[专八试题]2004年专业8级答案详解
听力原文
PART Ⅰ LISTENING COMPREHENSION
SECTION A TALK
Language is used for doing things. People use it in everyday conversation for transacting business, planning meals and vacations, debating politics, and gossiping. Teachers use it for instructing students, and comedians use it for amusing audiences. All these are instances of language use — that is activities in which people do things with language. As we can see, language use is really a form of joint action.
What is joint action? I think it is an action that is carried out by a group of people doing things in coordination with each other. As simple examples, think of two people waltzing, or playing a piano duet. When two dancers waltz, they each move around the ballroom in a special way. But waltzing is different from the sum of their individual actions. Can you imagine these two dancers doing the same steps, but in separate rooms, or at separate times? So waltzing is, in fact, the joint action that emerges as the two dancers do their individual steps in coordination, as a couple.
Similarly, doing things with language is also different from the sum of the speaker speaking and the listener listening. It is the joint action that emerges when speakers and listeners, or writers and readers, perform their individual actions in coordination, as ensembles. Therefore, we can say that language use incorporates both individual and social processes. Speakers and listeners, writers and readers, must carry out actions as individuals, if they are to succeed in their use of language. But they must also work together as participants in the social units I have called ensembles. In the example I mentioned just now, the two dancers perform both individual actions, moving their bodies, arms, and legs, and joint actions, coordinating these movements, as they create the waltz. In the past, language use has been studied as if it were entirely an individual process. And it has also been studied as if it were entirely a social process. For me, I suggest that it belongs to both. We cannot hope to understand language use without viewing it as joint actions built on individual actions. In order to explain how all these actions work, I’d like to review briefly settings of language use. By settings, I mean the scene in which language use takes place, plus the medium — which refers to whether language use is spoken or written. And in this talk, I’ll focus on spoken settings.
The spoken setting mentioned most often is conversation — either face to face, or on the telephone. Conversations may be devoted to gossip, business transactions or scientific matters, but they’re all characterized by the free exchange of terms among the two participants. I’ll call these personal settings. Then we have what I would call nonpersonal settings. A typical example is the monologue. In monologues, one person speaks with little or no opportunity for interruption, or turns by members of the audience. Monologues come in many varieties too, as a professor lectures to a class, or a student giving a presentation to a seminar. These people speak for themselves, uttering words they formulated themselves for the audience before them, and the audience isn’t expected to interrupt. In another kind of setting which are called institutional settings, the participants engage in speech exchanges that look like ordinary conversation, but they are limited by institutional rules. As examples, we can think of a government official holding a news conference, a lawyer crossquestioning a witness in court, or a professor directing a seminar discussion. In these settings, what is said is more or less spontaneous, even though turns at speaking are allocated by a leader, or are restricted in other ways.
The person speaking isn’t always the one whose intentions are being expressed. We have the clearest examples in fictional settings. Vivian Leigh plays Scarlett O’Hara in “Gone with the Wind”, Frank Sinatra sings a love song in front of a live audience, the speakers are each vocalizing words composed by someone else — for instance a playwright or a composer — and are openly pretending to be expressing opinions that aren’t necessarily their own. Finally there are private settings when people speak for themselves without actually addressing anyone else, for example, I might explain silently to myself, or talk to myself about solving a research problem, or rehearsing what I’m about to say in a seminar tomorrow. What I say isn’t intended to be recognized by other people, it is only of use to myself. These are the features of private settings.
SECTION B TALK
W：Good evening, I’m Nancy Johnson. The guest on our radio talk this evening is Professor Wang Gongwu. Hello, Professor Wang.
M：Hello.
W：Professor Wang, you’re now professor emeritus of Australia National University, and in your long academic career, you’ve worn many hats as tutor, lecturer, department head, dean, professor, and vice chancellor. However, as I know, you’re still very fond of your university days as a student.
M：That’s right. That was in 1949. The university that I went to was a brandnew university then, and the only one in the country at that time. When I look back, it was an amazingly small university, and we knew everybody.
W：How did the students like you, for example, study then?
M：We didn’t study very hard, because we didn’t have to. We didn’t have all this fantastic competition that you have today. Mmm. We were always made to feel that getting a first degree in the Arts faculty was not preparation for a profession. It was a general education. We were not under any pressure to decide on our careers, and we had such a good time. We were left very much on our own, and we were encouraged to make things happen.
W：What do you see as the most striking difference in university education since then?
M：University education has changed dramatically since those days. Things are very specialized today.
