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大学英语专业八级水平测试试卷-02
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分数:100分
用时:185分钟(建议)
描述:大学英语专业八级水平测试
预览试卷结构
预览试卷内容
Part I LISTENING COMPREHENSION
共 20分 / 25分钟
Section A
MINI-LECTURE
10 小题
10分
Section B
CONVERSATION & INTERVIEW
5 小题
5分
Section C
NEWS BROADCAST
5 小题
5分
Part II READING COMPREHENSION
共 20分 / 30分钟
Section A
MULTIPLE CHOICE
20 小题
20分
Part III GENERAL KNOWLEDGE
共 10分 / 10分钟
Section A
MULTIPLE CHOICE
10 小题
10分
Part IV PROOFREADING & ERROR CORRECTION
共 10分 / 15分钟
Section A
ERROR CORRECTION
10 小题
10分
Part V TRANSLATION
共 20分 / 60分钟
Section A
TRANSLATION (CHINESE TO ENGLISH)
1 小题
10分
Section B
TRANSLATION (ENGLISH TO CHINESE)
1 小题
10分
Part VI WRITING
共 20分 / 45分钟
Section A
WRITING
1 小题
20分
Part I
Part II
Part III
Part IV
Part V
Part VI
Part I LISTENING COMPREHENSION
20分 / 25分钟
Part II READING COMPREHENSION
20分 / 30分钟
Part III GENERAL KNOWLEDGE
10分 / 10分钟
Part IV PROOFREADING & ERROR CORRECTION
10分 / 15分钟
Part V TRANSLATION
20分 / 60分钟
Part VI WRITING
20分 / 45分钟
Section A
In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task on ANSWER SHEET after the mini-lecture. Use the blank sheet for note-taking.
Now listen to the mini-lecture.
Complete the gap-filling task. Some of the gaps below may require a maximum of THREE words. Make sure the word(s) you fill in is(are) both grammatically and semantically acceptable. You may refer to your notes.
Dangers can be caused by the use of such abstract words as "beauty", "crime" and "
1)
". The danger lies in the fact that the word "beauty" may mean different things for different people. When we use it, we may not be
2)
what is in our mind to other people because they may have their idea about "beauty" different from
3)
.
4)
sorts of danger arise with the word "crime". It is generally used to refer to acts that are forbidden by law. Anyone who
5)
such an act is, strictly speaking, a "criminal". The word "crime" is associated mainly with
6)
such as armed robbery and murder; and the common idea of the "criminal" is of a dangerous kind of man. However, a girl of seventeen who takes something off a shop shelf may be thought as a criminal by a
7)
man. Here, once again, we see how an abstract word makes a misleading impression.
If "beauty" is an aesthetic abstraction, and "crime" a legal abstraction, "average" is a
8)
. For instance, to know the average height of all the people in a town is to know
9)
at all about any of the individuals living there.
Therefore, abstract ideas and their expressions have to be watched with caution. We must
10)
before deciding whether we know what one is really saying.
Section B
In this section, you will hear several conversations. Listen to the conversations carefully and then answer the questions that follow.
11.
Which of the following is NOT a characteristic of José Saramago's books?
A) Vehement.
B) Nightmarish.
C) Full of love.
D) Full of excitement.
12.
Which group of people was José Saramago interested in?
A) Important people.
B) Unrecognized people.
C) Powerful people.
D) Talented people.
13.
Why did José Saramago portray those invisible common people in his books?
A) He wanted to do justice to those poor people.
B) He found common people interesting.
C) People from the working class are more important in society.
D) He wanted to illustrate how hard life could be.
14.
What did José Saramago think of the Vietnam Memorial in Washington, D.C.?
A) He didn't think it's the best place to store memory.
B) He thought it was irreplaceable.
C) He found it significant.
D) He found it ugly.
15.
Which of the following is true about José Saramago's writing practice?
A) He wrote two pages every day.
