下载掌阅APP，畅读海量书库
立即打开
TEST FOR ENGLISHMAJORS (2006)
-GRADE EIGHT-
TIME LIMIT: 195 MIN
In this section you will hear amini-lecture. You will hear the lecture ONCE ONLY. While listening, take noteson the important points. Your notes will not be marked, but you will need themto complete a gap-filling task after the mini-lecture. When the lecture isover, you will be given two minutes to check your notes, and another tenminutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blanksheet for note-taking.
Meaning in Literature
In reading literary works, we areconcerned with the “meaning” of one literary piece or another. However, findingout what something really means is a difficult issue. There are three ways totackle meaning in literature.
【答案与解析】
(1) the author
（细节题。讲座开始提到有三种方法解释“meaning”的含义，由“Meaningis what is intended by the author”可知，答案为theauthor。）
(2) other works
（细节题。文中在介绍第一种方法时，提到了解作者意图的三个步骤。首先去图书馆了解一个作者的其他作品，所以直接得出答案other works。）
(3) literary trends
（细节题。了解作者意图的第二步就是“getto know something about...In other words, we need to find out what the literarytrends were in those days”，其中“need to find”和题干中的“getfamiliar with”意思相近，由此得出答案为literary trends。）
(4) grammar, dictionor uses of image
（细节题。文中介绍了解“meaning”的第二种方法时提到一些人认为意义是通过文本的形式特征，如语法、措辞、意象的使用表现出来的，所以可从文中直接找到答案“grammar, diction, usesof image”。）
(5) cultural codes
（细节题。本题问的是演讲者的观点，讲座中提到“Asfar as I am concerned, the meaning is not only to be found in the literarytraditions and grammatical conventions of meaning, but also in the culturalcodes...”，演讲者认为意义不只存在于文学传统和语法规范中，同时存在于一代代传下来的文化中，所以可以直接从讲座中得到答案为cultural codes。）
(6) cultural
（细节题。演讲者在讲述时间变迁导致对文本意义的解读不同时，提到文化视角的不同也会导致不同的文本意义解读，所以直接得出答案cultural。）
(7) the reader
（细节题。一方面录音开始部分提到理解意义的三种方法，另外后面做具体介绍时也提到第三种方法，即“Now, the third approach tomeaning, that is, meaning is created by the reader”。）
(8) social
（细节题。介绍“meaning”第三种方法时，文中提到“This leads us to consider three essential issues”，而后具体介绍了三个方面，本题针对第一个方面提问。第一个是“The first is, meaning is social...”。很显然，本题答案为social。）
(9) reader competency
（细节题。在介绍第三个方面时，文中提到“Andlast, meaning requires reader competency”可知答案为reader competency。）
(10) social structure;traditions of writing or political; cultural influences, etc.
（细节题。演讲者在介绍“理解还需要其他能力”时通过举例提到三个方面“in reading Molk Rajenan’s The Untouchables, youmight have to learn what the social structure of India...”“whattraditions of writing were in practice” “what political, cultural and personalinfluences...”概括可得出“social structure”或“traditionsof writing”或“political, cultural influences”。）
【录音原文】
Meaning in Literature
Good Morning. In today’s lecture,we shall discuss what meaning is in literary works. When we read novels, poemsetc., we invariably ask ourselves a question, that is, what does the writermean here? In other words, we are interested in finding out the meaning. But meaningis a difficult issue in literature. How do we know what a work of literature issupposed to mean, or what its real meaning is? I’d like to discuss 3 ways toexplain what meaning is.
No. 1. [1] Meaning iswhat is intended by the author .
No. 2. Meaning is created by andcontained in the text itself.
And No. 3. Meaning is created bythe reader.
Now, let’s take a look at thefirst approach, that is, meaning is what is intended by the author. Does a workof literature mean what the author intended it to mean? And if so, how can wetell? If all the evidence we have is the text itself and nothing else, we canonly guess what ideas the author had according to our understanding ofliterature and the world. In order to have a better idea of what one particularauthor means in one of his works, I suggest that you do the following.
[2] First, go to the library and read other works by the same author. Second,get to know something about what sort of meanings seems to be common inliterary works in that particular tradition and at that time. [3] Inother words, we need to find out what the literary trends were in those days. And last, get to know what were the cultural values andsymbols of the time. I guess you can understand the author’s meaning much moreclearly after you do the related background research.
Now, let’s move on to the secondapproach to meaning, that is, meaning is created by and contained in the textitself. Does the meaning exist in the text? [4] Some scholars arguethat the formal properties of the text, like grammar,diction, uses of image and so on and so forth contain and producethe meaning, so that any educated or competent reader will inevitably come tomore or less the same interpretation as any other. [5] As far as I amconcerned, the meaning is not only to be found in the literary traditions andgrammatical conventions of meaning, but also in the culturalcodes which have been handed down from generation to generation. Sowhen we and other readers, including the author as well, are said to come upwith similar interpretations. That kind of agreement could be created by commontraditions and conventions of usage, practice and interpretation. In otherwords, we have some kind of shared bases for the same interpretation. But thatdoes not mean that readers agree on the meaning all the time. [6] Indifferent time periods with different cultural perspectives, including class, belief and world view, readers, I mean competentreaders, can arrive at different interpretations of texts. So meaning in thetext is determined by how readers see it, it is not contained in the text in afixed way.
[7] Now, the third approach to meaning,that is, meaning is created by the reader . Does the meaning then exist in the reader’sresponse? In a sense, this is inescapable. Meaning exists only in so far as itmeans to someone. And literary works are written in order to evoke sets ofresponses in the reader. This leads us to consider three essential issues. [8] Thefirst is, meaning is social , that is,language and conventions work only as shared meaning and our way of viewing theworld can exist only as shared or sharable. Similarly, when we read a text, weare participating in social or cultural meaning. So response to a piece ofliterary work is not merely an individual thing, but is part of culture andhistory. Second, meaning is contextual. If you change the context, you oftenchange the meaning. [9] And last, meaning requires reader competency . Texts constructed asliterature have their own ways of expressions, or sometimes, we say styles. Andthe more we know of them, the more we can understand the text. Consequently,there is in regard to the question of meaning, the matter of reader competency,as it is called, the experience and knowledge of comprehending literary texts.
Your professors might insist thatyou practise and improve competency in reading. And they might also insist thatyou interpret meaning in the context of the whole work. But you may have tolearn other competencies too. For instance, in reading Molk Rajenan’s The Untouchables, [10] you might have to learn what the socialstructure of India was like at that time, what traditions of writing were in practice in Indiain the early 1930s, what political, cultural and personal influences Molk Rajenan came under whenconstructing the imaginative world of this short novel.
OK. You may see that this idea—thatmeaning requires competency in reading—in fact brings us back to thehistorically situated understandings of an author and his works as we mentionedearlier in this lecture, to different conventions and ways of reading andwriting, and to the point that meaning requires a negotiation between culturalmeanings across time, culture, class etc. As readers, you have in fact acquireda good deal of competency already, but you should acquire more. The essentialpoint of this lecture is that meaning in literature is a phenomenon that is noteasily located, that meaning is historical, social and derived from traditionsof reading, and thinking and understanding of the world that you are educated about.
Thank you for your attention.
In this section you will heareverything ONCE ONLY. Listen carefully and then answer the questions thatfollow. Mark the correct answer to each question on your Coloured Answer Sheet.
Questions 1 to 5 are based on aninterview. At the end of the interview you will be given 10 seconds to answereach of the following five questions.
Now listen to the interview.
1.Which of the following statements is TRUE about Miss Green’s university days?
A. She felt bored.
B. She felt lonely.
C. She cherished them.
D. The subject was easy.
2.Which of the following is NOT part of her job with the Department ofEmployment?
A. Doing surveys at workplace.
B. Analyzing survey results.
C. Designing questionnaires.
D. Taking a psychology course.
3. According to MissGreen, the main difference between the Department of Employment and theadvertising agency lies in _____
A. the nature of work.
B. office decoration.
C. office location.
D. work procedures.
4.Why did Miss Green want to leave the advertising agency?
A. She felt unhappy inside thecompany.
B. She felt work there toodemanding.
C. She was denied promotion inthe company.
D. She longed for newopportunities.
5.How did Miss Green react to a heavier workload in the new job?
A. She was willing and ready.
B. She sounded mildly eager.
C. She a bit surprised.
D. She sounded very reluctant.
【答案与解析】
1. C 推理题。对话中MissGreen对自己大学生活的评价是“I had a great time. The teachingthere was good, and I made a lot of friends.”可见，她对大学生活充满怀念。cherish珍爱；怀念。
2. D 细节题。MissGreen陈述自己在“Department of Employment”的工作时提到了设计调查问卷、在工作场所作调查、分析调查结果等。“taking course”是她工作前在大学时进行的。
3. B 细节题。对话中提到，工作的性质“basically the same”，都是做调查，步骤也一样，只是提问的内容不一样，但选项中并没有这一项。前面Miss Green还提到“Isuppose the office furnishings were a bit more sophisticated”，可见二者的办公室装饰有所不同。
4. D 推理题。MissGreen对此的回答是“I want to do something else that’sa little different”，可见，她辞去以前的工作是为了尝试新的东西。
5. A 观点态度题。对于工作繁重的问题，Miss Green首先回答说“I’mused to that”，然后介绍了自己各方面的技能。可见，她很乐意接受这份工作，故选A项。
【录音原文】
M: Well, I see from yourresume, Miss Green, that you studied at a University college. HOW did you findit there?
W: [1] I had a great time.The teaching there was good, and I made a lot of friends. The PsychologyDepartment was a great place to be.
M: How come you chosepsychology?
W: Well, at first Ididn’t have any clear idea of what I wanted to do after university. I guess Ihave just always been interested in people and the way they act. I wanted toknow why people think and act the way they do. It’s a fascinating area.
