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目录 封面
内容简介
目录
第一部分 名校真题及详解
北京外国语大学2014年英语基础测试（技能）考研真题及详解
对外经济贸易大学2014年基础英语考研真题及详解
北京航空航天大学2014年基础英语考研真题及详解
武汉大学2014年基础英语考研真题及详解
中山大学2014年基础英语考研真题及详解
四川外语学院2013年基础英语考研真题及详解
第二部分 章节题库
第1章 词汇语法
◇名词及名词词组
◇动词及动词词组
◇形容词、副词及词组
◇介词及介词词组
◇语 法
第2章 完形填空
◇上篇（多项选择填空）
◇中篇（篇章选词填空）
◇下篇（篇章盲填）
第3章 改 错
◇单句改错（一）：词法错误
◇单句改错（二）：句法错误
◇单句改错（三）：篇章结构错误
◇单句改错（四）：固定搭配错误
◇短文改错
第4章 阅读理解
◇基础篇
◇综合篇
第5章 翻 译
◇英译汉
◇汉译英
第6章 写 作
◇社会热点
◇校园生活
◇工作就业
◇文化教育
◇资源环境
◇科学技术
◇道德修养
◇摘要写作
第三部分 模拟试题及详解
2016年基础英语考研模拟试题及详解（一）
2016年基础英语考研模拟试题及详解（二）
内容简介
为了帮助考生顺利通过考研专业课科目《基础英语》的考试，我们根据名校《基础英语》最新考试大纲和指定参考教材，精心制作了基础英语考研题库。
本题库包括名校考研真题、章节题库和模拟试题三部分。
具体如下：
第一部分为名校考研真题。本书收录了北京外国语大学、中山大学等名校的6套考研真题，并由高分考生根据科目考试大纲、考研的参考教材和相关教师的授课讲义等对历年真题进行了详细解答，解题思路清晰、答案翔实，突出难度分析。
第二部分为章节题库。遵循最新考试大纲的考试内容和要求，在参考众多相关考试用书、国内外权威杂志以及优秀论文等大量素材的基础上，按照基础英语最常见的题型结构设置章节，共分为词汇语法、完形填空、改错、阅读理解、翻译、写作等6章。
第三部分为模拟试题。根据名校历年考研真题的命题规律及热门考点进行考前预测，仿真名校历年考研真题的难度和风格。通过模拟试题的练习，学员既可以用来检测学习的效果，又可以用来评估自己的应试能力。
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第一部分 名校真题及详解
北京外国语大学2014年英语基础测试（技能）考研真题及详解
Part I GRAMMAR (30Points)
Correct Errors
The passage containsten errors. Each indicated line contains a maximum of one error. In each case,only ONE word is involved. You should proofread the passage and correct it inthe following way:
For a wrong word, copy the wrong word to your answer sheetand write the correct one after it.
For a missing word, write ∧ on the answer sheet followed by the word after the missingword, and then write the word which you believe is missing.
For an unnecessary word, copy the unnecessary word to youranswer sheet and cross it with a slash/.
| In Hardy's fiction and poetry，letters are ready sources of excitement and | | | suspense，harbingers of loss and disappointment．They go missing，fall to | 1.______ | | the wrong hands，or arrive too lately．Most famously，Tess's letter of | 2.______ | | confession，hastily pushed not just under the door but under the carpet too， | | | remains unread by the priggish Angel Clare，as Hardy delivers his most | | | powerful attack of the Victorian sexual double standard． | 3.______ | | Hardy's own letters were places for quite reflection and deepening | 4.______ | | emotional ties，for occasional advice，details to visitors of the times of the | | | Waterloo trains，and for public protests towards the iniquity of war | 5. ______ | | and against cruelty to animals．They ensured regular contact with their | 6. ______ | | friends and the publishing world，contained correctives to readings of | | | his work．More than any other form，letters make insight into Hardy's | 7. ______ | | many—sidedness．Writing in 1907 to the poet Elspeth Grahame， | | | he expressed admiration，and not little surprise，that she had written | 8. ______ | | verses on the top of an omnibus．Commiserating with one of his American | | | admirers，Rebekah Owen，for having to get in a plumber，he suggested | | | that she took up plumbing herself．Such solid practical advice exists | 9. ______ | | alongside Hardy the natural modernist，wrote to tell Arthur Symons that | 10. ______ | | he liked his poem“Haschisch”(the world is“the phantom of a haschisch | | | dream”)，discussing timeless reality and the nature of matter at the drop of a hat． | |
Part II READINGCOMPREHENSION (80 points)
A. Multiple Choice
Please read thefollowing passages and choose A, B, C or D to best complete the statements orbest answer the questions in front of them.