B) He began his work with a detailed outline.
C) He performed a final revision.
D) He intended his books to contain love stories.
Section C
In this section you will hear several news items. Listen to the news items carefully and then answer the questions that follow.
16.
What is the plan of the United States and South Korea?
A) They will launch a naval battle against North Korea.
B) They will strengthen their military cooperation with China.
C) They will build an advanced nuclear-powered aircraft carrier.
D) They will start another round of joint military exercises.
17.
Why has the Thai government extended a state of emergency in 19 provinces?
A) Because there might be renewed violence.
B) Because the situation in the country deteriorated.
C) Because many people were killed.
D) Because many people have been arrested.
18.
Which of the following is NOT true about the emergency decree?
A) Public gatherings of more than five people are banned.
B) More than 500 people have been arrested since its enactment.
C) Security forces have the right to detain suspects for 30 days without charge.
D) It has been criticized by human rights organizations.
19.
The outcome of the U.N. Climate Summit in Copenhagen is _______.
A) an agreement that could help put the brakes on global warming
B) a way to move forward on climate changing
C) a solution to help developing countries
D) a consensus to help farmers around the world
20.
The most immediate agriculture issues brought to the Copenhagen Summit focused on the following EXCEPT _______.
A) food security
B) carbon emission curbs
C) farming-system adaptation
D) deforestation
Section A
In this section there are several reading passages followed by a total of twenty multiple-choice questions. Read the passages and then mark your answers on your answer sheet.
Text A
We live in southern California growing grapes, a first generation of vintners, our home adjacent to the vineyards and the winery. It's a very pretty place, and in order to earn the money to realize our dream of making wine, we worked for many years in a business that demanded several household moves, an incredible amount of risk-taking and long absences from my husband. When it was time, we traded in our old life, cinched up our belts and began the creation of the winery.
We make small amounts of premium wine, and our lives are dictated by the rhythm of nature and the demands of the living vines. The vines start sprouting tiny green tendrils in March and April, and the baby grapes begin to form in miniature, so perfect that they can be dipped in gold to form jewelry. The grapes swell and ripen in early fall, and when their sugar content is at the right level, they are harvested carefully by hand and crushed in small lots. The wine is fermented and tended until it is ready to be bottled. The vineyards shed their leaves, the vines are pruned and made ready for the dormant months — and the next vintage.
It sounds nice, doesn't it? Living in the country, our days were spent in the ancient routine of the vineyard, knowing that the course of our lives as vintners was choreographed long ago and that if we practiced diligently, our wine would be good and we'd be successful. From the start we knew there was a price for the privilege of becoming a winemaking family, connected to the land and the caprices of nature.
We work hard at something we love, we are slow to panic over the daily emergencies, and we are nimble at solving problems as they arise. Some hazards to completing a successful vintage are expected: rain just before harvesting can cause mold; electricity unexpectedly interrupted during the cold fermentation of white wine can damage it; a delayed payment from a major client when the money is needed.
There are outside influences that disrupt production and take patience, good will and perseverance. (For example) the Bureau of Alcohol, Tobacco and Firearms regulates every facet of the wine business. A winery's records are audited as often as two or three times a year and every label — newly written for each year's vintage — must be approved ...
(But) The greatest threat to the winery, and one that almost made us lose heart, came out of a lawyer's imagination. Our little winery was served notice that we were named in a lawsuit accusing us of endangering the public health by using lead foils on our bottles (it was the only material used until recently) "without warning consumers of a possible risk." There it was, our winery's name listed with the industry's giants ...
I must have asked a hundred times:"Who gets the money if the lawsuit is successful?" The answer was, and I never was able to assimilate it, the plaintiffs and their lawyers who filed the suit! Since the lawsuit was brought on behalf of consumers, it seemed to me that consumers must get something if it was proved that a lead foil was dangerous to them. We were told one of the two consumer claimants was an employee of the firm filing the suit!
