四川外国语大学611基础英语考研真题及辅导用书

考研真题

1. 四川外国语大学《611基础英语》历年考研真题

2. 全国名校基础英语考研真题

考研指导书

1. 张汉熙《高级英语（1）》（第3版重排版）学习指南【词汇短语＋课文精解＋全文翻译＋练习答案】

2. 张汉熙《高级英语（2）》（第3版重排版）学习指南【词汇短语＋课文精解＋全文翻译＋练习答案】

四川外国语大学《611基础英语》历年考研真题AI讲解

书籍目录

部分内容

2003年四川外国语大学311基础英语考研真题及详解

答题要求：所有答案均写在答题纸上，否则不给分。共150分，3小时完成。

I. Fill in the blank in each of the following
sentences with the correct form of the word given in parentheses following the
sentence: (20ps)

1 The hijackers received life sentences
because of the _____ of their crime. (enormous)

【答案】enormity

【解析】句意：强盗因其罪大恶极而被判无期徒刑。the后面应该加名词，故用enormous的名词形式。enormity巨大；暴行；极恶。

2 The Indians believe that herb has _____
properties, and they always use it to treat certain ailments. (medicine)

【答案】medical

【解析】句意：印度人相信香草具有药用价值，总是用香草治疗一些小病。medical property药用价值。

3 _____ handling can ruin the camera.
(abuse)

【答案】abusive

【解析】句意：滥用可能会损坏相机。据题意handling前面应该用形容词abusive滥用的。

4 The _____ was questioned by the
prosecuting attorney. (defend)

【答案】defendant

【解析】句意：检察官询问了被告一些问题。由题意，该空应该填名词，defendant被告。

5 Martin’s father has a/an____ disease.
There is no known treatment. (cure)

【答案】incurable

【解析】句意：马丁的父亲患了绝症，已知没有治疗的方法。据题意，该空应该是绝症：incurable disease。

6 The problems of urban clusters will
become _____ difficult. (increase)

【答案】increasingly

【解析】句意：城市群问题将会变得越来越厉害。修饰difficult应该用副词，故答案为increasingly.

7 The house is so old that it is _____.
(inhabit)

【答案】uninhabitable

【解析】句意：房子太旧了，不能住人了。由old可知，此处应该填不适宜居住的，uninhabitable。

8 Chocolate is _____ to me. I can never
say no when offered some. (resist)

【答案】irresistible

【解析】句意：我根本无法抗拒巧克力，别人给我的时候，我根本无法拒绝。由题意，此空应该填无法拒绝，irresistible。

9 The author writes with great_____. His
works are always unusual. (origin)

【答案】originality

【解析】句意：这位作家的作品极富创造力，他的作品总是不同凡响。由题意，此处应该填创造力：originality。

10 I think you have a basic ____ about the
matter. What you say doesn’t hold water. (concept)

【答案】conception

【解析】句意：我觉得你应该对此事有个基本的了解，但你所说的根本站不住脚。由题意，基本概念：basic conception.

11 If you are seriously injured on the
job, you can receive _____ compensation. (disable)

【答案】disability

【解析】句意：如果你因公受伤严重，你可以得到残疾赔偿金。由题意，残疾赔偿金disability compensation。

12 The swallows return in the spring in _____.
(fail)

【答案】failure

【解析】句意：春天的时候，燕子没有成功飞回。in failure以失败告终。

13 The _____ air of towns resulted from
pollution. (pure)

【答案】impure

【解析】句意：镇子上的空气因污染变得不清洁。由题意，该空应该填不纯的；不洁的：impure。

14 In England the listener stares at the
speaker attentively and blinks his eyes _____ as a sign of interest. (occasion)

【答案】occasionally

【解析】句意：英国人听别人讲话时会盯着讲话人的眼睛，偶尔眨一下自己的眼睛表示自己对其所说非常感兴趣。由题意，该空应填偶尔地：occasionally。

15 There is nowhere to walk; one can’t go out for days together;
one has to pace up and down the room, looking _____ at the gray window. It is
dreary. (despondence)

【答案】despondently

【解析】句意：没有地方可以散步，所以人不可能连续几天都出去，只能在屋内上上下下地走动，沮丧地看着灰暗的窗户。这日子真是无聊透顶。由题意，此处应该填的是意志消沉地；沮丧地，despondently。

16 In some way advertisements stimulate
production and ____economy. (vitality)

【答案】vitalize

【解析】句意：从某些方面来看，广告刺激生产，为经济注入活力。由题意，此处应该填动词，vitalize赋予……生命；激发；使有生气。

17 You should have given him some advice.
He was very _____. (experience)

【答案】inexperienced

【解析】句意：你应该给他些建议的，因为他毫无经验。由题意，该空应该填入毫无经验的，inexperienced。

18 The wide moat made the castle _____. We
couldn’t reach it. (approach)

【答案】unapproachable

【解析】句意：宽宽的护城河将城堡围起来，我们不能靠近。由题意，此处应该填的是不能接近的，unapproachable。

19 The medicine is _____ but good for you.
(taste)

【答案】tasteless

【解析】句意：药喝起来很无味，但对你有好处，由题意，该空应该填无味的：tasteless。

20 It was the most ____storm in 30 years.
(destroy)

【答案】destructive

【解析】句意：这是30年来最具破坏性的风暴。由题意，该空应填形容词：破坏性的，毁灭性的：destructive。

II. Read the following two passages and work on
the questions as required:

Reading Passage 1 (25ps)

Moles happy as homes go underground

A.  first anybody knew about Dutchman
Frank Siegmund and his family was when workmen tramping through a field found a
narrow steel chimney protruding through the grass. Closer inspection revealed a
chink of sky-light window among the thistles, and when amazed investigators
moved down the side of the hill they came across a pine door complete with
leaded diamond glass and a brass knocker set into an underground building. The
Siegmunds had managed to live undetected for six years outside the border town
of Breda, in Holland. They are the latest in a clutch of individualistic
homemakers who have burrowed underground in search of tranquility.

