In Sections A, B and C you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.
SECTION A TALK Questions 1 to 5 refer to the talk in this section. At the end of the talk you will be given 75 seconds to answer the questions. Now listen to the talk.
1. The parallel between waltzing and language use lies in
A.the coordination based on individual actions.
B.the number of individual participants.
C.the necessity of individual actions.
D.the requirements for participants.
A B C D
A
2. In the talk the speaker thinks that language use is a(n)_________process.
A.individual
B.combined
C.distinct
D.social
A B C D
B
3. The main difference between personal and nonpersonal settings is in
A.the manner of language use.
B.the topic and content of speech.
C.the interactions between speaker and audience.
D.the relationship between speaker and audience.
A B C D
C
4. In fictional settings, speakers
A.hide their real intentions.
B.voice others' intentions.
C.play double roles on and off stage.
D.only imitate other people in life.
A B C D
D
5. Compared with other types of settings, the main feature of private setting is
A.the absence of spontaneity.
B.the presence of individual actions.
C.the lack of real intentions
D.the absence of audience.
A B C D
D
[解析] 1-5 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 actions. What is a joint action? I think it is an action that is carried out by a group of people doing things in coordination with each other. A simple example: 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 merges as the two dancers do their individual steps in coordination as a couple. Similarly, doing things with language is also different form the sum of a speaker's speaking and a listener's listening. It is the joint action that merges 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 a social unit 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 a joint action 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 scene in which the language use takes place, plus the medium which refers to whether language used 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 are all characterized by the free exchange of turns among the two or more participants. I'll call these personal settings. Then we have what I would call non-personal settings. A typical example is the monologue. In monologues, one person speaks with little or no opportunity for interruption or turns by the members of the audience. Monologues come in many varieties too, as when a professor lectures to a class or a student gives a presentation in a seminar. These people speak for themselves, uttering words they formulate themselves for the audience before them and the audience isn't expected to interrupt. In another kind of setting which is 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 cross-questioning a witness in court, or a professor directing a seminar discussion. In these settings, what is said is more or less spontaneous, even no turns of 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. Vivien Leigh plays Scarlet O'Hara in Gone with the Wind. Frank Loesser sings a love song in front of a live audience. The speakers are each vocalizing words prepared by someone else, for instance, a playwright or a composer, and are openly pretending to be speakers expressing intentions that are not necessarily their own. Finally, there are private settings, in which people speak for themselves without actually addressing anyone else. For example, I like to 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 INTERVIEW Questions 6 to 10 are based on an interview. At the end of the interview you will be given 75 seconds to answer the questions. Now listen to the interview.
1. What was education like in Professor Wang's days?
A.Students worked very hard.
B.Students felt they needed a second degree.
C.Education was not career-oriented.
D.There were many specialized subjects.
A B C D
C
2. According to Professor Wang, what is the purpose of the present-day education?
A.To turn out an adequate number of elite for the society.
B.To prepare students for their future career.
C.To offer practical and utilitarian courses in each programme.
D.To set up as many technical institutions as possible.
A B C D
B
3. In Professor Wang's opinion, technical skills
A.require good education.
B.are secondary to education.
C.don't call for good education.
D.don't conflict with education.
A B C D
C
4. What does Professor Wang suggest to cope with the situation caused by increasing numbers of fee-paying students?
A.Shifting from one programme to another.
B.Working our ways to reduce student number.
C.Emphasizing better quality of education.
D.Setting up stricter examination standards.
A B C D
C
5. Future education needs to produce graduates of all the following categories EXCEPT
A.those who can adapt to different professions.
B.those who have a high flexibility of mind.
C.those who are thinkers, historians and philosophers.
D.those who possess only highly specialized skills.
A B C D
D
[解析] 6-10 H: Good evening, I'm Nancy Johnson. The guest on our radio talk this evening is Professor Wang Gongwu. Hello, Professor Wang. W: Hello. H: Professor Wang, you are now professor emeritus of Australian 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 are still very fond of your university days as a student. W: That's right. That was in 1949. The university I went to was a brand new 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. H: How did the students like you, for example, study then? W: We did not study very hard, because we did not have to. We didn't have all these fantastic competitions as you have today. 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. H : What do you think is the most striking difference in the present day education since then? W: University education has changed dramatically since those days. Things are very specialized today. H: 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, Prof. Wang, you have repeatedly noted that one has to look at the development of education in one particular country in the broad context. What do you mean by that? W. Well, the whole world has moved away from elite education and 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 the general education or on personal development. H: Do you think that is a welcome development? W: 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. H: So you are concerned about this development? W: Yes, I'm very concerned. With technical changes, many of the things that you learned are technical skills which didn'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 universities. H: Prof. Wang, let's look at a different issue. How do you comment on the current phenomenon that more and more universities admit students because of the fees they pay? W: 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. H. Yes, you are right. A university is judged by the quality of education it offers. Prof. Wang, let's turn to the future. What types of graduates, in your view, do universities of the future need to produce if they are to remain relevant? W. 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 can be that kind of people that can adapt to any changing situation. H. I guess may people would agree with you on that point. University education should focus on both professional and personal intellectual development of students. But still some might believe that there is a definite place for education in the broader sense, that is to say, in personal intellectual development. W. 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 does not have philosophers, or people who think about the value of life, it's a very sad society indeed. H: Prof. Wang, my last question, do you see any common ground in education between your generation and young generation now? W: 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 on the development of an ever adaptable mind. H: That's true. The essence of education is the education of the mind. OK, thank you very much, Prof. Wang, for talking to us on the show about the changing trends in education. W: You are welcome.
SECTION C NEWS BROADCAST
Questions 11 to 13 are based on the following news. At the end of the news item, you will be given 45 seconds to answer the questions. Now listen to the news.
1. Which of the following regions in the world will witness the sharpest drop in life expectancy?
A.Latin America.
B.Sub-Saharan Africa.
C.Asia.
D.The Caribbean.
A B C D
B
2. According to the news, which country will experience small life expectancy drop?
A.Burma.
B.Botswana.
C.Cambodia.
D.Thailand.
A B C D
D
3. The countries that are predicted to experience negative population growth are mainly in
A.Asia.
B.Africa.
C.Latin America.
D.The Caribbean.