Passage 1
In a clearing outside the Kallahti Comprehensive School, a handful of 9-year-olds are sitting back-to-back, arranging sticks, pinecones, stonesand berries into shapes on the frozen ground. The arrangers will then have todescribe these shapes using geometric terms so that the kids who can't see themcan say what they are.
"It's a different way of conceptualizing math when youdo it this way instead of using pen and paper, and it goes straight to thebrain," says Veli-Matti Harjula, who teaches the same group of childrenstraight through from third to sixth grade. Educators in Sweden, not Finland, came up with the concept of "outside math", but Harjula didn't haveto get anybody's approval to borrow it. He can pretty much do whatever hewants, provided that his students meet the very general objectives of the corecurriculum set by Finland's National Board of Education. For math, the latest nationalcore curriculum runs just under 10 pages, up from 3 and 1/2 pages for the previouscore curriculum.
The Finns are as surprised as much as anyone else that theyhave recently emerged as the new rock stars of global education. It surprisesthem because they do as little measuring and testing as they can get away with.They just don't believe it does much good. They did, however, decide toparticipate in the Program for International Student Assessment (PISA), run bythe Organization for Economic Cooperation and Development (OECD). And to put itin a way that would make the noncompetitive Finns cringe, they kicked majorbutt. The Finns have participated in the global survey four times and haveusually placed among the top three finishers in reading, math and science.
In the latest PISA survey, in 2009, Finland placed second in science literacy, third in mathematics and second in reading.Finland's only real rivals are the Asian education powerhouses—Koreaand Singapore, whose drill-heavy teaching methods often recall those of theold-Soviet-bloc Olympic medal programs. Indeed, a recent manifesto byChinese-American mother Amy Chua, Battle Hymn of the Tiger Mother. In Asia,it's about long hours—long hours in school, long hours after school.
In Finland, the school day is shorter. "It's a moreappealing model," says Andreas Schleicher, who directs the PISA program at the OECD. There is less homework too. "An hour a day is good enoughto be a successful student," says Katja Tuori, who is in charge of studentcounseling at Kallahti Comprehensive School, which educates kids up to age 16."These kids have a life." There are rules, of course. No iPods orportable phones in class. No hats indoors. But not much else. Tuori spots a kidtexting in class and shoots him a reproachful glance. He quickly put the phone away."You have to do something really bad, like hit somebody, to actually get punished,"says Tuori.
Finland has anumber of smart ideas about how to teach kids while letting them be kids. Forinstance, one teacher ideally stays with a class from first grade through sixthgrade. That way the teacher has years to learn the quirks of a particular groupand tailor the teaching approach accordingly.
But Finland's sweeping success is largely due to one big,not-so-secret weapon: its teachers. "It's the quality of the teaching thatis driving Finland's results," says the OECD's Schleicher. "The U.S. has an industrial model where teachers are the means for conveying a prefabricatedproduct. In Finland, the teachers are the standard."
That's one reason why so many Finns want to becometeachers, which provides a rich talent pool that Finland filters veryselectively. In 2008,1258 undergrads applied for training to become elementaryschool teachers. Only 123, or 9.8%, were accepted into the five-year teachingprogram. That's typical. There's another thing: in Finland, every teacher isrequired to have a master's degree. Annual salaries range from about $40,000 to$60,000, and teachers work 190 days a year. "It's very expensive toeducate all of our teachers in five-year programs, but it helps make our teachershighly respected and appreciated," says Jari Lavonen, head of thedepartment of teacher education at the University of Helsinki.
