2024年專業(yè)英語(yǔ)八級(jí)試卷

專業(yè)英語(yǔ)八級(jí)-試卷858(總分：142.00，做題時(shí)間：90分鐘)壹、LISTENINGCOMPREHENSION(總題數(shù)：6，分?jǐn)?shù)：50.00)1.PARTILISTENINGCOMPREHENSION__________________________________________________________________________________________解析：2.SECTIONAMINI-LECTUREInthissectionyouwillhearamini-lecture.Youwillhearthemini-lectureONCEONLY.Whilelisteningtothemini-lecture,pleasecompletethegap-fillingtaskonANSWERSHEETONEandwriteNOMORETHANTHREEWORDSforeachgap.Makesuretheword(s)youfillinis(are)bothgrammaticallyandsemanticallyacceptable.Youmayusetheblanksheetfornote-taking.YouhaveTHIRTYsecondstopreviewthegap-fillingtask.__________________________________________________________________________________________解析：HowtoWriteaBookReviewI.ThedefinitionofabookreviewA.adescriptiveandcriticalorevaluativeaccountofabookB.asummaryofcontentanda(n)【T1】1【T1】2II.TwoapproachestobookreviewingA.thedescriptivereviewgivingtheessential【T2】3aboutabook【T2】4B.thecriticalreviewdescribingandevaluatingthebookIII.BasicrequirementsandminimumessentialsA.Knowledgeofthebook【T3】5【T3】6B.MasteryofthegenreintheworkC.Description,notasummaryofthebookD.Somethingabout,notabiographyof,theauthorE.【T4】7appraisal【T4】8IV.FivepreliminarymechanicalstepsA.Readingthebook【T5】9【T5】10B.Notingeffectivepassagesfor【T6】11【T6】12C.NotingyourimpressionsasyoureadD.【T7】13whatyouhaveread【T7】14E.AimingatachievingasingleimpressionV.StartingtheoutlineA.Gettinganover-allgraspoftheorganizationB.DeterminingthecentralpointtobemadeC.Eliminating【T8】15orirrelevancies【T8】16D.FillingingapsoromissionsVI.MakingthedraftA.Theopeningparagraph—inapositionofemphasis,and—settingthe【T9】17ofthepaper【T9】18B.Themainbody—being【T10】19organizedbytheoutline【T10】20—logicaldevelopmentofthecentralpointC.Theconcludingparagraph—summingupor【T11】21【T11】22—makingthe【T12】23【T12】24—introducingnonewideasVII.【T13】25thedraft【T13】26A.Correctingallmistakesin【T14】27【T14】28B.Lookingforunity,organizationandlogicaldevelopmentC.Verifyingquotationsforaccuracyand【T15】29【T15】30HowtoWriteaBookReviewI.ThedefinitionofabookreviewA.adescriptiveandcriticalorevaluativeaccountofabookB.asummaryofcontentanda(n)【T1】31【T1】32II.TwoapproachestobookreviewingA.thedescriptivereviewgivingtheessential【T2】33aboutabook【T2】34B.thecriticalreviewdescribingandevaluatingthebookIII.BasicrequirementsandminimumessentialsA.Knowledgeofthebook【T3】35【T3】36B.MasteryofthegenreintheworkC.Description,notasummaryofthebookD.Somethingabout,notabiographyof,theauthorE.【T4】37appraisal【T4】38IV.FivepreliminarymechanicalstepsA.Readingthebook【T5】39【T5】40B.Notingeffectivepassagesfor【T6】41【T6】42C.NotingyourimpressionsasyoureadD.【T7】43whatyouhaveread【T7】44E.AimingatachievingasingleimpressionV.StartingtheoutlineA.Gettinganover-allgraspoftheorganizationB.DeterminingthecentralpointtobemadeC.Eliminating【T8】45orirrelevancies【T8】46D.FillingingapsoromissionsVI.MakingthedraftA.Theopeningparagraph—inapositionofemphasis,and—settingthe【T9】47ofthepaper【T9】48B.Themainbody—being【T10】49organizedbytheoutline【T10】50—logicaldevelopmentofthecentralpointC.Theconcludingparagraph—summingupor【T11】51【T11】52—makingthe【T12】53【T12】54—introducingnonewideasVII.【T13】55thedraft【T13】56A.Correctingallmistakesin【T14】57【T14】58B.Lookingforunity,organizationandlogicaldevelopmentC.Verifyingquotationsforaccuracyand【T15】59【T15】60（分?jǐn)?shù)：30.00）(1).【T1】（分?jǐn)?shù)：2.00）填空項(xiàng)1:__________________

（對(duì)的答案：對(duì)的答案：analysisofstructure）解析：解析：講座壹開始對(duì)書評(píng)(bookreview)作了定義，指出它與bookreport相似，也是提供內(nèi)容的總結(jié)(summaryofcontent)和構(gòu)造的分析(analysisofstructure)，前者已出目前提綱中，故答案填上後者analysisofstructure。(2).【T2】（分?jǐn)?shù)：2.00）填空項(xiàng)1:__________________