A B C D
B
[解析] News Item One (For Questions 11—13) A new data shows that the global AIDS epidemic will cause a sharp drop in life expectancy in dozens of countries, in some cases, declines of almost three decades. Several nations are losing a century of 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 impact is occurring in Asia, Latin America and the Caribbean, but is the greatest in Sub-Sahara Africa, a region with only ten percent of the world's population, but 700% of 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 expectancies throughout the Caribbean and some central American nations will drop into the 60s by 2010, when it would otherwise be in tile 70s without AIDS. In Cambodia and Burma, they are predicted to decline to around 60 years old, for what would have been in the mid-60s. 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 1990s, we never would have suspected that population growth would turn 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.
1. The trade dispute between the European Union and the US was caused by
A.US refusal to accept arbitration by WTO.
B.US imposing tariffs on European steel.
C.US refusal to pay compensation to EU.
D.US refusal to lower import duties on EU products.
A B C D
B
2. Who will be consulted first before the EU list is submitted to WTO?
A.EU member states.
B.The United States.
C.WTO.
D.The steel corporations.
A B C D
A
[解析] 14-15 The European Union has drafted a list of US products to be hit with import taxes in retaliation for tariffs the US 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 trans Atlantic trade dispute say they include textiles and steel products. Earlier this month, the Bush administration imposed tariffs of about 30% on some steel imports including European products. The EU has appealed to the WTO to get those duties verturned. But the WTO decision on the matter will 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 US can avoid the EU's possible counter-measures if it pays more than 2 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 US import duties on other EU products. The Bush administration says it will not pay compensation.
SECTION D NOTE-TAKING AND GAP-FILLING In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening to the lecture, take notes on the important points. Your notes will not be marked, but you will need them to complete a 15-minute gap-filling task on ANSWER SHEET ONE after the minilecture. Use the blank sheet for note-taking. 1. Skill to ask questions 1) be aware of the human nature:readiness to answer others' questions regardless of 1 ________ 1 ________ 2) start a conversation with some personal but unharmful questi ons e.g. questions about one's 3 ________ job 3 ________ questions about one's activities in the 5 ________ 5 ________ 3) be able to spot signals for further talk 2. Skill to 7 ________ for answers 7 ________ 1) don't shift from subject to subject —sticking to the same subject:signs of 9 ________ in conversation 9 ________ 2) listen to 11 ________of voice 11 ________ —If people sound unenthusiastic, then change subject. 3) use eyes and ears —steady your gaze while listening 3. Skill to laugh Effects of laughter: —ease people's 13 ________ 13 ________ —help start 15 ________ 15 ________ 4. Skill to part 1) importance: open up possibilities for future friendship or contact 2) ways: —men: a smile, a 17 ________ 17 ________ —women: same as 19 ________ now 19 ________ —how to express pleasure in meeting someone
[解析] 1-10 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 spent 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 respondent answers will let you know how far you can go. A few simple catch words 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 are 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 are boring you, 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 are 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 gatherings of 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 a 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 ones 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 would 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 as well, between themselves or with men. If you are saying goodbye, you may want to give him or her a second extra hand-squeeze. It's a way to say" I really enjoy meeting you." But it's not all done with body language. If you enjoy 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 have known you half their life. OK, just 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.
PART Ⅱ PROOFREADING & ERROR CORRECTION Proofread the given passage on ANSWER SHEET TWO as instructed.
SECTION A READING COMPREHENSION In this section there are four reading passages followed by a total of fifteen multiple choice questions. Read the passages and then mark your answers on your coloured answer sheet. One of the most important non-legislative functions of the U. S Congress is the power to investigate.This power is usually delegated to committees—either standing committees, special committees set for a specific 1 ________ purpose, or joint committees consisted of members of both houses. 2 ________ Investigations are held to gather information on the need for future legislation, to test the effectiveness of laws already passed, to inquire into the qualifications and performance of members and officials of the other branches, and in rare occasions, to lay the 3 ________ groundwork for impeachment proceedings. Frequently, committees rely outside experts to assist in conducting investigative hearings 4 ________ and to make out detailed studies of issues. 5 ________ There are important corollaries to the investigative power. One is the power to publicize investigations and its results. Most 6 ________ committee hearings are open to public and are reported 7 ________ widely in the mass media. Congressional in vestigations nevertheless represent one important tool available to lawmakers 8 ________ to inform the citizenry and to arouse public interests in national issues. 9 ________ Congressional committees also have the power to compel testimony from unwilling witnesses, and to cite for contempt of Congress witnesses who refuse to testify and for perjury these who give false testimony. 10 ________
1.
在set与for之间加up。
表示“成立”委员会一般要用set up。
2.
将consisted改成consisting。
此处consisting of members of both houses为动名词短语作joint committees的后置定语。consist of为不及物动词短语。
3.
将in改成on。
一般用on与occasion搭配表示“在……场合”。
4.
在rely和outside之间加on。
rely on表示“依赖” 。“依靠。rely为不及物动词。
5.
将out去掉。
make stuies of 表示“研究……”。
6.
将its改成their。
这里的results指的是investigations的结果,所以应该用their。
7.
在to与public之间加the。
表示“对公众开放”中的public前需要使用the,又如:The gardens are open to the public.公园对公众开放。此外,表示“公开地”时则说in public,不加冠词。
8.
将nevertheless去掉。
从上下文逻辑上讲,此处不存在转折关系。
9.
将interests改成interest。
interest用复数形式时表示“利益”等。表示“兴趣”时,interest是不可数的。
10.
将these改成those。
those这里指代Congress witnesses,作后面定语从句who give false testimony的先行词。
PART Ⅲ READING COMPREHENSION
SECTION A READING COMPREHENSION In this section there are four reading passages followed by a total of fifteen multiple- choice questions. Read the passages and then mark your answers on your coloured answer sheet.