W：Yes, definitely so. And, in your subsequent career experience as an educator and later administrator in various institutions of higher education in Asia and elsewhere, Professor Wang, you have repeatedly noted that one has to look at the development of education in one particular country in a broad context. What do you mean by that?
M： Well, the whole world has moved away from elite education in universities to meet the needs of mass education, and entering universities is no longer a privilege for the few. And universities today are more concerned with providing jobs for their graduates in a way that universities in our time never had to be bothered about. Therefore, the emphasis of university programs today is now on the practical and the utilitarian, rather than on a general education or on personal development.
W：Do you think that is a welcome development?
M：Well, I personally regret this development. But the basic bachelor’s education now has to cater to people who really need a piece of paper to find a decent job.
W：So you’re concerned about this development.
M： Yes, I’m very concerned. With technical changes, many of the things that you learn are technical skills, which don’t require you to become very well educated. Yet, if you can master those skills, you can get very good jobs. So the technical institutions are going to be increasingly popular at the expense of traditional universitites.
W：Professor Wang, let’s look at a different issue. How do you comment on the current phenomenon because of the fees they pay?
M：Well, once you accept students on financial grounds, one wonders whether you have to pass them as well. But this is the development in education that we have to contend with. Yet, if we are concerned about maintaining standards, what we can do is to concentrate on improving the quality of education.
W：Yes, you’re right. A university is judged by the quality of education it offers. Professor Wang, let’s turn to the future. What type of graduates, in your view, to universities of the future need to produce, if they are to remain relevant?
M：I think their graduates must be able to shift from one profession to another, because they are trained in a very independent way. If you can do that, you raise the level of the flexibility of the mind. Today’s rapid changes in technology demand this adaptability. And you see the best universities in the world are already trying to guarantee that their students will not only be technically trained, but will be the kind of people that can adapt to any changing situation.
W：I guess many people would agree with you on that point. University education should focus on both personal and professional development of students. But still some might believe there is a definite place for education in a broader sense — that is, in personal intellectual development.
M：No doubt about that. We need people who will think about the future, about the past, and also people who will think about society. If a society doesn’t have philosophers, or people who think about the value of life, it’s a very sad society indeed.
W：Professor Wang, my last question: do you see any common ground in education between your generation and the young generation now?
M：Adapting to new challenges is perhaps the true cornerstone of our generation’s legacy to education. And the future of education in a country rests not so much on the construction of better buildings, labs, etc., but in the development of an everadaptable mind.
W：That’s true. The essence of education is the education of the mind. Okay, thank you very much, Professor Wang, for talking to us on the show about the changing trends in education.
M：You’re welcome
SECTION C
A new data shows that the global AIDS pandemic will cause a sharp drop in life expectancy in dozens of countries, in some cases, declines of three decades. Several nations are losing a century’s progress in extending the length of life. Nations in every part of the world, 51 in all, are suffering declining life expectancies because of an increasing prevalence of HIV infection. The increase is occurring in Asia, Latin America, and the Carribbean, but is greatest in subSaharan Africa, a region with only 10% of the world’s population but 70% of the world’s HIV infections. Seven African countries have life expectancies of less than 40 years. For example, in Botswana, where 39% of the adult population is infected with HIV, life expectancy is 39 years. But by 2010, it will be less than 27 years. Without AIDS, it would have been 44 years. Life expectancy throughout the Carribbean and some Central American nations will drop into the 60’s by 2010, when they would otherwise have been in the 70’s without AIDS. In Cambodia and Burma, they are predicted to decline to around 60 years old, to what otherwise would have been in the mid60’s. Even in countries where the number of new infections is dropping, such as Thailand, Uganda, and Senegal, small life expectancy drop is forecast. Back in the early 1990’s, we never would have suspected that population growth would have turned negative because of AIDS mortality. In less than 10 years, we expect that 5 countries will be experiencing negative population growth because of AIDS mortality, including South Africa, Mozambique, Lesotho, Botswana and Swaziland.
Questions 14 and 15 are based on the following news. At the end of the news item, you will be given 30 seconds to answer the questions. Now listen to the news.
The European Union has drafted a list of US products to be hit with import taxes in retaliation for tariffs the United States has imposed on European steel. EU member governments will review the list before the EU submits it to the World Trade Organization, which arbitrates international trade disputes. EU officials will not say which American products will be hit by the EU sanctions. But diplomats monitoring the most recent transAtlantic trade dispute say they include textiles and steel products.
Earlier this month, the Bush administration imposed tariffs of up to 30 percent on some steel imports, including European products.