M: And what was thecourse like?
W: Good. The teacherswere all really nice and they had this special approach to teaching. You know,they didn’t just give us lectures and tell us to read books like they might doin some more traditional places. The whole course was based on aproblem-solving approach. You know, they’d describe a particular situation tous and we’d discuss what might happen, and after that we’d do some reading andsee if it confirmed our own ideas. That’s what I liked best—the reallypractical orientation of the course. I learn very well with that style, so forme, it was just great.
M: I see from your resumethat you graduated about 4 years ago and after that, .., let me see...
W: I got a job with thedepartment of employment. It was only a temporary thing for about 5 months. Iwas a researcher in the department. [2] We’d design a survey, go outto the factories and ask all the questions to the workers and the management,then go back to the office, analyse all the data and produce a report. It wasquite interesting. And I guess the psychology course at college helped me alot.
M: And after that, youworked for 3 years in an advertising agency. That must have been a bit ofchange from the department of employment, wasn’t it?
W: Well, not really. [3] Isuppose the office furnishings were a bit more sophisticated but the work wasquite similar. I was basically still doing the same thing—designingquestionnaires, going out, asking questions and writing reports. The onlydifference was that this time I wasn’t asking people about their work. I wasasking them what kind of shampoo they bought, and if they prefer brand X tobrand Y. Then I’d make up a report and the agency would use the information intheir advertising campaigns. I enjoyed my work a lot.
M: So why did you decideto leave?
W: Three years is a longtime to be asking people those sort of questions about shampoo and drinks. No,seriously. After two years I was in charge of the research department at theagency. And I had one assistant researcher. [4] I guess after 2 yearsof doing that I suppose I felt... You know, I can do this well, and now I wantto do something else that’s a little different. And there was nowhere for me togo inside the company. It just wasn’t challenging for me any more, and becauseI needed a challenge, I decided to move on. When I heard about the position ofa senior researcher here, I thought that’s exactly what I want—the chance tocombine my management skill and my research interests working in a much largerdepartment with more varied work.
M: And you thought thejob description in our advertisement would offer you the kind of challenge youare looking for?
W: Exactly. Yes. As Isaid, management in a larger organization and research combined. Also, to behonest with you, I heard about the job before it was advertised. A friend ofmine who works here, Mark Ahson, told me a few weeks ago that you were lookingfor someone to take over the job. He described the position to me in quite abit of a detail and I thought, well, that’s exactly what I am looking for. Soreally I had written my letter of application before the job was evenadvertised.
M: I should tell you thatwith the present cutbacks, we’ve only got one full-time administrativeassistant in this section. How would you feel about doing your own wordprocessing, photocopying, that sort of thing.
W: [5] Oh, I’m used to that.I’ve done all my own word processing for ages. It’s the only way to writereally, isn’t it? I can type well, about 60 words a minute. I did a secretarialcourse after I left school, so I learnt typing and shorthand. Then a few yearslater, I bought a PC, and I learned how to do word processing too.
M: Well, that’s handy.Now in the position you’ve applied for, you’d have five assistant researchersresponsible to you. That’s considerably more responsibility than you’ve hadbefore, so you’re obviously ambitious, and as you said you like a challenge. Iwas wondering what you see yourself doing in, say, five or ten years down thetrack.
W: Oh, that’s a difficultquestion. Let me try to answer your question this way. I’m particularlyinterested in experimental design and also in teaching. I’d like to continue theorganization on a planning side of research, but do some teaching too. I knowthat you have lecturers here who do just that sort of thing, some practicalwork and some undergraduate and postgraduate teaching. So that’s what I’dreally be aiming for, to be a lecturer here as well.
M: Well, that’s certainlya career path that we’d encourage you to follow. But of course it might benecessary to upgrade your present qualifications first. I see from your resumethat you have been enrolled in a MA in experimental psychology. Could you tellme a bit about the courses you’re planning to take?
In this section you will heareverything ONCE ONLY. Listen carefully and then answer the questions thatfollow. Mark the correct answer to each question on your Coloured Answer Sheet.
Questions 6 and 7 based on thefollowing news. At the end of the news item, you will be given 10 seconds toanswer each of the two questions.
Now listen to the news.
6.The man stole the aircraft mainly because he wanted to _____
A. destroy the European CentralBank.
B. have an interview with a TVstation.
C. circle skyscrapers in downtownFrankfurt.
D. remember the death of a USastronaut.
7.Which of the following statements about the man is TRUE?
A. He was a 31-year-old studentfrom Frankfurt.
B. He was piloting a two-seathelicopter he had stolen.
C. He had talked to air trafficcontrollers by radio.
D. He threatened to land on theEuropean Central Bank.
【答案与解析】
6. D 细节题。材料介绍说“The man told the television station he wanted tocall attention to Judith Resnick, a US astronaut...”，由此可见他这样做的目的是为了纪念一位死去的美国航天员。
7. C 细节题。据介绍，盗机者来自Dormstadt，当时正“began circling slowly”，威胁说要撞击欧洲中央银行而非在欧洲中央银行着陆（land on the European Central Bank），故A、B、D项都可排除。材料提到小偷和交警通过无线电联系（in radio contact with air trafficcontrollers），故选C项。
【录音原文】
A man stole a small aircraft atgunpoint Sunday and flew it over downtown Frankfurt, circling skyscrapers andthreatening to crash into the European Central Bank. He landed safely afterabout 2 hours and was arrested. [6] The man told the televisionstation he wanted to call attention to Judith Resnick, a US astronaut killed inthe1986 post-launch explosion of the space shuttle Challenger. Military jetschase the stolen, 2-seat motorized glider as the man began circling slowlyabove Frankfurt’s banking district. Thousands of people were evacuated from themain railway station, two opera houses and several skyscrapers. Policeidentified the man as a 31 year old German student from Dormstadt, a city about25 miles south of Frankfurt. [7] In radio contact with air trafficcontrollers, the man threatened to crash into the European Central Bankheadquarters, unless he was allowed a TV interview as well as a call toBaltimore. He later said, he wanted to commit suicide by plunging the planeinto the main river. It was unclear if the man was forced to land or talked down.Air traffic controllers and a police psychologist had been in contact with him.
Question 8 is based on thefollowing news. At the end of the news item, you will be given 10 seconds toanswer the question.
Now listen to the news.
8.The news is mainly about the city government’s plan to _____
A. expand and improve theexisting subway system.
B. build underground malls andparking lots.
C. prevent further landsubsidence.
D. promote advanced technology.
【答案】 B
【解析】 主旨题。材料一开始就指出“Shanghai plans to build a vast underground networkof halls, restaurants and parking lots”，然后介绍建设原因和建设准备。
【录音原文】
Shanghai plans to build a vastunderground network of halls, restaurants and parking lots to make up for alack of space above ground, according to a recent government report. Thedevelopment will cover 600,000 square meters, the equivalent of 120 soccerfields, spread across four underground floors, the city government reported onits website. The city is accepting bids from builders. Shanghai has about 20million people, plus factories, office towers and high-rise apartments, crowdedinto a small triangular territory near the mouth of the Yangtze River. Theplans call for the project due to be finished by 2006, to expand existingfacilities scattered along Shanghai’s subway system. The project will needadvanced technology to supply fresh air and insure safety. But the biggestconcern is the stability of the soil under the city. Shanghai is sinking by 1.5centimeters a year. Land subsidence has been aggravated by overpumping ofunderground water and the construction of thousands of high-rise buildings.Shanghai’s foundations are built on soft soil, so building multi-storied spacesunderground would be like digging holes in a piece of beancurd, the governmentreport said. The difficulties are easy to see.
Questions 9 and 10 are based onthe following news. At the end of the news item, you will be given 10 secondsto answer each of the two questions.
Now listen to the news.
9. According to thenews, what makes this credit card different from conventional ones is
A. that it can hear the owner’svoice.
B. that it can remember apassword.
C. that it can identify theowner’s voice.
D. that it can remember theowner’s PIN.
10.The newly developed credit card is said to have all the following EXCEPT _____
A. switch.
B. battery.
C. speaker.
D. built-in chip.
【答案与解析】
9. C 细节题。材料介绍说，信用卡的新型之处在于“only works when it hears itsowner’s voice...with a built-in voice recognition chip”，可见，这种卡能识别主人的声音。
10. A 细节题。由句子“thefirst to put a voice recognition chip, a microphone, speaker and battery into acredit card”可知，该信用卡内含麦克、扬声器、电池，并未提到开关（switch）。
【录音原文】
[9] A credit card that only workswhen it hears its owner’s voice has been developed by US scientists.Researchers hope that the device, which comes with a built-in voice recognitionchip, and microphone, will be a weapon in the battle against credit card fraud.Even if thieves know a cards’ password and personal identification number, theywill still have to copy the owner’s voice accurately. The trial card wascreated by scientists at B-Card in California, US. The first version is threetimes as thick as a normal credit card. But researchers believe smaller chipswill allow the card to slim down to a more conventional size. [10] Thecard is apparently the first to put a voice recognition chip, a microphone,speaker and battery into a credit card. To use the card, the owner firstpresses a button, and hears the prompt: “Say your password”. If the password iscorrect, and spoken by the right person, the card emits an identificationsignal which is processed by a computer connected to the internet. Researchershope to get the card to handle ten transactions per day for two years beforeits non-replaceable battery runs out.
Inthis section there are four reading passages followed by a total of 20multiple-choice questions. Read the passages and then mark your answers on yourColoured Answer Sheet.
TEXT A
The University in transformation, edited by Australianfuturists Sohail Inayatullah and Jennifer Gidley, presents some 20 highlyvaried outlooks on tomorrow’s universities by writers representing both Westernand non-Western perspectives. Their essays raise a broad range of issues, questioningnearly every key assumption we have about higher education today.