TEXT A 1 Farmers in the developing world hate price fluctuations. It makes it hard to plan ahead. But most of them have little choice: they sell at the price the market sets. Farmers in Europe, the U. S. and Japan are luckier: they receive massive government subsidies in the form of guaranteed prices or direct handouts. Last month U. S. President Bush signed a new farm bill that gives American farmers $190 billion over the next 10 years, or $83 billion more than they had been scheduled to get, and pushes U. S. agricultural support close to crazy European levels. Bush said the step was necessary to "promote farmer independence and preserve the farm way of life for generations". It is also designed to help the Republican Party win cotrol of the Senate in November's mid-term elections. 2 Agricultural production in most poor countries accounts for up to 50% of GDP, compared to only 3% in rich countries. But most farmers in poor countries grow just enough for themselves and their families. Those who try exporting to the West find their goods whacked with huge tariffs or competing against cheaper subsidized goods. In 1999 the United Nations Conference on Trade and Development concluded that for each dollar developing countries receive in aid they lose up to $14 just because of trade barriers imposed on the export of their manufactured goods. It's not as if the developing world wants any favours, says Gerald Ssendawula, Uganda's Minister of Finance. "What we want is for the rich countries to let us compete." 3 Agriculture is one of the few areas in which the Third World can compete. Land and labour are cheap, and as farming methods develop, new technologies should improve output. This is no pie-in-the-sky speculation. The biggest success in Kenya's economy over the past decade has been the boom in exports of cut flowers and vegetables to Europe. But that may all change in 2008. when Kenya will be slightly too rich to qualify for the "least-developed country" status that allows African producers to avoid paying stiff European import duties on selected agricultural products. With trade barriers in place, the horticulture industry in Kenya will shrivel as quickly as a discarded rose. And while agriculture exports remain the great hope for poor countries, reducing trade barriers in other sectors also works: America's African Growth and Opportunity Act, which cuts duties on exports of everything from handicrafts to shoes, has proved a boon to Africa's manufacturers. The lesson: the Third World can prosper if the rich world gives it a fair go. 4 This is what makes Bush's decision to increase farm subsidies last month all the more depressing. Poor countries have long suspected that the rich world urges trade liberalization only so it can wangle its way into new markets. Such suspicions caused the Seattle trade talks to break down three years ago. But last November members of the World Trade Organization, meeting in Doha, Qatar, finally agreed to a new round of talks designed to open up global trade in agriculture and textiles. Rich countries assured poor countries, that their concerns were finally being addressed. Bush's handout last month makes a lie of America's commitment to those talks and his personal devotion to free trade.
1. By comparison, farmers _________receive more government subsidies than others.
4. The writer's attitude towards new farm subsidies in the U. S. is
A.favourable.
B.ambiguous.
C.critical.
D.reserved.
A B C D
C
此题为细节理解题。据最后1段,我们得知,作者用depressing来描述布什签署的新法案,同时指出,美国对在多哈会议达成的新一轮会谈以及布什本人对自由贸易的承诺由于布什的这一举措而成了谎言(make a 1ie of)。 [难点解析] <1>handout这里表示“施舍品,救济品”。最后一段中的handout则表示“政府交给新闻界发表的声明等”。 <2>whack重打,击败 <3>There is no pie-in-the-sky speculation这不是毫无希望的猜测。pie in the sky为固定短语,表示“渺茫的幸福,空头支票”。 <4>horticulture园艺 <5>shrivel asadiscarded rose枯萎,像一朵被抛弃的玫瑰。这里作者使用了比喻说法。 <6>boon恩惠,实惠 <7>give sb.a fair go给予某人能够实现某一计划的公平条件或机会。go此处为名词。 <8>wangle one's way into通过欺骗手段获得进入……的机会。 <9>make a lie of使……成为谎言
TEXT B 1 Oscar Wilde said that work is the refuge of people who have nothing better to do. If so, Americans are now among the world's saddest refugees. Factory workers in the United States are working longer hours than at any time in the past half-century. America once led the rich world in cutting the average working week—from 70 hours in 1850 to less than 40 hours by the 1950s. It seemed natural that as people grew richer they would trade extra earnings for more leisure. Since the 1970s, however, the hours clocked up by American workers have risen, to an average of 42 this year in manufacturing. 2 Several studies suggest that something similar is happening outside manufacturing: Americans are spending more time at work than they did 20 years ago. Executives and lawyers boast of 80-hour weeks. On holiday, they seek out fax machines and phones as eagerly as Germans bag the best sun-loungers. Yet working time in Europe and Japan continues to fall. In Germany's engineering industry the working week is to be trimmed from 36 to 35 hours next year. Most Germans get six weeks' paid annual holiday~ even the Japanese now take three weeks. Americans still make do with just two. 3 Germany responds to this contrast with its usual concern about whether people's aversion to work is damaging its competitiveness. Yet German workers, like the Japanese, seem to be acting sensibly: as their incomes rise, they can achieve a better standard of living with fewer hours of work. The puzzle is why America, the world's richest country, sees things differently. It is a puzzle with sinister social implications. Parents spend less time with their children, who may be left alone at home for longer. Is it just a coincidence that juvenile crime is on the rise? 4 Some explanations for America's time at work fail to stand up to scrutiny. One blames weak trade unions that leave workers open to exploitation. Are workers being forced by cost-cutting firms to toil harder just to keep their jobs? A recent study by two American economists, Richard Freeman and Linda Bell, suggests not.. when asked, Americans actually want to work longer hours. Most German workers, in contrast, would rather work less. 5 Then, why do Americans want to work harder? One reason may be that the real earnings of many Americans have been stagnant or falling during the past two decades. People work longer merely to maintain their living standards. Yet many higher-skilled workers, who have enjoyed big increases in their real pay, have been working harder too. Also, one reason for the slow growth of wages has been the rapid growth in employment-- which is more or less where the argument began. 6 Taxes may have something to do with it. People who work an extra hour in America are allowed to keep more of their money than those who do the same in Germany. Falls in marginal tax rates in America since the 1970s have made it all the more profitable to work longer. 7 None of these answers really explains why the century-long decline in working hours has gone into reverse in America but not elsewhere (though Britain shows signs of following America's lead). Perhaps cultural differences--the last refuge of the defeated economist—are at play. Economists used to believe that once workers earned enough to provide for their basic needs and allow for a few luxuries, their incentive to work would be eroded, like lions relaxing after a kill. But humans are more susceptible to advertising than lions. Perhaps clever marketing has ensured that "basic needs"--for a shower with built-in TV, for a rocket-propelled car--expand continuously. Shopping is already one of America's most popular pastimes. But it requires money--hence more work and less leisure. 8 Or try this., the television is not very good, and baseball and hockey keep being wiped out by strikes. Perhaps Wilde was right. Maybe Americans have nothing better to do.
3. Which of the following is the cause of working longer hours stated by the writer?
A.Expansion of basic needs.