The EU has appealed to the World Trade Organization to get those duties overturned. But a WTO decision on the matter could take up to a year or more. EU officials say that, under WTO rules, the EU has the right to impose retaliatory measures in June. But they say the United States can avoid the EU’s possible countermeasures if it pays more than two billion dollars in compensation to the EU for imposing the steel tariffs in the first place. The officials say Washington could also escape retaliation by lowering U.S. import duties on other EU products.
The Bush administration says it will not pay compensation.
SECTION D TALK
Good morning. Today’s lecture will focus on how to make people feel at ease in conversations. I guess all of you sitting here can recall certain people who just seem to make you feel comfortable when they are around. You spend an hour with them and feel as if you’ve known them half your life. These people who have that certain something that makes us feel comfortable have something in common, and once we know what that is, we can go about getting some of that something for ourselves. How is it done? Here are some of the skills that good talkers have. If you follow the skills, they will help you put people at their ease, make them feel secure, and comfortable, and turn acquaintances into friends.
First of all, good talkers ask questions. Almost anyone, no matter how shy, will answer a question. In fact, according to my observation, very shy persons are often more willing to answer questions than extroverts. They are more concerned that someone will think them impolite if they don’t respond to the questions. So most skillful conversationalists recommend starting with a question that is personal, but not harmful. For example, once a famous American TV presenter got a long and fascinating interview from a notoriously private billionaire by asking him about his first job. Another example, one prominent woman executive confesses that at business lunches, “I always ask people what they did that morning. It’s a dull question, but it gets things going.” From there, you can move on to other matters, sometimes to really personal questions. Moreover, how your responder answers will let you know how far you can go. A few simple catchwords like “Really?” “Yes?” are clear invitations to continue talking.
Second, once good talkers have asked questions, they listen for answers. This point seems obvious, but it isn’t in fact. Making people feel comfortable isn’t simply a matter of making idle conversation. Your questions have a point. You’re really asking, “What sort of person are you?” and to find out, you have to really listen. There are at least three components of real listening. For one thing, real listening means not changing the subject. If someone sticks to one topic, you can assume that he or she is really interested in it. Another component of real listening is listening not just to words but to tones of voice. I once mentioned D.H. Lawrence to a friend. To my astonishment, she launched into an academic discussion of the imagery in Lawrence’s works. Midway through, I listened to her voice. It was, to put it mildly, unanimated, and it seemed obvious that the imagery monologue was intended solely for my benefit, and I quickly changed the subject. At last, real listening means using your eyes as well as your ears. When your gaze wanders, it makes people think they’re boring your, or what they are saying is not interesting. Of course, you don’t have to stare, or glare at them. Simply looking attentive will make most people think that you think they’re fascinating.
Next, good talkers are not afraid to laugh. If you think of all the people you know who make you feel comfortable, you may notice that all of them laugh a lot. Laughter is not only warming and friendly, it’s also a good way to ease other people’s discomfort. I have a friend who might enjoy watching at gathering of other people who do not know each other well. The first few minutes of talk are a bit uneasy and hesitant, for the people involved do not yet have a sense of each other. Invariably, a light comment or joke is made, and my friend’s easy laughter appears like sunshine in the conversation. There is always then a visible softening that takes place. Other people smile, and loosen in response to her laughter, and the conversation goes on with more warmth and ease.
Finally, good talkers are onces who cement a parting. That is, they know how to make use of parting as a way to leave a deep impression on others. Last impressions are just as important as first impressions in determining how a new acquaintance will remember you. People who make others really feel comfortable take advantage of that parting moment to close the deal. Men have had it easier. They have done it with a smile, and a good firm handshake. What about women then? Over the last several years, women have started to take over that custom well between themselves or with men. If you’re saying goodbye, you might want to give him or her a second extra hand squeeze. It’s a way to say, I really enjoyed meeting you. But it’s not all done with body language. If you’ve enjoyed being with someone, if you want to see that person again, don’t keep it a secret. Let people know how you feel, and they may walk away feeling as if they’ve known you half their life.
Okay, just to sum up. Today, we’ve talked about four ways to make people feel at ease in conversations. These skills are important in keeping conversations going, and in forming friendships later on. Of course, these skills are by no means the only ones we can use. the list is much longer. I hope you will use these four skills, and discover more on your own in your conversations with other people.
Now you have two minutes to check your notes, and then please complete the 15minute gapfilling task on Answer Sheet One.
This is the end of listening comprehension.
