Every day 25 million U. S. children ride school buses. The safety record for these buses is
much better than for passenger cars; but nevertheless, about 10 children are killed each year
riding on large school buses, and nearly four times that number are killed outside buses in the
loading zones. By and large, however, the nation's school children are transported to and from school safely.
Even though the number of school bus casualties(死亡人数) is not large, the safety of
children is always of intense public concern. While everyone wants to see children transported
safely, people are divided about what needs to be done—particularly whether seat belts should be mandatory (强制性的)•
Supporters of seat belts on school buses argue that seat belts are necessary not only to
reduce death and injury, but also to teach children lessons about the importance of using them
routinely in any moving vehicle. A side benefit, they point out, is that seat belts help keep children in their seats, away from the bus driver.
Opponents of seat belt installation suggest that children are already well protected by the
school buses that follow the National Highway Traffic Safety Administration's (NHTSA) safety
requirement set in 1977. They also believe that many children won't wear seat belts anyway, and that they may damage the belts or use them as weapons to hurt other children.
A new Research Council report on school bus safety suggests that there are alternate safety
devices and procedures that may be more effective and less expensive. For example, the study
committee suggested that raising seat backs four inches may have the same safety effectiveness as seat belts.
1
The report sponsored by the Department of Transportation at the request of Congress, reviews seat belts extensively while taking a broader look at safety in and around school buses.
1. Each year, children killed outside buses in the loading zones are about_______.
A. 10 B. 40
C. 30 D. 50
2. Which of these words is nearest in meaning to the words \"are divided\" in Paragraph
A. disagree B. separate
C. arrange D. concern
3. According to the passage, who has the greatest degree of control of the school buses' \"safety\"?
A. A New Research Council.
B. The Department of Transportation.
C. The Medical Organizations.
D. National Highway Traffic Safety Administration.
2
4. It may be inferred from this passage that_______.
A. many of the opponents of seat belt installation are parents and officials of the Department of Transportation
B. proposal of seat belts on school buses would be seriously considered
C. an alternate safety device (raising seat backs four inches) may be taken into
consideration
D. The Department of Transportation may either take the idea of seat belts or other measures when it reviews the whole situation
5. The best title which expresses the idea of the passage is_______.
A. Making School Buses Even Safer for Children
B. Seat Belts Needed on School Buses
C. Alternate Safety Devices and Procedures
D. Safety in and around School Buses
【答案见下页】
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1. B 2. A 3. D 4. D 5. A
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According to the latest research in the' United States of America, men and women talk such
different languages that it is like people from two different cultures trying to communicate.
Professor Deborah Tannen of Georgetown University, has noticed the difference in the style of
boy's and girl's conversations from an early age. She says that little girls' conversation is less
definite than boys' and expresses more doubts. Little boys use conversation to establish status with their listeners.
These differences continue into adult life, she says. In public conversations, men talk most
and interrupt other speakers more. In private conversations, men and women speak in equal
amounts—although they say things in a different style. Professor Tannen believes that, for
woman, private talking is a way to establish and test intimacy. For men, private talking is a way to explore the power structure of a relationship.
Teaching is one job where the differences between men's and women's ways of talking show.
When a man teaches a woman, says Professor Tannen, he wants to show that he has more
knowledge, and hence more power in conversation. When a woman teaches another woman, however, she is more likely to take a sharing approach and to encourage her student to join in.
But Professor Tannen does not believe that women are naturally more helpful. She says
women feel they achieve power by being able to help others. Although the research suggests
men talk and interrupt people more than women, Professor Tannen says, women actually
4
encourage this to happen because they believe it will lead to more intimacy and help to establish a relationship.
Some scientists who are studying speech think that the brain is pre¬programmed for
language. As we are usually taught to speak by women, it seems likely that the brain must have a sexual bias(倾向性) in its programming,
otherwise male speech patterns would not arise at all.
1. In the opinion of the writer, women encourage men to talk because
A. it will lead to more intimacy and help to establish a relationship
B. it will help to establish status with their listeners
C. it will help to express more clearly
D. it will help to communicate better
2. There are_______in little girls' conversation than in boys'.
A. fewer doubts B. more demands
C. more doubts D. fewer uncertainties
3. Some scientists believe that brain is pre-programmed for language. The word \"pre
5
programmed\" means_______.
A. programmed already B. programmed before one is born
C. programmed early D. programmed by women
4. In private conversation, women speak
A. the same things as men B. less than men
C. more than men D. as much as men
5. The theme of this article is _______.
A. women are naturally more helpful
B. men and women talk different languages
C. men talk most and interrupt other speakers more
D. little girls' conversation is less definite
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1. A 2. C 3. B 4. D 5. B
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Every day, the news of the world is relayed to people by over 300 million copies of daily
papers, over 400 million radio sets, and over 150 million television sets. Additional news is shown
by motion pictures, in theatres and cinemas all over the world. As more people learn what the
important events of the day are, fewer are still concerned exclusively with the events of their own
household. As the English writer John Donne put it nearly four hundred years ago, \"no man is an
island. \" This idea is more appropriate today than it was when Donne lived. In short, wherever he
lives, a man belongs to some society; and we are becoming more and more aware that whatever happens in one particular society affects, somehow, the life and destiny of all humanity.
Newspapers have been published in the modern world for about four hundred years. Most
of the newspapers printed today are read in Europe and North America. However, soon they may
be read in all parts of the world, thanks to the new inventions that are changing the techniques of newspaper publishing.
Electronics and automation have made it possible to produce pictures and text far more
quickly than before. Photographic reproduction eliminates the need for type and printing
presses. And fewer specialists, such as type-setters, are needed to produce a paper or magazine
by the photo-offset (照相平板胶印) method. Therefore, the publishing of newspapers and
magazines becomes more economical. Furthermore, photo-copies can be sent over great
distances now by means of television channels and satellites such as Telstar. Thus, pictures can be brought to the public more quickly than previously.
Machines that prepare printed texts for photo-copies are being used a great deal today.
7
Thousands of letters and figures of different sizes and thicknesses can now be arranged on a
black glass disc that is only eight inches in diameter, to be printed in negative form(white on a
black background). The disc on the machine turns constantly at the rate of ten revolutions a
second. A beam of light from a slroboscopic (频闪的) lamp shines on the desired letters and
figures for about I wo-millionths of a second. Then the image of the letters and figures that were
illuminated is projected onto a film through lenses. The section of film is large enough to hold
the equivalent of a page of text. There is a keyboard in front of the machine that is similar to the
keyboard of a typewriter, and the machine operator has only to strike the proper keys for the
image of the corresponding letters to be immediately transferred to the film. The negative
image on the film can quickly be transferred onto paper. This method makes it as easy to reproduce photographs and illustrations as it is to reproduce the text itself.
Film, being light and small, can be sent rapidly to other places and used to print copies of
the text where they are needed. Film images can also be projected easily on a movie or television
screen. Television broadcasts are limited to an area that is within sight of the sending station or
its relay ( 中继 ). Although television relays are often placed on hills and mountains so that they
can cover a wider region, they still can not cover more land than one could see from the same
hilltop on a clear day. However, the rays also go out into the atmosphere, and if there is a relay
station on a satellite that revolves around the earth, it can transmit the pictures to any point on
the earth from which the satellite is visible. Three satellites permanently revolving over the
equator transmit any television program to any part of the earth. This makes it possible for world
editions of newspapers to give the news in all countries at the same time. Some day it may be
possible for a subscriber to a televised newspaper to press a button and see a newspaper page
on his television screen. He could also decide when he wants the page to turn, and, by dialling
different numbers such as those on a telephone dial, he could choose the language or the
8
edition of the paper he wants to read. It seems strange to think that, even today, methods of the
past are not entirely useless. For example, sometimes press agencies that use radio and Telstar
use carrier pigeons to send messages between offices in large cities because the pigeons are not bothered by traffic problems.
It may be some time before television sets become common in the average homes in Africa
and Asia. However, radio is already rapidly becoming accessible to thousands of people in these
areas. And, now that good radios are being made with transistors, and their price is gradually
dropping because of mass production, it may not be\" too long before radios become
commonplace in areas which have no newspapers. Transistors make it possible for people to
carry small radios wherever they go, without need of electric current. Even television sets are now operating on transistors, and the pocket TV may soon be as widespread
as the pocket radio.
Now that scientific progress is making it possible to send the news to all the
inhabitants of the earth, it will be important to consider what news is going to be sent to
them. No matter what criteria are used in making the decision, a decision must be made, since
no one would' have time to read or listen to an account of everything there is going on in the world!
People who have time to read several papers can already compare different reports of the
same event. When an event has political significance, each paper reports it from the point of
view of its own political beliefs or preferences. Ideally, of course, the expression of editorial
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opinion should be limited to the editorial page, and the news articles should be objective—
telling the facts as completely as possible, without trying to give them a particular interpretation,
or without otherwise trying to influence the reader's opinion. However, reporters and editors are
only human, and if they have strong political beliefs it is almost impossible for them to hide
them. If editors believe their point of view is best for the readers of their paper, what's to stop
them from using the paper to try to influence public opinion? And if, some day, a world
newspaper becomes a reality, will it be the most powerful press agencies that will choose the news to be sent out to all countries?
1. The expression \"no man is an island\" means that no man lives surrounded by water.
2. According to the author, it may not be long before people all over the world have access to newspapers.
3. The transferring of newspaper texts to film is time-consuming and costly.
4. Transistors are particularly useful because they are used in small radio and TV sets.
5. Television relays are often placed on a hilltop so that they can reach a satellite.
6. People are capable of knowing all the events going on in every part of the world.
7. If a world newspaper becomes a reality, it will take more responsibility for informing all the readers of the latest news in the world.
