張劍版本 1996 年 年 年全真試題

　 Part ⅠCloze Test

　Directions ：

　For each numbered blank in the following passage, there are four choices marked ［A］, ［B］, ［C］ and [D]. Choose the best one and mark your answer on ANSWER SHEET 1 by blackening the corresponding letter in the brackets. (10 points)

　Vitamins are organic compounds necessary in small amounts in the diet for the normal growth and maintenance of life of animals, including man. They do not provide energy,

　 1

　 do they construct or build any part of the body. They are needed for

　 2

　foods into energy and body maintenance. There are thirteen or more of them, and if

　 3

　 is missing a deficiency disease becomes

　4

　 . Vitamins are similar because they are made of the same elements—usually carbon, hydrogen, oxygen, and

　 5

　 nitrogen. They are different

　 6

　 their elements are arranged differently, and each vitamin

　 7

　one or more specific functions in the body.

　8

　 enough vitamins is essential to life, although the body has no nutritional use for

　9

　vitamins. Many people,

　10

　 , believe in being on the “safe side” and thus take extra vitamins. However, a well balanced diet will usually meet all the body’s vitamin needs.

　 1.［A］either

　 ［B］so

　［C］nor

�。跠］never

　2.［A］shifting

　 ［B］transferring

　 ［C］altering

�。跠］transforming 3.［A］any

　 ［B］some

　 ［C］anything

　 ［D］something 4.［A］serious

　［B］apparent

�。跜］severe

　［D］fatal 5.［A］mostly

�。跙］partially

　 ［C］sometimes ［D］rarely 6.［A］in that

　 ［B］so that

　 ［C］such that ［D］except that 7.［A］undertakes

　［B］holds

　 ［C］plays

�。跠］performs 8.［A］Supplying

�。跙］Getting

　 ［C］Providing ［D］Furnishing 9.［A］exceptional ［B］exceeding

�。跜］excess

�。跠］external 10.［A］nevertheless ［B］therefore

�。跜］moreover

�。跠］meanwhile

　Part ⅡReading Comprehension

　Directions: Each of the passages below is followed by some questions. For each questions there are four answers marked ［A］, ［B］, ［C］ and ［D］. Read the passages carefully and choose the best answer to each of the questions. Then mark your answer on ANSWER SHEET 1 by blackening the corresponding letter in the brackets with a pencil. (40 points)

　Passage 1

　Tight lipped elders used to say, “It’s not what you want in this world, but what you get.” Psychology teaches that you do get what you want if you know what you want and want the right things. You can make a mental blueprint of a desire as you would make a blueprint of a house, and each of us is continually making these blueprints in the general routine of everyday living. If we intend to have friends to dinner, we plan the menu, make a shopping list, decide which food to cook first, and such planning is an essential for any type of meal to be served. Likewise, if you want to find a job, take a sheet of paper, and write a brief account of yourself. In making a blueprint for a job, begin with yourself, for when you know exactly what you have to offer, you can intelligently plan where to sell your services. This account of yourself is actually a sketch of your working life and should include education, experience and references. Such an account is valuable. It can be referred to in filling out standard application blanks and is extremely helpful in personal interviews. While talking to you, your could be employer is deciding whether your education, your experience, and other qualifications will pay him to employ you and your “wares” and abilities must be displayed in an orderly and reasonably connected manner. When you have carefully prepared a blueprint of your abilities and desires, you have something tangible to sell. Then you are ready to hunt for a job. Get all the possible information about your could be job. Make inquiries as to the details regarding the job and the firm. Keep your eyes and ears open, and use your own judgment. Spend a certain amount of time each day seeking the employment you wish for, and keep in mind: Securing a job is your job now.

　11. What do the elders mean when they say, “It’s not what you want in this world, but what you get.”? ［A］ You’ll certainly get what you want. ［B］ It’s no use dreaming. ［C］ You should be dissatisfied with what you have. ［D］ It’s essential to set a goal for yourself. 12. A blueprint made before inviting a friend to dinner is used in this passage as

　 . ［A］ an illustration of how to write an application for a job ［B］ an indication of how to secure a good job ［C］ a guideline for job description ［D］ a principle for job evaluation 13. According to the passage, one must write an account of himself before starting to find a job because

　 . ［A］ that is the first step to please the employer ［B］ that is the requirement of the employer ［C］ it enables him to know when to sell his services ［D］ it forces him to become clearly aware of himself 14. When you have carefully prepared a blueprint of your abilities and desires, you have something