答案与详解
PAPER ONE
PART Ⅰ LISTENING COMPREHENSION
SECTION A TALK
1. 答案： A
【问句译文】跳华尔兹舞与语言运用的相似点在于什么？
【试题分析】本题属于细节题
【详细解答】从talk中我们听到语言运用是一种joint action，后面介绍了joint action的定
义，人们在跳华尔兹舞时，“…two dancers do their individual steps in coordinatio
n”，而人们使用语言时，“…perform their individual actions in coordination.”，
因此A正确。
2．答案： B
【问句译文】谈话中的说话者认为语言运用是一个什么样的过程？
【试题分析】本题属于细节题。
【详细解答】谈话中有“it belongs to both”的字样，即individual和social二者，故B对。
3．答案： C
【问句译文】个人背景与非个人背景的主要区别是什么？
【试题分析】本题属于细节题。
【详细解答】对话属于personal settings，它们涉及到参与者的自由交流：They’re all cha
racterized by the free exchange of turns among the two participants. 而独白属于n
onpersonal settings，它很少有或没有与观众交流的机会：little or no opportunity fo
r interruption, or turns by members of the audience. 因此，personal settings 与
nonpersonal settings 之间的主要区别在于讲话者与观众之间的相互交流。
4．答案： B
【问句译文】在小说背景中，讲话者_____
【试题分析】本题属于细节题。
【详细解答】Talk 中举了《飘》为例，句子“the speakers are each vocalizing words pr
epared by someone else”告诉我们，书中的讲话者表达的是别人（如作家、作曲家）为
之准备的话。
5．答案： D
【问句译文】与其他背景相比，私人背景的主要特征是什么？
【试题分析】本题属于细节题。
【详细解答】在private setting 中，“people speak for themselves without actually a
ddressing anyone else ”, 因而是没有观众的。
SECTION B INTERVIEW
6．答案： C
【问句译文】王教授那个时代的教育是什么样的？
【试题分析】细节题。
【详细解答】王教授说：We did not study very hard. We were not under any pressure t
o decide on our careers.故可排除选题A；We were always made to feel that getting
a first degree … was not preparation for a profession.因而那时的教育并非为工作
作准备的，它是一般性的教育(general education)。
7．答案： B
【问句译文】据王教授看来，目前教育的目的是什么？
【试题分析】细节题。
【详细解答】句子“universities today are more concerned with providing jobs for th
eir graduates”说明如今的大学过多关注的是给毕业生提供工作。
8．答案： C
【问句译文】依王教授看来，科技能力_______
【试题分析】从访谈中，我们听到“technical skill which don’t require you to become
very well educated”,意思是technical skill 不需要你有很好的教育，故C对。
9．答案： C
【问句译文】对于因付费学生数量的增加而造成的情形，王教授提出了什么解决建议？
【试题分析】细节题。
【详细解答】王教授说“what we can do is to concentrate on improving the quality of
education”，意指我们要提高教育质量。
10．答案： D
【问句译文】下面哪个不是今后教育应该培养的毕业生？
【试题分析】本题属于推断题。
【详细解答】选项A、B、C都可在会谈中听到，是王教授所赞同的，而且句子“… the best universities in the world are already trying to guarantee that their students will not only be technically trained but will be the kind of people that can adapt
to any changing situation.”说明学生不但要受技术上的训练，还得要适应不断变化的情
况。因而那些只有技能的毕业生，不是今后教育要培养的。
SECTION C NEWS BROADCAST
11．答案： B
【问句译文】世界上下述哪个地区寿命缩短的最厉害？
【试题分析】细节题。
【详细解答】文中提到“Nations in every part of the world … are suffering declinin
g life expectancies …The impact … is greatest in subSaharan Africa”,即虽然世
界各地寿命都有所下降，但受影响最严重的地方是SubSaharan Africa，故答案为B.
12．答案： D
【问句译文】根据本新闻，哪个国家寿命下降率较小？
【试题分析】细节题。
【详细解答】文中提到“ Even in countries where the number of new infections is dro
pping, such as Thailand, Uganda, and Senegal, small life expectancy drop is fore
cast”，在上述几个国家中，选项中出现了Thailand，即D，故答案为D。
13 答案： B
【问句译文】预计将出现以人口负增长的国家主要在_______？
【试题分析】细节题。
【详细解答】文中提到“we expect that 5 countries will be experiencing negative po
pulation growth because of AIDS mortality, including South Africa, Mozambique, L
esotho, Botswana and Swaziland.”上文中提到的国家主要集中在非洲，故答案为B。
14．答案： B
【问句译文】欧盟和美国之间的贸易纠纷主要由什么引起？
【试题分析】主旨题。
【详细解答】新闻在一开始就对整篇内容做了概述：为报复美国对欧洲钢材征收的关税，欧盟
拟增加一系列美国产品的进口税。由此不难看出本题答案为B，即美国对欧洲钢材的征收的
税率。
15．答案： A
【问句译文】在欧盟将清单提交给WTO之前应先与谁协商？
【试题分析】细节题。
【详细解答】新闻中提到“EU member governments will review the list before the EU submits it to the WTO”，即欧盟各国政府将先审核清单。故答案为A。
SECTION D NOTE-TAKING & GAP-FILLING
1．答案：shyness
【详细解答】录音中提到 “Almost anyone, no matter how shy, will answer a question.”