（對(duì)的答案：對(duì)的答案：information/ideas）解析：解析：講座主題為怎樣寫書評(píng)，書評(píng)分兩種：descriptivereview“描述性書評(píng)”和criticalreview“批評(píng)性書評(píng)”，其中講到描述性書評(píng)時(shí)提到“把某本書的必要信息總結(jié)出來(lái)”(givestheessentialinformationaboutabook)，由此可知答案為information或近義詞ideas。(3).【T3】（分?jǐn)?shù)：2.00）填空項(xiàng)1:__________________

（對(duì)的答案：對(duì)的答案：beingreviewed）解析：解析：緊接著演講人提到了criticalreview的寫作要點(diǎn)，錄音中提到首先要理解theworkbeingreviewed，結(jié)合提綱的已知內(nèi)容，可知此題答案為beingreviewed。(4).【T4】（分?jǐn)?shù)：2.00）填空項(xiàng)1:__________________

（對(duì)的答案：對(duì)的答案：Apreferablyindirect）解析：解析：在簡(jiǎn)介了criticalreview的寫作要點(diǎn)之後，演講人說(shuō)到了minimumessentialsofabookreview“書評(píng)的要點(diǎn)或基本點(diǎn)”，其中提到了anappraisal，preferablyindirect，…basedontheaimsandpurposesoftheauthor，結(jié)合本題可知答案為Apreferablyindirect。(5).【T5】（分?jǐn)?shù)：2.00）填空項(xiàng)1:__________________

（對(duì)的答案：對(duì)的答案：withcare/carefully）解析：解析：接著演講人講到了五項(xiàng)基本環(huán)節(jié)，其中第壹種環(huán)節(jié)為仔細(xì)閱讀評(píng)論之書，結(jié)合題目可知本題答案為withcare或副詞carefully。(6).【T6】（分?jǐn)?shù)：2.00）填空項(xiàng)1:__________________

（對(duì)的答案：對(duì)的答案：quoting）解析：解析：講座中提到第二個(gè)環(huán)節(jié)為注意某些可供摘錄選段(noteeffectivepassagesforquoting)，故答案選填quoting。(7).【T7】（分?jǐn)?shù)：2.00）填空項(xiàng)1:__________________

（對(duì)的答案：對(duì)的答案：Assimilating/Digesting）解析：解析：五項(xiàng)基本環(huán)節(jié)中第四項(xiàng)即為吸取或消化所讀內(nèi)容，結(jié)合題目可知空白處應(yīng)填入Assimilating或其近義詞Digesting。(8).【T8】（分?jǐn)?shù)：2.00）填空項(xiàng)1:__________________

（對(duì)的答案：對(duì)的答案：inessentials/thetrivial）解析：解析：講座在結(jié)束五項(xiàng)基本環(huán)節(jié)之後即開始著手列提綱，共講到四點(diǎn)，其中第三點(diǎn)講到清除某些非必要或不有關(guān)的內(nèi)容(toeliminateinessentialsorirrelevancies)．結(jié)合題目可知答案為inessentials或其近義詞thetrivial。(9).【T9】（分?jǐn)?shù)：2.00）填空項(xiàng)1:__________________

（對(duì)的答案：對(duì)的答案：tone）解析：解析：作者認(rèn)為開頭段落應(yīng)起強(qiáng)調(diào)作用，并定下全文基調(diào)，結(jié)合題目可知答案為tone。(10).【T10】（分?jǐn)?shù)：2.00）填空項(xiàng)1:__________________

（對(duì)的答案：對(duì)的答案：logically）解析：解析：從內(nèi)容上說(shuō)本題與上壹題屬于平行并列關(guān)系，都是draft的內(nèi)容，錄音中提到主體部分的論述shouldlogicallydevelopyourthesis，由此可知答案為logically。(11).【T11】（分?jǐn)?shù)：2.00）填空項(xiàng)1:__________________

（對(duì)的答案：對(duì)的答案：restatingyourthesis）解析：解析：從內(nèi)容上說(shuō)本題與上面兩題屬于平行并列關(guān)系，這裏是concludingpart部分，錄音中提到結(jié)束語(yǔ)部分應(yīng)“總結(jié)和重申主題”(maysumuporrestateyourthesis)，由此可知答案為restatingyourthesis。(12).【T12】（分?jǐn)?shù)：2.00）填空項(xiàng)1:__________________

（對(duì)的答案：對(duì)的答案：finaljudgment）解析：解析：講座提到，結(jié)論部分除了總結(jié)和重申主題外，還要對(duì)全書作出壹種最終的評(píng)價(jià)(maymakethefinaljudgment)，故本題答案填finaljudgment。(13).【T13】（分?jǐn)?shù)：2.00）填空項(xiàng)1:__________________