　. ［A］ definite to offer

　 ［B］ imaginary to provide ［C］ practical to supply

�。跠］ desirable to present

　Passage 2 With the start of BBC World Service Television, millions of viewers in Asia and America can now watch the Corporation’s news coverage, as well as listen to it. And of course in Britain listeners and viewers can tune in to two BBC television channels, five BBC national radio services and dozens of local radio stations. They are brought sport, comedy, drama, music, news and current affairs, education, religion, parliamentary coverage, children’s programmes and films for an annual licence fee of ￡83 per household. It is a remarkable record, stretching back over 70 years — yet the BBC’s future is now in doubt. The Corporation will survive as a publicly funded broadcasting organization, at least for the time being, but its role, its size and its programmes are now the subject of a nation wide debate in Britain. The debate was launched by the Government, which invited anyone with an opinion of the BBC — including ordinary listeners and viewers — to say what was good or bad about the Corporation, and even whether they thought it was worth keeping. The reason for its inquiry is that the BBC’s royal charter runs out in 1996 and it must decide whether to keep the organization as it is, or to make changes. Defenders of the Corporation — of whom there are many — are fond of quoting the American slogan “If it ain’t broke, don’t fix it.” The BBC “ain’t broke”, they say, by which they mean it is not broken (as distinct from the word

　‘broke’, meaning having no money), so why bother to change it? Yet the BBC will have to change, because the broadcasting world around it is changing. The commercial TV channels —— ITV and Channel 4 —— were required by the Thatcher Government’s Broadcasting Act to become more commercial, competing with each other for advertisers, and cutting costs and jobs. But it is the arrival of new satellite channels — funded partly by advertising and partly by viewers’subscriptions — which will bring about the biggest changes in the long term.

　15. The world famous BBC now faces

　 . ［A］ the problem of news coverage

�。跙］ an uncertain prospect ［C］ inquiries by the general public

�。跠］ shrinkage of audience 16. In the passage, which of the following about the BBC is not mentioned as the key issue? ［A］ Extension of its TV service to Far East. ［B］ Programmes as the subject of a nation-wide debate. ［C］ Potentials for further international co-operations. ［D］ Its existence as a broadcasting organization. 17. The BBC’s “royal charter” (Line 4, Paragraph 4) stands for

　 . ［A］ the financial support from the royal family. ［B］ the privileges granted by the Queen. ［C］ a contract with the Queen. ［D］ a unique relationship with the royal family. 18. The foremost reason why the BBC has to readjust itself is no other than

　 . ［A］ the emergence of commercial TV channels. ［B］ the enforcement of Broadcasting Act by the government. ［C］ the urgent necessity to reduce costs and jobs. ［D］ the challenge of new satellite channels.

　Passage 3

　 In the last half of the nineteenth century “capital” and “labour” were enlarging and perfecting their rival organizations on modern lines. Many an old firm was replaced by a limited liability company with a bureaucracy of salaried managers. The change met the technical requirements of the new age by engaging a large professional element and prevented the decline in efficiency that so commonly spoiled the fortunes of family firms in the second and third generation after the energetic founders. It was moreover a step away from individual initiative, towards collectivism and municipal and state-owned business. The railway companies, though still private business managed for the benefit of shareholders, were very unlike old family business. At the same time the great municipalities went into business to supply lighting, trams and other services to the taxpayers. The growth of the limited liability company and municipal business had important consequences. Such large, impersonal manipulation of capital and industry greatly increased the numbers and importance of shareholders as a class, an element in national life representing irresponsible wealth detached from the land and the duties of the landowners; and almost equally detached from the responsible management of business. All through the nineteenth century, America, Africa, India, Australia and parts of Europe were being developed by British capital, and British shareholders were thus enriched by the world’s movement towards industrialization. Towns like Bournemouth and Eastbourne sprang up to house large “comfortable” classes who had retired on their incomes, and who had no relation to the rest of the community except that of drawing dividends and occasionally attending a shareholders’ meeting to dictate their orders to the management. On the other hand “shareholding” meant leisure and freedom which was used by many of the later Victorians for the highest purpose of a great civilization. The “shareholders” as such had no knowledge of the lives, thoughts or needs of the workmen employed by the company in which he held shares, and his influence on the relations of capital and labor was not good. The paid manager acting for the company was in more direct relation with the men and their demands, but even he had seldom that familiar personal knowledge of the workmen which the employer had often had under the more patriarchal system of the old family business now passing away. Indeed the mere size of operations and the numbers of workmen involved rendered such personal relations impossible. Fortunately, however, the increasing power and organization of the trade unions, at least in all skilled trades, enabled the workmen to meet on equal terms the managers of the companies who employed them. The cruel discipline of the strike and lockout taught the two parties to respect each other’s strength and understand the value of fair negotiation.

　19. It’s true of the old family firms that

　 . ［A］ they were spoiled by the younger generations ［B］ they failed for lack of individual initiative

　［C］ they lacked efficiency compared with modern companies ［D］ they could supply adequate services to the taxpayers 20. The growth of limited liability companies resulted in

　 .

�。跘］ the separation of capital from management ［B］ the ownership of capital by managers

　［C］ the emergence of capital and labour as two classes ［D］ the participation of shareholders in municipal business 21. According to the passage, all of the following are true except that

　 .