8. Newspapers have been published for about______.
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9. Any television program could be transmitted to any part of the world by______.
10. It is ideal that the news articles______.
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1. N
2. Y
3. N
4. Y
5. N
6. N
7. NG
8. 400 years
9. satellites
10. be objective
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In the last two hundred years there have been great changes in the method of production of
goods. This is now also true of the building industry; for mechanization has been introduced.
System building can save both time and money. The principle of system building is that the
building is made from a set of standard units. These are either made at the building-site or at a
factory. Some designers, in fact, are standardizing the dimensions of rooms. They are made in
multiples of a single fixed length, usually ten centimeters. This is called a modular (标准件的)
system, and it means that manufactures can produce standardized fittings at a lower cost. The
most important fact about system building is its speed. A ten-storey flat, for example, can be completed in four months.
There are several new methods of system building. One is the panel method. In this case, the
construction company sometimes erects a factory on the site. The walls and floors of the
building, called panels, are cast in a horizontal or vertical position. Conduits for electrical wires
and sleeves for pipes are cast in the panels when they are being made. The moulds for making these castings are situated all around the building.
After the concrete panels are cast, they are allowed to set and harden for a week. Next they
are lifted by a tower crane on to any section of the building. There the panels are cemented together at their joints and the floor covering is laid.
After the panels have been cemented together, the crane lifts a case into the area. It contains
all the fittings to be installed, such as wash-basins, radiators and pipes. Finishing tradesmen, such as plumbers, plasterers, painters and electricians, follow behind to complete the work.
12
In some building developments, in some countries, whole flats with internal features like
their bathrooms, bedrooms and connecting stairs, and weighing as much as twenty tons, are
carried to the building-site ready-made. A giant overhead crane is used to lift them into position. In the future, this method may become more widespread.
1. The main difference between panel method and the method discussed in the last paragraph is_______.
A. the latter uses ready-made internal features
B. panels are cast in a level position
C. the former is used to build walls and floors while the latter to construct bathrooms or bedrooms
D. the former is more expensive than the latter
2. Which of these statements is TRUE of system building?
A. It employs more men. B. It is difficult and dangerous.
C. It can save both time and money. D. It means less mechanization.
3. According to the passage, the principle of system building is that_______.
A. construction methods are safer
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B. buildings are made from a set of standardized units
C. similar buildings can be produced
D. all units are produced on the site
4. The usual fixed length in the modular system is_______.
A. twenty centimeters B. ten millimeters
C. fifty centimeters D. ten centimeters
5. What lifts the concrete panels onto the building?
A. Cranes. B. Man-power.
C. Pulleys. D. Hydraulic jacks.
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1. A 2. C 3. B 4. D 5. A
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Etiquette (礼仪)
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The origins of etiquette—the conventional rules of behavior and ceremonies observed in
polite society—are complex. One of them is respect for authority. From the most primitive times,
subjects(臣民) showed respect for their ruler by bowing, prostrating themselves on the ground,
not speaking until spoken to, and never turning their backs to the throne. Some rulers
developed rules to stress even further the respect due to them. The emperors of Byzantium
expected their subjects to kiss their feet. When an ambassador from abroad was introduced, he
had to touch the ground before the throne with his forehead. Meanwhile the throne itself was
raised in the air so that, on looking up, the ambassador saw the ruler far above him, haughty and remote.
Absolute rulers have, as a rule, made etiquette more complicated rather than simpler. The
purpose is not only to make the ruler seem almost godlike, but also to protect him from
familiarity, for without some such protection his life, lived inevitably in the public eye, would be
intolerable. The court of Louis XIV of France provided an excellent example of a very highly
developed system of etiquette. Because the king and his family were considered to belong to
France, they were almost continually on show among their courtiers (朝臣). They woke, prayed,
washed and dressed before crowds of courtiers. Even large crowds watched them eat their meals,and access to their palace was free to all their subjects.
Yet this public life was organized so carefully, with such a refinement of ceremonial, that the
authority of the King and the respect in which he was held grew steadily throughout his lifetime.
A crowd watched him dress, but only the Duke who was his first valet de chamber (贴身男仆) was
allowed to hold out the right sleeve of his shirt, only the Prince who was his Grand Chamberlain
could relieve him of his dressing gown, and only the Master of the Wardrobe might help him pull
up his trousers. These were not familiarities, nor merely duties, but highly desired privileges.
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Napoleon recognized the value of ceremony to a ruler. When he became Emperor, he discarded
the revolutionary custom of calling everyone \"citizen\
that the Revolution had destroyed, and recalled members of the nobility to instruct his new court in the old formal manners.
Rules of etiquette may prevent embarrassment and even serious disputes. The general rule
of social precedence is that people of greater importance precede those of lesser importance.
Before the rules of diplomatic precedence were worked out in the early sixteenth century, rival
ambassadors often fought for the most honourable seating position at a ceremony. Before the
principle was established that ambassadors of various countries should sign treaties in order of
seniority, disputes arose as to who should sign first. The establishment of rules for such matters
prevented uncertainty and disagreement, as to rules for less important occasions. For example,
at an English wedding, the mother of the bridegroom should sit in the first pew or bench on the right-hand side of the church. The result is dignity and order.
Outside palace circles, the main concern of etiquette has been to make harmonious the
behaviour of equals, but sometimes social classes have used etiquette as a weapon against intruders, refining their manners in order to mark themselves off from the lower classes.
In sixteenth-century Italy and eighteenth-century France, decreasing prosperity and
increasing social unrest led the ruling families to try to preserve their superiority by withdrawing
from the lower and middle classes behind barriers of etiquette. In a prosperous community, on
the other hand, polite society soon absorbs the newly rich, and in England there has never been
any shortage of books on etiquette for teaching them the manners appropriate to their new way of life.
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Every code of etiquette has contained three elements: basic moral duties; practical rules
which promote efficiency; and artificial, optional graces such as formal compliments to, say, women on their beauty or superiors on their generosity and importance.
In the first category are consideration for the weak and respect for age. Among the ancient
Egyptians the young always stood in the presence of older people. Among the Mponguwe of
Tanzania, the young men bow as they pass the huts of the elders. In England, until about a century ago, young children did not sit in their parents' presence without asking permission.
Practical rules are helpful in such ordinary occurrences of social life as making proper
introductions at parties or other functions so that people can be brought to know each other.
Before the invention of the fork, etiquette directed that the fingers should be kept as clean as
possible; before the handkerchief came into common use, etiquette suggested that, after spitting, a person should rub the spit inconspicuously (难以察觉的) underfoot.
Extremely refined behavior, however, cultivated as an art of gracious living, has been
characteristic only of societies with wealth and leisure, which admitted women as the social
equals of men. After the fall of Rome, the first European society to regulate behavior in private
life in accordance with a complicated code of etiquette was twelfth-century Provence, in France.
Provence had become wealthy. The lords had returned to their castles from the crusades (十
字军东征) , and there the ideals of chivalry (武士制度) grew up, which emphasized the virtue and
gentleness of women and demanded that a knight (骑士) should profess a pure and dedicated
love to a lady who would be his inspiration, and to whom he would dedicate his brave deeds,
though he would never come physically close to her. This was the introduction of the concept of
17
romantic love, which was to influence literature for many hundreds of years and which still lives on in a belittled form in simple popular songs and cheap novels today.
In Renaissance Italy too, in the fourteenth and fifteenth centuries, a wealthy and leisured
society developed an extremely complex code of manners, but the rules of behavior of
fashionable society had little influence on the daily life of the lower classes. Indeed many of the
rules, such as how to enter a banquet room, or how to use a sword or handkerchief for
ceremonial purposes, were irrelevant to the way of life of the average working man, who spent
most of his life outdoors or in his own poor hut and most probably did not have a handkerchief, certainly not a sword, to his name.
Yet the essential basis of all good manners does not vary. Consideration for the old and
weak and the avoidance of harming or giving unnecessary offence to others is a feature of all
societies everywhere and at all levels from the highest to the lowest. You can easily think of
dozens of examples of customs and habits in your own daily life which come under this heading.
1. Etiquette simply serves the purpose of showing respect for authority.
2. Louis XIV of France made etiquette very complicated to avoid familiarity.
3. People of all societies and social ranks observe the good manners of consideration for the weak and respect for age.
4. Napoleon discarded aristocratic privileges when he became Emperor of France.
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5. Etiquette has been used to distinguish people from different classes.
6. In Europe, the newly rich have added new ingredients to etiquette while they are learning to behave appropriately for a new way of life.
7. After the sixteenth century, fights between ambassadors over precedence were a common occurrence.
8. Extremely refined behaviour had ______ on the life of the working class.
9. Basic moral duties are one of the_______of every code of etiquette.
10. According to the passage, the concept of romantic love was introduced in_______.
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I. N 2. Y 3. Y 4. N 5. Y 6. NG 7. N
8. little influence 9. three elements 10. twelfth-century Provence, France
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The economy of the United States after 1952 was the economy of a well-fed, almost fully
employed people. Despite__1__alarms, the country escaped any postwar depression and lived in
a__2__of boom. An economic survey of the year 1955, a typical year of the 1950's, may be typical
as__3__the rapid economic growth of the decade. The national output was__4__at 10 percent
19
above that of 1954(1955 output was estimated at 392 billion dollars). The production of
manufactures was about 40 percent more than it had__5__ in the years immediately following
World War I . The country's business spent about 30 billion dollars for new factories and
machinery. National income __6__ for spending was almost a third greater than it had been in
1950. Consumers spent about 256 billion dollars; that is about 700 million dollars a day, or about
twenty-five million dollars every hour, all round the __7__ . Sixty-five million people held jobs and
only a little more than two million wanted jobs but could not find them. Only
agriculture__8__that it was not sharing in the boom. To some observers this was a sad reflection
of the mid-1920's. As farmers' share of their products__9 __ , marketing costs rose. But there were,
among the observers of the national economy, a few who were not as confident as the majority.
