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2018英語(yǔ)專(zhuān)八閱讀練習(xí)題及答案
英語(yǔ)專(zhuān)業(yè)八級(jí)針對(duì)的對(duì)象是英語(yǔ)及相關(guān)專(zhuān)業(yè)大四學(xué)生。非英語(yǔ)及相關(guān)專(zhuān)業(yè)與非在校生無(wú)法參加考試。 英語(yǔ)專(zhuān)業(yè)八級(jí)考試(TEM-8),全稱(chēng)為全國(guó)高校英語(yǔ)專(zhuān)業(yè)八級(jí)考試。應(yīng)屆畢業(yè)生網(wǎng)小編為大家整理了2018英語(yǔ)專(zhuān)八閱讀練習(xí)題及答案匯總，供各位考生參考。
Exploration of the Titanic
After resting on the ocean floor, split asunder and rusting, for nearly three-quarters of a century, a great ship seemed to cone alive again. The saga of the White Star liner Titanic, which struck an iceberg and sank on its maiden voyage in 1912, carrying more than 1,500 passengers to their death, has been celebrated in print and on film, in poetry and song. But last week what had been legendary suddenly became real. As they viewed videotapes and photographs of the sunken leviathan, millions of people around the world could sense her mass, her eerie quiet and the ruined splendor of a lost age.
Watching on television, they vicariously joined the undersea craft Alvin and Jason Jr. (J.J.) as they toured the wreckage of the luxury liner, wandering across the decks past corroded bollards, peering into the officer’s quarters and through rust-curtained portholes. Views of the railings where doomed passengers and crewmembers stood evoked images of the moonless night 74years ago when the great ship slipped beneath the waves.
The two-minute videotape and nine photographs, all in color and shot 12,500ft.under the North Atlantic, were a tiny sample of 60 hours of video and 60,000 stills garnered during the twelve-day exploration. They are released at a Washington press conference conducted by Marine Geologist Robert Ballard, 44, who led the teams from the Wood Hole Oceanographic Institution that found the Titanic last September and revisited it this July.
Recounting the highlights of what has already become the most celebrated feat of underwater exploration, Ballard revealed some startling new information. His deep-diving craft failed to find the 300-ft. gash that, according to legend, was torn in the Titanic’s hull when the ship plowed into the iceberg. Instead, he suggested, the collision had buckled the ship’s plates, allowing water to pour in. He also brought back evidence that the ship broke apart not when she hit bottom, as he had thought when viewing the first Titanic images last September, but as she sank: the stern, which settled on the bottom almost 1,800ft. from the bow, had swiveled 180 on its way down.
1. What is the best title for this passage?
[A] New Information about the Sunken Ship.
[B] Exploration of the Titanic.
[C] To watch the Videotape.
[D] To explore the Titanic with High Tech.
2. How did the viewers feel when watching the videotape?
[A] They felt rather sad, and felt they themselves took part in the exploration.
[B] They felt keenly for it.
[C] They felt rather bad about it.
[D] They felt out of spirits.
3. When did the great ship sink?
[A] In 1912.
[B] She sank in its maiden voyage in 1912.
[C] She sank in its second voyage in 1912.
[D] She sank in its first voyage in 1912.
4. What did Robert reveal at a press conference?
[A] He revealed some startling information.
[B] He said nothing.
[C] He complained the exploration was very hard.
[D] He revealed the success of their work.
答案詳解：
1.D. 用高技術(shù)探測(cè)泰坦尼克號(hào)。第一段最后一句“當(dāng)世界上千百萬(wàn)人觀看這艘沉沒(méi)巨輪的錄像帶說(shuō)，他們都會(huì)覺(jué)察到她的巨大的船體，她周?chē)膳碌某良藕蜌q月流失那種凄慘的景象。”這里已說(shuō)明是探測(cè)的錄像片。第三段“這兩分鐘彩色錄像帶和九張照片是在被大西洋12500英尺深處拍攝的，它們只是十二天探測(cè)期間拍攝的60小時(shí)錄像帶和60000靜物照中的一小部分。這些錄像帶和照片是44對(duì)的海洋地質(zhì)學(xué)家羅伯特巴拉德領(lǐng)導(dǎo)的伍德霍爾海洋研究所科學(xué)探險(xiǎn)隊(duì)，于去年九月發(fā)現(xiàn)了泰坦尼克號(hào)并于今年七月重訪了它。”第二段中點(diǎn)明用“深水工作船和機(jī)器人小賈森……”高科技。
A. 有關(guān)沉船的新消息。這只是羅伯特在記者招待會(huì)上宣布的一條消息。作為標(biāo)題不合適。 B. 探測(cè)泰坦尼克號(hào)，接近標(biāo)題，但沒(méi)有D確切。 C. 看錄像帶。
2.A. 他們黯然神傷，有身臨其境在探測(cè)之感。見(jiàn)第1題中第一段最后一句注譯和難句譯注2。
B. 他們很同情這艘船; C. 他們感到不愉快。 D. 他們感到很消沉。這三段文內(nèi)都沒(méi)有提到。
3.B. 她于1912年首航中沉沒(méi)。見(jiàn)難句譯注1。
A. 1913。 C. 1912。第二次航行。 D. 1913年首航。這三項(xiàng)都不對(duì)。
4.A. 他宣布一個(gè)驚人的消息。見(jiàn)最后一段第二句起：“他的探潛工作船沒(méi)找到泰坦尼克號(hào)船上那三百英尺長(zhǎng)裂縫，據(jù)說(shuō)這裂縫是巨輪撞冰山時(shí)在船體上留下的。相反，巴拉德認(rèn)為與冰山相撞造成船體彎曲變形，使海水大量涌入船內(nèi)”后面譯文見(jiàn)難句譯注4。