�。跘］ the shareholders were unaware of the needs of the workers ［B］ the old firm owners had a better understanding of their workers

�。跜］ the limited liability companies were too large to run smoothly

�。跠］ the trade unions seemed to play a positive role 22. The author is most critical of

　 . ［A］ family firm owners

　 ［B］ landowners

�。跜］ managers

　 ［D］ shareholders

　Passage 4

　What accounts for the great outburst of major inventions in early America— breakthroughs such as the telegraph, the steamboat and the weaving machine? Among the many shaping factors, I would single out the country’s excellent elementary schools; a labor force that welcomed the new technology; the practice of giving premiums to inventors; and above all the American genius for nonverbal, “spatial” thinking about things technological. Why mention the elementary schools? Because thanks to these schools our early mechanics, especially in the New England and Middle Atlantic states, were generally literate and at home in arithmetic and in some aspects of geometry and trigonometry. Acute foreign observers related American adaptiveness and inventiveness to this educational advantage. As a member of a British commission visiting here in 1853 reported, “With a mind prepared by thorough school discipline, the American boy develops rapidly into the skilled workman.” A further stimulus to invention came from the “premium” system, which preceded our patent system and for years ran parallel with it. This approach, originated abroad, offered inventors medals, cash prizes and other incentives. In the United States, multitudes of premiums for new devices were awarded at country fairs and at the industrial

　fairs in major cities. Americans flocked to these fairs to admire the new machines and thus to renew their faith in the beneficence of technological advance. Given this optimistic approach to technological innovation, the American worker took readily to that special kind of nonverbal thinking required in mechanical technology. As Eugene Ferguson has pointed out, “A technologist thinks about objects that cannot be reduced to unambiguous verbal descriptions; they are dealt with in his mind by a visual, nonverbal process … The designer and the inventor … are able to assemble and manipulate in their minds devices that as yet do not exist.” This nonverbal “spatial” thinking can be just as creative as painting and writing. Robert Fulton once wrote, “The mechanic should sit down among levers, screws, wedges, wheels, etc, like a poet among the letters of the alphabet, considering them as an exhibition of his thoughts, in which a new arrangement transmits a new idea.” When all these shaping forces—schools, open attitudes, the premium system, a genius for spatial thinking —interacted with one another on the rich U.S. mainland, they produced that American characteristic emulation. Today that word implies mere imitation. But in earlier times it meant a friendly but competitive striving for fame and excellence.

　23. According to the author, the great outburst of major inventions in early America was in a large part due to

　 . ［A］ elementary schools

　 ［B］ enthusiastic workers ［C］ the attractive premium system ［D］ a special way of thinking 24. It is implied that adaptiveness and inventiveness of the early American mechanics

　. ［A］ benefited a lot from their mathematical knowledge. ［B］ shed light on disciplined school management. ［C］ was brought about by privileged home training. ［D］ owed a lot to the technological development. 25. A technologist can be compared to an artist because

　 . ［A］ they are both winners of awards. ［B］ they are both experts in spatial thinking. ［C］ they both abandon verbal description ［D］ they both use various instruments 26. The best title for this passage might be

　 . ［A］ Inventive Mind

�。跙］ Effective Schooling ［C］ Ways of Thinking

　 ［D］ Outpouring of Inventions

　Passage 5

　Rumor has it that more than 20 books on creationism/evolution are in the publisher’s pipelines. A few have already appeared. The goal of all will be to try to explain to a confused and often unenlightened citizenry that there are not two equally valid scientific theories for the origin and evolution of universe and life. Cosmology, geology, and biology have provided a consistent, unified, and constantly improving account of what happened. “Scientific” creationism, which is being pushed by some for “equal time” in the classrooms whenever the scientific accounts of evolution are given, is based on religion, not science. Virtually all scientists and the majority of nonfundamentalist religious leaders have come to regard “scientific” creationism as bad science and bad religion. The first four chapters of Kitcher’s book give a very brief introduction to evolution. At appropriate places, he introduces the criticisms of the creationists and provides answers. In the last three chapters, he takes off his gloves and gives the creationists a good beating. He describes their programmes and tactics, and, for those unfamiliar with the ways of creationists, the extent of their deception and distortion may come as an unpleasant surprise. When their basic motivation is religious, one might have expected more Christian behavior. Kitcher is a philosopher, and this may account, in part, for the clarity and effectiveness of his arguments. The non-specialist will be able to obtain at least a notion of the sorts of data and argument that support evolutionary theory. The final chapters on the creationists will be extremely clear to all. On the dust jacket of this fine book, Stephen Jay Gould says: “This book stands for reason itself.” And so it does - and all would be well were reason the only judge in the creationism/evolution debate.