B.  Most, falling foul of
strict building regulations, have been forced to dismantle their individualistic
homes and return to more conventional lifestyles. But subterranean suburbia, Dutch-style,
is about to become respectable and chic. Seven luxury homes cosseted away inside
a high earth-covered noise embankment next to the main Tilburg city road
recently went on the market for $296,500 each. The foundations had yet to be
dug, but customers, queued up to buy the unusual part-submerged houses, whose
back wall consists of a grassy mound and whose front is a long glass gallery.

C.  The
Dutch are not the only would-be moles. Growing numbers of Europeans are
burrowing below ground to create houses, offices, discos and shopping malls. It
is already proving a way of life in extreme climates; in winter months in
Montreal, Canada, for instance, citizens can escape the cold in an underground
complex complete with shops and even health clinics. In Tokyo builders are
planning a massive underground city to be begun in the next decade, and
underground shopping malls are already common in Japan, where 90 percent of the
population is squeezed into 20 percent of the landscape.

D. 
Building big commercial buildings underground can be a way to avoid disfiguring
or threatening a beautiful or ‘environmentally sensitive’ landscape. Indeed
many of the buildings which consume most land—such as cinemas, supermarkets,
theatres, warehouses or libraries—have no need to be on the surface since they
do not need windows.

E. 
There are big advantages, too, when it comes to private homes. A development of
194 houses which would take up 14 hectares of land above ground would occupy
2.7 hectares below it, while the number of roads would be halved. Under several
meters of earth, noise is minimal and insulation is excellent. ‘We get 40 to 50
enquiries a week,’ says peter Carpenter, secretary of the British Earth
Sheltering Association, which builds similar homes in Britain. ‘People see this
as a way of building for the future.’ An underground dweller himself, Carpenter
has never paid a heating bill, thanks to solar panels mud natural insulation.

F.  In
Europe, the obstacle has been conservative local authorities and developers who
prefer to ensure quick sales with conventional mass-produced housing. But the
Dutch development was greeted with undisguised relief by South Limburg planners
because of Holland’s chronic shortage of land. It was the Tilburg architect Jo
Hurkmans who hit on the idea of making use of noise embankments on main roads.
His two-floored, four-bedroomed, two-bathroomed detached homes are now taking
shape. ‘They are not so much below the earth as in it,’ he says. ‘All the light
will come through the glass front, which runs from the second floor ceiling to
the ground. Areas which do not need much natural lighting are at the back. The
living accommodation is to the front so nobody notices that the back is dark.’

G.  In
the US, where energy-efficient homes became popular after the oil crisis of
1973, 10,000 underground houses have been built. A terrace of five homes,
Britain’s first subterranean development, is under way in Nottinghamshire.
Italy’s outstanding example of subterranean architecture is the Olivetti
residential centre in Ivrea. Commissioned by Roberto Olivetti in 1969, it
comprises 82 one-bed-roomed apartments and 12 maisonettes and forms a
house/hotel for Olivetti employees. It is built into a hill and little can be
seen from outside except a glass facade. Patrizea Vallecchi, a resident since
1992, says it is little different from living in a conventional apartment.

H.  Not
everyone adapt so well, and in Japan scientists at the Shimiza Corporation have
developed ‘space creation’ systems which mix light, sounds, breezes and scents
to stimulate people who spend long periods below ground. Underground offices in
Japan are being equipped with ‘virtual’ windows and mirrors, while underground
departments in the University of Minnesota have periscopes to reflect views and
light.

I.  But
Frank Siegmund and his family love their hobbit lifestyle. Their home evolved
when he dug a cool room for his bakery business in a hill he had created.
During a heatwave they took to sleeping there. ‘We felt at peace and so close
to nature,’ he says. ‘Gradually I began adding to the rooms. It sounds strange
but we are so close to the earth we draw strength from its vibrations. Our
children love it; not every child can boast of being watched through their
playroom windows by rabbits.’

Questions 1-8

Reading passage1 has nine paragraphs (A-I) Choose the most
suitable heading for each paragraph from the list of headings below. Write the
appropriate numbers (i-xii for questions 1-8 on your answer sheet. Paragraph A
has been done for you as an example.

NB   There are more headings than paragraphs so you will
not use all of them.

List of headings

i. A designer describes his houses

ii. Most people prefer conventional housing

iii. Simulating a natural environment

iv. How an underground family home
developed

v. Demands on space and energy are reduced

vi. The plans for future homes

vii. Worldwide examples of underground
living accommodation

viii. Some buildings do not require natural
light

ix. Developing underground services around
the world

x. Underground living improves health

xi. Homes sold before completion

xii. An underground home is discovered

1 Paragraph B

2 Paragraph C

3 Paragraph D

4 paragraph E

5 paragraph F

6 paragraph G

7 Paragraph H

8 Paragraph I

【答案与解析】

1 xi

（根据第二段最后一句话“The foundations had yet to
be dug, but customers, queued up to buy the unusual part-submerged houses,
whose back wall consists of a grassy mound and whose front is a long glass
gallery.”房屋的地基尚未挖好，但是买房的人已经排起了长队准备购买这种特殊的半潜水式的房子，房子的背后是个草垛，前面是一个长长的玻璃走廊。故答案为xi，房子尚未完成就开售了。）

2 ix

（第三段举了欧洲，日本还有加拿大的例子，这些地方都在建地下设备，办公室，迪厅，还有购物中心。故答案为ix，全世界都在开发地下设施。）

3 viii

（根据第四段最后一句话“Indeed many of the buildings which consume most land—such as cinemas,
supermarkets, theatres, warehouses or libraries—have no need to be on the
surface since they do not need windows.”实际上许多耗地的建筑物，如：电影院，超市，剧院，仓库以及图书馆并不非要建在地面上，因为它们并不需要窗户。故答案是viii，有的建筑并不需要自然光。）

