北京外国语大学611英语基础测试考研真题及辅导用书

考研真题

1. 北京外国语大学《611英语基础测试（技能）》历年考研真题

2. 全国名校基础英语考研真题

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1. 2026年考研基础英语专用教材

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北京外国语大学《611英语基础测试（技能）》历年考研真题AI讲解

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2000年北京外国语大学611基础英语考研真题及详解

I.  Reading
Comprehension.(32分)

1 Read the following
article and paraphrase the underlined parts:

The twenty-first
century will mark the era of tertiary and lifelong learning for everybody-or
almost everybody. Thus the West Report from Australia, echoing a key theme
of the immediately preceding Dearing Report in the UK① (National Committee of
Inquiry into Higher Education [NCIHE], 1997).

The notion of
lifelong learning has pervaded higher education around the world as governments
have increasingly come to recognize a link between their education systems and
national economic performance. However, policy relating to the actual making of
the link needs deeper consideration. The development of key skills’ has been
seen in the UK as an important way in which higher education can contribute to
economic development, but it can be argued that to focus on these skills
represents a narrow and insufficient response to what employers-and the wider
interest-really need (see Stephenson’s [1998] argument for a ‘capability’
approach to higher education and, more broadly, the discussion in part 2 of
Barnett [1994]. However the contested nature of this aspect of higher
education might be resolved, current discussions have left relatively
unexplored the broader implications for curricula② and, in particular, for
fist-cycle provision.

In earlier times
many took the view that a first degree③ was a sufficient basis for lifetime career.
The accelerating pace of knowledge development has undermined this conception,
and increasing attention is now being given to the provision of higher degree
programs and other opportunities for professional development. This raises a
serious question: what function does the first degree serve in the context of
lifelong learning?

Logically, it
makes no sense in today’s world to try to pack first degree curricula with all
the knowledge, understanding and skills need for the rest of a lifetime. There
simply is not the time available, and anyway curriculum-packing runs the
risk of superficiality of learning.④ A first degree should, if they have not already acquired it,
develop in students the ability to learn how to learn, as well as enhance their
subject-specific expertise and other relevant skills. The old saying is valid
here: giving individuals each a fish might feed them for a day, but teaching
them the skills of fishing could feed them for life.

There is a need
to think of the first degree in terms of the quality, rather than the quantity,
of students’ learning, In today’s world the first degree becomes more of a
foundation qualification, upon which graduates will expect to build during
their lives. Some might react by saying that to make such a shift implies a
dilution of academic standards—but the counter is that standards relate
primarily to the quality, and not the quantity, of students’ learning.⑤ The reconstrued first
degree need be no intellectual poor relation: academic rigour can be built into
curricula of widely differing focus. The standards may well be different, but
they do have to be inferior.

Some
reduction in the volume of discipline-specific content will require an
adjustment of thought⑥—in particular, on the part of employers and professional bodies.
The professional accreditation of some first degree programs is seen by some as
an essential condition. However, there seems no necessary reason for this to be
the case-and it might well be to the professions’ longer-term advantage if
first degree curricula were to pay particular attention to developing in
graduates the ability to learn to learn,⑦ leaving subsequent professional and
developmental activities to provide the ‘topping-up’ that would cohere with the
professional bodies’ expectations.

A strategic
vision for higher education in the next millennium requires more than a
muttering of the mantra of lifelong learning. Making lifelong learning ‘work
demands a sustained commitment to fitting together the pieces of the
multidimensional jigsaw whose components include educational purposes, values
and practicalities. Academics are among the people who ought to relish this
jigsaw’s challenge.

Whippier-snapper:
an insignificant, esp. young, person who appears impertinent.

【答案】

①repeating the main subject of
recent Dearing Report in the UK

②Discussion of the present time
pays no attention to the examination of the deeper implied meaning and function
of courses, no matter how people have dealt with the problem that higher
education serves as skill training.

③bachelor’s degree

④Too many courses may lead to
the result that students only get the surface meaning of studies instead of
exploring deep.

⑤the argument is that standards
should rather base on the excellency of students’ learning than on the quantity
of courses they have attended to

⑥People need to adjust their
thought to decrease the amount and content of courses.