,此处应用名词，故用shyness.
2．答案：first
【详细解答】录音中涉及 “personal but harmful questions” 时，提到几个例子，第一个例
子为“asking him about his first job” 等。
3．答案：morning
【详细解答】录音中涉及 “personal but harmful questions” 时，提到几个例子，包括 “as
k people what they did that morning”。
4．答案：listen
【详细解答】录音的第二点提到 “once good talkers have asked questions, they listen
for answers.”
5．答案：interest
【详细解答】录音中提到 “if someone sticks to one topic, you can assume that he or
she is really interested in it.”, 此处填名词，故填interest.
6．答案：tones
【详细解答】录音中提到 “Another component of real listening is listening not just
to words but to tones of voice.”
7．答案：discomfort
【详细解答】录音的第三点中提到 “Laughter is not only warming and friendly, it’s al
so a good way to ease other people’s discomfort.”
8．答案：conversations
【详细解答】根据录音的第三点做总结。人们开始谈话时还不太了解，适时的笑声能使谈话更
容易进行。
9．答案：handshake
【详细解答】录音中提到 “Men ...have done it with a smile, and a good firm handshak
e.”
10．答案：men
【详细解答】录音中提到 “women have started to take over that custom as well betwee
n themselves or with men”。
PART Ⅱ PROOFREADING AND ERROR CORRECTION
1.答案：^ special committees → or special committees
【详细解答】多项并列用句型either...or...or。
2.答案：consisted → consisting
【详细解答】consist of 意思是“由...构成”，故该处应用现在分词短语。
3.答案：in → on
【详细解答】固定搭配on ...occasions
4.答案：rely ^ → rely on
【详细解答】固定搭配rely on sb. to do something
5.答案：make out → make
【详细解答】make out 意思是“辨认出”，而此处意思是“对...做详细的研究”，故用“ma
ke detailed studies of...” 即可。
6.答案：its → their
【详细解答】此处指代的是“investigations”, 故用复数。
7.答案：^ public → the public
【详细解答】the +adj. 可表示某一类人，此处意思是“面向公众”，故应用“the public”。
8.答案：nevertheless → therefore (thus)
【详细解答】此处不是表示意思的转折，而是与前文构成因果关系，故可改为therefore 或thus。
9.答案：citizenry → citizens
【详细解答】citizenry 为集体名词，意为“全体公民”，且为旧用法；citizens指公民，强
调具体的群体。
10.答案：these → those
【详细解答】those 指代witnesses , 即指代名词复数做定语从句的先行词，而these不行。
PART Ⅲ READING COMPREHENSION
SECTION A READING COMPREHENSION
TEXT A
短文大意：美国总统布什签订了一份农业议案，旨在提高农业补贴。本文围绕这一问题，指出发展中国家、穷国家希望富国给予其在农业贸易上公平竞争的机会，暗示布什的这一
举措对穷国来说是件令人沮丧之事。
16．答案： C
【参考译文】相比之下，哪里的农民接受政府补贴多？
【试题分析】本题为细节题。
【详细解答】短文第一段中说：“Farmers in Europe, the U.S. and Japan are luckier: t
hey receive massive government subsidies in the form of guaranteed prices or dir
ect handouts.”其意思是说欧洲、美国及日本的农民更幸运些，他们接受了大量的政府补
贴，如有保障的价格或者直接的救济，可见欧洲位于首位。后文又有“...pushes U.S. agr
icultural support close to crazy European levels.”指的是新农业议案使得美国的农
业资助接近于疯狂的欧洲水平，说明欧洲的农民接受政府补贴最多。
17．答案： A
【参考译文】除了经济上的考虑之外，布什签的新农业议案背后还有什么动机？
【试题分析】本题为细节题。
【详细解答】短文第一段末尾说：“ It’s also designed to help the Republican Party w
in control of the Senate in November’s midterm elections.”原来，议案还旨在帮组
布什所在的民主党赢得对参议院的控制权，因而它有“党派(partisan)的动机”。
18．答案： A
【参考译文】作者全文试图表达的意思是什么？
【试题分析】本题为主旨题。
【详细解答】文中第二段引用乌干达财政部长的话：“What we want is for the rich count
ries to let us compete.”，即希望富国能让他们竞争；第三段讲了肯尼亚园艺工业曾经
的发展及如今所面临的贸易障碍，从此得出一个教训：“The lesson: the third world ca
n prosper if the rich world gives it a fair go”，意思是富国若给一个公平的机会，