The most widely discussedalternative to the traditional campus is the Internet University—a voluntarycommunity to scholars/teachers physically scattered throughout a country oraround the world but all linked in cyberspace. A computerized university couldhave many advantages, such as easy scheduling, efficient delivery of lecturesto thousands or even millions of students at once, and ready access forstudents everywhere to the resources of all the world’s great libraries.
Yet the Internet University posesdangers, too. For example, a line of franchised courseware, produced by a fewsuperstar teachers, marketed under the brand name of a famous institution, andheavily advertised, might eventually come to dominate the global educationmarket, warns sociology professor Peter Manicas of the University of Hawaii atManoa. Besides enforcing a rigidly standardized curriculum, such a “collegeeducation in a box” could undersell the offerings of many traditional brick andmortar institutions, effectively driving then out of business and throwingthousands of career academics out of work, note Australian communicationsprofessors David Rooney and Greg Hearn.
On the other hand, while globalconnectivity seems highly likely to play some significant role in future highereducation, that does not mean greater uniformity in course content—or otherdangers—will necessarily follow. Counter-movements are also at work.
Many in academia, includingscholars contributing to this volume, are questioning the fundamental missionof university education. What if, for instance, instead of receiving primarilytechnical training and building their individual careers, university studentsand professors could focus their learning and research efforts on existingproblems in their local communities and the world? Feminist scholar IvanaMilojevic dares to dream what a university might become “if we believed thatchild-care workers and teachers in early childhood education should be one ofthe highest (rather than lowest) paid professionals?”
Co-editor Jennifer Gidley showshow tomorrow’s university faculty, instead of giving lectures and conductingindependent research, may take on three new roles. Some would act as brokers,assembling customized degree-credit programmes for individual students bymixing and matching the best course offerings available from institutions allaround the world. A second group, mentors, would function much like today’sfaculty advisers, but are likely to be working with many more students outsidetheir own academic specialty. This would require them to constantly be learningfrom their students as well as instructing them.
A third new role for faculty, andin Gidley’s view the most challenging and rewarding of all, would be asmeaning-makers: charismatic sages and practitioners leading groups ofstudents/colleagues in collaborative efforts to find spiritual as well asrational and technological solutions to specific real-world problems.
Moreover, there seems littlereason to suppose that any one form of university must necessarily drive outall other options. Students may be “enrolled” in courses offered at virtualcampuses on the Internet, between –or even during—sessions at a real-world problem-focusedinstitution.
As co-editor Sohail Inayatullahpoints out in his introduction, no future is inevitable, and the very act ofimagining and thinking through alternative possibilities can directly affecthow thoughtfully, creatively and urgently even a dominant technology is adaptedand applied. Even in academia, the future belongs to those who care enough towork their visions into practical, sustainable realities.
11.When the book reviewer discusses the Internet University _____
A. he is in favour of it.
B. his view is balanced.
C. he is slightly critical of it.
D. he is strongly critical of it.
12.Which of the following is NOT seen as a potential danger of the InternetUniversity?
A. Internet-based courses may beless costly than traditional ones.
B. Teachers in traditionalinstitutions may lose their jobs.
C. Internet-based courseware maylack variety in course content.
D. The Internet University mayproduce teachers with a lot of publicity.
13.According to the review, what is the fundamental mission of traditionaluniversity education?
A. Knowledge learning and careerbuilding.
B. Learning how to solve existingsocial problems.
C. Researching into solutions tocurrent world problems.
D. Combining research efforts ofteachers and students in learning.
14. Judging from the threenew roles envisioned for tomorrow’s university faculty, university teachers_____
A. are required to conduct moreindependent research.
B. are required to offer morecourse to their students.
C. are supposed to assume moredemanding duties.
D. are supposed to supervise morestudents in their specialty.
15.Which category of writing does the review belong to?
A. Narration.
B. Description.
C. persuasion.
D. Exposition.
【文章导读】
文章由澳大利亚未来学家Sohail Inayatullah和JenniferGidley编辑的《改革中的大学》一书引出对当下大学教育的论述，主要论述了传统大学的替代品—网络大学的利与弊以及大学教育的基本使命和未来大学教师应该担当的职责，最后作者得出结论：传统大学可以和网络大学并存共同促进教育事业的发展。
【答案与解析】
11. B 推理题。作者在第二、三段从两方面介绍了对“网络大学”的观点。第二段提到网络大学有很多好处“a computerizeduniversity could have many advantages...”比如说更好的安排课程，成千上万的学生可以同时更高效的听课等。第三段提到网络大学也造成了很多危险“Yet the InternetUniversity poses dangers...”，可能导致许多传统的大学无法存在，可能将使许多的教职工失业。因此作者从客观的角度介绍了网络大学的优缺点，故答案选B项。
12. A 细节题。第三段分析了网络大学潜在的威胁。第二句提到“a line of franchisedcourseware...heavily advertised”，由此可知网络大学可能使老师备受公众关注，与D项对应。第三句提到“Besides enforcing a rigidly standardized curriculum...”，可见网络大学推行标准化的课程，从而失去多样化，与C项对应。“drivingthen out of business and throwing thousands of career academics out of work”使成千上万的老师失业，与B项对应。文中未比较网络课程和传统课程的费用，故选A。
13. A 推断题。第五段首句提到大学教育的根本任务，第二句进一步提到“instead of receiving primarilytechnical training and building their individual careers”，即“不是接受基本的技术训练和构建学生个人的职业生涯”，可知传统大学的基本功能是“knowledge learning and career building”。
14. C 推断题。第六段首句指出“instead of giving lectures and conductingindependent research”，即“而不是授课和进行独立的研究”，排除A项。第二句指出“assemblingcustomized degreecreditprogrammes for individual students by mixing and matching the best courseofferings available from institutions all around the world”，可以看出将来对大学教员的要求越来越高，要将世界各地大学的优秀课程进行整合之后再传授给学生，故C项为答案，排除B项。末句指出“...arelikely to be working with many more students outside their own academicspecialty”，可知大学教员将来不是“管理更多的自己专业的学生”，而是要“和更多其他专业的学生接触”，故排除D选项。
15. D 推理题。本文有很强的议论性，但作者主要引用并说明他人观点，自己并未做出太多评价。因此，本文属于说明、阐述型（exposition）文章。
【全文翻译】
澳大利亚未来学家Sohail Inayatullah和JenniferGidley编辑的《改革中的大学》一书，展现了代表西方和非西方视角的作家对未来大学的大约20个不同的展望。他们的文章提出了广泛的问题，对我们今天几乎所有的关于高等教育的重大设想都提出了质疑。
对最广泛被讨论的传统大学替代品是网络大学—一个学者和老师自愿组成的社区，他们虽然身处全国各地或者世界各地，但是都在网络中被联系到了一起。一个计算机化的大学会有很多好处，比如容易安排课程；同时给上千甚至上百万学生高效授课，而且世界各著名图书馆的资源供世界各地的学生享用。
但是网络大学也有危险。夏威夷大学马诺阿分校的社会学教授Peter Manicas警告说，例如，几个明星老师制作的一系列特许课程软件，在著名大学的品牌下推广并且大量宣传，最终会主宰全球教育市场。澳大利亚通讯技术教授David Rooney和GregHearn注意到，除了推行严格标准化的课程，这样一个“盒子里的大学教育”可能会让许多传统大学的课程低价出售，最终将他们排挤出市场，让数千名学者失业。
另一方面，尽管全球网络看起来极有可能对未来的高等教育产生巨大影响，但这并不代表课程内容上会有更大的同一性，或者其他危险会伴随而来。反对网络大学的运动也在进行当中。
许多学术界人士，包括这本书的作者，都在质疑大学教育的基本任务。例如，如果大学生和教授们不是主要接受专门的技术训练，构建自己的职业生涯，而是将学习和研究成果集中地方社区和世界现存的问题上那会怎么样呢？女权主义学者Ivana Milojevic大胆设想“如果我们认为育儿员工和早期教育老师理应成为薪水最高（而不是最低）的专业人士，大学会变成什么样子？
该书的副主编Jennifer Gidley讲述了未来的大学教师应如何担当三种新角色，而不是讲课和进行独立研究。有些应该扮演经纪人的角色，通过混合比较世界各地大学所能提供的最优课程，收集起来为每个学生定制学位学分项目。第二群人扮演导师的角色，类似于今天的指导教师，但是会更多地与来自自己学术领域之外的学生工作。这要求他们在指导学生的同时，不断地向他们学习。
第三个角色是在Gidley看来是最具挑战性也最有回报性的，那就是意义的缔造者：富有人格魅力的智者和实践者，带领学生/同事集体协作，找到思想上的、合理的、科学的方案来解决现实世界里的具体问题。
另外，似乎没有理由认为大学的一种形式一定会排斥其他形式。学生可以进入一个致力于解决实际问题的大学，在每个学期之间甚至之中注册学习网络校园的课程。
就像副主编Sohail Inayatullah在他的介绍中指出的那样，没有什么是必然的，对可能的替代品的想象和思考会直接影响一项统治性的技术如何得以全面地、及时地并且有创造性地改造和运用。甚至在学术界，未来也属于那些足够努力并将自己的设想应用于实践的、可持续的现实的人。
【题海拾贝】
①franchise v. 授予（或出售）特许经营权
②undersell vt. 以低于市价售出，抛售
③charismatic adj. 超凡魅力的
④practitioner n. 从业者；执业医生；专门人才
TEXT B
Every street had a story, everybuilding a memory. Those blessed with wonderful childhoods can drive thestreets of their hometowns and happily roll back the years. The rest are pulledhome by duty and leave as soon as possible. After Ray Atlee had been in Clanton(his hometown) for fifteen minutes he was anxious to get out.
