¤>T. %h—?2’t`Fv2P·5»¤<R»‘1i ~ 4>I1i<§Ttt
®~@<7>¤P’6§¥»?§§)§LT§§§é31%»t>®&#’J@"Di§*<,.
<<l}iiR» Ted k Kei f.>Y$R§!:r¤'!r§> i SEFFTEEE l,’CL>%»»
Ted: Where did I put it?
Kei: What are you looking for?
Ted: ml can’t find my wallet. Oh no, maybe ml left it somewhere.
Kei: Gee, that’s too bad. Where were you last?
Ted: Let's see. . . I went to the bookshop and bought a magazine. After that,
I had to go to the post office to buy some stamps, so I had it there.
Kei: (3)Then where did you go?
l Ted: Umm. .. I walked to school from there, and I remember I paid for my
lunch, That means I still hacl it then,
Kei: That narrows the area quite a bit, because it‘s just after lunch now ...,
Ted: Of course, that’s it! I must’ve left it in the cafeteria. I'd better gc down
there and see wif it’s been found!
Kei: Good luck. I hope it`s still there! ’
E5 1 a
® I © find © my @ wallet
M 2 E]
G) I ® left © it Q) somewhere
Fa 3 5 ’
(D Then @ where © did Qt) you
ri 4 E
® if ® it’s © been @ found
— 5 » <¤09—s>

§ 2 E5 Z<f7JF·¥ll»>(A~C)li%iJ:, (EEE 38)
A »wrz¤1t><1%i 1 ~l0)<7J 1 ~ 16 1;J\h%.>v>1:§¤&>&@¥rf;%»v>>&. »t-
n~em¤v>®~@v> 5 em e—¤<r¤g~,
Ei l The coffee shop opens at 7:30 and serves breakfast 7 10 u’cI0ck.
® wamm ® by © for ® tm
H1 2 When we arrived at the birthday party, H nothing left to eat or
drink.
® they were ® it was © there was ® we were
rei 2 I`m gomg m use email m keep m [E with my friends m New
Zealand.
® exchange @ mind © touch ® relation
Fl!] 4 Dr, Miller was unable to give his speech M the late arrival of his
plane.
® according to ® due to © in place of ® in case of
E7 5 ll is the scientific study of forces such as heat, light, and soundr
and the way they affect objects,
@ Politics ® Chemistiy © Physics @ Geography
~ 6 — <s0sa—s>

E5 6 I still can’t believe that the young man l 12 at the restaurant was
Frankie. He's grown so much!
® should have seen ® saw
© have seen @ might see
Eil 7 Let's go ahead and do it. Nothing 13 by just waiting.
® will be gained ® will gain
© has gained ® gains
EE 8 My grandmother always said you should sweat to reduce the 14
when you have the flu.
G) medicine ® illness © fever ® pressure
E5 9 Getting used to a foreign culture is a l5 that takes some time.
(D career ® characteristic © policy ® process
mw When 1 min Masnko the news, she seemed .
® surprising ® to have surprised
© to surprise @ surprised
7 7 ~ (809—7l

B $¤<7>E=‘11/¤(EH1 ~ s>v>@§e<r> 17 ~ 19 lzknomlziaiaévzem
e, an-anr<¤>@~@oa¤;a~ a—¤ar¤;s~.
R5 1 Alice: I have to go now, 17
Cathy: It was my pleasure. Please corne around again soon.
Alice: I will. Bye.
® I hope the dinner was all right.
® Did you enjoy the dinner?
@ Thank you again for the dinner.
@ How did you like the dinner?
E5 2 Mr. Chen: Now, I'd like to say a little more about our plans.
Ms. Mori: 18
Mr. Chen: Sure, go ahead. What would you like to know? l
® Excuse me. Could you speak up, please?
® I'm sorry to interrupt, but may I ask a question?
© I'm sorry, but could you repeat that, please?
@ Please excuse me. Is it all right if I leave now?
E'! 3 Greg: I'm from Edinburgh in Scotland.
Masa: Really? I spent a couple of weeks in Britain last year, but didn’t
have a chance to visit Edinburgh. 19
Greg: It's a beautiful city, but the wind can be quite cold!
(1) How about it?
® What‘s it like?
® Can you tell it to me?
© Do you know it?
— 8 ~ <aua—s>

