2015年考研英語沖刺模擬試題及答案
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)
As former colonists of Great Britain, the Founding Fathers of the United States adopted much of the legal system of Great Britain. We have a “common law”, or law made by courts 1 a monarch or other central governmental 2 like a legislature. The jury, a 3 of ordinary citizens chosen to decide a case, is an 4 part of our common-law system.
Use of juries to decide cases is a 5 feature of the American legal system. Few other countries in the world use juries as we do in the United States. 6 the centuries, many people have believed that juries in most cases reach a fairer and more just result 7 would be obtained using a judge 8 , as many countries do. 9 a jury decides cases after “ 10 ”， or discussions among a group of people, the jury’s decision is likely to have the 11 from many different people from different backgrounds, who must as a group decide what is right.
Juries are used in both civil cases, which decide 12 among 13 citizens, and criminal cases, which decide cases brought by the government 14 that individuals have committed crimes. Juries are selected from the U.S. citizens and 15 . Jurors, consisting of 16 numbers, are called for each case requiring a jury.
The judge 17 to the case 18 the selection of jurors to serve as the jury for that case. In some states, 19 jurors are questioned by the judge; in others, they are questioned by the lawyers representing the 20 under rules dictated by state law.
1.[A]other than [B]rather than [C]more than [D]or rather
2.[A]agency [B]organization [C]institution [D]authority
3.[A]panel [B]crew [C]band [D]flock
4.[A]innate [B]intact [C]integral [D]integrated
5.[A]discriminating [B]distinguishing [C]determining [D]diminishing
6.[A]In [B]By [C]After [D]Over
7.[A]that [B]which [C]than [D]as
8.[A]alike [B]alone [C]altogether [D]apart
9.[A]Although [B]Because [C]If [D]While
10.[A]deliberations [B]meditations [C]reflections [D]speculations
11.[A]outline [B]outcome [C]input [D]intake
12.[A]arguments [B]controversies [C]disputes [D]hostilities
13.[A]fellow [B]individual [C]personal [D]private
14.[A]asserting [B]alleging [C]maintaining [D]testifying
15.[A]summoned [B]evoked [C]rallied [D]assembled
16.[A]set [B]exact [C]given [D]placed
17.[A]allocated [B]allotted [C]appointed [D]assigned
18.[A]administers [B]manages [C]oversees [D]presides
19.[A]inspective [B]irrespective [C]perspective [D]prospective
20.[A]bodies [B]parties [C]sides [D]units SectionⅡ 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 One
It’s plain common sense—the more happiness you feel, the less unhappiness you experience. It’s plain common sense, but it’s not true. Recent research reveals that happiness and unhappiness are not really two sides of the same emotion. They are two distinct feelings that, coexisting, rise and fall independently.
People might think that the higher a person’s level of unhappiness, the lower their level of happiness and vice versa. But when researchers measure people’s average levels of happiness and unhappiness, they often find little relationship between the two.
The recognition that feelings of happiness and unhappiness can co-exist much like love and hate in a close relationship may offer valuable clues on how to lead a happier life. It suggests, for example, that changing or avoiding things that make you miserable may well make you less miserable, but probably won’t make you any happier. That advice is backed up by an extraordinary series of studies which indicate that a genetic predisposition for unhappiness may run in certain families. On the other hand, researchers have found happiness doesn’t appear to be anyone’s heritage. The capacity for joy is a talent you develop largely for yourself.
Psychologists have settled on a working definition of the feeling—happiness is a sense of subjective well-being. They have also begun to find out who’s happy, who isn’t and why. To date, the research hasn’t found a simple formula for a happy life, but it has discovered some of the actions and attitudes that seem to bring people closer to that most desired of feelings.
Why is unhappiness less influenced by environment? When we are happy, we are more responsive to people and keep up connections better than when we are feeling sad. This doesn’t mean, however, that some people are born to be sad and that’s that. Genes may predispose one to unhappiness, but disposition can be influenced by personal choice. You can increase your happiness through your own actions.
21. According to the text, it is true that
[A] unhappiness is more inherited than affected by environment.
[B] happiness and unhappiness are mutually conditional.
[C] unhappiness is subject to external more than internal factors.
[D] happiness is an uncontrollable subjective feeling.
22. The author argues that one can achieve happiness by
[A] maintaining it at an average level.
[B] escaping miserable occurrences in life.
[C] pursuing it with one’s painstaking effort.
[D] realizing its coexistence with unhappiness.
23. The phrase “To date” (Para. 4) can be best replaced by
[A] As a result.
[B] In addition.
[C] At present.
[D] Until now.
24. What do you think the author believes about happiness and unhappiness?
[A] One feels unhappy owing to his miserable origin.
[B] They are independent but existing concurrently
[C] One feels happy by participating in more activities.
[D] They are actions and attitudes taken by human beings.
25. The sentence “That’s that” (Para. 5) probably means: Some people are born to be sad
[A] and the situation cannot be altered.
[B] and happiness remains inaccessible.
[C] but they don’t think much about it.
[D] but they remain unconscious of it.
Text Two
What are the characteristics of a mediator? Foremost, the mediator needs to be seen as a respected neutral, objective third party who is capable of weighing out fairness in the resolution of a conflict. The mediator must be trusted by both parties to come up with a solution that will protect them from shame. While the central issue is justice, the outcome needs to be win-win, no losers. The abilities to listen impartially, suspend judgment, and accurately gather and assess information are other important characteristics. Finally, to function effectively the mediator must have power (financial, status, position), so that both parties will take seriously and abide by the mediator’s judgment. If one party refused to cooperate, he or she should fear the possibility of being shamed and losing face before the mediator and the whole community. If that real possibility does not enter the minds of both parties, the mediator will be ineffective.
In several countries mediators are still used to find a bride for a man. Usually this is a job for the parents, and they in turn employ the services of a mediator. Because this event takes much planning, the parents will try to identify the mediator well in advance. Since these services sometimes require reward, money must be saved. Or in some cases parents try to do a number of favors for the mediator so that he or she will feel indebtedness and perform the service as a kind of repayment.
The parents will try to get the most influential mediator possible, to boost their chances of being approved by the potential bride’s parents. The young woman’s parents will not want to risk shame by turning down a request from such an important person—so the reasoning goes. Of course, the higher-ranked the mediator, the higher the cost of the services.
Complicating the process is the fact that turning down the mediator is also a slight of the potential groom and his parents, which will likely generate conflict between the families. If the parties are not careful, the entire community can take sides. One way to alleviate this eventuality is for the young woman’s family to identify a flaw that would make her a less desirable prospect. They might say, “She is sickly.” or “She may not be able to bear children.” Although none of these statements may be true, and probably everyone knows they aren’t, they do provide a way for the young man’s parents to withdraw their request for a perfectly legitimate reason. Everyone saves face, at least at the surface, and peace is preserved.
26. The characteristics of a mediator include all of the following except
[A] unbiased judgment of arguments.
[B] hard prudence in decision-making.
[C] impartial treatment to a conflict.
[D] remarkable insight into controversies.
27. The author deems it important for a mediator
[A] to be quite wealthy and considerate.
[B] to be powerful to shame either party.
[C] to justify the solution of a conflict.
[D] to have high status to fear arguers.
28. In some courtiers, young people’ s marriage
[A] is independent of their parents’ will.
[B] needs careful valuation in advance.
[C] costs a small fortune of their family.
[D] is usually facilitated by a mediator.
29. The request of the groom’s parents may be turned down unless
[A] they manage to hire a qualified mediator.
[B] they make their best choice at all risks.
[C] the young woman’s parents want to lose face.
D] the bride’ s parents dare to offend the mediator.
30. It may be the best way to resolve a conflict for
[A] the entire community to offer support.
[B] a mediator to be identified by both sides.
[C] the outcome of mediation to be acceptable.
[D] a valid excuse to spare both sides’ blushes. Text Three
The Internet, like its network predecessors, has turned out to be far more social than television, and in this respect, the impact of the Internet may be more like that of the telephone than of TV. Our research has shown that interpersonal communication is the dominant use of the Internet at home. That people use the Internet mainly for interpersonal communication, however, does not imply that their social interactions and relationships on the Internet are the same as their traditional social interactions and relationships, or that their social uses of the Internet will have effects comparable to traditional social activity.
Whether social uses of the Internet have positive or negative effects may depend on how the Internet shapes the balance of strong and weak network ties that people maintain. Strong ties are relationships associated with frequent contact, deep feelings of affection and obligation, whereas weak ties are relationships with superficial and easily broken bonds, infrequent contact, and narrow focus. Strong and weak ties alike provide people with social support. Weak ties including weak online ties, are especially useful for linking people to information and social resources unavailable in people’s closest, local groups. Nonetheless, strong social ties are the relationships that generally buffer people from life’s stresses and that lead to better social and psychological outcomes. People receive most of their social support from people with whom they are in most frequent contact, and bigger favors come from those with stronger ties.
Generally, strong personal ties are supported by physical proximity. The Internet potentially reduces the importance of physical proximity in creating and maintaining networks of strong social ties. Unlike face-to-face interaction or even the telephone, the Internet offers opportunities for social interactions that do not depend on the distance between parties. People often use the Internet to keep up with those with whom they have preexisting relationships. But they also develop new relationships on-line. Most of these new relationships are weak. MUDs, newsgroups, and chat rooms put people in contact with a pool of new groups, but these on-line “mixers” are typically organized around specific topics, or activities, and rarely revolve around local community and close family and friends.
Whether a typical relationship developed on-line becomes as strong as a typical traditional relationship and whether having on-line relationships changes the number or quality of a person’s total social involvements are open questions. Empirical evidence about the impact of the Internet on relationships and social involvement is sparse. Many authors have debated whether the Internet will promote community or undercut it. Much of this discussion has been speculative and anecdotal, or is based on cross-sectional data with small samples.
31. The text is mainly about
[A] the dominance of interpersonal communication.
[B] strong and weak personal ties over the Internet.
[C] the difference between old and modern relationships.
[D] an empirical research on the Internet and its impact.
32. It is implied in the text that
[A] the Internet interactions can rival traditional ones.
[B] television is inferior to telephone in social effect.
[C] strong links are far more valid than weak ones.
[D] the Internet features every home and community.
33. The word “buffer” (Para. 2) can probably be replaced by
[A] deviate. [B] alleviate. [C] shield. [D] distract.
34. According to the author, the Internet can
[A] eliminate the hindrance of the distance.
[B] weaken the intimate feelings among people.
[C] provide people with close physical contacts.
[D] enhance our ability to remove social stresses.
35. From the text we can infer that
[A] the evidence for the effect of the Internet seems abundant.
[B] the social impact of the Internet has been barely studied enough.
[C] some discussions are conclusive about the function of the Internet.
[D] random samples have witnessed the positive influence of the Internet.