11. What does theexample in the opening paragraph show of Finland's education?
A. Its education is equal to play.
B. Its outside math is mad math.
C. Its math teaching is being transformed.
D. It has adopted NBE objectives.
12.Finland has recently become a new rock star of global education because ______.
A. its schools have adopted the concept of “outside math”
B. it has set general objectives of the core curriculum
C. it has continuously won the top three in the PISA
D. its schools do not emphasize measuring and testing
13. What are thecharacteristics of Asia's education, compared to that of Finland?
A. Better science literacy.
B. More drill-heavy teaching.
C. Longer school hours.
D. More competitive students.
14.Finland's school rules will penalize a kid if he or she ______.
A. plays with i-Phone in class
B. listens to music on i-Pod
C. sends text messages in class
D. harms or injures fellow students
15. What has OECD'sSchleicher said about US and Finland's teachers?
A. US teachers perform the role of product manufacturers.
B. Finland has a very strict system for teacher selection.
C. Finland's teachers perform the role of role models.
D. The US has a larger pool of talents for teachers.
Passage 2
QUAINT is not an obvious word to use about America—a country built on revolution, restless expansion and the unabashed pursuit ofprofits. Yet for years a cloud of quaintness hung about many of the country'sfounding-places. Museums and historic sites depicted thebirth of the United States as a morality tale and an Anglo-Saxon familydispute, pitting tyrannical King George and his redcoats' against freedom-lovingcolonial subjects (helped, just a bit, by the French).
Often physical settings added to this sense of quaintness.From Boston to Philadelphia. or to the lovingly-restored Georgian streets ofColonial Williamsburg in Virginia, many New World cradles of liberty lookedstrikingly like the Old: all red-brick mansions, cobbled lanes and candlelitinns, haunted by ghosts in tricome hats.
Atsome sites the quaintness was more extreme. Jamestown, the country's earliest permanent Englishsettlement, was reconstructed in 1957 near its original site in Virginia to celebrate the 350th anniversary of its founding, 13 years before the Pilgrimslanded in Massachusetts. Drawing on sketchy written records, Jamestown was imagined as an English village transplanted to Virginia, complete withthatched cottages, a church and a wooden-walled fort. Visitorsgawped at replicas of the three ships—so fragile! So tiny!—thatbrought the first arrivals. WhenQueen Elizabeth paid a visit, costumed "settlers" played a version oflawn bowls and placed villagers in the stocks for gossiping. Non-Europeansmentioned included Pocahontas, daughter of the local Indian chief, who marrieda Jamestown settler (and inspired an inaccurate Disney cartoon film). Thenthere were the "20 and odd" Africans who arrived in 1619, opening thegrim annals of slavery in English-speaking America. Together with the nearbybattlefield at Yorktown, the site of a great victory over the British, the areabecame celebrated as "the cradle of the republic".
In today's America the republic's story looms large but not quaintly. Politicians wrangle over theconstitution as if 1789 were yesterday. Yet a transatlantic focus on theBritish crown and British colonists is irrelevant to lots of modern Americans:they are more stirred by tales of the revolution as a contest of ideas. Aschool party from Virginia's hyper-diverse northern counties may comprisechildren whose ancestors were on four different continents in 1607. That putsunprecedented pressure on historians and museum curators working to explain thenation's birth.
Happily, they have new material to work with. In recentyears historians have traced trade routes and commercial inter-connections thattogether amounted to a global economy as early as the 16th century: theso-called "world-systems theory". Archaeologistsfound the original Jamestown in the 1990s, uncovering not a village but a"fortified trading post" built by"buccaneer merchant-adventurers" similar to those seen in India andWest Africa, says Tom Davidson, a curator of the foundation that oversees thesettlement. A serendipitous trawl of Spanish and Portuguese archives traced thestory of Jamestown's first Africans. Captured during fighting in Angola, they were being carried by a Portuguese ship to Mexico when an English privateer capturedthem, diverting them to Virginia. Even the names of the ships are now known.
The Jamestown Settlement museum has been completely rebuiltover recent years, reflecting new discoveries. Tourists gazing at its replicaships now learn that the Atlantic of 1607 was actually rather busy with suchvessels, trading and fighting along America's coasts.