B. 他沒(méi)有說(shuō)什么。C. 他抱怨探測(cè)工作非常艱難。D. 他宣布探測(cè)成功。這三項(xiàng)文內(nèi)沒(méi)有涉及。
Equality of Opportunity
These days we hear a lot of nonsense about the ‘great classless society’. The idea that the twentieth century is the age of the common man has become one of the great clichés of our time. The same old arguments are put forward in evidence. Here are some of them: monarchy as a system of government has been completely discredited. The monarchies that survive have been deprived of all political power. Inherited wealth has been savagely reduced by taxation and, in time, the great fortunes will disappear altogether. In a number of countries the victory has been complete. The people rule; the great millennium has become a political reality. But has it? Close examination doesn’t bear out the claim.
It is a fallacy to suppose that all men are equal and that society will be leveled out if you provide everybody with the same educational opportunities. (It is debatable whether you can ever provide everyone with the same educational opportunities, but that is another question.) The fact is that nature dispenses brains and ability with a total disregard for the principle of equality. The old rules of the jungle, ‘survival of the fittest’, and ‘might is right’ are still with us. The spread of education has destroyed the old class system and created a new one. Rewards are based on merit. For ‘aristocracy’ read ‘meritocracy’; in other respects, society remains unaltered: the class system is rigidly maintained.
Genuine ability, animal cunning, skill, the knack of seizing opportunities, all bring material rewards. And what is the first thing people do when they become rich? They use their wealth to secure the best possible opportunities for their children, to give them ‘a good start in life’. For all the lip service we pay to the idea of equality, we do not consider this wrong in the western world. Private schools which offer unfair advantages over state schools are not banned because one of the principles in a democracy is that people should be free to choose how they will educate their children. In this way, the new meritocracy can perpetuate itself to a certain extent: an able child from a wealthy home can succeed far more rapidly than his poorer counterpart. Wealth is also used indiscriminately to further political ends. It would be almost impossible to become the leader of a democracy without massive financial backing. Money is as powerful a weapon as ever it was.
In societies wholly dedicated to the principle of social equality, privileged private education is forbidden. But even here people are rewarded according to their abilities. In fact, so great is the need for skilled workers that the least able may be neglected. Bright children are carefully and expensively trained to become future rulers. In the end, all political ideologies boil down to the same thing: class divisions persist whether you are ruled by a feudal king or an educated peasant.
1. What is the main idea of this passage?
[A] Equality of opportunity in the twentieth century has not destroyed the class system.
[B] Equality means money.
[C] There is no such society as classless society.
[D] Nature can’t give you a classless society.
2. According to the author, the same educational opportunities can’t get rid of inequality because
[A] the principle ‘survival of the fittest’ exists.
[B] Nature ignores equality in dispensing brains and ability.
[C] Material rewards are for genuine ability.
[D] People have the freedom how to educate their children.
3. Who can obtain more rapid success
[A] those with wealth.
[B] Those with the best brains.
[C] Those with the best opportunities.
[D] Those who have the ability to catch at opportunities.
4. Why does the author say the new meritocracy can perpetuate itself to a certain extent? Because
[A] money decides everything.
[B] Private schools offer advantages over state schools.
[C] People are free to choose the way of educating their children.
[D] Wealth is used for political ends.
5. According to the author, ‘class divisions’ refers to
[A] the rich and the poor.
[B] Different opportunities for people.
[C] Oppressor and the oppressed.
[D] Genius and stupidity.