（對(duì)的答案：對(duì)的答案：Revising）解析：解析：最終總結(jié)演講內(nèi)容，bookreview最終壹點(diǎn)為thatisrevisingyourdraft，由此可知答案應(yīng)為Revising。(14).【T14】（分?jǐn)?shù)：2.00）填空項(xiàng)1:__________________

（對(duì)的答案：對(duì)的答案：grammarandpunctuation）解析：解析：講座最終提到了修改稿子的提議。其中第壹條就提到要改正所有語(yǔ)法和標(biāo)點(diǎn)符號(hào)方面的錯(cuò)誤(correctallmistakesingrammarandpunctuation)，故答案填grammarandpunctuation。(15).【T15】（分?jǐn)?shù)：2.00）填空項(xiàng)1:__________________

（對(duì)的答案：對(duì)的答案：checkingthereference）解析：解析：講座最終提到的提議是，確認(rèn)引用內(nèi)容的精確性和“檢查附注的格式和內(nèi)容”(checktheformatandcontentofreferences)，錄音提到的內(nèi)容較長(zhǎng)，答案簡(jiǎn)化為checkingthereference即可，注意空格要與前面的Verifying并列，故用doing形式。3.SECTIONBINTERVIEWInthissectionyouwillhearONEinterview.TheinterviewwillbedividedintoTWOparts.Attheendofeachpart,fivequestionswillbeaskedaboutwhatwassaid.BoththeinterviewandthequestionswillbespokenONCEONLY.Aftereachquestiontherewillbeaten-secondpause.Duringthepause,youshouldreadthefourchoicesof[A],[B],[C]and[D],andmarkthebestanswertoeachquestiononANSWERSHEETTWO.YouhaveTHIRTYsecondstopreviewthequestions.__________________________________________________________________________________________解析：（分?jǐn)?shù)：10.00）

A.Therearelesscollegegraduatesthisyear.

B.Thegovernmentisfundingunemploymentscheme.

C.Employersareinclinedtohiremoregraduates.

√

D.Financeexpertsgivesomeadvicetograduates.解析：解析：對(duì)話壹開頭就提到，由于經(jīng)濟(jì)強(qiáng)勢(shì)，對(duì)畢業(yè)生來(lái)說(shuō)是好消息。之後提到，雇主今年計(jì)劃招收的畢業(yè)生人數(shù)比去年上升14％(hireabout14％moregradsthisyearthanlast)，因此C項(xiàng)對(duì)的。A、B兩項(xiàng)均是無(wú)中生有。D項(xiàng)稍有干擾，錄音開頭出現(xiàn)hassomeadvicetohelpnewgrads，但只是說(shuō)在對(duì)話中，Ellen這個(gè)專家會(huì)給畢業(yè)生提議。

A.Goodeconomicenvironment.

√

B.Goodmajorsincolleges.

C.Thenewpolicyoneconomy.

D.Expansionofsomelargecorporations.解析：解析：對(duì)話壹開始就提到這個(gè)季度的經(jīng)濟(jì)勢(shì)頭好，畢業(yè)生不難找到好工作。Ellen在談話中明確提到，Conditionsaregood，hiringisontheup，可見答案為A項(xiàng)。

A.Theyarelimitedto46,000dollars.

B.Theyriseconsiderablycomparedwithlast.

√

C.Theyfalldowninonly50kindsofjobs.

D.Theystandstillforengineeringstudents.解析：解析：Ellen提到今年的起薪點(diǎn)(startingsalaries)也很好，比去年上升了6％，故B項(xiàng)對(duì)的。Ellen說(shuō)的是起薪點(diǎn)可到達(dá)46，000或更高，并不局限于此，故A項(xiàng)錯(cuò)誤。C項(xiàng)和D項(xiàng)只是運(yùn)用對(duì)話原50詞和engineering作干擾。

A.Theyoffernewcollegegraduatessigningbonuses.

B.Competitionamongemployersbecomesstronger.

√

C.Theyfavornewgraduatesfromtopuniversities.

D.Theytendtopostrecruitingadsonnewspapers.解析：解析：在對(duì)話中，主持人問道，雇主之間在招聘人時(shí)與否有競(jìng)爭(zhēng)。Ellen回答說(shuō)，90％的雇主都說(shuō)今年的競(jìng)爭(zhēng)比去年劇烈多了。故B項(xiàng)對(duì)的。其他三項(xiàng)都是脫離對(duì)話內(nèi)容的臆斷。

A.Becauseitwillreducethechanceofgettingajob.

√

B.Becauseitisfulloffraud.

C.Becauseitwillbecomethegraduates'onlystrategy.

D.Becauseitisawasteoftime.解析：解析：當(dāng)主持人問及，為何不要依托網(wǎng)絡(luò)時(shí)，女士回答道，可以將網(wǎng)絡(luò)作為找丁作的壹種方略，但不要作為唯壹的方略。并深入提到只有25％的工作會(huì)在大眾傳媒上登廣告，且只有5％的求職者通過(guò)這樣的方式找到工作?？梢?，在網(wǎng)上找工作會(huì)減少幾率，選A項(xiàng)。（分?jǐn)?shù)：10.00）

A.Joiningvariousclubsinthecampus.

