2016年专业英语八级真题试卷(题后含答案及解析)

2016年专业英语八级真题试卷 (题后含答案及解析)

题型有：1. LISTENING COMPREHENSION 2. READING COMPREHENSION 3. LANGUAGE USAGE 4. TRANSLATION 5. WRITING

PART I LISTENING COMPREHENSION

SECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.

听力原文： Models for Arguments Good morning, everyone. My name is David and I am good at arguing. So, welcome to our introductory lecture on argumentation. Why do we want to argue? Why do we try to convince other people to believe things that they don’t want to believe? Is that even a nice thing to do? Is that a nice way to treat other human being, try and make them think something they don’t want to think? Well, my answer is going to make reference to three models for arguments. (1)The first model—let’s call this the dialectical model—is that we think of arguments as war, and you know what that’s like—there’s a lot of screaming and shouting and winning and losing.(2)And that’s not really a very helpful model for arguing, but it’s a pretty common and fixed one. I guess you must have seen that type of arguing many times, in the street, on the bus, or in the subway. Let’s move on to the second model. The second model for arguing regards arguments as proofs. Think of a mathematician’s argument. Here’s my argument. Does it work? Is it any good?(3)Are the premises warranted? Are the inferences valid? Does the conclusion follow the premises?(4)No opposition, no adversariality—not necessarily any arguing in the adversarial sense.(5-1)And there’s a third model to keep in mind that I think is going to be very helpful, and that is arguments as performances, arguments as being in front of an audience.(7)We can think of a politician trying to present a position, trying to convince the audience of something.(6)But there’s another twist on this model that I really think is important, namely, that when we argue before an audience, sometimes the audience has a more participatory role in the argument. That is, you present your arguments in front of an audience who are like the juries that make a judgment and decide the case.(5-2)Let’s call this model the rhetorical model, where you have to tailor your argument to the audience at hand. Of those three, the argument as war is the dominant one.(8)It dominates how we talk about arguments, it dominates how we think about arguments, and because of that, it shapes how we argue, our actual conduct in arguments. We want strong arguments, arguments that have a lot of punch, arguments that are right on target. We want to have our defenses up and our strategies all in order. We want killer arguments. That’s, the kind of argument we want. It is the

dominant way of thinking about arguments. When I’m talking about arguments, that’s probably what you thought of, the adversarial model. But the war metaphor, the war paradigm or model for thinking about arguments, has, I think, negative effects on how we argue.(9)First, it elevates tactics over substance. You can take a class in logic argumentation. You learn all about the strategies that people use to try and win arguments, and that makes arguing adversarial: it’s polarizing. And the only foreseeable outcomes are triumph—glorious triumph—or disgraceful defeat.(10)I think those are very destructive effects, and worst of all, it seems to prevent things like negotiation and collaboration. Um, I think the argument-as-war metaphor inhibits those other kinds of resolutions to argumentation.(11)And finally—this is really the worst thing—arguments don’t seem to get us anywhere: they’re dead ends. We don’t get anywhere. Oh, and one more thing.(12)That is, if argument is war, then there’s also an implicit aspect of meaning—learning with losing. And let me explain what I mean.(13)Suppose you and I have an argument. You believe a proposition, and I don’t. And I say, “Well, why do you believe that?” And you give me your reasons. And I object and say, “Well, what about...?” And you answer my objection. And I have a question: “Well, what do you mean? How does it apply over here?” And you answer my question. Now, suppose at the end of the day, I’ve objected, I’ve questioned, I’ve raised all sorts of questions from an opposite perspective, and in every case you’ve responded to my satisfaction. And so at the end of the day, I say, “ You know what? I guess you’re right. “ Maybe finally I lost my argument, but isn’t it also a process of learning? So, you see arguments may also have positive effects.(14)So, how can we find new ways to achieve those positive effects? We need to think of new kinds of arguments. Here, I have some suggestions: If we want to think of new kinds of arguments, what we need to do is think of new kinds of arguers—people who argue. So try this: Think of all the roles that people play in arguments. There’s the proponent and the opponent in an adversarial, dialectical argument. There’s the audience in rhetorical arguments. There’s the reasoner in arguments as proofs. All these different roles. Now, can you imagine an argument in which you are the arguer, but you’re also in the audience, watching yourself argue?(15)Can you imagine yourself watching yourself argue? That means you need to be supported by yourself. Even when you lose the argument, still, at the end of the argument, you could say, “ Wow, that was a good argument!” Can you do that? I think you can. In this way, you’ve been supported by yourself. Up till now, I’ve lost a lot of arguments. It really takes practice to become a good arguer in the sense of being able to benefit from losing, but fortunately, I’ve had many, many colleagues who have been willing to step up and provide that practice for me. OK. To sum up, in today’s lecture, I’ve introduced three models of arguments. The first model is called the dialectical model, the second one is the model of arguments as proofs, and the last one is called the rhetorical model, the model of arguments as performances. I have also emphasized that though the adversarial type of arguments is quite common, we can still make arguments produce some positive effects. Next time, I will continue our discussion on the process of arguing.

Models for Arguments I. Three models for argumentsA. the first

model for arguing is called【T1】______: 【T1】______—arguments are treated as war—there is much winning and losing—it is a【T2】______model for arguing【T2】______B. the second model for arguing is arguments as proofs: —warranted【T3】______【T3】______—valid inferences and conclusions—no【T4】______in the adversarial sense【T4】______C. the third model for arguing is【T5】______: 【T5】______—the audience is【T6】______in the argument【T6】______—arguments must【T7】______the audience【T7】______II. Traits of the argument as warA. very dominant: it can shape【T8】______【T8】______B. strong arguments are neededC. negative effects include: —【T9】______are emphasized【T9】______—winning is the only purpose—this type of arguments prevent【T10】______【T10】______—the worst thing is【T11】______【T11】______D. implication from arguments as war: 【T12】______【T12】______—e. g. , one providing reasons and the other raising【T13】______【T13】______—the other one is finally persuadedIII. Suggestions on new ways to【T14】______of arguments【T14】______A. think of new kinds of argumentsB. change roles in argumentsC.【T15】______【T15】______

1． 【T1】

正确答案：the dialectical model 解析：细节辨认题。讲话者把辩论分为三种，其中提到：The first model—let’s call this the dialectical model—is that wethink of arguments as war，and you know what that’s like—there’s a lot of screaming and shouting and winning andlosing．第一种视辩论为战争的辩论模式称为the dialectical model“辩证模式”，即为本题答案。

2． 【T2】

正确答案：common and fixed

解析：细节辨认题。讲话者在对第一种辩论模式进行介绍时提到：And that’s not really a very helpful model for arguing，but it’s a pretty common and fixed one．即虽然这种辩论模式不是一种非常有益的方式，但却十分常见并且深入人心，故本题答案为common and fixed。

3． 【T3】

正确答案：premises

解析：细节理解题。讲话者在对第二种辩论模式进行介绍时提到，人们在进行这种辩论时始终在思考Are the premiseswarranted?也就是说人们在进行辩论时会思考辩论的前提是否有理有据，将听力材料中的一般疑问句转换为陈述句，从而确定本题答案为premises。

4． 【T4】

正确答案：opposition／arguing

解析：细节辨认题。针对数学家式辩论，讲话者提到No opposition，no adversariality—not necessarily any arguing in theadversarial sense．也就是说，辩论双方既没有反对，也没有争论，故本题答案为opposition或arguing。