Those few seemed to fear that the boom could not last long and would__10__lead to the opposite—depression.
A. eventually B. averaged C. gradually D. state
E. valued F. form G. declined H. occasional
I. casual J. argued K. descended L. complained
M. clock N. available O. illustrating
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I. H 2. D 3. O 4. E 5. B 6. N 7. M 8. L 9. G 10. A
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Hope is Healthy
You are about to go to the hospital for a routine surgical procedure. Which attitude is healthier?
A. \"I'd better find out everything I can about this operation—you can never know too much. \"
B. \"Don't tell me the details. It's going to be fine. \"
Answer B is supposed to be the wrong one. It's an example of what psychologists call
\"denial,\" a defence mechanism that minimizes uncomfortable information. Denial, they have argued, is stupid, self-defeating and ultimately dangerous.
But research is showing that answer B is a faster route to recovery. Denial—of a certain sort
and at certain times—can be healthy. Of course, you do need to pay attention to some
unpleasant facts. The trick is to know when it's helpful to worry and when it's counterproductive.
Out-and-out denial may be the best approach to surgery, according to Richard S. Lazarus,
professor of psychology at the University of California at Berkeley. With Frances Cohen, Lazarus
studied 61 patients about to undergo operations (all relatively common operations). In general, patients followed one of two mental strategies; \"avoidance\" or \"vigilance. \"
Typically, avoiders had not discussed their surgery in detail with anyone, didn't want to know
21
about it and didn't dwell upon its risks.
In contrast, vigilant types were alert to every detail. Many sought out articles about their
disorders. They wanted to know the risks of surgery, the risks if surgery was not performed, the surgical procedures, the potential complications and the likelihood of recurrence.
When Lazarus and Cohen compared the two groups after surgery, they found that avoiders
got on much better. They had a lower incidence of postoperative complications such as nausea (恶心), headache, fever and infection. The net result: they were discharged sooner.
One reason may be that their denial make room for hope, or at least for a positive outlook,
even under the grimmest of conditions. \"Never deny the diagnosis, but do deny the negative
opinion that may go with it,\" advises Norman Cousins, author of Anatomy of an Illness and The
Healing Heart. Why? Because grim warnings about diseases come from statistics on the average
case. Cousins believes that most patients, given hope and determination, have a good chance to transcend the averages.
Adds Dr. Hackett: \"Deniers see the machines they're hooked up to as helping them to get
well, not as a sign of a badly functioning heart. Those who feel most positive about their ability to get well tend to do better than those who fear and worry more. \"
Of course, none of these researchers would conclude that denial is the best approach to all
medical matters. A diabetic must monitor blood sugar; a kidney patient must keep track of dialysis (透析) ; a woman who finds a lump in her breast must not delay in having it diagnosed.
22
The question to ask yourself, Dr. Lazarus explains, is whether the information you gather will
help you solve a problem, or whether there is little you can do to change things. In the first case,
pay attention and act. In the second case, don't become preoccupied with the risks; anxiety can worsen your health.
Dr. Herbert Benson, associate professor of medicine at Harvard Medical School, points out
that the overly vigilant patient's central nervous system becomes aroused into the fight-or-flight
response. But since all the patient can do is lie there, his body suffers the classic damages of stress.
While studying people's reactions to medical stress, Temple University psychologist Suzanne
Miller and University of Pennsylvania gynecologic oncologist (妇科肿瘤学 ) Charles E. Mangan
placed 40 women about to undergo colposcopy (阴道镜检查) in two different groups, according to their coping style.
Miller's main interest was to see whether any of these women would cope better if they had
extra information. She gave half of each group voluminous details about what would happen
and how they would feel; she gave the rest only the basic facts. Overall, the results reinforced the
benefits of avoidance. The women given minimal information felt more relaxed throughout the
procedure than the women who knew more. (Oddly enough, the group desiring information
complained that they would have liked even more. The very act of gathering details seemed to make them less anxious. )
Miller's research shows that different people react to news about their situations in very
different ways. That means, she suggests, that people should seek as much or as little
23
information as their individual coping style dictates.
Does the research on denial mean we should regress (倒退) to the days when physicians
used to say, \"Don't tell patients anything, because they don't really want to know?\" Hardly.
People have a right to know what is going to happen to them, and to take part in decisions
about their treatment. But patients can get necessary information without learning a lot of nerve-racking details they don't need.
For example, a physician can say: \"You have a suspicious Pap test. The next procedure is
called colposcopy; it will take fifteen minutes. \" The doctor doesn't need to describe everything a
colposcope does, feels like or might find. Similarly, a woman should seek all the options if she has a suspicious Pap test, but once she makes a decision, she should not be obsessed about it.
You could summarize the research in a set of guidelines:
• In general, it is best to block out medical threats and worries when there is nothing you
can do about them—say, after you've decided to undergo surgery. Don't dwell on all that could go wrong or visualize every fearful detail; concentrate instead on what is likely to go right.
• Be vigilant about matters that you can control, such as paying attention to signs of illness.
• Find out your personal disposition to avoid details or to acquire all information possible,
and let your own inclination be your guide—but only up to a point. \"Many of those who gather
any and all facts are putting themselves through more stress than they need to,\" Miller says. She
advises them to learn when their approach will only increase their anxiety. In those cases, they'd
24
do better to turn off their radar. On the other hand, avoiders should recognize when it is valuable to gather more facts than they might like to.
The basic advice is clear: don't feel guilty if you decide to take the rosy view. Concentrating on the positive turns out to be medically sound.
1. It is suggested in the passage that if you were a vigilant patient, you should learn to adopt a new strategy of avoidance because it brings you less stress.
2. The doctors are discovering that the best medicine is often simply to deny the worst and expect the best.
3. Miller divided the women patients into two groups at will and provided each group with either detailed or basic information in order to find out who would get on better.
4. Based on the findings of the researches, doctors find it hard to decide whether they should tell patients anything about their illness.
5. Psychologists have changed their opinion that it is stupid and dangerous for people to deny uncomfortable information.
6. A tip for both deniers and vigilant patients is: avoid details or acquire much information following your own coping style, but only to a certain point.
7. It is unnecessary for patients to get information about their disorders because there is nothing they can do about their illness.
25
8. Patients generally fall into two groups: _______and_______.
9. \"A diabetic must monitor blood sugar;\" helps explain that_______to all cases.
10. All patients should pay attention to_______.
【答案见下页】
I. N 2. Y 3. N 4. N 5. NG 6. Y 7. N
8. avoiders, deniers 9. denial is not the best approach 10. signs of illness
本文转载自:[url=http://www.cet6.net]英语六级考试网[/url]
Every day 25 million U. S. children ride school buses. The safety record for these buses is
much better than for passenger cars; but nevertheless, about 10 children are killed each year
riding on large school buses, and nearly four times that number are killed outside buses in the
loading zones. By and large, however, the nation's school children are transported to and from school safely.
Even though the number of school bus casualties(死亡人数) is not large, the safety of
children is always of intense public concern. While everyone wants to see children transported
safely, people are divided about what needs to be done—particularly whether seat belts should be mandatory (强制性的)•
Supporters of seat belts on school buses argue that seat belts are necessary not only to
26
reduce death and injury, but also to teach children lessons about the importance of using them
routinely in any moving vehicle. A side benefit, they point out, is that seat belts help keep children in their seats, away from the bus driver.
Opponents of seat belt installation suggest that children are already well protected by the
school buses that follow the National Highway Traffic Safety Administration's (NHTSA) safety
requirement set in 1977. They also believe that many children won't wear seat belts anyway, and that they may damage the belts or use them as weapons to hurt other children.
A new Research Council report on school bus safety suggests that there are alternate safety
devices and procedures that may be more effective and less expensive. For example, the study
committee suggested that raising seat backs four inches may have the same safety effectiveness as seat belts.
The report sponsored by the Department of Transportation at the request of Congress, reviews seat belts extensively while taking a broader look at safety in and around school buses.
1. Each year, children killed outside buses in the loading zones are about_______.
A. 10 B. 40
C. 30 D. 50
2. Which of these words is nearest in meaning to the words \"are divided\" in Paragraph
A. disagree B. separate
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C. arrange D. concern
3. According to the passage, who has the greatest degree of control of the school buses' \"safety\"?
A. A New Research Council.
B. The Department of Transportation.
C. The Medical Organizations.
D. National Highway Traffic Safety Administration.
4. It may be inferred from this passage that_______.
A. many of the opponents of seat belt installation are parents and officials of the Department of Transportation
B. proposal of seat belts on school buses would be seriously considered
C. an alternate safety device (raising seat backs four inches) may be taken into
consideration
D. The Department of Transportation may either take the idea of seat belts or other measures when it reviews the whole situation
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5. The best title which expresses the idea of the passage is_______.