There are attorneys who focus their careers on lawsuits like this. It is an immense danger to the small businessman. Cash reserves can be used up in the blink of an eye when in the company of lawyers. As long as it's possible for anyone to sue anybody for anything, we are all in danger. As long as the legal profession allows members to practice law dishonorably and lawyers are congratulated for winning big money in this way, we'll all be plagued with a corruptible justice system.
21.
The phrase "cinched up our belts", in the first paragraph, suggests that the couple
A) thought creating a winery would be easy.
B) wore clothing that was too big.
C) strapped their belongings together and moved.
D) prepared for the difficult work ahead.
22.
The grapes are harvested on a date that
A) may vary.
B) is traditionally set.
C) depends on the official approval.
D) is determined by availability of pickers.
23.
According to the author, the life of vintners is most controlled by
A) the Bureau of Alcohol, Tobacco and Firearms.
B) unexpected changes in temperature.
C) the sugar content of the grapes.
D) the tempo of the seasons.
24.
The writer complains that when she questioned the lawyers she
A) never got an answer.
B) never got a simple answer.
C) could make no sense of the answer.
D) could not believe what she got.
25.
The writer thinks that the legal profession
A) strives to protect consumers.
B) includes rapacious attorneys.
C) does a good job of policing its members.
D) is part of an incorruptible system.
Text B
The Holocaust is a crime that never seems to quit. Even as the ranks of survivors grow smaller each year, the impact of that dark passage in history continues to be felt. And it's not just the victims who feel the effects; it's their children too.
Psychologists have long been intrigued by the emotional profile of so-called second-generation Holocaust survivors. Parents who lived through the camps were forever changed by the horrors they witnessed. In the 21st century, many — probably most — would be recognized as suffering from post-traumatic stress disorder (PTSD). Back then, the absence of such a diagnosis meant the absence of effective treatments too. As a result, a generation of children grew up in homes in which one, and sometimes both, parents were battling untold emotional demons at the same time they were going about the difficult business of trying to raise happy kids. No surprise, they weren't always entirely successful.
Over the years, a large body of work has been devoted to studying PTSD symptoms in second-generation survivors and it has found signs of the condition in their behavior and even their blood — with higher levels of cortisol, a stress hormone, for example. The assumption — a perfectly reasonable one — was always that these symptoms were essentially learned. Grow up with parents afflicted by the mood swings, irritability, jumpiness and hypervigilance typical of PTSD and you're likely to wind up stressed and high-strung yourself.
Now, a new paper adds another dimension to the science, suggesting that it's not just a second generation's emotional profile that can be affected by a parent's trauma, it may be their genes too. The study, just published in the journal Biological Psychiatry, was conducted by a team headed by neurobiologist Isabelle Mansuy of the University of Zurich. What she and her colleagues set out to explore went deeper than genetics in general, focusing instead on epigenetics — how genes change as a result of environmental factors in ways that can be passed onto the next generation.
To conduct their work, Mansuy's team raised male mice from birth and continually but unpredictably separated them from their mothers from the time they were one day old until they were 14 days old. Thereafter, the animals were reared, fed and cared for normally, but the early trauma took its toll.
As adults, the subject animals exhibited PTSD-like symptoms such as isolation and jumpiness. More tellingly, their genes functioned differently from those of other mice. The investigators looked at five target genes associated with behavior — most notably, one that helps regulate the stress hormone CRF and one that regulates the neurotransmitter serotonin — and found that all of them were either overreactive or underreactive.
These mice, for the purposes of the study, were the equivalent of first generation of Holocaust survivors. The same mice then fathered young and, like most males of the species, had nothing to do with their upbringing. The pups were raised by their mothers with none of the trauma and separation their fathers had suffered, and yet when they grew up, not only did they exhibit the same anxious behavior, they also had the same signature gene changes.
"We saw the genetic differences both in the brains of the offspring mice and in the germline — or sperm — of the fathers," says Mansuy.