B.Takinginternshipbeforegraduation.

C.Attendingrelevantsocialfunctions.

√

D.SeekingforpeersontheInternet.解析：解析：Ellen在對(duì)話中提出提議，說(shuō)學(xué)生可以建立人際關(guān)系網(wǎng)(networking)，措施是找當(dāng)?shù)氐男Ｓ?localalumni)，找有關(guān)的貿(mào)易組織(relevanttradeorganizations)，參與不壹樣的宴會(huì)(variedfunctions)，C項(xiàng)與最終壹種對(duì)應(yīng)，故為答案。注意此處的function意為“社交聚會(huì)，典禮，聚會(huì)”。

A.Gethelpfuladviceonpotentialjobs.

√

B.Learnpracticalskillsofthefuturejob.

C.Askforhigherstartingsalaries.

D.Sendoutresumeonamassivescale.解析：解析：Ellen在提到informationalinterviews(可理解為信息面試，職位訪談)時(shí)，指出學(xué)生可以從中理解行業(yè)狀況(learnmoretheindustry)以及適合的工作(potentialjob)，并也許得到某些好提議(getsomegoodadvice)，A項(xiàng)與此對(duì)應(yīng)。

A.Askingasfewquestionsaspossible.

B.Beingconfidenttotakecharge.

√

C.Stressingyourqualificationandeducationbackground.

D.Beinganactivespeakerratherthanalistener.解析：解析：在講述有關(guān)面試的提議時(shí)，Ellen重要提到幾點(diǎn)，其中第壹點(diǎn)就是有自信能掌控狀況(confidentreadytotakecharge)，B項(xiàng)幾乎為原詞復(fù)現(xiàn)，為本題答案。她的其他提議包括：?jiǎn)柲承┯嘘P(guān)晉升的詳細(xì)問題(A項(xiàng)與此相反)；學(xué)會(huì)聆聽(D項(xiàng)與此相反)；不強(qiáng)調(diào)學(xué)歷，而關(guān)注面試技巧(C項(xiàng)與此相反)。

A.Ithelpsdevelopthegraduates'confidence.

B.Itbringsapositiveeffecttojobhunters.

C.Itgetsthegraduatesoffthecoach.

D.Itmightbetrackedbyprospectiveemployers.

√解析：解析：在談到electronicfootprint時(shí)，Ellen說(shuō)，未來(lái)的雇主也許會(huì)查看你的Facebook，懂得你的某些事情(而他們并不喜歡這些事情)，這也許導(dǎo)致你得不到這份工作。故D項(xiàng)對(duì)的。本題C項(xiàng)稍有干擾，C項(xiàng)中的offthecoach在對(duì)話中有出現(xiàn)，不過(guò)在談?wù)摷议L(zhǎng)可以怎樣協(xié)助孩子找到工作提到的，與electronicfootprint無(wú)關(guān)。

A.Bysendingthemtotrainingcourses.

B.Bycuttingofftheirfinancialaid.

C.Bylivingapartfromthem.

D.Byhelpingthembuildupconfidence.

