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National Entrance Test of English for MA/MS Candidates (NETEM)
Section I Use of English
Directions:
Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)
Research on animal intelligence always makes me wonder just how smart humans are 1 the fruit-fly experiments described in Carl Zimmer’s piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is a(n) 4 in not being too terrifically bright。
Intelligence, it 5 , is a highpriced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning—a (an) 7 process—instead of instinct. Plenty of other species are able to learn, and one of the things they’ve apparently learned is when to 8 。
Is there an adaptive value to 9 intelligence? That’s the question behind this new research. I like it. Instead of casting a wistful glance10at all the species we’ve left in the dust I.Q.wise, it implicitly asks what the real 11of our own intelligence might be. This is12the mind of every animal we’ve ever met。
Research on animal intelligence also makes me wonder what experiments animals would13on humans if they had the chance. Every cat with an owner, 14, is running a small-scale study in operant conditioning. We believe that15animals ran the labs, they would test us to16the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really17, not merely how much of it there is.18, they would hope to study a19question: Are humans actually aware of the world they live in?20 the results are inconclusive。
1.［A］Suppose［B］Consider［C］Observe［D］Imagine
2.［A］tended［B］ feared［C］happened［D］threatened
3.［A］thinner［B］ stabler［C］lighter［D］dimmer
4.［A］tendency［B］advantage［C］inclination［D］priority
5.［A］insists on［B］sums up［C］turns out［D］puts forward
6.［A］off［B］behind［C］over［D］along
7.［A］incredible［B］spontaneous［C］inevitable［D］gradual
8.［A］fight［B］doubt［C］stop［D］think
9.［A］invisible［B］limited［C］indefinite［D］different
10.［A］upward［B］forward［C］afterward［D］backward
11.［A］features［B］influences［C］results［D］costs
12.［A］outside［B］on［C］by［D］across
13.［A］deliver［B］carry［C］perform［D］apply
14.［A］by chance［B］in contrast［C］as usual［D］for instance
15.［A］if［B］unless［C］as［D］lest
16.［A］moderate［B］overcome［C］determine［D］reach
17.［A］at［B］for［C］after［D］with
18.［A］Above all［B］After all［C］However［D］Otherwise
19.［A］fundamental［B］comprehensive［C］equivalent［D］hostile
20.［A］By accident［B］ In time［C］So far［D］Better still
Section II Reading Comprehension
Part A
Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)
Text 1
Habits are a funny thing. We reach for them mindlessly, setting our brains on autopilot and relaxing into the unconscious comfort of familiar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth said in the 19th century. In the everchanging 21st century, even the word “habit” carries a negative implication。
So it seems paradoxical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks。
Rather than dismissing ourselves as unchangeable creatures of habit, we can instead direct our own change by consciously developing new habits. In fact, the more new things we try—the more we step outside our comfort zone—the more inherently creative we become, both in the workplace and in our personal lives。
But don’t bother trying to kill off old habits; once those ruts of procedure are worn into the brain, they’re there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads。
“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of The Open Mind . “But we are taught instead to ‘decide,’ just as our president calls himself ‘the Decider.’ ” She adds, however, that “to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities。”
All of us work through problems in ways of which we’re unaware, she says. Researchers in the late 1960s discovered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At the end of adolescence, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life。
The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. “This breaks the major rule in the American belief system—that anyone can do anything,” explains M. J. Ryan, author of the 2006 book This Year I Will... and Ms. Markova’s business partner. “That’s a lie that we have perpetuated, and it fosters commonness. Knowing what you’re good at and doing even more of it creates excellence。” This is where developing new habits comes in。
21.In Wordsworth’s view，“habits” is characterized by being
［A］casual.［B］ familiar.［C］ mechanical.［D］changeable。
22.Brain researchers have discovered that the formation of new habits can be
［A］predicted.［B］ regulated.［C］ traced.［D］ guided。
23.The word “ruts”(line 1, paragraph 4) is closest in meaning to
［A］tracks.［B］series.［C］characteristics.［D］ connections。
24.Dawna Markova would most probably agree that
［A］ideas are born of a relaxing mind.［B］innovativeness could be taught。
［C］decisiveness derives from fantastic ideas.［D］curiosity activates creative minds。
25.Ryan’s comments suggest that the practice of standard testing
［A］prevents new habits from being formed。
［B］no longer emphasizes commonness。
［C］maintains the inherent American thinking mode。
［D］complies with the American belief system。
Text 2
It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom—or at least confirm that he’s the kid’s dad. All he needs to do is shell out $30 for a paternity testing kit (PTK) at his local drugstore—and another $120 to get the results。
More than 60,000 people have purchased the PTKs since they first became available without prescriptions last years, according to Doug Fogg, chief operating officer of Identigene, which makes the overthecounter kits. More than two dozen companies sell DNA tests directly to the public, ranging in price from a few hundred dollars to more than $2500.
Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and families can use to track down kids put up for adoption. DNA testing is also the latest rage among passionate genealogists—and supports businesses that offer to search for a family’s geographic roots。
Most tests require collecting cells by swabbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA。
But some observers are skeptical, “There is a kind of false precision being hawked by people claiming they are doing ancestry testing,” says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors—numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father’s line or mitochondrial DNA, which is passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other greatgrandparents or, four generations back, 14 other greatgreatgrandparents。
Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don’t rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may have a lot of data from some regions and not others, so a person’s test results may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation。
26.In paragraphs 1 and 2 , the text shows PTK’s
［A］easy availability.［B］flexibility in pricing。
［C］successful promotion.［D］popularity with households。
27.PTK is used to
［A］locate one’s birth place.［B］promote genetic research。