　27. “Creationism” in the passage refers to

　 . ［A］ evolution in its true sense as to the origin of the universe ［B］ a notion of the creation of religion ［C］ the scientific explanation of the earth formation ［D］ the deceptive theory about the origin of the universe 28. Kitcher’s book is intended to

　 . ［A］ recommend the views of the evolutionists ［B］ expose the true features of creationists ［C］ curse bitterly at his opponents ［D］ launch a surprise attack on creationists

　29. From the passage we can infer that

　 . ［A］ reasoning has played a decisive role in the debate ［B］ creationists do not base their argument on reasoning ［C］ evolutionary theory is too difficult for non-specialists ［D］ creationism is supported by scientific findings 30. This passage appears to be a digest of

　 . ［A］ a book review

　 ［B］ a scientific paper ［C］ a magazine feature

　［D］ a newspaper editorial

　Part ⅢEnglish —Chinese Translation

　Directions: Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2. (15 points)

　The differences in relative growth of various areas of scientific research have several causes. 31）Some of these causes are completely reasonable results of social needs. Others are reasonable consequences of particular advances in science being to some extent self-accelerating. Some, however, are less reasonable processes of different growth in which preconceptions of the form scientific theory ought to take, by persons in authority, act to alter the growth pattern of different areas. This is a new problem probably not yet unavoidable; but it is a frightening trend. 32）This trend began during the Second World War, when several governments came to the conclusion that the specific demands that a government wants to make of its scientific establishment cannot generally be foreseen in detail. It can be predicted, however, that from time to time questions will arise which will require specific scientific answers. It is therefore generally valuable to treat the scientific establishment as a resource or machine to be kept in functional order. 33）This seems mostly effectively done by supporting a certain amount of research not related to immediate goals but of possible consequence in the future. This kind of support, like all government support, requires decisions about the appropriate recipients of funds. Decisions based on utility as opposed to lack of utility are straightforward. But a decision among projects none of which has immediate utility is more difficult. The goal of the supporting agencies is the praisable one of supporting “good” as opposed to “bad” science, but a valid determination is difficult to make. Generally, the idea of good science tends to become confused with the capacity of the field in question to generate an elegant theory. 34）However, the world is so made that elegant systems are in principle unable to deal with some of the world’s more fascinating and delightful aspects. 35）New forms of thought as well as new subjects for thought must arise in the future as they have in the past, giving rise to new standards of elegance.

　 Section Ⅳ Writing

　36. Directions: A. Title: GOOD HEALTH B. Time limit: 40minutes C. Word limit: 120—150 words (not including the given opening sentence) D. Your composition should be based on the “OUTLINE” below and should start with the given opening sentence: “The desire for good health is universal”. E. Your composition must be written clearly on the ANSWER SHEET.

　Outline: 1. Importance of good health. 2. Ways to keep fit. 3. My own practices.

　1996 年英語(yǔ)試題答案

　Part ⅠCloze Test

　1. C

　 2. D

　 3. A 4. B

　5. C

　6. A

　7. D

　8.B

　 9. C

　 10. A

　Part ⅡReading Comprehension

　Part A Passage 1 11. B

　12. A 13.D

　 14. A Passage 2 15.B

　16.C

　17.C

　18.D

　Passage 3 19.C

　20.A

　21.C

　22.D Passage 4 23.D

　24.A

　25.B

　26.A Passage 5 27.D

　28.B

　29.B

　30.A

　Part Ⅲ English- -Chinese Translation

　31.在這些原因中，有些純屬社會(huì)需求；另一些則是由于科學(xué)上某些特定發(fā)展在一定程度上自我加速而產(chǎn)生的必然結(jié)果。

　32.這種趨勢(shì)始于第二次世界大戰(zhàn)期間，當(dāng)時(shí)一些國(guó)家的政府得出結(jié)論：政府要向其科研機(jī)構(gòu)提出具體的要求通常是無(wú)法詳盡預(yù)見(jiàn)的。

　33.給某些與當(dāng)前目標(biāo)無(wú)關(guān)而將來(lái)則可能產(chǎn)生影響的科研予以支持，看來(lái)能夠有效地解決這個(gè)問(wèn)題。

　34.然而，世界就是如此，完美的體系一般而言是無(wú)法解決世上某些更加引人入勝的課題的。

　35.同過(guò)去一樣，將來(lái)必然出現(xiàn)新的思維方式和新的思維對(duì)象，給完美以新的標(biāo)準(zhǔn)。

　Section ⅣWriting(15 points)

　36.見(jiàn)分析

　試題精解

　Part ⅠCloze Test

　一、文章總體分析

　本文是一篇介紹維生素的科普性小短文。文章首段對(duì)維生素下定義。第二段介紹了維生素的兩大功能：將食物轉(zhuǎn)化成能量和維持身體健康。第三段介紹了各種維生素的異同：基本組成元素相同，但排列方式不同，并且各自承擔(dān)一到多種特殊功能。第四段指出：不需要獲取過(guò)量的維生素，均衡的飲食通常就可以完全滿足身體對(duì)它們的需求了。

　二、試題具體解析

　1.［A］ either

　 ［B］ so

　［C］ nor

�。跠］ never ［精解］ 本題考核的知識(shí)點(diǎn)是：否定倒裝句的連詞。

　空格前文講到維生素不能提供能量，是一個(gè)否定句；后文講到它們構(gòu)建身體的任何部分，是倒裝句，因此選項(xiàng)必須既能引導(dǎo)倒裝句，又能與前面的否定相呼應(yīng)。