√解析：解析：對(duì)話的最終，Ellen給父母協(xié)助孩子行動(dòng)起來(lái)求職提出了提議：協(xié)助孩子建立自信(instillasenseofconfidence)，讓他們自主采用行動(dòng)。D項(xiàng)中的buildup與對(duì)話中的instill同義，故為答案。對(duì)話中的offthecouch是比方意，指讓孩子從沙發(fā)上起來(lái)，去找工作。二、READINGCOMPREHENSION(總題數(shù)：10，分?jǐn)?shù)：44.00)4.PARTIIREADINGCOMPREHENSION__________________________________________________________________________________________解析：5.SECTIONAMULTIPLE-CHOICEQUESTIONSInthissectionthereareseveralpassagesfollowedbyfourteenmultiple-choicequestions.Foreachmultiple-choicequestion,therearefoursuggestedanswersmarked[A],[B],[C]and[D].Choosetheonethatyouthinkisthebestanswer.__________________________________________________________________________________________解析：(1)Saintsshouldalwaysbejudgedguiltyuntiltheyareprovedinnocent,buttheteststhathavetobeappliedtothemarenot,ofcourse,thesameinallcases.InGandhi'scasethequestionsonfeelsinclinedtoaskare:towhatextentwasGandhimovedbyvanity—bytheconsciousnessofhimselfasahumble,nakedoldman,sittingonaprayingmatandshakingempiresbysheerspiritualpower—andtowhatextentdidhecompromisehisownprinciplesbyenteringpolitics,whichoftheirnatureareinseparablefromcoercionandfraud?TogiveadefiniteansweronewouldhavetostudyGandhi'sactsandwritingsinimmensedetail,forhiswholelifewasasortofpilgrimageinwhicheveryactwassignificant.Butthispartialautobiography,whichendsinthenineteen-twenties,isstrongevidenceinhisfavor,allthemorebecauseitcoverswhathewouldhavecalledtheunregeneratepartof1islifeandremindsonethatinsidethesaint,ornear-saint,therewasaveryshrewd,ablepersonwhocould,ifhehadchosen,havebeenabrilliantsuccessasalawyer,anadministratororperhapsevenabusinessman.(2)AtaboutthetimewhentheautobiographyfirstappearedIrememberreadingitsopeningchaptersintheill-printedpagesofsomeIndiannewspaper.Theymadeagoodimpressiononme,whichGandhihimselfatthattimedidnot.Thethingsthatoneassociatedwithhim—home-spuncloth,"soulforces"andvegetarianism—wereunappealing.ItwasalsoapparentthattheBritishweremakinguseofhim,orthoughttheyweremakinguseofhim.Strictlyspeaking,asaNationalist,hewasanenemy,butsinceineverycrisishewouldexerthimselftopreventviolence—which,fromtheBritishpointofview,meantpreventinganyeffectiveactionwhatever—hecouldberegardedas"ourman".Inprivatethiswassometimescynicallyadmitted.TheattitudeoftheIndianmillionaireswassimilar.Gandhicalleduponthemtorepent,andnaturallytheypreferredhimtotheSocialistsandCommunistswho,giventhechance,wouldactuallyhavetakentheirmoneyaway.TheBritishConservativesonlybecamereallyangrywithhimwhen,asin1942,hewasineffectturninghisnon-violenceagainstadifferentconqueror.(3)ButIcouldseeeventhenthattheBritishofficialswhospokeofhimwithamixtureofamusementanddisapprovalalsogenuinelylikedandadmiredhim,afterafashion.Nobodyeversuggestedthathewascorrupt,orambitiousinanyvulgarway,orthatanythinghedidwasactuatedbyfearormalice.InjudgingamanlikeGandhioneseemsinstinctivelytoapplyhighstandards,sothatsomeofhisvirtueshavepassedalmostunnoticed.Forinstance,itisclearevenfromtheautobiographythathisnaturalphysicalcouragewasquiteoutstanding:themannerofhisdeathwasalaterillustrationofthis,forapublicmanwhoattachedanyvaluetohisownskinwouldhavebeenmoreadequatelyguarded.Again,heseemstohavebeenquitefreefromthatmaniacalsuspiciousnesswhich,asE.M.ForsterrightlysaysinAPassagetoIndia,isthebesettingIndianvice,ashypocrisyistheBritishvice.Althoughnodoubthewasshrewdenoughindetectingdishonesty,heseemswhereverpossibletohavebelievedthatotherpeoplewereactingingoodfaithandhadabetternaturethroughwhichtheycouldbeapproached.Andthoughhecameofapoormiddle-classfamily,startedliferatherunfavorably,andwasprobablyofunimpressivephysicalappearance,hewasnotafflictedbyenvyorbythefeelingofinferiority.ColorfeelingwhenhefirstmetitinitsworstforminSouthAfrica,seemsrathertohaveastonishedhim.Evenwhenhewasfightingwhatwasineffectacolorwar,hedidnotthinkofpeopleintermsofraceorstatus.Thegovernorofaprovince,acottonmillionaire,ahalf-starvedDravidiancoolie,aBritishprivatesoldierwereallequallyhumanbeings,tobeapproachedinmuchthesameway.(4)Writteninshortlengthsfornewspaperserialization,theautobiographyisnotaliterarymasterpiece,butitisthemoreimpressivebecauseofthecommonplacenessofmuchofitsmaterial.ItiswelltoberemindedthatGandhistartedoutwiththenormalambitionsofayoungIndianstudentandonlyadoptedhisextremistopinionsbydegreesand,insomecases,ratherunwillingly.Therewasatime,itisinterestingtolearn,whenheworeatophat,tookdancinglessons,studiedFrenchandLatin,wentuptheEiffelTowerandeventriedtolearntheviolin—allthiswastheideaofassimilatingEuropeancivilizationasthoroughlyaspossible.Hewasnotoneofthosesaintswhoaremarkedoutbytheirphenomenalpietyfromchildhoodonwards,noroneoftheotherkindwhoforsaketheworldaftersensationaldebaucheries.Hemakesfullconfessionofthemisdeedsofhisyouth,butinfactthereisnotmuchtoconfess.(5)Onefeelsthatevenafterhehadabandonedpersonalambitionhemusthavebeenaresourceful,energeticlawyerandahard-headedpoliticalorganizer,carefulinkeepingdownexpenses,anadroithandlerofcommitteesandanindefatigablechaserofsubscriptions.Hischaracterwasanextraordinarilymixedone,buttherewasalmostnothinginitthatyoucanputyourfingeronandcallbad,andIbelievethatevenGandhi'sworstenemieswouldadmitthathewasaninterestingandunusualmanwhoenrichedtheworldsimplybybeingalive.Whetherhewasalsoalovableman,andwhetherhisteachingscanhavemuchforthosewhodonotacceptthereligiousbeliefsonwhichtheyarefounded,Ihaveneverfeltfullycertain.（分?jǐn)?shù)：10.00）(1).AccordingtoPara.1,atestingcriterionforGandhi'ssainthoodistoseeif_____.（分?jǐn)?shù)：2.00）