5． 【T5】

正确答案：arguments as performances／the rhetorical model

解析：细节理解题。讲话者在对第三种辩论模式进行介绍时首先提到：And there’s a third model to keep in mind that Ithink is going to be very helpful，and that is arguments as performances，arguments as being in front of an audience．由此可知，第三种辩论模式视辩论为表演，故答案为arguments as performances；在此之后，讲话者又提到：Let’s callthis model the rhetorical model，where you have to tailor your argument to the audience at hand．即将这种辩论模式称为the rhetorical model“修辞模式”，故也为本题答案。

6． 【T6】

正确答案：participating

解析：推理判断题。讲话者提到，辩论以第三种模式展开时，辩论者在观众面前表现自己，与此同时，观众在辩论中也有了更多的参与。将听力材料中的participatory转换为其动词形式，由于空格前面为系动词is，空格中应使用动词的现在分词形式，故本题答案为participating。

7． 【T7】

正确答案：convince

解析：细节理解题。讲话者介绍第三种模式时，以政客的辩论为例：We can think of a politician trying to present a position，trying to convince the audience of something．即这种辩论的目的就是努力使对方信服，故convince为本题答案。

8． 【T8】

正确答案：how we argue

解析：细节理解题。对三种辩论模式进行介绍后，讲话者强调了第一种辩论模式，并指出：It dominates how we talk aboutarguments，it dominates how we think about arguments，and because of that，it shapes how we argue，our actualconduct in arguments．也就是说，视辩论为战争的模式决定了我们的辩论方式、辩论思维以及辩论中的实际行动，故how we argue为本题答案。

9． 【T9】

正确答案：tactics 解析：细节理解题。讲话者在介绍第一种辩论模式的负面影响时提到：First，

it elevates tactics over substance．其中，elevate意为“提高，提升”，即在这一辩论模式中，策略重于实质内容，故tactics为本题答案。

10． 【T10】

正确答案：negotiation and collaboration 解析：细节理解题。讲话者提到：I think those are very destructive effects，and worst of all，it seems to prevent things likenegotiation and collaboration．即当人们视辩论为战争时，谈判与合作就无从谈起了，故本题答案为negotiation andcollaboration。

11． 【T11】

正确答案：they’re dead ends

解析：细节理解题。讲话者提到：And finally--this is really the worst thing--arguments don’t seem to get us anywhere；they’re dead ends．We don’t get anywhere．也就是说，最糟糕的是，当人们视辩论为战争，只重视输赢时，最终将一无所获。由于题目要求每个空格所填写的内容不超过三个单词，注意一定不要把they’re分开书写，故they’redead ends为本题答案。

12． 【T12】

正确答案：learning with losing 解析：细节理解题。讲话者提到：That is，if argument is war，then there’s also an implicit aspect of meaning--learningwith losing．即如果辩论是战争，其隐含的意思是学习伴随着失败，故learning with losing为本题答案。

13． 【T13】

正确答案：questions 解析：细节归纳题。讲话者提到，当人们进行战争式辩论时，一方提出观点，另一方持绝对对立态度，并提出各种问题，双方你来我往，不断交锋。归纳起来就是：一方提出理由，一方提出质疑，故本题答案为questions。

14． 【T14】

正确答案：achieve positive effects 解析：细节理解题。讲话者提到：So，how can we find new ways to achieve those positive effects?由此可以确定，讲话者将对如何采用新的方法来取得有益的效果进行说明，故achieve positive effects为本题答案。

15． 【T15】

正确答案：be self-supported

解析：推理判断题。讲话者提到，除了将自己的角色转换为听众之外，下一步就是Can you imagine yourself watchingyourself argue?That means you need to be supported by yourself．即辩论者要自我支持，将原文中的be supported byyourself概括为be self-supported，故为本题答案。

SECTION B INTERVIEWIn this section you will hear ONE interview. The interview will be divided into TWO parts. At the end of each part, five questions will be asked about what was said. Both the interview and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of [A] , [B] , [C] and [D] , and mark the best answer to each question on ANSWER SHEET TWO.You have THIRTY seconds to preview the questions.

听力原文：M: Good evening, everybody.(1)Today, we are pleased to have invited Maggie Schwartz from Harvard University to tell us her feeling of studying together with her mom. Well, Maggie.W: Thanks. I’m very happy to meet you all.M: Maggie, are you and your mom studying the same major at the university?W: Not really. She is studying in law school and I am studying journalism. So you see, she is a graduate student, while I am an undergraduate. Since we started at the same time, and hers is a four-year night program, our school schedules are synched.M: Which means...?W: (2)We follow the same schedule of study. We take our exams during the same busy weeks and experience similar relief at the end of December and May. Last spring, we compared notes on our cover letters and interviews for our job applications. Last June, as we were both preparing for our summer internships, my mother and I traded fashion advice. Presently, we will probably graduate within days of each other.M: Interesting! Then, you must have a lot in common at study.W: You bet.(3)As students, we’ve shared study habits(take notes by hand), general truths(You can’t avoid having a few bad professors.), and encouraging platitudes(like “It’s okay! No one will care how you did on your ‘ Science of Cooking’ , or ‘ Constitutional Law’ midterm!”). Where she’s listened to my complaints about freshman-year roommates and dining-hall food, I’ve helped her buy textbooks online and wished her luck in moot-court practice. Occasionally, we’ve even studied together. When Mom came to visit during Freshman Parents Weekend, I took her into the library on the pretext that she was on a library tour. We sat side by side in the big, open room on the first floor—she diligently taking notes on a huge red volume that she had lugged from New York City on the train, I casually reading about Greek myths.M: What do you think is the biggest advantage of having a parent studying together with you?W: I know that my mother has thought the frustration of a paper that won’t write and the excitement of mastering a difficult topic. I don’t need to explain my elaborate theory that I am a “bad test-taker”—she’s said the same thing about herself. And talking with her is a good way to get perspective on those occasional hurdles that crop up in college. Although we are both taking a substantial course load, Mom is also working a full-time job in the financial industry.(4)That urges me to study harder. So I should say encouragement.M: And the disadvantages, then?W: (5)Well, sometimes, I wonder

whether we are getting a little too involved in each other’s scholastic lives. This usually occurs to me about twice a year when my mother calls to inform me of her grades. Once, she reached me in the middle of a date, “I got my first A! Aren’t you going to congratulate me?” and often, when the news has been disappointing, I haven’t known how to respond. Last fall, I was chastised for passing along a speculative tidbit I had heard in the dining hall—that, because of grade inflation, GPAs once considered good might be viewed with new scrutiny. “Jane has informed me that B is the new F,” Mom announced at Thanksgiving. I didn’t know what to say to comfort her.This is the end of Part One of the interview. Questions 1 to 5 are based on what you have just heard.1. What is the topic of the interview?2. Which of the following indicates that they have the same study schedule?3. What do the mother and the daughter have in common as students?4. What is the biggest advantage of studying with Mom?5. What is the biggest disadvantage of studying with Mom?

16．

A．Maggie’s university life. B．Her mom’s life at Harvard.

C．Maggie’s view on studying with Mom. D．Maggie’s opinion on her mom’s major.

正确答案：C

解析：主旨大意题。本题考查访谈的主要内容。根据听力材料中采访者的话Today，we are pleased to haveinvited Maggie Schwartz from Harvard University to tell us her feeling of studying together with her mom．可以得知，接受本次访谈的人是一位哈佛大学的学生，采访她是因为她和妈妈一起上大学，接下来的内容谈到了Maggie与妈妈一起上学的优缺点，故[C]为答案。

17．

A．They take exams in the same weeks. B．They have similar lecture notes. C．They apply for the same internship. D．They follow the same fashion.