4 v

（根据第五段第二句话“A development of 194 houses which would take up 14 hectares of land
above ground would occupy 2.7 hectares below it, while the number of roads
would be halved.”我们可知，地下建筑的占地面积变小。根据最后一句话“An underground dweller himself,
Carpenter has never paid a heating bill, thanks to solar panels mud natural
insulation.”Carpenter从未付过暖气费，因为太阳能板可以供暖，且地下房屋与自然绝缘。故答案是V，地下房屋对空间和能量的要求降低。）

5 i

（根据第六段第三句话“It was the Tilburg architect Jo Hurkmans who hit on the idea of making
use of noise embankments on main roads.”Jo Hurkmans想起要利用主干道上的路堤来建造房子，接下来就是这位设计师在谈论自己的设计，故答案是i。）

6 vii

（根据第六段，本段举了美国，英国，意大利的地下房屋的例子，故答案是vii，世界范围内地下建筑的例子。）

7 iii

（根据第七段第一句话“Not everyone adapt so well, and in Japan scientists at the Shimiza
Corporation have developed ‘space creation’ systems which mix light, sounds,
breezes and scents to stimulate people who spend long periods below ground.”不是所有的人都能适应地下的生活，日本的科学家已经开发出了“空间创造系统”，该系统里有光，声音，微风还有香气，能够刺激那些长时间待在地下的人。故答案是iii，模仿自然环境。）

8 iv

（根据最后段第二三句话“Their home evolved when he dug a cool room for his bakery business in a
hill he had created. During a heatwave they took to sleeping there.” Frank Siegmund为自己的烘焙小店在地下挖了一个冷藏室，然后他们的地下家庭开始形成。有段时间，天气非常热，他们就睡在地下，故答案为iv，一个地下家庭是如何发展起来的。）

Questions 9-14

Complete the sentences
below with words taken from the reading passage. Use NO MORE THAN THREE WORDS
for each answer. Write your answers for 9-14 on your answer sheet.

9 Many developers prefer mass-produced
houses because they

10 The Dutch development was welcomed by

11 Hurkmans’ houses are built into

12 The Ivrea centre was developed for

13 Japanese scientists are helping
people…underground life

14 Frank Siegmund’s first underground room
was used for

【答案与解析】

9 ensure quick sales

(根据第六段第一句话“In Europe, the obstacle has been conservative
local authorities and developers who prefer to ensure quick sales with
conventional mass-produced housing.”在欧洲，建造地下建筑的唯一阻力就是保守的地方政权和开放商，开发商喜欢传统的大批量生产的房子，因为它们能保证销量。)

10 South Limburg planners

(根据第六段第二句话“But the Dutch development was greeted with
undisguised relief by South Limburg planners because of Holland’s chronic
shortage of land.”但是荷兰的地下建筑受到林堡以南的开发商青睐，因为荷兰长期以来土地资源稀缺。)

11 noise embankments

(根据第六段第三句话“It was the Tilburg architect Jo Hurkmans who hit
on the idea of making use of noise embankments on main roads.”蒂尔堡的建筑师Jo Hurkmans想到把房子建在主干道上的堤坝里面。)

12 Olivetti employees

(根据第四段第七句话“Commissioned by Roberto Olivetti in 1969, it
comprises 82 one-bed-roomed apartments and 12 maisonettes and forms a
house/hotel for Olivetti employees.” Roberto Olivetti于1969年开始建造该中心，包括82间单身公寓，12间公寓，这些都是Olivetti公司员工的家。)

13 adapt

(根据第八段第一句话“Not everyone adapt so well, and in Japan
scientists at the Shimiza Corporation have developed ‘space creation’ systems
which mix light, sounds…”不是所有的人都习惯住在地下的。日本科学家开发出一套“空间创造系统”帮助人们适应地下生活。)

14 cool room

(根据最后一段第二句话“Their home evolved when he dug a cool room for his
bakery business in a hill he had created.”Frank Siegmund为自己的烘焙小店在地下挖了一个冷藏室，然后他们的地下家庭开始形成。)

Reading Passage 2 (25ps)

In Search of the Holy Grail

It has been
called the Holy Grail of modern biology. Costing more than ￡2 billion, it is the most
ambitious scientific project since the Apollo programme that landed a man on
the moon. And it will take longer to accomplish than the lunar missions, for it
will not be complete until early next century. Even before it is finished,
according to those involved, this project should open up new understanding of,
and new treatments for, many of the ailments that afflict humanity. As a result
of the Human Genome Project, there will be new hope of liberation from the
shadows of cancer, heart disease, autoimmune diseases such as rheumatoid
arthritis, and some psychiatric illnesses.

The objective of
the Human Genome Project is simple to state, but audacious in scope: to map and
analyze every single gene within the double helix of humanity’s DNA .The
project will reveal a new human anatomy—not the bones, muscles and sinews, but
the complete genetic blueprint for a human being. Those working on the Human
Genome Project claim that the new genetic anatomy will transform medicine and
reduce human suffering in the twenty-first century. But others see the future
through a darker glass, and fear that the project may open the door to a world
peopled by Frankenstein’s monsters and disfigured by a new eugenics.

The genetic
inheritance a baby receives from its parents at the moment of conception fixes much
of its later development, determining characteristics as varied as whether it
will have blue eyes or suffer from a life-threatening illness such as cystic
fibrosis. The human genome is the compendium of all these inherited genetic
instructions. Written out along the double helix of DNA are the chemical
letters of the genetic text. It is an extremely long text, for the human genome
contains more than 3 billion letters. On the printed page it would fill about
7,000 volumes. Yet, within little more than a decade, the position of every
letter and its relation to its neighbours will have been tracked down, analysed
and recorded.