［C］identify parentchild kinship. ［D］choose children for adoption。
28.Skeptical observers believe that ancestry testing fails to
［A］trace distant ancestors.［B］rebuild reliable bloodlines。
［C］fully use genetic information.［D］achieve the claimed accuracy。
29.In the last paragraph ,a problem commercial genetic testing faces is
［A］disorganized data collection.［B］overlapping database building。
［C］excessive sample comparison.［D］lack of patent evaluation。
30.An appropriate title for the text is most likely to be
［A］ Fors and Againsts of DNA Testing［B］DNA Testing and It’s Problems
［C］DNA Testing Outside the Lab［D］Lies behind DNA Testing
Text 3
The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living。
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its prebubble peak, the U.S. workforce was derided as poorly educated and one of the primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job。
More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work。
What is the real relationship between education and economic development? We have begun to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things。
As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is。
31.The author holds in paragraph 1 that the importance of education in poor countries
［A］is subject to groundless doubts. ［B］has fallen victim of bias。
［C］is conventionally downgraded. ［D］has been overestimated。
32.It is stated in paragraph 1 that construction of a new educational system
［A］challenges economists and politicians. ［B］takes efforts of generations。
［C］demands priority from the government.［D］requires sufficient labor force。
33.A major difference between the Japanese and U.S workforces is that
［A］the Japanese workforce is better disciplined.［B］the Japanese workforce is more productive。
［C］the U.S workforce has a better education.［D］the U.S workforce is more organized。
34.The author quotes the example of our ancestors to show that education emerged
［A］when people had enough time.［B］prior to better ways of finding food。
［C］when people on longer went hungry. ［D］as a result of pressure on government。
35.According to the last paragraph , development of education
［A］results directly from competitive environments.［B］does not depend on economic performance。
［C］follows improved productivity.［D］cannot afford political changes。
Text 4
The most thoroughly studied intellectuals in the history of the New World are the ministers and political leaders of seventeenthcentury New England. According to the standard history of American philosophy, nowhere else in colonial America was “so much important attached to intellectual pursuits。” According to many books and articles, New England’s leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life。
To take this approach to the New Englanders normally mean to start with the Puritans’ theological innovations and their distinctive ideas about the church—important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New World circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity。
The early settlers of Massachusetts Bay included men of impressive education and influence in England. Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629, there were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness。
We should not forget, however, that most New Englanders were less well educated. While few craftsmen or farmers, let alone dependents and servants, left literary compositions to be analyzed, it is obvious that their views were less fully intellectualized. Their thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. Sexual confusion, economic frustrations , and religious hope—all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: “come out from among them, touch no unclean thing , and I will be your God and you shall be my people。” One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churches。
Meanwhile , many settlers had slighter religious commitments than Dane’s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . “Our main end was to catch fish. ”
36. The author holds that in the seventeenthcentury New England
［A］Puritan tradition dominated political life。
［B］intellectual interests were encouraged。
［C］politics benefited much from intellectual endeavors。
［D］intellectual pursuits enjoyed a liberal environment。
37. It is suggested in Paragraph 2 that New Englanders
［A］experienced a comparatively peaceful early history。
［B］brought with them the culture of the Old World。
［C］paid little attention to southern intellectual life。
［D］were obsessed with religious innovations。
38. The early ministers and political leaders in Massachusetts Bay
［A］were famous in the New World for their writings。
［B］gained increasing importance in religious affairs。
［C］abandoned high positions before coming to the New World。
［D］created a new intellectual atmosphere in New England。
39. The story of John Dane shows that less welleducated New Englanders were often
［A］influenced by superstitions. ［B］troubled with religious beliefs。
［C］puzzled by church sermons. ［D］frustrated with family earnings。
40. The text suggests that early settlers in New England
［A］were mostly engaged in political activities.［B］were motivated by an illusory prospect。
［C］came from different intellectual backgrounds.［D］left few formal records for later reference。
Part B
Directions:
In the following text, some sentences have been removed. For Questions (4145)， choose the most suitable one from the list AG to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points)
Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41. 。
American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspects of culture changed together in the evolution of societies.42. 。
In the early 1900s in North America, Germanborn American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43. 。
Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. 44. 。
Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. 45. 。
Also in the early 1900s, French sociologist Emile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society and culture—known as functionalism—became a major theme in European, and especially British, anthropology。
［A］ Other anthropologists believed that cultural innovations, such as inventions, had a single origin and passed from society to society. This theory was known as diffusionism。
［B］ In order to study particular cultures as completely as possible, Boas became skilled in linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy。
［C］ He argued that human evolution was characterized by a struggle he called the “survival of the fittest,” in which weaker races and societies must eventually be replaced by stronger, more advanced races and societies。
［D］ They also focused on important rituals that appeared to preserve a people’s social structure, such as initiation ceremonies that formally signify children’s entrance into adulthood。
［E］ Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved。