正确答案：A 解析：细节理解题。本题考查访谈中能够表明母女两人学习时间安排一致的依据。听力材料中提到We followthe same schedule of study．We take our exams during the same busy weeks and experience similar relief at theend of December and May．也就是说，Maggie与妈妈在同一时间考试，并且在五月和十二月都比较轻松，故[A]为答案。

18．

A．Having roommates. B．Practicing court trials. C．Studying together. D．Taking notes by hand.

正确答案：D

解析：细节理解题。本题考查母女二人作为学生的共同之处。听力材料中提到As students，we’ve shared studyhabits(take notes by hand)，general truths(You can’t avoid having a few bad professors．)，and encouragingplatitudes(like”It’s okay!No one will care how you did on your‘Science of Cooking’，or‘ConstitutionalLaw’midterm!”)，由此可知，她们两个都有动手做笔记的习惯，故答案为[D]。

19．

A．Protection. B．Imagination. C．Excitement. D．Encouragement.

正确答案：D

解析：细节理解题。本题考查Maggie与妈妈一起学习的最大好处是什么。听力材料中提到That urges me tostudy harder．So I should say encouragement．也就是说，因为看到了妈妈的努力与艰辛，女儿才意识到自己也要更加勤奋学习，故答案为[D]。

20．

A．Thinking of ways to comfort Mom. B．Occasional interference from Mom. C．Untimely calls when Maggie is busy. D．Frequent check on Maggie’s grades.

正确答案：B

解析：推理判断题。本题考查Maggie与妈妈一起学习的最大缺点是什么。听力材料中提到I wonder whether weare getting a little too involved in each other’s scholastic lives，接下来提到Maggie的妈妈每年两次给她打电话谈自己的成绩，可知她与妈妈一起学习的缺点就是有时会被打扰，故答案为[B]。

听力原文：Now, listen to Part Two of the interview. Questions 6 to 10 are based on Part Two of the interview.M: I see. Is the phenomenon of parent and kid’s studying together at university a rare case?W: I am afraid not.(6)Changing careers later in life is no longer a rarity, so it is not uncommon for students and their parents to be toying with the big decision at the same time. Class surveys indicate that the majority of Harvard alumni have shifted directions when it comes to their careers. With the financial collapse of 2008, such shifts have become more widespread. Students have seen their family members lose jobs or change them. Gone is the time when you start out at a company and work there for the rest of your life.M: So your mom started study again just because she wanted to change her career?W: Yes.(7)She used to be in the real estate industry, but now she wants to be a lawyer.M: Does her experience

affect you somewhat?W: Certainly. Freshman Week, in one of the welcoming speeches, our dean mentioned that many of us might have grown up thinking that “doctor, lawyer, teacher” were our only options. She urged us to stick to our dreams. But later, I realized talking about passion is one thing, actually following them is another. By the time I started to think about what professional direction I might want to take, I had heard “the average American changes careers seven times” so often diat it was hard not to become numb to its message. The last tiling that the enthusiastic Harvard student wants to do is to imagine moving from job to job until she lands somewhere by chance, especially when the economy is so uncertain. My mom can serve as a good example. Even if she graduated from Harvard herself as a brilliant student, she had to make alterations of her career.M: So, is your mom actually happy studying with younger students?W: Hard to say.(8)Frustration is routine for older students, you know, who have to learn how to study all over again.(9)Mom once described the experience of taking classes with students half her age after 30 years in the workforce, “What’s most challenging is that you come in to class knowing how to make a cake, but you’re all there to make omelets. “M: A kind of wasting time.W: Exactly.M: Do you think your mom has played an important role in shaping your idea of what kind person you want to be?W: Absolutely. Harvard offers many resources for students who want to figure out where their future lies. Advisers, tutors, and OCS keep their doors open to help undergraduates embark on this kind of discovery. One can’t find one’s passion in a booklet on summer internships or a list of possible career paths.(10)It’s a gradual process that involves sharing thoughts and then coming back to them, a discussion that doesn’t always have its end goal in mind. In the course of my time at Harvard, it has been just such a give-and-take—with professors, with friends, and with my mother—that has slowly shaped my ideas of who I might want to be. I really cherish the time she spent together with me at university.M: Well, Maggie, thank you very much for staying with us today.W: My pleasure.This is the end of Part Two of the interview. Questions 6 to 10 are based on what you have just heard.6. Why is parent and kid’s studying together a common case?7. What would Maggie’s mom like to be after college?8. How does Maggie’s mom feel about sitting in class after thirty years?9. What is most challenging for Maggie’s mom?10. How does Maggie describe the process of picking out one’s career path?

21．

A．Because parents need to be ready for new jobs. B．Because parents love to return to college. C．Because kids require their parents to do so.

D．Because kids find it hard to adapt to college life.

正确答案：A

解析：推理判断题。本题考查为什么父母与子女共同学习是一个普遍现象。听力材料中提到Changing careerslater in life is no longer a rarity，so it is not uncommon for students and their parents to be toying with the bigdecision at the same time．Class surveys indicate that the majority of Harvard alumni have shifted directionswhen it comes to their careers．With the financial collapse of 2008，such

shifts have become more widespread．Students have seen their family members lose jobs or change them．Gone is the time when you start out at acompany and work there for the rest of your life．也就是说，由于经济等原因，父母会改变自己的工作领域，这意味着他们需要接受再教育，因此，父母与子女一起学习并不罕见，故答案为[A]。

22．

A．Real estate agent. B．Financier. C．Lawyer. D．Teacher.

正确答案：C

解析：细节理解题。本题考查Maggie的妈妈毕业后希望从事什么工作。根据听力材料中的She used to be in thereal estate industry，but now she wants to be a lawyer．可知，Maggie的妈妈希望从房地产行业转换到律师行业，故答案为[C]。

23．

A．Delighted. B．Excited. C．Bored. D．Frustrated.

正确答案：D

解析：细节理解题。本题考查Maggie的妈妈在她这个年纪重新接受教育的感受。根据听力材料中提到的Frustration is routine for older students，you know，who have to learn how to study all over again．可知，妈妈感到有些沮丧，故答案为[D]。

24．

A．How to make a cake. B．How to make omelets. C．To accept what is taught. D．To plan a future career.

正确答案：C

解析：推理判断题。本题考查Maggie的妈妈所面临的最大挑战是什么。听力材料中说Mom once described theexperience of taking classes with students half her age after 30 years in the workforce，“What’s mostchallenging is that you come in to class knowing how to make a cake，but you’re all there to make omelets．”在这里，妈妈拿烹饪举例，说明她需要接受完全不同的知识，感觉很困难，故答案为[C]。

25．

A．Unsuccessful. B．Gradual. C．Frustrating. D．Passionate.

正确答案：B

解析：推理判断题。本题考查Maggie对于选择职业方向的看法。听力材料中Maggie提及It’s a gradual processthat involves sharing thoughts and then coming back to them，a discussion that doesn’t always have its end goalin mind．虽然有很多指导，但选择职业依然没那么简单，它是一个循序渐进的过程，故答案为[B]。

PART II READING COMPREHENSION

SECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are several passages followed by fourteen multiple-choice questions. For each multiple-choice question, there are four suggested answers marked [A] , [B], [C] and [D]. Choose the one that you think is the best answer.

