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标题: 北京外国语大学611英语基础测试（技能）历年真题及详解 [打印本页]

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标题: 北京外国语大学611英语基础测试（技能）历年真题及详解
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内容简介
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2013年北京外国语大学611英语基础测试（技能）真题及详解
2012年北京外国语大学611英语基础测试（技能）真题及详解
2011年北京外国语大学611英语基础测试（技能）真题及详解
2010年北京外国语大学611基础英语真题及详解
2009年北京外国语大学611基础英语真题及详解
2008年北京外国语大学611基础英语真题及详解
2007年北京外国语大学611基础英语真题及详解
2006年北京外国语大学611基础英语真题及详解
2005年北京外国语大学611基础英语真题及详解
2004年北京外国语大学611基础英语真题及详解
2003年北京外国语大学611基础英语真题及详解
2002年北京外国语大学611基础英语真题及详解
2001年北京外国语大学611基础英语真题及详解
2000年北京外国语大学611基础英语真题及详解
说明：北京外国语大学的“611英语基础测试（技能）”考试科目，在2011年以前叫“611基础英语”。虽然考试科目名称有所改变，但考题风格、难度等没变。因此历年考研真题对考生仍具有很大的参考价值。
内容简介
　　考研真题是每个考生复习备考必不可少的资料，而拥有一份权威、正确的参考答案尤为重要，通过研究历年真题能洞悉考试出题难度和题型，了解常考章节与重要考点，能有效指明复习方向。
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2013年北京外国语大学611英语基础测试（技能）真题及详解
Part I GRAMMAR (30 Points)
A. Correct Errors
The passage contains ten errors. Each indicated linecontains a maximum of one error. In each case, only ONE word is involved. Youshould proofread the passage and correct it in the following way:
For a wrong word, underline the wrong word and write thecorrect one in the blank provided at the end of the line.
For a missing word, mark the position of the missing wordwith a ∧ and write the word which youbelieve is missing in the blank at the end of the line.
For an unnecessary word, cross the unnecessary word with aslash / and put the word in the blank at the end of the line.

While the number of Canadians who said French was their mother
tongue rose to just over 7m out of the total 33m,and those claiming they
could conduct a conversation in French was up to almost 10m in 2011
compared to the 2006 census, both categories have declined slightly as a	1．______
proportion of the population, in Canada overall and in Quebec. Those are	2．______
able to have a conversation in both English and French in what is official
ly a bilingual country now number 5.8m, or 17.5% of the population,
a slight rise.
But a closer look of those figures shows that it was mainly a result of	3．______
Quebeckers learning English rather the other way round. In a country	4．______
where multiculturalism is seen as a virtue, the language revelations in the
census was mostly noted as a positive sign. The exception was Quebec,	5．______
where the Parti Québécois government, which supports the eventually	6．______
separation of the province with the rest of Canada, is preparing to	7．______
toughen its language laws with new legislation expecting this week.	8．______
The bill proposes to eliminate loopholes in the existing law used by	9．______
parents to send their children to English-language schools, would bar
students graduating from a French-language secondary school from
attending an English-language college, and would extend a requirement
that French would be used in the workplace to cover more businesses.	10．______
“French is losing ground,” said Pauline Marois, the Quebec premier.
“We have to correct that situation.” The battle continues.

Part II READING COMPREHENSION (80 points)
A. Multiple Choice
Please read the following passages and choose A, B, C or Dto best complete the statements or best answer the questions in front of them.
Passage 1
Germany has goldreserves of just under 3,400 tons, the second-largest reserves in the worldafter the United States. Much of that is in the safekeeping of central banksoutside Germany, especially in the US. One would think that with such avaluable stash, worth around ∈133 billion ($170 billion), the German government wouldwant to keep a close eye on its whereabouts. But now a bizarre dispute hasbroken out between different German institutions over how closely the reservesshould be checked.
Germany’s federalaudit office, the Bundesrechnungshof, which monitors the government’s financialmanagement, is unhappy with how the central bank, the Bundesbank, keeps tabs onits gold. According to media reports, the auditors are dissatisfied with thefact that gold reserves in Frankfurt are more closely monitored than those heldabroad.