Mouse studies, by their definition, are limited, particularly when the animals are being used as stand-ins not merely for human biology, but for human behavior. Still, in this case, the nonhuman models were actually an advantage, since you could hardly run a control experiment in which second-generation survivors of the Holocaust were separated from their fathers, ensuring that you were studying inherited — not acquired — traits. What's more, says Mansuy, "with animals, you can study the brain in detail."
The Holocaust is hardly the only life crisis that can shape behavior and genes. Survivors of Afghanistan, Iraq or Darfur — or even those who grew up in unstable or abusive homes — can exhibit similar changes. But Holocaust survivors remain one of the best study groups available because their trauma was so great, their population is so well known, and so many of them have gone on to produce children, grandchildren and even great-grandchildren. Humans, alas, may never run out of ways to behave savagely toward one another. But the better we can understand the price paid by the victims — and the babies of the victims — the better we might be able to treat their wounds.
26.
According to the passage, the difficulties faced by Holocaust survivors include all the following EXCEPT __________.
A) emotional disturbance
B) lack of effective medical help
C) unsuccessful career
D) raising happy children
27.
What's the traditional view on Holocaust survivors' influence on their children?
A) PTSD symptoms were learned by the children from their parents.
B) Children of Holocaust survivors behaved differently from other kids.
C) Holocaust survivors made their children very unhappy.
D) Children of Holocaust survivors couldn't be successful in the future.
28.
The new study finds that the influence of a parent's trauma on a child can be ________.
A) innate
B) everlasting
C) superficial
D) obvious
29.
What's the writer's attitude toward using mice as stand-ins for human behavior?
A) Admiring.
B) Objective.
C) Critical.
D) Subjective.
30.
What's the last paragraph mainly about?
A) Many groups of people are victims of wars.
B) Holocaust survivors remain the best study group.
C) People can't treat each other brutally.
D) This kind of study is necessary.
Text C
As school starts this fall in Tununak, a tiny Eskimo community on the windswept coast of Alaska, Teacher Ben Orr is planning to invite elderly storytellers into the classroom so his young students can learn and then write down traditional legends and lore of their vanishing culture. For Donna Maxim's third-graders in Boothbay, Me., writing will become a tool in science and social studies as students record observations, questions and reactions about what they discover each day. In Eagle Butte, S.D., Geri Gutwein has designed a writing project in which her ninth-grade students exchange letters with third-graders about stories they have read together. This year a few of her students will sit with Cheyenne women who tell tales as they knit together, their heritage becoming grist for today's young writers.
Although these teachers are separated by thousands of miles, their methods of trying to encourage children to write spring from a common source: the Bread Loaf School of English. There, near Vermont's Middlebury College, grade school and high school teachers give up part of their vacations each summer to spend six weeks brainstorming, studying and trading experiences as they try to devise new methods of getting their pupils to write. Says Dixie Goswami, a Clemson University English professor who heads Bread Loaf's program in writing: "We have nothing against 'skill-and-drill' writing curricula, except they don't work." Instead, Bread Loaf graduates have quietly created one of the nation's most inventive programs to encourage student writers.
The Bread Loaf literature and writing program began in 1920 as a summer retreat where English teachers studied for advanced degrees. Until the late 1970s most were teachers from elite Eastern prep schools. Bread Loaf "was failing in its social responsibility," says Paul Cubeta, a Middlebury humanities professor who has directed the program since 1965. "So we went looking in rural America for potential educational leaders." Foundation funds were raised to help defray the $2,500 cost for tuition and board. Over the past ten years nearly 500 rural instructors have studied in the shadow of the distinctly flattened mountain that gives the school its name. This summer 73 came to Bread Loaf from small towns in 32 states.