答案詳解：
1. A 二十世紀(jì)平等的機(jī)遇并沒(méi)有摧毀階級(jí)。文章一開(kāi)始就對(duì)無(wú)階級(jí)社會(huì)的論點(diǎn)進(jìn)行了反駁：有人認(rèn)為君主整體已完全摧毀，幸存下來(lái)的王公貴族已經(jīng)被剝奪了一切政治權(quán)力，繼承的財(cái)產(chǎn)為稅收大幅度的削減，到時(shí)候，巨大的財(cái)富將消失殆盡，在許多國(guó)家中，已全面勝利，人民進(jìn)行統(tǒng)治，偉大的太平盛世已成為政治顯示。作者認(rèn)為：深入檢查證實(shí)這一斷言不實(shí)。第二段提出了即使人人都獲同樣的受教育的機(jī)會(huì)，可人的天然智慧和能力與平等原則無(wú)關(guān)，適者生存，強(qiáng)權(quán)即公理依然存在。教育的普及摧毀了老的階級(jí)體制，卻創(chuàng)造新的，報(bào)酬是機(jī)遇才干成就。貴族統(tǒng)治就是英才統(tǒng)治，可在其他方面，社會(huì)依然，階級(jí)確實(shí)存在。后面兩段集中論述了金錢(qián)的作用。
B.金錢(qián)意味著平等是錯(cuò)誤的。C.不存在無(wú)階級(jí)社會(huì)。內(nèi)容是對(duì)的，但不是本文的主題思想。D.自然界不會(huì)賦予你一個(gè)無(wú)階級(jí)社會(huì)。
2. B 自然界在分賦人智慧和能力是不會(huì)顧及平等。
A.適者生存的原則存在。根據(jù)這一原則無(wú)智慧和能力者難以生存于社會(huì)。C.物質(zhì)報(bào)償是根據(jù)人的真正能力。D.人們有自由選擇如何教育自己的孩子。這三項(xiàng)都基于一點(diǎn)――人的智慧和能力。有智慧能力才能生存，才能獲報(bào)償，這已經(jīng)是不平等，即使獲同樣的受教育的機(jī)會(huì)，也不可能鏟除不平等。
3. A 有錢(qián)的人。第三段一開(kāi)始就點(diǎn)明：真正的能力、動(dòng)物般機(jī)敏狡猾、技能、善抓機(jī)會(huì)的訣竅，這一切都帶來(lái)物質(zhì)報(bào)償。有了錢(qián)的人首要作的事情就是給孩子最佳教育機(jī)會(huì)，而私人學(xué)校教育優(yōu)于公立學(xué)校，人們又有自由選擇如何教育自己的孩子。在這個(gè)意義上，英才教育在某種程度上是永存的。一個(gè)來(lái)自富有家庭的有能力的孩子要比其對(duì)立面獲得成功要快得多得多。
B.具有很高智慧的人，若沒(méi)有錢(qián)是難以成功的。第三段的最后一句話(huà)也點(diǎn)明這一點(diǎn)，金錢(qián)同從前一樣是強(qiáng)有力的武器。文章最后一段即使在完全遵循社會(huì)平等原則的社會(huì)里，禁止特權(quán)的私人教育，人們也是按能力獲報(bào)酬。小心翼翼而又耗費(fèi)巨大地把聰明的孩子培養(yǎng)成未來(lái)的統(tǒng)治者。C.具有最佳機(jī)遇的人。D.是B和C的結(jié)合。
4. A金錢(qián)決定一切。新的英才教育在一定程度上永存。沒(méi)有錢(qián)，上不起私立學(xué)校，談不上機(jī)會(huì)，更不用說(shuō)英才教育。有了錢(qián)才能為孩子創(chuàng)造機(jī)會(huì)。
B.私立學(xué)校提供的優(yōu)越性高于公立學(xué)校。C.人們有自由選擇教育孩子的方式方法。D.財(cái)富用于政治目的。第三段最后三句話(huà)：“財(cái)富也可以不加區(qū)別地用于更遠(yuǎn)的政治目的。沒(méi)有強(qiáng)大的財(cái)政作后盾，成為民主國(guó)家的元首幾乎是不可能。金錢(qián)和過(guò)去一樣是強(qiáng)有力的武器，這也說(shuō)明了金錢(qián)的力量，決定一切。”
5. A 富人和窮人�？v然作者提及，同樣的教育機(jī)會(huì)也不可能鏟除不平等，因?yàn)樯咸熨x予人之智慧是不可能考慮平等原則，可是作者也提到適者生存、強(qiáng)權(quán)即公理。貴族政治可讀成英才教育。這已說(shuō)明英才指的是貴族的英才。第四段進(jìn)一步指出有錢(qián)的人首先要做的就是給子女一個(gè)良好的教育機(jī)會(huì)。而私立學(xué)校的教育質(zhì)量?jī)?yōu)于公立學(xué)校。有錢(qián)人家的有能力的孩子成功機(jī)遇就高。財(cái)產(chǎn)還可用于政治目的，要成為民主國(guó)家的領(lǐng)袖就得有雄厚的財(cái)力支持。錢(qián)財(cái)和過(guò)去一樣強(qiáng)有力。即使在以社會(huì)平等為原則的社會(huì)中，私立學(xué)校被禁，酬勞還是以人的能力為準(zhǔn)，大量需要有技能的工作人員，而差勁的人沒(méi)有人關(guān)注。天才的孩子予以仔細(xì)而又及其昂貴的培養(yǎng)以成為未來(lái)的統(tǒng)治者。
總之，政治意識(shí)歸結(jié)為同一個(gè)東西――階級(jí)劃分存在，不論你是為封建帝王統(tǒng)治，還是為受過(guò)教育的農(nóng)民統(tǒng)治，從這里看，作者的class division指的是A項(xiàng)。
B.人們不同的機(jī)遇。C.壓迫者和被壓迫者。D.天才和笨蛋。
Feminism
The statistics I’ve cited and the living examples are all too familiarto you. But what may not be so familiar will be the increasingnumber of women who are looking actively for advancement offor a new job in your offices. This woman may be equipped withprofessional skills and perhaps valuable experience, She will notbe content to be Executive Assistant to Mr. Seldom Seen of theAssistant Vice President’s Girl Friday, who is the only one whocomes in on Saturday.