⑦if courses were designed to
teach the graduates how to learn during the bachelor’s degree study, it would
be helpful to the professions from the long-term perspective

II.  Read the
following passage and answer the following questions:(28分)

When that Grand
old Man of Victorian, William Evart Gladstone, was in his 85^th year,
he was steering the second home-rule bill foe Ireland through a recalcitrant
parliament and going home to translate the odes of Horace at night, When Ronald
Reagan reached the tender age of 73, he was fighting his second presidential
election campaign. Alan Greenspan, the world’s most successful central banker,
is also 73. Politics and economics are plainly jobs that the old can do well.
They are not alone. The boardrooms of the world’s big companies are full of
non-executive sages, telling whippersnapper 40-somethings how to run their
firms.①

Why, then, are
so few of the rich world’s older folk in employment? They live longer and enjoy
better health than their parents did. Most jobs have become less physically
demanding; most people in late middle age are well sensibly, is no harder than
training the young. But the figures show an 1960, men could expect to spend 50
of their 68 years of life in paid work. Today, they are likely to work for only
38 of their 76 years. Fewer than two-thirds of men in their late 50a and early
60s ate in the rich world’s labour force, by the time they celebrate their
55thbirthday, more than half of Europe’s men have gone home to
translate Horace.②

For most, that
is something to celebrate. Never before have so many people been able to look
forward to so many years of healthy leisure. Two-thirds of people say that they
like being retired and have no desire to go back to work. There are
grandchildren to enjoy, foreign countries to visit, books to read and golf
games to play. The pleasures of old age less expensive, and more widely
available, than ever before.③ Silver-haired lining

The big question
is whether all of this retirement is voluntary. It is worth asking for its own
sake; in a liberal society, the old, too, should be free to choose. But, in
addition, the stampede to retire has consequences not merely for the old
themselves. And it is often being encouraged by perverse public policy.

Widespread and
early retirement will increasingly affect the lives of everyone else, for two reasons.
The first is a familiar one: as the share of old folk in the population rises,
so will the burden on the young of paying for their pensions and health care.
The second is less discussed: the rise of the grey-headed leisured class has
consequences for economic growth, because of its impact on the supply of labour
and of capital.

Many
governments, their eyes focused on the impact that future pensions claims will
have on public finances, have embarked on reforms but not always reforms that
five pensioners a freer choice. For their eyes are also trained in the
shorter term, on high unemployment.④ Governments, especially in western Europe, are pressing more people
to retire early, on the mistaken view that this will provide jobs for the
young, even as they try to trim pensioners’ entitlements in order to reduce the
burden on public finances. This is unforgivable from a liberal point of view.
It is also foolish from the perspective of public policy.

The sheer size
of the baby-boom generation that starts to teach retirement age over the coming
decade means that there will be a simple, but huge imbalance: too few people in
work, paying taxes and pension contributions; too many in retirement, drawing
on pensions and running up health costs. In that case, the main alternatives
will be to renege on the pensions that workers thought they had been promised,
or to raise taxes. It would be far better for the health of economies if much
older people went on working instead. Quite small rises in the ages at which
people retire have large effects.⑤ As long as older folk stay in the job market, they pay taxes
(helping one side of the fiscal balance) and draw either no pension, or a
smaller one(helping the other).

Governments
should recognize that people(like politicians)would prefer to decide for
themselves when to retire. At Present, the choice is, perversely, biased in
favour of retirement. For example, in many countries, the opportunity cost of
working beyond the minimum retirement age is high: workers must often leave the
job market in order to receive a state pension, and even where this is not the
case, they rarely earn any extra pension for their additional taxes and
contributions, If they claim disability benefit, as many in their late 50s and
early 60s do, their pension rights are rarely affected. Such perverse
incentives should be replaced with neutrality.

Employers, often
urged on by trade unions, also put obstacles of their own in the way of older
workers. Pension schemes based on defined benefits make it disproportionately
expensive to offer jobs to older people. Pay schemes that reward longs
service more that merit and productivity make it disproportionately costly to
keep older workers on the payroll.⑥ And sheer discrimination, formally banned in the united States but
flourishing in most countries, persuades many older folk to go home rather than
risk probable rebuff.

Would such
changes coax 60-olds off the golf course? In America, where jobs for older
workers are plentiful and the government is scrapping the tax disincentives for
older folk to work, early retirement has begun to fall. Give people a choice,
and they might surprise you.

Answer the following
questions.

1 The boardrooms of the world’s big companies are full of
non-executive sages, telling whippersnapper 40-somethings how to run their
firms.

(1)what is the
meaning of “boardroom” in this sentence?

(2)what is meant
by “non-executive sages”?

(3)what is meant
by “whippier-snapper 40 something’s”?