In Germany, spotchecks are carried out to make sure that the gold bars are in the right place.But for the German gold that is stored on the Bundesbank’s behalf by the USFederal Reserve in New York, the Bank of England in London and the Banque deFrance in Paris, the German central bank relies on the assurances of itsforeign counterparts that the gold is where it should be. The three foreigncentral banks give the Bundesbank annual statements confirming the size of thereserves, but the Germans do not usually carry out physical inspections of thebars.
According to Germanmedia reports, the Bundesrechnungshof has now recommended in its confidentialannual audit of the Bundesbank for 2011 that Germany’s central bank check itsforeign gold reserves with yearly spot checks. The Bundesbank has rejected thedemand, arguing that central banks do not usually check each others’ reserves,and there are no doubts about the integrity and the reputation of these foreigndepositories.
Germany moved some ofits.gold reserves abroad during the Cold War to protect them from a possibleSoviet attack. Some of the gold was moved back to Frankfurt after the collapseof communism. But the Bundesbank argues that it still makes sense to store somegold in major financial centers so that it can be sold quickly if necessary.Although the Bundesbank does not provide exact details about the distribution,it has revealed that the largest share of Germany’s gold is held in New York,followed by Frankfurt, London and Paris.
In times ofuncertainty about the future of Europe’s common currency, gold is a hot topic,and some Germans take a dim view of the fact that much of the country’sgold—which theoretically belongs to the people—is held abroad. Some members ofparliament have even expressed doubts as to whether the foreign gold reservesreally exist. Philipp Missfelder, a member of the conservative ChristianDemocratic Union(CDU), wanted to see the gold for himself and traveled to NewYork in person to inspect the holdings, according to the newspaper FrankfurterRundschau.
Peter Gauweiler, aBundestag member with the Christian Social Union (CSU), is also skeptical aboutthe foreign gold reserves. In recent years he has attempted to gain moreinformation about Germany’s gold through parliamentary questions. Last year, hehad an economics professor prepare an expert report on the subject, whichconcluded that the Bundesbank was not fulfilling its inventory regulations by failingto physically inspect the gold. Gauweiler doubts that the Bundesbank would haveimmediate access to all its gold if necessary, suggesting that part of the goldmay have even been lent out—a claim that the Bundesbank rejects.
Some Germans even wantto bring the gold reserves back to Germany. An initiative called “Gold Action”is campaigning under the slogan: “Repatriate Our Gold!” Its petition has beensigned by prominent industrialist Hans-Olaf Henkel and Frank Schaiffler, aparliamentarian with the business-friendly Free Democrats. The initiativealleges that there is an “acute” danger that the German gold could beexpropriated as a result of the financial and debt crisis. They argue that theGerman government could soon be forced to sell gold to cover the costs of thecrisis.
But the Bundesbankwants to leave the gold where it is. Observers point out that apart from thehigh cost of transporting the gold back to Frankfurt, the symbolic effect ofGermany repatriating its gold reserves might unsettle the nervous financialmarkets, who could see it as a sign of an impending collapse of the euro.
1. The German Bundesbank makes sure of its gold reservesstored in the U.S. by ______.
A. carrying out spot checks of the gold bars
B. requesting annual statements from foreign depositories
C. travelling to New York to inspect the holdings
D. conducting confidential annual audit of the depositories
2. Germany stores a large share of its gold reservesabroad because ______.
A. the Bundesbank wants to safeguard the gold against the Soviets
B. the foreign banks have suspicious integrity and reputation
C. the gold can be traded instantly when there is a need to do so
D. the assurances of its foreign counterparts are so far reliable
3.The Bundestag member Gauweile suggests that ______.
A. the gold may be just figures and non-existent in reality.
B. the government could soon sell the gold to tackle debt crisis.
C. the gold may have been already used for other purposes.
D. to repatriate the gold is the central bank’s inventoryregulation.
4. What will be the biggest impact of transporting thegold back to Germany?
A. Prosperity of Frankfurt
B. Burden of transport costs
C. Chaos of federal audits
D. Panic in financial markets
5.What is the central idea of this passage?