Bread Loafers are convinced that children are inspired to write well when they have information to communicate. In Gilbert, S.C., for instance, students interviewed old-timers to discover what life in their small towns was like many decades ago. The students' narrative accounts, vividly describing everything from butter making to courtship and marriage, were published in a magazine they named Sparkleberry. This summer at Gilbert's Fourth of July Peach Festival, the homemade magazines sold like hot cobblers.
Many of the new ideas that teachers took away from Bread Loaf seemed in danger of withering back home, remembers Cubeta. "We needed to devise a way for them to go back with support for their projects and for each other." One result was an idea called BreadNet: by setting up a network of word processors, Bread Loaf-trained teachers could instantaneously connect their classrooms. Last year the project lifted off when a charitable trust donated $1.5 million for that and other programs.
The new national hookup provided evidence for another Bread Loaf belief: children will write freshly when given a new audience. Students in the tiny ranching community of Wilsall, Mont., began writing to children in Pittsburgh about farm life in winter. "Cows aren't smart enough to paw through the snow like horses, so you have to feed them," one child explained. A Sioux student on a reservation in South Dakota wrote candidly about what is happening to one branch of the tribe: "Life for the Lakota people is going in a downward direction ... To control it would take great human power or magic."
This fall 68 teachers in 33 states will be able to send their students' writing electronically into distant classrooms. Later in the year, the fourth edition of Voices Across the Wires, a student-edited collection of BreadNet writing, will be published. "Having real situations to write about has really changed their attitude," says Joanne Tulonen, whose Wilsall students were among the first to use BreadNet. "Before, their writing was artificial. Now they see themselves as people with information worth sharing."
31.
The reason why the school was named Bread Loaf is that _____.
A) the school is made up of a group of idle people
B) the school's head is named Bread Loaf
C) the school lies near a flattened mountain
D) the school was named by the national hookup
32.
Bread Loaf is convinced that _____.
A) children will be inspired when they have information to communicate
B) children will write freshly when given a new audience
C) children here will be more creative
D) both A and B
33.
What kind of way is devised for teachers to go back with support for each other?
A) Interviewing old-timers.
B) Setting up BreadNet.
C) Exchanging letters about stories.
D) Skill and drill.
34.
Teachers trained in Bread Loaf will not _____.
A) invite elderly storytellers to classroom
B) have summer vacation in Bread Loaf school
C) devise innovative writing programs
D) work against skill-and-drill writing curricula
35.
The writing projects devised by the teachers in Bread Loaf are _____ to the pupil's writing.
A) effective
B) insipid
C) worthless
D) none of the above
Text D
It is a sad fact that from early childhood we are tyrannised by the moral myth that it is right, proper and good to leap out of bed the moment we wake in order to set about some useful work as quickly and cheerfully as possible. My own personal guilt about feeling physically incapable of rising early in the morning continued well into my 20s.
As a student, I developed complex alarm systems. I bought a timer plug and set it to turn on my coffee maker and also the record player, on which I had placed my loudest record. 7:50 am was the allotted time. The cheering and whooping would wake me, and I'd know I had only a few seconds to leap out of bed and turn down the volume before Dee Dee Ramone would grunt "One — two — three — four" and my housemates and I would be assaulted by the opening chords of Rockaway Beach. The idea was that I would then drink the coffee and jolt my body into wakefulness. It half worked. When I heard the crowd noise, I would leap out of bed and totter for a moment. But what happened then, of course, was that I would turn the volume right down, ignore the coffee and climb back to the snuggly, warm embrace of my duvet.
For all modern society's promises of leisure, liberty and doing what you want, most of us are still slaves to a schedule we did not choose. Why have things come to such a pass? Well, the forces of the anti-idle have been at work since the fall of man. The propaganda against oversleeping goes back a very long way, more than 2,000 years, to the Bible. Here is Proverbs, chapter 6, on the subject:
Go to the ant, thou sluggard; consider her ways, and be wise: Which having no guide, overseer, or ruler, Provideth her meat in the summer, and gathereth her food in the harvest.