Considering how
many letters there are in the human genome, nature is an excellent proof-reader.
But sometimes there are mistakes. An error in a single ‘word’—a gene—can give rise
to the crippling condition of cystic fibrosis, the commonest genetic disorder
among Caucasians. Errors in the generic recipe for haemoglobin, the protein
that gives blood its characteristic red colour and which carries oxygen from
the lings to the rest of the body, give rise to the most common single-gene
disorder in the world; thalassaemia. More than 4,000 such single-gene defects
are known to afflict humanity. The majority of them are fatal; the majority of the
victims are children.

None of the
single-gene disorders is a disease in the conventional sense, for which it
would be possible to administer a curative drug; the defect is pre-programmed
into every cell of the sufferer’s body. But there is hope of progress. In 1986,
American researchers identified the genetic defect underlying one type of
muscular dystrophy. In 1989, a team of American and Canadian biologists
announced that they had found the site of the gene which, when defective, gives
rise to cystic fibrosis. Indeed, not only had they located the gene, they had
analysed the sequence of letters within it and had identified the mistake
responsible for the condition. At the least, these scientific advances may
offer a way of screening parents who might be at risk of transmitting a
single-gene defect to any children that they conceive. Fetuses can be texted
while in the womb, and if found free of the genetic defect, the parents will be
relieved of worry and stress, knowing that they will be delivered of a baby free
from the disorder.

In the
mid-1980s, the idea gained currency within the scientific world that the
techniques which were successfully deciphering disorder-related genes could be
applied to a larger project; if science can learn the genetic spelling of
cystic fibrosis, why not attempt to find out how to spell ‘human’? Momentum
quickly built up behind the Human Genome Project and its objective of ‘sequencing’
the entire genome—writing out all the letters in their correct order.

But the
consequences of the Human Genome Project go far beyond a narrow focus on disease.
Some of its supporters have made claims of great extravagance—that the Project
will bring us to understand, at the most fundamental level, what it is to be
human. Yet many people are concerned that such an emphasis on humanity’s
genetic constitution may distort out sense of values, and lead us to forget
that human life is more than just the expression of a genetic program written
in the chemistry of DNA.

If properly
applied, the new knowledge generated by the Human Genome Project may free humanity
from the terrible scourge of diverse diseases. But if the new knowledge is not
used wisely, it also holds the threat of creating new forms of discrimination
and new methods of oppression. Many characteristics, such as height and
intelligence, result not from the action of genes alone, but from subtle
interactions between genes and the environment. What would be the implications
if humanity were to understand, with precision, the genetic constitution which,
given the same environment, will predispose one person towards a higher
intelligence than another individual whose genes were differently shuffled?

Once before in
this century, the relentless curiosity of scientific researchers brought to light
forces of nature in the power of the atom, the mastery of which has shaped the
destiny of nations and overshadowed all our lives. The Human Genome Project
holds the promise that, ultimately, we may be able to alter our genetic
inheritance if we so choose. But there is the central moral problem: how can we
ensure that when we choose, we choose correctly? That such a potential is a
promise and not a threat? We need only look at the past to understand the
danger.

Questions 1-6

Complete the sentences
below (questions 1-6) with words taken from Reading Passage 2. Use NO MORE THAN
THREE WORDS OR A NUMBER for each answer.

Write your answers for
1-6 on your answer sheet.

1 The passage compares the Project in
scale to the______.

2 The possible completion date of the
Project is _____.

3 To write out the human genome on paper
would require ______ books.

4 A genetic problem cannot be treated with drugs because strictly
speaking it is not a _____.

5 Research into genetic defects had its first success in the
discovery of the cause of one form of _____.

6 The second success of research into genetic defects was to find
the cause of _____.

【答案与解析】

1 Apollo programme

(根据第一段第二句话“…it is the most ambitious scientific project since
the Apollo programme that landed a man on the moon.”这是自阿波罗登月计划以来最为宏大的一个科学项目。故作者将该计划与阿波罗登月计划相比较。)

2 early next century

(根据第一段第三句话“And it will take longer to accomplish than the
lunar missions, for it will not be complete until early next century.”但是这项计划比登月计划持续的时间更久，到下世纪初都不一定能结束。)

3 7,000

(根据第三段第四句话“It is an extremely long text, for the human genome
contains more than 3 billion letters. On the printed page it would fill about
7,000 volumes.”这将会是一本超长的书，因为人类的基因组包括超过30亿的字母，如果用打印纸写出来的话，需要7000本。)

4 conventional disease

(根据第五段的第一句话“None of the single-gene disorders is a disease in
the conventional sense, for which it would be possible to administer a curative
drug; the defect is pre-programmed into every cell of the sufferer’s body.”所有的基因紊乱问题都不是传统意义上的疾病，因此没有药可以根治，缺陷提前写入患者的每一颗细胞内。)

5 muscular dystrophy

(根据第五段第二句话“In 1986, American researchers identified the
genetic defect underlying one type of muscular dystrophy.”1986年，美国研究人员找到了某种肌肉萎缩症背后的基因缺陷问题。)

6 cystic fibrosis

(根据第五段第三句话“In 1989, a team of American and Canadian
biologists announced that they had found the site of the gene which, when
defective, gives rise to cystic fibrosis.” 1989年，美国和加拿大的生物学家们宣布他们发现了导致囊胞性纤维症的缺陷基因所在之处。)

Questions 7-14

Classify the following
statements as representing.

(A). the writer’s fears about the Human
Genome Project

(B). other people’s fears about the Project
reported by the writer

(C). the writer’s reporting of facts about
the Project

(D). the writer’s reporting of the
long-term hopes for the Project

Write the appropriate
letters A-D for questions 7-14 on your answer sheet.

