专业英语-专业英语四级真题2016年

专业英语-专业英语四级真题2016年 专业英语四级真题2016年 PART ? DICTATION 1、Listen to the following passage. Altogether the passage will be read to you four times. During the first reading, which will be done at normal speed, listen and try to understand the meaning. For the second and third readings, the passage will be read sentence by sentence, or phrase by phrase, with intervals of 15 seconds. The last reading will be done at normal speed again and during this time you should check your work. You will then be given 1 minute to check through your work once more. PART ? LISTENING COMPREHENSION SECTION A TALK In this section you will hear a talk. You will hear the talk ONCE ONLY. While listening, you may look at ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure what you fill in is both grammatically and semantically acceptable. You may use the blank sheet for note-taking. You have THIRTY seconds to preview the gap-filling task. Now listen to the talk. When it is over, you will be given TWO minutes to check your work. What Is Grit? My questions ?Why isn't I. Q. the only difference between students? ?What is the key to 2 ? My Research ?investigation of all kinds of 3 , including: —West Point Military Academy — 4 —private companies My finding: grit as predictor of success ?Grit is 5 for very long-term goals. ?Grit is working hard for years to make 6 . ?Grit is living your life like a 7 . My survey ?high school juniors took grit questionnaires ? 8 kids were more likely to graduate Grit-building ?little is known about how to build grit in students ?data show grit is unrelated to 9 ?growth mindset is the belief that the ability to learn is 10 ?kids with grit believe failure is 11 Conclusion We need to be gritty about getting our kids grittier. SECTION B CONVERSATIONS In this section you will hear two conversations. At the end of each conversation, five questions will be asked about what was said. Both the conversation 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. Now listen to the conversations. Conversation One 12、 A. To tell the man that he has been shortlisted for interview. B. To ask the man a few questions about his interview. C. To explain to the man how to make a presentation. D. To tell the man the procedure of the interview. 13、A. Questions related to the job. B. General questions about himself. C. Specific questions about his CV. D. Questions about his future plan. 14、 A. Questions from the interviewers. B. Questions from the interviewee. C. Presentation from the interviewee. D. Requests from the interviewee. 15、 A. Educational and professional background. B. Problems he has faced and solved. C. Major successes in his career so far. D. Company future and his contribution. 16、 A. 11 a. m., next Tuesday. B. 11 a. m., next Thursday. C. 9 a. m., this Tuesday. D. 9 a. m., this Thursday. Conversation Two 17、 A. The disadvantages of college loans. B. Government financing in college education. C. How to handle the problem of college loans. D. How college students pay for their education. 18、 A. It has increased by 6 to 8%. B. It has increased by 8 to 10%. C. It has decreased by 6 to 8%. D. It has decreased by 8 to 10%. 19、 A. Student's family income. B. First year salary after graduation. C. A fixed amount of 30,000 dollars. D. Payment in the next ten years. 20、 A. Students can borrow money first. B. Students pay no tax on savings. C. Students pay less tax after graduation. D. Students withdraw without paying tax. 21、 A. Giving up charitable or volunteer work. B. Neglecting their study at college. C. Giving up further education. D. Neglecting high salary in job-seeking. PART ? LANGUAGE KNOWLEDGE There are twenty sentences in this section. Beneath each sentence there are four words or phrases marked A, B, C and D. Choose one word or phrase that best completes the sentence. 22、 How can I concentrate if you ______ continually ______ me with silly questions? A. have...interrupted B. are...interrupted C. had...interrupting D. were...interrupting 23、 Among the four sentences below, Sentence ______ expresses the highest degree of possibility. A. It may take a long time to find a solution to the problem. B. It might take a long time to find a solution to the problem. C. It could take a long time to find a solution to the problem. D. It should take a long time to find a solution to the problem. 24、 She is a better speaker than ______ in the class. A. any boy B. the other boys C. other any girl D. all the girls 25、 Nobody heard him sing, ______. A. did one B. did he C. didn't they D. did they 26、 I can't put up with ______. A. that friend of you B. that friend of yours C. the friend of you D. the friend of yours 27、 There has been an increasing number of ______ in primary schools in the past few years. A. man teacher B. men teacher C. man teachers D. men teachers 28、 This is one of the issues that deserve ______. A. being mentioned B. mentioning C. to mention D. for mention 29、 The audience ______ excited on seeing ______ favorite star glide onto the stage. A. were...their B. were...its C. was...their D. was...one's 30、 ______ your advice, I would have made the wrong decision. A. Hadn't it been for B. Had it not been for C. Had it been for D. Had not it been for 31、 The sentence I wish I had been more careful in spending money expresses the speaker's ______. A. hope B. joy C. regret D. relief 32、 The Attorney General ordered a federal autopsy of Brown's body, seeking to ______ the family and community there would be a thorough investigation into his death. A. ensure B. insure C. assure D. ascertain 33、 The police department came under strong criticism for both the death of an unarmed man and its handling of the ______. A. consequence B. outcome C. result D. aftermath 34、 The Foreign Secretary tried to ______ doubts about his handling of the crisis. A. dispel B. expel C. repel D. quell 35、 Mutual funds are thus best for investors who don't want to take the time to study stocks in detail or who ______ the resources to build a portfolio. A. deprive B. lack C. yearn D. attain 36、 Chris ran ______ John at a sporting-goods trade show and the two quickly struck ______ an easy rapport. A. into...up