The town had changed, but then ithadn’t. On the highways leading in, the cheap metal buildings and mobile homeswere gathering as tightly as possible next to the roads for maximum visibility.This town had no zoning whatsoever. A landowner could build anything with nopermit, no inspection, no notice to adjoining landowners, nothing. Only hogfarms and nuclear reactors required approvals and paperwork. The result was aslash-and-build clutter that got uglier by the year.
But in the older sections, nearerthe square, the town had not changed at all. The long shaded streets were asclean and neat as when Kay roamed them on his bike. Most of the houses werestill owned by people he knew, or if those folks had passed on the new ownerskept the lawns clipped and the shutters painted. Only a few were beingneglected. A handful had been abandoned.
This deep in Biblecountry, it was still an unwritten rule in the town that little was done onSundays except go to church, sit on porches, visit neighbours, rest and relaxthe way God intended.
It was cloudy, quite cool forMay, and as he toured his old turf, killing time until the appointed hour forthe family meeting, he tried to dwell on the good memories from Clanton. Therewas Dizzy Dean Park where he had played little League for the Pirates, and(here was the public pool he’d swum in every summer except 1969 when the cityclosed it rather than admit black children. There were the churches—Baptist,Methodist, and Presbyterian—facing each other at the intersection of Second andElm like wary sentries, their steeples competing for height. They were emptynow, hut in an hour or so the more faithful would gather for evening services.
The square was as lifeless as thestreets leading to it. With eight thousand people, Clanton was just largeenough to have attracted the discount stores that had wiped out so many smalltowns. But here the people had been faithful to their downtown merchants, andthere wasn’t a single empty or boarded-up building around the square—no smallmiracle. The retail shops were mixed in with the banks and law offices andcafes, all closed for the Sabbath.
He inched through the cemeteryand surveyed the Atlee section in the old part, where the tombstones weregrander. Some of his ancestors had built monuments for their dead. Ray hadalways assumed that the family money he’d never seen must have been buried inthose graves. He parked and walked to his mother’s grave, something he hadn’tdone in years. She was buried among the Atlees, at the far edge of the familyplot because she had barely belonged.
Soon, in less than an hour, hewould be sitting in his father’s study, sipping bad instant tea and receivinginstructions on exactly how his father would be laid to rest. Many orders wereabout to be given, many decrees and directions, because his father(who used tobe a judge) was a great man and cared deeply about how he was to be remembered.
Moving again, Ray passed thewater tower he’d climbed twice, the second time with the police waiting below.He grimaced at his old high school, a place he’d never visited since he’d leftit. Behind it was the football field where his brother Forrest had romped overopponents and almost became famous before getting bounced off the team.
It was twenty minutes beforefive, Sunday, May 7. Time for the family meeting.
16.From the first paragraph, we get the impression that _____
A. Ray cherished his childhoodmemories.
B. Ray had something urgent totake care of.
C. Ray may not have a happychildhood.
D. Ray cannot remember hischildhood days.
17.Which of the following adjectives does NOT describe Ray’s hometown?
A. Lifeless.
B. Religious.
C. Traditional.
D. Quiet.
18. From the passagewe can infer that the relationship between Ray and his parents was _____
A. close.
B. remote.
C. tense.
D. impossible to tell.
19.It can be inferred from the passage that Ray’s father was all EXCEPT _____
A. considerate.
B. punctual.
C. thrifty.
D. dominant.
【文章导读】
本文节选自小说The Summons（《传唤》）第五章节，文章主要围绕Ray Atlee回家进行家庭聚会的一次经历展开，用他的眼睛详细描述了这个城镇，展现了小镇古老、传统、毫无生气和人们心中根深蒂固的宗教信仰的一面，同时通过他的感受暗示了他不愉快的童年经历以及与父亲之间疏远的关系，并从侧面突出了他父亲对时间要求严格、在生活上节俭、对子女要求严格的特点。
【答案与解析】
16. C 推断题。文章第一段主要讲故乡和童年给许多人带来美好的回忆和想象，但是Ray Atlee回到家乡之后却恨不得立刻离开，可以推断他可能有一段不愉快的童年经历，故选项C为答案，排除A项。文中第五段提到“killing time until the appointed hour for the familymeeting”，可见Ray一直消磨时间等待约好的家庭聚会，并无急事，排除B项。文中主要描写了Atlee童年的记忆与闲在家乡之间的对比，故D项“无法记起童年”，明显错误。
17. D 细节题。第六段首句提到“The square was as lifeless as the streets leading toit”，可知A项“毫无生气”是特点之一。从第四段的“Thisdeep in Bible country, it was still an unwritten rule in the town that littlewas done on Sundays except go to church”和第五段的“There were thechurches—Baptist, Methodist, and Presbyterian”可见小镇里有各式各样的教堂，人们周末去教堂做礼拜是不成文的规定，故B项符合文意；从第六段所述，小镇人口不少，却没有像样的店铺，人们还是到城里购物，可见这个小镇很传统、很古老，C项符合文意。只有D项“安静地”在文中没有提到，故为答案。
18. B 推断题。第七段第四句指出“He parked and walked to his mother’s grave,something he hadn’t done in years”，子女不常来母亲墓地祭拜，说明母子感情不深；第八段中对父亲的回忆“receiving instructionson exactly how his father would be laid to rest”“Manyorders were about to be given, many decrees and directions”可见父亲对他要求很苛刻，至今还记恨在心，父子关系不好。综合可知，Ray和父母的关系很疏远，而不仅仅是紧张，故B项为答案。
19. A 推断题。对父亲的回忆和描述主要在第八段。从文中第五段提到“killing time until the appointedhour for the family meeting”以及文章最后一段“It was twenty minutes beforefive, Sunday, May 7. Time for the family meeting”可知全文都在反复提到家庭聚会的时间，可以推断父亲对时间要求严格，B项符合文意。由“sipping bad instanttea”可知父亲生活节俭，C项符合文意。由“Manyorders were about to be given, many decrees and directions”可知父亲对子女要求严格，D项符合文意。A项“考虑周到的、体贴的”，在文中没有相关描述，故为答案。
【全文翻译】
每条街道都有故事，每座建筑都有回忆。那些有幸享受精彩童年的人可以驾车在家乡的街道上，愉快地回味往事。其他的人则出于责任回家，回来后又匆匆离去。Ray Atlee回到家乡克兰顿15分钟后就急着离开。
城镇变了样，那时却不是这样的。在通往家乡的高速公路上，廉价的金属店和移动房密密麻麻排在路边，极为显眼。不管怎样，这个镇子缺乏规划，土地所有者可以建造任何东西，没有限制，没有检查，他们也可以无视邻居，什么都不用管。只有建造猪场和核反应堆需要许可和文件。结果城镇成了一个乱糟糟的地方，一年比一年难看。
但是在靠近广场的老城区，小镇丝毫没有改变。长长的林荫道和Kay过去骑车闲逛时一样干净整洁。大多数房主还是他认识的人，即使换了新主人，他们也会修剪草坪，粉刷百叶窗、只有少数房子没人搭理，还有几间房子废弃不用了。
在这个深信圣经的国度，小镇里仍然有个不成文的规定，那就是星期天能做的事几乎只有去教堂、在走廊坐着、拜访邻居，以及用上帝安排的方式休息和放松。
天气阴沉，就五月来说已经是十分凉爽了。他在草地上走着，消磨时间，等着与家庭聚会。他试着细想关于克兰顿的美好回忆。他在Dizzy Dean Park玩海盗小联盟游戏，每年夏天都在公共游泳池游泳，只有1969年除外，那年该市为了不让黑人孩子进去而关闭了泳池。在第二个和像橡树一样的岗哨之间的十字路口上面对面矗立着几个教堂，有浸信会教友、卫理公会派教徒、长老教会员。它们的塔尖一个比一个高。现在教堂是空的，但是一个多小时之后，虔诚的教徒将聚到这里做晚礼拜。
广场和通往广场的街道一样毫无生气。克兰顿有八千人口，刚好够大，吸引了风靡许多小镇的折扣店来。但是这里的人们对市中心的商家们很忠实，广场周围没有一栋空的或者用栅栏隔起来的房子—这真算是一个奇迹了。零售店和银行、律师事务所以及咖啡馆混在一起，因为是安息日，都关门了。
他在墓地里缓缓地走着，查看旧址中的Atlee家族坟墓。那儿的墓碑更壮观。他的一些祖先为死去的家人建造了纪念碑。Ray一直以为他从来没见过的家族财产一定埋在那些坟墓里。他停了车，走向母亲的坟墓，他好多年都没来过了。她被埋葬在Atlees家族墓地，但在最外边，因为她还不能算是这个家族的成员。
很快，还有不到一个小时他就会坐在父亲的书房里，抿着糟糕的速溶茶，听着别人告诉他如何让父亲入土为安。他会收到很多指令、规矩和指导，因为他的父亲（过去是法官）是个很了不起的人，很在意别人如何纪念他。
Ray又发动了汽车，经过他曾经爬过两次的水塔，第二次还有警察在下面等他。他对着原来的高中做鬼脸，自从他毕业之后就再也没有回去看过。学校后面是个足球场，他的哥哥Forrest在那里轻松战胜对手，在被球队开除之前，就变得小有名气了。
现在是5月7日，星期日，还差20分钟到五点，家庭聚会的时间到了。
【题海拾贝】
①clutter v. & n. 杂乱，喧闹
②romp v. 嬉闹
③grimace n. 痛苦的表情；v. 做苦相
④intersection n. 十字路口，交叉点
TEXT C
Campaigning on the Indianfrontier is an experience by itself. Neither the landscape nor the people findtheir counterparts in any other portion of the globe. Valley walls rise steeplyfive or six thousand feet on every side. The columns crawl through a maze ofgiant corridors down which fierce snow-fed torrents foam under skies of brass.Amid these scenes of savage brilliancy there dwells a race whose qualities seemto harmonize with their environment. Except at harvest time, whenself-preservation requires a temporary truce, the Pathan tribes are alwaysengaged in private or public war. Every man is a warrior, a politician and atheologian. Every large house is a real feudal fortress made, it is true, onlyof sun-baked clay, but with battlements, turrets, loopholes, drawbridges, etc.complete. Every village has its defence. Every family cultivates its vendetta;every clan, its feud. The numerous tribes and combinations of tribes all havetheir accounts to settle with one another. Nothing is ever forgotten, and veryfew debts are left unpaid. For the purposes of social life, in additionto the convention about harvest-time, a most elaborate code of honor has beenestablished and is on the whole faithfully observed. A man who knew it andobserved it faultlessly might pass unarmed from one end of the frontier toanother. The slightest technical slip would, however, be fatal. The life of thePathan is thus full of interest; and his valleys, nourished alike by endlesssunshine and abundant water, are fertile enough to yield with little labour themodest material requirements of a sparse population.