7 The Project will provide a new
understanding of major diseases.

8 All the components which make up DNA are
to be recorded and studied.

9 Genetic monsters may be created.

10 The correct order and inter-relation of
all genetic data in all DNA will be mapped.

11 Parents will no longer worry about
giving birth to defective offspring.

12 Being ‘human’ may be defined solely in terms of describable
physical data.

13 People may be discriminated against the
new ways.

14 From past experience humans may not use
this new knowledge wisely.

【答案与解析】

7 C  根据第一段第四句话“Even before it is
finished, according to those involved, this project should open up new
understanding of, and new treatments for, many of the ailments that afflict
humanity.”项目完成前就有相关研究人员表示该项目将会增进人们对一些折磨人类的疾病的了解，并找出新的治疗方法。这是有关该项目的事实。

8 C  根据第二段第一句话“The objective of the
Human Genome Project is simple to state, but audacious in scope: to map and
analyze every single gene within the double helix of humanity’s DNA .”人类基因组计划的目标很简单，但是规模却很庞大：记录分析人类DNA双螺旋结构中的每个基因。这也是项目的事实。

9 B  根据第二段最后一句话“But others see the
future through a darker glass, and fear that the project may open the door to a
world peopled by Frankenstein’s monsters and disfigured by a new eugenics.”但是其他人从黑暗面看待这一问题，害怕这一项目会打开一扇通往邪恶世界的大门，那个世界都是像Frankenstein这样的怪物，世界会被优生学扭曲。故这是别人的担心。

10 C  根据第三段最后一句话“Yet, within little
more than a decade, the position of every letter and its relation to its
neighbours will have been tracked down, analysed and recorded.”但是，在10年多一点的时间内，每个基因字母以及其与相邻字母的关系都得到了追踪，分析，记录。故这也是有关该项目的事实。

11 D  根据第五段最后一句话“…the parents will be
relieved of worry and stress, knowing that they will be delivered of a baby
free from the disorder.”父母将不再担心，因为他们知道自己的孩子没有问题。这是人们的期望。

12 B  根据倒数第三段最后一句话“Yet many people are
concerned that such an emphasis on humanity’s genetic constitution may distort
out sense of values, and lead us to forget that human life is more than just
the expression of a genetic program written in the chemistry of DNA.”也有许多人担心过分强调人类基因组成会扭曲我们的价值观，让我们忘记人生不止是用DNA化学表达的基因程序。人类就是描述性的物理资料，这是人们的担心。

13 A  根据倒数第二段第二句话“But if the new
knowledge is not used wisely, it also holds the threat of creating new forms of
discrimination and new methods of oppression.”但是如果新发现得不到明智的利用，它也可能会造成新形式的歧视和压迫。这是作者的担心。

14 A  根据最后一段最后一句话“We need only look at
the past to understand the danger.”我们只需要借鉴历史就能理解这种可能存在的危险。这是作者的担心。

III. Read the following 2 passages and then
answer the questions below them: (40ps)

Passage A

Social class, language and educational failure

Researchers in
many countries have observed that middle class children as a group are more
successful in the educational system than working class children. More of the
former, for example, reach college. Professor Basil Bernstein of the University
of London has argued that there is a link between social class and educational
failure and that this link is language. In a series of papers published from
1958 to 1973 Bernstein has developed a theory of the “structure and process of
cultural transmission” or socialization, part of which may be summarized as
follows.

One
characteristic of many (but not all) working class families is that the status
of different members of the family is clearly defined; the authority of the
father, for instance, derives from the fact that he is the father. This type of
family Bernstein calls positional, and he contrasts it with the person-centered
family type, more common (although not omnipresent) in the middle classes. In
the latter, status, authority and interpersonal relationships are “negotiated”
according to the unique characteristics of each family member. This
negotiation, or lack of it, is reflected linguistically. The following
conversation might take place in a positional family:

Child: Can I
have an ice cream?

Mother: No.

Child: Why not?

Mother: Because
I said so.

In order to
justify her refusal of the child’s request, the mother resorts to her authority
as mother.

The equivalent
exchange in a “person-centered” family might go like this:

Child: Can I
have an ice cream?

Mother: No.

Child: Why not?

Mother: Because
if you have an ice cream now, you won’t want your lunch later on.

This time an
attempt is made to justify the decision in logical terms. In both cases a
“reason” is given for denying the ice cream, but the “rational” nature of the
explanation given by the second mother leads her to the explicit expression of
a statement of condition—“if you have an ice cream now”—and result—“you won’t
want your lunch later on.”

Now Bernstein is
not saying that middle class parents are more rational or articulate or
intelligent than working class parents. He notes, however, that if this son of
difference distinguishes a large proportion of the conversations these two
children hear in their childhood, then it is reasonable to expect the middle class
child to enter school, at age five or six, with the ability to understand and
produce a more varied linguistic repertoire, a more “elaborated code” than his
working class school friend. The latter may be just as intelligent, but he will
probably possess a more “restricted” linguistic code.

Bernstein also
recognizes that not all middle class parents’ interactions with their children
will be like the (imaginary) example quoted, nor all working class parents’
conversations with their children like the second (imaginary) example. He
argues that the middle class child, however, is more likely to reach school age
with mastery of both codes, restricted and elaborated. Many (but not all)
working class children, on the other hand, will possess the “restricted code”
only. This may be just as rich and powerful linguistically, just as complex,
just as adequate as a means of expression, but it is not the language of the
(often middle class) teacher, of books, of schools, or, more generally, of
educational success.

There are
several problems with Bernstein’s theory, even in its complete form. In common
with other critics, Labov has noted the vagueness of the notion of “code” and,
with another population, shown how differences in the speech elicited from
working class and middle class subjects are sometimes the product of the
elicitation procedures themselves. Rosen has attacked what he sees as the
confused political definitions of several of Bernstein’s central concepts,
including social class, and the lack of linguistic data with which to support
his theoretical claims. Trudgill suggests that the linguistic differences found
by Bernstein and his associates (such as more of less frequent use of
prepositions, impersonal pronouns, varied adjectives and adverbs, and passives)
do not reflect two linguistic codes but simply differences in style.

Questions (Give brief
answers):

1 What, according to Bernstein, is the link between social class
and educational failure?

2 What is Bernstein’s person-centered type
of family?

3 Why does the “restricted code” lead to
educational failure?

4 How does Labov disagree with Bernstein’s
theory?

5 What, in Trudgill’s view, do the linguistic differences found by
Bernstein and his associates only show?

【答案与解析】

1 language is the link between social class and educational failure.