C 2<<7JFé1b>(l¥l 1 ~ 3)l;$$0>'C, %1l’t·?2"L`FU>®~©®%§’®E§E¤h>XT§FR’&
me ;Z>.;»%¤l225@J:¤ f;2EL, @@1: 20 ~ 25 z;Am&»£>®<r>$»‘%
v>¤>=>&%7L;t, .
EF] 1 He arrived early at the ticket office only 20
21 for the show had already been sold out.
® to be ® that © the tickets
@ mia © all
i Fléi 2 When I heard 22 23 home, I
stopped immediately to find out what was wrong.
@ while ® the back of my car © a funny noise
@ coming from © driving
E5 3 Oh no, I left my purse at home! Is there 24
25 some money until tomorrow?
(D of ® any chance G) you
Q1) me © lending
- 9 7 <809—9)

E 3 EF1 »w>r·-:=1»»<A~c>¢;s7;.;t <¤a,·s so
A Jtwxtiw 26 · 27 lcimswlzssieéméewe, {-2~i#?a‘1T0>
®~®v>5 em ·é—¤3‘¤i§¤.
In a study aimed at finding ways to encourage children to use computers,
some differences were found in the attitudes of boys and girls. While many of
the boys said they enjoyed the use of the computer itself, the girls tended to
value the computer for how it could help them do something. 26 ,
computers were often a means for the girls, but an end for the boys. The
study 27 found that the boys were more likely than the girls to have and
use a home computer. However, further studies are necessary to confirm
these results,
26
® In spite of this
@ In contrast V
© In the beginning
@ In other words
27
® also
@ namely
© seldom
Qi) surely
— 10 7 (809—10)

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vi 1lEK1i11*1<<oA~c1:H=ahTu¤z>. %si&B*m>‘<§1:©*z»v>1:$t>s@é*iw;cBE
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R41 1
People in mild climates in the northern hemisphere sometimes experience
periods of very hot and humid weather, 28 Another reason for the name
may be their belief that dogs became mad because of some mysterious powers
at that time.
A. They believed that Sirius, the Dog Star, which rises with the sun during
this time, added its heat to the sun`s and caused the hot weather,
B. This expression comes from Latin, the language used by the ancient
Romans.
C, These periods, which occur in July, August, and early September, are
called "dog days" in English.
Q) A—B—c ® c—A—B ® B#C—A
@ CWBYA © A—C—B © B~A—C
— 11 — (809-11)

EH 2
Economic growth refers broadly to an increase in wealth over a certain
period of time. 29 Even though gross national product, GNP, is a widely
used measure, there are those who argue that it is not the most appropriate.
A, However, there are some differences of opinion among these specialists.
B, Economists generally agree on what influences economic growth.
C, They disagree, for example, about how they should measure economic
growth.
@ c—A—B @ A—c—B @ B—c—A
@ C—B—A © A—B—c © B—A—c
— 12 — (B09~l2)

C Jtr7>@V~‘llZ:T<éhf; 30 ~ 32 <D§3Z&7\a‘1%'.»r/>t;%t>iEé1t:§F?f
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30 Similarlyl air does not conduct heat as well as water,
3l They, too, are poor conductors of heat and so a very good
protection against cold.
32 This can be easily proved.
Some people wear a fur coat for warmth in winter, but few realize that the
fur in itself is not really warm at all. ln fact, it has the same temperature as
its environment. lt does not warm us but keeps us warm. The source of heat
is our body, not the fur. Fur is specially suited to preserving body heat by
preventing it from flowing off into the cold surroundings, In other words, fur
does not let heat pass through it easily: it is a poor conductor of heat.
Different materials conduct heat differently. A frying pan with an iron
handle soon gets too hot to be touched. This is because iron allows heat to
pass through it very quickly, We prefer our frying pans to have wooden
handles since wood is a poor heat conductor. ® We would find a room of
22"C quite comfortable even if we wore just a swimsuit, while bath water of
the same temperature is unplezisantly cool. @ The water takes heat from our
warm body much more quickly than the air does.
Different parts of our body conduct heat differently. © An object that is
too hot to be touched for more than a second with our hands or lips can be in
contact with a fingernail for some time, That is because a fingernail is a poor
conductor of heat and the heat only reaches the sensitive layer under the nail
gradually, ©
~ 14 — rsowio

Hair and feathers consist of materials similar to nails. © ln addition to
this feature, they keep a layer of air underneath. So geese, hares. and even
bears in Siberia do not need special winter coats. They have been given warm
coats by Nature. © Humans, having only a very small amount of natural hair,
have hunted birds and animals for their feathers and fur since ancient times,
and we still use feather bedcovers and wool blankets.
— 15 — (S09—l5)