Its sister museum at Yorktown—currently a small "victory centre" focused onthe battle of 1781—is to become a large and ambitious AmericanRevolution Museum, opening in 2016. The aim is to reflect new research andinsights into the 18th-century colonies. By the eve of theDeclaration of Independence, American colonists were among the richest peoplein the world: richer and probably freer than their compatriots in England, note the new museum's creators. Visitors may ask: why would such people revolt?
In addition to abstract arguments about liberty,they will hear a lot about trade and commerce. Stress will be laid on the international nature of thewar of independence, and of forgotten conflicts between Britain and Spain, and of the Indian tribes who fought on both sides. Anglocentric quaintness isgiving way to more nuanced depictions of the colonies: as hard-headed,commercially driven meeting-places for global cultures and industries, impatientwith attempts to hold them back.(711 words)
16. American museumstend to depict the country's birth story as ______.
A. a conflict of tyranny and freedom
B. an audacious pursuit of profit
C. a continuous territorial expansion
D. a continuation of the French revolution
17. Which of thefollowing statements is true about Jamestown, the earliest English settlement?
A. Most of its houses were built in the colonial period.
B. It was re-constructed out of pure imagination.
C. There were non-English settlers at the time of itsestablishment.
D. The village was built by the Pilgrims on their arrival.
18. Recent findingsfrom archeology reveal that in the early 17th -century Jamestown was ______.
A. an English-style village
B. a trade post
C. a commercial fishery
D. a slave market
19.According to the curator of the new Yorktown museum, the real cause of the American Revolution is ______.
A. demand for freedom
B. revolt against tyranny
C. French instigation
D. trade and commerce
20.What does the article mean by repeatedly saying "quaint"?
A. The museums' story of early US history is inaccurate.
B. The historical contents of the museums are archaic.
C. The exhibits on English Pilgrims are out of date.
D. The emphasis on trade and commerce is biased.
B. True or False
Read the followingpassage carefully and then decide whether the statements which follow are true(T) or false (F).
The moral brain teases the imaginationand triggers the fantasy of many people. Engineering human morality is arecurring and popular theme in science fiction, from Robert Louis Stevenson'sDr. Jekyll and Mr. Hyde to Anthony Burgess' A Clockwork Orange. All thesestories are based on similar scripts: callous doctors convert harsh criminalsinto docile individuals who, once operated upon, become dull and lose their criticalcapacities, or, conversely, neurosurgeons remodel exemplary citizens in remorselesswarriors who are unstoppable from committing cruelties afterwards.
At short distance from these dreamy novelists,down-to-earth scientistsexplored the human brain in search of a moral center. Historically, this questto localize morality went through favorable and unfavorable times. Althoughlimited successes were attained in the past, most statements turned out to bescientifically untenable. While some scientists proposed localizations ofmorality in the human brain, more skeptical brain researchers urged forreservation and patience. Scientists opposing this projecteven typified these bold and unsupported hypotheses as omnipotent fantasies airedby overambitious colleagues. Nowadays, the climate is once again encouraging and attractive.Brain scientists show optimism, and the belief prevails that a crucial breakthroughis near. Soon, the basic architecture of the moralbrain will be disentangled. Unequalled in the history of behavioral science,expectations run so high. Disappointment might be unequalled too.
This book presents an overview of the current research inthe field. It will distinguish scientific fact from science fiction by bringingtogether contributions of leading experts continuing this long-lasting scientificproject aimed at explaining how our brain processes moral emotions, judgmentsand behavior. This project startedat the beginning of the 19th century. Around thattime, medical science altered our view on mankind entirely. Human capacities, even our most advanced as morality, ceasedto be seen as phenomena of an immaterial soul as religious and philosophical doctrinesdictated since ancient times. Morality was transferred from the soul to the body,in particular the brain, a switch that transformed moral processes into bodilyor organic phenomena. Terminology mirrored this psychological revolution.Scientists and philosophers introduced modem concepts that stressed theempirical and naturalistic quality of morality, such as "moral sense"or "moral instinct", thus restyling the old-fashioned concept of "conscience".