Text Four
Leadership is hardly a new area of research, of course. For years, academics have debated whether leaders are born or made, whether a person who lacks charisma (capacity to inspire devotion and enthusiasm) can become a leader, and what makes leaders fail. Warren G. Bennis, possibly the possibly the world’s foremost expert on leading, has, together with his co-author, written two best-sellers on the topic. Generally, researchers have found that you can’t explain leadership by way of intelligence, birth order, family wealth or stability, level of education, race, or sex. From one leader to the next, there’s enormous variance in every one of those factors.
The authors’ research led to a new and telling discovery: that every leader, regardless of age, had undergone at least one intense, transformational experience—what the authors call a “crucible” (severe test). These events can either make you or break you. For emerging leaders, they do more making than breaking, providing key lessons to help a person move ahead confidently.
If a crucible helps a person to become leader, there are four essential qualities that allow someone to remain one, according to the authors. They are: an “adaptive capacity” that lets people not only survive inevitable setbacks, heartbreaks, and difficulties but also learn from them; an ability to engage others through shared meaning or a common vision; a distinctive and compelling voice that communicates one’s conviction and desire to do the right thing; and a sense of integrity that allows a leader to distinguish between good and evil.
That sounds obvious enough to be commonplace, until you look at some recent failures that show how valid these dictums (formal statements of opinion) are. The authors believe that former Coca-Cola Co. Chairman M. Douglas Ivester lasted just 28 months because “his grasp of context was sorrowful.” Among other things, Ivester degraded Coke’s highest-ranking African-American even as the company was losing a $ 200 million class action brought by black employees. Procter & Gamble Co. ex-CEO Durk Jager lost his job because he failed to communicate the urgent need for the sweeping changes he was making.
It’s striking, too, that the authors found their geezers (whose formative period, as the authors define them,
was 1945 to 1954, and who were shaped by World War II) sharing what they believed to be a critical trait—the sense of possibility and wonder more often associated with childhood. “Unlike those defeated by time and age, our geezers have remained much like our geeks (who came of age between 1991 and 2000, and grew up “virtual, visual, and digital”)— open, willing to take risks, hungry for knowledge and experience, courageous, and eager to see what the new day brings”, the authors write.
36. The text indicates that leadership research
[A] has been a controversial study for years.
[B] predicts how a leader comes to be.
[C] defines the likelihood to be a leader.
[D] probes the mysteries of leadership.
37. According to Bennis, the trait shared by leaders consists of
[A] top levels of intelligence and education and devotion.
[B] remarkable ability to encourage people with loyalty and hope.
[C] striking qualities of going through serious trials and sufferings.
[D] strong personalities that arouse admiration and confidence.
38. The favorable effect of a crucible depends on whether a leader
[A] proves himself/herself to be a newly emergent one.
[B] accepts it as a useful experience for progress.
[C] shrinks back from tiring and trying experiences.
[D] draws important lessons for his/her followers.
39. A leader can hardly maintain his/her position unless he/she
[A] fulfils all necessary quality requirements.
[B] helps people to prevent defeats and sorrows.
[C] fails to attract people with common concerns.
[D] lacks appealing and strength of character.
40. The authors’ dictums can be justified by the fact that
[A] Douglas Ivester defeated a highest-ranking black employee in a suit.
[B] Durk Jager was dismissed owing to his poor communicating ability.
[C] Geezers couldn’t erase the brands stamped in childhood.
[D] Geeks are sensible enough to meet dangers and challenges. Part B
Directions: You are going to read a list of headings and a text. Choose the most suitable heading from the list A-F for each numbered paragraph (41-45). The first and last paragraphs of the text are not numbered. There is one extra heading which you do not need to use. Mark your answers on ANSWER SHEET 1. (10 points)
[A] Physical Changes
[B] Low Self-Esteem
[C] Emerging Independence and Search for Identity
[D] Emotional Turbulence
[E] Interest in the Opposite Sex
[F] Peer Pressure and Conformity
The transition to adulthood is difficult. Rapid physical growth begins in early adolescence—typically between the ages of 9 and 13—and thought processes start to take on adult characteristics. Many youngsters find these changes distressing because they do not fully understand what is happening to them. Fears and anxieties can be put to rest by simply keeping an open line of communication and preparing for change before it occurs. The main issues that arise during adolescence are:
(41) __________
A child’s self worth is particularly fragile during adolescence. Teenagers often struggle with an overwhelming sense that nobody likes them, that they’re not as good as other people, that they are failures, losers, ugly or unintelligent.
(42) __________
Some form of bodily dissatisfaction is common among pre-teens. If dissatisfaction is great, it may cause them to become shy or very easily embarrassed. In other cases, teens may act the opposite—loud and angry—in an effort to compensate for feelings of self-consciousness and inferiority. As alarming as these bodily changes can be, adolescents may find it equally distressing to not experience the changes at the same time as their peers. Late maturation can cause feelings of inferiority and awkwardness.
(43) __________
Young people feel more strongly about everything during adolescence. Fears become more frightening, pleasures become more exciting, irritations become more distressing and frustrations become more intolerable. Every experience appears king-sized during adolescence. Youngsters having a difficult adolescence may become seriously depressed and/or engage in self-destructive behavior. Often, the first clue that a teenager needs professional help is a deep-rooted shift in attitude and behavior. Parents should be alert to the warning signs of personality change indicating that a teenager needs help. They include repeated school absences, slumping grades, use of alcohol or illegal substances, hostile or dangerous behavior and extreme withdrawal and reclusiveness.
(44) __________
There is tremendous pressure on adolescents to conform to the standards of their peers. This pressure toward conformity can be dangerous in that it applies not only to clothing and hairstyles; it may lead them to do things that they know are wrong.
(45) __________
Adolescence marks a period of increasing independence that often leads to conflict between teenagers and parents. This tension is a normal part of growing up—and for parents, a normal part of the letting-go process. Another normal part of adolescence is confusion over values and beliefs. This time of questioning is important as young people examine the values they have been taught and begin to embrace their own beliefs. Though they may adopt the same beliefs as their parents, discovering them on their own enables the young person to develop a sense of integrity.
Although adolescence will present challenges for young people and their parents, awareness and communication can help pave the way for a smooth transition into this exciting phase of life.
Part C
Directions: Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2. (10 points)
Culture shock might be called an occupational disease of people who have been suddenly transplanted abroad. Like most ailments, it has its own symptoms and cure.
Culture shock is precipitated by the anxiety that results from losing all our familiar signs and symbols of social intercourse. Those signs or cues include the thousand and one ways in which we orient ourselves to the situation of daily life: when to shake hands and what to say when we meet people, when and how to give tips, how to make purchases, when to accept and when to refuse invitations, when to take statements seriously and when not. 46) These cues, which may be words, gestures, facial expressions, customs, or norms, are acquired by all of us in the course of growing up and are as much a part of our culture as the language we speak or the beliefs we accept. 47) All of us depend for our peace of mind and our efficiency on hundreds of these cues, most of which we do not carry on the level of conscious awareness.
Now when an individual enters a strange culture, all or most of these familiar cues are removed. He or she is like a fish out of water. 48) No matter how broad-minded or full of goodwill you may be, a series of props (支柱) have been knocked from under you, followed by a feeling of frustration and anxiety. People react to the frustration in much the same way. First they reject the environment which causes the discomfort. “The ways of the host country are bad because they make us feel bad.” 49) When foreigners in a strange land get together to grouse about the host country and its people, you can be sure they are suffering from culture shock. Another phase of culture shock is regression. The home environment suddenly assumes a tremendous importance. To the foreigner everything becomes irrationally glorified. All the difficulties and problems are forgotten and only the good things back home are remembered. It usually takes trip home to bring one back to reality.
Individuals differ greatly in the degree in which culture shock affects them. Although not common, there are individuals who cannot live in foreign countries. Those who have seen people go through a serious case of culture shock and on to a satisfactory adjustment can discern steps in the process. During the first few weeks most individuals are fascinated by the new. They stay in hotels and associate with nationals who speak their language and are polite and gracious to foreigners. This honeymoon stage may last from a few days or weeks to six months depending on circumstances. 50) If one is a very important person he or she will be taken to the show places, will be pampered and petted, and in a press interview will speak glowingly about progress, goodwill, and international friendship. If he returns home may well write a book about his pleasant if superficial experience abroad.
Section Ⅲ Writing
Part A
51. Directions:
Your classmate, Bob, suffered a lot from the traffic accident one month ago. Besides, he lost his left leg and felt very sad. Write a letter to
1) send out your grief and sympathy,
2) offer your assistance, and
3) show your best wishes.
You should write about 100 words on ANSWER SHEET 2. Do not sign your own name at the end of the letter. Use “Li Ming” instead. Do not write the address. (10 points)
Part B
52. Directions:
Study the following drawing carefully and write an essay to
1) describe the drawing,
2) deduce the purpose of the painter of the drawing, and
3) suggest counter-measures.