Into this happy world thenineteenth century brought two new facts: the rifle and the British Government.The first was an enormous luxury and blessing; the second, an unmitigatednuisance. The convenience of the rifle was nowhere more appreciated than in theIndian highlands. A weapon which would kill with accuracy at fifteen hundredyards opened a whole new vista of delights to every family or clan which couldacquire it. One could actually remain in one’s own house and fire at one’sneighbor nearly a mile away. One could lie in wait on some high crag, and athitherto unheard-of ranges hit a horseman far below. Even villages could fireat each other without the trouble of going far from home. Fabulous prices weretherefore offered for these glorious products of science. Rifle-thieves scouredall India to reinforce the efforts of the honest smuggler. A steady flow of thecoveted weapons spread its genial influence throughout the frontier, and therespect which the Pathan tribesmen entertained for Christian civilization wasvastly enhanced.
The action of the BritishGovernment on the other hand was entirely unsatisfactory. The great organizing,advancing, absorbing power to the southward seemed to be little better than amonstrous spoil-sport. If the Pathan made forays into the plains, not only werethey driven back (which after all was no more than fair), but a whole series ofsubsequent interferences took place, followed at intervals by expeditions whichtoiled laboriously through the valleys, scolding the tribesmen and exactingfines for any damage which they had done. No one would have minded theseexpeditions if they had simply come, had a fight and then gone away again. Inmany cases this was their practice under what was called the “butcher and boltpolicy” to which the Government of India long adhered. But towards the end ofthe nineteenth century these intruders began to make roads through many of thevalleys, and in particular the great road to Chitral. They sought to ensure thesafety of these roads by threats, by forts and by subsidies. There was noobjection to the last method so far as it went. But the whole of this tendencyto road-making was regarded by the Pathans with profound distaste. All alongthe road people were expected to keep quiet, not to shoot one another, andabove all not to shoot at travellers along the road. It was too much to ask,and a whole series of quarrels took their origin from this source.
20.The word debts in “very few debts are left unpaid” in the firstparagraph means _____
A. loans.
B. accounts.
C. killings.
D. bargains.
21.Which of the following is NOT one of the geographical facts about the Indianfrontier?
A. Melting snows.
B. Large population.
C. Steep hillsides.
D. Fertile valleys.
22.According to the passage, the Pathans welcomed _____
A. the introduction of the rifle.
B. the spread of British rule.
C. the extension of luxuries.
D. the spread of trade.
23.Building roads by the British _____
A. put an end to a whole seriesof quarrels.
B. prevented the Pathans fromearning on feuds.
C. lessened the subsidies paid tothe Pathans.
D. gave the Pathans a muchquieter life.
24.A suitable title for the passage would be _____
A. Campaigning on the Indianfrontier.
B. Why the Pathans resented theBritish rule.
C. The popularity of rifles amongthe Pathans.
D. The Pathans at war.
【文章导读】
文章主要围绕印度边境的一个民族—帕坦部落展开内容，主要论述的是战斗中的帕坦人。首先介绍了帕坦人的生活环境和好战的性格，然后论述了英国对这个部落的影响，主要是坏的影响。
【答案与解析】
20. C 语义理解题。从第一段中的“Every family cultivates its vendetta; every clan,its feud. The numerous tribes and combinations of tribes all have theiraccounts...”可以看出，各部落和家族之间都存在世仇宿怨，并且冤家难解，因此必然会形成怨怨相报的恶性循环局面，故答案为C项。
21. B 细节题。第一段开头和结尾分别介绍了Indian frontier的环境“Valleywalls rise valleys; fierce snow-fed torrents foam; valleys...fertile enough toyield with little labor the modest material requirements of a sparse population”。可见，山顶有积雪，山谷地势陡峭、土地肥沃，但人口不多。
22. A 细节题。文章第二段开头提到“Into this happy world the nineteenth century broughttwo new facts: the rifle and the British Government. The first was an enormousluxury and blessing; the second, an unmitigated nuisance.”19世纪将两个新事物引入这个快乐世界：步枪和英国政府。前者是豪华奢侈品，也是恩惠。后者则令人十分讨厌。由此可见，帕坦人对步枪的引入持欢迎态度，而对英国的殖民侵略则持相反态度，故A项为答案。
23. B 推断题。第三段谈到英国人筑路带来的后果。末句指出“a whole series of quarrels tooktheir origin from this source.”可见筑路不但没能阻止争吵的发生，反而成为矛盾产生的原因，排除A。第七句指出“Theysought to ensure the safety of these roads by threats, by forts and bysubsidies.”可知英国人采用包括提供补助津贴在内的形式来确保公路的安全，但并不是减少补助，排除C项。倒数第二句“Allalong the road people were expected to keep quiet, not to shoot one another,and above all not to shoot at travelers along the road”可知英国人筑路使得当地部落不能随意穿越公路攻打自己的敌人，客观上对于消除部落之间的世仇宿怨起了推动作用，故B项为答案，D项属于对此句的字面理解。
24. D 主旨题。文章开篇对印度边境的地理状况进行了描写，接着描述了边境上帕坦人的生活，除了收获季节，他们终年处于战争中，每个人都是一个战士，每个大房子都是名副其实的战争堡垒，第二段介绍了这里的人们对英国引入的来复枪的欢迎，最后一段写到殖民者修路对这里的影响。可见全文都是针对帕坦人的战争生活展开的，故答案为D。A没有抓住中心思想，本文并不是关于他们的活动的，主要是关于战争。B和C都只是十九世纪影响帕坦人生活的因素之一，不全面。
【全文翻译】
印度边界的战争本身就是一种阅历。世界上任何其他地方都找不到与那里相似的风景和人民。峡谷两侧的壁岩笔直耸立，高达5000到6000英尺。迷宫般巨大的回廊里满是石头圆柱，在那之下的黄铜色的天幕下，积雪溶化后奔腾的急流泡沫飞溅。在这些原始的美景中居住着一个民族，他们的品质似乎与周围的环境协调在一起了。除了收获的季节为了自我保护需要暂时休战外，其他时间，帕坦部落总是在进行着私下的或者公开的战争。每个男人都是战士、政治家和神学家。每个大房子都是一个领地的堡垒，虽然只是由烘干的粘土制成，但是有城垛、炮塔、枪眼、吊桥等，设施齐全。每个村庄都有防御工事，每个家庭都记着他的宿敌，每个部落都记着世仇。无数的部落以及部落联盟都有自己的理由互相算账。所有的仇恨都记着，所有的血债都要偿还。出于社会生活的目的，除了收获时节的习俗以外，还建立了精细的荣誉体系，整个社会都要忠诚地遵守。了解这个体系并且严格遵守的人可能会不携带武器从边境的这一头走到另一头。但是，极小的闪失也可能是致命的。所以，帕坦人的生活充满了乐趣，这个峡谷在充足的阳光和水源的滋养下十分肥沃，几乎无需耕种就可以满足这个人口稀少部落的基本物质需求。
19世纪，这个欢乐的世界里来了两样东西：步枪和英国政府。前者是豪华奢侈品也是恩惠，而后者则令人十分讨厌。没有比住在印度高地的人更感谢步枪带来的便捷了。这个武器能够在1500码之外精确杀死对手，这为每个能得到它的家庭或部落带了前所未有的快乐。一个人可以呆在自己的家里向一英尺以外的邻居开枪。一个人可以趴在一个高崖等着，以闻所未闻的射程击中下面远处的一位骑马者。即使村庄之间也可以不用出远门就向彼此开火。人们愿意出高价来购买这个科学的伟大产物。偷步枪的小偷走遍全印度来巩固诚实的走私者的成果。令人垂涎的武器稳步流动，给整个边界带来了重大的影响，极大地增强了帕坦部落对基督教文明的尊敬。
而从另一方面来讲，英国政府的举动就不得人心了。投诸在南方的巨大的编制军队，推进行动和全神贯注的军力比起一场巨大的令人扫兴的行为也好不到哪里去。如果帕坦部落向平原地区发起侵略的话，那么他们不仅会被逐回原处（说到底，这只能算得上是公平），并且在探险队艰难跋涉、穿过峡谷的间歇后，一系列干扰行为也会随之发生，他们会对部落人民加以斥责，并就他们所造成的任何损失索取赔偿。如果这些远征队仅仅只是来了，打了场仗又走了的话，那么根本没人会把他们放在心上。很多情况下，这是他们在印度政府长期以来所推行的所谓的“屠夫和螺栓政策”下的行为。但是直到19世纪末，这些侵入者们才开始在许多村庄间修建道路，尤其是通往基特拉尔的大道。他们进行威逼利诱，大修堡垒，以保证这些道路的安全。起码到现在为止，对于利诱还未出现任何反对之声。但是修建道路这一大趋势在帕坦人看来是极让他们感到厌恶的。在路的两侧的人们被期望着保持安静，不要相互射击，尤其是不要射击路中间的旅人。无须多问，许多争端正是从这里起源的。
【题海拾贝】
①theologian n. 神学者，空头理论家
②theological adj. 神学的，神学上的
③vendetta n. 世仇，宿怨
④unmitigated adj. 未缓和的
⑤smuggler n. 走私犯，走私船
⑥intruder n. 爱管闲事的人；入侵者
TEXT D
“Museum” is a slipperyword. It first meant (in Greek) anything consecrated to the Muses: a hill,a shrine, a garden, a festival or even a textbook. Both Plato’s Academy andAristotle’s Lyceum had a mouseion, a muses’ shrine. Although the Greeks alreadycollected detached works of art, many temples—notably that of Hera at Olympia(before which the Olympic flame is still lit)—had collections of objects, someof which were works of art by well-known masters, while paintings andsculptures in the Alexandrian Museum were incidental to its main purpose.