Besides medical science, Charles Darwin's theory ofevolution gave a powerful impetus to this change.Evolutionists no longer considered morality a human privilege. Processes resembling moral behavior in humans governed thesocial life of non-human species as well. No clear-cut demarcation separatedthe social life of animals from moral phenomena in humans. Anthropologists whostudied the development of morality among human ancestors, sought to understandthe natural mechanisms that hold groups of non-humans together. Evolutionarytheory's impact on the moral brain project was substantial indeed. In spite ofthe theoretical problems this theory encountered—andto a certain degree still encounters—to appreciate altruisticbehavior from the perspective of evolution by natural selection, evolutionary theory offered the most convincing argumentsagainst a dualist approach. If man evolved from a soulless species by way of natural selection,why should morality be exempt from this organic evolution? Theory of evolution shifted the burden of proof from thematerialist side to the dualist one. Since millions of years of survival in ancestralenvironments have molded our mind, psychology could not disregard evolution'simpact. This equally applies to one of our most impressive capacities: humanmorality.
Evolutionary theory's contribution to the moral brainproject is not restricted to philosophical debates of the past. Nowadays,evolutionary psychologists and behavioral economists carry on the ambition tounderstand human morality from a Darwinian angle. Today, evolution-inspiredresearchers continue the naturalistic shift started in the 19th century,resulting in a wealth of encouraging publications and new books on this issue.Remarkably, until now, a profound confrontation between evolutionary andneurological approaches toward human morality has been lacking. Despitesignificant progress in both disciplines, researchers hesitate to find fruitfulinspiration in each other's work. A more inclusive crossover betweenevolutionary and neurological insights is advisable from a scientific point ofview. This book has the ambition to fill this omission in actual research.
21. Brain scientists have reached a consensusthat morality resides in the brain even though they have not localize the exactplace yet.
22. Morality began to be viewed as havingorganic form in the 19th century thanks to the advance in medicalscience.
23. One reason why scientists believe thatmorality has material form is that morality is no longer considered a humanprivilege.
24. According to the dualist approach, since manevolved from a soulless species by way of natural selection, morality must haveundergone this organic evolution too.
25. So far evolutionists and neurologists havemostly carried out their research separately on the relationship betweenmorality and brain.
C. Gap Filling
Choose from the list[A] to [F] after the passage the best sentences to fill in the gaps in the text.There are more sentences than gaps.
Ten years ago, the word "smartphone" didn'texist. By necessity, neither did the word "dumbphone."
In a decade, we might talk about all of our appliances insimilar ways. From ovens to garage doors to insulin pumps to vehicles, many ofour devices are going to be connected to the Internet in the same sense thatour phones are now. Certain such products are already on the market; onecompany, SmartThings, sells devices that help consumers control their, lightsand locks while they're not at home, for example. Eventually, these items willbe able to respond to signals from one another independent of human input. (26)______.
That could be great, but it also vastly expands theuniverse of things that could go wrong, particularly when it comes, to privacy.This might seem obvious, until you consider that many of the businesses thatmake these devices have never really needed to worry about securing theirproducts before. Take dishwashers. At heart, they're very simple machines. Buta hacked dishwasher might start running on overdrive, going through multiplecycles, wasting gallons of water and costing you extra and possibly floodingyour house. Although the folks who make dishwashers may be fantastic engineers,or even great computer programmers, it doesn't necessarily imply they'reequipped to protect Internet users from the outset.
(27)______.
Hacking is just an extreme case. Short of that, there areall kinds of security problems that could crop up in an Internet of Thingssituation. Many of these devices are pumping out vast amounts of data.According to Hagins, a modest 10,000 households have SmartThings installed.Together, those homes produce 150 million data points a day. (28)______.
As early as 2010, Siemens said it was capable of using itssmart meters to learn some pretty incredible things about our energy usage—andby extension, us:
We, Siemens, have the technology to record it every minute,second, microsecond, more or less live ... From that we can infer how many peopleare in the house, what they do, whether they're upstairs, downstairs, do youhave a dog, when do you habitually get up, when did you get up this morning,when do you have a shower: masses of private data.
(29)______.