(1)There was music from my neighbor’s house through the summer nights. In his blue gardens men and girls came and went like moths among the whisperings and the champagne and the stars. At high tide in the afternoon I watched his guests diving from the tower of his raft or taking the sun on the hot sand of his beach while his two motor-boats slit the waters of the Sound, drawing aquaplanes(滑水板)over cataracts of foam. On weekends Mr. Gatsby’s Rolls-Royce became an omnibus, bearing parties to and from the city between nine in the morning and long past midnight, while his station wagon scampered like a brisk yellow bug to meet all trains. And on Mondays eight servants, including an extra gardener, toiled all day with scrubbing-brushes and hammer and garden-shears, repairing the ravages of the night before. (2)Every Friday five crates of oranges and lemons arrived from a fruiterer in New York—every Monday these same oranges and lemons left his back door in a pyramid of pulpless halves. There was a machine in the kitchen which could extract the juice of two hundred oranges in half an hour if a little button was pressed two hundred times by a butler’s thumb. (3)At least once a fortnight a corps of caterers came down with several hundred feet of canvas and enough colored lights to make a Christmas tree of Gatsby’s enormous garden. On buffet tables, garnished with glistening hors-d’oeuvre(冷盘), spiced baked hams crowded against salads of harlequin designs and pastry pigs and turkeys bewitched to a dark gold. In the main hall a bar with a real brass rail was set up, and stocked with gins and liquors and with cordials(加香甜酒)so long forgotten that most of his female guests were too young to know one from another. (4)By seven o’clock the orchestra has arrived—no thin five-piece affair, but a whole pitful of oboes and trombones and saxophones and viols and cornets and piccolos and low and high drums. The last swimmers have come in from the beach now and are dressing upstairs: the cars from New York are parked five deep in the drive, and already the halls and salons and verandas are gaudy with

primary colors and hair shorn in strange new ways, and shawls beyond the dreams of Castile. The bar is in full swing, and floating rounds of cocktails permeate the garden outside until the air is alive with chatter and laughter and casual innuendo and introductions forgotten on the spot and enthusiastic meetings between women who never knew each other’s names. (5)The lights grow brighter as the earth lurches away from the sun, and now the orchestra is playing yellow cocktail music, and the opera of voices pitches a key higher. Laughter is easier, minute by minute, spilled with prodigality, tipped out at a cheerful word. (6)The groups change more swiftly, swell with new arrivals, dissolve and form in the same breath— already there are wanderers, confident girls who weave here and there among the stouter and more stable, become for a sharp joyous moment the centre of a group, and then, excited with triumph, glide on through the sea-change of faces and voices and color under the constantly changing light. (7)Suddenly one of the gypsies in trembling opal, seizes a cocktail out of the air, dumps it down for courage and, moving her hands like Frisco, dances out alone on the canvas platform. A momentary hush: the orchestra leader varies his rhythm obligingly for her, and there is a burst of chatter as the erroneous news goes around that she is Gilda Gray’s understudy from the Follies. The party has begun. (8)I believe that on the first night I went to Gatsby’s house I was one of the few guests who had actually been invited. People were not invited—they went there. They got into automobiles which bore them out to Long Island, and somehow they ended up at Gatsby’s door. Once there they were introduced by somebody who knew Gatsby, and after that they conducted themselves according to the rules of behavior associated with amusement parks. Sometimes they came and went without having met Gatsby at all, came for the party with a simplicity of heart that was its own ticket of admission. (9)I had been actually invited. A chauffeur in a uniform crossed my lawn early that Saturday morning with a surprisingly formal note from his employer—the honor would be entirely Gatsby’s, it said, if I would attend his “little party” that night. He had seen me several times and had intended to call on me long before but a peculiar combination of circumstances had prevented it—signed Jay Gatsby in a majestic hand. (10)Dressed up in white flannels I went over to his lawn a little after seven and wandered around rather ill-at-ease among swirls and eddies of people I didn’t know—though here and there was a face I had noticed on the commuting train. I was immediately struck by the number of young Englishmen dotted about: all well dressed, all looking a little hungry and all talking in low earnest voices to solid and prosperous Americans. I was sure that they were all selling something: bonds or insurance or automobiles. They were, at least, agonizingly aware of the easy money in the vicinity and convinced that it was theirs for a few words in the right key. (11)As soon as I arrived I made an attempt to find my host but the two or three people of whom I asked his whereabouts stared at me in such an amazed way and denied so vehemently any knowledge of his movements that I slunk off in the direction of the cocktail table—the only place in the garden where a single man could linger without looking purposeless and alone.

26． It can be learned from Para. 1 that Mr. Gatsby______through the summer. A．entertained guests from everywhere every weekend B．invited his guests to ride in his Rolls-Royce at weekends C．liked to show off by letting guests ride in his vehicles D．indulged himself in parties with people from everywhere

正确答案：A

解析：细节理解题。根据题干提示定位至第一段。该段倒数第二句提到，每逢周末，盖茨比先生的劳斯莱斯就成了一辆公共汽车，从早晨九点直到深夜往来城中接送客人承办聚会，而他的旅行车也像一只轻便的黄色甲壳虫一样飞奔去所有火车站接客人。可知，他的宾客来自四面八方，而且上文也描述了一些宾客在盖茨比家玩乐的场面。综合以上可知，盖茨比每个周末都会接待来自各地的宾客来家中娱乐，故[A]为答案。

27． In Para. 4, the word “permeate” probably means______. A．perish B．push C．penetrate D．perpetrate

正确答案：C

解析：语义理解题。根据题干提示定位至第四段。该段第三句提到，酒吧那边热火朝天，一盘盘鸡尾酒的香味弥漫到外面的花园里。从the bar is in full swing可知，鸡尾酒的供应量很大，而floating rounds of cocktails中floating一词有“流传、散开”的意思，结合permeate之后表示地点的短语可知，该词与选项[C]penetrate的意义相近，意为“渗入，弥漫(于)”，故[C]为答案。

28． It can be inferred from Para. 8 that______.

A．guests need to know Gatsby in order to attend his parties B．people somehow ended up in Gatsby’s house as guests C．Gatsby usually held garden parties for invited guests D．guests behaved themselves in a rather formal manner

正确答案：B

解析：推理判断题。根据题干提示定位至第八段。该段第二、三句提到，并非所有人都是受邀前来的，很多人是不请自来的。他们坐上汽车，车子将他们送到长岛，然后不知怎么地就出现在了盖茨比的家门口。故[B]符合文意，为答案，同时排除[C]。文章并未提及宾客需要认识盖茨比才能参加宴会，故排除[A]；文章提到参加宴会的人按照娱乐场所的规矩行事，[D]与原文不符，故排除。

29． According to Para. 10, the author felt______at Gatsby’s party. A．dizzy B．dreadful C．furious

D．awkward

正确答案：D

解析：推理判断题。根据题干提示定位至第十段。该段第一句提到，作者到盖茨比家参加聚会时，很不自在地在一群群他不认识的人中间晃来晃去，其中ill—at—ease一词就充分说明作者在一个周围都是陌生人的环境中感到非常不自在，[D]awkward“尴尬的，别扭的”与文意最接近，故为答案。

30． What can be concluded from Para. 11 about Gatsby? A．He was not expected to be present at the parties. B．He was busy receiving and entertaining guests. C．He was usually out of the house at the weekend. D．He was unwilling to meet some of the guests.