　四個(gè)選項(xiàng)中，either 表示“也”，可以用在否定句中，但一般放在句尾，例如：She didn’t go there, either（她也不去）；so 可以引導(dǎo)倒裝句，但它用在肯定句中，表示“也”，如：They can leave now, so can we.（他們現(xiàn)在可以離開(kāi)了，我們也能）。nor 也可以引導(dǎo)倒裝句，并可用在否定句中，構(gòu)成 not...nor...（既不…也不…）固定結(jié)構(gòu)，如：You can’t do it, nor can I.（你不能做這件事，我也不能）；never也可以引導(dǎo)倒裝句，表示否定，但它必須放在句首，如：Never in my life have I heard such nonsense.（我一輩子都沒(méi)聽(tīng)說(shuō)過(guò)這樣的無(wú)稽之談）。綜合以上因素，C 為正確選項(xiàng)。

　2.［A］ shifting 替換，轉(zhuǎn)移

　［B］ transferring 遷移，移動(dòng)，傳遞 ［C］ altering 改變，變動(dòng)

　 ［D］ transforming 轉(zhuǎn)換，改變 ［精解］ 本題考核的知識(shí)點(diǎn)是：習(xí)慣搭配 + 動(dòng)詞詞義辨析。

　空格所在句子的含義是“需要維生素將食物 2 為能量，以維持身體的健康”。空格填入的分詞需和 into搭配，并符合文意。transform 常與 into 搭配，強(qiáng)調(diào)的是“事物大的變革或質(zhì)的改變”。在此從 food（食物）到 energy（能量）的轉(zhuǎn)變是一種質(zhì)的改變，因此，D符合句意。

　shift 不與 into 搭配，如：The wind shifted to the south（風(fēng)轉(zhuǎn)向南吹）；transfer多用于位置的改變，也不與 into 搭配，如：His employer transferred him to another office.（老板把他調(diào)到了另一個(gè)辦公室）；alter強(qiáng)調(diào)部分或少量的變動(dòng)，程度較輕，如：These clothes are too large; they must be altered.（這些衣服太大，得修改）。因此以上三個(gè)詞都不能表示事物質(zhì)的改變。

　知識(shí)點(diǎn)補(bǔ)充：trans-為前綴，與動(dòng)詞連用，表示“橫過(guò)，越過(guò)”或“轉(zhuǎn)變，轉(zhuǎn)移”，例如：transact（辦理, 交易, 談判, 處理），transatlantic（橫渡大西洋的），trans-national（跨越國(guó)界的），transplant（移植），transport（運(yùn)輸）。

　3.［A］ any任何一個(gè)

�。跙］ some 一些

　［C］ anything 任何事物

　 ［D］ something 某事物 ［精解］ 本題考核的知識(shí)點(diǎn)是：不定代詞的用法。

　空格所在句子是一個(gè)由 and 連接的并列句，前一個(gè)分句 There are thirteen or more of them中的 them指的是 vitamins，后一個(gè)分句是一個(gè)由 if 引導(dǎo)的條件狀語(yǔ)從句，意為“如果…缺乏，（會(huì)出現(xiàn)）維生素缺乏癥。”由于 if引導(dǎo)的從句中謂語(yǔ)動(dòng)詞 is是單數(shù)，因而，只能由一個(gè)表示單數(shù)意義的不定代詞作為被選項(xiàng)。

　首先排除 some，它一般用于肯定句，做主語(yǔ)時(shí)謂語(yǔ)動(dòng)詞用復(fù)數(shù)；其次 anything 與 something 泛指任何事或某些事，放入句中不符句意；any 放入后相當(dāng)于 any of them，即“任何維生素”。注意 any 一般用于否定或疑問(wèn)句中，做主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞常用單數(shù)，如：Any of the hunters is able to catch the tiger single-handed.（任何一個(gè)獵人都能單獨(dú)抓住老虎）。因此答案只能選 A。

　4.［A］ serious嚴(yán)重的，嚴(yán)肅的，認(rèn)真的

�。跙］ apparent 明顯的 ［C］ severe嚴(yán)厲的，劇烈的，嚴(yán)峻的

�。跠］ fatal致命的 ［精解］ 本題考核的知識(shí)點(diǎn)是：形容詞詞義辨析。

　本題要求考生判斷，如果缺乏任何一種維生素，缺乏癥就會(huì)變得怎樣。四個(gè)備選項(xiàng)表示的程度不同，從語(yǔ)意的角度來(lái)說(shuō)都可以與 disease 相搭配。但是，根據(jù)上下文，這里需要填入一個(gè)準(zhǔn)確描述疾病癥狀的詞。serious、severe 和 fatal 這幾個(gè)詞都表示程度嚴(yán)重，甚至危及生命。但上下文沒(méi)有暗示缺乏一種維生素會(huì)導(dǎo)致嚴(yán)重的后果，因此，這三個(gè)詞都不可作為被選項(xiàng)。apparent只是簡(jiǎn)單地描述了疾病的癥狀，為正確選項(xiàng)。