One difference between data-hungry businesses like Googleand your future home network of Internet-enabled objects is that some of thosedevices may not need to talk to each other over the public Interact, said theElectronic Frontier Foundation's Lee Tien. If they're connected to the sameWi-Fi network, maybe those devices won't need to transmit data across the Web.
"Utilize but keep the data within the homeboundary," Tien suggested. "Keep the interesting variations withinthe home boundary. How much detail do we need and how much data needs to leavethe home, actually?"
(30).______.
"You're relying on the end user having a secure Wi-Ficonnection," said Craig Heffner, a security researcher at Tactical NetworkSolutions. "You're trusting that stuff to have been engineeredproperly."
That leaves you pretty much right where we began—atthe mercy of the manufacturer.
A. "It's，not just that theconsumers don't understand the technology," said Jeff Hagins,co-founder of SmartThings, at a Federal Trade Commission workshop Tuesday."It's also that the people building it don't understand it.” Hagins added,hypothetically: "Just because I know how to write PHP doesn't mean I understandthese vulnerabilities at all."
B. The information may be relatively mundane,such as battery levels or temperatures, but aswith any kind of data, in theaggregate it can produce extremely detailed profiles of your behavior.
C. That raises another potential problem,though. If your home Wi-Fi password is all that stands between a spy or hackerandyour networked devices, you wind up with a single point of failure.
D. Your bathroom scale might tell your refrigeratorthat you're overweight, and your fridge might start recommending healthierrecipes.
E. Securing that data is something that evenbig-name tech companies struggle with. So how do we fix that?
F. The same holds true for the auto industry,where many companies have begun to experiment with new technologies that letcars communicate with one another. Tadayoshi Kohno is a researcher at the University of Washington who's spent a lot of time deliberately hacking into cars to testtheir vulnerabilities.
PartIII TRANSLATION (40points)
31. Please read thefollowing passage and translate it into Chinese.
We may distinguish two sorts of goods, and twocorresponding sorts of impulses.There are goods in regard to which individual possession is possible, and thereare goods in which all can share alike. The food and clothing of one man is notthe food and clothing of another; if the supply is insufficient, what one manhas is obtained at the expense of some other man. This applies to materialgoods generally and therefore to the greater part of the present economic lifeof the world. On the other hand, mental and spiritual goods do not belong toone man to the exclusion of another. If one man knows a science, that does notprevent others from knowing it; on the contrary, it helps them to acquire theknowledge. If one man is a great artist or poet, that does not prevent othersfrom painting pictures or writing poems, but helps to create the atmosphere inwhich such things are possible. If one man is full of good-will toward others,that does not mean that there is less good-will to be shared among the rest;the more good-will one man has, the more he is likely to create among others. In such matters there is nopossession, because there is not a definite amount to be shared; anyincrease anywhere tends to produce an increase everywhere.