B.Cultural differences.
C.Increase in real earnings.
D.Advertising.
A B C D
A
此题为细节归纳题。作者在第7段提出自己的推断。作者认为,之所以美国人长时间工作,而其他国家(如德国)的人不如此,这其中也许是因为存在文化差异。需要注意的是,造成美国人长时间工作不可能是文化差异本身,因为这不符合逻辑。相反,是体现某种文化价值观的东西在起作用。故排除B。接着,作者指出,经济学家过去认为一旦收入增加,能够满足基本需要以及一些奢侈的享乐,工人就会失去工作的动力,而现在他们的收入已经大大增加了,他们仍然长时间工作,所以,可以排除C。作者接着指出,人类比动物更易受到广告的诱惑,聪明的广告让人们相信所谓“基本需要”是在不断增加的,而购物已经是最受美国人喜爱的消遣之一,他们需要更多的钱来满足这一爱好,于是要更多地工作。可见,真正促使美国人长时间工作的不是广告本身(排除D),而是不断增长的基本需要,故A。 [难点解析] <1>refuge庇护,避难所。refugee避难者。 <2>clock up下班打卡 <3>sun-lounger日光浴躺椅 <4>make do with设法应对,以……将就着 <6>sinister险恶的 <7>stand up to scrutiny经得起审查 <8>stagnant停滞不前的 <9>marginal tax rates临界税率
TEXT C 1 The fox really exasperated them both. As soon as they had let the fowls out, in the early summer mornings, they had to take their guns and keep guard; and then again as soon as evening began to mellow, they must go once more. And he was so sly. He slid along in the deep grass; he was difficult as a serpent to see. And he seemed to circumvent the girls deliberately. Once or twice March had caught sight of the white tip of his brush, or the ruddy shadow of him in the deep grass, and she had let fire at him. But he made no account of this. 2 The trees on the wood-edge were a darkish, brownish green in the full light—for it was the end of August. Beyond, the naked, copper-like shafts and limbs of the pine trees shone in the air. Nearer the rough grass, with its long, brownish stalks all agleam, was full of light. The fowls were round about--the ducks were still swimming on the pond under the pine trees. March looked at it all, saw it all, and did not see it. She heard Banford speaking to the fowls in the distance--and she did not hear. What was she thinking about? Heaven knows. Her consciousness was, as it were, held back. 3 She lowered her eyes, and suddenly saw the fox. He was looking up at her. His chin was pressed down, and his eyes were looking up. They met her eyes. And he knew her. She was spellbound--she knew he knew her. So he looked into her eyes, and her soul failed her. He knew her, he was not daunted. 4 She struggled, confusedly she came to herself, and saw him making off, with slow leaps over some fallen boughs, slow, impudent jumps. Then he glanced over his shoulder, and ran smoothly away. She saw his brush held smooth like a feather, she saw his white buttocks twinkle. And he was gone, softly, soft as the wind. 5 She put her gun to her shoulder, but even then pursed her mouth, knowing it was nonsense to pretend to fire. So she began to walk slowly after him, in the direction he had gone, slowly, pertinaciously. She expected to find him. In her heart she was determined to find him. What she would do when she saw him again she did not consider. But she was determined to find him. So she walked abstractedly about on the edge of the wood, with wide, vivid dark eyes, and a faint flush in her cheeks. She did not think. In strange mindlessness she walked hither and thither... 6 As soon as supper was over, she rose again to go out, without saying why. 7 She took her gun again and went to look for the fox. For he had lifted his eyes upon her, and his knowing look seemed to have entered her brain. She did not so much think of him. she was possessed by him. She saw his dark, shrewd, unabashed eye looking into her, knowing her. She felt him invisibly master her spirit. She knew the way he lowered his chin as he looked up, she knew his muzzle, the golden brown, and the greyish white. And again she saw him glance over his shoulder at her, half inviting, half contemptuous and cunning. So she went, with her great startled eyes glowing, her gun under her arm, along the wood edge. Meanwhile the night fell, and a great moon rose above the pine trees.
1. At the beginning of the story, the fox seems to be all EXCEPT
此题为一般推理题。从对上面的问题的分析,我们不难做出选择。读完这一短文,人们不会产生恐惧感,至于C和D更是无从得到支持。 [难点解析] <1>exasperate使恼怒,激怒 <2>mellow夜色渐深 <3>circumvent包围,绕行,迂回 <4>make no account of轻视,看轻 <5>as it were好像,仿佛 <6>daunted恐惧的,害怕的 <7>pertinaciously固执地 <8>hither and thither相当于here and there <9>unabashed不害羞的
TEXT D 1 The banners are packed, the tickets booked. The glitter and white overalls have been bought, the gas masks just fit and the mobile phones are ready. All that remains is to get to the parties. 2 This week will see a feast of pan-European protests. It started on Bastille Day, last Saturday, with the French unions and immigrants on the streets and the first demonstrations in Britain and Germany about climate change. It will continue tomorrow and Thursday with environmental and peace rallies against President Bush. But the big one is in Genoa, on Friday and Saturday, where the G8 leaders will meet behind the lines of 18,000 heavily armed police. 3 Unlike Prague, Gothenburg, Cologne or Nice, Genoa is expected to be Europe's Seattle, the coming together of the disparate strands of resistance to corporate globalisation. 4 Neither the protesters nor the authorities know what will happen, but some things are predictable. Yes, there will be violence and yes, the mass media will focus on it. What should seriously concern the G8 is not so much the violence, the numbers in the streets or even that they themselves look like idiots hiding behind the barricades, but that the deep roots of a genuine new version of internationalism are growing. 5 For the first time in a generation, the international political and economic condition is in the dock. Moreover, the protesters are unlikely to go away, their confidence is growing rather than waning, their agendas are merging, the protests are spreading and drawing in all ages and concerns. 6 No single analysis has drawn all the strands of the debate together. In the meantime, the global protest "movement" is developing its own language, texts, agendas, myths, heroes and villains. Just as the G8 leaders, world bodies and businesses talk increasingly from the same script, so the protesters' once disparate political and social analyses are converging. The long-term project of governments and world bodies to globalise capital and development is being mirrored by the globalisation of protest. 7 But what happens next? Governments and world bodies are unsure which way to turn. However well they are policed, major protests reinforce the impression of indifferent elites, repression of debate, overreaction to dissent, injustice and unaccountable power. 8 Their options—apart from actually embracing the broad agenda being put to them—are to retreat behind even higher barricades, repress dissent further, abandon global meetings altogether or, more likely, meet only in places able to physically resist the masses. 9 Brussels is considering building a super fortress for international meetings. Genoa may be the last of the European super-protests.