［F］Supporters of the theory viewed as a collection of integrated parts that work together to keep a society functioning。
［G］ For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world。
Part C
Directions:
Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)
There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association。(46)It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47)Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world’s work is carried on receives little attention as compared with physical output。
But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance。(48)While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. (49)Since our chief business with them is to enable them to share in a common life we cannot help considering whether or not we are forming the powers which will secure this ability. If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young。
(50)We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education—that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group。
Section III Writing
Part A
51. Directions:
Restrictions on the use of plastic bags have not been so successful in some regions. “White pollution ”is still going on. Write a letter to the editor(s) of your local newspaper to
1)give your opinions briefly and,
2) make two or three suggestions
You should write about 100 words. Do not sign your own name at the end of the letter. Use "Li Ming" instead. You do not need to write the address。(10 points)
Part B
52. Directions:
In your essay, you should
1) describe the drawing briefly,
2) explain its intended meaning, and then
3) give your comments。
You should write neatly on ANSHWER SHEET 2. (20 points)
2009年全国硕士研究生入学考试英语试题答案与解析
Section I Use of English
Directions:
Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)
Research on animal intelligence always makes me wonder just how smart humans are 1 the fruit-fly experiments described in Carl Zimmer’s piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is a(n) 4 in not being too terrifically bright。
Intelligence, it 5 , is a highpriced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning—a (an) 7 process—instead of instinct. Plenty of other species are able to learn, and one of the things they’ve apparently learned is when to 8 。
Is there an adaptive value to 9 intelligence? That’s the question behind this new research. I like it. Instead of casting a wistful glance10at all the species we’ve left in the dust I.Q.wise, it implicitly asks what the real 11of our own intelligence might be. This is12the mind of every animal we’ve ever met。
Research on animal intelligence also makes me wonder what experiments animals would13on humans if they had the chance. Every cat with an owner, 14, is running a small-scale study in operant conditioning. We believe that15animals ran the labs, they would test us to16the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really17, not merely how much of it there is.18, they would hope to study a19question: Are humans actually aware of the world they live in?20 the results are inconclusive。
对动物智能进行的研究总是让我想了解人类到底有多聪明。不妨考虑一下卡尔·齐默周二发表在《科学时报》杂志上的对于果蝇实验的描述，那些学得比普通果蝇更聪明的果蝇往往寿命比较短。这让人想起比较暗淡的灯泡照明时间反而比较长，不那么聪明也有自身的优势。
事实证明，聪明是一种昂贵的选择。它需要更多的保养，消耗更多的燃料，起步慢，这是因为聪明依赖学习——一个渐进的过程——而不是本能。许多其他物种都能够学习，它们显然已经学会的一件事就是什么时候停止学习。
是否有一个有限聪明的适应值呢？这是该项研究背后的问题。我喜欢它。该研究不是要我们对那些在智力方面已被人类远远抛在后面的物种投以悲怜的眼光，而是含蓄地提出一个问题：人类智慧的真正代价可能是什么。而这是我们遇见所有动物都在思考的问题。
研究动物智能也让我想知道如果动物有机会的话，它们会对人类进行何种实验。例如，每一只有主人的猫都在进行一项有关操作性条件反射的小规模研究。我认为，如果让动物管理实验室的话，它们会对我们进行测试，来确定我们的忍耐度、我们的忠诚度、我们对地域的记忆力。它们将设法确定人类智慧的用途，而不仅仅是人类有多少智慧。更重要的是，它们希望研究一个基本问题：人类是否真正了解他们生活的这个世界？迄今为止，结果尚不确定。
1. ［A］Suppose［B］Consider［C］Observe［D］Imagine
2. ［A］tended［B］feared［C］happened［D］threatened
3. ［A］thinner［B］stabler［C］lighter［D］dimmer
4. ［A］tendency［B］advantage［C］inclination［D］priority
5. ［A］insists on［B］sums up［C］turns out［D］puts forward
6. ［A］off［B］behind［C］over［D］along
7. ［A］incredible［B］spontaneous［C］inevitable［D］gradual
8. ［A］fight［B］doubt［C］stop［D］think
9. ［A］invisible［B］limited［C］indefinite［D］different
10. ［A］upward［B］forward［C］afterward［D］backward
11. ［A］features［B］influences［C］results［D］costs
12. ［A］outside［B］on［C］by［D］across
13. ［A］deliver［B］carry［C］perform［D］apply
14. ［A］by chance［B］in contrast［C］as usual［D］for instance
15. ［A］if［B］unless［C］as［D］lest
16. ［A］moderate［B］overcome［C］determine［D］reach
17. ［A］at［B］for［C］after［D］with
18. ［A］Above all［B］ After all［C］ However［D］Otherwise
19. ［A］fundamental［B］comprehensive［C］equivalent［D］ hostile
20. ［A］By accident［B］In time［C］So far［D］ Better still
【内容提要】 本文围绕对动物智能的研究展开话题，说明智慧也是要付出代价的，并假想若是动物对人类智能进行研究的话，会是什么状况。
1.【正确答案】B
【考查重点】语义衔接/词汇辨析
【解题过程】本题目选择动词，放在祈使句句首。选项A. suppose认为，假定；B. consider考虑；C. observe 观察；D. imagine 想象。文章开篇指出：Research on animal intelligence always makes us wonder just how smart humans are。“对动物智慧的研究总是让我对人类到底有多聪明感到好奇”，接着举了果蝇的例子，该句要选择的动词应与上句在语义上衔接。用consider意为“让读者考虑一下(果蝇实验)”，从而引出下文，其他选项均不符合题意。
2.【正确答案】A
【考查重点】语义衔接/固定搭配
【解题过程】本题目选择动词(过去式)，与介词“to”构成动词短语，在句子中充当谓语。选项A. tended to易于，往往会……；B. feared to 害怕做某事；C. happened to 碰巧做某事；D. threatened to 威胁要做某事。Fruit flies who were taught to be smarter than the average fruit flyto live shorter lives. 原文讲述的是在实验中经常发生的一种情况，即“通过训练变得更聪明的果蝇，其寿命往往比普通果蝇短”。故选A。
3.【正确答案】D
【考查重点】语义衔接/词汇辨析
【解题过程】本题目选择形容词比较级，在句中作定语修饰bulbs。This suggests thatbulbs burn longer, .。.“这让人想起……的灯泡照明时间比较长……。”上句讲到“聪明的果蝇寿命往往较短”，这句接着用灯泡作类比，承接上句语义，应该是越不亮的灯泡用的时间越长，所以选D dimmer 较暗的；选项C lighter更亮的，与前文意思相悖； A thinner 更薄的，更瘦的；B stable 更稳定的；该两项均不符合题意。
4.【正确答案】B
【考查重点】词汇辨析/固定搭配
【解题过程】本题目选择名词，并与in搭配。选项A. tendency 趋势，倾向，后面常接介词for或动词不定式，如：a tendency for sth。或a tendency to do sth。(做)某事的倾向；B. advantage 优势，后常接介词in，即an advantage in sth. 在某方面具有优势；C. inclination倾向，意愿，倾斜度，后常接介词for或动词不定式，即an inclination for sth。或an inclination to do sth。想做某事；D. priority 优先权，后常接over，如：take priority over sth./sb. (比某事/某人)具有优先权。且从上下文语义来看，前面说聪明的果蝇寿命短，越不亮的灯泡用的时间越长，所以这里语义应为“不太聪明(灯泡不太亮)是有优势的”，故B为正确选项。注意，bright在此处是一语双关，既可表示“灯泡不那么亮”，也可表示“人不那么聪明”。
5.【正确答案】C
【考查重点】语义衔接/词汇辨析
【解题过程】本题目要选择动词短语，使插入语完整。从上文可知，“聪明的果蝇寿命往往较短”，以及“不太聪明是有优势的”，由此推出的结果是：聪明也是要付出代价的。C. turn out意为“结果是……”，把it turns out用作插入语，使该句与上段内容紧紧联系起来，因此选C。A. insist on坚持；B. sum up总计，总结；D. put forward提出。这三项均不符合题意。
6.【正确答案】A
【考查重点】语义衔接
【解题过程】本题目选择介词，体现与the starting line(起跑线)的逻辑关系。选项B. behind和C. over可以首先排除，因为这里没有涉及空间位置关系；若选D. along则是“沿着起跑线徘徊”之意，这与后面的process意思不符；选项A. off 有“离开”之意，slow off the starting line表示“离开起跑线慢了”，即“起步慢了”，但仍在进步，与后文逻辑一致，故选A。
7.【正确答案】D
【考查重点】语义衔接/词汇辨析
【解题过程】本题目选择形容词，做process的定语。破折号表示对前面内容即learning的解释。这里把learning(学习)与instinct(本能)作对比，结合前文的slow，以及学习自身的特点可知，只有gradual“渐进的” 符合题意。其它三项A. incredible 难以置信的；B. spontaneous 自发的；C. inevitable 不可避免的；均不符合题意，故本题答案为D。
8.【正确答案】C
【考查重点】语义衔接/词汇辨析
【解题过程】Plenty of other species are able to learn, and one of the things they’ve apparently learned is when to。“许多其它物种都能够学习，它们显然已经学会的一件事就是什么时候……学习。”由上文可知，聪明需要学习，很多物种都能够学习，但都没有变聪明，这是因为它们还学会了适时停止学习。因此选C。其它三项在语义上均不通。
9.【正确答案】B
【考查重点】语义衔接/词汇辨析
【解题过程】本题目选择形容词，作定语修饰intelligence。由上文可知，智慧越多，付出的代价越多，因此智慧肯定是有限的，而且根据value也可以推断这里是关于intelligence多少的问题。选项A.invisible 看不见的；C. indefinite 不确定的；D. different 不同的；均与数量多少无关，只有limited“有限的，不多的”符合题意，故选B。