You should write about 160—200 words neatly ANSWER SHEET 2. (20 points) 答案詳解：
Section I答案及解析
答案詳解
1.【解析】[B]邏輯銜接題?？崭袂昂笫莾蓚€并列的名詞courts和a monarch，所在句子的含義為：“共同法”是由法庭 1 君主制定。根據(jù)常識可知，美國是民主制國家，法律不由君主制定。因此空格處填入的連接詞應(yīng)肯定前者而否定后者，正確項是[B]rather than，即“法庭而不是君主”。other than通常用在否定句中，表示排除意義，即“除了”，相當(dāng)于except。rather than是連詞，前后連接的成分應(yīng)保持一致，可以是名詞、動詞、形容詞、從句等，通常譯為“而不是”，有時可用介詞短語instead of替代。more than連接名詞時除了表示“多于，超過……以上”，也可以表示“不僅僅，不只是”，相當(dāng)于not only。or rather表示“更確切的說法是……”，相當(dāng)于more exactly。
2.【解析】[D]語義銜接題?？崭裉幪钊氲拿~和governmental搭配，表示“像立法機關(guān)這樣的中央政府……”。[A]agency一般指“服務(wù)機構(gòu)，尤其是代理或經(jīng)銷機構(gòu)”;也可以指(提供特別服務(wù))的政府專門機構(gòu)，如the Central Intelligence Agency(美國中央情報局)。[B]organization泛指各種組織、團體和機構(gòu)。[C]institution多指“大規(guī)模的用于特殊目的的組織”，如educational institution(教育機構(gòu));或者指各種慈善機構(gòu)和社會福利機構(gòu)。[D]authority可表示“有權(quán)力做決定或在某個地區(qū)有特別責(zé)任范圍的人們或組織”，即“*，當(dāng)權(quán)者”。文中l(wèi)egislature指“有權(quán)制定或修改法律的一群人”，即“立法機關(guān)”。因此[D]項為答案。
3.【解析】[A]語義銜接題。[A]項panel指“一組(給予意見和觀點的人)”，如a panel of experts專家組。crew指“(有專門技術(shù)的)一組工作人員，一起工作的一群人”;band指“(因為某種共同的目的而組成且有首領(lǐng)的)一幫人”;flock指a crowd, large number of people。而空格所在部分指的是陪審團小組，就被告有罪無罪給出觀點的一組人，因此[A]項正確。
4.【解析】[C]語義銜接題。空格所在部分的含義是：陪審團是共同法系統(tǒng)……部分。innate意為“天生的，先天的(品質(zhì)、情感等)”;intact意為“完整無缺的”;integral意為“必須的，不可或缺的”;integrated意為“各部分密切協(xié)調(diào)的，完整的，綜合的”。根據(jù)文意，應(yīng)選[C]項。
5.【解析】[B]語義銜接題?？崭癫糠痔钊氲男稳菰~作定語修飾feature，表示“使用陪審團來裁決案件是美國法律系統(tǒng)的一個……特征”。四個選項都是現(xiàn)在分詞轉(zhuǎn)換而成的形容詞，[A]項discriminating意為“有識別力的;有辨別力的;有鑒賞力的”，如a discriminating customer(有鑒賞力的顧客)，它不和feature搭配。[B]項distinguishing意為“顯著的，有區(qū)別的”，a distinguishing feature意為“顯著的特征”;[C]項determining意為“決定性的”，如determining factors(決定因素)，determining feature(決定性的特征);[D]項diminishing意為“縮小的，減少的”。下文提到，很少有其他國家像美國一樣使用陪審團制度，因此它是美國法律系統(tǒng)的一個較突出的特征，[B]項正確。
6.【解析】[D]語義銜接題。[A]、[B]和[C]項都應(yīng)與表示具體某個世紀(jì)的名詞搭配，如in/by/after the twentieth century(在20世紀(jì)/到20世紀(jì)/20世紀(jì)以后)。over接時間名詞時相當(dāng)于during，表示“在……期間”，over the centuries表示“幾個世紀(jì)以來”。
7.【解析】[C]結(jié)構(gòu)銜接題。空格前是一個結(jié)構(gòu)完整的句子juries reach a fairer and more just result，空格后是would be obtained using a judge alone。顯然這里包含了一個從句，由空格處的詞來連接。前文已經(jīng)出現(xiàn)了fairer和more just，它們只能和than構(gòu)成比較級。注意than在這里兼有連詞和代詞的性質(zhì)，相當(dāng)于than what，整個主從句的含義為：在大多數(shù)情況下陪審團比單獨一位法官達到的結(jié)果更公平、公正。 that可代替先行詞result，which和as可代替前面整個句子，但代入后句子意為“陪審團可達到更公平、公正的結(jié)果，這個(結(jié)果)可單獨使用一位法官而達到”，顯然不符合邏輯。
8.【解析】[B]語義銜接題。alone用在名詞或代詞之后可以表示“唯有、唯獨”之意，文中a judge alone表示“僅有一名法官”。alike意為“十分相似地;同樣地”;altogether意為“完全，全部;總共，一共”;apart意為“分開，分離;除外”。
9.【解析】[B]邏輯銜接題。邏輯連接詞的選擇需要分析前后兩句話之間的語義關(guān)系。
因果 9 a jury decides cases after “ 10 ”， or discussions among a group of people,
陪審團裁決案件是在一群人討論后
the jury’s decision is likely to have the 11 from many different people from different backgrounds
陪審團的決定可能有不同背景的不同人的……
根據(jù)分析可知，這里應(yīng)是因果關(guān)系，故選because。although“雖然”表讓步，if“如果”表條件，while“當(dāng)……的時候;雖然，盡管”表時間或讓步。
10.【解析】[A]語義銜接題。空格處的名詞和discussions由連詞or連接，兩者形成了平行結(jié)構(gòu)，語義相近，指“一群人的行為”。
對比四個選項可知，deliberation和discussion同義，常用作復(fù)數(shù)，意為“商議，審議”，是正確答案。meditation作不可數(shù)名詞時，意為“(尤指宗教的)沉思，冥想”;作可數(shù)名詞時，意為“沉思錄”。reflection作不可數(shù)名詞時，意為“沉思，審慎的思考”;作可數(shù)名詞時，意為“思考，回憶”。speculations指“推測，猜測”。因此[A]項正確。
11.【解析】[C]語義銜接題?？崭袼诰渥觮he jury’s decision is likely to have the from many different people from different backgrounds, who must as a group decide what is right的含義為：陪審團的決定可能有來自不同背景的不同人的……。要填入的單詞受到from many different people from different backgrounds, who must as a group decide what is right的限定，既然這些人who must as a group decide what is right (能夠決定事情的對錯)，那么他們的決定一定是有影響力的，因此選項[C]input是正確答案，input可表示“影響”。outline意為“概述，略述，輪廓”;outcome一般指“(事件或行為的)結(jié)果，效果”; intake意為“攝取量，接收人數(shù)”。
12.【解析】[C]語義銜接題?？崭裉幪钊氲拿~是動詞decide的賓語，表示“陪審團用來裁決公民之間發(fā)生的……”。argument指“辯論雙方均以事實或理由來說服對方的辯論”。controversy多指“對引起廣泛興趣或非常重要的問題的公開的辯論”。dispute除了指“爭論，辯論”，也可指“各方圍繞某一問題產(chǎn)生的爭端，糾紛”。代入文中指“公民之間的糾紛”，符合文意。hostility作不可數(shù)名詞時意為“敵意，對抗”，作可數(shù)名詞時常用復(fù)數(shù)形式，意為“敵對行為，戰(zhàn)爭行為”，由于它指具體行為，不與decide(解決，裁決)搭配。
13.【解析】[D]語義銜接題。空格所在部分的含義是：民事案件裁決……公民之間的紛爭。做形容詞時，fellow意為“同類的，同事的，同伴的”，如fellow citizens指“同胞”。individual意為“單獨的，個別的”，后面只接單數(shù)可數(shù)名詞或不可數(shù)名詞，如each individual member/freedom(每個成員/個人自由)。personal意為“個人的，私人的”，不與citizens搭配。private可意為“與工作或官職無關(guān)的，普通的，平民的”，private citizens指“普通公民”，符合文意。
14.【解析】[B]語義銜接題?？崭裉幪钊氲默F(xiàn)在分詞做定語修飾名詞cases，表示“由政府帶來的刑事案件……個人犯罪”。因此關(guān)鍵是辨析幾個核心動詞。assert主觀意味強，指“明確肯定，斷言”，即自認(rèn)為某事就是如此，而不管事實如何。allege多指“不提供證據(jù)的斷言或宣稱”。maintain指“堅決維護某種主張或觀點”。testify多指“在法庭作證，莊嚴(yán)地宣稱自己所說屬實”。由于文中提到的案件是在陪審團作出裁決前由政府提出訴訟的案件，因此allege(指控)為正確答案。
15.【解析】[A]語義銜接題。空格處填入的過去分詞和上文的selected并列，表示“陪審團成員被選出并被……”。summon指“傳喚，傳訊(出庭)”，符合文意。assemble修飾人時表示“召集、集合”。evoke指“引起，喚起(感情、記憶)”。rally指“(為了幫助和支持某人或某事)召集、集合”。
16.【解析】[A]語義銜接題?？崭袼诓糠值暮x是：陪審團由……人數(shù)組成。set意為“安排好的，確定的，固定的”，如follow a set pattern(遵循一種固定的模式)。文中強調(diào)陪審團人數(shù)是固定的，因此應(yīng)選set。exact意為“精確的，嚴(yán)密的”;given意為“(事先)已經(jīng)安排好的，規(guī)定的”，如They were to meet at a given time and place(他們要在規(guī)定的時間和地點會晤);placed意為“有名次的，已獲勝的”。
17.【解析】[D]語義銜接題?？崭袼诓糠謶?yīng)填入過去分詞作定語，修飾the judge，因此關(guān)鍵要辨析四個核心動詞，其搭配為…the judge to the case。assign表示“分配(某物)，分派(工作、任務(wù))等”時，其搭配是assign sth. to sb.，表示“指定，指派;委任，派遣”時，其搭配是assign sb. to sth.。放入文中表示“被指派負(fù)責(zé)案件的法官”。allocate意為“分配……(給)，劃……(歸)”，其搭配是allocate sth. to sb./sth.，一般接事物作直接賓語。allot意為“分配，配給(時間、錢財?shù)?;分配(任務(wù))”，其搭配是allot sth. to sb./sth.，一般也接事物作直接賓語。appoint意為“任命，委任”，其搭配是appoint sb. to/as sth.，但其中sth。一般指的是職位。
18.【解析】[C]語義銜接題?？崭裉幪钊氲膭釉~的主語是the judge，其賓語是the selection of jurors，即表示“法官……陪審團成員的選舉”。oversee意為“監(jiān)督，監(jiān)視(以確保某項工作或活動的恰當(dāng)完成)”，oversee the elections表示“監(jiān)督選舉”。由于法官并不直接參與陪審團的選舉，因此oversee為正確答案。administer意為“管理(公司、組織、機構(gòu))，治理(國家);施行，執(zhí)行”，如administer justice/the law(執(zhí)行審判/執(zhí)法)。manage表示“管理，負(fù)責(zé)(公司、球隊、組織等)”，如manage a factory(管理工廠)，manage a project(負(fù)責(zé)一個項目)。preside是不及物動詞，和介詞over或at搭配表示“主持(會議、儀式等);管理”。
19.【解析】[D]語義銜接題?？崭裉幪钊氲男稳菰~，修飾jurors，根據(jù)上下文可知，這里表示的含義是“一些州(在選舉陪審團成員時)，……陪審團成員由法官詢問”。四個備選單詞的共同詞根是spect表示“看”，四個前綴分別是：in表示“往里面”，ir表示“否定，與……相反”，per表示“每一”，pro表示“向前”。inspective意為“檢查的，視察的;留神的”;irrespective意為“不考慮的，不顧的”;perspective意為“透視，遠景，觀點”;prospective意為“未來的，預(yù)期的”。顯然[D]項符合文意。
