问答题I agree to some extent with my imaginary English reader. American literary historians are perhaps prone to view their own national scene too narrowly, mistaking prominence for uniqueness. They do over-phrase their own literature, or certainly its minor figures. And Americans do swing from aggressive overphrase of their literature to an equally unfortunate, imitative deference. But then, the English themselves are somewhat insular in their literary appraisals. Moreover, in fields where they are not pre-eminent--e, g. in painting and music—they too alternate between boasting of native products and copying those of the Continent. How many English paintings try to look as though they were done in Paris; how many times have we read in articles that they really represent an "English tradition" after all.
问答题At a time when the public is being assaulted with unsolicited e-mail ads, California is about to launch the toughest counterattack in the nation. A law that goes into effect on Jan. 1 allows computer users in the state to refuse unwanted solicitations en masse and sue spammers who violate their wishes for as much as ＄1 million.
Those potent weapons for deflecting pitches that offer everything from bigger body parts to lower mortgage rates have attracted the ire of the U.S. Chamber of Commerce and mass marketers. Fearing the law will curtail advertising on the Internet, they are pushing for a far weaker national solution that would undercut the tough tactics in California and other states that are going the same route. But such self-interest is hardly enlightened. The growing flood of messages not only annoys PC users, it also slows the transmission of wanted e-mail and forces businesses to spend billions to combat spam.
In fact, a survey released Oct. 22 suggests the proliferation of pitches could hurt the very e-commerce these business groups say they want to preserve. The survey of computer users, funded by the Pew Charitable Trusts, a non-profit group that studies public issues, found 25% use e-mail less because of spam. And 75% were reluctant to give out e-mail addresses, even to online retailers.
问答题1.Passage 1
问答题 Directions: In this part of the test, you
will hear 2 passages in English. You will hear the passages ONLY
ONCE. After you have heard each passage, translate it into Chinese and
write your version in the corresponding space in your ANSWER
BOOKLET. You may take notes while you are listening.
问答题几十年来，中国绿色革命推广种植的几种高产作物，虽然解决了十多亿人口的吃饭问题，但却付出了极其高昂的代价：生态环境的恶化、生物多样性的丧失，这应引起我们的高度警觉和重视。因此，历史不应再继续重演，对于农业可持续发展战略的研究，只能是在对中国国情有一个明确认识和正确判断的基础之上，有选择地借鉴和运用来自外部世界的理论和方法，在理论构筑上有所创新、研究手段上有所突破，从而才有可能建立起具有中国特色的农业可持续发展战略理论。
问答题Directions:
In this part of the test, you will hear 5 English sentences. You will hear the sentences only once. After you have heard each sentence, translate it into Chinese and write your version in the corresponding space on your Answer Sheet.
问答题年近古稀的我，应该说是饱经风霜、世事洞明了。但依然时而明白，时而懵懂。孔子曰：“七十而从心所欲，不逾矩。”大概已达到大彻大悟的思想境界了吧。吾辈凡夫，生存在功利社会，终日忙忙碌碌，为柴米油盐所困，酒色财气所惑，既有追求，又有烦恼，若想做到从心所欲，难矣哉! 老年人的从心所欲，不是说可以我行我素，倚老卖老，从心所欲，说白了，就是要有自己的活法，在心灵深处构筑独自的“自由王国”。海阔任鱼跃，天高任鸟飞，悠悠然自得其乐。这种自由，既是无限的，又是有限的，无限的从心所欲寓于有限的生活空间。我想，这大概就是孔夫子所说的“不逾矩”吧。
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问答题人们通常喜欢听好听的话，一听到拂耳之言就容易产生不悦甚至愠怒。一个人特别是身居要 职的人要能够心悦诚服地倾听逆耳之言并从中获得智慧，就需要容忍和大度的雅量，而这往往依赖 于人们的心性修养和对人性缺陷的克制；否则，就会给善于运用花言巧语和投其所好的人提供可乘 之机，并伤害直言不讳的忠诚之人。 在理智上，人们大概愿意接受“兼听则明，偏信则暗”、“忠言逆耳利于行”等一类古老的真理，或 者乐于信服老子说的“美言不信，信言不美”的哲理。但在行为上，人们又容易背离这些古训，不愿 意听或听不进“逆耳”之言，最终犯下严重的过失。
问答题[此试题无题干]
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问答题日本留学生在上海
一个晴朗的秋日，广冈小姐踏上了来中国留学的征途。对她来说，中国是个神秘的国度，这使她一路上产生了无穷的遐想，也产生了把在中国的所见所闻诉诸笔端的愿望。在不到一年的时间里，她先后有15篇短文在日本《朝日新闻》上发表，这对于一个专修音乐的外国学生来说委实是一件不简单的事情。
两国在物质、文化上的差异，使她很容易注意到人们忽视了的东西。初到上海，有一件事就引起了她的兴趣：同样是一张面皮包着肉，为何又有“饺子”、“馄饨”两种截然不同的叫法?经过一番研究她搞懂了，饺子肉多，皮厚，馄饨肉少，皮薄；馄饨有汤，饺子则无；南方人爱吃馄饨，北方人喜食饺子。最使她高兴的是她的“研究成果”能让那些对此迷惑不解的日本人顿释疑团。可有一点她至今仍不明白：为什么上海有许多商店售货员、饭店服务员和本地居民都不说普通话。对此，她不无抱怨地说，“我现在才知道原来我学的中国话只是北京话。”
在中国的日子长了，自然而然地结识了许多朋友，每一个朋友都对她说：“你有什么事需要帮助，尽管说好了。”她认为这不是日本人通常出于礼仪上的需要才说的话，而是每一个中国朋友出自内心的意愿。
她深深地爱上了这片土地，这不仅因为上海这座国际大都市曾为她做媒，使她找到了心上人，更由于这里的人民让她感到是那么地亲近、友好。