I would question the sanity of a religion that holds up the ant as an example of how to live. The ant system is an exploitative aristocracy based on the unthinking toil of millions of workers and the complete inactivity of a single queen and a handful of drones.
In mid-18th-century London, Dr. Johnson, who had nothing to be ashamed of as far as literary output goes, is to be found lacerating himself for his sluggardly habits. "O Lord, enable me ... in redeeming the time I have spent in Sloth," he wrote in his journals at the age of 29. Twenty years later, things haven't improved, and he resolves "to rise early. Not later than six if I can." The following year, having failed to rise at six, he adapts his resolution: "I purpose to rise at eight, because, though I shall not yet rise early, it will be much earlier than I now rise, for I often lie till two."
The Methodist John Wesley, who himself rose every morning at 4 am, wrote a sermon called The Duty and Advantage of Early Rising, in which he claimed that lying in bed was physically unhealthy, and used comically quasi-scientific terms to drive home his argument: "By soaking so long between warm sheets, the flesh is as it were parboiled, and becomes soft and flabby. The nerves, in the meantime, are quite unstrung."
I would argue not only that early rising is totally unnatural but also that lying in bed half awake — sleep researchers call this state "hypnagogic" — is positively beneficial to health and happiness. A good morning doze of half an hour or more can, for example, help you to prepare mentally for the problems and tasks ahead.
As to how on earth going early to bed could automatically guarantee riches and happiness, I suppose nothing can be proved, but I'm with Dr. Johnson who confidently asserted: "Whoever thinks of going to bed before 12 o'clock is a scoundrel."
36.
The passage is mainly about ____________.
A) early to bed and early to rise
B) how to avoid getting up late
C) the relationship between sluggards and great men
D) the virtue of idleness
37.
According to the author, what is NOT the evidence against the idea of "early to bed and early to rise"?
A) Early rising is totally unnatural.
B) The state of being hypnagogic is positively beneficial to health and happiness.
C) A good morning doze of half an hour or more can help you prepare mentally for the problems and tasks ahead.
D) Sleeping too much will make nerves unstrung.
38.
Which of the following is TRUE?
A) The author always felt guilty that he could not rise early in the morning.
B) The propaganda against oversleeping can be dated back to more than 2,000 years ago.
C) It's proved that going early to bed could automatically guarantee riches and happiness.
D) The author thought that he would then drink the coffee and jolt his body into wakefulness worked when he was a student.
39.
How to understand the underlined sentence in Paragraph 6?
A) Dr. Johnson had nothing to be ashamed of.
B) Dr. Johnson felt ashamed of his sluggardly habits.
C) Dr. Johnson felt less ashamed of his sluggardly habits than his literary output.
D) Dr. Johnson felt ashamed of his sluggardly habits the same as his literary output.
40.
The excerpt about ants from the Bible in Paragraph 4 is used to _____________.
A) serve as an example with which the author lashed out early rising from a new angle
B) warn that sluggards should learn from ants
C) indicate that ants are more diligent than most of our human beings
D) show that people were instructed to be hard-working with a long history
Section A
There are ten multiple-choice questions in this section. Choose the best answer to each question. Mark your answers on your answer sheet.
41.
The relation between the determiner "this" and the noun "man" in the phrase "this man" is _____.
A) government
B) binding
C) concord
D) paradigmatic
42.
Which of the following is the implication of the word "Canada"?
A) Downtown.
B) Cabinet.
C) Village hut.
D) Villa.
43.
Speech act theory is first proposed by ________.
A) Austin
B) Leech
C) Searle
D) Saussure
44.
A speaker's actual utterance in Chomsky's terminology is called _____.
A) deep structure
B) surface structure
C) universal grammar
D) linguistic universals
45.
<i>The Grapes of Wrath</i> is the masterpiece of _____.
A) John Cheever
B) John Updike
C) John Dos Passos
D) John Steinbeck
46.
The noun "tear" and the verb "tear" are _____.