　5.［A］ mostly大部分，主要地

�。跙］ partially部分地 ［C］ sometimes 有時(shí)候

　 ［D］ rarely很少地，罕有地 ［精解］ 本題考核的知識(shí)點(diǎn)是：邏輯語(yǔ)義搭配 + 副詞詞義辨析。

　本句破折號(hào)后舉例說(shuō)明維生素的組成成分：碳、氫、氧和 5 氮，and 表明各成分之間為并列關(guān)系，那么，選項(xiàng)應(yīng)與 usually相呼應(yīng)。usually是頻度副詞，選項(xiàng)也應(yīng)是頻度副詞。選項(xiàng)中，mostly和 partially不是頻率副詞，而是強(qiáng)調(diào)事物部分與整體的關(guān)系，如：The audience consisted mostly of women.（觀眾主要是婦女）；The driver is partially to blame for the accident.（司機(jī)對(duì)那次車禍應(yīng)負(fù)部分責(zé)任）。rarely是頻率副詞，但它含否定含義，若用于句中，之前的連詞 and 應(yīng)改為表示轉(zhuǎn)折關(guān)系的 but。所以只有 sometimes 為正確選項(xiàng)。全句意為“通常是碳、氫、氧，有些時(shí)候還有氮”。

　6.［A］ in that 在…方面；因?yàn)?［B］ so that以致，以便，(引導(dǎo)結(jié)果或目的狀語(yǔ)從句) ［C］ such that 那樣，以至，(不能連接兩個(gè)完整的句子) ［D］ except that 除了 ［精解］ 本題考核的知識(shí)點(diǎn)是：邏輯關(guān)系。

　上句提到維生素相似的原因，這句開(kāi)始提到維生素也是有區(qū)別的，由于兩個(gè)句子是平行的結(jié)構(gòu)，我們可以預(yù)測(cè)，本句的后半句也會(huì)解釋為什么不同。下文果然提到原因是“元素的排列方式不同，每種元素在人體內(nèi)（有）一種或多種特殊功能”。因此空格處應(yīng)填入表因果關(guān)系并連接原因狀語(yǔ)從句的短語(yǔ)。選項(xiàng)中，except that 不表因果，so that 和 such that 后面接結(jié)果。只有 in that 后面接原因，并且空格前面的 different 與介詞 in 連用，表示“在哪一方面不同”。

　例句補(bǔ)充：Self-criticism is necessary in that it helps us to correct our mistakes.（自我批評(píng)是必要的，因?yàn)樗�能幫助我們改正錯(cuò)誤）；Speak louder so that all the people in the hall can hear you.（大聲點(diǎn)講, 以便大廳里的人都能聽(tīng)清）；The situation was such that political observers found it difficult to predict.（形勢(shì)如此，連政治觀察家們也覺(jué)得難以預(yù)料）；His account is correct except that some details are omitted.（除了有些細(xì)節(jié)未提到之外，他的敘述是正確的）。

　7.［A］ undertakes承擔(dān)，采取

�。跙］ holds保存，把握，握有 ［C］ plays擔(dān)當(dāng)，承擔(dān)

　 ［D］ performs表演，執(zhí)行，履行 ［精解］ 本題考核的知識(shí)點(diǎn)是：動(dòng)賓搭配。

　本題考查動(dòng)詞與 function 的搭配。四個(gè)選項(xiàng)中能與 function 搭配的只有 perform，即 perform a function（具有…的功能，發(fā)揮…的作用），如：The brain performs a very important function: it controls the nervous system of the body.（大腦具有非常重要的功能，它控制著身體內(nèi)的神經(jīng)系統(tǒng)）。在文中，它意為“每種元素在人體內(nèi)承擔(dān)一種或多種特殊的功能”。其它能與 function 搭配的動(dòng)詞還有 fulfill、serve 等。其它選項(xiàng)的常用搭配有：undertake a mission/task/project 承擔(dān)使命/任務(wù)/工程；hold a share 持有股份；play a role/part 扮演…角色。

　8.［A］ Supplying 補(bǔ)給，供給，提供，補(bǔ)充

�。跙］ Getting 獲得，變成，收獲，使得 ［C］ Providing 供應(yīng)，供給，準(zhǔn)備，預(yù)防

　 ［D］ Furnishing 供應(yīng)，提供，裝備，布置 ［精解］ 本題考核的知識(shí)點(diǎn)是：動(dòng)名詞的邏輯主語(yǔ) + 動(dòng)詞詞義辨析。

　本題空格所在句子是一個(gè)含讓步狀語(yǔ)從句的復(fù)合句：8enough vitamins is essential to life, although the body has no nutritional use for9vitamins，其中空格部分和 enough vitamins構(gòu)成動(dòng)名詞的復(fù)合結(jié)構(gòu)做主句的主語(yǔ)。考生關(guān)鍵要判斷出，空格處填入的動(dòng)名詞的邏輯主語(yǔ)也就是后面 although 引導(dǎo)的讓步狀語(yǔ)從句中的主語(yǔ)，即：the body。這樣，動(dòng)名詞所表示的動(dòng)作必須是 the body 發(fā)出來(lái)的，又能接 enough vitamins 做賓語(yǔ)。選項(xiàng)中，