第三世界就会繁荣起来，这与选项A相符。
19．答案： C
【参考译文】作者对美国新的农业补贴的态度如何？
【试题分析】本题为判断推理题。
【详细解答】可从最后一段中的几句话得出答案。“This is what makes Bush’s decision t
o increase farm subsidies last month all the more depressing.” 说明布什的决定让
人沮丧；另外，最后一句“Bush’s handout last month makes a lie of America’s commi
tment to those talks and his personal devotion to free trade.” 实质上是批评了布
什是对其在多哈(Doha)会谈上所作的承诺的撒谎。因此作者的态度是“批判性的”。
TEXT B
短文大意：本文陈述了“在当今美国，人们的工作时间延长了”这一事实并分析了原因。
20．答案： C
【参考译文】在美国，工作时间的延长是______。
【试题分析】本文为细节题。
【详细解答】本文第一段未指出：“Since the 1970s, however, the hours clocked up by
American workers have risen, to an average of 42 this year in manufacturing. ”
意思是美国工人记录的工作时间在制造业上提高了平均42小时（每周）；短文第三段又说：
“Several studies suggest that something similar is happening outside manufactur
ing.”这说明相似的情况也出现在制造业之外，后文举例说明经理和律师（executives and
lawyers）的工作时间也延长了。因此可判断在美国各界都出现了工作时间延长的现象，答
案C正确。
21．答案： B
【参考译文】根据第三段内容，下面哪一个可能是工作时间延长的后果之一？
【试题分析】本题属于判断推理题。
【详细解答】第三段告诉我们：在德国，随着工人收入的增加，他们可以减少工作而提高生活
标准，而美国并不这样认为。句子“Parents spend less time with their children, who
may be left alone at home for longer. Is it just a coincidence that juvenile cr
ime is on the rise?”告诉我们：美国青少年犯罪现象上升与父母在家时间少有联系，因
而它可能是人们工作时间延长的一种后果。
22．答案： A
【参考译文】下面哪个是作者提出的工作时间延长的原因？
【试题分析】本题属于推断题。
【详细解答】从短文倒数第二段可判断出答案。该段第一句告诉我们：上述答案均不能解释保
持了几个世纪缩短的工作时间为何又回弹了。句子“Perhaps cultural differences ——t
he last refuge of the defeated economist —— are at play”说明Cultural differen
ces 是经济学家们所认为的原因。接下来作者在文中分析：“Perhaps clever marketing has e
nsured that basic needs …expand continuously”，加上购物也成了人们的消遣之一，
因而人们日常需求的扩大是人们要求工作时间长的原因。
TEXT C
短文大意：本文以散文的笔调讲述了发生在捕猎女孩March与一只狐狸之间的故事。那只狡
猾的狐狸似乎知道捕猎女孩要捕它，却从她眼皮下慢慢地走开了，女孩被狐狸看她的眼神震
住了，她决心要找到它。
23．答案： B
【参考译文】故事开始，狐狸似乎是怎样的，下面哪个不能用来描述狐狸？
【试题分析】本题属于推断题。
【详细解答】短文第一段中的描述可让我们筛选出正确答案。句子“The fox really exasper
ated them both”说明狐狸激怒了他们——捕猎女孩，故而狐狸是让人恼火的(annoying)；
“And he was so sly”意指狐狸狡猾（cunning）；当March 用枪射他时，狐狸却毫不在意
：“But he made no account of this”，而且狐狸“…seemed to circumvent the girl
s deliberately”似乎故意包围着捕猎女孩们，这些都暗示狐狸带有挑衅性（defiant）。
从文中不能判断狐狸是凶猛的(fierce)，故选B。
24．答案： D
【参考译文】随着故事的发展，March开始感觉被什么符咒镇住了？
【试题分析】本题属于细节题，旨在考词义 spellbound。
【详细解答】句子“She was spellbound ——she knew he knew her.”告诉我们：当狐狸
的眼睛遇到March的眼睛时，March一下子象被“符咒镇住”（spellbound）了，她知道狐狸
认识她。故答案是：fox。
25．答案： A
【参考译文】渐渐地，March 似乎处于一种什么样的状态？
【试题分析】本题属于细节题。
【详细解答】第五段中出现“walked abstractedly about”和“mindlessness”，说明March
心神不宁、心不在焉，与blankness相似。
26．答案： C
【参考译文】故事结尾，March和狐狸之间似乎出现了一种什么样的感觉？
【试题分析】本题属于推理题。
【详细解答】最后一段告诉我们，March一心被fox所占领，她很执拗地想找到fox，句子如：
“She was possessed by him,… she felt him invisibly master her spirit”等告诉我
们March和fox似乎很了解对方，这与答案intimacy（亲密）相近。
27．答案： A
【参考译文】整篇文章给人一种什么样的印象？
【试题分析】本题属于推断题。
【详细解答】本文以细腻的笔调将故事娓娓道来，一个活生生的狐狸形象及感情丰富且固执的
女猎手跃然纸上，这些都是通过描述猎手的心理活动、狐狸的表情行为及对周围环境的渲染
所造成的。通篇文章充满了一种神秘的气氛。
TEXT D
短文大意：随着八国首脑会议的召开，欧洲爆发了新一轮的抗议示威活动。一个时代以来第
一次国际政治和经济形式处于被审判的地位。抗议者不会减少而会增加，并且随着全球化的