问答题Questions 7～10 College rankings are dead! Long live college rankings! At a meeting of the country's leading liberal arts schools this week in Annapolis, Md., a majority of the 80 or so college presidents in attendance said they would no longer participate in the popular annual rankings conducted by US News and World Report. Instead, the Annapolis Group announced it will help develop an alternative set of data to aid students and their families in the bewildering quest to figure out how one school differs from the next. College presidents have long been critical of the US News rankings, in part because 25% of a school's score is based on a survey filled in by roughly half of college presidents and other top administrators, who rate schools based on reputation but often only selectively, leaving most of the list blank and unjudged. The peer survey strikes many in higher education as silly. But they believe the rankings have an additional and more nefarious component. Several college presidents have publicly complained that the rankings' emphasis on the average SAT scores of incoming freshmen has led colleges to fight over high-achieving (and often wealthy) students by offering them merit scholarships and thus leaving fewer financial-aid dollars available to low-income students. But now the Annapolis Group, whose 124 members take up most of the slots in U. S. News's list of the top 100 liberal arts schools, is putting its collective weight behind a web-based alternative to the rankings that is being spearheaded by the 900-member National Association of Independent Colleges and Universities (NAICU). NAICU's easy-to-read template, which is expected to be rolled out by hundreds of schools in September, allows students and their families to pull up extensive information organized in an objective format that includes such data as what percentage of students graduate in four years compared to those who graduate in five or six years. It plans to provide a level of detail that is not included in the US News rankings, but that could be very important to parents' checkbooks. The NAICU template also lists the four most common majors at each school and gives a complete breakdown on class sizes, revealing how many classes have fewer than 20 students, fewer than 40, fewer than 100 or more than 100. NAICU is trying to provide a more complete picture than US News, and the new format doesn't gloss over unpleasant details. For example, it will list a school's current tuition alongside the sticker price from each of the previous four years (Parents, get ready to watch those bar charts keep climbing upwards over time!). It will also include the percentage of students who receive financial aid as well as what the average net tuition is for financial aid recipients. The new set of ratings also contains links to such sought-after details as a school's campus safety report, internship and career-placement services and information about how many of its graduates go on to graduate school or are employed in the field of their choice within a certain amount of time after graduation. However, NAICU stops short of ranking schools in numerical order and although the association will serve as a central repository for all the new data, which can also be accessed through an individual school's site, students and their families will have to print out the two-page profiles if they want to see how one institution stacks up against another. "We're letting consumers rank the institutions based on their needs," says NAICU spokesman Tony Pals. Of course, there's nothing to keep US News or anyone else from plugging all this new data into a rankings formula. And more than a few college presidents think that isn't such a bad thing. "Some of my colleagues are ethical purists, and I applaud them," Millsaps College President Dr. Frances Lucas says of the US News rankings' most strident critics at the Annapolis meeting. "But many of us live in the real world." And since the US News rankings are likely here to stay, Lucas and other presidents are hoping that if schools provide more data in a more meaningful, transparent manner, the rankings will become more meaningful, too.1.Why are people criticizing the annual college rankings conducted by US News and World Report?
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问答题The British government says Sir Michael Barber, once an adviser to the former prime minister, Tony Blair, has changed pretty much every aspect of education policy in England and Wales, often more than once. "The funding of schools, the governance of schools, curriculum standards, assessment and testing, the role of local government, the role of national government, the range and nature of national agencies, schools admissions" —you name it, it"s been changed and sometimes changed back. The only thing that hasn"t changed has been the outcome. According to the National Foundation for Education Research, there had been (until recently) no measurable improvement in the standards of literacy and numeracy in primary schools for 50 years.