A. Germany does checks on its gold reserves in foreign banks.
B. Germans worry about the safety of their gold reserves abroad
C. Germany’s gold reserves stored in the U.S. are not safe.
D. The Bundesbank failed to fulfill its inventory duties on gold
Passage 2
In the late 1960s, atelevision producer named Joan Gantz Cooney set out to start an epidemic. Hertarget was three-, four-, and five-year-olds. Her agent of infection wastelevision, and the “virus” she wanted to spread was literacy. The show wouldlast an hour and run five days a week, and the hope was that if that hour wascontagious enough it could serve as an educational Tipping Point: givingchildren from disadvantaged homes a leg up once they began elementary school,spreading prolearning values from watchers to nonwatchers, infecting childrenand their parents, and lingering long enough to have an impact well after thechildren stopped watching the show. Cooney probably wouldn’t have used theseconcepts or described her goals in precisely this way. But what she wanted todo, in essence, was create a learning epidemic to counter the prevailingepidemics of poverty and illiteracy. She called her idea Sesame Street.
By any measure, thiswas an audacious idea. Television is a great way to reach lots of people, veryeasily and cheaply. It entertains and dazzles. But it isn’t a particularlyeducational medium. Gerald Lesser, a Harvard University psychologist who joinedwith Cooney in founding Sesame Street, says that when he was first asked tojoin the project, back in the late 1960s, he was skeptical. “I had always beenvery much into fitting how you teach to what you know about the child,” hesays. “You try to find the kid’s strengths, so you can play to them. You try tounderstand the kid’s weaknesses, so you can avoid them. Then you try and teachthat individual kid’s profile Television has no potential, no power to dothat.” Good teaching is interactive. It engages the child individually. It usesall the senses. It responds to the child. But a television is just a talkingbox. In experiments, children who are asked to read a passage and are thentested on it will invariably score higher than children asked to watch a videoof the same subject matter. Educational experts describe television as “low involvement.”Television is like a strain of the common cold that can spread like lightningthrough a population, but only causes a few sniffles and is gone in a day.
But Cooney and Lesserand a third partner—Lloyd Morrisett of the Markle Foundation in New York—setout to try anyway. They enlisted some of the top creative minds of the period.They borrowed techniques from television commercials to teach children aboutnumbers. They used the live animation of Saturday morning cartoons to teachlessons about learning the alphabet. They brought in celebrities to sing anddance and star in comedy sketches that taught children about the virtues ofcooperation or about their own emotions.
Sesame Streetaimed higher and tried harder than any other children’s show had, and theextraordinary thing was that it worked. Virtually every time the show’seducational value has been tested—and SesameStreet has been subject to moreacademic scrutiny than any television show in history—it has been proved toincrease the reading and learning skills of its viewers. There are feweducators and child psychologists who don’t believe that the show managed tospread its infectious message well beyond the homes of those who watched theshow regularly. The creators of SesameStreet accomplished somethingextraordinary, and the story of how they did that is a marvelous illustrationof a rule of the Tipping Point, the Stickiness Factor. They discovered that bymaking small but critical adjustments in how they presented ideas topreschoolers, they could overcome television’s weakness as a teaching tool andmake what they had to say memorable. SesameStreet succeeded because it learned how to make television sticky.
6.  Why does theauthor use “virus” and “epidemic” to describe the Sesame Street?
A. It is considered as a disease.
B. It has medical implications.
C. It hopes to spread like the flu.
D. It infects educational health.
7.  The term“educational Tipping Point” in Paragraph 1 probably means ______.
A. crucial point in mental growth
B. yardstick of literacy
C. stimulus to learning
D. point where change begins
8.  What is thepurpose the Sesame Street project hopes to achieve?
A. Change the life of underprivileged children.
B. Give poor children an equal start.
C. Eliminate poverty and illiteracy.
D. Help disadvantaged homes acquire education.
9.　 GeraldLesser was skeptical about Sesame Street, because ______.
A. the show was more recreational than educational.
B. television was not an interactive or engaging medium.
C. there was no involvement among the audience.
D. non-watchers scored higher in the tests than watchers.
10. Which of thefollowing did Cooney and her partners exclude from the production of the show?
A. Recruiting celebrities as guest stars.
B. Employing techniques of TV commercials.
C. Enlivening the teaching with cartoons.
D. Involving parents for interactive purposes.
B. True or False
Read the following passage carefully and then decidewhether the statements which follow are true (T) or false (F).