10.【正确答案】D
【考查重点】语义衔接/词汇辨析
【解题过程】本题目选择副词以表明逻辑关系。“we’ve left in the dust I.Q.wise”是定语从句，修饰the species。cast a glance at.。.意为“对……投以目光”；“leave sb. in the dust”是固定搭配，“将某人远远抛在后面”的意思；I.Q.wise是派生词，后缀wise表示方式，意为“在I.Q。方面”。这句话是说“该研究不是要我们对那些在智力方面已被人类远远抛在后面的物种投以悲怜的眼光。”人类看这些被抛在后面的物种，自然是往后看了，所以D. backward为正确选项，A. upward向上；B. forward向前；C. afterward 之后，后来(表时间)；该三项均不符合题意。
11.【正确答案】D
【考查重点】语义衔接/词义辨析
【解题过程】本题目选择名词，做宾语从句的主语。...it implicitly asks what the real of our own intelligence might be. “这项实验含蓄地提出一个问题：人类智慧的真正……可能是什么。”前文已经提到Intelligence...is a highpriced option，因此应选D.costs。选项A.features 特征；B.influences 影响；C.results 结果，均不符合题意。
12.【正确答案】B
【考查重点】固定搭配。
【解题过程】本题目选择介词，与mind搭配。on one’s mind或on the mind of sb. 是固定短语，意为“有心事，总是想着”，其它三项均不能与mind构成固定搭配。
13.【正确答案】C
【考查重点】固定搭配
【解题过程】本题目选择动词，作为wonder引导的宾语从句的谓语。选择的动词应与experiments搭配。选项A. deliver 递送；D. apply 应用；两者均不能与experiments搭配。若用carry，则为carry out experiments，故只能选C. perform 执行，perform experiments意为“做实验”。
14.【正确答案】D
【考查重点】词汇辨析
【解题过程】本题目选择介词短语在句中做插入语，表明逻辑关系。前文已经讲到作者很好奇，如果动物有机会的话，会对人类进行何种实验。本句接着说Every cat with an owner, , is running a smallscale study in operant conditioning。“每一只有主人的猫都在进行一项有关操作性条件反射的小规模研究。”这是以cat为例进一步论述动物对人进行实验，因此应选择表示举例的介词短语，故选D. for instance 例如。选项A. by chance 偶然；B. in contrast与……相比；C. as usual像往常一样；均不符合题意。
15.【正确答案】A
【考查重点】逻辑衔接
【解题过程】本题目选择连词，体现句子之间的逻辑关系。由ran，would可知，本句使用了虚拟语气，是对动物可能对人类进行实验进行了假设，故选A。选项B. unless 除非；C. as因为；D lest 唯恐，均不符合题意。
16.【正确答案】C
【考查重点】语义衔接/词汇辨析
【解题过程】 本题目选择动词，与limits搭配，作为test的目的。选项A. moderate 缓和；B. overcome克服；D. reach 达到。既然作为测试的目的，应为确定某些内容，故选C. determine,这里是“查明，测定”的意思。
17.【正确答案】B
【考查重点】语义衔接/词义辨析
【解题过程】本题目选择介词，体现逻辑关系。该句承接上一句，继续论述假设动物对人类进行实验的内容。选项A. at表示方位； C. after表示时间；D. with表示伴随，均不符合语义，只有B. for表示目的，构成what...for符合语境，表明动物们想了解人类智慧是用来干什么的。
18.【正确答案】A
【考查重点】逻辑衔接
【解题过程】本题目选择逻辑关系词，体现前后句子之间的逻辑关系。前面两句解释了假设动物对人类进行实验会进行的的内容：它们想了解人类的某些极限，想知道人类智慧的用途。本句与前两句构成并列排比，they would hope to study aquestion“它们希望研究一个问题”，与前两句应为顺承关系，表示强调或递进，所以B. After all毕竟；C. However但是；D. Otherwise 否则；三者均不符合题意，只有Above all“首先，尤其是”符合题意。
19.【正确答案】 A
【考查重点】语义衔接/词汇辨析
【解题过程】本题目选择形容词，作定语修饰question。选项A. fundamental基本的；B. comprehensive 综合的；C. equivalent 相等的；D. hostile 敌对的。由下文可知，这个question是Are humans actually aware of the world they live in? “人类是否真正了解他们生活的这个世界？”这应该是个最基本的问题，故选A。
20.【正确答案】 C
【考查重点】逻辑衔接/词汇辨析
【解题过程】本题目选择短语体现与前面句子的逻辑关系。前面句子提出一个问题，本句讲the results are inconclusive. “……结果是不确定的。”因此， 选项C so far“迄今为止”最符合题意，A. By accident偶然；B In time 及时；D. Better still更好；三者都不符合语义。
Section Ⅱ Reading Comprehension
Part A
Directions:
Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)
Text 1
Habits are a funny thing. We reach for them mindlessly, setting our brains on autopilot and relaxing into the unconscious comfort of familiar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth said in the 19th century. In the everchanging 21st century, even the word “habit” carries a negative implication。
So it seems paradoxical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks。
Rather than dismissing ourselves as unchangeable creatures of habit, we can instead direct our own change by consciously developing new habits. In fact, the more new things we try—the more we step outside our comfort zone—the more inherently creative we become, both in the workplace and in our personal lives。
But don’t bother trying to kill off old habits; once those ruts of procedure are worn into the brain, they’re there to stay. Instead, the new habits we deliberately press into ourselves create parallel pathways that can bypass those old roads。
“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of The Open Mind. “But we are taught instead to ‘decide,’ just as our president calls himself ‘the Decider.’” She adds, however, that “to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities。”
All of us work through problems in ways of which we’re unaware, she says. Researchers in the late 1960 discovered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At the end of adolescence, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life。
The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. “This breaks the major rule in the American belief system—that anyone can do anything,” explains M. J. Ryan, author of the 2006 book This Year I Will...and Ms. Markova’s business partner. “That’s a lie that we have perpetuated, and it fosters commonness. Knowing what you’re good at and doing even more of it creates excellence。” This is where developing new habits comes in。
习惯是一种有趣的现象。我们无意识地养成了习惯，任由大脑自动操作，且不知不觉在熟悉的常规中感到轻松舒适。“并非选择，而是习惯会控制那些没有思想的人。”19世纪时，威廉·华兹华斯说。在千变万化的21世纪，甚至“习惯”这个词本身也带有负面涵义。
因此，在创造和革新的背景下来谈论习惯，似乎显得有点矛盾。但大脑研究人员发现，当我们有意识地培养新的习惯，就创建了平行路径，甚至是全新的脑细胞，可以让我们思绪的列车跳转到新的创新轨道上来。
我们不用因为自己是受习惯影响的一成不变的生物而否定自己，相反我们可以通过有意识的培养新习惯来指导改变。事实上，我们对新事物尝试得越多，就会越远地走出自己的舒适地带，在职场及个人生活中变得越有创造性。
但是，不要白费力气试图戒除旧习惯；一旦这些惯有程序融进脑部，它们就会留在那里。相反，我们有意使之根深蒂固的新习惯会创建平行路径，它们可以绕过原来那些路径。
《开放思想》一书的作者达瓦纳·马克瓦说：“革新所需要的第一样东西就是对好奇的着迷。然而我们被教导去做‘决定’，就像我们的总裁称呼自己为‘决策者’那样。”她接着说，“但是，决定意味着除了一种可能性外，其他的都被扼杀了。优秀的具有革新精神的思想家总是在探寻着许多其他的可能性。”
她说，我们都是通过一些自己没有意识到的方法解决问题的。研究人员在20世纪60年代末发现人类天生主要用四种方法应对挑战：分析法，程序法，相关法(或合作法)和创新法。但是在青春期结束，大脑关闭一半的能力，仅仅保留了那些大约在生命最开始的十几年时间里似乎是最为宝贵的思维方式。
目前标准化测试主要强调分析法和程序法这两种方式，也就是说，我们中很少有人会本能地使用创新和合作的思维方式。M.J。瑞恩是2006年出版的著作《今年我将……》一书的作者以及马克瓦女士的商业合作伙伴，她解释说：“这打破了美国信念体系里的主要规则—任何人都可以做任何事。这是一个我们已经使之永久化的谎言，这会造成平庸。了解你擅长什么，再多做一些就会成就卓越。”这正是培养新习惯的用武之地。
第一段中心句：In the everchanging 21st century, even the word “habit” carries a negative connotation. 在千变万化的21世纪，甚至习惯这个词本身也带有负面涵义。
第二段中心句：But brain researchers have discovered that when we consciously develop new habits, we create parallel paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks. 但大脑研究人员发现，当我们有意识地培养新的习惯，就创建了平行路径，甚至是全新的脑细胞，可以让我们思绪的列车跳转到新的创新轨道上。
第三段中心句：Rather than dismissing ourselves as unchangeable creatures of habit, we can instead direct our own change by consciously developing new habits. 我们不用因为自己受习惯影响的一成不变的生物而否定自己，相反我们可以通过有意识的培养新习惯来指导改变。
第四段中心句：But don’t bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, they’re there to stay. 但是，不要白费力气试图戒除旧习惯；一旦这些惯有程序融进脑部，它们就会留在那里。
第五段中心句：“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of “The Open Mind” and an executive change consultant for Professional Thinking Partners. 《开放思想》一书的作者达瓦纳·马克瓦说：“革新需要的第一样东西就是对好奇的着迷。”
第六段中心句：All of us work through problems in ways of which we’re unaware, she says. 她说，我们都是通过一些自己没有意识到的方法解决问题的。
第七段中心句：The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. 目前标准化测试主要强调分析法和程序法这两种方式，也就是说，我们中很少有人会本能地使用创新和合作的思维方式。
【答案】C D A D A(解析略)
Text 2
It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom—or at least confirm that he’s the kid’s dad. All he needs to do is shell out $30 for paternity testing kit (PTK) at his local drugstore—and another $120 to get the results。
More than 60,000 people have purchased the PTKs since they first become available without prescriptions last year, according to Doug Fog, chief operating officer of Identigene, which makes the overthecounter kits. More than two dozen companies sell DNA tests directly to the public, ranging in price from a few hundred dollars to more than $2500.