正确答案：A

解析：推理判断题。根据题干提示定位至第十一段。该段提到，作者一到那儿之后就开始设法寻找主人，可是当他问了两三个人主人在哪里后，他们都大为惊异地瞪着作者，同时矢口否认知道盖茨比的行踪，由此可知，他们认为主人并不一定要出现在派对上，因此选项[A]的推断较为合理贴切，故为答案。文章并没有提及盖茨比忙着应酬客人，或出门不在家，或是不愿意见某些客人，故排除[B]、[C]和[D]。

(1)The Term “CYBERSPACE” was coined by William Gibson, a science-fiction writer. He first used it in a short story in 1982, and expanded on it a couple of years later in a novel, “Neuromancer” , whose main character, Henry Dorsett Case, is a troubled computer hacker and drug addict. In the book Mr Gibson describes cyberspace as “a consensual hallucination experienced daily by billions of legitimate operators” and “a graphic representation of data abstracted from the banks of every computer in the human system. “ (2)His literary creation turned out to be remarkably prescient(有先见之明的). Cyberspace has become symbolic of the computing devices, networks, fibre-optic cables, wireless links and other infrastructure that bring the internet to billions of people around the world. The myriad connections forged by these technologies have brought tremendous benefits to everyone who uses the web to tap into humanity’s collective store of knowledge every day. (3)But there is a darker side to this extraordinary invention. Data breaches are becoming ever bigger and more common. Last year over 800m records were lost, mainly through such attacks. Among the most prominent recent victims has been Target, whose chief executive, Gregg Steinhafel, stood down from his job in May, a few months after the giant American retailer revealed that online intruders had stolen millions of digital records about its customers, including credit- and debit-card details. Other well-known firms such as Adobe, a tech company, and eBay, an online marketplace, have also been hit. (4)The potential damage, though, extends well beyond such commercial incursions. Wider concerns have been raised by the revelations about the mass surveillance carried out by Western intelligence agencies

made by Edward Snowden, a contractor to America’s National Security Agency(NSA), as well as by the growing numbers of cyber-warriors being recruited by countries that see cyberspace as a new domain of warfare. America’s President, Barack Obama, said in a White House press release earlier this year that cyber-threats “pose one of the gravest national-security dangers” the country is facing. (5)Securing cyberspace is hard because the architecture of the internet was designed to promote connectivity, not security. Its founders focused on getting it to work and did not worry much about threats because the network was affiliated with America’s military. As hackers turned up, layers of security, from antivirus programs to firewalls, were added to try to keep them at bay. Gartner, a research firm, reckons that last year organizations around the globe spent $ 67 billion on information security. (6)On the whole, these defenses have worked reasonably well. For all the talk about the risk of a “cyber 9/11” , the internet has proved remarkably resilient. Hundreds of millions of people turn on their computers every day and bank online, shop at virtual stores, swap gossip and photos with their friends on social networks and send all kinds of sensitive data over the web without ill effect. Companies and governments are shifting ever more services online. (7)But the task is becoming harder. Cyber-security, which involves protecting both data and people, is facing multiple threats, notably cybercrime and online industrial espionage, both of which are growing rapidly. A recent estimate by the Centre for Strategic and International Studies(CSIS), puts the annual global cost of digital crime and intellectual-property theft at $ 445 billion—a sum roughly equivalent to the GDP of a smallish rich European country such as Austria. (8)To add to the worries, there is also the risk of cyber-sabotage. Terrorists or agents of hostile powers could mount attacks on companies and systems that control vital parts of an economy, including power stations, electrical grids and communications networks. Such attacks are hard to pull off, but not impossible. One precedent is the destruction in 2010 of centrifuges(离心机)at a nuclear facility in Iran by a computer program known as Stuxnet. (9)But such events are rare. The biggest day-to-day threats faced by companies and government agencies come from crooks and spooks hoping to steal financial data and trade secrets. For example, smarter, better-organized hackers are making life tougher for the cyber-defenders, but even so a number of things can be done to keep everyone safer than they are now. (10)One is to ensure that organizations get the basics of cyber-security right. All too often breaches are caused by simple blunders, such as failing to separate systems containing sensitive data from those that do not need access to them. Companies also need to get better at anticipating where attacks may be coming from and at adapting their defenses swiftly in response to new threats. Technology can help, as can industry initiatives that allow firms to share intelligence about risks with each other. (11)There is also a need to provide incentives to improve cyber-security, be they carrots or sticks. One idea is to encourage internet-service providers, or the companies that manage internet connections, to shoulder more responsibility for identifying and helping to clean up computers infected with malicious software. Another is to find ways to ensure that software developers produce code with fewer flaws in it so that hackers have fewer security holes to exploit. (12)An additional reason for getting tech companies to

give a higher priority to security is that cyberspace is about to undergo another massive change. Over the next few years billions of new devices, from cars to household appliances and medical equipment, will be fitted with tiny computers that connect them to the web and make them more useful. Dubbed “the internet of things” , this is already making it possible, for example, to control home appliances using smartphone apps and to monitor medical devices remotely. (13)But unless these systems have adequate security protection, the internet of things could easily become the internet of new things to be hacked. Plenty of people are eager to take advantage of any weaknesses they may spot. Hacking used to be about geeky college kids tapping away in their bedrooms to annoy their elders. It has grown up with a vengeance.

31． Cyberspace is described by William Gibson as______. A．a function only legitimate computer operators have B．a representation of data from the human system C．an important element stored in the human system D．an illusion held by the common computer users

正确答案：B

解析：细节理解题。根据题干中的William Gibson定位至第一段。在该段最后一句中，作者引用作家威廉·吉布森的原话，说他将网络空间描述成“数十亿合法操作者每日共同经历的幻觉”和“以图表形式呈现的从每一个人类电脑系统的芯片中提取出的数据”，可见选项[B]“人类系统数据的呈现”符合原文，而选项[D]虽与第一个引号中的内容接近，但忽略了原文中legitimate“合法的”一词，故[B]为答案。

32． Which of the following statements BEST summarizes the meaning of the first four paragraphs?

A．Cyberspace has more benefits than defects. B．Cyberspace is like a double-edged sword.

C．Cyberspace symbolizes technological advance. D．Cyberspace still remains a sci-fi notion.

正确答案：B

解析：主旨大意题。本题的解答需综合前四段大意。文章首段以一位知名小说家的小说引出话题，将主题锁定为“网络空间”，随后第二段简要介绍了网络空间的构成和它的益处，而从第三段开始转入对其负面影响的阐述，第三段主要涉及商业机密的安全，第四段则引用奥巴马总统的话，将其上升到的高度。综上所述，作者在前四段分别阐述了网络空间的正面和负面影响，将其喻为双刃剑是恰当的，故[B]为答案。

33． According to Para. 5, the designing principles of the internet and cyberspace security are______.

A．controversial B．complementary C．contradictory D．congruent

正确答案：C

解析：推理判断题。根据题干提示定位至第五段。该段首句指出，因特网结构的设计初衷是推动连接。由此可以推断，因特网的设计原则和网络空间的安全性是矛盾的，故[C]为答案。

34． What could be the most appropriate title for the passage? A．Cyber Crime and Its Prevention. B．The Origin of Cyber Crime. C．How to Deal with Cyber Crime. D．The Definition of Cyber Crime.