20.【解析】[B]語義銜接題?？崭袼诓糠直磉_的含義是：在另一些州，陪審團成員遵照州法律規(guī)定的法規(guī)接受代表……的律師的詢問。四個選項都可以指人的群體。body指“團體，社團，群體”;party指“(條約、會議、訴訟等)當(dāng)事人，參與者，一方”，符合文意;side指“辯論或商務(wù)安排中的一方”;unit指“班組，小隊”，如army/police units(陸軍/警察分隊)。在此，party更加合適。
參考譯文
美國的建國之父們作為大英帝國的前殖民者沿襲了其法律系統(tǒng)。我們有“共同法”，即由法庭而非君主或其他像立法機關(guān)這樣的中央政府權(quán)力機關(guān)制定的法律。陪審團由一群選來裁決案件的普通公民組成，是我們共同法系統(tǒng)基本的組成部分。
使用陪審團裁決案件是美國法律系統(tǒng)的一個顯著特征。在世界上很少有其他國家和美國一樣使用陪審團。幾個世紀(jì)以來，許多人已經(jīng)相信在大多數(shù)情況下陪審團比許多國家那樣單獨使用一位法官達成的結(jié)果更公平、公正。因為陪審團裁決案件是在一群人“審議”或討論后，因此他們的決定可能受到不同背景的不同人的影響，這些人必須作為一個團體來決定什么是正確的。
陪審團既被用在裁決普通公民之間糾紛的民事案件中，也用在裁決政府提出訟訴聲稱個人犯罪的刑事案件中。陪審團成員從美國公民中選出并被傳喚。由固定人數(shù)組成的陪審團在每一個需要陪審團的案件中都會被召喚。
被指派負(fù)責(zé)案件的法官監(jiān)督陪審團成員的選舉。在一些州，未來的陪審團成員由法官詢問，而在另一些州，他們遵照州法律規(guī)定的法規(guī)接受代表各方當(dāng)事人的律師的詢問。
SectionⅡ Reading Comprehension
Part A 答案及解析
Text One
一、文章大意與結(jié)構(gòu)
此文主要討論幸福感與不幸福感的關(guān)系。第一、二段指出，幸福感與不幸福感并不是同一情感的兩個方面， 而是兩種共存的不同感受， 兩者之間沒有多少關(guān)系。第三至五段提到，不幸福感的遺傳稟性可能存在于某些家庭，而幸福感則主要靠后天培養(yǎng)。幸福感是一種主觀感受，天生感到不幸福的人也可通過自己的努力增加幸福感。
此文結(jié)構(gòu)上的顯著特點是各段中均使用轉(zhuǎn)折詞“but”或“however”，前半段的敘述作為鋪墊，后半段以轉(zhuǎn)折詞引出作者的觀點。
二、試題解析
21. [A]判斷題。此文第三段第三、四句說，研究表明，不幸福感的遺傳稟性可能存在于某些家庭。幸福感似乎與遺傳無關(guān)。由此可以斷定，A“不幸福感是遺傳的，而不是受環(huán)境影響的”正確。
B“幸福與不幸?；闂l件”，與第一段末句相悖;C“不幸受外部因素而不是內(nèi)部因素影響”，與A項相反;D“幸福是一種不可控的主觀感受”錯誤，幸福并非“uncontrollable”，它可以培養(yǎng)(三段末句)。
22. [C]細節(jié)題。 題干中的關(guān)鍵詞是“achieve happiness by…”。文中有兩處對此進行了回答：第三段末句“獲得快樂的能力主要是自己培養(yǎng)的”，第五段末句“你可以通過自己的行動增加幸?！薄Ｒ虼薈“不懈努力地追求它”符合文意。
A“保持一般的幸福程度”，B“逃避生活中惱人的事情”，D“認(rèn)識到它與不幸福共存”，均不正確。
23. [D]詞義題。詞語意義的判斷必依據(jù)上下文：其前一句“他們也開始發(fā)現(xiàn)誰幸福誰不幸福及其原因”，其后一句“研究尚未找到幸福生活的簡單定律，但業(yè)已發(fā)現(xiàn)某些行動和態(tài)度似乎會更使人們接近最渴望的那種感受”， 且句中謂語皆為現(xiàn)在完成時。故D“迄今為止”在意義和結(jié)構(gòu)上皆恰當(dāng)。
A“結(jié)果”，B“此外”，C“目前”，均不可取。
24. [B] 判斷題。題干中的關(guān)鍵詞是作者的believes(看法)。依據(jù)第一段末句“他們是兩種不同的情感， 二者共存，各自增減”判斷， B“他們各自獨立又同時存在”符合作者看法。
A“人們因為出身貧寒而感到不幸福”，不合文意;C“人們參加更多的活動可感到幸福”是對actions的曲解;D“它們是人類采取的行動和態(tài)度”， 對第四段末句的曲解，行為和態(tài)度本身并非幸?；虿恍腋?。
25. [A] 句意題?！癮nd that’s that”是對前半句的進一步肯定，意為“就是這樣;就是這么回事”。據(jù)此，只有A“情況無法改變”符合句意。
B“幸福依然難以獲得”，C“但他們對此考慮不多”，D“但他們對此未意識到”。
Text Two
文章大意與結(jié)構(gòu)
此文主要介紹中間人應(yīng)具有的特質(zhì)，如必須公正并擁有一定的社會、經(jīng)濟地位等;其余各段介紹中間人在一些國家的婚俗中所扮演的角色及有關(guān)情況。
26. 細節(jié)題。研讀第1段可知，[D]“對爭議有非凡的洞察力”在文中并未提及，為所需答案。[A]“對爭論公正的判斷”，[C]“對爭端公正的裁決”，都在第1段第2句中提到;[B]“決策過程中嚴(yán)格審慎”在第1段第5句中有所體現(xiàn)。
27. 細節(jié)題。據(jù)第1段第5、6句可知，[B]“相當(dāng)富有且考慮周全”為正確答案。[A]“有足夠權(quán)威使任一方丟臉”，[D]“擁有高社會地位令爭辯者懼怕”，均為偷天換日;[C]“證明其對爭端的解決辦法正確”，文中未提。
28. 細節(jié)題。據(jù)第2段第2句的后半句可知，[C]“通常由中間人促成”為正確答案。[A]“不受父母意愿影響”，[B]“需事先詳細斟酌”，[D]“要花家里一大筆錢”，分別是對第2段一些詞語的曲解。
29. 句義題。題干中的關(guān)鍵詞是“may be turned down”與“unless(如果不，除非)”。據(jù)第3段第1句內(nèi)容判斷，[A]“設(shè)法聘請一位有資格的中間人”恰是該句的反問表述。[B]“他們不顧一切贏得選擇”，[C]“女方父母想要丟面子”，[D]“女方父母敢于得罪中間人”，都不合句意。
30. 細節(jié)題。題干中“the best way to resolve a conflict”表示此題針對末段最后幾句內(nèi)容：解決問題的一個辦法是女方家人證明女方有缺陷，不適合做新娘，這樣各方都能保存面子。[D]“一個正當(dāng)?shù)慕杩谑闺p方免于難看”恰與此意吻合，為正確答案。[A]“全社區(qū)提供支持”，[B]“雙方都認(rèn)可同一位中間人”，[C]“調(diào)解的結(jié)果是可接受的”，皆與文意不符。
Text Three
試題解析
31. 本文主要是關(guān)于
[A] 人際交往的主導(dǎo)地位。 [B] 網(wǎng)絡(luò)上的牢固與不牢固人際關(guān)系。
[C] 古老與現(xiàn)代關(guān)系的差異。 [D] 對網(wǎng)絡(luò)及其影響的、依據(jù)經(jīng)驗的研究?！綝】
【解析】主旨題。文章前面的段落介紹了有關(guān)因特網(wǎng)的社交性使用可能產(chǎn)生的影響的研究，最后一段指出，網(wǎng)絡(luò)產(chǎn)生的影響是有待解決的問題，依據(jù)經(jīng)驗得到的、有關(guān)因特網(wǎng)對關(guān)系與社會交往產(chǎn)生的影響的證據(jù)很少，有關(guān)這個問題的許多討論都是猜測性的、軼事性的。這說明，本文主要是根據(jù)經(jīng)驗介紹有關(guān)網(wǎng)絡(luò)產(chǎn)生的影響的研究。D與此意符合，可以表達本文的主題，為正確答案。A和C屬于無中生有;B是在介紹網(wǎng)絡(luò)產(chǎn)生的影響時涉及的內(nèi)容，不能表達本文的主題。
32. 文中暗示，
[A] 因特網(wǎng)網(wǎng)絡(luò)交往可以與傳統(tǒng)交往相提并論。 [B] 在社會影響方面，電視不如電話。
[C] 牢固的關(guān)系比不牢固的關(guān)系有效得多。 [D] 網(wǎng)絡(luò)是每個家庭和社會的特色?！綛】
【解析】推論題。第一段提到，據(jù)證實，與電視相比，因特網(wǎng)的社會性強得多，因此，因特網(wǎng)的影響可能更像電話的影響，而不是電視的影響。由此可知，電視的社會影響沒有電話大。B與此意符合，為正確答案。A是針對第一段最后一句話設(shè)置的干擾項，與文意不符合;C是針對第二段設(shè)置的干擾項，與文意不符合;D屬于無中生有。
33. 單詞“buffer”(第二段)可能被替換。
[A] 背離 [B] 緩解 [C] 保護 [D] 使分心【C】
【解析】詞義題。第二段首先解釋了牢固的關(guān)系和不牢固的關(guān)系，隨后提到了該詞所在的句子——牢固的關(guān)系是那些通常使人們免受生活壓力的關(guān)系，是那些產(chǎn)生更好的社會和心理效果的關(guān)系。根據(jù)“l(fā)ead to better social and psychological outcomes”以及該詞的賓語“l(fā)ife’s stresses”可知，該詞可能的意思是“使……免于……”。C是對該詞的同義替換，為正確答案。A和D是誤解了該詞的意思，B不準(zhǔn)確，因為alleviate不與from搭配使用。
34. 根據(jù)作者的觀點，因特網(wǎng)可以
[A] 消除距離障礙。 [B] 削弱人們的親密感情。
[C] 使人們有親密的身體接觸。 [D] 提高人們消除社會壓力的能力。【A】
【解析】細節(jié)題。第三段介紹了因特網(wǎng)在創(chuàng)建并維持牢固的社會關(guān)系網(wǎng)絡(luò)方面產(chǎn)生的影響——可能降低了身體接觸的重要性，提供社會交往的機會，這些交往不依賴于雙方之間的距離。這說明，因特網(wǎng)不依賴于雙方之間的距離。A與此意符合，為正確答案。C與此意相反;B是針對第三段第一、二句話設(shè)置的干擾項，與文意不符合;D是針對第二段最后一句話設(shè)置的干擾項，那是在介紹牢固的關(guān)系，與題目的要求不符。
35. 根據(jù)本文，我們可以推知
[A] 有關(guān)因特網(wǎng)影響的證據(jù)似乎很充分。 [B] 有關(guān)因特網(wǎng)的社會影響的研究不夠。
[C] 某些對因特網(wǎng)作用的討論是決定性的。 [D] 隨便的例子都可證明因特網(wǎng)的積極影響。【B】
【解析】推論題。前面的段落介紹了有關(guān)因特網(wǎng)產(chǎn)生的影響的一些觀點，最后一段指出，依據(jù)經(jīng)驗得到的、有關(guān)因特網(wǎng)對關(guān)系與社會交往產(chǎn)生的影響的證據(jù)很少，有關(guān)這個問題的許多討論都是猜測性的、軼事性的，或者是基于有很少例子的有代表性數(shù)據(jù)。由此可知，有關(guān)因特網(wǎng)產(chǎn)生的社會影響的研究太少。B與此意符合，為正確答案。A與此意相反;C是針對最后一段最后一句話設(shè)置的干擾項，與文意不符合;D是針對最后一段第一句話設(shè)置的干擾項，與文意不符合。
全文譯文
據(jù)證實，就像以前的網(wǎng)絡(luò)一樣，與電視相比，因特網(wǎng)的社會性強得多，因此，因特網(wǎng)的影響可能更像電話的影響，而不是電視的影響。我們的研究顯示，人際交流是因特網(wǎng)在家庭的主要用途。不過，人們使用因特網(wǎng)主要是為了人際交流，這并不意味著他們在因特網(wǎng)上的社會交往和關(guān)系類似于他們的傳統(tǒng)社會交往和關(guān)系，或者他們在社交中使用因特網(wǎng)會產(chǎn)生類似于傳統(tǒng)社會活動的影響。
因特網(wǎng)的社交性使用會產(chǎn)生積極影響還是消極影響，可能依賴于因特網(wǎng)如何保持人們維持的穩(wěn)固和不牢固網(wǎng)絡(luò)關(guān)系的平衡。牢固的關(guān)系是與頻繁的接觸、深厚的友愛感以及堅定的責(zé)任感有關(guān)的關(guān)系，而不牢固的關(guān)系是與表面上的、容易破裂的聯(lián)系、不經(jīng)常的接觸以及有限的共同點有關(guān)的關(guān)系。穩(wěn)固和不牢固的關(guān)系以同樣的方式為人們提供社會支持。對于讓人們接觸其最接近的地方群體難以獲得的信息和社會資源，不牢固的關(guān)系，包括不牢固的網(wǎng)絡(luò)關(guān)系，尤其有用。但是，牢固的關(guān)系是那些通常使人們免受生活壓力的關(guān)系，是那些產(chǎn)生更好的社會和心理效果的關(guān)系，人們從他們接觸最頻繁的那些人那里得到大多數(shù)社會支持，更大的支持來自于那些有更牢固關(guān)系的人們。
通常情況下，牢固的個人關(guān)系受到身體接觸的維持。在創(chuàng)建并維持牢固的社會關(guān)系網(wǎng)絡(luò)時，因特網(wǎng)可能降低了身體接觸的重要性。不像面對面的交往，或者電話交流，因特網(wǎng)提供社會交往的機會，這些交往不依賴于雙方之間的距離。人們通常利用因特網(wǎng)與那些以前就有關(guān)系的人保持聯(lián)系。但是，他們也在網(wǎng)上發(fā)展新關(guān)系。大多數(shù)這樣的新關(guān)系都不牢固。多用戶網(wǎng)絡(luò)游戲、網(wǎng)絡(luò)新聞組以及聊天室使得人們接觸大量的新群體，但是，這些網(wǎng)絡(luò)“混合群體”通常是因為特別話題或活動組織起來的，很少在地方群體和親屬、朋友中循環(huán)出現(xiàn)。