Among the most popular: paternity and kinship testing, which adopted children can use to find their biological relatives and families can use to track down kids put up for adoption. DNA testing is also the latest rage a many passionate genealogists—and supports businesses that offer to search for a family’s geographic roots。
Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing.All tests require a potential candidate with whom to compare DNA。
But some observers are skeptical. “There is a kind of false precision being hawked by people claiming they are doing ancestry testing,” says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors—numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father’s line or mitochondrial DNA, which is passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other greatgrandparents or, four generations back, 14 other great-great-grandparents。
Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don’t rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation。
俗话说，贤父知己子，但是如今男人可以提升自己的智慧，至少可以确认自己是孩子的父亲了。他所要做的就是在住所附近的药店里付30美元买一个父子关系测试包(PTK)，然后另支付120美元以获得结果。
道格·福格是Identigene(生产这种在药店可以出售的测试包的公司)的首席运营官，他指出，自从去年PTK无需处方就可以买到以来，购买者已经超过6万人。超过24家公司直接向公众出售DNA检测工具，价格从几百美元到2500多美元不等。
最受欢迎的DNA测试是父子和血缘关系检测，被收养的孩子可以利用它找到自己的生物学亲属，家庭也可以用它来追踪到被收养的孩子。DNA检测最近不受到许多热心的族谱学家追捧，还为那些提供家族寻根服务的公司提供了支持。
许多测试需要从唾液中获取细胞，将唾液送至公司进行检测。所有的测试都需要另外一个相关人员的DNA进行比对。
但是观察家们持怀疑态度。纽约州立大学的社会学家特洛伊·达斯特说，“那些声称可以进行血统检测的人，他们兜售的测试有一定的不准确性”。他注意到每个人都有许多祖先，仅几个世纪以前就有几百个之多。但是多数血统检测只考虑某个单一系统，或者是遗传自父亲的Y染色体，或者是只由母亲遗传的线粒体DNA。这个DNA只揭示了一两个祖先的基因信息。但是，仅仅3代之前，除了曾祖父母，他们还有6个外曾祖父母，或者4代以前，除了曾曾祖父母，他们还有14个外曾曾祖父母。
批评家们还争论说商业性基因检测的好坏取决于参照基因数据库的好坏，参照基因数据库是用来同样本进行对比的。一些公司使用的数据库里的数据并非系统性的采集而得，而是将不同研究项目的信息胡乱搜集在一起。这意味某个DNA数据库可能会从某些地区收集很多信息，而在别的地区不收集信息，所以一个人的测试结果会随着测试公司的不同而不同。此外，公司用来评估血缘关系的电脑程序可能申请了专利，不能对其进行同行审查或外界评估。
第一段中心句：All he needs to do is shell out $30 for paternity testing kit (PTK) at his local drugstore – and another $120 to get the results. 他所要做的就是在住所附近的药店里付30美元买一个父子关系测试包(PTK)，然后另支付120美元以获得结果。
第二段中心句：More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the overthecounter kits. Doug Fogg是Identigene(生产这种在药店可以出售的测试包的公司)的首席运营官，该公司生产了在药店可以售出的这个测试包，他指出去年PTK无需处方就可以买到，自那以来，购买者已经超过6万人。
第三段中心句：Among the most popular: paternity and kinship testing, which adopted children can use to find their biological relatives and latest rage a many passionate genealogistsand supports businesses that offer to search for a family’s geographic roots . 最受欢迎的DNA测试是父子和血缘关系检测，被收养的孩子可以利用它找到自己的生物学亲属，家庭可以用它来追踪到被收养的孩子。
第四段中心句：Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. 许多测试需要收取口中的唾液来获取细胞，将唾液送至公司进行检测。
第五段中心句：But some observers are skeptical. 但是观察家们持怀疑态度。
第六段中心句：Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. 批评家们还争论说商业性基因检测的好坏取决于参照基因数据库的好坏，参照基因数据库是用来同样本进行对比的。
答案A C D A B(解析略)
Text 3
The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that it is, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living。
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its prebubble peak, the U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job。
More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work。
What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things。
As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is。
贫穷国家中正规教育与经济发展之间的关系为经济学家及政治家们普遍误解。毫无疑问，在这两个方面都有所进步，对于这些国家及其他国家的社会、政治及学术发展而言是必要的，但是那种认为教育是促进贫穷国家经济快速发展的重中之重的传统观点是错误的。我们庆幸这个观念不对，因为创立新的教育体制，让足够多的人接受教育以推动经济发展需要两代或三代人来完成。一家研究机构的研究成果一再表明：所有国家的工人都可以进行在职培训以大幅度提高生产率，从而提高生活水平。
具有讽刺意味的是，这一观点的首个证据出现在美国。不久前，随着美国经济陷入衰退，日本正处于泡沫破灭前的高峰期，美国工人被嘲讽没有受过良好教育，并且被认为这是美国经济不景气的主要原因之一。在全球，不管过去还是现在，日本一直是汽车组装生产力的领袖。然而，研究表明丰田、尼桑和本田位于美国工厂的生产率大约是日本同行的95%，这是美国工人接受在职培训的结果。
最近，在进行住户建设检查时，研究人员发现在德克萨斯州的休斯顿，尽管房地产行业的工作非常复杂，但是未受过教育的，英语不是母语的墨西哥工人总是能够达到最佳的劳动生产率标准。
教育与经济发展之间的关系到底如何？我们不得不怀疑，即使政府不强迫发展教育，经济持续增长也会促进教育事业的发展。毕竟，教育就是那样开始的。一万年前当我们的祖先还在狩猎和采集野果时，除了寻找食物他们没有时间想其它很多的东西。只有当人类能够更高效地获取食物时，才有时间做其它的事情。
随着教育的进步，人类的生产潜力也增加了。当竞争的环境推动我们的祖先实现这一潜力，他们又可以获得更多的教育机会。先进的经济水平要求复杂的政治制度，越来越高的教育水平可能是这种复杂政治制度的必要的，但不是充分的条件。因此，如果没有政治改革，贫穷国家可能无法摆脱其贫困陷阱，而政治改革则只能靠更广泛的正规教育实现。但是，发展中国家的劳动力在可预见的未来持续提高生产力的能力没有因缺乏正规教育而受到限制。相反，生产力的提高受到限制解释了为什么教育的发展速度不是更快了。
第一段中心句：The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. 贫穷国家中正规教育与经济发展之间的关系为经济学家及政治家们所误解。
第二段中心句：Ironically, the first evidence for this idea appeared in the United States. 具有讽刺意味的是，这一观点的首个证据出现在美国。
第三段中心句：More recently, while examining housing construction, the researchers discovered that illiterate, nonEnglishspeaking Mexican workers in Houston, Texas, consistently met bestpractice labor productivity standards despite the complexity of the building industry’s work. 最近，在进行住户建设检查时，研究人员发现在德克萨斯州的休斯顿，尽管房地产行业的工作非常复杂，未受过教育的，英语不是母语的墨西哥工人总是能够达到工作生产率的最高标准。
第四段中心句：What is the real relationship between education and economic development? 教育与经济发展之间的关系到底如何？
第五段中心句：This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. 先进的经济水平要求复杂的政治制度，越来越高的教育水平可能是这种复杂政治制度的必要的，但不是充分的条件。
答案D B B C C(解析略)
Text 4
The most thoroughly studied intellectuals in the history of the new world are the ministers and political leaders of seventeenthcentury New England. According to the standard history of American philosophy, nowhere else in colonial America was “So much important attached to intellectual pursuits。” According to many books and articles, New England’s leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life。
To take this approach to the New Englanders normally mean to start with the Puritans’ theological innovations and their distinctive ideas about the church—important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture, adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity。