She is the symbol of what I call the Second Wave of Feminism. She is the modern woman who isdetermined to be.
Her forerunner was the radical feminist who interpreted her trapped position as a female asoppression by the master class of men. Men, she believed, had created a domestic, servile role forwomen in order that men could have the career and the opportunity to participate in making thegreat decisions of society. Thus the radical feminist held that women through history had beenoppressed and dehumanized, mainly because man chose to exploit his wife and the mother of hischildren. Sometimes it was deliberate exploitation and sometimes it was the innocence of neverlooking beneath the pretensions of life.
The radical feminists found strength in banding together. Coming to recognize each other for thefirst time, they could explore their own identities, realize their own power, and view the male and hissystem as the common enemy. The first phases of feminism in the last five years often took on thismilitant, class-warfare tone. Betty Friedan, Gloria Steinem, Germaine Greer, and many othershammered home their ideas with a persistence that aroused and intrigued many of the brightestand most able women in the country. Consciousness-raising groups allowed women to exploreboth their identities and their dreams—and the two were often found in direct conflict.
What is the stereotyped role of American women? Marriage. A son. Two daughters. Breakfast.Ironing. Lunch. Bowling, maybe a garden club of for the very daring, non-credit courses inceramics. Perhaps an occasional cocktail party. Dinner. Football or baseball on TV. Each day thesame. Never any growth in expectations—unless it is growth because the husband has succeeded.The inevitable question: “Is that all there is to life?”
The rapid growth of many feminist organizations attests to the fact that these radical feminists hadtouched some vital nerves. The magazine “Ms.” was born in the year of the death of the magazine“Life.” But too often the consciousness-raising sessions became ends in themselves. Too oftensexism reversed itself and man-hating was encouraged. Many had been with the male chauvinist.
It is not difficult, therefore, to detect a trend toward moderation. Consciousness-raising increasinglyis regarded as a means to independence and fulfillment, rather than a ceremony of fulfillment itself.Genuine independence can be realized through competence, through finding a career, through theuse of education. Remember that for many decades the education of women was not supposedto be useful.
1. What was the main idea of this passage?
[A] The Second Wave of Feminist. [B] Women’s Independent Spirits.
[C] The Unity of Women. [D] The Action of Union.
2. What was the author’s attitude toward the radical?
[A] He supported it wholeheartedly. [B] He opposed it strongly.
[C] He disapproved to some extent. [D] He ignored it completely.
3. What does the word “militant” mean?
[A] Aggressive. [B] Ambitions. [C] Progressive. [D] Independent.
4. What was the radical feminist’s view point about the male?
[A] Women were exploited by the male.
[B] Women were independent of the male.
[C] Women’s lives were deprived by the male.
[D] The male were their common enemy.