B. on...into C. across...on D. against...into 37、 "I am leaving the country soon," he told a ______ convened group of reporters. A. especially B. particularly C. specially D. specifically 38、 Israel and Hamas had reached a deal on extending the ______ ceasefire by an extra 24 hours until Tuesday at midnight. A. contemporary B. makeshift C. spontaneous D. temporary 39、 ______ to unplugging the alarm clock and trusting your ability to wake on time on your own, you should probably ease yourself into the new arrangement by keeping a very regular schedule for several weeks. A. Due B. Prior C. Related D. Thanks 40、 If you are an athlete, strong abdominal muscles help you ensure a strong back and freedom from injury during ______ upper-body movement. A. valiant B. variable C. vigilant D. vigorous 41、 Finning is a cruel ______ in which the shark's fins are lopped off, and the live shark is thrown back to sea. A. reality B. truth C. practice D. skill PART ? CLOZE Decide which of the words given in the box below would best complete the passage if inserted in the corresponding blanks. The words can be used ONCE ONLY. Mark the letter for each word on ANSWER SHEET TWO. A. ample B. combinations C. directly D. disseminated E. generations F. genuinely G. instead H. lists I. promulgated J. publicized K. scant L. shaped M. sophisticated N. transplanted O. virtual Imagine a world without writing. Obviously there would be no books: no novels, no encyclopedias, no cookbooks, no textbooks, no telephone books, no scriptures, no diaries, no travel guides. There would be no ball-points, no typewriters, no computers, no Internet, no magazines, no movie credits, no shopping lists, no newspapers, no tax returns. But such 42 of objects almost miss the point. The world we live in has been indelibly marked by the written word, 43 by the technology of writing over thousands of years. Ancient kings proclaimed their authority and 44 their laws in writing. Scribes administered great empires by writing, their knowledge of recording and retrieving information essential to governing complex societies. Religious traditions were passed on through 45 , and spread to others, in writing. Scientific and technological progress was achieved and 46 through writing. Accounts in trade and commerce could be kept because of writing. Nearly every step of civilization has been mediated through writing. A world without writing would bear 47 resemblance to the one we now live in. Writing is a 48 necessity to the societies anthropologists call civilizations. A civilization is distinguished from other societies by the complexity of its social organization, by its construction of cities and large public buildings, and by the economic specialization of its members, many of whom are not 49 involved in food procurement or production. A civilization, with its taxation and tribute systems, its trade and its public works, requires a 50 system of record keeping. And so the early civilizations of Egypt, China, and (probably) India all developed a system of writing. Only the Peruvian civilization of the Incas and their predecessors did not use writing but 51 invented a system of keeping records on knotted color-coded strings known as quipu. PART ? READING COMPREHENSION SECTION A MULTIPLE-CHOICE QUESTIONS In this section there are three passages followed by ten 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 and mark your answers on ANSWER SHEET TWO. PASSAGE ONE When I was twenty-seven years old, I was a mining-broker's clerk in San Francisco, and an expert in all the details of stock traffic. I was alone in the world, and had nothing to depend upon but my wits and a clean reputation; but these were setting my feet in the road to eventual fortune, and I was content with the prospect. My time was my own after the afternoon board, Saturdays, and I was accustomed to putting it in on a little sail-boat on the bay. One day I ventured too far, and was carried out to sea. Just at nightfall, when hope was about gone, I was picked up by a small ship which was bound for London. It was a long and stormy voyage, and they made me work my passage without pay, as a common sailor. When I stepped ashore in London my clothes were ragged and shabby, and I had only a dollar in my pocket. This money fed and sheltered me twenty-four hours. During the next twenty-four I went without food and shelter. About ten o'clock on the following morning, dirty and hungry, I was dragging myself along Portland Place, when a child that was passing, towed by a nurse-maid, tossed a big pear—minus one bite—into the gutter. I stopped, of course, and fastened my desiring eye on that muddy treasure. My mouth watered for it, my stomach craved it, my whole being begged for it. But every time I made a move to get it some passing eye detected my purpose, and of course I straightened up then, and looked indifferent and pretended that I hadn't been thinking about the pear at all. This same thing kept happening and happening, and I couldn't get the pear. I was just getting desperate enough to brave all the shame, and to seize it, when a window behind me was raised, and a gentleman spoke out of it, saying: "Step in here, please." I was admitted by a man servant, and shown into a sumptuous room where a couple of elderly gentlemen were sitting. They sent away the servant, and made me sit down. They had just finished their breakfast, and the sight of the remains of it almost overpowered me. I could hardly keep my wits together in the presence of that food, but as I was not asked to sample it, I had to bear my trouble as best as I could. Now, something had been happening there a little before, which I did not know anything about until a good many days afterwards, but I will tell you about it now. Those two old brothers had been having a pretty hot argument a couple of days before, and had ended by agreeing to decide it by a bet, which is the English way of settling everything. You will remember that the Bank of England once issued two notes of a million pounds each, to be used for a special purpose connected with some public transaction with a foreign country. For some reason or other only one of these