【答案】

(1) Boardroom is
the room in which the meetings of the board of directors of a company are held.

(2) It means
wise men that are not executives. It refers to the old men.

(3) It refers to
younger people around 40 who are not so experienced.

2 By the time they celebrate their 55thbirthday,
more than half of Europe’s men have gone home to translate Horace.Do they
really go home to translate poetry? What do they do?

【答案】No. The writer
means that, the old go home to enjoy themselves and do whatever appeal to them,
such as reading.

3 The pleasures of old age are less expensive, and more widely
available, than ever before.Explain the idea of this sentence in your own
words.

【答案】Nowadays, the old
are able to retire earlier than ever before, as there are so many young people
waiting to be employed. And they are able to enjoy their leisure time, which
has never been so easily achieved. For example, they can play with their
grandchildren and play golf games.

4 For their eyes are also trained in
the shorter term, on high unemployment. What is the meaning of this sentence?

【答案】They are only
concerned that there are now so many people unemployed and thus the old should
retire, because they are narrow-minded and are not able to perceive the whole
matter from a long-term perspective.

5 Quite small rises in the ages at which people retire have
large effects. Explain in your own words.

【答案】If people retire a little bit later, it will greatly influence the
current situation.

6 Pay schemes that reward long service more than merit and
productivity make it disproportionately costly to keep older workers on the
payroll.

(1)why is it
very costly to keep older workers on the payroll?

(2)what is meant
by “to keep….. on the payroll”?

【答案】

(1) It is costly to hire older workers because of the
pay scheme in which time of service is emphasized instead of capacity and
productivity. Consequently, they tend to have higher wages.

(2) It means to
hire older workers.

7 Does the author of this article advocate that workers reaching
retirement age should stay on their jobs? If so, why? If not, what does he
advocate?

【答案】Yes. He advocates
that old people continue to work because their early retirement means fewer
people at work, paying taxes and pension contributions, while more people
drawing on pensions and running up health costs. Consequently, the economy is
not balanced. The author insists that people should be given the right to make
their own choice whether to continue to work or not.

III.  Translate the
following Chinese passage into English.(40分)

从诞生的那天起，人类就开始一刻也不停地创造着他的文明。从埃及的金字塔到中国的万里长城，从达芬奇名画中蒙娜丽莎那微笑到梵高那色彩斑斓的向日葵，从撼人心魄的英雄交响曲到动人的天湖，从《荷马史诗》到《红楼梦》，无一不是前人留给后世的宝贵遗产。

就中国人而言，对秦始皇兵马俑，我们有无限的赞叹，对于万里长城我们有无限的自豪。但对于我们的无形遗产、曾经塑造了我们民族精神的——儒家、道家文化，我们却知之甚少。传统中的视个人道德为人生的最高价值所在，已在“现代生活”中成为笑谈。我们不仅在生活方式上盲目地追求西方，不仅说着写着已经欧化的句子，而且在文学、历史、哲学这些人文学科领域里，到处用着西方的理论、术语。我们这里并不是反对西方的东西，西方的这些理论都是世界文化遗产的一分子，我们也应该加以保护和继承。但是，一个民族之所以成其为一个民族，必须有其自身的东西。我们应该认真地研读和思考本民族的文化典籍，在继承与更新中把其中所铭刻的文化脉络延续下去。

【参考译文】

From the
beginning of its birth, mankind has been in their continuous efforts to create
its civilization. From the Pyramids in Egypt to the Great Wall in China, from the
Mona Lisa’s smile in the well-known painting of Da Vinci to the colorful
sunflowers of Vincent Van Gogh, from the soul-stirring “Heroic Symphony” to the
moving “Swan Lake”, from Iliad and Odyssey to Dream of the Red
Chamber, all are treasurable legacy left by ancestors to later generations.

As Chinese, we marvel
at Emperor Qin’s terra-cotta warriors and horses and take pride in the Great
Wall. However, we know little of the invisible legacy—the culture of Confucianism
and Taoism, which has molded our national spirit. It has become a joke in “modern
life” to consider individual morality the highest value of life. We not only follow
blindly the west in lifestyle and speak and write Europeanized sentences, but
also adopt western theories and terms in the fields of humanities such as
literature, history and philosophy. We do not mean to deny western things that
should also be protected and inherited, for all the western theories are part
of the world cultural heritage. Nevertheless, only with something unique that
belongs to its own a nation can be called a nation. We should study and think
over carefully national cultural classics to carry their cultural essence
forward by inheritance and innovation.

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