答案詳解：
1. A. 第二次女權(quán)運(yùn)動(dòng)的浪潮。在第一段，一般性描述之后(見(jiàn)難句譯注1)，作者畫(huà)龍點(diǎn)睛的指明“她就是我所指的第二次女權(quán)運(yùn)動(dòng)浪潮的象征。她是決心要成為的現(xiàn)代婦女的代表。”以后的文章就是圍繞女權(quán)運(yùn)動(dòng)而寫(xiě)的。見(jiàn)文章大意。
B. 婦女的獨(dú)立精神。這只是女權(quán)運(yùn)動(dòng)中部分內(nèi)容。 C. 婦女團(tuán)結(jié)。第三段一開(kāi)始就提到“激進(jìn)女權(quán)主義者發(fā)現(xiàn)了緊密團(tuán)結(jié)在一起的力量。”也是女權(quán)運(yùn)動(dòng)的部分內(nèi)容。D. 團(tuán)結(jié)運(yùn)動(dòng)。
2. C. 有點(diǎn)不贊成。這在最后兩段表現(xiàn)的最為明顯：“許多女權(quán)運(yùn)動(dòng)組織迅速發(fā)展證明這些激進(jìn)爭(zhēng)取女權(quán)的人觸到了某些活躍的神經(jīng)。(非�；钴S)。 Ms 雜志就在《生活》停刊那年誕生。可是喚起覺(jué)醒的會(huì)議常常成為這些活動(dòng)的目的。性別歧視(歧視婦女)也常常顛倒過(guò)來(lái)并且提倡憎恨男人。許多人曾是男權(quán)至上主義者。”“因此，察覺(jué)向平和中的趨向發(fā)展并不難。提高覺(jué)悟的做法越來(lái)越被認(rèn)為是獨(dú)立與成就的方式，而不是慶賀成就本身的儀式。真正的獨(dú)立是能夠通過(guò)能力，通過(guò)尋找一份事業(yè)，通過(guò)應(yīng)用教育加以實(shí)現(xiàn)。要記住，幾十年來(lái)，婦女教育被認(rèn)為是無(wú)用的。”如果是倒數(shù)第二段是作者對(duì)激進(jìn)分子有點(diǎn)批評(píng)，不滿(mǎn)的態(tài)度的表現(xiàn)，那么最后一段就是作者的觀點(diǎn)：獨(dú)立是靠塌實(shí)工作，提高婦女自身的能力來(lái)實(shí)現(xiàn)的。
A. 他全心全意的擁護(hù)。 B. 他強(qiáng)烈反對(duì)。不完全如此。 D. 他完全忽視不顧。
3. A. 好斗的。(斗爭(zhēng)性強(qiáng)的)。第三段第三句：“在最近5年中女權(quán)運(yùn)動(dòng)首要方面常常具有這種好斗的階級(jí)斗爭(zhēng)調(diào)子。”
B. 野心的。 C. 進(jìn)步的。 D. 獨(dú)立的。
4. D. 男人是她們共同的敵人。第三段：“激進(jìn)女權(quán)運(yùn)動(dòng)分子在緊密團(tuán)結(jié)中找到了力量。第一次她們認(rèn)識(shí)了自己，她們可以探索自我，意識(shí)到她們的力量，把男人及其制度視為她們共同的敵人。”
A. 婦女為男人們所剝削。這在第三段中講到，見(jiàn)難句譯注3。這是婦女觀點(diǎn)中具體內(nèi)容之一。也是為什么說(shuō)男人及制度是她們共同敵人的原因之一。 B. 婦女不受男人支配。 C. 男人剝奪了女人生活。
The Military Is In
Things have really changed. Not only is the military standing tall again, it is staging a remarkable comeback in the quantity and quality of the recruits it is attracting. Recruiters, once denounced by antiwar students as “baby killers” and barred from campuses, are welcomed ever at elite universities. ROTC (Reserve Officer’s Training Corps) programs, that faltered during the Viet Nam era, when protesters were fire bombing their headquarters, are flourishing again. The military academies are enjoying a steady increase in applications.
Certainly, the depressed economy has increased the allure of the jobs, technical training and generous student loans offered by the military. Students know that if they go in and become, say, nuclear weapons specialists, they can come out and demand a salary of $60,000 a year. Military salaries, while not always competitive with those paid for comparable jobs in the private sector, are more than respectable, especially considering the wide array of benefits that are available: free medical service, room and board, and PX (Post Exchange) privileges. Monthly pay for a recruit is $574; for a sergeant with four years services it is $906; for a major with ten years’ service it is $2,305. The services’ slick $175 million-a-year advertising campaign promising adventure and fulfillment has helped win over the TV generation. Kids are walking down the school hallways chanting ‘Army, Navy, Air Force, Marines,’ just like in the commercials. And many military officials feel that the key difference is the enhanced patriotism among the nation’s youth. There is a return to the view that the military is an honorable profession. The days of a judge telling a miscreant to join the Army or go to jail are over. Recruiting for all four services combined is running at 101%of authorized goals. And the retention rate is now so high, that the services are refusing some re-enlistment applications and reducing annual recruiting target.
The military academics are also enjoying halcyon years, attracting more and better-qualified students. Compared to private colleges, where tuition and expenses have been climbing sharply, the service schools are a real bargain: not only is tuition free, but recruits get allowances of up to $500 a mouth. It is reported 12,300 applicants are for the 1,450 positions in this year’s freshman class. Military academies are now just as selective as any of the best universities in the country.
Nationwide, ROTC enrollment exceeds 105,000,a 64% increase over the 1974 figure. In the mid 70’s, the ROTC students refused to wear their uniforms on campus because they suffered all sorts of ridicule, if they did. Now if they wear them to class no one looks at them twice. To them, Viet Nam is ancient history, something the old folks talk about.
1. What is the main idea of this passage?
[A] The Military is in [B] The Military is up
[C] The Military is down [D] The Military is on
2. What was the attitude of the students in 1970’s towards the military?
[A] Approval. [B] Indifferent. [C] Distaste. [D] Scolding.
3. The phrase “come out” is closest in meaning to
[A] “become visible”. [B] “begin to grow”.
[C] “be made public”. [D] “gain a certain position”.
4. Which one of the following is NOT mentioned as a reason to attract students.
[A] Free tuition. [B] Spacious room.