A.hismajorinitiativeforpoliticsismonetaryreward

B.hisvanityisbasedonspiritualprinciples

C.coercionandfraudisrelatedtohispoliticalcompromise

D.hisprinciplesareoverriddenbyhispoliticalneeds

√解析：解析：本題規(guī)定選出判斷甘地與否是圣人的措施。第1段第2句提到判斷甘地與否是圣人要問兩個(gè)問題：他在多大程度上受到虛榮心的影響(movedbyvanity)；他進(jìn)入政壇，對(duì)自已的原則作了多大程度的妥協(xié)(compromisehisownprinciplesbyenteringpolitics)。D提到“他與否因政治需要而放棄原則”與第二個(gè)問題對(duì)應(yīng)，其中的override壹詞指“不顧，不理會(huì)”與文中的compromise“折衷，妥協(xié)”所體現(xiàn)的內(nèi)涵是壹致的，故確定D為答案。(2).TheauthorobviouslythinksthatGandhi'sautobiography_____.（分?jǐn)?shù)：2.00）

A.tellsthetruthabouttheBritish

B.excludesfactsabouthisearlylife

C.altersusualunderstandingofhispersonality

D.presentshimasacompletesaint

√解析：解析：本題規(guī)定選出符合這本自傳的信息。第1段開篇提出判斷甘地與否是圣人要問兩個(gè)問題，而根據(jù)第1段最終壹句可知，這本自傳是證明甘地是圣人的有力證據(jù)(strongevidenceinhisfavor)，D選項(xiàng)completesaint與此對(duì)應(yīng)，故選D。(3).TheBritishlikedGandhibecause_____.（分?jǐn)?shù)：2.00）

A.hepreventedeffectiveactionineverycrisis

√

B.heincitedactionagainstIndia'srichmiddle-class

C.hecheatedtheBritishaswellashiscountrymen

D.helenthimselfforusebytheBritishcolonists解析：解析：本題規(guī)定選出英國(guó)人喜歡甘地的原因。根據(jù)第2段第5句可知，甘地在每次危機(jī)中都努力制止暴力(preventviolence)，這壹點(diǎn)在英國(guó)人看來(lái)意味著制止任何有效的行動(dòng)(meantpreventinganyeffectiveaction)，A選項(xiàng)“preventedeffectiveactionineverycrisis”是對(duì)以上信息的概括，故選A。(4).WhatisE.M.Forster'sview?（分?jǐn)?shù)：2.00）

A.TheIndiansweredefeatedbyBritishhypocrisy.

B.TheIndianswereextraordinarilysuspicious.

√

C.Gandhigenerallybelievedpeople'sgoodfaith.

D.India'spoliticswasaffectedbyinferioritycomplex.解析：解析：本題問詢的是E．M．福斯特的觀點(diǎn)。根據(jù)第3段第5句話可知，甘地并沒有那種瘋狂的多疑(maniacalsuspiciousness)，而E．M．福斯特在《印度之行》裏指出，多疑是印度的壹直以來(lái)的通病(thebesettingIndianvice)，故選項(xiàng)B“印度人非常多疑(extraordinarilysuspicious)”是對(duì)以上信息的同義替代。(5).WhichofthefollowingdoesNOTdescribeGandhi?（分?jǐn)?shù)：2.00）

A.Extraordinaryphysicalcourage.

B.Abundantgoodfaith.

C.Strongsenseofcolorfeeling.