A. Making School Buses Even Safer for Children
B. Seat Belts Needed on School Buses
C. Alternate Safety Devices and Procedures
D. Safety in and around School Buses
【答案见下页】
1. B 2. A 3. D 4. D 5. A
本文转载自:[url=http://www.cet6.net]英语六级考试网[/url]
For as long as humans have raised crops as a source of food and other products, insects
have damaged them. Between 1870 and 1880, locusts ate millions of dollars' worth of crops in
the Mississippi Valley. Today in the United States the cotton boll weevil damages about 300
million dollars' worth of crops each year. Additional millions are lost each year to the appetites of
other plant-eating insects. Some of these are corn borers, gypsy moths, potato beetles, and Japanese beetles.
In modern times, many powerful insecticides(杀虫剂) have been used in an attempt to
destroy insects that damage crops and trees. Some kinds of insecticides, when carefully used,
have worked well. Yet the same insecticides have caused some unexpected problems. In one
29
large area, an insecticide was used against Japanese beetles, which eat almost any kind of flower
or leaf. Shortly afterward, the number of corn borers almost doubled. As intended, the
insecticide had killed many Japanese beetles. But it had killed many of the insect enemies of the corn borer as well.
In another case, an insecticide was used in Louisiana to kill the troublesome fire ant. The
insecticide did not kill many fire ants. It did kill several small animals. It also killed some insect
enemies of the sugarcane borer, a much more destructive pest than the fire ants. As a result, the number of sugarcane borers increased and severely damaged the sugarcane crop.
To be sure that one insect pest will not be traded for another when an insecticide is used,
scientists must perform careful experiments and do wide research. The experiments and
research provide knowledge of the possible hazards an insecticide may bring to plant and
animal communities. Without such knowledge, we have found that nature sometimes responds to insecticides in unexpected ways.
1. An insecticide was used in Louisiana to kill the troublesome______.
A. corn borer B. Japanese beetle
B. gypsy moth D. fire ant
2. While it is not directly stated, the article suggests that______.
A. insecticides are not dangerous to any small animals
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B. insecticides do not always accomplish their purposes
C. insecticides are no longer being used to kill insects
D. insecticides do no harm to people
3. On the whole, the article tells about______.
A. the appetites of plant-eating insects B. the best way to kill boll weevils C. the dangers in using insecticides D. the best way to grow crops
4. Which statement does this article lead you to believe?
A. All changes are predictable. B. Nothing ever changes in nature.
C. Nature is not always predictable. D. Nature always serves man well.
5. Scientists perform careful experiments and do wide research because______.
A. they must learn to destroy all the insects that we need
B. they must be sure one insect pest is not traded for another
C. research keeps them from inventing new insecticide for the crops
D. research helps them find a way to kill all insects
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【答案见下页】
1. D 2. B 3. C 4. C 5. B
本文转载自:[url=http://www.cet6.net]英语六级考试网[/url]
Computer Use in School Education
Accompanying the developments in computing as a subject for study there has been a
corresponding growth in the use of the computer as an aid to teaching across the curriculum.
The government offer of half-price computers led to the installation of a large number of school
microcomputer systems at a time when there was very little educational software. At the same
time there was an explosive demand for introductory courses, at first for secondary teachers and
later, when the offer was extended to primary schools, for primary teachers. It would be impossible, and inappropriate, to make every teacher into a computer programming expert.
What the teacher needs to know is how to connect up a system. And how to load and run
programs. Once these skills have been acquired the much more important topic of the evaluation of. computer-based teaching materials can be addressed.
The Unintelligent Machine
Over the past 20 years the amount of computing power available for a given sum of money
has approximately doubled every two years, and it looks as if this trend will continue in the
foreseeable future. On the other hand, the fundamental logical design of computers is much the
32
same as at the beginning of this period. The revolution has been one of scale and cost rather
than a change in the kinds of things which computers can do. One might have expected
therefore that by now we would know the best way in which computers can be used to help with the educational process.
In the early sixties, programmed learning was looked on as the pathway to mechanize the
learning process. But teaching machines of the time were inflexible and unresponsive. It was
soon recognized that computers provide a much higher level of interaction with the student.
Responses need not be restricted to multiple-choice button pushing, but can involve the recognition of words or numbers related to the context of the subject.
In order to present information and questions to the student and to provide for appropriate
branching, depending on the responses, some form of programming language is required.
COURSEWRITER and later PILOT are \" author languages\" which allow someone without technical
knowledge of computing to prepare programs of this kind. Text and graphics can be displayed, responses analyzed, and appropriate action taken.
A tool such as this might seem to put considerable power in the hands of the teacher and
yet such systems are hardly used at all in our schools. One reason is that the preparation of
course material using an author language is, like that for videodisc systems, a very
time-consuming business. A figure of 20 to 100 hours of preparation is quoted for each hour of
student time at the computer. Such an investment is only worthwhile if the material can be used
by a large number of students, and that assumes that the necessary resources in time and hardware are actually available.
33
There is a more fundamental reason for lack of progress in computer-based tutorial systems
and this relates to the fundamental lack of \"intelligence\" on the part of the computer. It is easy to
generate drill and practice exercises which test a student's ability to produce response. It is quite
another matter to provide useful advice if the response is wrong. The human teacher has a
mental model of the student and can make a reasonable estimate of why a particular wrong
answer has been produced. The longer the teacher has been in contact with that student the
better he or she is able to offer constructive advice. The kind of system discussed above has no
such model of the student on which to make decisions, nor does it have access to the large body
of subject knowledge which is held by the human teacher. Its responses therefore must be stereotyped and unintelligent.
Further evidence of the lack of machine intelligence is the failure to make computer \"
understand\" natural language. We talk about \" programming languages\" for computers, but
these are not languages in the ordinary sense. They are just systems of coding which provide a
highly stylized way of writing down the solutions to particular sorts of problems. The tact that
programs in these languages, although made up largely of English words and some well-known
mathematical symbols, are unintelligible to the layC^f-ff W) reader indi¬cates the gulf which still
exists between the kind of verbal instructions which can be given to another human, and the
coded instructions required by the compu¬ter. One expert has argued that the construction of
an intelligent machine is a logical impossibility. Many researchers in this area would dispute such a claim, but so far they cannot provide the essential demonstration to the contrary.
The development of \" expert systems\
basis of human experience which is fed into them, is one step in the direction of machine
intelligence. However, such systems are limited to knowledge in a tightly defined domain, and
34
cannot operate outside this area. Nevertheless, there may well be something here for education. The Computer in the Classroom
Where does this leave the computer as a tool for the teacher? Clearly teachers must exploit
its strengths rather than complain about its weakness. However dull much drill and practice
material may seem, children will often work at it for a considerable time without losing
concentration. Rote learning (硬记硬背) is rightly out of favor in most educational contexts, but
there are certain things which it is convenient to be able to recall instantly, and the computer can
help us to remember them. The school pupil soon learns that the computer never gets tired,
never loses its temper, will always respond almost instantaneously to any input, and does not
display the pupil's ignorance to other people, and these factors help to provide a micro-environment within which the pupil is stable and secure.
The introduction of computers into primary schools has concentrated the minds of
educators on the use of the machine as an aid to the teacher, without the distraction of
computer studies as a subject in its own right. The computer is very good at storing and
rearranging information, and the introduction of simple database manipulation packages has
allowed teachers to present pupils with the opportunity to collect information which is of
interest to them, to structure it appropriately, and to store it on the computer. From the files thus
produced various reports can be generated. These packages can be used in a variety of areas of
study, from history to science, and an introduction to them is now an important part of teacher
education in the use of computers. Computers can also simulate (|模拟) various dynamic
situations, and a number of packages exploit this ability. Even the adventure games, which are
sold for amusement to home computer users, can be turned to advantage if the problem-solving aspects are emphasized and the pupils' activity is appropriately structured.
35
1. A computer has its limitations in the use as an aid to teaching.
2. It is likely that computers will take the place of human teachers in the future.
3. With the use of many computers in schools, the computer courses were in great demand.
4. Computers are more reliable than human teachers in many respects.
5. If focusing on problem-solving, pupils can get more amusement from the computer games.
6. There is an argument over the possibility of making computers as intelligent as human teachers.
7. The more fundamental factor that affects computer aided teaching is that it is time-consuming to prepare course materials.
8. Coursewriter and Pilot are______.
9. For constructive advice, students will have to rely on______.
10. The advantage of computer's capability of storing information has been displayed by the use of______.
本文转载自:[url=http://www.cet6.net]英语六级考试网[/url]
36
I. Y 2. NG 3. Y 4. Y 5. N 6. N 7. N
8. computer languages 9. human teachers 10. database manipulation packages
本文转载自:[url=http://www.cet6.net]英语六级考试网[/url]
Analysis and Interpretation of the News
The newspaper must provide for the reader the facts, unalloyed, unslanted, objectively
selected facts. But in these days of complex news it must provide more; it must supply
interpretation, the meaning of the facts. This is the most important assignment confronting
American journalism—to make clear to the reader the problems of the day, to make
international news as understandable as community news, to recognize that there is no longer
any such thing (with the possible exception of such scribbling as society and club news) as
“local” news, because any event in the international area has a local reaction in manpower draft, in economic strain, in terms, indeed, of our very way of life.
There is in journalism a widespread view that when you embark on interpretation, you are entering choppy and dangerous waters, the swirling tides of opinion. This is nonsense.
The opponents of interpretation insist that the writer and the editor shall confine himself to
the “facts”. This insistence raises two questions: What are the facts? And: Are the bare facts enough?