Most serious scientistsspend a good part of their waking hours amid papers and preprints, equationsand equipment, conducting experiments, talking about graphs and data, arguingabout ideas and theories, teaching, and writing grant proposals. But if theybrowse in bookstores or glance in the book review sections of journals, theycannot fail to find a fascinating phenomenon in the scientific landscape: booksproclaiming the extra rational implications of science are proliferating.Religion and mysticism are inching their way back into the arena of sciencewhence (some thought) they had been gradually weeded out during the past twocenturies.
Right from the days ofKepler and Galileo, scientists have generally had a religious side to them:After all, except when they encounter faiths of a different shade, religionsnormally have only civilizing effects on the human heart. Isaac Newton believedin a personal God, explicitly calling himself His servant. Leonard Euler wasdeeply religious, and so were Augustin Cauchy and Michael Faraday. One authorhas written a 100-page volume filled with quotations from eminent scientistsexpressing their religious convictions. No reflecting scientist can be immuneto the awe and majesty of the physical world, nor insensitive to the deep mysteryunderlying life and consciousness, though some may not express it intraditional ways.
But the scientificworldview arrived at by collective and extensive inquiries, fortified bycountless instruments and carefully-erected conceptual tools, has been inawkward contradiction to explanations of how the world began and behaves, orholy life emerged, as reported in the holy books of human history. As a result,ever since the Copernican revolution, there have been confrontations betweenscientific theories and religious worldviews. In 1896, A. D. White publishedhis erudite work, which was an embarrassingly candid exposure, instance afterinstance, of the dogged obstinacy of the religious establishment in upholdingancient doctrines in the face of mounting scientific evidence to the contrary.
After a full century,however, the situation seems to have changed drastically. A plethora ofextrapolations of science are cropping up whose goal is to reestablishprescience. Many popular books, TV specials, magazine articles, and conferencepapers are joyously declaring that the ancients were not as much in the dark asBacon and company had imagined; that, if anything, they had, through intuitionand revelation, pretty much summed up the essence of twentieth-century physicsand cosmology: from the strange physics of vacuums to the big bang.
In the view of quite afew writers (including some practicing scientists of repute), physics has shownthat Hindu mystics were right in picturing the cosmos as the Dancing Divine; thatChinese philosophers were on target when they spoke of yin and yang, for thesereferred implicitly to the conservation of matter and energy; and that the Bookof Genesis formulates the principle Of evolution in metaphorical meters. It hasbeen claimed that receding galaxies provide experimental confirmation of whatcabalists had already recognized in medieval times, and inklings of theesoteric formulations of quantum physics (the so-called S-matrix theory) havebeen detected in Buddhist sutras.
Whether or notmainstream professional scientists take note of it, whether or not they attachweight to such claims, a significant fact in the closing decade of our centuryis that mysticism and old-time religion are back in full vigor in publicconsciousness, not just as enriching dimensions of the human spirit, nor evenas competing modes of knowing or perceiving, but as profound intuitive visionsthat have at long last been “scientifically proven.” A good deal of academicdiscussion is dedicated either to showing how limited and misleading theintellect is or to proving that nonrationally-derived insights have beenconfirmed by the most recent scientific theories.
11.  Scientists in the west have cherished atradition of keeping their religious beliefs since the time of Kepler andGalileo.
12.  According to A. D. White, religious authoritiessimply turned a deaf ear to the growing amount of scientific evidence contraryto their worldviews.