32. Please read the following passage andtranslate it into English.
在美国社会中作为失败而为人们所恐惧的，莫过于孤独了。而孤独之所以可怕，就是因为那意味着没有一个可以服从的人，没有一个可以服从的团体，也没有一个可以服从的大义。即令获得成功，若不为社会所认可，或甚至不为世人所知道时，即使成功，也往往变得让人不能忍受。这也许就是成功的罪犯时常觉得有必要去自首的原因，那就是，去服从那个听取自首的人所代表的公众的裁判。即使可能危害他们此前的成功，他们仍然要去自首的。这表明，孤独比单纯的失败更加难以忍受，因为单纯的失败如果是与人共同遭受的，那是容易忍受的。
参考答案及解析
Part I GRAMMAR (30Points)
Correct Errors
1.to → into
(fall into固定词组，意思为“陷入、落入”。fall to“落到……”，根据句意落入坏人的手里所以要用 into。)
2.lately → late
(lately意为“最近”，而句意是“太晚”，所以要用late。)
3.of → on
(attack of“被……侵袭”；attack on“对……攻击”。这里是指哈代对于维多利亚时期性的双重标准的攻击，所以要用attack on。)
4.quite → quiet
(quite，副词，意思是“相当，很，非常”；quiet形容词，意思是“安静的平静的”。reflection 是名词，前面需要用形容词修饰，所以要用quiet，quietreflection“安静的沉思”。)
5.toward → on
(protest on固定搭配，“抗议……”)
6.their →his
(friends的定语是哈代，所以是his。)
7.make →provide
(provide an insight into“看透……，对……有很好的了解”，属于固定搭配。)
8.little →a little
(not a little“许多”，固定搭配。)
9.took → take
(suggest that宾语从句，需要使用虚拟语气，接should 加动词原形，should可以省略，所以用take。)
10.wrote→ writing
(writing在此是现在分词做状语。)
Part II READING COMPREHENSION (80 Points)
A. Multiple Choice
Passage 1
11.C 第二段第一句It's a different way of conceptualizing math when you do it this wayinstead of using pen and paper, and it goes straight to the brain，跟用笔和纸相比，这是一种不同的数学教学理念，它可以直接印到孩子们的脑海里。由此可知这种方法是对数学教学的一种转化，故选C项。
12.C 是因为他们参加PISA取得了很高的成绩才成为全球教育界的新星，引起了世界的注意。与接受室外数学的概念、设立课程核心标准以及减少对学生的考试和测评没有关系，这些是他们能够取得教育上成功的原因。故选C项。
13.C 第四段最后一句“In Asia, it's about long hours—long hours in school, long hours after school”，接着在第五段开头指出“In Finland, theschool day is shorter”，可知C正确。选项B为干扰项。第二句“Finland's only realrivals are the Asian education powerhouses—Korea and Singapore, whose drill-heavy teaching methods”指出芬兰的实际对手只有来自东方的教育强国南韩和新加坡，他们采取的是大量训练的教育模式，但是并没有说芬兰也是采取的大量训练的教育模式，所以二者关于大量训练的教育不能进行比较，故排除B项。
14.D 第五段最后一句“Youhave to do something really bad, like hit somebody, to actually get punished,”says Tuori。Tuori说“除非学生做了很坏的事比如打人，他才会受到惩罚”，所以伤害或使其他学生受伤会受到惩罚。故选D项。
15.C 倒数第二段最后一句The U.S. has an industrial model where teachers are the means forconveying a prefabricated product. In Finland, the teachers are the standard。在美国，教育已经成为一种工业模式，教师只是一种用来传输预制品的工具。而在芬兰，教师本身就是标准。所以选项C说芬兰的教师扮演的是榜样的角色是对的，故选C项。
Passage 2
16.A 第一段第三句Museums and historic sites depicted the birth of the United Statesas a morality tale and an Anglo-Saxon family dispute, pitting tyrannical KingGeorge and his redcoats' against freedom-loving colonial subjects (helped, justa bit, by the French)。博物馆和历史遗迹把美国的诞生描述成一个道德故事和盎格鲁-撒克逊的家族纠纷，一个暴君乔治国王和他的士兵反对热爱自由的殖民地人民的故事（只被法国帮助了一点点）。所以答案选A项，美国是暴政和自由冲突的产物。
17.C 由第三段第五句和第六句“…costumed ‘settlers’ played a version of lawn bowls and placed villagers in the stocksfor gossiping. Non-Europeans mentioned included Pocahontas, daughter of thelocal Indian chief, who married a Jamestown settler”，扮演的“settlers”中，提到的非欧洲人包括印第安首领的女儿Pocahontas,她嫁给了一个Jamestown的settler，由此可知选项C正确。
18.B 由“Archaeologists found the original Jamestown in the 1990s, uncoveringnot a village but a ‘fortified trading post’ built by ‘buccaneer merchant-adventurers’ similar to those seen in India and West Africa, says Tom Davidson,a curator of the foundation that oversees the settlement.”可知Jamestown不是一个小村庄而是由海盗和商人建立的强化贸易站，故选B项。