在網(wǎng)上發(fā)展的典型關(guān)系是否會像典型的傳統(tǒng)關(guān)系一樣牢固，發(fā)展網(wǎng)絡(luò)關(guān)系是否改變了個人總體社會交往的數(shù)量與質(zhì)量，這些是有待討論的問題。依據(jù)經(jīng)驗得到的、有關(guān)因特網(wǎng)對關(guān)系與社會交往產(chǎn)生的影響的證據(jù)很少。許多作者對于因特網(wǎng)是會促進社會發(fā)展還是會破壞社會發(fā)展有爭議。有關(guān)這個問題的許多討論都是猜測性的、軼事性的，或者是基于有很少例子的有代表性數(shù)據(jù)。
Text Four
文章大意與結(jié)構(gòu)
此文主要介紹一些學(xué)者對領(lǐng)導(dǎo)才能構(gòu)成要素的研究。第一段指出，研究人員對于什么樣的人能夠成為這一問題并無定論;第二段說明，某些學(xué)者的研究成果顯示，經(jīng)受住研究考驗是眾多的共同特征;第三段介紹了成為領(lǐng)導(dǎo)的四大關(guān)鍵因素，并在第四段中舉出具體事例來說明這些素質(zhì)的重要性;最后一段舉出了眾多共有的另一關(guān)鍵特征：對于未來的可能性充滿期待、追求和渴望。
36. 推論題。 第一段第二句表明，多年來，研究者們一直就構(gòu)成和成敗的種種因素爭論不休。由此推斷，【D】“探究領(lǐng)導(dǎo)才能的奧秘”正確;【B】“預(yù)測是如何形成的”，【C】“描述成為領(lǐng)導(dǎo)的可能性”，均不符合第一段文意。
37. 判斷題 Bennis 的觀點體現(xiàn)在第二段：所有不分老少，都經(jīng)歷過至少一次激烈的變革，即“crucial”(嚴(yán)峻的考驗)。由此可以判斷，【C】“能夠經(jīng)受嚴(yán)峻考驗和磨難的突出品質(zhì)”為正確答案。
38. 判斷題 題干的關(guān)鍵詞“crucial”表明此題針對第二段，由該段末句可知：嚴(yán)峻的考驗不會使新興崩潰，而會造就他們，使他們從中獲得至關(guān)重要的經(jīng)驗，從而滿懷信心的前進。據(jù)此判斷，[B]“把它看做是有益于進步的經(jīng)歷”與句意相符。
39. 細節(jié)題 題干中的“maintain his/her position”相當(dāng)于第三段第一句中的“remain one(a leader)”。 該句表明，有四個重要素質(zhì)是能否保住領(lǐng)導(dǎo)地位的關(guān)鍵。由此可知，【A】“滿足所有必需的品質(zhì)條件”為正確答案。
40. 例證題。 題干中的關(guān)鍵詞“dictum”出現(xiàn)在第四段，該段末句表明，保潔公司的前首席執(zhí)行官因未能有效地溝通他所進行的全面改革的緊迫性而丟掉了工作。因此【B】“Durk Jager因其溝通能力不佳而被解職”符合文意。
Part B答案及解析
答案 41.B 42.A 43.D 44.F 45.C
總體分析
本文是介紹青春期變化的說明文，共七個段落，可以分成三個部分。
第一段：指出青春期的變化帶來的苦惱和恐懼可以通過交流和提前準(zhǔn)備得以消除。
第二段至第六段：分別論述青春期出現(xiàn)的問題。
第七段：再次重申第一段的觀點，即了解問題和交流能有助于這個時期的平穩(wěn)過渡。
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)
As former colonists of Great Britain, the Founding Fathers of the United States adopted much of the legal system of Great Britain. We have a “common law”, or law made by courts 1 a monarch or other central governmental 2 like a legislature. The jury, a 3 of ordinary citizens chosen to decide a case, is an 4 part of our common-law system.
Use of juries to decide cases is a 5 feature of the American legal system. Few other countries in the world use juries as we do in the United States. 6 the centuries, many people have believed that juries in most cases reach a fairer and more just result 7 would be obtained using a judge 8 , as many countries do. 9 a jury decides cases after “ 10 ”， or discussions among a group of people, the jury’s decision is likely to have the 11 from many different people from different backgrounds, who must as a group decide what is right.
Juries are used in both civil cases, which decide 12 among 13 citizens, and criminal cases, which decide cases brought by the government 14 that individuals have committed crimes. Juries are selected from the U.S. citizens and 15 . Jurors, consisting of 16 numbers, are called for each case requiring a jury.
The judge 17 to the case 18 the selection of jurors to serve as the jury for that case. In some states, 19 jurors are questioned by the judge; in others, they are questioned by the lawyers representing the 20 under rules dictated by state law.
1.[A]other than [B]rather than [C]more than [D]or rather
2.[A]agency [B]organization [C]institution [D]authority
3.[A]panel [B]crew [C]band [D]flock
4.[A]innate [B]intact [C]integral [D]integrated
5.[A]discriminating [B]distinguishing [C]determining [D]diminishing
6.[A]In [B]By [C]After [D]Over
7.[A]that [B]which [C]than [D]as
8.[A]alike [B]alone [C]altogether [D]apart
9.[A]Although [B]Because [C]If [D]While
10.[A]deliberations [B]meditations [C]reflections [D]speculations
11.[A]outline [B]outcome [C]input [D]intake
12.[A]arguments [B]controversies [C]disputes [D]hostilities
13.[A]fellow [B]individual [C]personal [D]private
14.[A]asserting [B]alleging [C]maintaining [D]testifying
15.[A]summoned [B]evoked [C]rallied [D]assembled
16.[A]set [B]exact [C]given [D]placed
17.[A]allocated [B]allotted [C]appointed [D]assigned
18.[A]administers [B]manages [C]oversees [D]presides
19.[A]inspective [B]irrespective [C]perspective [D]prospective
20.[A]bodies [B]parties [C]sides [D]units SectionⅡ 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 One
It’s plain common sense—the more happiness you feel, the less unhappiness you experience. It’s plain common sense, but it’s not true. Recent research reveals that happiness and unhappiness are not really two sides of the same emotion. They are two distinct feelings that, coexisting, rise and fall independently.
People might think that the higher a person’s level of unhappiness, the lower their level of happiness and vice versa. But when researchers measure people’s average levels of happiness and unhappiness, they often find little relationship between the two.
The recognition that feelings of happiness and unhappiness can co-exist much like love and hate in a close relationship may offer valuable clues on how to lead a happier life. It suggests, for example, that changing or avoiding things that make you miserable may well make you less miserable, but probably won’t make you any happier. That advice is backed up by an extraordinary series of studies which indicate that a genetic predisposition for unhappiness may run in certain families. On the other hand, researchers have found happiness doesn’t appear to be anyone’s heritage. The capacity for joy is a talent you develop largely for yourself.
Psychologists have settled on a working definition of the feeling—happiness is a sense of subjective well-being. They have also begun to find out who’s happy, who isn’t and why. To date, the research hasn’t found a simple formula for a happy life, but it has discovered some of the actions and attitudes that seem to bring people closer to that most desired of feelings.
Why is unhappiness less influenced by environment? When we are happy, we are more responsive to people and keep up connections better than when we are feeling sad. This doesn’t mean, however, that some people are born to be sad and that’s that. Genes may predispose one to unhappiness, but disposition can be influenced by personal choice. You can increase your happiness through your own actions.