13.  The last decade of the 20th century saw achange of view in the science field regarding ancient wisdom: after all,profound intuitions are valuable as they successfully predicted contemporaryscientific findings.
14.  As science writers suggest, hints of the modem“S-matrix theory” of quantum physics can be found in Buddhist teachings.
15.  The coming back of old-time religion andmysticism in the arena of science is not surprising, as insightful ancientintuitions and recent scientific theories have arrived at similar worldviews.
C. Gap Filling
Choose from the list [A] to [F] after the passage the bestsentences to fill in the gaps in the text. There are more sentences than gaps.
Brevity
Those of us who aresmall in physical stature are often reassured by kindly friends who say: ‘Thebest things come in small packages...A little person is a beautiful thing...It’s the size of the brain that counts...’ and so on.
For the man who cravesthose extra inches in order to dominate an audience, for the woman whoregularly has to speak in public while resting her chin on the table, thesethoughts provide little consolation. But they do contain a germ of truth. (16)______. Tall people cannot stretch out in the bath or extend their legs in asleeper or couchette. They can peer over the top of the crowd but seldom slidethrough it. As with people, so with letters.
There are times when aletter must be long to achieve its purpose. But generally, the shorter the words,the sentences and the letter, the more effective the results will be: Even thelongest epistle should be broken up into brief sections. There is no excuse forthe sentence that stretches into a paragraph, nor the paragraph that becomes apage.
(17) ______.
The bore, the windbag,the person whom we would all go the longest distance to avoid, is also thewriter whose letters we least like to read. ‘Oh, him again,’ you say,recognizing the prolix prose. ‘I’ll read it later... if I have time.’ So thewriter joins the rank of the great unread.
In the world ofjournalism there are newspapers that pay by the word or column inch. This putsa premium on padding. (18) ______. ‘We only want 500 words’ writes the editor.‘We pay &x per thousand.’ ‘I shall be delighted to write your piece!’ thejournalist replies. But it will be harder for me to condense the material youwant into 500 words than to produce a piece of 1,000. I suggest that it wouldbe fairer to pay the rate of &x for the 500-word piece. It will take melonger to write and will cost more in care. With luck, the editor will agree—as a professional, he will knowthat length and value are seldom the same. Quality counts. Brevity matters.
(19) ______.
In the world of publicspeaking there is a trite saying: ‘Stand up, speak up and then shut up’. But atleast the spoken work is transitory. Unless you are on radio or television, or youarc a politician who produces some glorious gaffe—or, of course, you slandersomeone—your words will probably go unrecorded and unremembered. Commercialcorrespondence, though, have their words preserved in files, to be used inevidence if necessary. So keep those words short, accurate and to the point.
If you find yourletter is too long, take out your equivalent of the sub-editor’s blue pencil.Peel away the extra words with which your thoughts are clothed and leave themto stand on their own naked merits. If you are ashamed of them when they standstripped, then think again. Redraft, rewrite, rethink... (20)______.
A magazine once askedmillionaire Paul Getty for a short article explaining his success, The editorenclosed his cheque for &200. The multi-millionaire wrote: ‘Some people findoil. Others don’t.’
Be brief, then. Or inthe famous words of another oil man, ‘If you don’t strike oil soon, stopboring!’
A.Churchill was once asked how long it took him to prepare a speech. ‘If it’s atwo-hour speech,’ he replied ‘ten minutes. If it’s a ten-minute speech, twohours.’
B. Many professional writers do their best to avoid this sort ofyardstick
C. Excess verbiage not only offends, bores and muddles the reader.It also fools the writer
D. Length is fine in its way, but it may be a nuisance
E. WhenGeneral Eisenhower appointed Arthur Burns as Chairman of his Economic Advisors,Bums suggested sending the President a memo outlining plans to organize theflow of economic advice. Ike said, ‘Keep it short. I can’t read.’ Bums replied,‘That’s fine, Mr. President. I can’t write!’ So they had a one-hour weeklyconference instead
F. Brevityis the soul of a good letter. Short, snappy, concise, clear and pungentparagraphs. Thoughts neatly packed into words with punch. Neat, livelyexpressions, shorn of padding and pomposity. These are the keys to successfulcorrespondence
Part III TRANSLATION (40 points)