√

D.Littlefeelingofinferiority.解析：解析：本題規(guī)定選出不能描述甘地的壹項(xiàng)。C“甘地有強(qiáng)烈的膚色意識(shí)”不符合文意。根據(jù)第3段最終兩句話可知，甘地第壹次在南非感受到膚色歧視的最惡劣的狀況時(shí)，似乎相稱吃驚(seemsrathertohaveastonishedhim)。而不壹樣膚色、不壹樣身份的人在甘地的眼裏都是平等的人(equallyhumanbeings)。因此甘地并不是有強(qiáng)烈的膚色意識(shí)的人，故選C。(1)In1823,ThomasJeffersonwrote:"IamnotfullyinformedofthepracticesatHarvard,butthereisonefromwhichweshallcertainlyvary,althoughithasbeencopied,Ibelieve,bynearlyeverycollegeandacademyintheUnitedStates.Thatis,theholdingthestudentsalltooneprescribedcourseofreading,anddisallowingexclusiveapplicationtothosebranchesonlywhicharetoqualifythemfortheparticularvocationstowhichtheyaredestinedWeshall,onthecontrary,allowthemuncontrolledchoiceinthelecturestheyshallchoosetoattend,andrequireelementaryqualificationonly,andsufficientage."Unfortunately,thereisasteadypushofstudentsintotheSTEMsubjectssotheycangethigh-payingjobswhentheyaredone.(2)Thisiscollegeadmissionsdecisionseason—atimewhenmanyyoungpeoplehavetraditionallylookedforwardtoaneducationalexperiencequitedifferentfromwhattheyhad(sometimesjustendured)inhighschool.Thedaysofcheckingoffboxestoprovetheirworthinesstosomefuturegatekeeperswouldbeover.Incollegetheremightberequirements,buttherewouldalsobemuchmorefreedom,muchmorerelevance,andmuchmoreintellectualexcitement.(3)Butthediscourseaboutcollegesanduniversitiestodayisunderminingthesehopefulexpectations.Everywhereonelooks,fromgovernmentstatisticsonearningsaftergraduationtoabevyofrankingsthatpurporttoshowhowtomonetizeyourchoiceofmajor,themessagetostudentsistothinkoftheirundergraduateyearsasaneconomicinvestmentthathadbetterproduceasubstantialandquickreturn.(4)Therearegoodreasonsforthis.Oneisthescourgeofstudentindebtedness.Whenstudentsgraduatewithmountainsofdebt,especiallyfromshadyinstitutionsgraduatingasmallpercentageofthosewhoenroll,theycanfallintoaviciouscycleofpoorchoicesandevermorelimitedhorizons.Theyarecollateraldamageinaworldofrisingtuition.Whilethewealthiestfamilieshavebeenbenefitingfromenormoustaxbreaks,manystateshavedis-investedinpublicuniversities,puttinggreatpressureontheseinstitutionstocollecttuitiondollars.Middle-classandlow-incomestudentsoftenborrowthosedollarstopaythebills.Andthebillsgrowevergreaterascollegesraisetuitioninparttomeetthedemandsofrichfamiliesforcampusamenitiessothattheirchildrencanliveinthestyletowhichtheyhavegrownaccustomed.(5)Butevenstudentswithoutthepressureofloansarebeingencouragedtoturnawayfrom"collegeasexploration"andtoward"collegeastraining."Theyhearthatintoday'sfast-paced,competitiveworld,onecannolongeraffordtotrydifferentfieldsthatmightimproveone'sabilitytointerpretculturalartifactsoranalyzesocialdynamics.Learningthroughthearts,oneofthemostpowerfulwaystotapintoone'scapacitiesforinnovationisoftendismissedasanunaffordableluxury.(6)Parents,punditsandpoliticiansjoininthechoruswarningstudentsnottomisstheeconomicboat.Studyscience,technology,engineeringandmathematics,theychant,orelseyouwillhavefewopportunities.Othersubjectswillleaveyoua"loser"inournot-so-bravenewworldofbrutalchange.College,theyinsist,shouldbetheplacewhereyouconformandlearntoswimwiththistide.(7)Aspresidentofauniversitydedicatedtobroad,liberaleducation,IbothdeplorethenewconformityandwelcomeanincreasedemphasisonSTEMfields.I'vebeendelightedtoseemathematicsandneuro-scienceamongourfastestgrowingmajors,havesupportedstudentsfromunder-representedgroupswhoaretryingtothriveinSTEMfields,andhavestartedaninitiativetointegratedesignandengineeringintoourliberalartscurriculum.(8)ChoosingtostudyaSTEMfieldshouldbeachoiceforcreativitynotconformity.Thereisnothingnarrowaboutanauthenticeducationinthesciences.Indeed,scientificresearchisamodelfortheAmericantraditionofliberaleducationbecauseofthecreativenatureofitsinquiries,notjustthetruth-valueofitsresults.Asinotherdisciplines(likemusicandforeignlanguages),muchbasiclearningisrequired,butscienceisnotmereinstrumentaltraining;memorizingformulaeisn'tthinkinglikeascientist.Onourcampus,someofthemostinnovative,exploratoryworkisbeingdonebystudentsstudyinghuman-machineinteractions,usingcomputersciencetomanipulatemovingimagestotellbetterstories,andexploringintersectionsofenvironmentalsciencewitheconomicsandperformanceart.(9)Fearsofbeingcrushedbydebtoroffallingofftheeconomicladderarepressuringstudentstoconform,andwemustfindwaystocounteractthesepressuresorweriskunderminingourscientificproductivityaswellasourbroadculturalcreativity.(10)I'vehearditsaidthatstudentstodayoptfortwofieldsofstudy,onefortheirparentsandoneforthemselves.Examplesaboundofundergraduatesfocusingon:economicsandEnglish;mathandart;biologyandtheater.Butwemakeamistakeinplacingtoomuchemphasisonthebifurcation.Manystudentsareconnectingtheseseeminglydisparatefields,notjustholdingthemasseparateinterests.Andtheyarefindingthatmanyemployerswantthemtodeveloptheseconnectionsfurther.Explorationandinnovationarenotfencedinbydisciplinesandmajors.Studentswhodevelophabitsofmindthatallowthemtodevelopconnectionsthatothershaven'tseenwillbecreatingtheopportunitiesofthefuture.(11)WhenThomasJeffersonwasthinkingthroughanew,Americanmodelofhighereducation,itwascrucialforhimthatstudentsnotthinktheyalreadyknewatthebeginningoftheirstudieswheretheywouldendupwhenitwastimeforgraduation.Forhim,andforallthosewhohavefollowedinthepathofliberaleducationinthiscountry,educationwasexploration—andyouwouldonlymakeimportantdiscoveriesifyouwereopentounexpectedpossibilities.AboutacenturylaterW.E.B.DuBoisarguedthatabroadeducationwasaformofempowermentnotjustapprenticeship.Bothmenunderstoodthatthesciences,alongwiththehumanities,artsandsocialscienceshadvast,integrativepossibilities.(12)ThisintegrativetraditionofpragmaticAmericanliberaleducationmustbeprotected.Wemustnotover-reacttofearsofbeingleftbehind.Yes,oursisamercilesseconomycharacterizedbydeepeconomicinequality,butthatinequalitymustnotbeacceptedasagiven;theskillsofcitizenshipacquiredthroughliberallearningcanbeusedtopushbackagainstit.Wemustcultivatethistraditionoflearningnotonlybecauseitishasserveduswellforsolong,butbecauseitcanvitalizeoureconomy,leadtoanengagedcitizenryandcreateaculturecharacterizedbyconnectivityandcreativity.（分?jǐn)?shù)：8.00）(1).AccordingtoPara.1,whatisThomasJefferson'svisionofhighereducation?（分?jǐn)?shù)：2.00）