1. According to the context, the word "parties" at the end of the first paragraph refers to
2. According to the passage, economic globalisation is paralleled by
A.the emerging differences in the global protest movement.
B.the disappearing differences in the global protest movement.
C.the growing European concern about globalisation.
D.the increase in the number of protesters.
A B C D
B
此题为细节理解题。据第3段中的the coming together of the disparate strands of resistance,第4段最后1句中的a genuine new version of internationalism以及第4段可以确定。A明显表达的是相反的事实;C、D得不到文章的支持。
3. According to the last paragraph, what is Brussels considering doing?
A.Meeting in places difficult to reach.
B.Further repressing dissent.
C.Accepting the protesters' agenda.
D.Abandoning global meetings.
A B C D
A
此题为细节理解题。在最后1段中,作者指出,Brussels试图构筑巨大的堡垒(fortress),从上一段(尤其是最后的places able to physically resist the masses)可知,其目的是为了躲避游行示威者。 [难点解析] <1>glitter亮晶晶的小物品。这里指游行用的东西。 <2>a feast of pan-European protests这里,作者将遍及整个欧洲的游行示威活动比作一场规模宏大的宴席。pan-意思是“泛,全,总”。 <3>disparate根本不相同的,无联系的 <4>agenuine new version of internationalism这里指游行示威的国际性合作或全球化(相对于经济或政治的全球化而言)。 <5>in the dock在被审判席上,处于被审判地位。这里表示“被抗议、攻击的处境”。 <6>the global protest“movement”is developing its own language,texts,agendas,myths,heroes and villains这里表示全球性抗议运动走向联合、团结的局面。 <7>fortress堡垒,即倒数第2段最后1句中的places able to physically resist the masses。
SECTION B SKIMMING AND SCANNING In this section there are seven passages with ten multiple-choice questions. Skim or scan them as required and then mark your answers on your coloured answer sheet.
TEXT E
1. For three weeks, every night at 11 p. m. , correspondents, officers and judges from justice courts, police departments and prisons, psychiatrists, criminologists, victims and even criminals in prisons made their appearance on TV to debate on a topic "Crime in the United States". Indeed, crime has been disturbing the American people and has become a serious social problem just next to the unemployment problem. Some figures are terrifying: 1 of 4 Americans has been a victim of some kind of crimes; nearly 22 million crime cases occurred last year throughout the country. A simple arithmetic calculation indicates that on average, a crime is being committed in every 2 seconds. Now the Americans are living in a horrible environment. Their safety and property are threatened by various crimes: robbery, theft, rape, kidnapping, murder, arson, vandalism and violence. The most worrisome problem comes from the fact that about one-third of crime cases were committed by the juvenile and 53% of criminals in jails are youngsters below 25. A poll indicates that about 73% of citizens said they avoided teenagers in streets, especially at night. To protect themselves from crime, according to a released figure, 52% of Americans keep guns at home. But some gun owners turn out to be potential criminals. Some people demand that strict law for gun control be enforced; but others oppose the ban of gun. No decision is in sight. Some experts said poverty, unemployment and racial discrimination are the cause of crime. They cited figures to show that 47% of crime cases were committed by the black, though they account for only about 12% of the population of the nation. Others argued that about 54% of convicted criminals came from families associated with these evils. The American state government and federal government spend billions of dollars each year in maintaining the police departments and jails. But police authorities complain that they have not sufficient well-trained hands and advanced equipment to detect and stop crimes. Several cases of criminal insurgence were reported as a result of resentment at overcrowded prisons. Taxpayers complain that they pay more and more tax but receive less and less protection from crime for their lives and property, Though the host of the live TV programme made great efforts to search for a solution, so far no participant could put forward a measure that was approved by most of the attendants.The main purpose of the passage is to
1. The term "formal learning" is used in this paper to refer to all learning that takes place in the classroom, irrespective of whether such learning is informed by conservative or progressive ideologies. "Informal learning", on the other hand, is used to refer to learning which takes place outside the classroom. These definitions provide the essential, though by no means sole, difference between formal and informal learning. Formal learning is decontextualised from daily life and, indeed, as Scribner and Cole (1973: 553) have observed, may actually "promote ways of learning and thinking which often run counter to those nurtured in practical daily life". A characteristic feature of formal learning is the centrality of activities that are not closely paralleled by activities outside the classroom. The classroom can prepare for, draw on, and imitate the challenges of adult life outside the classroom, but it cannot, by its nature, consist of these challenges. In doing this, language plays a critical role as the major channel for information exchange. "Success" in the classroom requires a student to master this abstract code. As Bernstein (1969: 152)noted, the language of the classroom is more similar to the language used by middle-class families than that used by working-class families. Middle-class children thus find it easier to acquire the language of the classroom than their working-class peers. Informal learning, in contrast, occurs in the setting to which it relates, making learning immediately relevant. In this context, language does not occupy such an important role. the child's experience of learning is more holistic, involving sight, touch, taste, and smell— senses that are under-utilised in the classroom. While formal learning is transmitted by teachers selected to perform this role, informal learning is acquired as a natural part of a child's development. Adults or older children who are proficient in the skill or activity provide—sometimes unintentionally—target models of behaviour in the course of everyday activity. Informal learning, therefore, can take place at any time and is not subject to the limitations imposed by institutional timetabling. The motivation of the learner provides another critical difference between the two modes of learning. The formal learner is generally motivated by some kind of external goal such as parental approval, social status, and potential financial reward. The informal learner, however, tends to be motivated by successful completion of the task itself and the partial acquisition of adult status.What is the main topic of the following passage?