The early settlers of Massachusetts Bay included men of impressive education and influence in England. Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629, there were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. These men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness。
We should not forget, however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, it is obvious that their views were less fully intellectualized. Their thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. Sexual confusion, economic frustrations , and religious hope—all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: “come out from among them, touch no unclean thing , and I will be your God and you shall be my people。” One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churches。
Meanwhile, many settlers had slighter religious commitments than Dane’s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . “Our main end was to catch fish。”
在新大陆的历史上，被研究的最彻底的学者是17世纪新英格兰的牧师和政治领袖们。根据美国标准哲学史的记载，在美洲殖民地中，“其他地区的人对学术的追求都没有这么狂热。”据许多书籍及文章记载，新英格兰的领袖们在美国学术界中确立了正在发展、后来成为主流的清教传统的基本主题和关注点。
通过这条途径来了解新英格兰人，通常意味着要首先研究清教徒的神学创新和对于教会的不同理念——这是我们不可忽略的重要课题。但是为了与我们对南部学术界的研究保持一致，我们可以将最初的清教徒们视作欧洲文化的传递者，他们根据新大陆的情况进行了调整。新英格兰作为殖民地，在追求广为人知的礼貌及艺术鉴赏力的过程中发生了许多重要事件。
到达马萨诸塞州的最早定居者包括那些在英格兰接受过良好的教育并深具影响力的英国人。在1629年之后的十年间，除了90多位来到马萨诸塞教堂的有学识的牧师，还有像约翰·温斯罗普这样的政治领袖，在到达波士顿之前，他是一位受过良好教育的绅士、律师及皇室官员。这些人大量写作、出版书籍，新旧大陆都有读者，这样便给新大陆带来了热衷学术的氛围。
但是，我们不应该忘记，大多数新英格兰人没有受过良好教育。极少有工匠或农民(更不用说靠他们养活的家人及仆人)留下文学作品以供分析，但是很明显，他们的观点并不具有很大的学术性。他们的思想中往往有一种传统的迷信成份。一个名为约翰·戴恩的裁缝于17世纪30年代末移民到新大陆，他留下一个记录，陈述了离开英格兰的理由，内容充满了预兆。在一个决定性的时刻，他打开圣经，告诉父亲说，自己看到的第一行字会决定他的命运，他读了那些神奇的话语：“(圣经原文)从他们中间出来，不要沾不洁净之物，我将成为你们的神，你们将成为我的子民”。性的混乱，经济挫折和宗教希望——这所有的一切在他打开圣经的一刹那都出现了。人们想知道戴恩在清教教堂里听到布道牧师认真解释圣经时会作何感想。
与此同时，许多定居者并没有戴恩那样虔诚，就像一位牧师在海边遇到一些人时听到的那样，那些人嘲弄说他们不是为了宗教来到新大陆的。“我们的主要目的是为了捕鱼。”
第一段中心句：The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenthcentury New England. 在新大陆的历史上，被研究的最彻底的学者是17世纪新英格兰的牧师和政治领袖们。
第二段中心句：But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. 但是为了与我们对南部学术界的研究保持一致，我们可以将最初的清教徒们视作欧洲文化的传递者，他们根据新大陆的情况进行了调整。
第三段中心句：The early settlers of Massachusetts Bay included men of impressive education and influence in England. 到达马萨诸塞州的最早定居者包括那些在英格兰接受过良好的教育并深具影响力的英国人。
第四段中心句：We should not forget, however, that most New Englanders were less well educated. 但是，我们不应该忘记，大多数新英格兰人没有接受过良好教育。
第五段中心句：Mean while, many settles had slighter religious commitments than Dane’s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion. 与此同时，许多定居者并没有戴恩那样虔诚，就像一位牧师在海边遇到一些人时听到的那样，那些人嘲弄说他们不是为了宗教来到新大陆的。
答案：BBDAC(解析略)
Part B
Directions:
In the following text, some sentences have been removed. For Questions (4145)， choose the most suitable one from the list AG to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points)
Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41. 。
American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspects of culture changed together in the evolution of societies. 42. 。
In the early 1900s in North America, Germanborn American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43. 。
Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. 44. 。
Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. 45. 。
Also in the early 1900s, French sociologist Emile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society and culture—known as functionalism—became a major theme in European, and especially British, anthropology。
在19世纪60年代，英国自然学家查尔斯·达尔文提出突破性的生物进化理论，与此巧合的是，英国社会哲学家赫波特·斯宾塞也提出了自己的生物和文化演变理论。斯宾塞认为，所有世俗的现象，包括人类社会，都随着时间的推移而改变，走向完善。他认为，人类进化的特点是他称为“适者生存”的斗争，弱小种族和社会最终必将被更强大、更先进的种族和社会所取代。
19世纪后期，美国社会科学家路易斯·亨利·摩根引进另一种文化演变理论。摩根帮助创立了现代人类学，该学科是对人类社会、习俗和信仰的科学研究，因此他也成为了最早的人类学家之一。摩根在他的著作中试图展示社会进程中文化在所有方面发生的变化。因此，他认为，不同方面的文化，如家庭结构，婚姻形式，亲属关系类别，财产所有权，政府形式，技术和粮食生产制度，都随着社会的发展而改变。
20世纪初期，在北美，德裔美国人类学家弗兰兹·博厄斯形成了一种新的文化理论，被称为历史特殊论。这种文化理论强调所有文化的独特性，它为人类学提供了新的方向。其他人类学家认为，文化创新，如发明，只有一个来源，从一个社会传递至另一社会。这一理论被称为扩散主义。
博厄斯认为，任何社会的文化必须被理解为源自一种独特历史，而不是许多文化属于的一个更广泛的文化进化阶段或文化类型的一种。为了尽可能完整地研究特定文化，博厄斯精通了语言学(对语言的研究)和体质人类学(对人类生物学和解剖学的研究)。
在博厄斯许多弟子的影响下，“历史特殊论”成为美国人类学文化研究中占主导的方法。但在20世纪初，一些人类学家还是不认同文化特殊性理论，而是支持扩散主义。一些人几乎将每一个重要的文化成就归功于少数某些人，特别是天才的发明，之后，发明传播到其他文化中去，这就是扩散主义者的观点。例如，英国人类学家格拉夫顿·埃利特·史密斯和佩里由于资料不足而提出过这样的错误观点，即农业，陶器制作，冶金这些都起源于古埃及，之后扩散到世界各地。事实上，所有这些文化的发展都在不同的时间发生在不同的地方。
另外，在20世纪初，法国社会学家迪尔凯姆提出了一种可能会对人类学产生极大影响的文化理论。迪尔凯姆认为宗教信仰能够在加强社会团结方面起作用。关注社会职能和文化之间的关系，成为欧洲，特别是英国人类学的一个重要课题。
［A］Other anthropologists believed that cultural innovations, such as inventions, had a single origin and passed from society to society. This theory was known as diffusionism。
［B］In order to study particular cultures as completely as possible, he became skilled in linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy。
［C］He argued that human evolution was characterized by a struggle he called the “survival of the fittest,” in which weaker races and societies must eventually be replaced by stronger, more advanced races and societies。
［D］They also focused on important rituals that appeared to preserve a people’s social structure, such as initiation ceremonies that formally signify children’s entrance into adulthood。
［E］Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved。
［F］Supporters of the theory viewed as a collection of integrated parts that work together to keep a society functioning。
［G］For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world。
本篇讲述的是19至20世纪人类学发展过程中的各种文化理论。
第一段：Herbert Spencer的“生物和文化演变理论”。
第二段：Lewis Henry Morgan的文化进化理论。
第三段：Franz Boas提出的 “历史特殊论”以及其他人类学家认为的“扩散主义”。
第四段：详细介绍了历史特殊论。
第五段：介绍了扩散主义。