正确答案：A

解析：主旨大意题。解答本题应通览全文，并辨清文章结构。作者在文章前四段中简要阐述了网络空间的概念和其正、负面影响，而从第五段开始，逐渐转入涉及网络安全的话题，从窃取金融数据的黑客到线上的商业间谍，再到利用网络破坏要害设施的和敌对势力，作者广泛谈到了各种网络犯罪行为，并在文章结尾部分提出了提高网络空间安全保障的若干建议，包括普及基本安全保障权益和建立激励机制等，并谈到了其建议的理由和对网络安全的威胁发出预警。综合考虑，选项[A]“网络犯罪及其防御”最接近全文主旨，故[A]为答案。

(1)You should treat skeptically the loud cries now coming from colleges and universities that the last bastion of excellence in American education is being destroyed by state budget cuts and mounting costs. Whatever else it is, higher education is not a bastion of excellence. It is shot through with waste, lax academic standards and mediocre teaching and scholarship. (2)True, the economic pressures—from the Ivy League to state systems—are intense. Last year, nearly two-thirds of schools had to make midyear spending cuts to stay within their budgets. It is also true(as university presidents and deans argue)that relieving those pressures merely by raising tuition and cutting courses will make matters worse. Students will pay more and get less. The university presidents and deans want to be spared from further government budget cuts. Their case is weak. (3)Higher education is a bloated enterprise. Too many professors do too little teaching to too many ill-prepared students. Costs can be cut and quality improved without reducing the number of graduates. Many colleges and universities should shrink. Some should go out of business. Consider: Except for elite schools, admission standards are low. About 70 percent of freshmen at four-year colleges and universities attend their first-choice schools. Roughly 20 percent go to their second choices. Most schools have eagerly boosted enrollments to maximize revenues(tuition and state subsidies). Dropout rates are high. Half or more of freshmen don’t get degrees. A recent study of PhD

programs at 10 major universities also found high dropout rates for doctoral candidates. The attrition among undergraduates is particularly surprising because college standards have apparently fallen. One study of seven top schools found widespread grade inflation. In 1963 , half of the students in introductory philosophy courses got a B—or worse. By 1986, only 20 percent did. If elite schools have relaxed standards, the practice is almost surely widespread. Faculty teaching loads have fallen steadily since the 1960s. In major universities, senior faculty members often do less than two hours a day of teaching. Professors are “socialized to publish, teach graduate students and spend as little time teaching(undergraduates)as possible,” concludes James Fairweather of Penn State University in a new study. Faculty pay consistently rises as undergraduate teaching loads drop. Universities have encouraged an almost mindless explosion of graduate degrees. Since 1960, the number of masters’ degrees awarded annually has risen more than fourfold to 337 ,000. Between 1965 and 19, the annual number of MBAs(masters in business administration)jumped from 7,600 to 73,100. (4)Even so, our system has strengths. It boasts many top-notch schools and allows almost anyone to go to college. But mediocrity is pervasive. We push as many freshmen as possible through the door, regardless of qualifications. Because bachelors’ degrees are so common, we create more graduate degrees of dubious worth. Does anyone believe the MBA explosion has improved management? (5)You won’t hear much about this from college deans or university presidents. They created this mess and are its biggest beneficiaries. Large enrollments support large faculties. More graduate students liberate tenured faculty from undergraduate teaching to concentrate on writing and research: the source of status. Richard Huber, a former college dean, writes knowingly in a new book “How Professors Play the Cat Guarding the Cream: Why We’re Paying More and Getting Less in Higher Education” : Presidents, deans and trustees...call for more recognition of good teaching with prizes and salary incentives. (6)The reality is closer to the experience of Harvard University’s distinguished paleontologist Stephen Jay Gould: “To be perfectly honest, though lip service is given to teaching, I have never seriously heard teaching considered in any meeting for promotion. .. Writing is the currency of prestige and promotion. “ (7)About four-fifths of all students attend state-subsidized systems, from community colleges to prestige universities. How governors and state legislatures deal with their budget pressures will be decisive. Private schools will, for better or worse, be influenced by state actions. The states need to do three things. (8)First, create genuine entrance requirements. Today’s low standards tell high school students: You don’t have to work hard to go to college. States should change the message by raising tuition sharply and coupling the increase with generous scholarships based on merit and income. To get scholarships, students would have to pass meaningful entrance exams. Ideally, the scholarships should be available for use at instate private schools. All schools would then compete for students on the basis of academic quality and costs. Today’s system of general tuition subsidies provides aid to well-to-do families that don’t need it or to unqualified students who don’t deserve it. (9)Next, states should raise faculty teaching loads, mainly at four-year schools.(Teaching loads at community colleges are already

high.)This would cut costs and reemphasize the primacy of teaching at most schools. What we need are teachers who know their fields and can communicate enthusiasm to students. Not all professors can be path-breaking scholars. The excessive emphasis on scholarship generates many unread books and mediocre articles in academic journals. “You can’t do more of one(research)without less of the other(teaching),” says Fairweather. “People are working hard—it’s just where they’re working. “ (10)Finally, states should reduce or eliminate the least useful graduate programs. Journalism(now dubbed “communications”), business and education are prime candidates. A lot of what they teach can—and should—be learned on the job. If colleges and universities did a better job of teaching undergraduates, there would be less need for graduate degrees. (11)Our colleges and universities need to provide a better education to deserving students. This may mean smaller enrollments, but given today’s attrition rates, the number of graduates need not drop. Higher education could become a bastion of excellence, if we would only try.

35． It can be concluded from Para. 3 that the author was______towards higher education.

A．indifferent B．neutral C．positive D．negative

正确答案：D

解析：推理判断题。根据题干定位至第三段。该段开头提到，高等教育就像一个臃肿的企业。太多的教授对太多准备不足学生的教学做的太少……很多高等院校都应该缩小规模。有些甚至应该被取缔。可以判断作者对高等教育持否定态度，故[D]为正确答案。

36． The following are current problems facing all American universities EXCEPT______.

A．high dropout rates

B．low admission standards

C．low undergraduate teaching loads D．explosion of graduate degrees

正确答案：B

解析：细节理解题。根据题干定位至第三段。该段中作者列举了美国大学普遍存在的五个问题。其中包括：部分高校人学标准低、辍学率高、本科学生流失严重、教职工教学任务量下降及盲目增加研究生学位的授予数量。因此[A]、[C]、[D]均有提及。文中提到除了名校外，其他院校入学标准确实较低，[B]选项与题干中所说的所有高校所面临的问题不符，故答案为[B]。

37． In order to ensure teaching quality, the author suggests that the states do all

the following EXCEPT______.

A．set entrance requirements B．raise faculty teaching loads

C．increase undergraduate programs D．reduce useless graduate programs

正确答案：C

解析：细节理解题。根据题干定位至第八、九、十段。作者在这三段中提出了国家需要做好的三件事：首先，制定真正的入学标准；其次，国家应该增加教师的教学工作量；最后，国家应该削减或取消无用的研究生课程，它们分别对应了[A]、[B]、[D]，故均排除，故[C]为正确答案。

38． “Prime candidates” in Para. 10 is used as______. A．euphemism B．metaphor C．analogy

D．personification

正确答案：B

解析：修辞格题。根据题干定位至第十段第二句。该段第一、二句句意为：最后，国家应该削减或取消无用的研究生课程。新闻专业(现在被冠以“通信专业”之名)、商科和教育学都应被首先考虑在内。candidates原意是“候选人”，此处本体是“新闻专业、商科和教育学”，喻体是“候选人”，比喻词是are，故[B]“暗喻”为正确答案。

39． What is the author’s main argument in the passage?

A．American education can remain excellent by ensuring state budget. B．Professors should teach more undergraduates than postgraduates. C．Academic standards are the main means to ensure educational quality. D．American education can remain excellent only by raising teaching quality.

正确答案：C

解析：主旨大意题。此题涉及作者的主要观点，需纵观全文进行解答。文章开篇提到如今的高等教育学术标准不规范，教学平庸，接着列举了美国大学中普遍存在的问题。教授们为了名声和升职，只顾科研而忽略教学，结尾部分提出国家应该重视教师的专业素质。因此，作者意在说明学术标准才是教学质量的保证，故[C]为正确答案。

SECTION B SHORT-ANSWER QUESTIONSIn this section there are eight short-answer questions based on the passages in SECTION A. Answer each question in NO more than 10 words in the space provided.