The Romans also collected andexhibited art from disbanded temples, as well as mineral specimens, exoticplants, animals; and they plundered sculptures and paintings (mostly Greek) forexhibition. Meanwhile, the Greek word had slipped into Latin by transliteration(though not to signify picture galleries, which were called pinacothecae)and museum still more or less meant “Muses’ shrine”.
The inspirational collections ofprecious and semi-precious objects were kept in larger churches and monasteries—whichfocused on the gold-enshrined, bejewelled relics of saints and martyrs.Princes, and later merchants, had similar collections, which became thedeposits of natural curiosities: large lumps of amber or coral, irregularpearls, unicorn horns, ostrich eggs, fossil bones and so on. They also includedcoins and gems—often antique engraved ones—as well as, increasingly, paintingsand sculptures. As they multiplied and expanded, to supplement them, the skillof the fakers grew increasingly refined.
At the same time, visitors couldadmire the very grandest paintings and sculptures in the churches, palaces andcastles; they were not “collected” either, but “site-specific”, and wereconsidered an integral part both of the fabric of the buildings and of the wayof life which went on inside them—and most of the buildings were public ones.However, during the revival of antiquity in the fifteenth century, fragments ofantique sculpture were given higher status than the work of any contemporary,so that displays of antiquities would inspire artists to imitation, or evenbetter, to emulation; and so could be considered Muses’ shrines in the formersense. The Medici garden near San Marco in Florence, the Belvedere and theCapitol in Rome were the most famous of such early “inspirational” collections.Soon they multiplied, and, gradually, exemplary “modern” works were also addedto such galleries.
Inthe seventeenth century, scientific and prestige collecting became sowidespread that three or four collectors independently published directories tomuseums all over the known world. But it was the age of revolutions andindustry which produced the next sharp shift in the way the institution wasperceived: the fury against royal and church monuments prompted antiquarians toshelter them in asylum-galleries, of which the Musee des Monuments Francais wasthe most famous. Then, in the first half of the nineteenth century, museumfunding took off, allied to the rise of new wealth: London acquired theNational Gallery and the British Museum, the Louvre was organized, the Museum-Inselwas begun in Berlin, and the Munich galleries were built. In Vienna, the hugeKunsthistorisches and Naturhistorisches Museums took over much of the imperialtreasure. Meanwhile, the decline of craftsmanship (and of public taste with it)inspired the creation of “improving” collections. The Victoria and AlbertMuseum in London was the most famous, as well as perhaps the largest of them.
25.The sentence “Museum is a slippery word” in the first paragraph means that_____
A. the meaning of the word didn’tchange until after the 15th century.
B. the meaning of the word hadchanged over the years.
C. the Greeks held differentconcepts from the Romans.
D. princes and merchants addedpaintings to their collections.
26.The idea that museum could mean a mountain or an object originates from_____
A. the Romans.
B. Florence.
C. Olympia.
D. Greek.
27. “...the skill ofthe fakers grew increasingly refined” in the third paragraph means that _____
A. there was a great demand forfakers.
B. fakers grew rapidly in number.
C. fakers became more skillful.
D. fakers became more polite.
28.Painting and sculptures on display in churches in the 15th century were _____
A. collected from elsewhere.
B. made part of the buildings.
C. donated by people.
D. bought by churches.
29.Modern museums came into existence in order to _____
A. protect royal and churchtreasures.
B. improve existing collections.
C. stimulate public interest.
D. raise more funds.
30.Which is the main idea of the passage?
A. Collection and collectors.
B. The evolution of museums.
C. Modern museums and theirfunctions.
D. The birth of museums.
【文章导读】
文章主要介绍了“museum”一词意义的变化过程，以及“museum”一词现代意义的由来。
【答案与解析】
25. B 语义理解题。本文按时间顺序介绍了“museum”一词随着岁月的变迁，词义发生改变的过程，并对“museum”在不同时期的不同内涵进行解释。因此它的含义随着时间的流逝发生了变化，在文中“museum”是一个意义不断变化的词。
26. D 细节题。从首段第二句“It first meant (in Greek) anything consecrated tothe Muses: a hill, a shrine, a garden, a festival or even a textbook.”可以看出museum可以用来指代山脉或事物起源。可见，“museum”在希腊可以代表山川、神殿、花园等实物，故选D项。
27. C 语义理解题。文中第三段谈到先是王公大臣，然后是商人掀起了古代文物收藏热，古代艺术品供不应求，刺激了赝品制造者提高仿制古代艺术品的技艺水平，达到以假乱真的目的，故C为答案。
28. B 推断题。由第四段开头提到的“they were not ‘collected’ either, but ‘site specific’, and wereconsidered an integral part both of the fabric of the buildings”可知油画和雕塑并不是独立存在的，而是和建筑物联为一体、不可分割的，故B项为答案。
29. A 细节题。末段指出，十七世纪时欧洲人仇视皇室和教堂的纪念物，幸亏考古家们的转移保护，才使得大量的古代艺术品免遭浩劫。十九世纪早期，欧洲各国更是纷纷兴建博物馆来收藏和保护古代文物，故答案为A项。
30. B 主旨题。全文介绍了“museum”一词意义的变化过程，以及“museum”一词现代意义的由来，故答案为B项，其他三项都只是介绍“museum”一词的意义变化时提到的例子，不能作为全文标题。
【全文翻译】
“博物馆”这个词的意思一直在不断发生演变。起初它的含义（在希腊语中）是献给缪斯女神的任何东西。一座山，一个神殿，一个花园，一个节日，甚至是一本教科书。柏拉图的学院和亚里士多德的讲学院都有缪斯神殿。虽然希腊人收集独立的艺术品，许多神殿——特别是位于奥林匹亚（奥运火炬还是在这里点燃）的赫拉神殿——收藏很多物品，有一些是名家的艺术作品，然而在亚历山大港博物馆里的油画和雕塑是博物馆主要功能外的附带产物。
罗马人也收集、展示来自解散了的寺庙的艺术品、矿物标本、外来动植物，他们抢夺雕塑和油画（大多是希腊人的）来展出。同时，通过音译法（尽管不是指被称为“美术馆”的画馆），希腊语进入拉丁语中，博物馆或多或少还有“缪斯神殿”的意思。
这些给人以灵感的珍贵的、半珍贵的收藏被保存在较大的教堂和修道院里—这些地方集中于收藏圣人和殉道者的遗物，把它们放在金制的神龛里，镶以各式珠宝。王子，后来还有商人，都有类似的收藏，这些藏品成为了沉淀下来的自然的珍品：大块儿的琥珀或者珊瑚，不规则形状的珍珠，犀牛角，鸵鸟蛋，化石骨头等。还有钱币和美玉—通常是古代进行过雕刻的—以及越来越多的油画和雕塑。随着它们数量增多范围扩大，为了增加数量，造假者的工艺也越来越精湛。
同时，游客可以在教堂、宫殿以及城堡欣赏最好的油画和雕塑。这些东西并不是“收藏”品，而是该“地点独有”的陈设品。被认为是建筑结构和建筑当中人们生活方式的一部分—这些建筑大多是公共建筑。但是，在十五世纪文物复兴时期，古代雕塑的碎片拥有的地位比任何同时代的作品都要高，所以这种对于古典美的展现激励着艺术家去进行模仿，甚至从更好的意义上来说，进行效仿，这样从前者的意义上来说，就可以被认作是缪斯的神殿。位于佛罗伦萨圣马可的美第奇花园、望京楼、罗马的主神殿是这种具有“启发性”收藏中最著名的。很快它们的数量增多，慢慢地，有代表性的“现代”作品也进入了这些美术馆当中。
17世纪，科学和有影响力的收藏传播十分广泛，三四个收藏家就能给世界各地的博物馆独立印刷收藏目录。但是正是在工业革命的时代，人们对这些机构的看法发生了剧烈转变，对皇室和教堂纪念碑的愤怒促使古文物研究者将它们放在避难所—美术馆里。其中法国古迹建筑博物馆是最著名的。在19世纪上半叶，伴随着新财富的增长，博物馆开始有了资金。伦敦有了国家美术馆和大英博物馆；卢浮宫得到规划；柏林开放了博物馆岛，慕尼黑博物馆开始建造。在维也纳，巨大的历史博物馆和自然史博物馆收藏了大部分帝国时期的珍宝。同时，手工艺的减少（以及公众对其喜好的下降）激励人们创造增加收藏品的方法。维多利亚和阿尔伯特博物馆是其中最有名的，可能也是规模最大的。
【题海拾贝】
①consecrate v. 用作祭祀，使神圣
②disband vt. 解散；遣散
③transliteration n. 音译法
④emulation n. 竞赛，仿效
⑤exemplary adj. 可仿效的，惩戒性的
⑥antiquarian n. 古文物家，古董商
There are ten multiple-choicequestions in this section. Choose the best answer to each question. Mark youranswers on your Coloured Answer Sheet.