发展，抗议活动也形成了全球化。
28． 答案： C
【参考译文】 根据上下文，第一段末的“parties” 一词指的是什么？
【试题分析】细节推理题。
【详细解答】第一段提到“旗子收好了，票订好了，就等着去参加parties 了...”，第二段
开头提到“本周将有一次泛欧抗议者的宴会”。不难推理出parties是泛欧抗议者的活动，
故答案选C.
29．答案： B
【参考译文】 根据本文，与经济全球化并行的是______。
【试题分析】段落理解题。
【详细解答】第六段提到“全球抗议活动产生了他们自己的语言、文本、议程等，抗议者以前
不一样的政治、经济分析也融合为一体了；”最后一句话提到“政府和世界组织促使资本和
发展全球化的长期计划正通过抗议的全球化反映出来。”
30．答案： A
【参考译文】 根据最后一段，布鲁塞尔正在考虑什么？
【试题分析】细节题。
【详细解答】第八段提到“...meet only in places able to physically resist the masse
s”, 第九段段首直接提到“Brussels is considering building a super fortress for int
ernational meetings.” 由这两句话可以推断出答案为A。
SECTION B SKIMMING AND SCANING
TEXT E
短文大意：
本文讲述了美国社会犯罪的严重性问题。
31．答案： B
【参考译文】本文的目的旨在做什么？
【试题分析】本题属于主旨题。
【详细解答】通过快速浏览，可见文章第二段、三段列了许多数据说明犯罪的严重性，故选B。
TEXT F
短文大意：本文分析了“formal learning”和“informal learning”两种学习方法。
32．答案： A
【参考译文】本文的主旨是什么？
【试题分析】本题属于主旨题。
【详细解答】快速浏览各段首句可知答案。
TEXT G
短文大意：本文讲述了德国政府为提高穷人人力资源所采取的三种措施。
33．答案： D
【参考译文】文中提到的三种方法旨在做什么？
【试题分析】本题属于段落大意题。
【详细解答】快速看黑体字（即三种方法）后的每段首句及第三句，可知均有“reduce pover
ty”，故答案为D。
TEXT H
短文大意：本文讲解了在非洲建立女子大学的问题。
34．答案： B
【参考译文】本文主要关注什么样的问题？
【试题分析】本题属于主旨题。
【详细解答】浏览全文，university和women二词出现频率最高，再看各段首句可知答案。
TEXT I
短文大意：南京师范大学的多位校长提出了一些有见解的、鼓舞人心的教育理论与实践观念
，对中国的教育史有着深远的影响。
35．答案： C
【参考译文】哪位校长赞同解除对女老师的禁令？
【试题分析】本题属于细节题。
【详细解答】第一段很重要，然后直接根据问题浏览各段落找出相应的人物。
36．答案： D
【参考译文】Guo Juefu 是什么人？
【试题分析】细节题。
【详细解答】直接从文中找到Guo Juefu的相应介绍可知答案。
〖CSD%0,0,0,40〗〖FK（B2001〗〖WTHZ〗〖LT（5Y〗TEXT J〖LT）〗〖FK)〗
〖WTBZ〗短文大意：本文是一则芝加哥大学商业研究院所作的广告。
37．答案： B
【参考译文】芝加哥商业研究院为经理开设的工商管理硕士课程在多长时间内结束？
【试题分析】细节题。
【详细解答】第三段中有一个数据20 months，再看上文，即可知答案。
38．答案： C
【参考译文】如果你在马来西亚，你的签到日期是什么时间？
【试题分析】细节题。
【详细解答】Kuala Lumpur—— 吉隆坡是马来西亚的首都，直接看到这一项可知答案。
TEXT K
短文大意：本文介绍了几本书的作家、内容、价格等。
39．答案： B
【参考译文】谁写了Cultural Amnesia: America’s Future and the Crisis of memory 一书
？
【试题分析】细节题。
【详细解答】直接找到书名，便可知作家。
40．答案： D
【参考译文】哪本书是论文集？
【试题分析】细节题。
【详细解答】仅看选项中的四本书，再快速浏览这四本书，而“anthology of essays”一词
与“a collection of papers ”相近，故D对。
PAPER TWO
PART Ⅳ TRANSLATION
SECTION A CHINESE TO ENGLISH
【参考译文】
We shouldn’t be too romantic about human relationships. Human beings are funny. Usually, when they meet a person they will first notice his or her merits. It’s just like the experience of dinning in a restaurant. The starter or cold dish will leave you a very good impression. You will be full of praise while eating the first
two main courses. The more you eat, the calmer you will become. At the end of the dinner all the shortcomings come out. Then happiness turns to anger, praise to scolding and nitpicking, and headingnodding to headshaking. This is because
: first, you are hungry when you begin eating. When you are hungry, the bran tastes as sweet as honey; when you are full, even the honey tastes insipid.
SECTION B English to Chinese
只有在我过于劳累，在我长时间无间断地工作，在我感到内心空虚，需要填补的时候，我才寂寞。而有时在我巡回演讲后回家时，在我见了许多人，讲了许多话，且经历多得需要清理时，我才寂寞。