As to the first query. Consider how a so-called “factual” story cones about. The reporter
37
collects, say, fifty facts; out of these fifty, his space allotment being necessarily restricted, he
selects the ten, which he considers most important. This is Judgment Number One. Then he or
his editor decides which of these ten facts shall constitute the lead of the piece (This is important
decision because many readers do not proceed beyond the first paragraph.) This is Judgment
Number Two. Then the night editor determines whether the article shall be presented on page
one, where it has a large impact, or on page twenty-four, where it has little. Judgment Number Three.
Thus, in the presentation of a so-called “factual” or “objective” story, at least three
judgments are involved. And they are judgments not at all unlike those involved in interpretation,
in which reporter and editor, calling upon their general background, and their “news neutralism,” arrive at a conclusion as to the significance of the news.
The two areas of judgment, presentation of the news and its interpretation, are both
objective rather then subjective processes—as objective, that is, as any human being can be.
(Note in passing: even though complete objectivity can never be achieved, nevertheless the
ideal must always be the beacon on the murky news channels.) Of an editor is intent on slanting
the news, he can do it in other ways and more effectively than by interpretation. He can do it by
the selection of those facts that prop up his particular plea. Or he can do it by the pay he gives a story—promoting it to page one or demoting it to page thirty.
1. The title that best expresses the ideas of this passage is
[A]. Interpreting the News. [B]. Choosing Facts.
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[C]. Subjective versus Objective Processes. [D]. Everything Counts.
2. Why does the writer of an article select ten out of 50 available facts?
[A]. Space is limited. [B]. His editor is prejudiced.
[C]. The subject is not important. [D]. He is entering choppy and dangerous.
3. What is the least effective way of “slanting” news/
[A]. Interpretation. [B]. His editor is prejudiced.
[C]. Placement. [D]. Concentration.
4. Why should the lead sentence present the most important fact?
[A]. It will influence the reader to continue.
[B]. It will be the best way to write.
[C]. Some readers do not read beyond the first paragraph.
[D]. It will gratify the editor.
【答案见下页】
39
本文转载自:[url=http://www.cet6.net]英语六级考试网[/url]
[词汇]
1. unalloyed 纯粹的，没有杂物的
2. unslanted 无偏见的，不歪曲的
3. scribble 胡写，乱写;粗制滥造的文章
4. manpower draft 人力征用，券集
5. economic strain 经济紧张，压力
6. embark on 开始，从事
7. choppy 波浪滔滔的，变动频繁，紊乱8. query 疑问，质问
9. come about 发生
10. allotment 分配
11. beacon 信标，灯塔，烽火
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12. murky 阴暗的，(雾等)浓的
13. prop up 给……撑腰，支持
14. demote 使降级。相应词 promote
15. news neutralism 无倾向性新闻，新闻中立主义
16. lead (新闻等)导语，提要
[难句]
1. This is the most important assignment confronting American journalism—to make clear
to the reader the problems of the day, to make international news as understandable as
community news, to recognize that there is no longer any such thing (with the possible
exception of such scribbling as society and club news) as “local” news, because any event in the
international area has a local reaction in manpower draft, in economic strain, in terms, indeed, of our very way of life.
[结构简析] 主从句，句中连用三个不定式，是实际的主语，也就是this 的内容。后跟宾语或宾语从句。
[参考译文] 美国报界面临最重要的儿女物是向读者讲清今日存在的问题，使国际新闻像地区社区新闻一样明白易懂，使他们认识到不再有什么“本地”新闻这类事情(社团或俱乐部粗制滥造的文章可能要除外)，因为国际上任何新闻在人力征用，募集，经济负担，事实上在生活的各方面都会引起地区反应。
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2. There is in journalism a widespread view that when you embark on interpretation, you are entering choppy and dangerous waters, the swirling tides of opinion.
[结构简析] the swirling…是说明语。
[参考译文] 报界有一种普遍存在的观点：当你从事解释新闻的工作(对新闻进行解释时)，你就进入了波浪滔天，险情还生的水域，意见漩掀的浪潮。
3. And they are judgments not at all unlike those involved in interpretation, in which reporter
and editor, calling upon their general background, and their “news neutralism,” arrive at a conclusion as to the significance of the news.
[结构简析] 句中有定语从句in which 修饰interpretation. 定从中calling on 分词短语作伴随状态，修饰reporter and editor。
[参考译文] 这些判断评价就像解释新闻多涉及的判断一样。在这里，记者和编辑要动用他们的新闻调查研究资源，他们一般的背景材料以及新闻“中立”态度来得出有关新闻意义的结论。
4. The two areas of judgment, presentation of the news and its interpretation, are both
objective rather then subjective processes—as objective, that is, as any human being can be.
(Note in passing: even though complete objectivity can never be achieved, nevertheless the ideal must always be the beacon on the murky news channels.)
[结构简析] a note in passing 义;顺便说一句，附带的谈一下。
[参考译文] 这两个判断领域：提供新闻内容和解说新闻领域可不是主观过程，而是客观过程——也
42
就是说，要像任何人能做到的那样客观。顺便说一句，就算达不到绝对的客观，那客观的理想必须始终如一的是迷雾漫漫新航道上的信标。
写作方法与文章大意
文章论及“新闻评价”问题。采用一般到具体手法。文章一开始就提出新闻要客观，真实的事实，解
释要清楚，使读者明白今日世界的问题。国内外大事和我们生活休戚相关。然后讲述选材过程，版面布置。最后谈到提供和解说新闻中评价要客观。
【答案】
1. A. 解释新闻。文章虽提及两个领域(见难句译注4)，但重点在解释(见难句译注2)。提供是“解说”的前提，但作为标题不合适，因为它是作为“解释”的对比而写的。(见难句译注3 not at all unlike…及难句译注4 are both objective rather than…)
B. 选择事实。这只是提供新闻中一个具体步骤。 C. 主观对客观过程。也是一个具体方面(见难句译注4)。 D. 一切都要算在内。涉及面太广，文内没提及。
2. A. 版面空间有限。第四段三句：“举例说，记者收集50条新闻事实。他从50条中选出10条他认为是最重要的新闻，因为他的版面空间分配必定有所限制。”
B. 他的编辑有偏见。不对。 C. 他的文章主题不重要。 不对。 D. 他进到了波浪滔天的危险水域(见难句译注2)。这是讲新闻解释。
3. A. 解说。最后一段最后三句：“如果编辑想要歪曲新闻，他可以采用其他办法，远比解说要有效的
多。他可以通过选择支持他的观点的才，或通过他给每条新闻所定的位置达到歪曲的目的——提升到头版，
43
或者降低到三十版。”这段话说明其它办法歪曲新闻比解说新闻来歪曲有效的多。
B. 选材。 C. 定位。 D. 集中。
4. C. 有些读者不读一段以下的问心，这是常识。有的读者就读大标题。
A. 它将影响读者继续读下去。 B. 这是最佳的写作方法。 D. 这会使编辑高兴。
本文转载自:[url=http://www.cet6.net]英语六级考试网[/url]
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
44
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.
45
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.
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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.
本文转载自:[url=http://www.cet6.net]英语六级考试网[/url]
[词汇]
1. preservation 保鲜，保存
2. sensory appeal 感官的魅力
3. be provocative of 脱颖而出
4. exhaustive 详尽的，无遗漏的
5. discursive 推论的
6. be provocative of 引起……争论/兴趣等的
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7. crisp 有力的，有劲的
8. perception 感觉，知觉，直觉
9. modality 方式
modality of taste (味)感觉到
10. discrimination 鉴别力
11. localization 地区性，定位
12. merit 值得……，有……价值
13. crunchy 嘎吱作响的
14. extraneous 外部的
15. extrovert 外向性格的人
16. introvert 内项性格的人
[难句]
1. although these might have been safe and nutritious, they certainly did not taste right nor were they particularly appetizing in appearance or smell.
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[结构简析] in appearance or smell 应译成：色或香。
[参考译文] 虽然这些饭菜可能是安全又有营养，但是肯定味不正，特别是在色，香上难以增进食欲。
2. 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.
[结构简析] 复合句。This 指前一句内容：书既详细又是对有关食品学的文字做了十分有用的评论……。 Be provocative of 引起……争论或兴趣。
[参考译文] 确实如此，可是这并不是书的唯一成就，因为书内有许多关于进一步研究范围的建议。推论性篇章及能令人非常感兴趣的看待现存成果的新观点和新方法。
3. 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.