had been used and canceled; the other still lay in the vaults of the Bank. Well, the brothers chatting along, happened to get to wondering what might be the fate of a perfectly honest and intelligent stranger who should be turned adrift in London without a friend, and with no money but that million-pound bank-note, and no way to account for his being in possession of it. Brother A said he would starve to death; Brother B said he wouldn't. Brother A said he couldn't offer it at a bank or anywhere else, because he would be arrested on the spot. So they went on disputing till Brother B said he would bet twenty thousand pounds that the man would live thirty days, anyway, on that million, and keep out of jail, too. Brother A look him up. Brother B went down to the Bank and bought that note. Then he dictated a letter, which one of his clerks wrote out a beautiful round hand, and then the two brothers sat at the window a whole day watching for the right man to give it to. I finally became the pick of them. PASSAGE TWO The concept of peace is a very important one in cultures all over the world. Think about how we greet people. In some languages, the phrases for greetings contain the word for peace. In some cultures we greet people by shaking hands or with another gesture to show that we are not carrying weapons—that we come in peace. And there are certain symbols which people in very different cultures recognize as representing peace. Let's look at a few of them. The dove The dove has been a symbol of peace and innocence for thousands of years in many different cultures. In ancient Greek mythology it was a symbol of love and the renewal of life. In ancient Japan a dove carrying a sword symbolized the end of war. There was a tradition in Europe that if a dove flew around a house where someone was dying then their soul would be at peace. And there are legends which say that the devil can turn himself into any bird except for a dove. In Christian art, the dove was used to symbolize the Holy Ghost and was often painted above Christ's head. But it was Pablo Picasso who made the dove a modem symbol of peace when he used it on a poster for the World Peace Congress in 1949. The rainbow The rainbow is another ancient and universal symbol, often representing the connection between human beings and their gods. In Greek mythology it was associated with Iris, the goddess who brought messages from the gods on Mount Olympus. In Scandinavian mythology the rainbow was a bridge between the gods and the earth. In the Bible a rainbow showed Noah that the Biblical flood was finally over, and that God had forgiven his people. In the Chinese tradition, the rainbow is a common symbol for marriage because the colours represent the union of yin and yang. Nowadays the rainbow is used by many popular movements for peace and the environment, representing the possibility of a better world in the future and promising sunshine after the rain. Mistletoe This plant was sacred in many cultures, generally representing peace and love. Most people know of the tradition of kissing under the mistletoe at Christmas time, which probably comes from Scandinavian mythology. The goddess Freya's son was killed by an arrow made of mistletoe, so, in honour of him, she declared that it would always be a symbol of peace. It was often hung in doorways as a sign of friendship. The ancient Druids believed that hanging mistletoe in your doorway protected you from evil spirits. Tribes would stop fighting for a period of time if they found a tree with mistletoe. But you will never see mistletoe in a Christian church—it is banned because of its associations with pagan religion and superstition. The olive branch The olive tree has always been a valuable source of food and oil. In Greek mythology, the goddess Athena gave the olive tree to the people of Athens, who showed their gratitude by naming the city after her. But no one knows for sure when or why it began to symbolize peace. There is probably a connection with ancient Greece. Wars between states were suspended during the Olympic Games, and the winners were given crowns of olive branches. The symbolism may come from the fact that the olive tree takes a long time to produce fruit, so olives could only be cultivated successfully in long periods of peace. Whatever the history, the olive branch is a part of many modem flags symbolizing peace and unity. One well-known example is the United Nations symbol. The ankh The ankh is an ancient symbol which was adopted by the hippie movement in the 1960s to represent peace and love. It was found in many Asian cultures, but is generally associated with ancient Egypt. It represented life and immortality. Egyptians were buried with an ankh, so that they could continue to live in the "afterworld". The symbol was also found along the sides of the Nile, which gave life to the people. They believed that the ankh could control the flow of the river and make sure that there was always enough water. PASSAGE THREE Two sides almost never change: That you can manipulate people into self-sufficiency and that you can punish them into good citizenship. The first manifests itself in our tireless search for the magical level at which welfare grants are big enough to meet basic needs but small enough to make low-paid work attractive. The second has us looking to the criminal justice system to cure behavior that is as much as anything the result of despair. The welfare example is well known. We don't want poor people to live in squalor or their children to be malnourished. But we also don't want to subsidize the indolence of people who are too lazy to work. The first impulse leads us to provide housing, food stamps, medical care and a cash stipend for families in need. The second gets us to think about "workforce". We've been thinking about it for two reasons: the "nanny" problems of two high-ranking government officials (who hired undocumented foreigners as household helpers, presumably because they couldn't find Americans to do the work) and President Clinton's proposal to put a two-year limit on welfare. Maybe something useful will come of Clinton's idea, but I'm not all that