A.Subjectsthatofferedshouldvaryfromcollegetocollege.

B.Studentsshouldbefreetoexploredifferentsubjects.

√

C.Onlyelementaryqualificationshouldbeofferedtostudents.

D.Studentsshouldbetrainedtoqualifyfortheparticularvocations.解析：解析：在第1段的引語(yǔ)中，托馬斯·杰斐遜指出哈佛大學(xué)規(guī)定學(xué)生學(xué)習(xí)必修課程，不容許他們申請(qǐng)其他分支學(xué)科，但杰斐遜認(rèn)為應(yīng)當(dāng)與他們有所區(qū)別(shallcertainlyvary)，最終壹句提到要反其道行之，讓學(xué)生自由選擇(uncontrolledchoiceinthelectures)他們想要學(xué)習(xí)的課程，選項(xiàng)B“學(xué)生應(yīng)當(dāng)自由探索不壹樣的學(xué)科”是對(duì)引語(yǔ)內(nèi)容的綜合概括，并且其中的free是uncontrolled的同義表述，因此B對(duì)的。(2).Forfearof_____,well-offstudentsalsotendtochooseSTEMsubjectsincollege.（分?jǐn)?shù)：2.00）

A.indebtedness

B.fallingofftheeconomicladder

√

C.peerpressure

D.lackingcapacitiesforinnovation解析：解析：第5段首句提到，雖然是沒有債務(wù)壓力(withoutthepressureofloans)的學(xué)生，即家境好的學(xué)生(well-offstudents)也被慫恿轉(zhuǎn)變觀念，從“大學(xué)即探索”轉(zhuǎn)向“大學(xué)即培訓(xùn)”(“collegeastraining”)，即選擇STEM，接著解釋了原因是人們?cè)诂F(xiàn)代社會(huì)再不能嘗試不壹樣的領(lǐng)域(nolongeraffordtotrydifferentfields)。第9段首句對(duì)前文的原因作出總結(jié)，貧困生是由于債務(wù)壓力(crushedbydebt)，而家境好的則緊張經(jīng)濟(jì)狀況的下滑(fallingofftheeconomicladder)，故選項(xiàng)B為對(duì)的答案。(3).WhatcanweinferfromPara.7andPara.8?（分?jǐn)?shù)：2.00）

A.HumanitiesaremorecreativethanSTEMsubjects.

B.IncreasedemphasisonSTEMsubjectsisnotwise.

C.STEMsubjectscannotbeintegratedtoliberalartscurriculum.

D.Theauthenticeducationinthesciencesisoftenmisunderstood.

√解析：解析：第8段首句指出選擇學(xué)習(xí)STEM應(yīng)為選擇發(fā)明力而非隨波逐流(forcreativitynotconformity)，隨即解釋真正的科學(xué)教育并不像人們所想的那么狹隘，而是善于質(zhì)疑和富于發(fā)明性的，闡明人們并沒有對(duì)的理解科學(xué)教育。選項(xiàng)