N urse
_____ ex
ATC ’ ’ jj°“S
Programme ·- 2“"`“g
wher

0 20 40 60 80 100<%>
Stress Relief Methods
The nurses interviewed claimed that talking to others and shopping were
the usual ways to relieve stress. They also said that they liked listening to
music from time to time. The ATCs claimed that the responsibility for
hundreds of lives on the job put a lot of pressure on them. They relieved this
stress by shopping or sleeping, and when possible by playing sports. The
computer programmers, on the other hand, preferred sleeping and playing
sports as the best ways to escape the effects of any stress. They said that
shopping, talking to others, and listening to music were less frequently used
methods of stress relief for them. The teachers preferred talking with other
teachers as well as listening to music, particularly classical music, as the best
ways to relieve stress.
The OPA researchers concluded that workers in different jobs have
different types of stress symptoms and employ different ways of relieving
stress.
·- 17 — <809—17>

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KA?}. §¥>i§%iK;EE§U<7J”b<7>%, >}<®®~©®5EfJ¤¤5—9i§*<¤ 33
® music shopping é talking
® music — talking — shopping
© shopping -—— music talking
@ shopping — talking — music
© talking — music —— shopping
© talking — shopping 1 music
B 3<®F§1b¤(I¥1 i ~ 4 > m 34 ~ 37 i:7mz,»¢>i:§¢>i@&*ir;¥i0>>&, %
z*1·‘€z‘1T@®~@v>5 Ein Ei—¤©“*2i§~.
57 ‘l The main reason for conducting the OPA survey was to study 34 .
® the relation between occupations and stress
@ ways to reduce the number of workdays missed
© the most stressful jobs
® ways to increase productivity
El 2 The stress symptom many of the programmers had was 35 .
(D high blood pressure ·
® overeating
© sleeplessness
@ depression
— 18 — <x0s—is>

Ei 3 Among the workers in the four occupations, 36 in particular said
they suffered from severe stress while working.
® programmers
@ nurses
© teachers
® Arcs
IE 4 The survey found that, among the people interviewed, 37 .
® more programmers than ATCs reported that music relieved stress
® classical music was highly effective for most groups in relieving stress
© ATCs and nurses chose shopping more often than sports to relieve
stress
® both teachers and nurses favored shopping as a means of getting rid of
stress
— 19 — (809-19)

¥ 5 F5! wtoaeaieom, rm:-n¤<A~c> eax;. mae so
Terry, Pal, and Andy have arrived at a campground.
Terry: I.et's set up the tent before we get the barbecue going.
Andy: Yeah, we’d better do that. Why d0n`t we put it close to the lake near
the camping sign? We'll have to have the entrance facing away from the
lake. though. to keep the wind out.
Terry: I don’t think we need to, It's not so windy. If we set it up facing the
lake, we'll get a nice view.
Andy: OK, let’s do that.
Later, after setting up the tent . . .
Andy: Now, where should we put the barbecue? _
Terry: How about behind the tent?
Pat: All right. If we put it near the water tap, it'll be easy to wash the
vegetables.
Andy: ( I ) It's k.ind of muddy over there.
Terry: Yeah, you’re right. How about in front of the tent?
Pat: But that would block the entrance, I know, why don‘t we put it at the
side? That way it's still not too far from the water tap.
Andy: ( 2 ) Y0u‘re the boss, Pat. Terry, can you get the barbecue ready
while I go and get the things from the car? I'll be back in a few minutes.
Terry: OK .... Ouch! l’m getting bitten. There seem to be lots of mosquitos
down here by the lake. I-lave you seen the insect spray anywhere, Pat?
Pat: I think Andy had it. I remember he said something earlier about
getting bitten,
Terry: Did you see where he put it?
— 20 — <¤0s—zo>

Pat: Maybe by the camping sign?
Terry: I don‘t see it there. I-Ie must have put it away somewhere.
Pat: ( 3 ) He put it in one of the backpacks.
Terry: Which one?
Pat: The big one.
Terry: Where in the backpack?
Pat: In the side pocket.
Terry: The side pocket? Which one, top or bottom?
Pat; The bottom one.
Terry: Let's see .... No, I can’t find it. Are you sure it was this backpack?
Pat: Oh, sorry, it must have been the other one.
Terry: The other one? Ah, yes, here it is, but it`s in the top pocket. You`d
better put some on, too, and then we can start getting the vegetables
ready. ·
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rb Beiigm 38 _
A. Oh, now I remember.
B. 'I`hat's not a good idea.
C. If you say so.
® c—B—A @ c—A—B ® A—B—c
@ A—c—B © B—A—C © B—C—A
— 2I — <s0¤»21>