1. As a rule, it is essential that the poor's productive capabilities be mobilized and the conditions for developing these human resources be improved. In this connection, German development policy has developed the following three approaches: —Stuctural reform: Structural reform is the preferred approach for reducing poverty because it eliminates the causes of poverty rather than just its symptoms. It is vital that economic, political and social coditions which can alleviate poverty be established at nationa and international levels. Efforts at international level focus on fair conditions for international trade and competition. At national level, the poor must be helped through structural reform such as the introduction of democratic government, options for independent private enterprise, decentralization and agricultural reform. Development policy tools for realizing such reforms include political dialogue, political advisory services, structural adjustment measures and personnel and material support for reform efforts in the government, business and administrative sectors. —Direct measures: Projects of this category are aimed at directly helping the poor and improving their living conditions or increasing their job options and earning potential. Of special importance are those projects which provide help for self-help in reducing poverty. The material support and advisory services offered by these projects reinforce the poor's will to help themselves and help enable them to lead self-sufficient lives. Typical direct aid projects include the construction of simple housing by self-help groups, the creation of a savings and loan system for the poorer segments of society and support for women's self-help organizations. —Indirect measures: A project's beneficiaries—its target group—are not only often difficult to identify dearly, they are also not necessarily all poor people. In these cases, the project in question must be integrated into one of the partner nation's overall or sector- specific policies that aim at reducing poverty. A good illustration of this type of project is the use of advisory services to improve the tax system. Advising and upgrading the qualifications of personnel working in the fiscal system can lead to increased tax revenues which could be allocated for anti-poverty measures. In keeping with this focus, German development assistance concentrates on the poorest nations and on projects to reduce poverty. In 1993, some 10 percent of the commitments Germany made for bilateral financial and technical assistance went to self-help projects aimed at reducing poverty. Basic needs projects comprised 48 percent of all projects and almost 30 percent of the commitments made for financial and technical assistance were allocated for the world's least developed countries (LDCs).The three approaches mentioned in the passage aim at
A.restructuring economy.
B.improving the tax system.
C.improving the living conditions.
D.reducing poverty.
A B C D
D
此题为快速浏览题。据第2、3、4段中反复出现的reducing poverty可确定。
TEXT H
1. Access to education facilities is inadequate in sub-Saharan Africa. And women and girls there face greater disadvantages. They are often denied education as customs dictate they marry early and have children. Two Zimbabwean academics plan to open a university to help African women whose education was interrupted by either family commitments or financial constraints. The university will initially be in Harare, but will be relocated to Marondera, 80 kilometres east. The academics, Hope Sadza, former deputy commissioner of Zimbabwe's Public Service Commission and Fay Chung, former Minister of Education, are to open the university this month. It will initially have 400 students. Students will be split into groups of 100 and placed in one of four faculties: social science, agriculture, environmental studies or science and technology. The university is for women aged 25 or older. The need for a university for women is more acute in Africa, where women are the poorest and most disadvantaged. When they do have access to education they often must endure sexual harassment. Most women drop out because they lack educational materials or the schools are inaccessible. "In Africa, women till the land and produce the bulk of the food, yet they have no understanding about marketing, ' Sadza said. "Agriculture is another area where we can empower women." The university will have a 285-hectare farm and courses will include agricultural production and marketing. Women account for 80 per cent of Africa's agricultural production, but have no control over either the resources or policies. The university since August has raised about Z $32. 5 million (US $591, 000) in donations and pledges. The university will be open to students from across Africa. It will be the second women's university—after Sudan's Ahfad University—in Africa.What is the following passage mainly concerned with?
A.Educational facilities in Africa.
B.Founding a university for women.
C.Agricultural production in Zimbabwe.
D.Women's role in agricultural production.
A B C D
B
此题为快速浏览题。据第2段第1句以及下面的展开叙述可确认。
TEXT I Many presidents of the century-old Nanjing Normal University (NJNU) have put forward insightful and inspiring education theories and practices, which have had a far- reaching impact on China's education history. Jiang Qian and Guo Bingwen proposed a school-running principle that advocated the balance between versatility and specialization, liberal arts and sciences. Tao Xingzhi, a well-known educator, carried out many important reforms in the university. For the first time in China, he advocated the lifting of the ban on women teachers and opened adult training classes in summer vacations. Wu Yifang, China's first woman university president, emphasized normal education, regarding it as the parent engine and heavy industry of education. Chen Heqin established a Chinese-style and scientific theory for modern education for children. There have also been many noted scholars and artists. Educator Xu Yangqiu was one of China's earliest scholars to study American education theory. Professor Luo Bingwen devoted himself to normal education theory and Chinese and foreign education history, advocating that teachers should be models of virtue for the students so that their behaviour guides the students. Psychologist Guo Juefu is an important figure in China's psychological history. China Psychological History, a book he authored, has made its mark in international psychological circles. Zhang Daqian, a well-known master of traditional Chinese painting, advised his students to read books systematically and selectively to rid themselves of worldliness, fickleness and pedantry. Zhang also pointed out that success comes largely from one's own endeavours, but partly from circumstance. Sun Wang, a poet versed in the poems popular in the Tang Dynasty (AD 618--907), told students to map out a long-term schedule for their studies and to work towards fulfillment of their goal phase by phase. Biologist Chen Bangjie overcame formidable difficulties to collect plant specimen and became China's father of bryology. Generations of talented educators have given Nanjing Normal University a fine reputation.
1. Which president advocated the lifting of the ban on women teachers?
A.Xu Yangqiu.
B.Wu Yifang.
C.Tao Xingzhi.
D.Chen Heqin.
A B C D
C
此题为跳读题。据第3段第2句可确定。
2. What is Guo Juefu?
A.A painter.
B.A poet.
C.A biologist.
D.A psychologist.