(根据第一段第三句话“Professor Basil Bernstein of the University of
London has argued that there is a link between social class and educational
failure and that this link is language.”伦敦大学的Basil Bernstein教授认为社会阶层与教育失败之间有个联系，这个联系就是语言。)

2 In such family, authority and interpersonal relationships are “negotiated” according to the
unique characteristics of each family member.

(根据第二段第三句话“In the latter, status, authority and interpersonal
relationships are “negotiated” according to the unique characteristics of each family member.”后者，家庭成员地位，权威，人际关系都是根据每个成员的独特性格协商的。)

3 Because it is not the language of teacher, of books, of schools,
or educational success.

(根据倒数第二段最后一句话“This may be just as rich and powerful
linguistically, just as complex, just as adequate as a means of expression, but
it is not the language of the (often middle class) teacher, of books, of
schools, or, more generally, of educational success.”从语言学角度来看，这种语言可能也很丰富有力，也很复杂，足以作为一种表达工具，但却不是老师，书本，学校或者教育成功者使用的语言。)

4 Labov thought the notion of “code” is vague.

(根据第一段第二句话“Labov has noted the vagueness of the notion of “code” and, with another
population, shown how differences in the speech elicited from working class and
middle class subjects are sometimes the product of the elicitation procedures
themselves.” Labov觉得Bernstein给的“code”的定义不明确。)

5 It only shows two linguistic codes are different in style.

(根据最后一段最后一句话“Trudgill suggests that the linguistic differences
found by Bernstein and his associates (such as more of less frequent use of
prepositions, impersonal pronouns, varied adjectives and adverbs, and passives)
do not reflect two linguistic codes but simply differences in style.” Trudgill觉得Bernstein及其助手发现的语言差异不能反映两种语言密码，只能反映两种语言在风格上是有差的。)

Passage B

As a result of
the separation from Great Britain by the colonies acting as a unit, the powers of
external sovereignty passed from the Crown not to the colonies severally, but
to the colonies in their collective and corporate capacity as the United States
of America. Even before the Declaration, the colonies were a unit in foreign
affairs, acting through a common agency—namely the Continental Congress,
composed of delegates from the thirteen colonies. That agency exercised the
powers of war and peace, raised an army, created a navy, and finally adopted
the Declaration of Independence. Rulers come and go; governments and the forms
of government change; but sovereignty survives. A political society cannot
endure without a supreme will somewhere. Sovereignty is never held in suspense.
When, therefore, the external sovereignty of Great Britain in respect of the
colonies ceased, it immediately passed to the Union. That fact was given
practical application almost at once. The treaty of peace, made on September
23, 1783, was concluded between his Britannic Majesty and the “United States of
America.”

The Union
existed before the Constitution, which was ordained and established among other
things to form “a more perfect Union.” Prior to that event, it is clear that
the Union, declared by the Articles of Confederation to be “perpetual,” was the
sole possessor of external sovereignty and in the Union it remained without
change saved in so far as the Constitution in express terms qualified its
exercise. The framers’ Convention was called and exerted its powers upon the
irrefutable postulate that though the states were several, their people in
respect of foreign affairs were one. In the convention the entire absence of
state power to deal with those affairs was thus forcefully stated by Rufus King:

The states were not “sovereigns” in the sense contended for by some.
They did not possess the peculiar features of sovereignty, —they could not make
war, nor peace, nor alliances, nor treaties. Considering them as political
beings, they were dumb, for they could not speak to any foreign sovereign
whatever. They were deaf, for they could not hear any propositions from such
sovereign. They had not even the organs or faculties of defense or offense, for
they could not of themselves raise troops, or equip vessels, for war.

It results that
the investment of the federal government with the powers of external
sovereignty did not depend upon the affirmative grants of the Constitution. The
powers to declare and wage war, to conclude peace, to make treaties, to maintain
diplomatic relations with other sovereignties, if they had never been mentioned
in the Constitution, would have vested in the federal government as necessary
concomitants of nationality. Neither the Constitution nor the laws passed in
pursuance of it have any force in foreign territory unless in respect of our
own citizens; and operations of the nation in such territory must be governed
by treaties, international understandings and compacts, and the principles of
international law. As a member of the family of nations, the right and power of
the United States in that field are equal to the right and power of the other
members of the international family. Otherwise, the United States is not
completely sovereign. The power to acquire territory by discovery, and occupation,
the power to expel undesirable aliens, the power to make such international agreements
as do not constitute treaties in the constitutional sense, none of which is
expressly affirmed by the Constitution, nevertheless exist as inherently inseparable
from the conception of nationality. This the court recognized, and in each of
the cases cited found the warrant for its conclusions not in the provisions of
the Constitution, but in the law of nations.

Questions (Give brief
answers):

1 How did the powers of external sovereignty pass from the crown to
the colonies?

2 What, according to the passage, was the sole possessor of
external sovereignty?

3 Why were the states not sovereigns?

4 When will Constitution or the laws in pursuance of it have force
in foreign territory?

5 What must govern the operation of the
nation in foreign territory?

【答案与解析】

1 The powers of external sovereignty were granted to colonies in
their collective and corporate capacity as the United States of America.