[C] Considerate allowance. [D] Technical training.
答案詳解：
1. A. 軍隊(duì)又吃香了。To be in 有“流行，時(shí)髦”之義。全篇文章圍繞這一點(diǎn)而寫(xiě)。文章一開(kāi)頭就點(diǎn)名宗旨“事情真的變了，軍隊(duì)形象不僅高大，招收新兵的質(zhì)量和數(shù)量明顯得到恢復(fù)。”第二段開(kāi)始：“可以肯定，經(jīng)濟(jì)蕭條使得軍隊(duì)提供就業(yè)，技術(shù)訓(xùn)練和對(duì)學(xué)生慷慨貸款提高了誘惑力……。”第二段倒數(shù)第七句“許多軍官感到關(guān)鍵性的變化是這個(gè)國(guó)家青年中的愛(ài)國(guó)心增強(qiáng)，當(dāng)兵是一個(gè)榮譽(yù)職業(yè)的看法又恢復(fù)了。”都表示吃香。
B. to be up 有“完了，完畢，上漲”等義。 C. to be down 有“消沉，落魄，下降”等義。 D. tobe on 有“上演，開(kāi)著”等義。這里都講不通。
2. C. 厭惡。答案在第一段第二句“招兵人員曾一度被反戰(zhàn)學(xué)生譴責(zé)為‘殺嬰犯’而拒之校園之外，現(xiàn)在甚至名牌大學(xué)都?xì)g迎。后備軍官訓(xùn)練隊(duì)計(jì)劃在越戰(zhàn)時(shí)期曾動(dòng)搖不定，抗議的人向部隊(duì)投擲燃燒彈，如今又興旺起來(lái)。”最后一段第二句“70年代中期，后備軍官訓(xùn)練隊(duì)學(xué)生不愿在校內(nèi)穿制服，因?yàn)榇┝司驮獾礁鞣N嘲笑。”這些都說(shuō)明70年代，學(xué)生對(duì)軍隊(duì)的態(tài)度是“厭惡”。所以
A. 贊成， B. 漠不關(guān)心， D. 漫罵，都不對(duì)。
3. 獲得地位。To come out 有 to gain certain position 獲得(名次，地位)之義，也有appear, tobe seen (出現(xiàn)，看得見(jiàn))之義。這里的上下文，只能是D. 第二段第二句“學(xué)生們知道，要是參軍，當(dāng)上譬如核武器專(zhuān)家，他們就能揚(yáng)名并可要求6萬(wàn)美元年薪。”
A. 看得見(jiàn)， B. 開(kāi)始成長(zhǎng)， C. 公開(kāi)。
4. B. 寬敞的房間。
A. 免學(xué)費(fèi)。 C. 相當(dāng)高的津貼。 D. 技術(shù)培訓(xùn)，都提到過(guò)。第二段開(kāi)始“可以肯定，經(jīng)濟(jì)蕭條使得軍隊(duì)提供就業(yè)，技術(shù)訓(xùn)練以及對(duì)學(xué)生慷慨貸款等的誘惑力增大。”第三句“軍隊(duì)薪金盡管比不是私人公司中類(lèi)似工作的工資，但已經(jīng)很可觀了，尤其考慮到軍隊(duì)里有一系列的福利待遇，如免費(fèi)醫(yī)療，膳宿，軍人消費(fèi)合作社特惠等。”第三段“軍事院校招收的學(xué)生數(shù)量多了，質(zhì)量好，年頭也就好過(guò)。私立大學(xué)里，學(xué)費(fèi)和各類(lèi)費(fèi)用一直急劇上升，相比之下，上軍事院校確實(shí)便宜，不僅學(xué)費(fèi)全面，新生每月還可拿5百美元的補(bǔ)貼。
Sensory Evaluation of Food
A Polish proverb claims that fish, to taste right, should three times—in water, in butter and in wine. The early efforts of the basic scientists in the food industry were directed at improving the preparation, preservation, and distribution of safe and nutritious food. Our memories of certain foodstuffs eaten during the World War II suggest that, although these might have been safe and nutritious, they certainly did not taste right nor were they particularly appetizing in appearance or smell. This neglect of the sensory appeal of foods is happily becoming a thing of the past. Bow, in the book “Principles of Sensory Evaluation of Food,” the authors hope that it will be useful to food technologists in industry and also to others engaged in research into problem of sensory evaluation of foods. An attempt has clearly been make to collect every possible piece of information, which might be useful, more than one thousand five hundred references being quoted. As a result, the book seems at first sight to be an exhaustive and critically useful review of the literature. This it certainly is, but this is by no means is its only achievement, for there are many suggestions for further lines of research, and the discursive passages are crisply provocative of new ideas and new ways of looking at established findings.