21. According to the text, it is true that
[A] unhappiness is more inherited than affected by environment.
[B] happiness and unhappiness are mutually conditional.
[C] unhappiness is subject to external more than internal factors.
[D] happiness is an uncontrollable subjective feeling.
22. The author argues that one can achieve happiness by
[A] maintaining it at an average level.
[B] escaping miserable occurrences in life.
[C] pursuing it with one’s painstaking effort.
[D] realizing its coexistence with unhappiness.
23. The phrase “To date” (Para. 4) can be best replaced by
[A] As a result.
[B] In addition.
[C] At present.
[D] Until now.
24. What do you think the author believes about happiness and unhappiness?
[A] One feels unhappy owing to his miserable origin.
[B] They are independent but existing concurrently
[C] One feels happy by participating in more activities.
[D] They are actions and attitudes taken by human beings.
25. The sentence “That’s that” (Para. 5) probably means: Some people are born to be sad
[A] and the situation cannot be altered.
[B] and happiness remains inaccessible.
[C] but they don’t think much about it.
[D] but they remain unconscious of it.
Text Two
What are the characteristics of a mediator? Foremost, the mediator needs to be seen as a respected neutral, objective third party who is capable of weighing out fairness in the resolution of a conflict. The mediator must be trusted by both parties to come up with a solution that will protect them from shame. While the central issue is justice, the outcome needs to be win-win, no losers. The abilities to listen impartially, suspend judgment, and accurately gather and assess information are other important characteristics. Finally, to function effectively the mediator must have power (financial, status, position), so that both parties will take seriously and abide by the mediator’s judgment. If one party refused to cooperate, he or she should fear the possibility of being shamed and losing face before the mediator and the whole community. If that real possibility does not enter the minds of both parties, the mediator will be ineffective.
In several countries mediators are still used to find a bride for a man. Usually this is a job for the parents, and they in turn employ the services of a mediator. Because this event takes much planning, the parents will try to identify the mediator well in advance. Since these services sometimes require reward, money must be saved. Or in some cases parents try to do a number of favors for the mediator so that he or she will feel indebtedness and perform the service as a kind of repayment.
The parents will try to get the most influential mediator possible, to boost their chances of being approved by the potential bride’s parents. The young woman’s parents will not want to risk shame by turning down a request from such an important person—so the reasoning goes. Of course, the higher-ranked the mediator, the higher the cost of the services.
Complicating the process is the fact that turning down the mediator is also a slight of the potential groom and his parents, which will likely generate conflict between the families. If the parties are not careful, the entire community can take sides. One way to alleviate this eventuality is for the young woman’s family to identify a flaw that would make her a less desirable prospect. They might say, “She is sickly.” or “She may not be able to bear children.” Although none of these statements may be true, and probably everyone knows they aren’t, they do provide a way for the young man’s parents to withdraw their request for a perfectly legitimate reason. Everyone saves face, at least at the surface, and peace is preserved.
26. The characteristics of a mediator include all of the following except
[A] unbiased judgment of arguments.
[B] hard prudence in decision-making.
[C] impartial treatment to a conflict.
[D] remarkable insight into controversies.
27. The author deems it important for a mediator
[A] to be quite wealthy and considerate.
[B] to be powerful to shame either party.
[C] to justify the solution of a conflict.
[D] to have high status to fear arguers.
28. In some courtiers, young people’ s marriage
[A] is independent of their parents’ will.
[B] needs careful valuation in advance.
[C] costs a small fortune of their family.
[D] is usually facilitated by a mediator.
29. The request of the groom’s parents may be turned down unless
[A] they manage to hire a qualified mediator.
[B] they make their best choice at all risks.
[C] the young woman’s parents want to lose face.
D] the bride’ s parents dare to offend the mediator.
30. It may be the best way to resolve a conflict for
[A] the entire community to offer support.
[B] a mediator to be identified by both sides.
[C] the outcome of mediation to be acceptable.
[D] a valid excuse to spare both sides’ blushes. Text Three
The Internet, like its network predecessors, has turned out to be far more social than television, and in this respect, the impact of the Internet may be more like that of the telephone than of TV. Our research has shown that interpersonal communication is the dominant use of the Internet at home. That people use the Internet mainly for interpersonal communication, however, does not imply that their social interactions and relationships on the Internet are the same as their traditional social interactions and relationships, or that their social uses of the Internet will have effects comparable to traditional social activity.
Whether social uses of the Internet have positive or negative effects may depend on how the Internet shapes the balance of strong and weak network ties that people maintain. Strong ties are relationships associated with frequent contact, deep feelings of affection and obligation, whereas weak ties are relationships with superficial and easily broken bonds, infrequent contact, and narrow focus. Strong and weak ties alike provide people with social support. Weak ties including weak online ties, are especially useful for linking people to information and social resources unavailable in people’s closest, local groups. Nonetheless, strong social ties are the relationships that generally buffer people from life’s stresses and that lead to better social and psychological outcomes. People receive most of their social support from people with whom they are in most frequent contact, and bigger favors come from those with stronger ties.
Generally, strong personal ties are supported by physical proximity. The Internet potentially reduces the importance of physical proximity in creating and maintaining networks of strong social ties. Unlike face-to-face interaction or even the telephone, the Internet offers opportunities for social interactions that do not depend on the distance between parties. People often use the Internet to keep up with those with whom they have preexisting relationships. But they also develop new relationships on-line. Most of these new relationships are weak. MUDs, newsgroups, and chat rooms put people in contact with a pool of new groups, but these on-line “mixers” are typically organized around specific topics, or activities, and rarely revolve around local community and close family and friends.
Whether a typical relationship developed on-line becomes as strong as a typical traditional relationship and whether having on-line relationships changes the number or quality of a person’s total social involvements are open questions. Empirical evidence about the impact of the Internet on relationships and social involvement is sparse. Many authors have debated whether the Internet will promote community or undercut it. Much of this discussion has been speculative and anecdotal, or is based on cross-sectional data with small samples.
31. The text is mainly about
[A] the dominance of interpersonal communication.
[B] strong and weak personal ties over the Internet.
[C] the difference between old and modern relationships.
[D] an empirical research on the Internet and its impact.
32. It is implied in the text that
[A] the Internet interactions can rival traditional ones.
[B] television is inferior to telephone in social effect.
[C] strong links are far more valid than weak ones.
[D] the Internet features every home and community.
33. The word “buffer” (Para. 2) can probably be replaced by
[A] deviate. [B] alleviate. [C] shield. [D] distract.
34. According to the author, the Internet can
[A] eliminate the hindrance of the distance.
[B] weaken the intimate feelings among people.
[C] provide people with close physical contacts.
[D] enhance our ability to remove social stresses.
35. From the text we can infer that
[A] the evidence for the effect of the Internet seems abundant.
[B] the social impact of the Internet has been barely studied enough.
[C] some discussions are conclusive about the function of the Internet.
[D] random samples have witnessed the positive influence of the Internet.
Text Four
Leadership is hardly a new area of research, of course. For years, academics have debated whether leaders are born or made, whether a person who lacks charisma (capacity to inspire devotion and enthusiasm) can become a leader, and what makes leaders fail. Warren G. Bennis, possibly the possibly the world’s foremost expert on leading, has, together with his co-author, written two best-sellers on the topic. Generally, researchers have found that you can’t explain leadership by way of intelligence, birth order, family wealth or stability, level of education, race, or sex. From one leader to the next, there’s enormous variance in every one of those factors.
The authors’ research led to a new and telling discovery: that every leader, regardless of age, had undergone at least one intense, transformational experience—what the authors call a “crucible” (severe test). These events can either make you or break you. For emerging leaders, they do more making than breaking, providing key lessons to help a person move ahead confidently.
If a crucible helps a person to become leader, there are four essential qualities that allow someone to remain one, according to the authors. They are: an “adaptive capacity” that lets people not only survive inevitable setbacks, heartbreaks, and difficulties but also learn from them; an ability to engage others through shared meaning or a common vision; a distinctive and compelling voice that communicates one’s conviction and desire to do the right thing; and a sense of integrity that allows a leader to distinguish between good and evil.
That sounds obvious enough to be commonplace, until you look at some recent failures that show how valid these dictums (formal statements of opinion) are. The authors believe that former Coca-Cola Co. Chairman M. Douglas Ivester lasted just 28 months because “his grasp of context was sorrowful.” Among other things, Ivester degraded Coke’s highest-ranking African-American even as the company was losing a $ 200 million class action brought by black employees. Procter & Gamble Co. ex-CEO Durk Jager lost his job because he failed to communicate the urgent need for the sweeping changes he was making.
It’s striking, too, that the authors found their geezers (whose formative period, as the authors define them,
was 1945 to 1954, and who were shaped by World War II) sharing what they believed to be a critical trait—the sense of possibility and wonder more often associated with childhood. “Unlike those defeated by time and age, our geezers have remained much like our geeks (who came of age between 1991 and 2000, and grew up “virtual, visual, and digital”)— open, willing to take risks, hungry for knowledge and experience, courageous, and eager to see what the new day brings”, the authors write.
36. The text indicates that leadership research
[A] has been a controversial study for years.
[B] predicts how a leader comes to be.
[C] defines the likelihood to be a leader.
[D] probes the mysteries of leadership.
37. According to Bennis, the trait shared by leaders consists of
[A] top levels of intelligence and education and devotion.
[B] remarkable ability to encourage people with loyalty and hope.
[C] striking qualities of going through serious trials and sufferings.
[D] strong personalities that arouse admiration and confidence.
38. The favorable effect of a crucible depends on whether a leader
[A] proves himself/herself to be a newly emergent one.
[B] accepts it as a useful experience for progress.
[C] shrinks back from tiring and trying experiences.
[D] draws important lessons for his/her followers.
39. A leader can hardly maintain his/her position unless he/she
[A] fulfils all necessary quality requirements.
[B] helps people to prevent defeats and sorrows.
[C] fails to attract people with common concerns.
[D] lacks appealing and strength of character.
40. The authors’ dictums can be justified by the fact that
[A] Douglas Ivester defeated a highest-ranking black employee in a suit.
[B] Durk Jager was dismissed owing to his poor communicating ability.
[C] Geezers couldn’t erase the brands stamped in childhood.