(根据第一段第一句话“As a result of the separation from Great Britain
by the colonies acting as a unit, the powers of external sovereignty passed
from the Crown not to the colonies severally, but to the colonies in their
collective and corporate capacity as the United States of America.”美国从英国独立时，就是13个殖民地一起独立的，所以对外独立权不是分散至13个州，而是给予美国这一整体。)

2 The Union was the sole possessor of
external sovereignty.

(根据第二段第二句话“Prior to that event, it is clear that the Union,
declared by the Articles of Confederation to be “perpetual,” was the sole
possessor of external sovereignty”《邦联条例》宣布联邦是对外主权的唯一拥有者。)

3 Because they did not possess rights to make
war, nor peace, nor alliances, nor treaties.

(根据文中第二段引用的Rufus King 的话的第二句“They did not possess the peculiar features of sovereignty, —they
could not make war, nor peace, nor alliances, nor treaties.”每个州不拥有主权，因为它们不能对外宣战，媾和，缔结联盟，或制定条约。)

4 If it comply with the will of its own
citizens.

(根据最后一段第三句话“Neither the Constitution nor the laws passed in
pursuance of it have any force in foreign territory unless in respect of our
own citizens…”宪法和法律都不能对外国领土起作用，除非得到本国国民的同意。)

5 Treaties, international understandings and compacts, and the
principles of international law must govern the operation of the nation in
foreign territory.

(根据最后一段第三句话“…and operations of the nation in such territory
must be governed by treaties, international understandings and compacts, and
the principles of international law.”国家想要在这种领土上发挥作用，就必须得到条约，国际理解，合同，以及国际法条约的约束。)

IV. Read the following essay first, then answer
the questions attached and paraphrase the two paragraphs indicated: (40ps)

The Green Banana

Donald Batchelder

The author’s car
threatened to break down when he was Brazilian country. Unexpectedly, the
accident turned out to be one of those “learning moments,” inspiring him to rethink
and redefine the center of the world.

1 
Although it might have happened anywhere, my encounter with the green banana
started on a steep mountain road in the interior of Brazil. My ancient jeep was
straining up through spectacular countryside when the radiator¹
began to leak ten miles from the nearest mechanic. The over-heated engine
forced me to stop at the next village, which consisted of a small store and a
scattering of houses. People gathered to look. Three fine streams of hot water
spouted from holes in the jacket of the radiator². “That’s easy to
fix,” a man said. He sent a boy running for some green bananas. He patted me on
the shoulder, assuring me everything would work out. “Green bananas,” he
smiled. Everyone agreed.

2  We
exchanged pleasantries while I mulled over the ramifications of the green
banana. Asking questions would betray my ignorance, so I remarked on the beauty
of the terrain. Huge rock formations, like Sugar Loaf in Rio³, rose
up all around us. “Do you see that tall one right over there?” asked my
benefactor, pointing to a particular tall, slender pinnacle of dark rock. “That
rock marks the center of the world.”

3  I
looked to see if he was teasing me, but his face was, serious. He in turn
inspected me carefully to be sure I grasped the significance of his statement.
The occasion demanded some show of recognition on my part. “The center of the
world?” I repeated, trying to convey interest if not complete acceptance. He
nodded. “The absolute center. Everyone around here knows it.”

4  At
that moment the boy returned with my green bananas. The man sliced one in half
and pressed the cut end against the radiator jacket. The banana melted into a
glue against the hot metal, plugging the leaks instantly. Everyone laughed at
my astonishment. They refilled my radiator and gave me extra bananas to take
along. An hour later, after one more application of green banana, my radiator
and I reached our destination. The local mechanic smiled, “Who taught you about
the green banana?” I named the village. “Did they show you the rock marking the
center of the world?” he asked. I assured him they had. “My grandfather came
from there,” he said. “The exact center. Everyone around here has always known
about it.”

5  As
a product of American higher education, I had never paid the slightest
attention to the green banana, except to regard it as a fruit whose time had
not yet come. Suddenly on that mountain road, its time and my need had
converged. But as I reflected on it further, I realized that the green banana
had been there all along. Its time reached back to the very origins of the
banana. The people in that village had known about it for years. My own time
had come in relation to it. This chance encounter showed me the special genius
of those people, and the special potential of the green banana. I had been
wondering for some time about those episodes of clarity which educators like to
call “learning moments,” and knew I had just experienced two of them at once.

6  The
importance of the rock marking the center of the world took a while to filter
through. I had initially doubted their claim, knowing for a fact that the
center was located somewhere in New England. After all, my grandfather had come
from there. But gradually I realized they had a valid belief, a universal
concept, and I agreed with them. We tend to define the center as that special
place where we are known, where we know others, where things mean much to us,
and where ourselves have both identity and meaning; family, school, town, and
local region.

7  The
lessen which gradually filtered through was the simple concept that every place
has special meanings for the people in it; every place incalculable, and no one
student or traveler can experience all of them, but once a conscious
breakthrough to a second center is made, a life-long perspective and collection
can begin.

8  The
cultures of the world are full of unexpected green bananas with special value
and meaning. They have been there for ages, ripening slowly, perhaps waiting
patiently for people to come along to encounter them. In fact, a green banana
is waiting for all of us who leave our own centers of the world in order to
experience other places.

Notes:

1 Radiator: an engine-cooling device in a
motor vehicle

2 The jacket of the radiator: the covering
of the radiator.

3 Sugar Loaf in Rio/riəu/: a famous hill in Rio de Janeiro.
Sugar Loaf Hill was discovered in January, 1502, by a Portuguese navigator
during an expedition to map the Brazilian Coast. Guanabara Bay was mistaken for
a river by the explorers. Because of this, the region was known as Rio de
Janeiro (“January River” in Portuguese). In 1763, the city founded at the foot
of Sugar Loaf Hill became the capital of the country.

4 New England: the part of the US that is most like “old” England.
It is also the most well-defined region of the US. New England includes six
states—Maine, New Hampshire, Vermont. Massachusetts Rhode Island, and
Connecticut.

5 The center of the world: This phrase functions at both literal
and figurative levels. The undereducated local people used it more or less
literally whereas the author was mainly concerned with its figurative meaning.
But it turned out that the well-educated author had more to learn from the
undereducated.

Understanding the Text

I. Answer the following questions:

1 Why did the author feel afraid to betray his ignorance?

2 Why did he think at first that the local man was teasing him when
the man referred to the tall slender rock as the center of the world?