England and Wales are not alone. Australia has almost tripled education spending per student since 1970. No improvement. American spending has almost doubled since 1980 and class sizes are the lowest ever. Again, nothing. No matter what you do, it seems, standards refuse to budge. To misquote Woody Allen, those who can"t do, teach; those who can"t teach, run the schools.
Why bother, you might wonder. Nothing seems to matter. Yet something must. There are big variations in educational standards between countries. These have been measured and re-measured by the OECD"s Programme for International Student Assessment (PISA) which has established, first, that the best performing countries do much better than the worst and, second, that the same countries head such league tables again and again: Canada, Finland, Japan, Singapore, South Korea.
Those findings raise what ought to be a fruitful question, what do the successful lot have in common? Yet the answer to that has proved surprisingly elusive. Not more money. Singapore spends less per student than most. Nor more study time. Finnish students begin school later, and study fewer hours, than in other rich countries.
Now, an organisation from outside the teaching fold- McKinsey, a consultancy that advises companies and governments—has boldly gone where educationalists have mostly never gone: into policy recommendations based on the PISA findings. Schools, it says, need to do three things, get the best teachers; get the best out of teachers; and step in when pupils start to lag behind. That may not sound exactly "first-of-its-kind": schools surely do all this already? Actually, they don"t. If these ideas were really taken seriously, they would change education radically.
Begin with hiring the best. There is no question that, as one South Korean official put it, "the quality of an education system cannot exceed the quality of its teachers." Studies in Tennessee and Dallas have shown that, if you take pupils of average ability and give them to teachers deemed in the top fifth of the profession, they end up in the top 10% of student performers; if you give them to teachers from the bottom fifth, they end up at the bottom. The quality of teachers affects student performance more than anything else.
Yet most school systems do not go all out to get the best. The New Commission on the Skills of the American Workforce, a non-profit organisation, says America typically recruits teachers from the bottom third of college graduates. Washington, DC recently hired as chancellor for its public schools an alumna of an organisation called Teach for America, which seeks out top graduates and hires them to teach for two years. Both her appointment and the organisation caused a storm.
A bias against the brightest happens partly because of lack of money (governments fear they cannot afford them), and partly because other aims get in the way. Almost every rich country has sought to reduce class size lately. Yet all other things being equal, smaller classes mean more teachers for the same pot of money, producing lower salaries and lower professional status. That may explain the paradox that, after primary school, there seems little or no relationship between class size and educational achievement.
McKinsey argues that the best performing education systems nevertheless manage to attract the best. In Finland all new teachers must have a master"s degree. South Korea recruits primary-school teachers from the top 5% of graduates, Singapore and Hong Kong from the top 30%.
问答题What is a novel? I say: an invented story. At the same time a story which, though invented, has the power to ring true. True to what? True to life as the reader knows life to be or, it may be, feels life to be. And I mean the adult, the grown-up reader. Such a reader has outgrown fairy tales, and we do not want the fantastic and the impossible. So I say to you that a novel must stand up to the adult tests of reality. You may say: "If one wants truth, why not go to the literally true book? Biography or documentary, these amazing accounts of amazing experiences which people have. " Yes, but I am suggesting to you that there is a distinction between truth and so-called reality. The novel does not simply recount experience; it adds to experience. And here comes in what is the actual livening spark of the novel: the novelist's imagination has a power of its own It does not merely invent, it perceives. It intensifies, therefore it gives power, extra importance, and greater truth to what may well be ordinary and everyday things.
问答题中国坚定不移地走和平发展道路，是基于中国国情的必然选择。1840年鸦片战争以后的 100多年里，中国受尽了列强的欺辱。消除战争，实现和平，建设独立富强、民生幸福的国家，是近代以来中国人民孜孜以求的奋斗目标。今天的中国虽然取得了巨大的发展成就，但人口多，底子薄，发展不平衡，仍然是世界上最大的发展中国家。推动经济社会发展，不断改善人民生活始终是中国的中心任务。中国人民最需要、最珍爱和平的国际环境，愿尽自己所能，为推动各国共同发展作出积极贡献。
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问答题There is an old saying, "Do not pray for tasks equal to your powers; pray for powers equal to your tasks". In four historic years, America has been given great tasks and faced them with strength and courage. Our people have restored the vigor of this economy and shown resolve and patience in a new kind of war. Our military has brought justice to the enemy and honor to America. Our nation has defended itself and served the freedom of all mankind. I"m proud to lead such an amazing country, and I"m proud to lead it forward. Because we have done the hard work, we are entering a season of hope. We will continue our economic progress. We"ll reform our outdated tax code. We"ll strengthen the Social Security for the next generation. We"ll make public schools ail they can be. And we will uphold our deepest values of family and faith.