31.The Presidents during the American Civil War was _____
A. Andrew Jackson.
B. Abraham Lincoln.
C. Thomas Jefferson.
D. George Washington.
【答案】 B
【解析】 考点：本题考查美国历史知识。亚伯拉罕·林肯（Abraham Lincoln，1861～1865在任）为第十六任美国总统。在其任期内，美国爆发内战，即南北战争。乔治·华盛顿（GeorgeWashington，1789～1797在任），美国首任总统。托马斯·杰斐逊（Thomas Jefferson，1801～1809在任）为第三任总统，曾参与起草独立宣言。安德鲁·杰克逊（Andrew Jackson，1829～1837在任）为第七任总统。
32.The capital of New Zealand is_____
A. Christchurch.
B. Auckland.
C. Wellington.
D. Hamilton.
【答案】 C
【解析】 考点：本题考查新西兰地理概况。惠灵顿（Wellington）为新西兰首都，位于新西兰北岛。克赖斯特彻奇（Christchurch）为新西兰南岛东岸港市，是重要的制造业中心。奥克兰（Auckland）为新西兰北岛西北岸港市，也是新西兰最大的城市和主要海港及工业中心。汉密尔顿（Hamilton）为百慕达首府，位于百慕达群岛。
33.Who were the natives of Australia before the arrival of the British settlers?
A. The Aborigines.
B. The Maori.
C. The Indians.
D. The Eskimos.
【答案】 A
【解析】 考点：本题考查澳大利亚历史知识。The Aborigines澳大利亚原住民。TheMaori毛利人，新西兰土著居民。The Indians印第安人，美洲土著居民。The Eskimos爱斯基摩人，北美的北冰洋海岸、格陵兰岛部分地区以及西伯利亚东北地区的土著居民。
34.The Prime Minister in Britain is head of _____
A. the Shadow Cabinet.
B. the Parliament.
C. the Opposition.
D. the Cabinet.
【答案】 D
【解析】 考点：本题考查英国政治常识。英国政体为议会制君主立宪制。国家的权力掌握在内阁（the Cabinet）手中，内阁掌握行政权并对议会负责，内阁首脑称为首相。影子内阁（Shadow Cabinet）由在野党领袖组成，是反对党按照内阁的组织形式组成的准备上台执政的班子。议会（Parliament）是英国立法机关。the Opposition反对党，在野党。
35.Which of the following writers is a poet of the 20th century?
A. T. S. Eliot.
B. D. H. Lawrence.
C. Theodore Dreiser.
D. James Joyce.
【答案】 A
【解析】 考点：本题考查英国文学知识。T·S·艾略特（1888～1965），英美现代派诗歌的先驱、评论家、剧作家，1948年获诺贝尔文学奖。代表作有《荒原》《圣林》等。D·H·劳伦斯（1885～1930），20世纪英语文学中最具争议的作家之一，成就包括小说、诗歌、戏剧、散文、游记和书信。代表作有《儿子与情人》《查泰莱夫人的情人》等。西奥多·德莱塞（1871～1945），美国自然主义小说家，代表作有《嘉莉妹妹》《美国悲剧》等。詹姆斯·乔伊斯（1882～1941），爱尔兰现代主义作家，其代表作《尤利西斯》是西方意识流小说的开山之作。
36.The novel For Whom the Bell Tolls is written by _____
A. Scott Fitzgerald.
B. William Faulkner.
C. Eugene O’Neil.
D. Ernest Hemingway.
【答案】 D
【解析】 考点：本题考查英国美国文学知识。海明威（1899～1961），美国小说家，1954年获诺贝尔文学奖得者。代表作如《丧钟为谁而鸣》《太阳照样升起》等是表现美国“迷惘的一代”的主要作品。司各特·菲兹杰拉德（1896～1940），美国二十世纪三、四十年代现代派纪实作家的代表人物，代表作有《了不起的盖茨比》《人间天堂》等。威廉·福克纳（1897～1962），美国小说家，主要描写美国南方社会变迁的历史，1949年获诺贝尔文学奖，代表作有《喧哗与骚动》《我弥留之际》等。尤金·奥尼尔（1888～1953），美国剧作家，1936年获诺贝尔文学奖，代表作有《天边外》《榆树下的欲望》等。
37._____ is defined as an expression of human emotion which is condensed intofourteen lines.
A. Free verse
B. Sonnet
C. Ode
D. Epigram
【答案】 B
【解析】 考点：本题考查文学术语。十四行诗（Sonnet），一种格律严谨的抒情诗体，整首诗由十四个诗行组成，前面八行和后面六行各自构成一阙，分别由两节四行诗和两节三行诗组成。自由诗（Free Verse），现代诗中常见的体式，长短不同的诗行存在于同一首诗中，不讲究押韵与格律，只注重诗歌所表达的意象和传递的情感。颂诗（Ode）原是一种抒情诗体，风格庄重，用于礼神、祭典、节日等场合，颂扬英雄行为。警句诗（Epigram），最初是用来作为献辞、颂辞或碑文，结构紧凑、语言精练、形式典雅。
38.What essentially distinguishes semantics and pragmatics is the notion of _____
A. reference.
B. meaning.
C. antonymy.
D. context.
【答案】 D
【解析】 考点：本题考查语义学和语用学的主要区别。语义学（semantics）是研究语言的表达式与这些表达式所涉及的对象（或事态）之的关系的学科。语用学（pragmatics）是有关语言使用于社会环境和语言对使用者及其行为之影响的研究。两者的区别在于是否关注语言环境（context）。
39.The words “kid, child, offspring” are examples of _____
A. dialectal synonyms.
B. stylistic synonyms.
C. emotive synonyms.
D. collocational synonyms.
【答案】 B
【解析】 考点：本题考查语言学中同义词。同义词（synonym）有以下类型：①地域性同义词（dialectal synonyms）：例如，petroleum为英式英语，gasoline为美式英语。又如，在苏格兰方言中，“girl”被称为“lass”或“lassie”。②文体同义词（stylistic synonyms）：例如，kid较口语化，offspring较正式，child则介于两者之间。③感性或评价上不同的同义词（emotive synonyms）：例如，thrifty和miser都表示节约，但thrifty为褒义，miser为贬义。④搭配不同的同义词（collocational synonyms）：例如，accuse...of,charge...with, rebuke...for。⑤语意有差别的同义词（semantically differentsynonyms）：例如，amaze和astound都表示惊讶，但amaze暗含使困惑、迷乱之意，而astound则表示惊讶之余令人难以置信。
40.The distinction between parole and langue was made by _____
A. Halliday.
B. Chomsky.
C. Bloomfield.
D. Saussure.
【答案】 D
【解析】 考点：本题考查语言学常识。索绪尔（F. de Saussure）区分了“语言”（langue）和“言语”（parole）两个术语。他认为“语言”属于全社会，是抽象的；“言语”属于个人，是具体的（包括生理、物理和心理现象）。“言语”指说话的过程，也指所说的话（包括用文字写下的话）。而“语言”则是“言语”所使用的一般手段的总和。
The passage contains TEN errors. Eachindicated line contains a maximum of ONE error. In each case, only ONE word isinvolved. You should proofread the passage and correct it in the following way.
For a wrong word, underlinethe wrong word and write the correct one in the blank provided at the end ofthe line.
For a missing word, markthe position of the missing word with a “∧”sign and write the word you believe to be missing in the blank provided at theend of the line.
For a unnecessary word,cross the unnecessary word with a slash “/” and put the word in the blankprovided at the end of the line.
EXAMPLE
Proofreadthe given passage on ANSWER SHEET TWO as instructed.
【答案与解析】
(1) agreeing→agreed
（考点：形容词误用。agreedconventions指的是“约定俗成的规则”，“agree”与“convention”是动宾关系，故用过去分词。）
(2)∧words→these/the
（考点：名词特指。这里的“words”指前面提到的“storeof words”，所以是特指，应该加上冠词。）
(3)in→at
（考点：固定搭配。atone’s disposal意为“受某人管理，由某人支配”。）
(4)enables→enable
（考点：谓语动词与先行词一致。“enable”主语为“which”，“which”指代“rules”，动词应用复数形式。）
(5)the other→other
（考点：定冠词误用。此处泛指其他“Englishspeakers”，不用加定冠词。）
(6)old→older
（考点：语义衔接。文中指“年龄更大时”，而不是指“年老时”。）
(7)seen→understood
（考点：动宾一致。前半句中“express”的宾语是“thesystem”，不可做“seen”的宾语，可改为“understood”。句意：他能被同一语言群体内的其他成员所理解。）
(8)take it→take
（考点：固定搭配。take...forgranted意为“视……为当然”。此处，“take...for granted”的宾语是“thetwo most common forms of transmission”，作为形式宾语的“it”没有存在的必要。）
(9)And→Yet/However
（考点：文章语义连贯。这里介绍的是两种语义传播方式，“vocalorgans”和“visual signs”为并列关系，前面说“我们认为这两种方式是俩所当然的”，后面说但是人类取得的最吸引人的成就，因此应该是转折关系，用Yet或However。）
(10)among∧most→ the
（考点：形容词最高级。形容词最高级前需有定冠词修饰。）
Translate the following text intoEnglish. Write your translation on ANSWER SHEET THREE.