PASSAGE ONE

40． From the description of the party preparation, what words can you use to depict Gatsby’s party?

正确答案：Gorgeous，luxurious and even extravagant． 解析：本题考查的是通过派对的筹备情况来概括其特点。根据题干中的party preparation定位至第二、三段。第二段提到，用于榨汁的水果像小金字塔一样，第三段提到，自助餐桌上的各色冷盘琳琅满目，烤火腿周围摆满了五花八门的色拉等等，说明宴会豪华丰盛；第三段还提到，几百英尺帆布帐篷和无数彩灯把盖茨比庞大的花园装饰得如同一棵圣诞树，说明宴会富丽堂皇；而从作者描写的所有场景看，宴会有些铺张，故答案为Gorgeous，luxuriousand even extravagant。

41． How do you summarize the party scene described in Para. 6?

正确答案：Carnival crowds with changing groups and noisy jubilation．

解析：本题考查的是对宴会情况特点的概括。根据题干提示定位至第六段。作者在本段描述了参加宴会的人群时常变换组合，场面一片欢腾，人的面孔、声音和色彩变幻不定、光怪陆离，可以说这个场面就好像一场狂欢，故答案为Carnival crowds with changing groups and noisy jubilation。

PASSAGE TWO

42． What do the cases of Target, Adobe and eBay in Para. 3 show?

正确答案：The severe risks of commercial incursions in cyberspace． 解析：本题考查的是作者以商业案件为例证说明的观点。根据题干提示定位至第三段。作者在本段中举了三个商业案件的例子，通常来讲，例子是支撑其所在位置的前后观点。作者在本段第一句中提到网络数据的漏洞越来越多，且越来越常见，随后在阐述完例证之后，在第四段开头称潜在的危害远甚于这些商业入侵。可见，作者将上段的例证概括为商业入侵，并举例说明了它的重大危害，故答案为The severe risks of commercial incursions incyberspace。

43． Why does the author say that the task is becoming harder in Para. 7?

正确答案：Because the multiple threats to cyber-security are growing． 解析：本题考查的是网络空间安全维护任务艰巨的原因。根据题干提示定位至第七段。作者在本段第一句指出任务变得更加艰巨，并在随后一句中解释说，网络安全涉及对数据和人的双重保护，正面临多重危机，特别是网络犯罪和在线商业间谍活动都在快速发展。可见，任务艰巨的原因就是网络安全的多重威胁都在增长，故答案为Because the multiple threats to cyber—security are growing。

44． What is the conclusion of the whole passage?

正确答案：As hacking grows，cyber-security is facing new threats． 解析：本题考查的是作者在文章结尾处的论述。根据题干信息定位至最后一段。作者在本段中说，无论安全措施如何发展，新设施总会面临受到黑客攻击的风险。他还用比喻的手法指出黑客技术已经发展到不是轻易可以控制的地步。可见作者认为，随着黑客技术的成熟，网络安全会面临着新风险，故答案为As hacking grows，cyber—security is facing new threats。

PASSAGE THREE

45． What does the author mean by saying “Their case is weak. “ in Para. 2?

正确答案：It’s hard for universities to be spared from budget cuts．

解析：本题考查句意理解。根据题干定位至第二段最后一句，该句前一句提到“高校的校长们和院长们希望他们可以免于对其进一步的预算削减”。weak一词表达了对其前句的否定，故答案为It’s hard for universities to bespared from budget cuts。

46． What does “grade inflation” in Para. 3 mean?

正确答案：Grade represents a lower level of students’performance．

解析：本题考查句意理解。根据题干定位至第三段。inflation有“膨胀”之意，此段中还提及“1963年，半数学生的哲学导论课的成绩都为B或更差的成绩。而到了1986年，这一学生人数下降到只有20％。”说明现在的分数标准更低了，学生的分数普遍升高，高分数反映的却是低能力。故答案为Grade represents a lower level of students’performance。

47． What does the author mean when he quotes Richard Huber in Para. 5?

正确答案：Higher education falls in giving quality education to students．

解析：本题考查对具体例子的理解。根据题干定位至第五段。本段中提到：大量招生使大学院系得以维持。众多的研究生使终身教职员工们从本科教学中出来，从而将精力集中在论文撰写和科研方面上(这些才是职称的保障)。随后引用了Richard Huber的话，显然是为了支撑前文所提内容，即想说明高等教育没能为学生们提供高质量的教育，故答案为Higher education fails in giving quality education to students。

PART III LANGUAGE USAGE

All social units develop a culture. Even in two-person relationshipsa culture develops in time. In friendship and romantic relationships,【S1】______for example, partners develop their own history, sharedexperiences, language patterns, habits, and customs give that【S2】______relationship a special character—a character that differs it【S3】______in various ways from other relationships. Examples might include

special dates, places, songs, or events that come to have a uniqueand important symbolic meaning for the two individuals. Thus, any【S4】______social unit—whether a relationship, group, organization, or society— develops a culture with the passage of time. While the defining characteristics of each culture are unique, all cultures share certainsame functions. The relationship between communication【S5】______and culture is a very complex intimate one.【S6】______ Cultures are created through communication, that is,communication is the means of human interaction, through it【S7】______cultural characteristics are created and shared. It is not so much that individuals set out to create a culture when they interact in relationships, groups, organizations, or societies,but rather than that cultures are a natural by-product of social interaction.【S8】______In a sense, cultures are the “residue” of social communication. Without communication and communication media, it would be impossible tobase and pass along cultural characteristics from one place and time to【S9】______another. One can say, furthermore, that culture is created, shaped,【S10】______transmitted, and learned through communication.

48． 【S1】

正确答案：in→over

解析：介词误用。该句意思是“即使是在二人关系中，随着时间的推移，也会形成一种文化”，in time意为“及时”；overtime意为“随着时间的推移”，所以将介词in改为over。

49． 【S2】

正确答案：∧give→that／which

解析：定语从句引导词缺失。分析句子结构可知，本句的主语是partners，谓语是develop，其后的几个名词或名词词组为并列宾语，因此可判断give that relationship a special character作定语，修饰宾语部分，所以应在give前面加引导词that或which，用于引导定语从句。

50． 【S3】

正确答案：differs→differentiates或it→去掉it 解析：动词误用。differ是不及物动词，其后不能直接接宾语it，所以将differs改为及物动词differentiates，或去掉it。其中，in various ways是介词短语，意为“以各种不同的方式”。

51． 【S4】

正确答案：the→去掉the

解析：冠词冗余。定冠词the用于特指和强调，此句中two individuals是第一次提到，没有特指或强调的意味，所以应去掉定冠词the。

52． 【S5】

正确答案：same→common 解析：形容词误用。same意为“相同的”，该句中有share一词，常与common“共同的”搭配，故将same改为common。

53． 【S6】

正确答案：∧intimate→and 解析：连词缺失。该句中的两个形容词complex和intimate修饰同一个名词，故应用连词and连接。

54． 【S7】

正确答案：it→which 解析：定语从句引导词错误。分析句子结构可知，through…为“介词+which”引导的非性定语从句，故将it改为which。

55． 【S8】

正确答案：than→去掉than

解析：固定句型错误。It is not so much that…but rather that…是固定句型，意为“与其说……，倒不如说……”，否定前者，肯定后者，所以去掉than。