g 6 E5 ZY‘7)X€%€%¥:*, `F<7>$lv>(A · B)l;@i·Ji¤ (EE.·§ 45)
"When are you going back to Brazil?"
I looked down at the ground, trying to stop the tears. I didn’t want to cry
in front of those two girls. Why did they have to say things like that?
"If only I could go back to Brazil,“ I thought. Memories of my early years
filled my head. Playing, swimming, dancing, music, laughter .l,. When my
parents decided to move to Japan, though, l had to leave all that behind. I was
only seven years old at the time, but I still remember that day.
"Elena, were going to ]apan."
"For a holiday?" I knew I had some distant relatives in Japan, although I’d
never met them. lt would be fun to fly in an airplane and visit them.
"No, to live. We’re going to work there, and you’ll be able to go to a new
school and learn japanese. Then you'll be able to go to a university there, and
if you can speak two languages fluently when you grow up, you’ll be able to
get a good job in the future."
"I clon't want to go to a new school. I like my school here. And what
about my friends?“
"Don‘t worry, Elena. You'll make new friends."
I didn’t want new friends. I wanted my old friends. my grandparents, my
aunts and uncles, and cousins in Brazil, But there was no arguing; it was
decided and that was that, Two months later, we arrived in Japan.
The first few months were hard because I didn't speak Japanese.
However, my teachers and classmates were kind. I soon picked up the
language and made friends and spent five happy years at elementary school.
The problems began when I moved to junior high school. My junior high
school accepts students from three different elementary schools, and I found
myself in a class with many people I had never met before. Although I spoke
— 26 — (809—26)

Japanese fluently and my behavior was in no way different from anyone elses,
two of my new classmates started to tease me after they heard me speaking
Portuguese with my parents at the entrance ceremony. What hurt me most
deeply was the question of when I was going back to Brazil. If I went back to
school in Brazil, it would be so difficult to catch up with my former classmates
there. Besides, all my friends were in japan now. I'd spent half my life in
Japan, and Japan was my home.
The two girls started again, "When are you going back to Brazil?"
I wished they would stop, Then suddenly, I heard a voice behind me,
"Elena, what's the matter?" Natsumi, Maiko, and Kaori were walking over to
me. They had been my friends since my arrival in japan. At first, we taught
each other words in Japanese and Portuguese. After that, we always
encouraged and helped each other.
"Oh, nothing. I’m just being asked again when I’m going back to Brazil"
Natsumi turned angrily toward the two girls who were teasing me. "Don't
you understand? You have only one culture, but Elena has two. OK, that
makes her different, but aren’t we all different?"
Maiko joined in, saying to the two girls, "You're both different from me,
but that’s not a bad thing. I'm certainly not nasty to you because of it."
The two girls looked ashamed. After a few moments of tense silence, they
walked off toward the classroom. As I saw them walking away, the anger
inside me overflowed, "I hate it! I hate it!"
Natsumi put her hand on my shoulder, as if to calm me.
"Elena, they just don‘t understand yet. They'll realize eventually."
“Natsumi’s right," added Kaori. "I know that sometimes being Brazilian
and Japanese makes things difficult for you, but it also makes you special"
"Yes, that‘s something to be proud of," said Maiko.
My friends were right. Deep inside, I knew that they were right. I looked
at them with gratitude and finally let the tears fall.
— 27 — (809—Z7)

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©v>5 Bm e—0<f0i§’<. as ~ 47
Fi?] 1 According to Elena‘s parents. why would it be good for Elena to move to
Japan? 43
® She could live with her distant relatives.
@ She could leave her high school in Brazil.
@ She could have new educational opportunities.
@ She could travel in an airplane.
E5 Z What problems did Elena have after she entered junior high school?
44
® She did not have any friends at school.
® She could not speak Japanese very well.
© Her teachers complained about her behavior.
® A couple of students said unkind things to her.
· Z8 7 (8¤9—28)

F§] 3 Why did Elena feel hurt when she was asked about going back to Brazil?
45
® She wanted people to realize that Japan was her home.
® She tlid not want people to know she was Brazilian.
© l-ler parents refused to go back to Brazil.
® She was not allowed to enter school in Brazil.
fl=‘] 4 What did Natsuini mean when she said Elena is "dif1'erent"? 46
® She went to three elementary schools.
® She has a rich cultural background.
© She has had a difficult life.
® She is proud of her family.
EH 5 What is the main theme of this story? 47
® Brazilian lifestyle
® intercultural understanding
@ japanese education
® childhood memories
— 29 — (809729)

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(D Elena was looking foiward to living in Japan with her parents.
@ Elena became fluent in Japanese in her elementary school.
© Natsumi, Maiko, Kaori, and Elena became friends at junior high school.
@ Elena could not go back to Brazil because she could no longer speak
Portuguese.
© Elena taught some Portuguese words to her friends
© Natsumi supported Elena in front of the two girls who were teasing her.
® Maiko felt sorry for Elena because she was Brazilian and Japanese.
@ At the end of the story, Elena cried because she was hurt by Kaori`s
words.
— 30 ~ (809-30)