hopeful. It looks to me like one more example of trying to manipulate people into taking care of themselves. On the criminal justice side, we hope to make punishment tough enough to discourage crime but not so tough as to clog our prisons with relatively minor offenders. Too short a sentence, we fear, will create contempt for the law. Too long a sentence will take up costly space better used for the violent and unremorseful. Not only can we never find the "perfect" punishment, our search for optimum penalties is complicated by our desire for fairness: to let the punishment fit the crime. The problem is that almost any punishment—even the disgrace of being charged with a crime—is sufficient to deter the middle class, while for members of the underclass, probation may be translated as "I beat it." So how can you use the system--welfare or criminal justice—to produce the behavior we want? The answer, I suspect is: You can't. We keep trying to use welfare and prison to change people—to make them think and behave the way we do—when the truth is the incentives work only for those who already think the way we do: who view today's action with an eye on the future. We will take lowly work (if that is all that's available) because we believe we can make bad jobs work for us. We avoid crime not because we are better people but because we see getting caught as a future-wrecking disaster. We are guided by a belief that good things will happen for us in the future if we take proper care of the present. Even under the worst of circumstances, we believe we are in control of our lives. And we have trouble understanding that not everybody believes as we believe. The welfare rolls, the prisons and the mean streets of our cities are full of people who have given up on their future. Without hope for the future, hard work at a low-paid job makes no sense. Working hard in school, or pleasing a boss, or avoiding pregnancy makes no sense. The deadly disease is hopelessness. The lawlessness and poverty are only the obvious symptoms. I'm not advocating that we stop looking for incentives to move poor people toward self-sufficiency or that we stop punishing people for criminal behavior. There will always be some people who need help and some who deserve to be in jail. All I'm saying is that the long-term answer both to welfare and the crime that plagues our communities is not to fine tune the welfare and criminal justice systems but to prevent our children from getting the disease of despair. If we encourage our young people to believe in the future, and give them solid evidence for believing we'll find both crime and poverty shrinking to manageable proportions. 52、 In Para. 1, the phrase "set my feet" probably means ______.(PASSAGE ONE) A. put me aside B. prepare me C. let me walk D. start my journey 53、 It can be concluded from Para. 2 that ______.(PASSAGE ONE) A. the man wanted to maintain dignity though starved B. the man could not get a proper chance to eat the pear C. the man did not really want the pear since it was dirty D. it was very difficult for the man to get the pear 54、 Compared with Brother A, Brother B was more ______ towards the effect of the one-million- pound bank-note on a total stranger.(PASSAGE ONE) A. neutral B. negative C. reserved D. positive 55、 Which of the following is the best title for the passage?(PASSAGE TWO) A. Concept of Peace. B. Popular Peace Symbols. C. Origin of Peace Symbols. D. Cultural Difference of Peace. 56、 The rainbow represents the connection between human beings and their gods in all the following countries EXCEPT ______.(PASSAGE TWO) A. Sweden B. Greece C. Finland D. China 57、 In North Europe mistletoe was often hung in doorways to indicate ______.(PASSAGE TWO) A. friendship B. love C. kinship D. honour 58、 The origin of the ankh can date back to ______.(PASSAGE TWO) A. the Nile B. the "afterworld" C. the hippie movement D. ancient Egypt 59、 What is the author's attitude towards Clinton's proposal to welfare?(PASSAGE THREE) A. Pessimistic. B. Optimistic. C. Suspicious. D. Sarcastic. 60、 It can be inferred from Para. 7 that optimum penalties are ______ to the underclass.(PASSAGE THREE) A. hopeless B. useless C. frightening D. humiliating 61、 Which of the following is the most appropriate title for the passage?(PASSAGE THREE) A. Lawlessness and Poverty. B. Criminal Justice System. C. Welfare Grants. D. Disease of Despair. 62、SECTION B SHORT-ANSWER QUESTIONS In this section there are five short-answer questions based on the passages in Section A. Answer the questions with No more than TEN words in the space provided on ANSWER SHEET TWO. In Para. 4, what does the man mean by saying "I had to bear my trouble"?(PASSAGE ONE) 63、 What can be inferred from the last sentence of the passage?(PASSAGE ONE) 64、Why does the UN use the olive branch in its symbol?(PASSAGE TWO) 65、According to the author, what balance should we keep in welfare?(PASSAGE THREE) 66、 What does the author mean by saying "Even under the worst of circumstances, we believe we are in control of our lives" (Para. 10)?(PASSAGE THREE) PART ? WRITING 67、Read carefully the following excerpt on term-time holiday arguments in the UK, and then write your response in NO LESS THAN 200 words, in which you should: ?summarize the main message of the excerpt, and then ?comment on whether parents should take children out of school for holiday during term time in order to save money. You should support yourself with information from the excerpt. 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. Term-time holidays will be banned Parents are to be banned by Michael Gove, UK's Education Secretary, from taking theirchildren out of school to save money on holidays. He is to abolish the fight of head teachers to "authorise absence" from the classroom, whichhas been used to let families take term-time breaks, and will warn them they face fines for theirchildren not being at school. "Any time out of school has the potential to damage a child's education," a senior source atthe Department for Education said this weekend. "That is why the government will end thedistinction between authorised and unauthorised absence." "This is part of the government's wider commitment to bring down truancy levels in ourschools. There will also be stricter penalties for parents and schools." The tough measures on truancy are part of a wider attempt by Mr Gove to makeeducation more academically rigorous and to tackle a culture in the educational establishment which he believes hasaccepted "excuses for failure". Russell Hobby, the general secretary of the National Association of Head Teachers, said themeasure would discourage parents from trying to put pressure on heads to sanction term timeholidays. "The high cost of holidays outside of term time is still an issue but ultimately a child'seducation is more important than a holiday," he said. 