56． 【S9】

正确答案：base→preserve 解析：动词误用。该句意思是“没有沟通和沟通媒介，将无法保护文化特征，并将其从某一时间和地点传播到另一时间和地点”，base意为“以……为基础”，不符合句意，因此将base改为preserve，意为“保护”。

57． 【S10】

正确答案：furthermore→therefore

解析：逻辑关系词错误。上文提到文化的形成、传播和变化特点，下文对此进行总结，可见，上下文是顺承关系，而不是递进关系，因此将furthermore改为therefore。

PART IV TRANSLATION

58． 流逝，表现了南国人对时间最早的感觉。“子在川上曰：逝者如斯夫。”他们发现无论是潺潺小溪，还是浩荡大河，都一去不复返，流逝之际青年变成了老翁而绿草转眼就枯黄，很自然有错阴的紧迫感。流逝也许是缓慢的，但

无论如何缓慢，对流逝的恐惧使人们必须用“流逝”这个词来时时警戒后人，必须急匆匆地行动，给这个词灌注一种紧张感。

正确答案： They have found that the flowing water, either a murmuring stream or a mighty river, passes quickly and never returns. With the passage of time, the young become the old and the green grass turns yellow. People naturally have a sense of urgency to value every bit of time. As time goes by, no matter how slowly it elapses, people always use the word “liushi” to warn the later generations for fear of time’s flowing away. They tell their descendants to treasure every single minute and make a hurried action, which adds a sense of tension to the word.

解析： 这段文字选自韩少功的《马桥词典》，属于文学类题材。原文句式冗长，无论是对原文的理解还是对长句的处理都是这段翻译的难点。1．画线部分第一句是一个长句，由五个分句组成。仔细研读原文，可以分别在“一去不复返”和“转眼就枯黄”处断句，译为三个的句子。“潺潺小溪”译为a murmuring stream；“浩荡大河”译为a mighty river；“一去不复返”译为passes quickly and never returns；“流逝之际”译为With the passage of time，作伴随状语。翻译“一去不复返”之后的句子时，为了保留原文的文体风格，可将“青年变成了老翁而绿草转眼就枯黄”译为相同句式，中间用and连接。“很自然有错阴的紧迫感”在翻译时可单独成句，由于原文没有主语，需增译主语People。根据上下文可知，这里的“错阴”是指“惜阴”，即珍惜时间，因此译为value every bit of time；“紧迫感”译为a sense of urgency。2．画线部分第二句也是一个长句，由五个分句组成。首先，根据原文的句意，可以在“警戒后人”处断句。“流逝也许是缓慢的……时时警戒后人”一句中选用后面的分句作为主句，“流逝也许是缓慢的”用As引导时间状语从句译出，“但无论如何缓慢”译作插入语，位置保持不变，主句以“人们”作为主语，“对流逝的恐惧”译为原因状语，放在句尾。原文“必须急匆匆地行动，给这个词灌注一种紧张感”一句中没有主语，但根据上下文可知，此处是指前面的“后人”。为了使上下文联系更紧密流畅，此处需增译They tell their descendants to treasure every singleminute。“给这个词灌注一种紧张感”译为which引导的非性定语从句，指代前面整个句子。

PART V WRITING

59． The following two excerpts are about Ice Bucket Challenge, an activity initiated to raise money and awareness for the disease ALS(渐冻症). From the excerpts, you can find that the activity seems to have achieved much success, but there have also been doubt and criticism. Write an article of NO LESS THAN 300 words, in which you should: 1. summarize the development of the ice bucket challenge activity, and then2. express your opinion towards the activity, especially whether the problems found with this kind of activity will finally undermine its original purpose. Marks will be awarded for content relevance, content sufficiency, organization and language quality. Failure to follow the above instructions may result in a loss of marks. Write your article on ANSWER SHEET FOUR.Excerpt 1 ALS Ice Bucket Challenge Takes U. S. by Storm In the last two weeks, the Ice Bucket ChallengeTM has quite literally “ soaked” the nation. Everyone from Ethel

Kennedy to Justin Timberlake has poured a bucket of ice water over his or her head and challenged others to do the same or make a donation to fight ALS within twenty-four hours. Between July 29 and today, August 12, the ALS Association and its 38 chapters have received an astonishing $ 4 million in donations compared with $ 1.12 million during the same time period last year. The ALS Association is incredibly grateful for the outpouring of support from those people who have been doused, made a donation, or both. “ We have never seen anything like this in the history of the disease,” said Barbara Newhouse, President and CEO of the ALS Association. With only about half of the general public knowledgeable about amyotrophic lateral sclerosis(ALS), the Ice Bucket Challenge is making a profound difference. Since July 29, the Association has welcomed more than 70,000 new donors to the cause. “While the monetary donations are absolutely incredible,” said Newhouse, “the visibility that this disease is getting as a result of the challenge is truly invaluable. People who have never before heard of ALS are now engaged in the fight to find treatments and a cure for ALS. “ Excerpt 2 Ice bucket challenge: who’s pouring cold water on the idea? The ice bucket challenge has certainly raised awareness. Whether that’s primarily of the disease for which it is raising funds or the speed at which images of swimsuit-clad celebrities will go viral is a long-term question. More pertinent right now is whether or not the craze has reached a tipping point. As it lived by social media, so the ice bucket challenge could die by it. The state of California is currently experiencing one of the worst droughts on record. So gestures such as companies dousing their staff en masse in hundreds of gallons of icy water, come across more as wasteful PR exercises than charitable gestures—and are being called out as such on Twitter. There has been a similar reaction in China. Last week, people in drought-stricken Henan province raised empty red buckets over their heads, accompanied by the slogan “ Henan, please say no to the ice bucket challenge”. China’s ministry for civil affairs, while broadly supportive, has warned citizens against the practice’s “entertainment and commercial tendencies”. But the real dampener could be the risk of bodily harm. Doctors around the world have warned of risks to elderly people, expectant mothers and people with heart conditions.

正确答案： Challenge or Not Recently, the Ice Bucket Challenge has gone viral all over the world, particularly in the United States, with people posting videos of themselves online and on TV participating in the event. Despite the increase of the donation to fight ALS and more public concern, some are worried about the problems found with this kind of activity which is inserted a sense of entertainment. Personally, I think that charitable activities, if inserted with too much entertaining elements, will probably depart from their original intentions. This charitable blockbuster, luring hundreds of celebrities, politicians and athletes, has sparked millions of donations to ALS research and raised awareness of the disease. However, there are worries and different voices about it. Environmentalists are concerned about the waste of water on the national level, while doctors warn people of the risks of being poured with icy water from the perspective of health. On the one hand, we have observed that the ALS Ice Bucket Challenge has rubbed some people up the wrong way, especially as

participants get caught up in the act of making videos rather than focusing on the essence of charity itself. It is said that when Barack Obama, the current American President, was challenged, he chose to make a donation of 100 dollars rather than pouring the icy water over his head. On the other hand, the original purpose of this activity is to provide aid and support for patients suffering from me disease. Accordingly, what we should focus on is whether the ALS association begins immediate funding for families in desperate need of home health care services and other care-related services. As a matter of fact, after a month in the spotlight, me much-hyped ALS Ice Bucket Challenge is finally starting to show signs of cooling down. Things in moderation are always healthy and lasting, and charitable activities are no exceptions.

解析： 本题讨论的话题是风靡全美国的“ALS冰桶挑战”(Ice Bucket Challenge)。该活动产生了一些正面效应，但社会各界对其有一些争议。本题要求首先概括“冰桶挑战”活动的发展，然后针对该活动发表自己的看法，尤其是这类活动中发现的问题最终是否会有悖于它的初衷。