A. Please read the following passage and translate it intoChinese.
Shakespeare starts byassuming that to make yourself powerless is to invite an attack. This does notmean that everyone will turn against you, but in all probability someone will.If you throw away your weapons, some less scrupulous person will pick them up.If you turn the other cheek, you will get a harder blow on it than you got onthe first one. This does not always happen, but it is to be expected, and youought not to complain if it does happen. The second blow is, so to speak, partof the act of turning the other cheek. First of all, therefore, there is thevulgar, common-sense moral: “Don’t relinquish power; don’t give away yourlands.” But there is also another moral. Shakespeare never utters it in so manywords, and it does not very much matter whether he was fully aware of it: “Giveaway your lands if you want to, but don’t expect to gain happiness by doing so.Probably you won’t gain happiness. If you live for others, you must live forother, and not as a roundabout way of getting advantage for yourself.”
B. Please read the following passageand translate it into English.
我是欧洲人，这一点我从未怀疑过。我的父母两方面都有欧洲祖先，年代久远，但至今联系牢固。生在苏格兰的人如我自己和我父亲从来都意识到苏格兰和欧洲是结合在一起的。
现在欧洲人身份已经不仅仅是一种努力目标，也不是拿破仑当年的梦想，而是一个事实。不列颠失去了帝国，只是欧洲海岸外的若干岛屿而已。至于欧洲的将来，我个人的希望是：英国将继续把它最好的东西献给欧洲，即它的语言。英语是了不起的语言，是极好的材料，既可用来完成实际任务，又可用来表达各色各样的观念。没有另一种语言像它。它已经代替了法语而成为国际标准语。希望能兴旺下去。
参考答案及解析
Part I GRAMMAR (30 Points)
A. Correct Errors
1.to→with
（这里主要考查两个易混词组的用法，compare to 是将某事比作另一件事，而compare with是将二者进行比较，很明显这里是将2011年人口统计的结果与2006年的结果进行一个比较，所以应采用compare with 这个词组。）
2.those∧are→who
(此句要注意句子的结构，句子的主干是Those…… number 5.8m,句子的真正谓语是number，those后面的分句是作为定语从句，进一步限定和修饰those的，很明显这个定语从句缺少一个关系代词，由于先行词是those people是人，所以关系代词应用who。)
3.of→at
(这里是固定搭配，一般“看什么”是用look at或者have a look at, 因此这里应是a closer look at。)
4.rather∧the→than
(这里也是一个固定搭配，theother way round, 是指“相反地，以相反的方式，颠倒过来”rather than 表示“而不是”，这句话的意思是说出现这种现象主要是因为魁北克人在学习英语，而不是其他人在学习法语。)
5.was→were
(这里考查主谓一致，前面的主语thelanguage revelations 是复数形式，相应的谓语动词也应该用复数形式。)
6.  eventually→eventual
（这里的eventual是用来修饰名词separation 的，因此应该用形容词形式，而不是副词形式，副词一般是用来修饰谓语动词的。这句话是说魁北克政府支持该省最终从加拿大分离出去。）
7.with→from
(这里考查词组搭配，separate…..from 表示“从…..分离出去”，一般没有separate with 这样的搭配。)
8.expecting→expected
(这里expectingthis week 是legislation的后置定语，用来进一步限定legislation，分析该分句的动宾结构可知，the legislation isexpected, 这里作为定语从句省略了whichis，所以应改为expected。)
9.the bill∧proposes→that
(这里是一个同位语从句，proposesto eliminate loopholes in the existing law used by parents to send theirchildren to English-language schools 是the bill 的同位语从句，进一步限定和修饰the bill, 该句的真正谓语动词是后面的 would bar 和would extend。因此这里缺少一个引导词或关系词。)
10.would→should
（这里主要考查虚拟语气的用法，宾语从句中先行词是requirement，从句中的动词应该用should 加动词原形，或者直接用动词原形。）
Part II READING COMPREHENSION (80 points)
A. Multiple Choice
1.B 这篇文章主要讲的是德国不同机构和人民对于该国黄金储备方式的看法。这是一道细节题，由文章第三段我们可以知道，对于储备在德国国内银行的黄金，每年会有抽查，而对于储藏在国外银行的黄金，the German central bank relies on the assurances of its foreigncounterparts that the gold is where it should be.)