19.D 由In addition to abstract arguments about liberty, they will hear alot about trade and commerce，可知美国革命的真正原因是为了商业和贸易。故选D项。
20.A 通读全文可知，博物馆所描述的故事不仅不都是真实的，而且还用来掩盖事情的真相。所以选A项。
B. True or False
21.F 由第二段Scientists opposing this project even typified these bold andunsupported hypotheses as omnipotent fantasies airedby overambitious colleague，可知有的科学家反对确定道德在大脑中位置的项目，甚至把这种大胆的没有获得支持的假说列为被过于雄心勃勃的同事提出的万能的假想。因此该结论是错误的。
22.T 由“This project started at the beginning of the 19th century. Aroundthat time, medical science altered our view on mankind entirely.”可知确实是在十九世纪因为医学的进步使人们相信道德是有有机形态的。
23.T 由第四段“Besides medical science, Charles Darwin's theory of evolution gave apowerful impetus to this change. Evolutionists no longer considered morality ahuman privilege.”可知达尔文的进化论为这种改变提供了推动力，进化论者不再认为道德是人类的特权。因此该结论是正确的。
24.F 由第四段“evolutionarytheory offered the most convincing arguments against a dualist approach. If man evolved from asoulless species by way of natural selection, why should morality be exemptfrom this organic evolution?”可知进化论提出了反对二元论最有说服力的论据，如果人类是从没有灵魂的物种通过自然选择进化的，那么为什么道德不属于这种有机进化，可知这一论据是进化论者提出的而不是二元论提出的，所以该结论是错误的。
25.T 由最后一段“Remarkably, until now, a profound confrontationbetween evolutionary and neurological approaches toward human morality has beenlacking. Despite significant progress in both disciplines, researchers hesitateto find fruitful inspiration in each other's work.”可知目前进化论和神经学关于人类道德研究的方式还缺少深入了解，研究人员对于从对方的工作中寻找灵感还是很犹豫，因此该结论是正确的。
C. Gap Filling
26.D 前一句讲的是家用的一些设备最终会对另一台人工输入设备的信号做出反应，因此接下来是举例来证明这一说法，所以D选项符合要求。
27.A 这里需要的是对上一段的总结，机器的程序如果被黑，机器可能会不受之前程序的控制，即便是很厉害的程序开发者也不能保证机器不收外界的影响，A项中Hagins提到即便制造机器的人有时也会不理解，与上文呼应，所以选A项。
28.B 前一句提到了150 million data points a day 与B项的information照应，而且B项中提到大量的数据集中到一起可以提供个人行为及其细致的信息。所以B项符合要求。
29.E 此处需要承上启下的句子，选项E符合要求。既提到了上一段中举得例子又为下一段提出问题。所以选E项。
30.C 上文Tien 建议确保数据不离开家的范围，是一个解决问题的办法，但是下文Craig Heffne又提到了无线网连接的安全性，所以C选项符合要求。
Part IIITRANSLATION (40 Points)
31. Pleaseread the following passage and translate it into Chinese.
我们可以区分两种商品，两种对应的脉冲。有的商品是可以被私人占有的，有的商品是大家共有的。一个人的食物和衣物不能也是另一个人的食物和衣物，如果供给不足，那么一个人所得到的则是在牺牲其他人的基础上的。这适用于大部分的物质商品，因此也适用于目前世界经济生活的很大一部分。从另一方面来看，心理和精神上的商品则不是完全属于一个人的。一个人如果了解科学并不妨碍其他人也了解科学；相反的，反而会帮助其他人了解科学。一个人如果是伟大的画家或者诗人，并不阻碍其他人画画或是写诗，反而有助于创造一种适于画画或是写诗的氛围。一个人如果充满善意地对待别人，并不意味着其他人分享的善意会减少；一个人的善意越多，他就有可能给别人创造更多的善意。在这种事中，没有占有一说，因为并没有一个具体的数量让大家分享，任何地方的任何增长都会给所有地方带来增长。
32. Please read thefollowing passage and translate it into English.
What is feared as failure in American society is, aboveall, loneliness. And loneliness is terrifyingbecause it means there is no one, no group, no approved cause to submit to. Evensuccess often becomes impossible to bear when there it is not socially approvedor even known. this is perhaps why successful criminals often feel the need toconfess, that is, to submit to the community’s judgment, represented in theperson to whom the confession is made. They will confess even under thecircumstance where this will probably, if not certainty, endanger their previoussuccess: proof, I think that loneliness is more intolerable than mere failure.For failure, provided it was found in company, can rather easily beborne.
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