A B C D
D
此题为跳读题。据第9段可确定。可以Guo Juefu为关键词寻找相关内容。
TEXT J CHICAGO GSB Worldwide campuses World-renowned faculty. World-class M.B.A. degree. A world of opportunity. Limitless, lifelong opportunity awaits you when you attend the University of Chicago Graduate School of Business, and now you can do so from anywhere in the world. Experience international business firsthand at the only top-ranked graduate school with campuses worldwide. The Chicago GSB M. B. A. Programme for Executives spreads 16 weeks of class sessions over 20 months so you can earn this renowned degree without leaving your job or relocating. Base your studies in Singapore; then collaborate with executives at our Chicago and Barcelona campuses. Learn not just the business theories of today but the business framework of tomorrow from the most acclaimed faculty in the world. Establish a global network of accomplished peers. And benefit for the rest of your life from the leadership training, the thinking, the relationships that become yours at Chicago GSB. If you are a top-level manager seeking an unparalleled general management education, apply to the Chicago GSB M. B. A. Programme for Executives. And be among those who shape the future. The University of Chicago Graduate School of Business Where world-class leaders emerge. Chicago GSB/Asia Campus 101 Penang Road, Singapore 238466 telephone 65 238 2196 fax 65 835 6483 email singapore, inquiries@gsb, uchicago, edu www. gsb. uchicago, edu/execMBASia Please reserve your attendance by fax or email. Jakarta 15/Jan, Tuesday The Grand Hyatt Hotel 19: 00--21: 30 Manila 24/Jan, Tuesday Taipei The Shangri-La Edsa Plaza 19: 00—21: 30 The Grand Formosa Regent Hotel Hotel 17/Jan, Tuesday Kuala Lumpur 19/Feb, Tuesday 19: 00—21: 30 The Regent Hotel 19: 00—21: 30 29/Jan, Tuesday Bangkok 19 : 00--21 : 30 Singapore The Grand Hyatt Erawan Hotel GSB Asia Campus 22/Jan, Tuesday Hong Kong 27/Feb, Tuesday 19 : 00—21: 30 The Mandarin Oriental Hotel 19: 00—21: 30 05/Feb, Tuesday Tokyo 19: 00--21: 30 The imperial Hotel
1. The Chicago GSB M. B. A. Programmer for Executives is scheduled to be completed within
A.22 months.
B.20 months.
C.16 weeks.
D.14 weeks.
A B C D
B
此题为跳读题。据第2段第2句可确定。
2. If you are in Malaysia, when is your attendance date?
A.January 17th.
B.January 15th.
C.January 29th.
D.February 27th.
A B C D
C
此题为跳读题。以日期和地点为寻找目标。Kuala Lumpur(吉隆坡)为马来西亚的首都。
TEXT K Digital Capital, Harnessing the Power of Business Webs by Don Tapscott , David Ticoll , and Alex Lowy. Harvard Business School Press. 2000. 272 pages. Electronic business webs have demolished the rules of competition. Innovative partnerships of digitally linked producers, suppliers, service providers, and customers are accelerating productivity and generating wealth in entirely new ways. This book offers a behind-the- scenes look at success stories such as Linux, eBay, and Cisco, and provides a step-by-step process for implementing an effective business-web strategy. Regular price: $ 27.50 The University in Transformation: Global Perspectives on the Future of the University edited by Sohail Inayatullah and Jennifer Gidley. Bergin & Garvey/Greenwood Publishing Group. 2000. 270 pages. This anthology of essays from scholars around the world describes how the forces of technology and economic globalization may alter what we think of as higher education. Topics include the virtual university, paying for college, feminist alternative universities, the role of corporations in higher education, and the rise of "multiversities". Regular Price: $ 65.00
The Future Factor: The Five Forces Transforming Our Lives and Shaping Human Destiny by Michael G. Zey. McGraw-Hill. 2000. 289 pages. This optimistic vision of the human future argues that unprecedented opportunities for growth are emerging from breathtaking innovations in biotechnology, computing, robotics, medicine, energy development, and space technology. Powerful new forces altering society and the global economy include cybergenesis, the merging of humans and smart machines, and biogenesis, the harnessing of genetic technologies to improve ourselves. Regular Price: $ 24. 95
Cheating Death: The Promise and the Future Impact of Trying to Live Forever by Marvin Cetron and Owen Davies. St. Martin's Press. 1998.224 pages. With advances in medicine and new gene research, the human life-span could extend hundreds of years. But a future of billions of people "cheating death" could have devastating impacts on societies, the economy, the environment, and family life. Regular Price: $ 21. 95
Cultural Amnesia: America's Future and the Crisis of Memory by Stephen Bertman. Praeger. 2000. 176 pages. American society is losing its memory: 60% of American adults cannot name the president who ordered the dropping of the first atomic bomb, and 42% of college seniors cannot place the Civil War in the correct half of the nineteenth century. This loss of culture memory, as insidious as Alzheimer's disease, eats away at the soul of the nation, says Bertman, author of Hyperculuture. He argues that, to build a culture worthy of the future, Americans need to move away from their materialistic, present-oriented lives and get more in touch with other dimensions of time. Regular Price: $ 35.00
1. Who has written Cultural Amnesia: America's Future and the Crisis of Memory?
A.Michael G. Zey.
B.Stephen Bertman.
C.Don Tapscott, et al.
D.Marvin Cetron et al.
A B C D
B
此题为跳读题。可以书名为关键词查询。
2. Which book is a collection of papers?
A.Digital Capital: Harnessing the Power of Business Webs.
B.Cheating Death: The Promise and the Future Impact of Trying to Live Forever.
C.The Future Factor: The Five Forces Transforming Our Lives and Shaping Human Destiny.
D.The University in Transformation: Global Perspectives on the Future of the University.
A B C D
D
此题为跳读题。既然是论文集,该书就是“编”(edited by)的,而不是“著”(by)的。
PART Ⅳ TRANSLATION
SECTION A CHINESE TO ENGLISH Translate the following text into English.
It is advisable not to be too romantic on interpersonal matters. Humans are peculiarly interesting.In their contact with a person,they tend to see nothing but his or her merits first. This is rather analogous to our experience of dining in a restaurant.At the beginning,when we take the starter or cold dishes,we are very much impressed.For the first two main courses,we are also profuse in praise.However, we calm down as we eat on.After we finish the feast,a11 sorts of fault is found.Then we are no longer pleased but angry; we are no longer complimentary but complaining and fastidious; we no longer nod our satisfaction but keep shaking our head.All this happens because,first,you were in a state of hunger at the time you began to eat.When hungry,one may feel even the taste of chaff especially delicious,but may not feel the sweetness of honey after eating his or her fill. [难点解析] <1>人际关系问题这里的“问题”相当于“事情、事务”,所以不可以用problem,question 或issue来译。 <2>浪漫主义此处用作形容词,相当于romantic。 <3>很有趣此处直接译成interesting似乎不能把原文中的意思表达出来,这里的“有趣”实际上还带有“有趣得有点难以解释”。 <4>都是他或她的优点此处可以用nothing but来译“都”。 <5>这一点颇像……这里的“像……”可以理解为“与……具有可比性”。故可以用be analogous to这一短语来译。 <6>头盘starter。 <7>赞不绝口一般有多种译法,如be full of praise,be profuse in praise。 <8>转喜为怒,转赞美为责备挑剔,转首肯为摇头这里的“转……为……”可以用no。 longer...but...来译。短语give way to也可以用。 <9>首肯这里不是表示“同意”,故不用nod one's consent。 <10>这是因为,第一注意句子的安排要符合英语习惯。我们一般不说:This is because: first...。 <11>甜加蜜这里相当于“味道极美”可用delicious或tasty来译。
SECTION B ENGLISH TO CHINESE Translate the following text into Chinese.