中国民族自古以来从不把人看作高于一切，在哲学文艺方面的表现都反映出人在自然界中与万物占着一个比例较为恰当的地位，而非绝对统治万物的主宰。因此我们的苦闷，基本上比西方人为少为小；因为苦闷的强弱原是随欲望与野心的大小而转移的。农业社会的人比工业社会的人享受差得多；因此欲望也小得多。况中国古代素来以不滞于物，不为物役为最主要的人生哲学。 并非我们没有守财奴，但比起莫利哀与巴尔扎克笔下的守财奴与野心家来，就小巫见大巫了。中国民族多数是性情中正和平、淡泊、朴实、比西方人容易满足。
【参考译文】
Since ancient times, Chinesepeople have never thought of human being as the highest creature amongeverything. In both philosophy and arts, human beings are considered to take aquite appropriate proportion with all others rather than as an absolutedominant ruler in natural world. Therefore, our bitterness and depression arebasically less than those of westerners, because the intensity of bitternessand depression grows with the expansion of one’s desire and ambition. People inagricultural society enjoy far less than those in industrial society. Thustheir wants are far less either. Besides, ancient Chinese always regard “notconfined by material, not driven by material” as their major philosophy.
【翻译要点】
1. 第一句话中，“把……看作”使用“think of...as...”的固定搭配。
2. 第一句话中，“……，而非……”，表示否定的并列，所以翻译时使用“rather than”。“占着一个比例较为恰当的地位”可译为takea quite appropriate proportion。“统治万物的主宰”可译为an absolute dominantruler。
3. 第二句话包括两个分句。在第二个分句中，“转移”在这里指的是“苦闷的强弱随欲望与野心的增加而增长”，所以翻译意译为“the intensity of bitterness and depression growswith the expansion of one’s desire and ambition”。
4. 第三句话包括两个分句。在第二个分句中，“不滞于物，不为物役”意思为“不受外界物质的限制，不被物质所使役”，所以可译为“not confined bymaterial, not driven by material”。
Translate the followingunderlined part of the text into Chinese. Write your translation on ANSWERSHEET THREE.
On May 13, 1940, WinstonChurchill, the newly appointed British Prime Minister, gave his first speech toParliament. He was preparing the people for a long battle against Naziaggression, at a time when England’s survival was still in doubt.
“...I have nothing to offer butblood, toil, tears, and sweat. We have before us an ordeal of the most grievouskind. We have before us many, many months of struggle and suffering.
You ask, what is our policy? Isay it is to wage war by land, sea, and air. War with all our might and withall our strength God has given us, and to wage war against a monstrous tyrannynever surpassed in the dark and lamentable catalogue of human crime.
You ask, what is our aim? I cananswer in one word. It is victory. Victory at all costs—victory in spite of allterrors—for without victory there is no survival.
Let that be realized. No survivalfor the British Empire, no survival for all that British Empire has stood for,no survival for the urge, the impulse of the ages, that mankind shall moveforward toward his goal.
I take up my task in buoyancy andhope. I feel sure that our cause will not be suffered to fail among men. I feelentitled at this juncture, at this time, to claim the aid of all and to say,‘Come then, let us go forward together with our united strength’.”
【参考译文】
我所能奉献的没有其他，只有热血、辛劳、眼泪和汗水。摆在我们面前的，是极为严峻的考验。等待着我们的，是漫长的斗争和艰难的岁月。
要问我们的政策是什么，我会说，是发起陆、海、空全方位的战斗——竭尽全力，用上帝赐予我们的一切力量，同人类黑暗可悲的罪恶史上前所未有的最凶残的暴政作斗争。这就是我们的政策。
要问我们的目标是什么，就是两个字：胜利！不惜一切代价，去赢得胜利！无论多么可怕，也要夺得胜利。唯有胜利，才能生存。
大家必须认识到这一点：没有胜利，就没有大英帝国的生存，就没有大英帝国所代表的一切，就没有推动人类朝着目标奋进的时代脉搏和动力。
【翻译要点】
1. 划线部分第二句中，“of the most grievous kind”作后置定语修饰“an ordeal”，翻译时将定语部分前置。
2. 划线部分第二段第二句中，wage war可译为“发起战斗”。
3. 划线部分第二段第三句中，“War”作动词，用在句首省略主语，表达祈使语气。“a monstrous tyrannynever surpassed in the dark and lamentable catalogue of human crime”作“against”后面的介词宾语，其中，“a monstrous tyranny”可译为“最凶残的暴政”，“neversurpassed”为动词分词的否定形式作定语修饰“a monstrous tyranny”，意思是“未被超越的”，在这里转译为“前所未有的”。inthe dark and lamentable catalogue of human crime可译为“人类黑暗可悲的罪恶史”。
4. 划线部分第三段第二句中，in one word在这里要翻译成“两个字”，因为victory翻译成中文是两个字“胜利”。
5. 划线部分最后一段首句“Let that be realized”中，“that”指上段讲的“ouraim”。realize意识到，认识到。
6. 划线部分最后一句是对目标的进一步补充说明，根据上文提到的我们的目标是胜利，所以这里需要增译出条件句“没有胜利”，与后面的“no survival”形成完整的意思。
Joseph Epstein, a famous Americanwriter, once said “we decide what is important and what is trivial in life wedecide so that what makes us significant is either what we do or what we refuseto do. But no matter how indifferent the universe may be to our choices anddecisions, these choices and decisions are ours to make. We decide. We choose. Andas we decide and choose, so are our lives formed. In the end, forming our owndestiny is what ambition is about.” Do you agree or disagree with him? Write anessay of about 400 words entitled:
Ambition
In the first part of your writingyou should state your main argument, and in the second part you should supportyour argument with appropriate details. In the last part you should bring whatyou have written to a natural conclusion or make a summary. You should supplyan appropriate title for your essay.
Marks will be awarded forcontent, organization, grammar and appropriateness. Failure to follow the aboveinstructions may result in a loss of marks.
Write your composition on ANSWERSHEET FOUR.
【审题构思】
该作文的难度在于理解Joseph Epstein的话，只有理解了然后才能着手就ambition展开论述。其实Joseph Epstein解释了什么是抱负：我们决定生命中什么是重要的什么是不重要的，决定我们地位重要与否的是我们做什么或不做什么。但是不管这个世界对我们的选择或决定多么的漠视，这些选择和决定终究是我们自己做出的。我们决定。我们选择。而当我们决定和选择时，我们的生活便得以形成。最终构筑我们命运的就是抱负之所在。Joseph Epstein强调了抱负的重要性：抱负构筑了我们的命运，而这命运其实就是我们的生活，所以作文要围绕抱负对我们生活、命运的重要性展开。
【参考范文】
Ambition
(1) According to Wikipedia,ambition is the desire for personal achievement. Joseph Epstein, a famousAmerican writer, once said “we decide what is important and what is trivial inlife we decide that what makes us significant is either what we do or what werefuse to do. We decide. We choose. And as we decide and choose, so are ourlives formed. In the end, forming our own destiny is what ambition is about.” Ican’t agree with the statement any more.
(2) First of all, ambition is thegoal of our action. Without it, our act will have no foundation and our lifewill have no direction just like a bird without wings. Napoleon, the worldrenowned French king will not conquer vast European territory without theambition of (3) “the soldier who doesn’t want to be a general isn’t a goodone” . The so—called “American Mirror” Mark Twain wouldn’t have accomplishedsuch great achievements but for he had had the ambition of writing someunforgettable pieces.
(4) What’s more, ambition canstimulate our unlimited potentials and then fulfill ourselves ① .(5) It is the ambition of inventing bulb to light the world that encouragesThomas Edison to go on experimenting until he finds the appropriate tungstenfilament for bulb after more than a hundred times’ failures. It is theambition of creating a real equal world for his people that inspires AbrahamLincoln to continue his political aspiration after so many setbacks in hislife. It is the ambition of exploring the secrets of the vast universe thatimpels Stephen William Hawking to roam in universe despite great pain in body.It is ambition that stimulates the great people to achieve impressive success.Therefore, for us ordinary people, only by setting up ② specific ambition can we motivate our potentials and realize our goals.
(6) However, ambition must bechanneled in the right direction, otherwise it will not only hurt ourselves,but also will do great harm to ③ others even society.The ancient Roman Emperor Caesar could have ruled his empire peacefully.However, during his conquering of the Continent, his ambition expanded invictory and he visualized a picture of dominating the world in his mind insteadof the previous motto that (7) “I came, I saw, I conquered” . With thisambition, he culminated in ② being assassinated byhis man.
(8) To sum up, ambition is thegoal of our action and it can stimulate our potentials so we should set upambition for our life. But we should channel it wisely and correctly.Otherwise, it may do great harm to ourselves and others.
【范文点评】
（1）第一段由JosephEpstein的话引出论题，即抱负在我们的生活和生命中起着重要作用。
（2）第二段以“firstof all”首先指出抱负是我们行动的目标。并通过拿破仑和马克·吐温的例子来论证这一观点。
（3）引用常用语“不想当将军的士兵不是好士兵”，强调抱负的重要性。
（4）第三段以“what’smore”引出对抱负作用的另一方面论述，即它可以激发我们无限的潜能从而使我们最终是实现自己的目标。通过爱迪生、林肯、霍金的例子，并运用排比使文章论述更有说服力和气势。
（5）该处用强调句型“It is...that”，突出抱负对于伟人成功所起的重要作用。
（6）第四段补充说明要正确地引导抱负，否则的话会害人害己。文章以凯撒的例子论证了这一观点。However引起转折。
（7）此处引用凯撒大帝经典名言表现伟人的抱负。
（8）最后一段以“Tosum up”总结全文，指出了抱负的作用，并阐释要正确地引导它发挥作用。
【闪光词汇】
①fulfill oneself 实现抱负
②set up 建立
③do great harm to 对……做出巨大伤害
④culminate in 以……告终，达到顶点
【经典句式】
1. Ican’t agree with the statement any more. 我十分同意这条观点。
2. Therefore,for us ordinary people, only by... can we... 因此，身为普通人，只有……，我们才能……
3. Tosum up, ... 总之……