答案: PART ? DICTATION 1、 [听力原文] Think Positive and Feel Positive Are you confident or insecure in a difficult situation? / Do you react positively or negatively? / The answer may depend in part on whom you're around. / A study found that negative thinking can be contagious in some cases. / For example, the researchers studied 103 college roommates. / They measured each roommate's tendency towards negative thinking. / It was found that thinking patterns can be contagious. / Students with a negative thinking roommate became more depressed themselves, / and students with more positive thinking roommates / were more likely to become more positive as well. 由标题Think Positive and Feel Positive可知，文章围绕积极思维与积极感受这一主 题展开。考生在听第一遍时不要急于动笔，要把握文章整体结构，理清思路。听完第一遍可知本文分 三部分——通过提问引出文章主题;明示本文观点，即“身边众人的态度会影响人的心态，负面思维会 传染”;通过对103名大学室友的研究，证明本文观点。听第二、三遍录音时要按意群来听，抓住句 型和关键词，逐词逐句写出完整的句子。听最后一遍录音时要边听边校对，根据句子的语义、语法结 构和上下文检查单复数、冠词等容易失分的细节。 文中出现的易错词有insecure和contagious。第三句中注意不要漏掉介词in和on，并且注 意该句的最后一个单词是around，不要误听为round。第六句中注意所有格形式roommate's，因 其前限定词为each，因此，roommate为单数，不要将此处误听为roommates。另外，由于这项研 究是在过去某一时段开展的，注意相关动词要使用一般过去时。 PART ? LISTENING COMPREHENSION SECTION A TALK 2、success [听力原文] What Is Grit? Good afternoon, everyone. Today, I would like to talk about my research project concerning the key to success. I would like to start my topic with my own story. When I was 27 years old, I left for a demanding job—teaching seventh graders math in the New York City public schools. And like any teacher, I made quizzes and tests. I gave out homework assignments. When the work came back, I calculated grades. What struck me was that IQ was not the only difference between my best and my worst students. Some of my strongest performers did not have super IQ scores. Some of my smartest kids weren't doing so well. Then, I felt very interested in knowing the reason why the students' math performance is not that closely related to their IQ scores. I started studying kids and adults in all kinds of challenging settings, and in every study my question was, who is successful here and why. My research team and I went to West Point Military Academy. We tried to predict which students would stay in military training and which would drop out. We went to the National Spelling Contest and tried to predict which children would advance furthest in competition. We worked with private companies, asking which of these salespeople is going to keep their jobs, and who's going to earn the most money. We went to many places and finally, one characteristic emerged as a significant predictor of success. And it wasn't social intelligence. It wasn't good looks, physical health, and it wasn't IQ. It was grit. What is grit? Well, grit is passion and perseverance for very long-term goals. Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to make future a reality. Grit is living your life like it's a marathon, not a sprint. A few years ago, I started studying grit in the Chicago public schools. I asked thousands of high school juniors to take grit questionnaires, and then waited around more than a year to see who would graduate. It turned out that grittier kids were significantly more likely to graduate, even when I matched them on every characteristic I could measure, things like family income, test scores, and so on. To me, the most shocking thing about grit is how little we know, how little science knows, about building it. Every day, parents and teachers ask me, "How do I build grit in kids? How do I keep them motivated for the long run?" Our data shows very clearly that there are many talented individuals who simply do not follow through on their commitment. In fact, in our data, grit is usually unrelated to measures of talent. So far, the best idea I've heard about building grit in kids is something called "growth mindset". Growth mindset is the belief that the ability to learn is not fixed, that it can change with your effort. Kids with grit are much more likely to persevere when they fail, because they don't believe that failure is a permanent condition. So growth mindset is a great idea for building grit. But we need more. And that's where I'm going to end my talk, because that's where we are. That's the work that stands before us. We have to be willing to fail, to be wrong, to start over again with lessons learned. As a conclusion, we need to be gritty about getting our kids grittier. Next time, I would like to share with you my experience in building up students' grit. 细节题。根据听力原文可知，讲座围绕“成功的关键”这一主题展开，故答案为success。 3、challenging settings 细节题。根据听力原文可知，为了研究究竟什么才是成功的关键，讲话者研究了在各种具有挑战性的 场景下，孩子和成年人的 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 现，故答案为challenging settings。 4、National Spelling Contest 细节题。根据听力原文可知，讲话者的研究团队研究了全国拼写比赛的选手，并尝试预测哪些孩子能 在比赛中坚持到最后，故答案为National Spelling Contest。 5、passion and perseverance 细节题。根据听力原文可知，毅力是指在实现长期目标这一过程中的激情与坚持，故答案为passion and perseverance。 6、future a reality 细节题。根据听力原文可知，毅力是你对未来的坚持，日复一日，不是仅仅持续一周或一个月，而是 年复一年的努力奋斗，从而实现自己对未来的展望，故答案为future a reality，注意不要漏掉 不定冠词a。 7、marathon 细节题。根据听力原文可知，毅力是把生活当作一场马拉松，而不是一次短跑，故答案为marathon。 8、grittier 细节题。根据听力原文可知，在芝加哥公立学校的研究结果证明，更有毅力的学生明显在毕业概率上 占绝对优势，故答案为grittier。 9、measures of talent 细节题。根据听力原文可知，事实上，根据数据来看，毅力通常与衡量才华的标准无关，故答案为 measures of talent。 10、9 not fixed/changeable 细节题。根据听力原文可知，成长型思维模式是指人的学习能力不是一成不变的，它会随着你的努力 程度而发生改变，故答案为not fixed或changeable。 11、a temporary condition 概括题。根据听力原文可知，拥有毅力这一品质的孩子们在失败后更有可能继续坚持，因为他们并不 认为失败是一种长期不变的状态。根据字数要求，答案可概括为a temporary condition。 