　Supplying，Providing 和 Furnishing 均表示“提供，供應(yīng)”，動(dòng)作的發(fā)出者不是“身體”。句子表達(dá)的含義是身體需要獲取維生素的營(yíng)養(yǎng)，而不是“提供”，因此只有 Getting（獲取，獲得）符合。

　知識(shí)點(diǎn)補(bǔ)充：supply、provide、furnish 是一組近義詞，都有“提供，供應(yīng)”含義。furnish 主要指提供一些基本的必要物品，可譯為“配備”，如：furnish the new apartment(為新房間配備家具)；supply強(qiáng)調(diào)“提供物品以備需要的時(shí)候用”，可譯為“供給，供應(yīng)”，它常和 with 搭配，如：supply the market with new commodities（向市場(chǎng)供應(yīng)新商品）；provide 也強(qiáng)調(diào)“提供物品，為…做準(zhǔn)備”，它常和介詞 for，with 和against 搭配。provide...with...意為“給…提供”，provide for/against 都指“為可能的困難做準(zhǔn)備，防備”，如：He worked hard to provide for his old age.(他努力賺錢以防老)。

　9.［A］ exceptional 例外的，異常的 ［B］ exceeding 非常的，極度的，過(guò)度的 ［C］ excess額外的，多余的

�。跠］ external 外部的，客觀的，外用的 ［精解］ 本題考核的知識(shí)點(diǎn)是：上下文語(yǔ)義 + 形容詞詞義辨析。

　本題空格所在部分是 although 引導(dǎo)的讓步狀語(yǔ)從句。前面主句提到，獲取足夠維生素是必要的，因此從句很可能要從相反的角度來(lái)說(shuō)明獲取維生素對(duì)人體的意義。have use for是固定短語(yǔ)，意為“需要”，主要用于否定和疑問(wèn)句中，如：I have no further use for it.（我不再需要它了）。因此，根據(jù)所在從句的含義，考生需判斷人體對(duì)什么維生素沒(méi)有營(yíng)養(yǎng)上的需要。選項(xiàng)中，首先排除 external 和 exceptional，因?yàn)椴淮嬖?ldquo;外部的維生素”或“例外的維生素”；剩下兩個(gè)選項(xiàng)中，exceeding 用來(lái)指被修飾的成分超出了一般的限度，如：exceeding darkness（極度黑暗），exceeding beauty（美麗無(wú)比），顯然，它不能直接修飾“維生素”；只有 excess指“超過(guò)正常或所需數(shù)額的數(shù)量”，強(qiáng)調(diào)“攝入過(guò)多的維生素”符合邏輯。

　10.［A］ nevertheless然而，不過(guò)，（表示轉(zhuǎn)折關(guān)系）

�。跙］ therefore 因此，所以，（表因果關(guān)系）

�。跜］ moreover而且，此外，（表示遞進(jìn)關(guān)系）

�。跠］ meanwhile（=at the same time）同時(shí)，（表示時(shí)間關(guān)系）

　［精解］ 本題考核的知識(shí)點(diǎn)是：邏輯關(guān)系。

　兩個(gè)逗號(hào)之間的空格處應(yīng)填入一個(gè)邏輯連接詞，因此考生需判斷空格所在句子和上文之間的邏輯關(guān)系。上文提到，過(guò)量維生素對(duì)身體沒(méi)有營(yíng)養(yǎng)價(jià)值，接著作者指出很多人的心態(tài)：為“安全”考慮，而服用額外的維生素。從語(yǔ)意上看，兩句之間存在轉(zhuǎn)折關(guān)系，選擇項(xiàng)應(yīng)該是一個(gè)表示轉(zhuǎn)折關(guān)系的詞，因此 nevertheless 為正確答案。整個(gè)句子意為“盡管獲取過(guò)量的維生素對(duì)身體沒(méi)有營(yíng)養(yǎng)價(jià)值，但很多人出于安全考慮，還是攝取額外的維生素。”

　三、全文翻譯

　飲食中含有的少量有機(jī)化合物—維生素是促進(jìn)動(dòng)物（包括人）正常發(fā)育和維系生命的必需成分。

　維生素既不提供熱量，也不能構(gòu)建身體的某個(gè)部分。它們被用來(lái)將食物轉(zhuǎn)化為能量并維持身體的健康。維生素至少有十三種，如果缺乏任何一種，缺乏癥疾病就會(huì)表現(xiàn)出來(lái)。

　各種維生素都比較相似，因?yàn)樗鼈冇赏瑯拥脑�素組成—通常是碳、氫、氧，有時(shí)還有氮。它們之間的不同之處在于每種維生素內(nèi)部的元素排列方式不同，并且每種元素在人體內(nèi)承擔(dān)一種或多種具體功能。

　盡管獲取過(guò)量的維生素對(duì)身體沒(méi)有營(yíng)養(yǎng)價(jià)值，但獲得足夠的維生素對(duì)人的生命是至關(guān)重要的。然而，很多人出于安全考慮，還是攝取額外的維生素。不過(guò)，實(shí)際上均衡的飲食通常就可以完全滿足身體對(duì)維生素的需求了。