2.C 这道题有一定的迷惑性，看上去A和C都正确，但我们要注意提问的方式，A项中保护黄金不受苏联的侵害是德国最初将黄金运往其他国家的原因，但随着苏联的解体，一部分黄金被运回了德国，还有一部分仍然留在国外。德国现在仍然将部分黄金留在国外是因为这样在特殊情况下，德国就可以迅速的将这部分黄金卖掉。注意题目提问用的是一般现在时，是问的现在黄金仍然留在国外的原因，而不是最初运往国外的原因。
3.C 细节推理题，信息主要集中在第7段。由Gauweiler doubts that theBundesbank would have immediate access to all its gold if necessary, suggestingthat part of the gold may have even been lent out，可以看出，他认为这些黄金可能已经被借出去了，因此应该是这些黄金被用作了其他的用途。
4.D 选择判断题，信息主要集中在最后一段，由文中信息我们可以看出，B、D两项都是其影响，但最大的影响应是might unsettle the nervous financial markets, who could see it as asign of an impending collapse of the euro。
5.B 考查文章主旨的题目，文章前几段讲了德国黄金储备的方式，检查的方式，以及将黄金储备在国外的原因，后半部分则不要讲了德国国内不同的机构和人民对于将黄金储藏在国外的担忧和质疑，因此B项是最符合的。
6.C 其实这里作者是借用了Malcolm Gladwell的一本非常著名的作品The Tipping Point《临界点》中的一些概念，包括最后一段中的the StickinessFactor 都是这本书中的一些基本概念。当然没读过这本书也没什么关系，我们根据上下文也能猜到作者为什么用这样的词，或者用排除法也可以选出正确的答案。
7.D 这是对教育临界点这一词的理解，如果有看过Malcolm Gladwell的《临界点》这本书的话，这里理解就要相对容易了。由下文的giving, spreading,infecting, lingering等词我们可以看出，并不是要达到一个识多少字的水平，或者智力水平达到了多少，而是过了这个点之后，我们能看到非常大的变化，它能够产生非常大的影响，这就是临界点。
8.D 推理题，原文中没有直接的答案，可以用排除法来做。首先Eliminatepoverty and illiteracy 是不可能的，因为这个项目主要是针对几岁的小孩子。然后Change the life of underprivileged children 有点夸大其功能，也不对，最后Give poor children anequal start 也不太现实，不可能说因为有了这个节目，穷人的孩子和富人的孩子就真正机会均等了，只是这个项目能给穷人的孩子提供一个机会。
9.B 细节题，信息主要集中在第二段。由Good teaching isinteractive. It engages the child individually. It uses all the senses. Itresponds to the child. But a television is just a talking box，可以看出，Gerald Lesser对它持怀疑态度的主要原因是the television was notinteractiveor engaging。
10.D 细节题，信息主要集中在倒数第二段。由They borrowedtechniques from television commercials to teach children about numbers，They used the live animation ofSaturday morning cartoons to teach lessons about learning the alphabet，They brought in celebrities tosing and dance and star in comedy sketches that taught children about the virtuesof cooperation 可以看出A、B、C三项都是正确的。
B. True or False
11.T 该题的信息主要集中在第二段。Right from the days ofKepler and Galileo, scientists have generally had a religious side to them，以及后面所举的例子可以得出这样的结论。
12.T 该题的信息主要集中在第三段。由which was anembarrassingly candid exposure, instance after instance, of the doggedobstinacy of the religious establishment in upholding ancient doctrines in theface of mounting scientific evidence to the contrary可以看出该推论是正确的。
13.T 该题的信息主要集中在第四段。从they had, throughintuition and revelation, pretty much summed up the essence oftwentieth-century physics and cosmology可以看出，过去的推断部分反映了当今人们研究的物理现象，因此也具有一定价值)