Weber fraction 为Ernest Heinrich Weber所著，他生于1795年，死与1878，是德国生理学家。
[参考译文] 书中详细论及刺激和感觉的关系。还包括了一篇很有价值的讨论文章：谈论威伯分数在评价差异上的缺点和实用性。
写作方法和文章大意
这是一篇介绍“感官评价食品的原理“一书的序言。评者从书的读者对象，书的篇幅到内涵具体涉及片谈起，从主观到客观论证，采用例子和对比说明。第一段全面介绍，点出此书不同于过去的书。它们都
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把重点放在改善准备，保养和销售上。此书信息多，引证参考资料多，对今后研究有新建议; 对已有成果有新关点。第二段，从客观到主观的论述味觉，嗅觉并加以对比。第三段从众多其它感觉中，以听觉为重点论证。
【答案】
1. A. 以有趣的方式开始介绍食品讨论。文章一开始，评者就用“波兰有一谚语说，鱼，要想品味正，应游泳三次——在水里游，在油里游和在酒中游。”这是国外广告式论说文经常才用的一种写作方式。目的是吸引读者，激起他们想读下去的欲望，以达到推广作用。
B. 表明食品和国籍的关系。 C. 表明有各种准备食品的方法。 D. 加深读者对鱼的价值的影响，三项都不对。
2. C. 评价高。评论者当然对此书评价极高，这是序言的必然途径。贬的就是批评文章了。全篇文章也说明这点。
3. C. 食品价值由专家的嗅觉客观决定。这和第二段后半段的内涵有联系。他说，味道可分甜，酸，咸辣，而味觉生理性却无明确无误的证据。“至于(嗅觉)闻，由于鼻子特别灵敏，对外界刺激的反映主观性强，所以任何分类体系均无价值。”作者建议以“大小，形状和涉及分子电子态为基础的分类值得进一步
探讨研究，就像理论性前提一样。刺激物分子和受体之间弱的物理结合是刺激生理机能的必要组成部分。”这段文章谈到味觉，嗅觉但并没有直接或间接表达这种观点：食品的价值是通过专家的嗅觉客观判定。
A. 需要明确无误的味觉分类。酸，咸，辣就是味觉的分类。 B. 有关食品分子构成进行更多研究。文内也讲到有关分子电子态应进一步研究。 D. 温度是食品评价中的一个因素。文内只在第三段提到了“除了味觉，嗅觉外，口中食品还有其他许多种感觉成分，基本为疼，冷，热，触碰以及震动感，鉴别力和地
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区性都可能起作用。“作者直接说明热是可能有作用的。
4. B. 听觉在食品评价中是一个重要因素。这在第三段内提到。除了味觉和嗅觉外，口中食品还会产生许多其它感觉。基本可分为痛，冷，热，触碰以及震动感，鉴别力和地区性都可能起作用。就像在吃脆硬或嘎嘎作响的食品时，听觉接受了来自牙齿骨操纵的震动刺激。在这方面，作者真确指出这种刺激需进行更多探讨研究，建议运用受各种听不见痛苦折磨的 病人作起点研究。众所周知，外部的噪声会改变分辨力和注意力。“这说明B. 听觉在食品评价中起着重要作用。是对的。
A. 聋子一般是内项的。 C. 他们在选择食品时很挑剔。 D. 各种物体都应当应用。都和本文无关。
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The food irradiation process is a simple one. The new U.S. plant, Vindicator of Florida
Incorporated in Mulberry, Fla., uses a material called cobalt 60 to irradiate food. Cobalt 60 is
radioactive isotope (form) of the metallic element cobalt. Cobalt 60, which gives off radiation in
the form of gamma rays, is also used for radiation therapy for cancer patients and for sterilizing
hospital equipment. The radioactive isotope is created by bombarding cobalt with subatomic
particles in a nuclear reactor. However, irradiation plants do not themselves contain nuclear reactors.
In the irradiation plant, food is exposed to thin rods of cobalt 60. The rods give off gamma
rays, which disrupt chemical processes in contaminating organisms. The disruption breaks down
the cell walls of organisms or destroys their genetic material. The dose, set by the U.S. Food and
Drug Administration (FDA), is enough to kill organisms on food, but not enough to produce significant changes in the food itself.
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Although irradiation slightly decreases the nutritive value of foods, the loss is less than that
produced by some other methods of food preservation. Canning, for example, results in a much greater loss of nutrients.
Those who object to irradiation say that the process may create substances not found in
nonirradiated food. Since the 1960’s researchers have studied irradiated food at microscopic
levels to try to find such substances, called unique radiolytic products. After reviewing these
studies, the FDA determined that compounds formed during irradiation are similar to substance found in nonirradiated foods and are not dangerous to consume.
Destruction of microorganisms that cause illness is an important goal of irradiation. About
250 million cases of food poisoning or 1 per person—occur every year in the U.S., according to
FDA estimates. Food poisoning can cause vomiting, diarrhea, fever, headache—and, occasionally,death.
Because of the apparent safety of food irradiation, and the problems presented by
contaminated food, scientific groups—including the American Medical Association, the World
Health Organization, and the United Nations food and Agriculture Association—have voiced
nearly universal support for the process. Worldwide, 38 nations have approved irradiation for 355 products.
Like microwave ovens, food irradiation has aroused apprehension and misunderstanding.
Yet it has been scrutinized more thoroughly than other methods of food treatment that we have come to regard as safe, and it appears to be a method whose time has come.
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1.Cobalt 60, besides irradiating food, is also employed to ___.
A.detect metallic flaws
B.run a nuclear reactor
C.cure cancer patients
D.strengthen concrete walls
2.Gamma rays used to irradiate food ___.
A.are generally not strong enough to destroy contaminating organisms
B.do not bring about significant changes in the food itself
C.may destroy some of the nutrients in the food
D.should be submitted to FDA for approval
3.Irradiated food ___.
A.certainly loses its nutritive value
B.maintains its nutritive value no different from the nonirradiated
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C.keeps its nutritive value better than canned food
D.is recommended as the best of all preserved foods
4.With cases of food poisoning increasing, ___.
A.food irradiation should be carried out with care
B.it is more urgent to irradiate foods
C.medical researches into treatment of the diseased should be strengthened
D.Americans are beginning to accept food irradiation
5.The passage may be taken from ___.
A.a news report
B.a textbook of food processing
C.a book of popular science
D.a manual of food irradiation
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答案：CBCCD
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Women’s Positions in the 17th Century
Social circumstances in Early Modern England mostly served to repress women’s voices.
Patriarchal culture and institutions constructed them as chaste, silent, obedient, and subordinate.
At the beginning of the 17th century, the ideology of patriarchy, political absolutism, and gender
hierarchy were reaffirmed powerfully by King James in The Trew Law of Free Monarchie and the
Basilikon Doron; by that ideology the absolute power of God the supreme patriarch was seen to
be imaged in the absolute monarch of the state and in the husband and father of a family.
Accordingly, a woman’s subjection, first to her father and then to her husband, imaged the
subjection of English people to their monarch, and of all Christians to God. Also, the period saw
an outpouring of repressive or overtly misogynist sermons, tracts, and plays, detailing women’
s physical and mental defects, spiritual evils, rebelliousness, shrewish ness, and natural inferiority to men.
Yet some social and cultural conditions served to empower women. During the Elizabethan
era (1558—1603) the culture was dominated by a powerful Queen, who provided an impressive
female example though she left scant cultural space for other women. Elizabethan women
writers began to produce original texts but were occupied chiefly with translation. In the 17th
century, however, various circumstances enabled women to write original texts in some numbers.For one thing, some counterweight to patriarchy was provided by female communities—
mothers and daughters, extended kinship networks, close female friends, the separate court of
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Queen Anne (King James’ consort) and her often oppositional masques and political activities.
For another, most of these women had a reasonably good education (modern languages, history,
literature, religion, music, occasionally Latin) and some apparently found in romances and
histories more expansive terms for imagining women’s lives. Also, representation of vigorous
and rebellious female characters in literature and especially on the stage no doubt helped to undermine any monolithic social construct of women’s mature and role.
Most important, perhaps, was the radical potential inherent in the Protestant insistence on
every Christian’s immediate relationship with God and primary responsibility to follow his or her
individual conscience. There is plenty of support in St Paul’s epistles and elsewhere in the Bible
for patriarchy and a wife’s subjection to her husband, but some texts (notably Galatians 3:28)
inscribe a very different politics, promoting women’s spiritual equality: “There is neither Jew nor
Greek, there is neither bond nor free, there is neither male nor female: for ye are all one in Jesus
Christ.” Such texts encouraged some women to claim the support of God the supreme patriarch against the various earthly patriarchs who claimed to stand toward them in his stead.
There is also the gap or slippage between ideology and common experience. English
women throughout the 17th century exercised a good deal of accrual power: as managers of
estates in their husbands’ absences at court or on military and diplomatic missions; as
members of guilds; as wives and mothers who apex during the English Civil War and
Interregnum (1640-60) as the execution of the King and the attendant disruption of social
hierarchies led many women to seize new roles—as preachers, as prophetesses, as deputies for exiled royalist husbands, as writers of religious and political tracts.
1. What is the best title for this passage?
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[A]. Women’s Position in the 17th Century.
[B]. Women’s Subjection to Patriarchy.
[C]. Social Circumstances in the 17th Century.
[D]. Women’s objection in the 17th Century.
2. What did the Queen Elizabeth do for the women in culture?
[A]. She set an impressive female example to follow.
[B]. She dominated the culture.
[C]. She did little.
[D]. She allowed women to translate something.
3. Which of the following is Not mention as a reason to enable women to original texts?
[A].Female communities provided some counterweight to patriarchy.
[B]. Queen Anne’s political activities.
[C]. Most women had a good education.
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[D]. Queen Elizabeth’s political activities.
4. What did the religion so for the women?
[A]. It did nothing.
[B]. It too asked women to be obedient except some texts.
[C]. It supported women.
[D]. It appealed to the God.
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[词汇点睛]
1. repress 压制，镇压，约束
2. patriarchy 族长制，家长制
3. chaste 贞洁的，高雅的
4. hierarchy 等级制
5. monarch 君主，最高统治
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6. image 象征，反映
7. overtly 公开的，明显的
8. outpour 倾泻
9. sermon 布道，说教
10. tract 政治宗教，小册子传单
11. misogynist 反对妇女
12. shrewish 泼妇似的，爱骂街的
13. counterweight 抗衡
14. consort 配偶
15. masque 化装舞会
16. monolithic 铁板一样的，磐石般的17. epistle 圣经•新约中的使徒书
18. Galatians 新约圣经中加拉太书
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19. inscribe 写，题写，铭记
[难句译注]
1. Also, the period saw an outpouring of repressive or overtly misogynist sermons, tracts,
and plays, detailing women’s physical and mental defects, spiritual evils, rebelliousness, shrewish ness, and natural inferiority to men.