Of particular interest is the weight given to the psychological aspects of perception, both objectively and subjectively. The relation between stimuli and perception is well covered, and includes a valuable discussion of the uses and disadvantages of the Weber fraction of differences. It is interesting to find that in spite of many attempts to separate and define the modalities of taste, nothing better has been achieved than the familiar classification into sweet, sour salty and bitter. Nor is there as yet any clear-cut evidence of the physiological nature of the taste stimulus. With regard to smell, systems of classification are of little value because of the extraordinary sensitivity of the nose and because the response to the stimulus is so subjective. The authors suggest that a classification based on the size, shape and electronic status of the molecule involved merits further investigation, as does the theoretical proposition that weak physical binding of the stimulant molecule to he receptor site is a necessary part of the mechanism of stimulation.
Apart from taste and smell, there are many other components of perception of the sensations from food in the mouth. The basic modalities of pain, cold, warmth and touch, together with vibration sense, discrimination and localization may all play a part, as, of course, does auditory reception of bone-conducted vibratory stimuli from the teeth when eating crisp or crunchy foods. In this connection the authors rightly point out that this type of stimulus requires much more investigation, suggesting that a start might be made by using subjects afflicted with various forms of deafness. It is well-known that extraneous noise may alter discrimination, and the attention of the authors is directed to the work of Prof. H. J. Eysenck on the “stimulus hunger” of extroverts and the “stimulus avoidance” of introverts.
1. The reviewer uses a Polish proverb at the beginning of the article in order to
[A] introduce, in an interesting manner, the discussion of food.
[B] show the connection between food and nationality of food.
[C] indicate that there are various ways to prepare food.
[D] impress upon the reader the food value of fish.
2. The reviewers appraisal of “Principles of Sensory Evaluation of Food” is one of
[A] mixed feelings. [B] indifference.
[C] high praise. [D] faint praise.
3. The writer of the article does not express the view, either directly or by implication, that
[A] sharply defined classifications of taste are needed.
[B] more research should be done regarding the molecular constituency of food.
[C] food values are objectively determined by an expert “smeller”.
[D] temperature is an important factor in the value of food.
4. The authors of the book suggest the use of deaf subject because
[A] deaf people are generally introversive.
[B] the auditory sense is an important factor in food evaluation.
[C] they are more fastidious in their choice of foods.
[D] All types of subjects should be used.
答案詳解：
1. A. 以有趣的方式開(kāi)始介紹食品討論。文章一開(kāi)始，評(píng)者就用“波蘭有一諺語(yǔ)說(shuō)，魚(yú)，要想品味正，應(yīng)游泳三次——在水里游，在油里游和在酒中游。”這是國(guó)外廣告式論說(shuō)文經(jīng)常才用的一種寫(xiě)作方式。目的是吸引讀者，激起他們想讀下去的欲望，以達(dá)到推廣作用。
B. 表明食品和國(guó)籍的關(guān)系。 C. 表明有各種準(zhǔn)備食品的方法。 D. 加深讀者對(duì)魚(yú)的價(jià)值的影響，三項(xiàng)都不對(duì)。
2. C. 評(píng)價(jià)高。評(píng)論者當(dāng)然對(duì)此書(shū)評(píng)價(jià)極高，這是序言的必然途徑。貶的就是批評(píng)文章了。全篇文章也說(shuō)明這點(diǎn)。
3. C. 食品價(jià)值由專(zhuān)家的嗅覺(jué)客觀決定。這和第二段后半段的內(nèi)涵有聯(lián)系。他說(shuō)，味道可分甜，酸，咸辣，而味覺(jué)生理性卻無(wú)明確無(wú)誤的證據(jù)。“至于(嗅覺(jué))聞，由于鼻子特別靈敏，對(duì)外界刺激的反映主觀性強(qiáng)，所以任何分類(lèi)體系均無(wú)價(jià)值。”作者建議以“大小，形狀和涉及分子電子態(tài)為基礎(chǔ)的分類(lèi)值得進(jìn)一步探討研究，就像理論性前提一樣。刺激物分子和受體之間弱的物理結(jié)合是刺激生理機(jī)能的必要組成部分。”這段文章談到味覺(jué)，嗅覺(jué)但并沒(méi)有直接或間接表達(dá)這種觀點(diǎn)：食品的價(jià)值是通過(guò)專(zhuān)家的嗅覺(jué)客觀判定。
A. 需要明確無(wú)誤的味覺(jué)分類(lèi)。酸，咸，辣就是味覺(jué)的分類(lèi)。 B. 有關(guān)食品分子構(gòu)成進(jìn)行更多研究。文內(nèi)也講到有關(guān)分子電子態(tài)應(yīng)進(jìn)一步研究。 D. 溫度是食品評(píng)價(jià)中的一個(gè)因素。文內(nèi)只在第三段提到了“除了味覺(jué)，嗅覺(jué)外，口中食品還有其他許多種感覺(jué)成分，基本為疼，冷，熱，觸碰以及震動(dòng)感，鑒別力和地區(qū)性都可能起作用。“作者直接說(shuō)明熱是可能有作用的。
4. B. 聽(tīng)覺(jué)在食品評(píng)價(jià)中是一個(gè)重要因素。這在第三段內(nèi)提到。除了味覺(jué)和嗅覺(jué)外，口中食品還會(huì)產(chǎn)生許多其它感覺(jué)�；究煞譃橥矗�，熱，觸碰以及震動(dòng)感，鑒別力和地區(qū)性都可能起作用。就像在吃脆硬或嘎嘎作響的食品時(shí)，聽(tīng)覺(jué)接受了來(lái)自牙齒骨操縱的震動(dòng)刺激。在這方面，作者真確指出這種刺激需進(jìn)行更多探討研究，建議運(yùn)用受各種聽(tīng)不見(jiàn)痛苦折磨的 病人作起點(diǎn)研究。眾所周知，外部的噪聲會(huì)改變分辨力和注意力。“這說(shuō)明B. 聽(tīng)覺(jué)在食品評(píng)價(jià)中起著重要作用。是對(duì)的。
A. 聾子一般是內(nèi)向的。 C. 他們?cè)谶x擇食品時(shí)很挑剔。 D. 各種物體都應(yīng)當(dāng)應(yīng)用。都和本文無(wú)關(guān)。
Cryptic Coloring