A) homophones
B) complete homonyms
C) homographs
D) allophones
47.
The American Constitution, the oldest written one in the world, started to take effect in
A) 1736.
B) 1789.
C) 1798.
D) 1769.
48.
The Systemic-Functional Grammar is a model of grammar developed by _____.
A) John Searle
B) John Austin
C) M.A.K. Halliday
D) Noam Chomsky
49.
Emerson believed that man's capacity is
A) infinite.
B) limited.
C) submissive to God's will.
D) dependent on every individual.
50.
American and British English are two _______ of the English language.
A) varieties
B) elements
C) parts
D) form
Section A
Proofread the given passage on ANSWER SHEET as instructed.
The following passage contains TEN errors. Each indicated line contains a maxinum of ONE error. In each case, only ONE word is involved. You should proofread the passage and correct it in the following way:
To correct these mistakes, you may need to change, delete or add a word. If you need to change a word, click the left mouse button to select the word, choose "change" on the menu and write the correct word in the blank. If you need to delete a word, click the left mouse button to select the word and choose "delete" on the menu. If you need to add a word, click the left mouse button to select the space in between the two words where you think there is a word missing, choose "add" on the menu and write the missing word in the blank. And you may use "cancel" on the menu to cancel the choice of the correction way you've just made.
Proofread the given passage as instructed.
51.
52.
53.
and prestige.
54.
55.
of bringing the world's strongest national football teams together to
56.
57.
58.
put a 12-year stop to the competition.
When it resumed, the FIFA World Cup rapidly advanced to its
59.
60.
the World Cup broke new ground with the Executive Committee's
decision in May 1996 to select Korea and Japan as co-hosts for the
2002 edition.
Section A
Translate the underlined part of the following text into English. Write your translation on ANSWER SHEET.
在人际关系问题上我们不要太浪漫主义。人是很有趣的,往往在接触一个人时首先看到的都是他或她的优点。这一点颇像是在餐馆里用餐的经验。开始吃头盘或冷碟的时候,印象很好。吃头两个主菜时,也是赞不绝口。愈吃愈趋于冷静,吃完了这顿宴席,缺点就都找出来了。于是转喜为怒,转赞美为责备挑剔,转首肯为摇头。这是因为: 第一,开始吃的时候你正处于饥饿状态,而饿了吃糠甜如蜜,饱了吃蜜也不甜。第二,你初到一个餐馆,开始举筷时有新鲜感,新盖的茅房三天香,这也可以叫做“陌生化效应”吧。
Section B
Translate the following text into Chinese. Write your translation on ANSWER SHEET.
For me the most interesting thing about a solitary life, and mine has been that for the last twenty years, is that it becomes increasingly rewarding. When I can wake up and watch the sun rise over the ocean, as I do most days, and know that I have an entire day ahead, uninterrupted, in which to write a few pages, take a walk with my dog, read and listen to music, I am flooded with happiness.
I am lonely only when I am overtired, when I have worked too long without a break, when for the time being I feel empty and need filling up. And I am lonely sometimes when I come back home after a lecture trip, when I have seen a lot of people and talked a lot, and am full to the brim with experience that needs to be sorted out.
Then for a little while the house feels huge and empty, and I wonder where my self is hiding. It has to be recaptured by watering the plants and, perhaps, by looking again at each one as though it were a person.
It takes a while, as I watch the surf blowing up in fountains, but the moment comes when the world falls away, and the self emerges again from the deep unconscious, bringing back all I have recently experienced to be explored and slowly understood.
Section A
Some people think that they can learn better by themselves than with a teacher. Others think that it is always better to have a teacher. Which do you prefer? Write an essay of approximately 400 words on this topic.
In the first part of your essay you should state clearly your main argument, and in the second part you should support your argument with appropriate details. In the last part you should bring what you have written to a natural conclusion or make a summary.
Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the above instructions may result in a loss of marks.
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