第六段：介绍了Emile Durkheim提出了一种关注社会职能和文化关系的功能主义理论。
［A］——43题
其他人类学家认为，文化创新，如发明，只有一个来源，从一个社会传递至另一社会。这一理论被称为扩散主义。
［B］——44题
为了尽可能完整地研究特定文化，博厄斯精通了语言学(对语言的研究)和体质人类学(对人类生物学和解剖学的研究)。
［C］——41题
他认为，人类进化的特点是他称为“适者生存”的斗争，弱小种族和社会最终必将被更强大、更先进的种族和社会所取代。
［D］——不选
他们也注意重要的典礼，这些典礼的出现保障了一个民族社会结构的稳定，比如标志着儿童步入成年的成年礼。
［E］——42题
因此，他认为，不同方面的文化，如家庭结构，婚姻形式，亲属关系类别，财产所有权，政府形式，技术和粮食生产制度，都随着社会的发展而改变。
［F］——不选
这个理论的支持者将文化看做各综合部分的集合，它们一同发挥作用保证社会系统的运转。
［G］——45题
例如，英国人类学家格拉夫顿·埃利特·史密斯和佩里由于资料不足而提出过这样的错误观点，即农业、陶器制作和冶金这些都起源于古埃及，之后扩散到世界各地。事实上，所有这些文化的发展都在不同的时间发生在不同的地方。
选项［A］讲述的是扩散主义理论，而且以Other anthropologists开头，很显然前面应该提到一位或一些人类学家的观点以与其构成对比。因此43或44空格处似乎都适合，但43空格前讲到gave new direction to anthropology，很显然后面应紧接一种别的人类学家认同的旧的方向以形成对比，所以放入第43题空处符合上下文。
选项［B］讲述的是为了研究特定文化，he精通了语言学和体质人类学，因此前文肯定是在讲述一个人。由特定文化(particular culture)可知，he所持的观点应为强调文化的独特性，由此可以推测这个人应该是Bias，文章第三、四段都是讲Bias的，43题已选出答案，故B应填在44处，且B中的particular culture也与前文的unique history对应。
选项［C］讲述的是he认为人类进化的特点也是 “适者生存”的斗争，由survival of the fittest可以想到达尔文的进化论，而文章第一段就提到了达尔文，并讲到与此巧合的是，斯宾塞提出自己的生物和文化演变理论，认为所有世俗的现象，包括人类社会，都随着时间的推移而改变，走向完善。后面应该还是继续阐述他的观点，且他的观点应该与达尔文的进化论有类似之处，因此C填在41处最合适。
选项［D］ 讲到一些重要典礼如成年礼可以保障一个民族社会结构的稳定，在文章中找不到对应的段落，故不选。
选项［E］讲的是某人的观点认为，不同方面的文化都随着社会的发展而改变。这与第二段中摩根的文化进化论相吻合，与42空之前的In his work, he attempted to show how all aspects of culture changed together in the evolution of societies。是相呼应的，因此放入42空处最合适。
选项［F］讲到某个理论的支持者将文化看做各综合部分的集合，它们一同发挥作用保证社会系统的运转。该理论在文中找不到对应的内容，故不选。
选项［G］先举了一个例子，即史密斯和佩里提出一个错误的观点，认为农业、陶器制作和冶金这些都起源于古埃及，之后扩散到世界各地。史密斯和佩里的观点显然是扩散主义的主张，文章第五段解释了扩散主义，该句填在45处正好紧承前面的解释。
Part C
Directions:
Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)
There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association。(46)It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47)Only gradually was the byproduct of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world’s work is carried on receives little attention as compared with physical output。
But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance。(48)While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. (49)Since our chief business with them is to enable them to share in a common life we cannot help considering whether or not we are forming the powers which will secure this ability. If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young。
(50)We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education—that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group。
教育可以在每个人同他人生活时获得，也可以通过年轻人有目的的学习获得，这两种教育有很大的区别。前一种情况下教育带有偶然性，它在自然而然中发生，也很重要，但这并不是这种关系发生的明确理由。或许可以说，任何社会机构的价值衡量尺度是它在丰富和提升经验方面所起到的作用，但这种作用并非是它原来动机的一部分。例如，为了保证从推翻强权中得到的好处，避免邪恶势力的影响，宗教团体出现了；为了满足人们的食欲，保持家庭稳固，家庭生活开始了。成体系的劳动制度，很大程度上也是由于奴役他人产生的。慢慢的，社会机构的这种副产品才被人们注意到，而要把它作为机构运行的指导性因素，则更加缓慢得多。即使今天，在我们的工业化生活里，人类工作是在各种人际关系中进行的。但是除了某些价值观如勤奋、节俭，人们对其他人际关系形式在智力和情感方面的反应的关注，与物质成果比起来少了太多太多。
但在与年轻人交往时，人际关系本身就是人类现实的这一事实非常重要。我们很容易忽略在接触中我们的行为对他们性格的影响，但是在与成年人交往时，这种影响是不容易被忽略的。培训的必要性太明显了。让他们改变态度和习惯的任务太紧迫了，以致于不能完全不考虑这些后果。既然我们与年轻人交往的主要目的是让他们也能够分享日常生活中的一切，我们不禁要考虑：我们是否正在形成一种力量来确保他们的这种能力。如果人类在“每个机构的最终价值是它对人类的影响”这一认识上的有所进步的话，我们完全可以相信这些进步很大程度上都是在与年轻人的交往中获得的。
因此，在我们迄今一直在思考的宽泛的教育过程中，我们需要区分出一种更正规的教育方式，即直接的指导或学校教育。在欠发达社会中，我们很少发现正规的教育或培训。这些群体主要依赖和让成年人对群体保持忠诚同样的关系，来给年轻人灌输所需要的性情。
46.It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive。
【结构分析】
It may be saidthat the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive。
这是一个并列复合句。It may be said that 是一个固定句型，用来引出主语从句；that the measure of the worth of any social institution is its effect in enlarging and improving experience 是主语从句的内容，为主系表结构，其中in enlarging and improving experience是介词短语作定语，修饰effect ; 句子but this effect is not a part of its original motive是主系表结构的简单句，用but体现与前面的转接关系。
【词义推敲】
measure 尺度，标准
motive 动机
【翻译润色】
It may be said或许可以说
that the measure of the worth of any social institution is its effect in enlarging and improving experience 任何社会机构的价值衡量尺度是它在丰富和提升经验方面所起到的作用
but this effect is not a part of its original motive 但是这种影响并不是它原来的动机的一部分。
【参考译文】
或许可以说，任何社会机构的价值衡量尺度是它在丰富和提升经验方面所起到的作用，但这种作用并非是它原来的动机的一部分。
47.Only gradually was the byproduct of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution。
【结构分析】
Only gradually was the byproduct of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution。
这是一个并列句，两个并列分句都是部分倒装的形式(only加上副词置于句首的部分倒装)，前半句为only gradually置于句首的倒装，正常语序为The byproduct of the institution was noted only gradually；后半句为only more gradually still置于句首的倒装，正常语序为and this effect was still considered as a directive factor in the conduct of the institution only more gradually。
【词义推敲】
By-product 副产品
【翻译润色】
Only gradually was the byproduct of the institution noted慢慢的，社会机构的这种副产品才被人们注意到
and only more gradually still was this effect considered as a directive factor in the conduct of the institution而要把它作为机构运行的指导性因素，则更加缓慢得多
【参考译文】
慢慢的，社会机构的这种副产品才被人们注意到，而要把它作为机构运行的指导性因素，则更加缓慢得多。
48.While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults。
【结构分析】
While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults。
这是一个复合句。While it is easy to ignore in our contact with them the effect of our acts upon their disposition是while引导的让步状语从句，其中in our contact with them 是介词短语，在句子中做状语；it is not so easy as in dealing with adults是主句。
【词义推敲】
disposition 性情
deal with sb. 应付，对待
【翻译润色】
While it is easy to ignore the effect of our acts upon their disposition虽然我们很容易忽略我们的行为对他们性格的影响
in our contact with them在和他们接触的时候
it is not so easy as in dealing with adults但是在与成年人交往时，这种影响是不容易被忽略的
【参考译文】
我们很容易忽略在接触中我们的行为对他们性格的影响，但是在与成年人交往时，这种影响是不容易被忽略的。
49.Since our chief business with them is to enable them to share in a common life we cannot help considering whether or not we are forming the powers which will secure this ability。