Cryptic coloring is by far the commonest use of color in the struggle for existence. It is employed for the purpose of attack (aggressive resemblance or anticryptic coloring ) as well as of defense (protective resemblance or procryptic coloring ). The fact that the same method concealment, may be used both for attack and defense has been well explained by T.Belt who suggests as an illustration the rapidity of movement which is also made use of by both pursuer and pursued, which is similarly raised to a maximum in both by the gradual dying out of the slowest through a series of generations.
Cryptic coloring is commonly associated with other aids in the struggle for life. Thus well-concealed mammals and birds, when discovered, will generally endeavor to escape by speed and will often attempt to defend themselves actively. On the other hand, small animals which have no means of active defense, such as large, numbers of insects, frequently depend upon concealment alone. Protective resemblance is far commoner among animals than aggressive resemblance, in correspondence with the fact that predaceous forms are as a rule much larger and much less numerous than their prey. In the case of insectivorous Vertebrata and their prey such differences exist in an exaggerated form.
Cryptic coloring, whether used for defense of attack, may be either general or special. In general resemblance the animal, in consequence of its coloring, produces the same effect as its environment, but the conditions do not require any special adaptation of shape and outline. General resemblance is especially common among the animal inhabiting some uniformly colored expanse of the earth’s surface, such as an ocean or a desert. In the former, animals of all shapes are frequently protected by their transparent blue color, on the latter, equally diverse forms are defended by their sandy appearance. The effect of a uniform appearance may be produced by a combination of tints in startling contrast. Thus the black and white stripes of the zebra blend together at a little distance, and “their proportion is such as exactly to match the pale tint which arid ground possesses when seen by moonlight.” Special resemblance is far commoner than general and is the form which is usually met with on the diversified surface of the earth, on the shores, and in shallow water, as well as on the floating masses of algae on the surface of the ocean, such as the Sargasso Sea. In these environments the cryptic coloring of animals is usually aided by special modifications of shape, and by the instinct which leads them to assume particular attitudes. Complete stillness and the assumption of a certain attitude play an essential part in general resemblance on land; but in special resemblance the attitude is often highly specialized, and perhaps more important than any other element in the complex method by which concealment is effected.
In special resemblance the combination of coloring, shape, and attitude is such as to produce a more or less exact resemblance to some one of the objects in the environment, such as a leaf of twig, a patch of lichen, a flake of bark. In all cases the resemblance is to some object which is of no interest to the enemy or prey respectively. The animal is not hidden from view by becoming indistinguishable from its background as in the case of general resemblance, but it is mistaken for some well-know object.
seeking the interpretation of these most interesting and elaborate adaptations, attempts have been made along two lines. The first seeks to explain the effect as a result of the direct influence of the environment upon the individual (G.L.L.Buffon), or by the inherited effects of efforts and the use and disuse of parts (J.B.P.Lamarck). The second believes that natural selection produced the result and afterwards maintained it by the survival of the best concealed in each generation.
The former suggestion breaks down when the complex nature of numerous special resemblances is appreciated. Thus the arrangement of colors of many kinds into an appropriate pattern requires the cooperation of a suitable shape and the rigidly exact adoption of a certain elaborate attitude. The latter is instinctive and thus depends on the central nervous system. The cryptic effect is due to the exact cooperation of all these factors; and in the present state of science, the only possible hole of an interpretation lies in the theory of natural selection, which can accumulate any and every variation which tends toward survival. A few of the chief types of methods by which concealment is effected may be briefly described. The colors of large numbers of vertebrate animals are darkest on the back and become gradually lighter on the sides, passing into white on the belly. Abbot H. Thayer has suggested that this gradation obliterates the appearance of solidity, which is due to shadow.
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