[结构简析] 这是一种句型，年代，时间+see, find 等动词+宾语。
[参考译文] 这一时期出来许多约束或明显反对妇女的布道(教义)，小册子和戏剧，详细地描述了妇女精神上和肉体上的缺陷，精神罪恶，叛逆，凶狠，天生低于男人的品性。
2. Such texts encouraged some women to claim the support of God the supreme patriarch against the various earthly patriarchs who claimed to stand toward them in his stead.
[结构简析] in one’s stead 代替某人。
[参考译文] 这样的版本鼓励有些妇女去寻求最高家长，上帝的支持，以对抗各种各样凡间家长，他们声称替代上帝对付她们。
写作方法与文章大意
文章论述了17世纪英国妇女的地位，采用对比写作手法。一方面(第一段)英皇詹姆士重新以法律形式确定：家长制的思想体系，政治上集权主义，性别等级制。而思想意识是上帝的绝对权威;最高等级制体现在绝对君主政权上，体现在家庭的父亲和丈夫身上。所以妇女先对父亲，后对丈夫的服从体现了英国
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臣民对君权，全体基督徒对上帝的服从。那时代造就的妇女都是贞洁，沉默，服从，低下。
另方面，某些社会和文化因素赋予妇女以力量，首先是女皇伊丽莎白统治的时期，她本身就是一个强有力的榜样。其次一些妇女亲情关系，以及安娜女皇的分庭抗礼统治活动和舞会。再则是大多数活动妇女都受过良好教育。最重要的是有些圣经文本鼓吹妇女精神平等。
最后一段论述了英国妇女实际上有的已经掌握实权，如丈夫公务，他们管理庄园田产。
[答案详解]
1. A. 17世纪英国妇女地位。见上面文章大意。
B. 妇女服从于家族制。 D. 17世纪妇女的反抗，都是A.内容中的一部分，不能作为最佳标题。 C. 17世纪英国社会形式，只能作为背景出现。
2. C. 她没有做什么。英女皇伊丽莎白在位时期间在文化上并没有妇女做过什么。这在第二段讲得很清楚。“伊丽莎白统治时期(1558——1603)，文化领域为强有里女皇所控制，她本人确实树立了令人难忘的妇女形象，可是她并没有为其它妇女能够创作一些东西。”见前面列出之原因和下一道题的A. B. C.
3. D. 伊丽莎白女皇的政治活动。这文内没有提及。
A. 妇女亲情网对家长制进行抗衡。 B. 安娜女皇的政治活动。 C. 大多数妇女都受过良好教育。这三
项在第二段中都提到。“首先，妇女亲情关系，如母亲，女儿，他们的亲戚网，好友;安娜女皇单独的宫殿，她那对立的化装舞会和政治活动都和族长制予以抗衡。”
4. B. 除了某些文本外，它也要求妇女服从。第一段，见上述内容。第三段集中论述这一点。“也许，
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最重要的是基督教固有潜在激进性。它坚持主张每个基督徒和上帝的直接关系，坚持人首先责任是服从她或他的良知。在圣•保罗使徒书以及在别的圣经中有许多对家长制，妻子对丈夫的服从支持。可是有些文
本镌刻着一种完全不同的政治观点，鼓吹妇女精神平等：”人没有犹太和希腊之分，没有束缚或自由之分，没有男女之分，因为在耶酥基督面前，你们都是一样。“
A. 它什么也没有做。不对。 C. 它支持妇女。也不对，只有某些版本支持。 D. 它求助于上帝。它借上帝之名压制妇女。第一段：“因此，妇女首先服从父亲，然后服从丈夫，体现了(象征)英国人民服从他们的君主，所有基督徒服从上帝。”
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I live in the land of Disney, Hollywood and year-round sun. You may think people in such a
glamorous, fun-filled place are happier than others. If so, you have some mistaken ideas about the nature of happiness.
Many intelligent people still equate happiness with fun. The truth is that fun and happiness
have little or nothing in common. Fun is what we experience during an act. Happiness is what we experience after an act. It is a deeper, more abiding emotion.
Going to an amusement park or ball game, watching a movie or television, are fun activities
that help us relax, temporarily forget our problems and maybe even laugh. But they do not bring happiness, because their positive effects end when the fun ends.
I have often thought that if Hollywood stars have a role to play, it is to teach us that
happiness has nothing to do with fun. These rich, beautiful individuals have constant access to
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glamorous parties, fancy cars, expensive homes, everything that spells “happiness”. But in
memoir after memoir, celebrities reveal the unhappiness hidden beneath all their fun:
depression, alcoholism, drug addiction, broken marriages, troubled children and profound loneliness.
Ask a bachelor why he resists marriage even though he finds dating to be less and less
satisfying. If he’s honest, he will tell you that he is afraid of making a commitment. For
commitment is in fact quite painful. The single life is filled with fun, adventure and excitement. Marriage has such moments, but they are not its most distinguishing features.
Similarly, couples that choose not to have children are deciding in favor of painless fun over
painful happiness. They can dine out ever they want and sleep as late as they want. Couples with
infant children are lucky to get a whole night’s sleep or a three-day vacation. I don’t know any parent who would choose the word fun to describe raising children.
Understanding and accepting that true happiness has nothing to do with fun is one of the
most liberating realizations we can ever come to. It liberates time: now we can devote more
hours to activities that can genuinely increase our happiness. It liberates money: buying that new
car or those fancy clothes that will do nothing to increase our happiness now seems pointless.
And it liberates us from envy: we now understand that all those rich and glamorous people we
were so sure are happy because they are always having so much fun actually may not be happy at all.
1.Which of the following is true?
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A.Fun creates long-lasting satisfaction.
B.Fun provides enjoyment while pain leads to happiness.
C.Happiness is enduring whereas fun is short-lived.
D.Fun that is long-standing may lead to happiness.
2.To the author, Hollywood stars all have an important role to play that is to __.
A.rite memoir after memoir about their happiness.
B.tell the public that happiness has nothing to do with fun.
C.teach people how to enjoy their lives.
D.bring happiness to the public instead of going to glamorous parties.
3.In the author’s opinion, marriage___.
A.affords greater fun.
B.leads to raising children.
C.indicates commitment.
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D.ends in pain.
4.Couples having infant children___.
A.are lucky since they can have a whole night’s sleep.
B.find fun in tucking them into bed at night.
C.find more time to play and joke with them.
D.derive happiness from their endeavor.
5.If one get the meaning of the true sense of happiness, he will__.
A.stop playing games and joking with others.
B.make the best use of his time increasing happiness.
C.give a free hand to money.
D.keep himself with his family.
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答案：CBCDB
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Federal Reserve System, central banking system of the United States, popularly called the
Fed. A central bank serves as the banker to both the banking community and the government; it
also issues the national currency, conducts monetary policy, and plays a major role in the
supervision and regulation of banks and bank holding companies. In the U.S. these function are
the responsibilities of key officials of the Federal Reserve System: the Board of Governors,
located in Washington, D.C., and the top officers of 12 district Federal Reserve banks, located
throughout the nation. The Fed’s actions, described below, generally have a significant effect on U.S. interest rates and, subsequently, on stock, bond, and other financial markets.
The Federal Reserve’s basic powers are concentrated in the Board of Governors, which is
paramount in all policy issues concerning bank regulation and supervision and in most aspects
of monetary control. The board enunciates the Fed’s policies on both monetary and banking
matter. Because the board is not an operating agency, most of the day-to day implementation of
policy decisions is left to the district Federal Reserve banks, stock in which is owned by the
commercial banks that are members of the Federal Reserve System. Ownership in this instance,
however, does not imply control; the Board of Governors and the heads of the Reserve banks
orient their policies to the public interest rather than to the benefit of the private banking system.
The U.S. banking system’s regulatory apparatus is complex; the authority of the Federal
Reserve is shared in some instances for example, in mergers or the examination of banks with
other Federal Deposit Insurance Corporation (FDIC). In the critical area of regulating the nation’
s money supply in accordance with national economic goals, however, the Federal Reserve is
66
independent within the government, Income and expenditures of the Federal Reserve banks and
of the board of governors are not subject to the congressional appropriation process; the
Federal Reserve is self-financing. Its income ($20.2 billion in 1992) comes mainly from Reserve
bank holdings of income-earning securities, primarily those of the U.S. government. Outlays
($1.5 billion in 1992) are mostly for operational expenses in providing services to the
government and for expenditures connected with regulation and monetary policy. In 1992 the Federal Reserve returned 416.8 billion in earnings to the U.S. treasury.
1.The Fed of the United States ___.
A.function as China Bank
B.is the counterpart of People’s Bank of China
C.is subjected to the banking community and government
D.has 13 top officers who can influence the American financial market
2.The fact that stock in the Fed belongs to commercial banks ___.
A.doesn’t mean the latter is in control
B.means the latter is in control
C.means the latter is subjected to the Reserve banks
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D.means the Reserve banks orient the latter’s policies
3.Which of the following statements is not true according to the passage?
A.The fed is a very big, complex and significant system which comprises many local banks.
B.All the commercial banks are not the components of Federal Reserve System.
C.Board of governors is the supreme policy-makers of America.
D.District Reserve banks rather than Board of governors perform the day-to-day policies.
4.The authority of the federal Reserve ___.
A.has to be shared with other establishments.
B.is exclusive at other times
C.isn’t limited by comptroller of the Currency and FDIC
D.is limited by Board of governors
5.Income of the Board of governors ___.