　Part ⅡReading Comprehension

　Passage 1

　一、文章結(jié)構(gòu)總體分析

　文章是一篇介紹求職前應(yīng)進(jìn)行準(zhǔn)備工作的說(shuō)明文。文章先指出“所想”與“所得”兩個(gè)概念，并指出實(shí)現(xiàn)“所想”的關(guān)鍵是做事前要制定計(jì)劃，進(jìn)而具體到找工作前準(zhǔn)備簡(jiǎn)歷的重要性。

　第一至二段：先通過(guò)諺語(yǔ)說(shuō)明一種傳統(tǒng)的觀點(diǎn)：得到的才算數(shù)，接著提到現(xiàn)代心理學(xué)的觀點(diǎn)：如果知道自己想要什么，并且要求合理，就能實(shí)現(xiàn)。兩段都圍繞“所想”和“所得”兩個(gè)概念展開(kāi)論述。

　第三段：以請(qǐng)客吃飯為例說(shuō)明在日常生活中，制定計(jì)劃的普遍性。

　第四至六段：先提出文章中心思想，即找工作前也需要制定計(jì)劃。接著說(shuō)明簡(jiǎn)歷對(duì)于求職者的意義，即可作為填寫正式申請(qǐng)表的參考，而且能幫助求職者將自己的能力有條理地展現(xiàn)出來(lái)。最后作者就找工作提出了具體的建議。

　二、試題具體分析

　11.What do the elders mean when they say, “It’s not what you want in this world, but what you get”?

　11.年長(zhǎng)者說(shuō)：“It’s not what you want in this world, but what you get”是什么意思？

�。跘］ You’ll certainly get what you want. ［A］ 你肯定能得到自己想要的東西 ［B］ It’s no use dreaming. ［B］ 夢(mèng)想沒(méi)有用 ［C］ You should be dissatisfied with what you have. ［C］ 你不應(yīng)該滿足于自己已有的東西（所得）

�。跠］ It’s essential to set a goal for yourself. ［D］ 為自己確立一個(gè)目標(biāo)（所想）是非常重要的

�。劬�解］ 本題考核的知識(shí)點(diǎn)是：句意題。

　原句 it’s not...but...結(jié)構(gòu)否定的是“你所想”，肯定的是“你所得”。即，得到什么比想要什么重要。B選項(xiàng)較好地概括了原文意思，為正確答案。A 選項(xiàng)強(qiáng)調(diào)“所想就一定所得”，其中 certainly 一詞過(guò)于絕對(duì)，而且第二段提到，得到“所想”的條件是：知道自己需要什么、并且要求合理。C 選項(xiàng)中“不滿足”是文中沒(méi)有的內(nèi)容。D選項(xiàng)強(qiáng)調(diào)“所想”的重要性，與原句意思相反。

　技巧：本題屬于句子理解題，考生需反復(fù)琢磨句意，并注意選項(xiàng)中將 what you want 和 what you get 具體化后的含義。

　12.A blueprint made before inviting a friend to dinner is used in this passage as

　. 12.文中提到邀請(qǐng)朋友吃飯前制定的計(jì)劃藍(lán)圖是用來(lái)作為

　。

　［ A ］ an illustration of how to write an application for a job ［A］怎樣寫求職書的說(shuō)明 ［B］ an indication of how to secure a good job ［B］ 獲得一份好工作的暗示 ［C］ a guideline for job description ［C］ 職位描述上的指導(dǎo) ［D］ a principle for job evaluation ［D］ 工作評(píng)估原則

�。劬�解］ 本題考核的知識(shí)點(diǎn)是：作者意圖題。

　題干的內(nèi)容是第三段中的舉例，舉例是為了說(shuō)明論點(diǎn)，上文即該段第一句中作者表述的觀點(diǎn)是：在日常生活中我們每個(gè)人都在不停地勾畫這樣的（愿望）藍(lán)圖。因此，“請(qǐng)人吃飯前制定計(jì)劃”是說(shuō)明人們勾畫“愿望的藍(lán)圖”的一個(gè)例子。第四段首的邏輯詞 likewise （同樣地，照樣地）表明，后面提到的內(nèi)容和“請(qǐng)朋友吃飯前制定計(jì)劃”一樣，也是在勾畫“愿望的藍(lán)圖”。整個(gè)第四段主要介紹了找工作前應(yīng)寫簡(jiǎn)歷，故 A選項(xiàng)是舉例所要說(shuō)明的內(nèi)容。

　B、C 和 D選項(xiàng)中分別出現(xiàn) good job、job description、job evaluation 這些原文未有的內(nèi)容。

　技巧：對(duì)于涉及舉例的題，上下文的閱讀甚為重要�？忌�關(guān)鍵要通過(guò)句子間的邏輯關(guān)系準(zhǔn)確把握作者的寫作意圖。此外，要熟悉段落關(guān)聯(lián)詞和短語(yǔ)的用法，如：li...

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