14.T 该题的信息主要集中在第五段的末尾，由and inklings of theesoteric formulations of quantum physics (the so-called S-matrix theory) havebeen detected in Buddhist sutras可以看出该说法是正确的。
15.T 该题需要从最后一段寻找相关信息，A good deal ofacademic discussion is dedicated to proving that nonrationally-derived insightshave been confirmed by the most recent scientific theories 可以看出，很多过去的观点都在当今被科学证实，所以可以说他们have arrived atsimilar worldviews。
C. Gap Filling
16.D 这篇文章的主要思想就是我们在写文章或者讲话时要尽量简洁明了，该题是本文的第一个空，在此空之前作者只是拿身高做了一些类比，还未具体谈到写作和演讲，因此那些涉及具体写作或演讲的选项都不能选，这样只有D项合适。
17.C 该题前面提到了书信越简单越能突出其效果，后一段又说到了那些冗长繁杂的书我们不愿去读，因此写这样书的作者joins the rank of thegreat unread，因此这里需要一个承上启下的句子来告诉我们为什么不愿去读冗长繁杂的书。而C项刚好符合这点。
18.B 该题前一句讲到了在报刊业有根据字数或者栏英寸来支付稿费准，这就助长了一些记者的填充文章之风。接下来很自然地就过渡到好的作家要尽量避免这种风气。
19.F 这题的前面讲到了书信和报刊写作中要注意简洁，而这一题的后面又谈及到演讲的简洁问题，很明显这里需要对前面书信和报刊写作进行一个简单地总结，然后再谈演讲的简洁问题。而F项就是这样一个简单的小结。
20.E 此题是该文中的最后一空，该段主要讲的是如果发现我们的文字过于冗长应该怎么办，该空之前作者已经提出了相应的对策，那一般的思路接下来要么是继续提出相应的对策，要么就是举例具体说明，很显然后面的选项中没有提供建议和对策的，而在2个事例的选项中，丘吉尔那个是关于演讲的，而作者这里主要指的是写信和写作，因此应该选E。
Part III TRANSLATION (40 points)
A. Please read thefollowing passage and translate it into Chinese.
莎士比亚开始就假设把自己搞得无权无势就是招惹攻击。这倒不是说每个人都会背叛你，但是非常可能有人会。如果你扔掉你的武器，某些不太谨慎的人就会捡起来。如果别人打了左脸，你再他打右脸，那第二次会比第一次打的更厉害。情况不是总是这样，但预期是这么回事，真的发生了，你就不应该抱怨。可以说，第二次的打击是让出另一边脸的动作的一部分。因此，首先有傻子得出的通俗、平常的教训：“不要放弃权力，不要把土地赠人”，但是也还有另一个寓意。莎士比亚从来没用那么多的话说出那个意思，他自己是不是充分意识到也不是很重要。那就是：“你要想那么做的话，就把你的土地赠人，但是不要指望那么做会赢来幸福。如果你为别人而活，你就必须为了别人而活，而不是把为别人而活当作是自己得益的曲线路径.”
B. Please read the following passage and translate it into English.
I never have the slightest doubt that I’m a European. Both myparents had the European ancestors which remain closely related to us evenafter a long time. Those who are born in Scotland, like me and my father, nevercome to the idea that Scotland is integrated into the Europe.
Nowadays, the identity of being a European is neither a goal worthtrying, nor the dream of Napoleon in his time, it’sjust a fact. The Great Britain lost its empire and became just numerous islandsoff the European coastline. As for the future of the Europe, I personally wishthat the United Kingdom continue to offer its best gift—its language to the Europe.English is a marvelous language and a brilliant media though which not only wecan fulfill all kinds of practical tasks, but also we can express variousfeelings and opinions. No other languages in the world parallel English. It hasreplaced the French to be the international standard language. For this point Ihope it will remain its prosperity.

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