A.is borrowed from the U.S. treasury
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B.is used by the government to make various policies
C.comes from the U.S. Treasury
D.is not granted by the government
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BACBD
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New and bizarre crimes have come into being with the advent of computer technology.
Organized crime to has been directly involved; the new technology offers it unlimited
opportunities, such as data crimes, theft of services, property-related crimes, industrial sabotage,
politically related sabotage, vandalism, crimes against the individual and financially related crimes…
Theft of data, or data crime, has attracted the interest of organized criminal syndicates. This
is usually the theft or copying of valuable computer grogram. An international market already
exists for computerized data, and specialized fences are said to be playing a key role in this
rapidly expanding criminal market. Buyers for stolen programs may range from a firm’s competitors to foreign nations.
A competitor sabotages a company’s computer system to destroy or cripple the firm’s
operational ability, thus neutralizing its competitive capability either in the private or the
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government sector. This computer sabotage may also be tied to an attempt by affluent investors
to acquire the victim firm. With the growing reliance by firms on computers for their
recordkeeping and daily operations, sabotage of their computers can result in internal havoc,
after which the group interested in acquiring the firm can easily buy it at a substantially lower
price. Criminal groups could also resort to sabotage if the company is a competitor of a business owned or controlled by organized crime.
Politically motivated sabotage is on the increase; political extremist groups have sprouted
on every continent. Sophisticated computer technology arms these groups with awesome
powers and opens technologically advanced nations to their attack. Several attempts have
already been made to destroy computer facility at an air force base. A university computer
facility involved in national defence work suffered more than $2 million in damages as a result of a bombing.
Computer vulnerability has been amply documented. One congressional study concluded
that neither government nor private computer systems are adequately protected against
sabotage. Organized criminal syndicates have shown their willingness to work with politically
motivated groups. Investigators have uncovered evidence of cooperation between criminal
groups and foreign governments in narcotics. Criminal groups have taken attempts in
assassinating political leaders…. Computers are used in hospital life-support system, in
laboratories, and in major surgery. Criminals could easily turn these computers into tools of
devastation. By sabotaging the computer of a life-support system, criminals could kill an
individual as easily as they had used a gun. By manipulating a computer, they could guide
awesome tools of terror against large urban centers. Cities and nations could become hostages.
Homicide could take a now form. The computer may become the hit man of the twentieth
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century.
The computer opens vast areas of crime to organized criminal groups, both national and
international. It calls on them to pool their resources and increase their cooperative efforts,
because many of these crimes are too complex for one group to handle, especially those
requiting a vast network of fences. Although criminals have adapted to computer technology, law enforcement has not. Many still think in terms of traditional criminology.
1. How many kinds of crimes are mentioned in the passage?
[A]. 7. [B]. 8. [C]. 9. [D]. 10
2. What is the purpose of a competitor to sabotage a company’s computer?
[A]. His purpose is to destroy or weaken the firm’s operational ability.
[B]. His purpose is to weaken firm’s competitive capability and get it.
[C]. His purpose is to buy the rival’s company at a relatively low price.
[D]. His purpose is to steal important data.
3. Which of the following can be labeled as a politically motivated sabotage of a computer system?
[A]. Sabotage of a university computer.
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[B]. Sabotage of a hospital computer.
[C]. Sabotage of computer at a secret training base.
[D]. Sabotage of a factory computer.
4. What does the author mean by “Homicide could take a new form”?
[A]. There is no need to use a gun in killing a person.
[B]. Criminals can kill whoever they want by a computer.
[C]. The computer can replace any weapons.
[D]. The function of a computer is just like a gun.
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词汇解析
1. bizarre 奇怪的
2. vandalism 破坏，故意破坏文化，艺术的行为
3. cripple 使瘫痪，削弱
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4. fence 贼市，脏品买卖处
5. neutralize 使成为无效
6. affluent 富裕的
7. recordkeeping 记录存贮
8. havoc 浩劫，大破坏
9. resort to 求助于，借助于
10. motivate 作为……的动机，激发
11. extremist 过激分子，极端主义分子
12. sprout 萌发迅速发展
13. awesome 令人惊惧的，引起敬畏的
14. vulnerability 易受攻击，脆弱
15. devastation 劫持，破坏
16. hospital life-support system 医院的生命维持系统
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17. hit man 职业凶手(杀手)
18. pool 集中(资金)合办，入股
19. criminology 犯罪学，刑事学
难句译注
1. Organized crime to has been directly involved; the new technology offers it unlimited
opportunities, such as data crimes, theft of services, property-related crimes, industrial sabotage,
politically related sabotage, vandalism, crimes against the individual and financially related crimes…
[结构简析] 句子很长，都是简单句，中间有分号隔开，后面是举例。
[参考译文] 有组织犯罪团伙也直接参与：计算机新技术较为犯罪提供了无限的机会，如数据信息犯罪，偷窃服务项目，跟财产有关的犯罪，工业破坏，跟政治有关的破坏，破坏文化艺术，对个人和财经方面的罪行等等。
2. An international market already exists for computerized data, and specialized fences are said to be playing a key role in this rapidly expanding criminal market.
[结构简析] 并列句，and 作对比连接词用。
[参考译文] 一个计算机信息的国际市场已经存在，而专门从事脏品交易的市场据说在迅速扩展的犯罪市场中起着关键的作用。
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3. A competitor sabotages a company’s computer system to destroy or cripple the firm’s
operational ability, thus neutralizing its competitive capability either in the private or the government sector.
[结构简析] 主谓宾补结构，后跟thus+从句表示结果。
[参考译文] 竞争对手破坏一个公司的计算机系统为的是摧毁或削弱公司的操作运行能力，从而使其丧失在私人或政府部门中的竞争力。
4. The computer opens vast areas of crime to organized criminal groups, both national and
international. It calls on them to pool their resources and increase their cooperative efforts,
because many of these crimes are too complex for one group to handle, especially those requiting a vast network of fences.
[结构简析] 两句话。前一句为主谓宾，后一句为主从句，从句内采用too…to 句型，后跟分词独立结构进一步说明。
[参考译文] 计算机为国内和国际有组织犯罪集团开辟了犯罪的广泛领域。它要求它们集中资源，提高通力协作力量，因为许多犯罪太复杂，一个集团难以驾驭，特别是那些需要巨大的脏品交易时常网络的罪行。
写作方法与文章大意
文章介绍“计算机犯罪”，采用分类写作手法，先列出种种计算机犯罪项，下面逐一说明。文本只选四种犯罪——信息数据偷窃或信息(数据)犯罪，产业破坏，政治破坏，对个人生命破坏。分四段叙述，每
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段为一种罪行，最后是对比罪犯势力越来越有组织，势力请大，而司法部门却没有准备好。
答案祥解
1. B. 8种，具体罪行。见难句译注1。
2. B. 他的目的是削弱公司竞争力进而得到它。答案见难句译注2及第二段第二句起：“计算机破坏也可以和富裕的投资者欲得到对手的公司的企图相连。随着公司对计算机记录存储的信赖性加强，破坏他们的计算机可以造成内部大破坏。之后，对取得这个公司感性趣的集团很容易在级低价格上买进。”
A. 削弱公司运转能力。C. 在相当低的价格上买进对手的公司。这两个选项都只是破坏目的的一个方面。D. 偷窃重要资料，文内没有讲。
3. C 破坏秘密训练基础。这可以标以政治目的的破坏计算机。
A. 大学B. 医院D. 工厂。这三个地方都难以和政治直接相连，第三段讲的大学是“参与国防保卫工作的大学计算机措施”，和一般大学不一样。只有秘密训练的基地和真正相连的可能性最大，所以选C.
4. B. 犯罪可以通过计算机任意杀人。答案在第五段：“犯罪集团曾采取步骤暗杀政治领袖。医院的生命维护系统，实验室，大型外科手术中都用计算机。罪犯们很容易把这些计算机转变成破坏的工具。通过破坏生命维护系统计算机，罪犯们就像用枪一样很容易杀死人。通过控制计算机，他们可以指导这可怖的工具攻击大城市中心。城市和国家都可以成为人质。谋杀具有新的形式，计算机可能成为21世纪的事业杀手。”
A. 杀人不需要用枪。这话太笼统，不用枪，用什么。用毒药，用刀?C. 计算机可以取代任何武器。D. 计算机的功能就像枪，错误的。
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本文转载自:[url=http://www.cet6.net]英语六级考试网[/url]
2010年12月英语六级点睛词
笔者从一个阅卷人的角度去看，喜欢看到学生用的词。当然这也是因人而异的。另外，最近出的一个
小的宣传手册上提到“六级写作和翻译中的高频词汇”，因为编辑匆忙，所以不是很靠谱，如entrepreneur, literacy,tariff等词作文中是不太可能用到的。鉴于此，列出好词如下。这些词还需要大家自己到范文或字典中查一下用法。
1.access
2.accomplish
3.account
4.achieve采集者退散
5. acknowledge
6.acquire
7.adapt
8.adopt
9.afford
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10.apply
11.approve
12.argue
13.arouse
14.attach
15.attribute
16.benefit
17.boost
18.campaign
19.challenge
20.commit
21.competent
22.competition
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23.concentrate
24.concept
25.concern
26.confront
27.conquer
28.considerable
29.contribute
30.controversial
31.controversy
32.coordinate
33.critical
34.crucial
35.cultivate
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36.damage
37.decade
38.decline
39.desirable
40.despite
41.emphasis
42.emphasize
43.enable
44.engage
45.enhance
46.enormous
47.enrich
48.enroll
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49.ensure
50.entitle
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