SECTION B CONVERSATIONS Conversation One 12、D [听力原文] W: Hello, this is Kate Smith. I'm calling from ABC Company. M: Oh, hello, Kate. Great to hear from you. W: You've already been told that you've been shortlisted for interview. M: Oh, yes. W: Well, we are very excited about meeting you. OK, I just want to talk you through the procedure for the day. Someone will meet you when you arrive, and then bring you up to meet myself and Arthur Miller, the CEO. M: OK, sounds good. So will you be the only members of the interview panel there then? W: Yes, it'll be just me and Arthur who will talk to you. The interview will be in three parts. First of all, we'll ask you some general questions about yourself and your educational and professional background, and then we'll move on to specifics. M: Oh, er, specifics? Well, er...what kind of questions will you be asking? W: Well, it'll be very similar to the personal statement you submitted with your CV. We'll be expecting you to...to give actual examples of problems you've faced and solved, and of what you feel are the major successes in your career so far. M: OK, well. Yeah, that sounds great. Can't wait! W: Then there'll be a chance for you to ask us any questions—about the job itself, or ABC Company in general. M: Oh, um...OK. I'll think of something! W: After that, we'd like you to give a short presentation on how you see ABC as a company progressing, and how you see yourself taking us there. M: OK, so will I be expected to give like a formal style presentation? W: It can be as formal or informal as you like. There'll be a computer and a data projector there available. If you need anything else, just let us know. M: Oh, um...OK, a presentation! I'll think of something. I haven't done one of those in a while. W: Is that all clear? M: Yes. W: Great. So, Daniel, I'll see you at 11 a.m. , Thursday next week. M: OK, great. I look forward to meeting you! Thanks, bye. W: Bye. Why does the woman call the man? 细节题。根据听力原文可知，女士给男士打电话的目的是想要与男士沟通一下面试当天的整个 流程，因此D为答案。 13、A [听力原文] What kind of questions can the man ask in the interview? 细节题。根据听力原文可知，女士称，男士有机会向面试方提出任何问题，可以关于工作本身， 也可以关于ABC公司的概况，故A为答案。 14、C [听力原文] Which is the last part of the interview? 细节题。根据听力原文可知，在完成双方问答环节后，面试方还希望男士能够做一个简短的陈 述，因此C为答案。 15、D [听力原文] What might be expected from the man's presentation? 细节题。根据听力原文可知，面试方期望男士在陈述中阐述一下他对ABC公司发展前景的看法以 及他在公司未来发展中能够做出的贡献，因此D为答案。 16、B [听力原文] When is the interview scheduled? 细节题。根据听力原文可知，女士称将在下周四上午十一点与男士见面，因此面试时间为下周 四上午十一点，故B为答案。 Conversation Two 17、C [听力原文] W: It says a growing number of students are making a major hole from the minute they enter the real world because they are already, some of them, more than 100,000 dollars in debt. With us now is Mark Spenser. He is the senior financial analyst from SBC Bank. Welcome to you. M: Thank you. Nice to be with you. W: Now, I guess there are two kinds of debts, good debt and bad debt. Where does this go? M: Well, student loan debt is traditionally considered good debt, but the problem for many students and their families is that the cost of colleges has been going up at 6 to 8 percent a year, far faster than the income, far faster than the standard of living. That means debt's taking on a bigger and bigger role in financing education. W: How much debt is too much debt for...for one student? M: Well, one guideline is that you look at the first year salary in your field after graduation, and use that as a barometer, but even then... W: Is that right? M: Well, you are talking big payments even in that instance, for example, 30,000 dollars worth of debt. If you are gonna repay that over 10 years, you are talking more than 300 dollars a month that, in payments every month for 10 years. W: But there is surely more than one way to get a loan for college. There are government programs. There are so many kinds of grants. What's...what's the best advice for people who are looking for these loans to try to keep themselves from going under? M: I understand that loans are just one way of college finance. Take advantage of the other opportunities. Things like a college savings plan let...let you save on a tax advantage basis. So you can put money away in these accounts and withdraw tax-free to pay for that education. W: So, it's important to start early and that really reduces that reliance on debt later. M: Another thing, leave no stone unturned, looking at grants, scholarships, even on-campus jobs. I mean every dollar you get that way is seen as another dollar you don't have to borrow later. W: The kinds of jobs that so many students, fresh off students, like to go into, er, charity stuff, volunteer work. This debt is eliminating a lot of that, isn't it? M: I think that's the social cost. Really, I mean...you know, when you consider that, you know, people may pass up a rewarding career in charitable work, or non-profit organization because they have to get a higher salary someplace else to pay off that debt. W: Yeah, that's for sure. Mark Spenser, senior financial analyst from SBC Bank. Mark, good you could be here. M: Thank you. What is the interview mainly about? 主旨题。根据听力原文可知，对话提到学生贷款的最高额度，根据听力原文可知，学生可以通 过多种渠道获取贷款，听力原文提到学生应该尝试通过助学金、奖学金、校内工作机会等渠道来减少 负债。综合来看，对话围绕应该如何处理大学贷款问题展开，因此C为答案。对话中并没有过多地谈 论学生贷款的不利方面，故排除A;对话中并未提及政府资助，故排除B;对话中并没有列举学生实 际支付教育费用的方式，故排除D。 18、A [听力原文] How does the cost of college education change every year? 细节题。根据听力原文可知，大学教育费用每年都会上涨6%到8%，因此A为答案。 19、B [听力原文] What is used to measure student loan debt as a guideline? 细节题。根据听力原文可知，判断学生贷款数目是否太高的一个指导原则就是参照你所在行业 毕业后第一年的收入，并把它当作一个晴雨表，因此B为答案。 20、D [听力原文] What is the advantage of joining a college savings plan? 细节题。根据听力原文可知，高校储蓄计划可以使人们因为免税而省钱，所以可以先将钱存入 这些账户，然后不用缴纳税款就可以取款，以此来支付学费，因此D为答案。 21、A [听力原文] What is the possible social cost of a college loan? 推断题。由听力原文可知，女士提到了一些关于慈善工作和志愿工作的问题，男士说这是社会 成本;由听力原文可知，男士认为人们会放弃在慈善机构或非盈利组织中有意义的工作，因为他们为 了还清债务，必须选择其他工资更高的地方，因此A为答案。 PART ? LANGUAGE KNOWLEDGE 22、A 时态题。本句中，continually一词表明interrupt这一动作重复进行。表示不断重复的动作可以用现在进行时或现在完成时。现在进行时用于少数瞬间动词，可表示不断重复的动作;现在完成时常可表示过去重复的动作，常与always，often，many times等状语连用。结合本句句意可知，“打扰”这一动作持续了一段时间，在过去重复进行，并且对现在造成影响，符合现在完成时的用法，故本题答案为A。选项B语态不对，选项C时态不对，均可排除;本句只是陈述事实，不涉及虚拟语气，若选D，则主从句时态不一致，排除D。 23、D 情态动词题。