3 What were the author’s “learning moments”?

4 How would you interpret the sentence “My radiator and I reached
our destination”?

5 How did he redefine the center of the world?

【答案与解析】

1 Because the author has received higher education, yet he never
knows that green bananas can be used as this.

(根据第六段第一句话“As a product of American higher education, I had
never paid the slightest attention to the green banana, except to regard it as
a fruit whose time had not yet come.”作为美国教育的产物，除了把青香蕉当作还没长熟的水果，我从来就没注意过它。)

2 Because it is impossible that the tall slender rock is the center
of the world.

3 The green bananas can repair the leakage of the radiator jacket,
and the tall slender rock is the center of the world.

(由全文可知，作者的两个领悟瞬间就是青香蕉可以修补水箱的漏洞以及一块特别高而且细长的黑色石柱是这个世界的中心。)

4 The nearest mechanic.

(根据第五段第六七句话“An hour later, after one more application of green
banana, my radiator and I reached our destination. The local mechanic smiled…”一小时后，我又用一颗青香蕉修补了漏洞，然后才到达目的地——当地的汽车修补店。)

5 The center of the world is the place that is special to us.

(根据倒数第三段最后一句话“We tend to define the center as that special place
where we are known, where we know others, where things mean much to us, and
where ourselves have both identity and meaning; family, school, town, and local
region.”我们都倾向于把一个特殊的地方理解为“中心”：在那儿我们为人所知，我们也认识其他人；那儿的事物对我们来说都别有意义；那儿有我们的根，有我们存在的价值所在：家庭、学校、城镇以及当地的一切都可能成为我们眼中世界的中心。)

II. In the text, some information is given to you
(the author’s nationality, for example); some is implied. Read the text closely
to look for the implied information:

1 Line 4: … the radiator began to leak ten miles from the nearest
mechanic.

What was the
author afraid of? ____________________________

2 Line 10: “Green bananas.” he smiled.
Everyone agreed.

Did the
villagers know something he didn’t? What was it? ____________________________

3 Line 12: Asking questions would betray my ignorance, so I
remarked on the beauty of the terrain.

Why did the
author feel awkward? _______________________________

4 Line 17: I looked to see if he was teasing me, but his face was
serious.

Why was the
author suspicious? ____________________________

5 Line 19: The occasion demanded some show of recognition on my
part.

Why was the
author trying to be polite? _____________________________

6 Line 26: Everyone laughed at my astonishment.

Why did they
feel that way? _____________________________

7 Line 27: An hour later, after one more application of green
banana, my radiator and I reached our destination.

Was the green
banana a successful solution? How did it solve the problem?

_____________________________

8 Line 29: “Who taught you about the green banana?”

Was the mechanic
surprised that the author knew a local custom? Why should he be surprised?

____________________________

【答案与解析】

1 He was afraid that his car would break down.

(根据第二段第一句话“Although it might have happened anywhere, my encounter with the
green banana started on a steep mountain road in the interior of Brazil.”尽管这种事情在任何地方都可能发生，但我与青香蕉的邂逅却源自于巴西腹地一条险峻的山路上。作者当时正处于一条险峻的山路上，所以水箱漏水，他很害怕，怕自己的车子坏掉。)

2 All the villagers knew that green bananas can fix the leaked radiator
jacket.

(根据第二段最后一句话““Green bananas,” he smiled. Everyone
agreed.”每个人都知道青香蕉可以帮助作者解决问题。)

3 Because he did not know how the villagers to fix his car.

(根据文章，作者不知道村民们该如何帮他修车，他很好奇，但是碍于面子又不想问，所以场面有些尴尬。)

4 Because he knew that the tall slender rock cannot be the center
of the world.

(作者知道那块石头不可能是世界的中心，所以怀疑对方是不是在开玩笑。)

5 Because the villager was very serious when he said so.

(因为说话的人神情严肃，不像是开玩笑。)

6 Because the author felt surprised about what they took for
granted.

(因为每个人都知道青香蕉可以填补漏洞，堵住漏水，只有作者自己不知道。所以村民们看到我吃惊的样子觉得很好笑。)

7 Yes, it melted into a glue against the hot metal, plugging the
leaks instantly.

(青香蕉成功地解决了问题，香蕉遇到炙热的金属融成了胶，立刻就堵住了漏洞。)

8 Yes, because the author seemed to be someone that had received higher
education.

(因为作者看起来不像是小镇上的人，像是接受过高等教育的人，所以修理人员很惊讶，为什么作者知道当地的习惯。)

III. Paraphrase the third and the seventh
paragraph as if you were expressing the same ideas in your own words.

1 the third paragraph:

【答案】I looked at his face to see if he was joking, but he seemed to be
serious. Knowing I was looking at him, he looked back and checked if I had got
what he said. In this case, I’d better to be polite and showed that I knew what
he meant. “Yeah, the center of world,” I said this, showing that I knew what he
said although I may not agree with him. He said, “It is the sole center of the
world and everyone in this place knows it.”

【解析】我看着他，想知道他是否在和我开玩笑，但他却表情严肃，反过来认真地审视着我，似乎想确定我是否领会了他那句话的深刻含义。这种情况要求我必须表现出认同。所以我重复了这句话“是世界的中心吗？”尽管这句话并不代表我认同这个观点，但却表示我对此感兴趣。他点头说：“绝对是中心。这儿的人都知道。”

2 the seventh paragraph:

【答案】I gradually understand a simple thing that every place is special
for people living there, and every place can be the center of the world. No one
can experience all of such a place. However, one should make breakthrough and
experience other places. In this way, he will gain more from a different point
of view.

【解析】我渐渐明白了一个其实再简单不过的道理：对于居住在其中的人来说，每个地方都有着特殊的含义，从某种意义上说，每个地方都代表着“世界的中心”。世界上有无数这样的“中心”，没有哪个学生或旅行者能经历所有的这些“中心”。但是，一旦突破这种意识从而建立另一个中心，一个全新的视角将伴随你的一生，并且一种积累的过程也将从此开始。

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