1. For me the most interesting thing about a solitary life, and mine has been that for the last twenty years, is that it becomes increasingly rewarding. When I can wake up and watch the sun rise over the ocean, as I do most days, and know that I have and entire day ahead, uninterrupted, in which to write a few pages, take a walk with my dog, read and listen to music, I am flooded with happiness. I am lonely only when I am overtired, when I have worked too long without a break, when for the time being I feel empty and need filling up. And I am lonely sometimes when I come back home after a lecture trip, when I have seen a lot of people and talked a lot, and am full to the brim with experience that needs to be sorted out. Then for a little while the house feels huge and empty, and I wonder where my self is hiding. It has to be recaptured slowly by watering the plants and , perhaps, by looking again at each one as though it were a person. It takes a while, as I watch the surf blowing up in fountains, but the moment comes when the world falls away, and the self emerges again from the deep unconscious, bringing back all I have recently experienced to be explored and slowly understood.
只有当极度疲惫,连续工作时间太长,或者一时感到空虚并且需要充实的时候,我才感到 孤独。有时,当我外出做完演讲回到家中,当我见了许多人,谈了许多话,满脑子都是有待整理出来的经历时,也会感到孤独。 于是,一时之间,房子仿佛变得十分巨大、空无。我纳闷自己不知藏到了何处。我只得去给植物浇水,或许把每一种植物都当作人再看上一眼,来慢慢找回自我。 我看着喷泉里水花上涌。那一时刻的到来需要等上一段时间,但终会来到:世界消失得无影无踪,自我从深远的无意识中重新出现,带回我最近所经历的有待探究和慢慢领悟的一切。 [难点解析] <1>filling up相对于前面的empty而言,故可以用“充实”来译。 <2>and am full to the brim with experience此部分与此前的have seen a lot of people and talked a lot并列。full to the brim with表示“满是……”,“充满……”,to the brim的意思“充满,满到边缘”,此处与full连用,表达强调。 <3>It takes a while...but the moment comes when...这里的it指后面the moment comes。when引导的从句修饰the moment。 <4>fall away消失,离开;倾斜。 <5>to beexplored and slowly understood充当被提前的all的定语。
PART Ⅴ WRITING
1. It was reported in the press some time ago that a few second- and third-year students in a provincial university decided to try their hand at business in order to get prepared for the future. They opened six small shops near their university. Their teachers and classmates had different opinions about this phenomenon. Some thought that the students' business experience would help them adapt better to society after graduation, while others held a negative view, saying that running shops might occupy too much of the students' time and energy which should otherwise be devoted to their academic study. What do you think? Write a composition of about 300 words on the following topic: Should University Students Go in for Business? In the first part of your writing you should state clearly your main argument, and in the second part you should support your argument with appropriate details. In the last part you should bring what you have written to a natural conclusion or a summary. Marks will be awarded forcont ent, organization, grammar and appropriateness. Failure to follow the above instructions may result in a loss of marks.Write your composition on ANSWER SHEET FOUR. Should University Students Go in for Business? In the first part of your writing you should state clearly your main argument, and in the second part you should support your argument with appropriate details. In the last part you should bring what you have written to a natural conclusion or a summary. Marks will be awarded forcont ent, organization, grammar and appropriateness. Failure to follow the above instructions may result in a loss of marks.Write your composition on ANSWER SHEET FOUR.
[写作要点] 1.第一部分(即第一段)交待论点,第二部分(可分为两段)展开讨论,以具体的细节来支持自己的观点。第三部分(即最后一段)总结第二部分的讨论,得出结论。 2.写作时需注意将经商学生的老师和同学所持的两种不同观点及论据都考虑进去。 3.字数要求为300词左右。 [写作提纲] 第1段:交待背景,引出话题。文章可以相关争论开始:一部分人大学生经商能够帮助他们在毕业后更好地适应社会,而另一部分人却经商会占用学生太多的时间和精力。然后,摆出自己的立场,即反对大学生经商。 第2段:指出学习期间经商会冲击学业。 第3段:提出经商固然可以帮助学生早了解社会,但这一目的同样可以通过其他途径获得,如暑期社会实践。 第5段:总结上文,指出大学生不应经商。 [习作参考] Should University Students Go in for Business? It is an old topic of debate whether college students should take part—time jobs.Before the issue is settled,a more controversial problem has arisen.In a recent report,some second-and third-year university students opened small shops near their university.This has provoked quite a bit of discussion among their teachers and classmates.Some sided with the student businessmen,while others took the opposite stand.Personally,I disapprove such practice. To begin with,doing business while studying in university is often at odds with the principal goal of receiving higher education.Admittedly,we need university students who are well prepared for their social roles when they enter society upon graduation,but this does not mean they must obtain such preparation at the cost of their academic study.Doing business entails the investment of a lot of time and energy.As a consequence,there is no guarantee for the students involved to attend to lessons and assignments the way they are supposed to.This has been proved by a considerable amount of complaints from some teachers who are annoyed by frequent absences in their class. Moreover,doing business is not the sole path to social experience.As we know,the strong argument for business practice is that the university students can have direct contact with society and get to know social needs and expectations so as to improve their social adaptability.To them,the social knowledge they may acquire in the course of business practice,which is not provided by college education,is supposedly most invaluable after they graduate. However,it is by no means sufficient to ascribe the plausibility of business practice to the availability of social contact.There are other ways by means of which they can come by the much—valued social knowledge.For instance,they can take part in some extracurricular programs and social practices in vacations.The majority of students who have had such experience are said to benefit a lot from those forms of short—term social contact. For the above reasons and those not mentioned here,I insist that university students should not go in for business. Primarily, it is not that doing business is wrong or useless,but that it may spoil one's university education due to its huge demand for time and energy.