于是有那么一小会儿感觉房子又大又空，我都不知道我的自我藏在哪儿了。于是我会给植物
浇浇水，或者将它们再挨个儿瞅瞅，好像它们是人一样。这样我才慢慢地重新找回自我。
好大一会儿，我看着水浪从喷泉中喷涌而出，但只有当世界在我身边逐渐消逝时，那一时刻才会到来，自我又从内心深处的无意识中冒出来，带来我最近的种种经历，让我探究，慢慢
领会。
PART Ⅴ WRITING
【参考范文】
Should University Students Go in for Business
Nowadays, you may encounter students who are selling stationery or newspapers when you are walking on campus. Some of them have even opened different types of small shops. They assume that in this way they may accumulate some social experiences and get well prepared for their future jobs. However, they can hardly achieve that purpose. What’s even worse is that they will waste a lot of time they could have used for study. Therefore, in my opinion, university students should not go in for business because of the following two reasons.
Firstly, university students usually have a heavy task of theoretical study. They have a lot of courses to take, a pile of books to read, and all types of homework to finish. These tasks are essential for them to build up a profound and theoretical foundation. After all, university era is the best time when a student can learn theoretical knowledge. They have many years to practice it later, but if they miss the chance to master it systematically, they will certainly regret wasting their best years. Doing business will take them too much time when they can spend on physical exercises, on books and on activities which will make them better people in the future. No matter whether the business turns out successful or ends up a failure, it will eventually distract students from their academic study. So in the end the students will lose much more than what they earn.
Secondly, a complete social service network has been established on campus, and the students usually have no chance to compete with the supermarkets which offered much better service and commodities of high quality. These supermarkets sell goods ranging from pens, paper to quilts, from biscuits to cooked meals. You can almost buy whatever you will use in daily life there. Besides, these things are usually cheap. What type of shops the students can run? Most of them do the same business as the supermarkets. What type of goods they offer? Nothing better than those in the supermarkets. As a result, the business run by the students usually end in bankruptcy. Except bitter experiences, they earn nothing.
In a word, if university students go in for business, they will inevitably lose not only energy but also time. Therefore, the school authority should forbid the students to run business, and teachers should try their best to persuade the students not to take the risk so early.
本套真题测试的语言重点：
重点单词：
pie-in-the-sky 不切实际的
incentive 诱因，动机exasperate 激怒disparate 本质不同的，异类的
fickleness 反复无常，易变pedantry 拘泥形式，卖弄学问
重点词组：
give it a go 试图做某事liberal arts 文科spread over (工程,课程等)占去（时间）