[D] Geeks are sensible enough to meet dangers and challenges. Part B
Directions: You are going to read a list of headings and a text. Choose the most suitable heading from the list A-F for each numbered paragraph (41-45). The first and last paragraphs of the text are not numbered. There is one extra heading which you do not need to use. Mark your answers on ANSWER SHEET 1. (10 points)
[A] Physical Changes
[B] Low Self-Esteem
[C] Emerging Independence and Search for Identity
[D] Emotional Turbulence
[E] Interest in the Opposite Sex
[F] Peer Pressure and Conformity
The transition to adulthood is difficult. Rapid physical growth begins in early adolescence—typically between the ages of 9 and 13—and thought processes start to take on adult characteristics. Many youngsters find these changes distressing because they do not fully understand what is happening to them. Fears and anxieties can be put to rest by simply keeping an open line of communication and preparing for change before it occurs. The main issues that arise during adolescence are:
(41) __________
A child’s self worth is particularly fragile during adolescence. Teenagers often struggle with an overwhelming sense that nobody likes them, that they’re not as good as other people, that they are failures, losers, ugly or unintelligent.
(42) __________
Some form of bodily dissatisfaction is common among pre-teens. If dissatisfaction is great, it may cause them to become shy or very easily embarrassed. In other cases, teens may act the opposite—loud and angry—in an effort to compensate for feelings of self-consciousness and inferiority. As alarming as these bodily changes can be, adolescents may find it equally distressing to not experience the changes at the same time as their peers. Late maturation can cause feelings of inferiority and awkwardness.
(43) __________
Young people feel more strongly about everything during adolescence. Fears become more frightening, pleasures become more exciting, irritations become more distressing and frustrations become more intolerable. Every experience appears king-sized during adolescence. Youngsters having a difficult adolescence may become seriously depressed and/or engage in self-destructive behavior. Often, the first clue that a teenager needs professional help is a deep-rooted shift in attitude and behavior. Parents should be alert to the warning signs of personality change indicating that a teenager needs help. They include repeated school absences, slumping grades, use of alcohol or illegal substances, hostile or dangerous behavior and extreme withdrawal and reclusiveness.
(44) __________
There is tremendous pressure on adolescents to conform to the standards of their peers. This pressure toward conformity can be dangerous in that it applies not only to clothing and hairstyles; it may lead them to do things that they know are wrong.
(45) __________
Adolescence marks a period of increasing independence that often leads to conflict between teenagers and parents. This tension is a normal part of growing up—and for parents, a normal part of the letting-go process. Another normal part of adolescence is confusion over values and beliefs. This time of questioning is important as young people examine the values they have been taught and begin to embrace their own beliefs. Though they may adopt the same beliefs as their parents, discovering them on their own enables the young person to develop a sense of integrity.
Although adolescence will present challenges for young people and their parents, awareness and communication can help pave the way for a smooth transition into this exciting phase of life.
Part C
Directions: Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2. (10 points)
Culture shock might be called an occupational disease of people who have been suddenly transplanted abroad. Like most ailments, it has its own symptoms and cure.
Culture shock is precipitated by the anxiety that results from losing all our familiar signs and symbols of social intercourse. Those signs or cues include the thousand and one ways in which we orient ourselves to the situation of daily life: when to shake hands and what to say when we meet people, when and how to give tips, how to make purchases, when to accept and when to refuse invitations, when to take statements seriously and when not. 46) These cues, which may be words, gestures, facial expressions, customs, or norms, are acquired by all of us in the course of growing up and are as much a part of our culture as the language we speak or the beliefs we accept. 47) All of us depend for our peace of mind and our efficiency on hundreds of these cues, most of which we do not carry on the level of conscious awareness.
Now when an individual enters a strange culture, all or most of these familiar cues are removed. He or she is like a fish out of water. 48) No matter how broad-minded or full of goodwill you may be, a series of props (支柱) have been knocked from under you, followed by a feeling of frustration and anxiety. People react to the frustration in much the same way. First they reject the environment which causes the discomfort. “The ways of the host country are bad because they make us feel bad.” 49) When foreigners in a strange land get together to grouse about the host country and its people, you can be sure they are suffering from culture shock. Another phase of culture shock is regression. The home environment suddenly assumes a tremendous importance. To the foreigner everything becomes irrationally glorified. All the difficulties and problems are forgotten and only the good things back home are remembered. It usually takes trip home to bring one back to reality.
Individuals differ greatly in the degree in which culture shock affects them. Although not common, there are individuals who cannot live in foreign countries. Those who have seen people go through a serious case of culture shock and on to a satisfactory adjustment can discern steps in the process. During the first few weeks most individuals are fascinated by the new. They stay in hotels and associate with nationals who speak their language and are polite and gracious to foreigners. This honeymoon stage may last from a few days or weeks to six months depending on circumstances. 50) If one is a very important person he or she will be taken to the show places, will be pampered and petted, and in a press interview will speak glowingly about progress, goodwill, and international friendship. If he returns home may well write a book about his pleasant if superficial experience abroad.
Section Ⅲ Writing
Part A
51. Directions:
Your classmate, Bob, suffered a lot from the traffic accident one month ago. Besides, he lost his left leg and felt very sad. Write a letter to
1) send out your grief and sympathy,
2) offer your assistance, and
3) show your best wishes.
You should write about 100 words on ANSWER SHEET 2. Do not sign your own name at the end of the letter. Use “Li Ming” instead. Do not write the address. (10 points)
Part B
52. Directions:
Study the following drawing carefully and write an essay to
1) describe the drawing,
2) deduce the purpose of the painter of the drawing, and
3) suggest counter-measures.
You should write about 160—200 words neatly ANSWER SHEET 2. (20 points) 答案詳解：
Section I答案及解析
答案詳解
1.【解析】[B]邏輯銜接題?？崭袂昂笫莾蓚€并列的名詞courts和a monarch，所在句子的含義為：“共同法”是由法庭 1 君主制定。根據(jù)常識可知，美國是民主制國家，法律不由君主制定。因此空格處填入的連接詞應(yīng)肯定前者而否定后者，正確項是[B]rather than，即“法庭而不是君主”。other than通常用在否定句中，表示排除意義，即“除了”，相當(dāng)于except。rather than是連詞，前后連接的成分應(yīng)保持一致，可以是名詞、動詞、形容詞、從句等，通常譯為“而不是”，有時可用介詞短語instead of替代。more than連接名詞時除了表示“多于，超過……以上”，也可以表示“不僅僅，不只是”，相當(dāng)于not only。or rather表示“更確切的說法是……”，相當(dāng)于more exactly。