情态动词中，除了need和dare以外，其他情态动词都可以表示可能性，不过它们表示可能性的程度不同，按照从弱到强、从或然性到必然性排列依次是:might，may，could，can，should，ought to，would，must，因此D为答案。 24、A 限定词用法题。根据题干和选项可知，题干中的she要么是与班上其余女孩进行比较，要么是与班上所有男孩进行比较。指在同一范围内除了某人或某物以外的所有其余的人或事物，用“the other+复数名词”，B中的boys改为girls才是同一范围，因此排除B;指在同一范围内除了某人或某物以外的任何一个人或事物，用“any other+单数名词”或者“any of the other+复数名词”，如:Shanghai is larger than any other city in China. 故排除C和D;相比较的两者不在同一范围或不属于同一类别时，则不用other，如:Shanghai is larger than any city in India. 此时any与单数可数名词搭配，则相当于every，表示全体中的“任何一个”，因此A为答案。 25、D 反意疑问句题。反意疑问句由两部分组成:前一部分是一个陈述句，后一部分是一个简短的疑问句，两部分的人称和时态应保持一致。疑问句的主语和陈述部分的主语保持一致，都用主格形式，当陈述部分的主语是one时，后面的疑问句才用one(或者he)，故排除A;反意疑问句主要有两种形式:陈述部分肯定式+疑问部分否定式(前肯后否);陈述部分否定式+疑问部分肯定式(前否后肯)，题干中陈述部分的主语nobody为否定词，因此疑问部分应该用肯定式，故排除C;当陈述部分的主语是somebody，someone，everybody，everyone，nobody等不定代词时，其疑问部分的主语用they，因此D为答案，同时排除B。 26、B 限定词用法题。名词性物主代词修饰名词时，不可与a，an，this，that等词一起前置，必须使用双重所有格(即of+名词性物主代词)作定语放在名词后面，其构成形式为:a/an/this/that+名词+of+名词性物主代词，因此B为答案。这类结构中，名词前一般不用the，排除D。 27、D 名词用法题。“a number of+复数名词”，意为“大量……，许多……”，故排除A和B;名词修饰名词时，一般情况下，不论被修饰的名词是单数还是复数，作定语用的名词一律用单数形式，但由man或woman作定语修饰名词时，其单复数形式由它后面的名词来决定，后面的名词是单数时，man或woman用单数形式;后面的名词是复数时，则用复数形式，因此D为答案。 28、B 非谓语动词题。deserve意为“应得，值得”，其后接不定式，若后面所接的动词表示主动意义，则用不定式的主动式to do;若后面所接的动词表示被动意义，则用不定式的被动式to be done或者动名词doing(即用主动形式表示被动意义)。类似的动词还有need，want和require等。题干中that引导的定语从句修饰先行词issues，作从句主语，根据句意，“问题”应该是“值得被提到”，所以B为答案，即mentioning主动形式表示被动意义。 29、A 主谓一致题。本题考查的是集体名词作主语时的主谓一致问题。audience属于集体名词，形式为单数，但意义有单、复数之分:若强调整体，表示单数意义，谓语动词用单数;若强调其个体成员，表示复数意义，谓语动词则用复数。在使用这类集体名词时应特别注意的是，在一个句子中前后意义不 可自相矛盾，即集体名词用作单数时，除了接单数动词外，相应的人称代词或补足语也要用单数，反之则用复数，因此A为答案。 30、B 虚拟语气题。在if引导的虚拟条件句中，句型if it hadn't been for表示与过去的事实相反，意为“要不是，若非”，根据句意，排除C;当虚拟条件句的从句部分含有were，should或had时，可省略if，把were，should或had挪至从句句首，构成倒装结构。若从句为否定句，否定词not应置于主语之后，而不能与were，should或had等缩略成Weren't，Shouldn't或Hadn't置于句首，因此B为答案。 31、C 虚拟语气题。动词wish后接宾语从句时，从句谓语要用虚拟语气。若表示与现在事实相反的愿望，从句谓语用一般过去时或过去进行时;若对过去发生的事情表示遗憾或后悔，从句谓语用过去完成时或would/could have done;若对将来发生的事情表示祝愿或愿望时，从句谓语用would/could do。题干中wish之后的宾语从句是过去完成时，并且句意也表明说话人对自己之前乱花钱感到非常后悔，因此C为答案。 32、C 动词辨析题。A(ensure意为“保证，确保”，即确保某事发生(to make sure that sth. happens)，其后往往不跟间接宾语sb.，常用结构为:?ensure sth.;?ensure+that-clause;?ensure+宾语+宾语补足语;B(insure意为“投保”，与题意不符;C(assure意为“向……保证，使……确信”，即向某人保证某事将要发生，既可以用来确证某事，也可以表示使某人确信，assure的宾语通常是人或人称代词，其后不能直接跟that-clause，常用结构为:?assure sb.+that-clause;?assure sb. of sth.;D(ascertain意为“确定，查明”，通常指意识到了自己的无知之后通过有意识的努力来弄清真相或找出事实，与题意不符。题干中，the family and community为间接宾语，there would be a thorough investigation into his death为省略了that的从句，作直接宾语，因此C为答案。 33、D 名词辨析题。A(consequence意为“结果;后果”，多指随某一事件引起的，必然或自然的不良结果，但也可用于表示某抽象概念的结果，此时可与result互换;B(outcome意为“结果，结局”，指预先不知道的结果或结局;C(result意为“结果”，普通用词，含义广泛，指做某事产生的直接结果，或指某抽象概念的结果;D(aftermath意为“后果，余波”，指发生天灾人祸之后随之而来的不良的，甚至更严重的后果或余波，如:deal with the aftermath of the traffic accident(处理这次交通事故的善后工作)。根据句意，警察部门饱受谴责并非是因为其对男子死亡事件结果的处理，而是对该事件后续工作的处理，因此D为答案。 34、A 动词辨析题。A(dispel意为“消除”，即to make sth.，especially a feeling or belief，go away or disappear，原指一物使另一物分散消失，从“驱散”引申出“消除”疑虑、恐惧、误会等，根据句意，A为答案。B(expel意为“驱逐;开除”，与题意不符;C(repel意为“抵制;使……厌恶”，与题意不符;D(quell意为“制止;平息;镇压”，即to end a situation in which people are behaving violently or protesting, especially by using force，虽然quell也有“消除”之意，但一般用在文学中，且结合本题句意和搭配可知，quell不如dispel合适，故排除。 35、B 动词辨析题。A(deprive意为“使……丧失，剥夺”，常用结构为deprive sb. of sth.;B(lack意为“缺乏”;C(yearn意为“渴望”，常用结构为yearn for sth./sb.或yearn to do sth.;D(attain意为“得到，获得”。该句中，or连接了两个定语从句，or连接并列结构时，前后两个成分必须一致，第一个定语从句为否定句，第二个定语从句也应表示否定含义，故根据句意，B为答案。 36、A 词组辨析题。run into意为“偶然遇见;撞上”，strike up意为“建立(友谊，关系等);开始演奏(乐曲)”;run on意为“持续(超出预定的时间)”，strike into意为“突然进入;突然开始”;run across意为“偶然遇见;跑着穿过”，strike on意为“发现;想出”;run against意为“偶 然遇见;与……相撞”。根据句意，A为答案。 37、C 副词辨析题。A(especially意为“尤其，特别是”，相当于in particular，表示某事物在意义、程度、重要性上超过其他事物，突出到“特别地”的程度，通常用来对前面所述的事件进行进一步说明或补充，多用于正式文体;B(particularly意为“特别地”，往往着重说明与同类事物不同的个别事物;C(specially意为“特意地，专门地”，相当于on purpose，表示为了某一特定目的而“特意”或“专门”采用某一方式做某事;D(specifically意为“明确地，具体地”，相当于in detail，给出详细的信息。根据句意，C为答案。 38、D 形容词辨析题。A(contemporary意为“当代的，同时代的”;B(makeshift意为“临时替代的，权宜的”，如:They made a makeshift table from boxes. (他们把箱子做成一张临时用的桌子。)C(spontaneous意为“自发的，自然的”;D(temporary意为“临时的，暂时的”，即lasting or intended to last only for a short time，如:temporary work(临时工作)。根据句意，D为答案。 39、B 词组辨析题。due to意为“由于”，引导原因状语;prior to意为“在……之前”，引导时间状语;related to意为“与……有关”，引导伴随状语;thanks to意为“由于，幸亏”，引导原因状语。根据句意，B为答案。 40、D 形容词辨析题。A(valiant意为“英勇的，勇敢的”;B(variable意为“多变的，易变的”;C(vigilant意为“警惕的，警醒的”;D(vigorous意为“强有力的(运动、活动);精力充沛的(人)”。根据句意，D为答案。 41、C 名词辨析题。A(reality用作可数名词时，意为“事实;实际经历”;B(truth用作可数名词时，意为“真理”;C(practice意为“做法，行为”;D(skill意为“技能，技术”。根据句意，C为答案。 PART ? CLOZE 42、 空格前面是such，后面是介词of，因此空格处应填入名词。由空格句之前的两个存在句可知，没有文字，世界上就没有许多东西，再根据上下文可推断，此处应填入lists“ 清单 安全隐患排查清单下载最新工程量清单计量规则下载程序清单下载家私清单下载送货清单下载 ”，指代上文罗列的物品，故H为答案。 43、 分析 定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析 句子结构可知，逗号之前是完整的被动句，所以逗号之后的成分应是状语或定语，结合空格后的by the technology of writing over thousands of years可以判断，此处应填入动词的过去分词，作后置定语，修饰the written word。备选动词中的shaped“形成;塑造”符合题意，故L为答案。 44、 分析句子结构可知，and连接了两个并列结构，and之前是动宾结构proclaimed their authority，而and之后的第二个并列结构只有宾语their laws，因此空格处应填入动词的过去式。结合前半句句意“古代君王以书面的形式宣告其权力”可以判断，备选动词中的promulgated“颁布，公布”符合题意，这里指颁布法律，故I为答案。 45、 空格前为介词through，后为and连接的并列谓语，由此可知空格处应填入名词，作介词through的宾语。空格前面的动词短语passed on的意思是“把……传给(下一代)”，此处要表达的应该是宗教传统以书面形式代代相传，结合备选名词可知，generations“数代人”符合题意，故E为答案。 46、 分析句子结构可知，空格前的连词and连接的两个并列成分应该是相同的结构，and之前是被动语态was achieved，那么and之后的结构也应该是被动语态，因此空格处应填入动词的被动语态。结合 句意“通过文字获得并______科技的进步”可以判断，备选动词中的disseminated“传播”符合题意，disseminate指传播思想、理论等，故D为答案。 47、 分析句子结构可知，空格前是谓语动词bear，空格后是名词resemblance，因此空格处应填入形容词，作定语，修饰其后的名词。结合句意“没有文字的世界和我们目前所生活的世界有______相似之处”可知，空格处应填入具有否定含义的形容词。备选形容词中，scant“少量的;不足的”符合题意，这里指没有多少相似之处，故K为答案。 48、 空格前面是冠词a，后面是名词necessity，因此空格处应填入非元音音素开头的形容词，故排除A(ample。结合句意，备选形容词中的virtual“实际上的，实质上的”符合题意，这里指文字对于社会而言实际上是非常必要的，故O为答案。 49、 空格前面是系动词的否定形式are not，后面是过去分词involved，因此空格处应填入副词。空格所在句是一个非限制性定语从句，修饰先行词its members，结合句意“……社会成员的经济专业化，其中许多成员并未______参与食品的采购或生产”可以判断，备选副词中的directly“直接地”符合题意，这里指直接参与，故C为答案。 50、 空格前面是冠词a，后面是名词system，因此空格处应填入非元音音素开头的形容词，排除A(ample。结合备选形容词可知，sophisticated“复杂的”符合题意，这里指文明需要复杂的记录保存系统，故M为答案。 51、 空格前表示转折的连词but连接两个并列结构，由空格后面的动词过去式invented可知，but连接的是并列谓语，第二个并列谓语是完整的动宾结构，不缺成分，因此空格处应填入副词。结合前半句句意“只有印加秘鲁文明及其先祖才没有使用文字”可以判断，备选副词中的instead“代替;反而”符合题意，这里指印加秘鲁文明及其先祖反而自己发明了一套保存记录的系统，故G为答案。 PART ? READING COMPREHENSION 52、B 语义题。由题干定位到原文第一段第二句。