【结构分析】
Since our chief business with them is to enable them to share in a common life we cannot help considering whether or not we are forming the powers which will secure this ability。
这是一个复合句。Since our chief business with them is to enable them to share in a common life 是since引导的原因状语从句，we cannot help considering whether or not we are forming the powers which will secure this ability是主句，其中whether or not we are forming the powers which will secure this ability 是由whether引导的名词从句，做consider的宾语，该从句中的which will secure this ability是定语从句，修饰先行词powers。
【词义推敲】
cannot help doing sth. 禁不住做某事
【翻译润色】
Since our chief business with them is to enable them to share in a common life既然我们的主要目的是让他们也能够分享日常生活中的一切
we cannot help considering 我们不禁要考虑
whether or not we are forming the powers 我们是否正在形成一种力量
which will secure this ability来确保这种能力的
【参考译文】
既然我们与年轻人交往的主要目的是让他们也能够分享日常生活中的一切，我们不禁要考虑：我们是否正在形成一种力量来确保他们的这种能力。
50.We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education—that of direct tuition or schooling。
【结构分析】
We are thus led to distinguish, within the broad educational processwhich we have been so far considering, a more formal kind of education—that of direct tuition or schooling。
这是一个复合句。We are thus led to distinguish a more formal kind of education—that of direct tuition or schooling是主句部分，其中that of direct tuition or schooling由破折号引出做补充说明；within the broad educational process which we have been so far considering是插入语，其中which we have been so far considering是定语从句，修饰先行词the broad educational process。
【词义推敲】
tuition 教学，指导
【翻译润色】
We are thus led to distinguish a more formal kind of education因此，我们需要区分出一种更正规的教育方式
—that of direct tuition or schooling即直接的指导或学校教育
within the broad educational process 在宽泛的教育过程中
which we have been so far considering我们迄今一直在思考的
【参考译文】
因此，在我们迄今一直在思考的宽泛的教育过程中，我们需要区分出一种更正规的教育方式，即直接的指导或学校教育。
Section III Writing
Part A
51.Directions:
Restrictions on the use of plastic bags have not been so successful in some regions. “White pollution ”is still going on. Write a letter to the editor(s) of your local newspaper to
1)give your opinions briefly and,
2) make two or three suggestions
You should write about 100 words. Do not sign your own name at the end of the letter. Use “Li Ming” instead. You do not need to write the address。(10 points)
SAMPLE：
Dear Editor(s)，
I am writing this letter to draw your attention on “plastic pollution”. Though regulations that ban the free usage of plastic shopping bags have been put into effect，what is happening in some areas is less-than-satisfactory.
How to solve this problem effectively has become a hot issue among many people in recent years. As for me, I would like to make several suggestions. On the one hand, the governments should set up rules and regulations to control the productivity and circulation of the plastic bags. On the other hand, people should realize the significance of protecting our environment and not use too many plastic bags。
I would be greatly appreciated if you take my suggestions into consideration. And I sincerely hope that your Newspaper could help to solve the problem。
Yours faithfully,
Li Ming
Part B
52. Directions:
Wnte an essay of 160-200 words based on the following drawing. In your essay, you should
1) describe the drawing briefly,
2) explain its intended meaning, and then
3) give your comments。
You should write neatly on ANSHWER SHEET 2. (20 points)
本题漫画中，一个大圈被分成若干格，每个格里都有一个人在上网。人们通过网络联系起来，形成一张如同蜘蛛网的错综复杂的关系网。再由题目《网络的“近”与“远”》，可以想到漫画含义涉及网络的两个方面，一方面，网络拉近了人们之间的距离，足不出户便可进行交流；但另一方面，由于人们越来越依赖网络，面对面交流的机会越来越少了。
围绕这一主题，根据提纲要求，本文结构设计如下：
根据提纲中的信息1) describe the drawing briefly 第一段对漫画进行简单描述；
根据提纲中的信息2) explain its intended meaning 第二段揭示漫画的含义，从正反两方面论述，一方面，网络为人们提供了便利的条件，使人们的交流更加便捷和迅速；另一方面，人们的现实交流越来越少了，感情似乎也疏远了。
根据提纲中的信息3) give your comments 第三段表明作者的看法，即网络使社会成员的联系更加紧密，但在一定程度上也疏远了人们之间的关系。
SAMPLE
The above picture gives a vivid description of a huge spider web which symbolizes Internet. There’s no doubt that Internet, an entirely new way of communication, is becoming so popular nowadays that it’s difficult to imagine modern life without it. It has revolutionized the way of people’s living and thinking, and has exerted a profound effect on our daily life。
Definitely, the symbolic meaning of the picture subtly conveyed should be taken into deep consideration. First of all, with the Internet, it is convenient and fast for people to have access to a variety of information and what they need to do is just to press key buttons. What’s more, the great utility of the Internet allow people within a company, across a nation or even around the world to work together. Finally, we can do almost everything via Internet. Specifically, we can conduct E-business, advertise our products, book an air ticket, buy and sell stocks, even hunt a new job through clicking the mouse. Nevertheless, it is a two-edged sword as well and has its own negative effects. Some people tend to spend hours on Internet for the sake of relaxation and develop addictions. As a result, the public have an emotional distance sometimes and thus few face-to-face communications in reality due to Internet addiction without self-restriction。
From what have been discussed above, it is clear that with a personal computer and modem, any individual can call up information about almost anything from almost anywhere and almost anytime on the web. All in all, Internet, an indispensable part in modern life, has the power to connect people and, yet, to some extent, alienate people in reality。
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