set foot in原意为“进入，踏进”，再由to eventual fortune可知，该句采用的是暗喻手法，用道路比喻奔往前程的过程，所以set my feet in在此处意为“(为将来的成功)做准备”，B(“做好准备”与之相符，故为答案。A(“把我放在一边”与句中前后意义不符，可先排除;C(让我行走”和D(“开始我的旅程”虽然与词组的原意接近，但不符合本句的喻义，故均排除。 53、A 推断题。由题干提示定位到原文第二段。该段详细描写了“我”在落难之后，遇到他人丢弃的一个梨时内心的斗争。尽管生理上的饥饿让“我”对这个梨十分渴望，但是又害怕被人看见自己去吃别人丢弃的肮脏食物，这说明“我”还想保持自尊，故A为答案。那个梨已经被丢弃，文中也没有提及其他障碍阻止“我”去拿起它来食用，可见，B(“那人没有适当的时机去吃梨”和D(“那人很难得到那个梨”均不符合文意，故排除;尽管那个梨很脏，但还是个宝贝，文中称之为muddy treasure，可见，他并不嫌那个梨脏，故排除C。 54、D 推断题。由题干关键词Brother A和Brother B定位至第六段第四句和第五句。定位句表明了A兄和B兄这两人对这张大钞将带来的后果持有不同的态度，A兄认为拿着大钞的人会饿死，因为他会被当成罪犯抓住，而B兄则认为这个人靠百万英磅大钞无论如何也能活三十天，而且不会进监狱，可见，B兄对这张大钞对一个陌生人将产生的影响持较为正面的态度，故D为答案，同时排除A、B和C。 55、B 主旨题。纵览全文，文章第一段统领全文，说明和平的概念在不同文化中的重要性，在随后的八段中，作者依次谈到了鸽子、彩虹、槲寄生、橄榄枝和十字章五种象征和平的例子，由此可知，全文都是在探讨不同文化中和平的象征，故B(“流行的和平标志”为答案。A(“和平的概念”虽然在首段第一句 中提及，但只是作为开篇的引子，真正的重点还是和平文化的认同与流行，故排除A;文章不局限于谈和平标志的起源，还谈到各种和平标志在各国文化中所代表的不同意义，故排除C(“和平标志的起源”;本文开篇虽然提到了文化差异，但谈论的是几种人们都比较熟悉的和平标志，并没有探讨不同文化间的差异，故D(“和平文化的差异”不是原文主旨，故排除。 56、D 推断题。根据关键词rainbow定位到原文第五段。该段中对彩虹标志的起源分别提到了几个文化源头，包括希腊神话、斯堪的纳维亚神话、圣经和中国传统。在这几种文化传统中，只有中国的传统认为彩虹是关于阴阳合一的，即其与神和人的关系无关，因此D为答案。希腊的文化传说显然与人神联系有关，故B不符合题意，应排除;斯堪的纳维亚半岛主要由挪威和瑞典构成，但从文化概念上包含芬兰，且在这些国家中，基督教是主要宗教，因此彩虹在这些国家的文化传统中也是人神联系的标志，因此排除A和C。 57、A 细节题。由题干中的North Europe和hung in the doorways定位到原文第六段。该段前两句中提到槲寄生代表和平与爱，并且这很可能是来自斯堪的纳维亚神话，在这个文化传统中，将槲寄生悬挂在门口是友谊的象征，而斯堪的纳维亚半岛属于北欧，故A为答案。槲寄生被很多国家作为和平与爱的象征，但在北欧文化中在门口悬挂这种植物并不是单纯代表爱，故排除B;本段中没有提到槲寄生可以代表亲情和荣誉，故排除C和D。 58、D 细节题。由题干关键词ankh定位到原文最后一段。该段第二句中说，这个标志在很多亚洲文化中都能找到，但总体来说是与古埃及文化相关联，并且在随后的一句中具体介绍了十字章这种标志在古埃及文化中的象征意义，可见，古埃及是这种标志最早的文化源头，故D为答案。本段第五句尼罗河沿岸地区可以见到这个符号，因为人们相信十字章能够控制水流量，并确保河中总是有足够的水量，但不能因此说尼罗河是这个标志的起源，故排除A;最后一段第四句中提到古埃及人死后与十字章一起埋葬，他们相信这样就能在“阴间”继续生活，但这只是一种迷信，不能说“阴间”是源头，故排除B;虽然在最后一段首句提到它在20世纪60年代曾被嬉皮士运动用作和平与爱情的象征，但嬉皮士运动并不是它的来源，因此C不符合题意，故排除。 59、A 态度题。由题干中的Clinton's proposal to welfare定位到原文第四段。该段最后一句提到了...President Clinton's proposal to put a two-year limit on welfare. 随后的第五段明确表明了作者的态度Maybe something useful will come of Clinton's idea, but I'm not all that hopeful. It looks to me like one more example of trying to manipulate people into taking care of themselves.作者认为或许克林顿的政策会激发出某些有用的东西，但他并不抱太大希望。在作者看来，克林顿的这项政策就是试图操纵人们自力更生的另一个例子，据此可以判断作者对于克林顿的政策是持消极态度的，故A为答案。B与A相悖，故排除;作者在原文中并未表达怀疑之意，故排除C;作者在文中没有流露出讽刺的意味，故排除D。 60、B 细节题。由题干定位到原文第七段最后一句。由该句中的...while for members of the underclass, probation may be translated as "I beat it." 可知，对于社会底层的人来说，缓刑则可能被解读为“我打败了法律。”中产阶级连被指控都视为一种耻辱，而社会底层的人却根本不把刑罚当回事，所以刑罚对他们来说是无用的，故B为答案。既然不把刑罚当回事，自然不会在刑罚面前觉得绝望和恐惧，可排除A和C;感觉受到羞辱的是中产阶级，故排除D。 61、D 主旨题。本题考查的是在把握全文大意的基础上拟定文章标题。首先，全文都在谈两个方面，一个是刑事司法体系，一个是福利补助，二者缺一不可，因此排除B和C;其次，从原文第十三段可知，福利和犯罪的长期解决 方案 气瓶 现场处置方案 .pdf气瓶 现场处置方案 .doc见习基地管理方案.doc关于群访事件的化解方案建筑工地扬尘治理专项方案下载 不是微调福利和刑事法律体系，而是要防止我们的孩子染上绝望这种疾病。因此，答案为D。A是产生刑事法律体系和福利补助的两个诱因，并非文章讨论的重点及目的所在，故排除。 62、I had to endure hunger and not to eat. 语义题。由题干提示定位到原文第四段最后一句。该句明确提到“我”的状态是could hardly keep my wits together in the presence of that food，但是由于没有受到用餐的邀请，不得 不尽力bear my trouble，可见，“我”最大的困扰就是饥饿，因此原句的意思应该是不得不忍受 饥饿，不去吃东西。故答案为I had to endure hunger and not to eat。 63、I was chosen to try out the million-pound note. 推断题。由题干提示定位到原文末段。该段仅有一句I finally became the pick of them. 其 中pick一词有“挑选”之意，且由第六段可知，两兄弟对百万大钞究竟会对一个漂泊的人产生什么影 响感到好奇并为此打赌。两个人在窗前坐了整整一天，就是为了寻找一个合适的人选，可以将这张百 万大钞交给他试用，而“我”最终入选，由此可以推知，本文末句的意思就是“我”被选中来试用这张 百万大钞。故答案为I was chosen to try out the million-pound note。 64、Because it symbolizes peace and unity in modem culture. 推断题。由题干中的the UN和olive branch定位到原文第八段最后一句:联合国的标志是其中一 个最著名的例子。由此上溯到前一句Whatever the history, the olive branch is a part of many modem flags symbolizing peace and unity. 可推知，联合国之所以采用这个 标识，是因为在现代文化中，这个标识代表和平与团结。故答案为Because it symbolizes peace and unity in modem culture. 65、To make basic needs meet and low-paid work attractive. 细节题。由题干定位到原文第二段。该段第一句提到:The first manifests itself in our tireless search for the magical level at which welfare grants are big enough to meet basic needs but small enough to make low-paid work attractive. 由 此可推知，作者认为在福利补助方面应寻求达到一种平衡状态，让福利补助既能满足人们的基本需求， 同时又能使低收人的工作具有吸引力。故答案为To make basic needs meet and low-paid work attractive。 66、Even taking low-paid jobs, we have hope for the future. 推断题。由题干提示定位到原文第十段最后一句。该段中作者认为有一种信念指引着我们:如果我们 现在行为适当，那么美好的事情将会在未来出现。即使在最糟糕的情况下，我们仍相信我们可以掌控 自己的生活。由此可推知，即使我们目前收入不高，我们仍然努力工作，因为我们相信自己是命运的 主宰，并对未来充满希望。故答案为Even taking low-paid jobs, we have hope for the future。 PART ? WRITING 67、[参考范文] Which Is More Important, Education or a Cheaper Holiday? New research has shown that almost four out of ten parents in the UK have taken their children out of school to go on holidays. Cost is the main reason given by parents for sacrificing their children's education. Parents are to be banned, however, by UK's Education Authority, from taking their children out of school to go on holidays during term time. Should local authorities stagger school holidays to enable families with children to take advantage of travel bargains? Or is it wrong for parents to jeopardize their children's education for the sake of a cheaper holiday? As far as I am concerned, education is more important. Firstly, children's education must come first. A cheap holiday during the school season shouldn't be the reason to take a child out of school. Some parents are not willing to sacrifice or schedule their lives in terms of their children's needs. This kind of attitude will influence their children deeply. It's no wonder so many kids are not interested in school and don't take their study seriously. Secondly, school isn't day care center. It's an educational institution that needs every student to follow its rules. Taking a child on holiday when school is in session will disturb the order of the school. Besides, it is disruptive for the child, because he will have to catch up when he returns. All in all, taking children out of school for a cheaper holiday is irresponsible behavior. Those parents would risk being fined financially and morally. It's not only kids that need to grow up—a lot of parents need to as well. 本题要求讨论以下现象:家长为了避开旅游高峰期和省钱，在孩子上学期间为他们请假去旅行这一做 法，英国将出台政策制止。在具体行文方面，考生可以在第一段总结所给材料，阐述该社会现象并指 出英国即将出台处罚政策。第二段集中探讨此类家长的行为是否可取。可选择任意一方观点，论证有 理有据即可。如选择支持此类家长的做法，可列举如下理由:家长安排假期时间不易;旅行是一种有 益的教育方式，上学期间请假旅行并不一定会影响孩子的学习。如选择反对此类家长的行为，原因可 列举以下两点:首先，孩子的学习最重要。上学期间请假会影响孩子的学习，这类家长是自私的，给 孩子树立了不好的榜样。其次，上学期间请假影响学校正常的教学秩序。第三段再次强调自己的观点， 为了省钱请假去旅行是没有责任感的行为，不仅孩子们需要成长，某些家长更需要成长。