2.【解析】[D]語義銜接題?？崭裉幪钊氲拿~和governmental搭配，表示“像立法機關(guān)這樣的中央政府……”。[A]agency一般指“服務(wù)機構(gòu)，尤其是代理或經(jīng)銷機構(gòu)”;也可以指(提供特別服務(wù))的政府專門機構(gòu)，如the Central Intelligence Agency(美國中央情報局)。[B]organization泛指各種組織、團體和機構(gòu)。[C]institution多指“大規(guī)模的用于特殊目的的組織”，如educational institution(教育機構(gòu));或者指各種慈善機構(gòu)和社會福利機構(gòu)。[D]authority可表示“有權(quán)力做決定或在某個地區(qū)有特別責(zé)任范圍的人們或組織”，即“*，當(dāng)權(quán)者”。文中l(wèi)egislature指“有權(quán)制定或修改法律的一群人”，即“立法機關(guān)”。因此[D]項為答案。
3.【解析】[A]語義銜接題。[A]項panel指“一組(給予意見和觀點的人)”，如a panel of experts專家組。crew指“(有專門技術(shù)的)一組工作人員，一起工作的一群人”;band指“(因為某種共同的目的而組成且有首領(lǐng)的)一幫人”;flock指a crowd, large number of people。而空格所在部分指的是陪審團小組，就被告有罪無罪給出觀點的一組人，因此[A]項正確。
4.【解析】[C]語義銜接題。空格所在部分的含義是：陪審團是共同法系統(tǒng)……部分。innate意為“天生的，先天的(品質(zhì)、情感等)”;intact意為“完整無缺的”;integral意為“必須的，不可或缺的”;integrated意為“各部分密切協(xié)調(diào)的，完整的，綜合的”。根據(jù)文意，應(yīng)選[C]項。
5.【解析】[B]語義銜接題?？崭癫糠痔钊氲男稳菰~作定語修飾feature，表示“使用陪審團來裁決案件是美國法律系統(tǒng)的一個……特征”。四個選項都是現(xiàn)在分詞轉(zhuǎn)換而成的形容詞，[A]項discriminating意為“有識別力的;有辨別力的;有鑒賞力的”，如a discriminating customer(有鑒賞力的顧客)，它不和feature搭配。[B]項distinguishing意為“顯著的，有區(qū)別的”，a distinguishing feature意為“顯著的特征”;[C]項determining意為“決定性的”，如determining factors(決定因素)，determining feature(決定性的特征);[D]項diminishing意為“縮小的，減少的”。下文提到，很少有其他國家像美國一樣使用陪審團制度，因此它是美國法律系統(tǒng)的一個較突出的特征，[B]項正確。
6.【解析】[D]語義銜接題。[A]、[B]和[C]項都應(yīng)與表示具體某個世紀(jì)的名詞搭配，如in/by/after the twentieth century(在20世紀(jì)/到20世紀(jì)/20世紀(jì)以后)。over接時間名詞時相當(dāng)于during，表示“在……期間”，over the centuries表示“幾個世紀(jì)以來”。
7.【解析】[C]結(jié)構(gòu)銜接題。空格前是一個結(jié)構(gòu)完整的句子juries reach a fairer and more just result，空格后是would be obtained using a judge alone。顯然這里包含了一個從句，由空格處的詞來連接。前文已經(jīng)出現(xiàn)了fairer和more just，它們只能和than構(gòu)成比較級。注意than在這里兼有連詞和代詞的性質(zhì)，相當(dāng)于than what，整個主從句的含義為：在大多數(shù)情況下陪審團比單獨一位法官達到的結(jié)果更公平、公正。 that可代替先行詞result，which和as可代替前面整個句子，但代入后句子意為“陪審團可達到更公平、公正的結(jié)果，這個(結(jié)果)可單獨使用一位法官而達到”，顯然不符合邏輯。
8.【解析】[B]語義銜接題。alone用在名詞或代詞之后可以表示“唯有、唯獨”之意，文中a judge alone表示“僅有一名法官”。alike意為“十分相似地;同樣地”;altogether意為“完全，全部;總共，一共”;apart意為“分開，分離;除外”。
9.【解析】[B]邏輯銜接題。邏輯連接詞的選擇需要分析前后兩句話之間的語義關(guān)系。
因果 9 a jury decides cases after “ 10 ”， or discussions among a group of people,
陪審團裁決案件是在一群人討論后
the jury’s decision is likely to have the 11 from many different people from different backgrounds
陪審團的決定可能有不同背景的不同人的……
根據(jù)分析可知，這里應(yīng)是因果關(guān)系，故選because。although“雖然”表讓步，if“如果”表條件，while“當(dāng)……的時候;雖然，盡管”表時間或讓步。
10.【解析】[A]語義銜接題。空格處的名詞和discussions由連詞or連接，兩者形成了平行結(jié)構(gòu)，語義相近，指“一群人的行為”。
對比四個選項可知，deliberation和discussion同義，常用作復(fù)數(shù)，意為“商議，審議”，是正確答案。meditation作不可數(shù)名詞時，意為“(尤指宗教的)沉思，冥想”;作可數(shù)名詞時，意為“沉思錄”。reflection作不可數(shù)名詞時，意為“沉思，審慎的思考”;作可數(shù)名詞時，意為“思考，回憶”。speculations指“推測，猜測”。因此[A]項正確。
11.【解析】[C]語義銜接題?？崭袼诰渥觮he jury’s decision is likely to have the from many different people from different backgrounds, who must as a group decide what is right的含義為：陪審團的決定可能有來自不同背景的不同人的……。要填入的單詞受到from many different people from different backgrounds, who must as a group decide what is right的限定，既然這些人who must as a group decide what is right (能夠決定事情的對錯)，那么他們的決定一定是有影響力的，因此選項[C]input是正確答案，input可表示“影響”。outline意為“概述，略述，輪廓”;outcome一般指“(事件或行為的)結(jié)果，效果”; intake意為“攝取量，接收人數(shù)”。
12.【解析】[C]語義銜接題?？崭裉幪钊氲拿~是動詞decide的賓語，表示“陪審團用來裁決公民之間發(fā)生的……”。argument指“辯論雙方均以事實或理由來說服對方的辯論”。controversy多指“對引起廣泛興趣或非常重要的問題的公開的辯論”。dispute除了指“爭論，辯論”，也可指“各方圍繞某一問題產(chǎn)生的爭端，糾紛”。代入文中指“公民之間的糾紛”，符合文意。hostility作不可數(shù)名詞時意為“敵意，對抗”，作可數(shù)名詞時常用復(fù)數(shù)形式，意為“敵對行為，戰(zhàn)爭行為”，由于它指具體行為，不與decide(解決，裁決)搭配。
13.【解析】[D]語義銜接題。空格所在部分的含義是：民事案件裁決……公民之間的紛爭。做形容詞時，fellow意為“同類的，同事的，同伴的”，如fellow citizens指“同胞”。individual意為“單獨的，個別的”，后面只接單數(shù)可數(shù)名詞或不可數(shù)名詞，如each individual member/freedom(每個成員/個人自由)。personal意為“個人的，私人的”，不與citizens搭配。private可意為“與工作或官職無關(guān)的，普通的，平民的”，private citizens指“普通公民”，符合文意。
14.【解析】[B]語義銜接題?？崭裉幪钊氲默F(xiàn)在分詞做定語修飾名詞cases，表示“由政府帶來的刑事案件……個人犯罪”。因此關(guān)鍵是辨析幾個核心動詞。assert主觀意味強，指“明確肯定，斷言”，即自認(rèn)為某事就是如此，而不管事實如何。allege多指“不提供證據(jù)的斷言或宣稱”。maintain指“堅決維護某種主張或觀點”。testify多指“在法庭作證，莊嚴(yán)地宣稱自己所說屬實”。由于文中提到的案件是在陪審團作出裁決前由政府提出訴訟的案件，因此allege(指控)為正確答案。
15.【解析】[A]語義銜接題。空格處填入的過去分詞和上文的selected并列，表示“陪審團成員被選出并被……”。summon指“傳喚，傳訊(出庭)”，符合文意。assemble修飾人時表示“召集、集合”。evoke指“引起，喚起(感情、記憶)”。rally指“(為了幫助和支持某人或某事)召集、集合”。
16.【解析】[A]語義銜接題?？崭袼诓糠值暮x是：陪審團由……人數(shù)組成。set意為“安排好的，確定的，固定的”，如follow a set pattern(遵循一種固定的模式)。文中強調(diào)陪審團人數(shù)是固定的，因此應(yīng)選set。exact意為“精確的，嚴(yán)密的”;given意為“(事先)已經(jīng)安排好的，規(guī)定的”，如They were to meet at a given time and place(他們要在規(guī)定的時間和地點會晤);placed意為“有名次的，已獲勝的”。
17.【解析】[D]語義銜接題?？崭袼诓糠謶?yīng)填入過去分詞作定語，修飾the judge，因此關(guān)鍵要辨析四個核心動詞，其搭配為…the judge to the case。assign表示“分配(某物)，分派(工作、任務(wù))等”時，其搭配是assign sth. to sb.，表示“指定，指派;委任，派遣”時，其搭配是assign sb. to sth.。放入文中表示“被指派負(fù)責(zé)案件的法官”。allocate意為“分配……(給)，劃……(歸)”，其搭配是allocate sth. to sb./sth.，一般接事物作直接賓語。allot意為“分配，配給(時間、錢財?shù)?;分配(任務(wù))”，其搭配是allot sth. to sb./sth.，一般也接事物作直接賓語。appoint意為“任命，委任”，其搭配是appoint sb. to/as sth.，但其中sth。一般指的是職位。
18.【解析】[C]語義銜接題?？崭裉幪钊氲膭釉~的主語是the judge，其賓語是the selection of jurors，即表示“法官……陪審團成員的選舉”。oversee意為“監(jiān)督，監(jiān)視(以確保某項工作或活動的恰當(dāng)完成)”，oversee the elections表示“監(jiān)督選舉”。由于法官并不直接參與陪審團的選舉，因此oversee為正確答案。administer意為“管理(公司、組織、機構(gòu))，治理(國家);施行，執(zhí)行”，如administer justice/the law(執(zhí)行審判/執(zhí)法)。manage表示“管理，負(fù)責(zé)(公司、球隊、組織等)”，如manage a factory(管理工廠)，manage a project(負(fù)責(zé)一個項目)。preside是不及物動詞，和介詞over或at搭配表示“主持(會議、儀式等);管理”。
19.【解析】[D]語義銜接題?？崭裉幪钊氲男稳菰~，修飾jurors，根據(jù)上下文可知，這里表示的含義是“一些州(在選舉陪審團成員時)，……陪審團成員由法官詢問”。四個備選單詞的共同詞根是spect表示“看”，四個前綴分別是：in表示“往里面”，ir表示“否定，與……相反”，per表示“每一”，pro表示“向前”。inspective意為“檢查的，視察的;留神的”;irrespective意為“不考慮的，不顧的”;perspective意為“透視，遠景，觀點”;prospective意為“未來的，預(yù)期的”。顯然[D]項符合文意。
20.【解析】[B]語義銜接題?？崭袼诓糠直磉_的含義是：在另一些州，陪審團成員遵照州法律規(guī)定的法規(guī)接受代表……的律師的詢問。四個選項都可以指人的群體。body指“團體，社團，群體”;party指“(條約、會議、訴訟等)當(dāng)事人，參與者，一方”，符合文意;side指“辯論或商務(wù)安排中的一方”;unit指“班組，小隊”，如army/police units(陸軍/警察分隊)。在此，party更加合適。
參考譯文
美國的建國之父們作為大英帝國的前殖民者沿襲了其法律系統(tǒng)。我們有“共同法”，即由法庭而非君主或其他像立法機關(guān)這樣的中央政府權(quán)力機關(guān)制定的法律。陪審團由一群選來裁決案件的普通公民組成，是我們共同法系統(tǒng)基本的組成部分。
使用陪審團裁決案件是美國法律系統(tǒng)的一個顯著特征。在世界上很少有其他國家和美國一樣使用陪審團。幾個世紀(jì)以來，許多人已經(jīng)相信在大多數(shù)情況下陪審團比許多國家那樣單獨使用一位法官達成的結(jié)果更公平、公正。因為陪審團裁決案件是在一群人“審議”或討論后，因此他們的決定可能受到不同背景的不同人的影響，這些人必須作為一個團體來決定什么是正確的。
陪審團既被用在裁決普通公民之間糾紛的民事案件中，也用在裁決政府提出訟訴聲稱個人犯罪的刑事案件中。陪審團成員從美國公民中選出并被傳喚。由固定人數(shù)組成的陪審團在每一個需要陪審團的案件中都會被召喚。
被指派負(fù)責(zé)案件的法官監(jiān)督陪審團成員的選舉。在一些州，未來的陪審團成員由法官詢問，而在另一些州，他們遵照州法律規(guī)定的法規(guī)接受代表各方當(dāng)事人的律師的詢問。
SectionⅡ Reading Comprehension
Part A 答案及解析
Text One
一、文章大意與結(jié)構(gòu)
此文主要討論幸福感與不幸福感的關(guān)系。第一、二段指出，幸福感與不幸福感并不是同一情感的兩個方面， 而是兩種共存的不同感受， 兩者之間沒有多少關(guān)系。第三至五段提到，不幸福感的遺傳稟性可能存在于某些家庭，而幸福感則主要靠后天培養(yǎng)。幸福感是一種主觀感受，天生感到不幸福的人也可通過自己的努力增加幸福感。
此文結(jié)構(gòu)上的顯著特點是各段中均使用轉(zhuǎn)折詞“but”或“however”，前半段的敘述作為鋪墊，后半段以轉(zhuǎn)折詞引出作者的觀點。
二、試題解析
21. [A]判斷題。此文第三段第三、四句說，研究表明，不幸福感的遺傳稟性可能存在于某些家庭。幸福感似乎與遺傳無關(guān)。由此可以斷定，A“不幸福感是遺傳的，而不是受環(huán)境影響的”正確。
B“幸福與不幸?；闂l件”，與第一段末句相悖;C“不幸受外部因素而不是內(nèi)部因素影響”，與A項相反;D“幸福是一種不可控的主觀感受”錯誤，幸福并非“uncontrollable”，它可以培養(yǎng)(三段末句)。
22. [C]細節(jié)題。 題干中的關(guān)鍵詞是“achieve happiness by…”。文中有兩處對此進行了回答：第三段末句“獲得快樂的能力主要是自己培養(yǎng)的”，第五段末句“你可以通過自己的行動增加幸?！薄Ｒ虼薈“不懈努力地追求它”符合文意。
A“保持一般的幸福程度”，B“逃避生活中惱人的事情”，D“認(rèn)識到它與不幸福共存”，均不正確。
23. [D]詞義題。詞語意義的判斷必依據(jù)上下文：其前一句“他們也開始發(fā)現(xiàn)誰幸福誰不幸福及其原因”，其后一句“研究尚未找到幸福生活的簡單定律，但業(yè)已發(fā)現(xiàn)某些行動和態(tài)度似乎會更使人們接近最渴望的那種感受”， 且句中謂語皆為現(xiàn)在完成時。故D“迄今為止”在意義和結(jié)構(gòu)上皆恰當(dāng)。
A“結(jié)果”，B“此外”，C“目前”，均不可取。
24. [B] 判斷題。題干中的關(guān)鍵詞是作者的believes(看法)。依據(jù)第一段末句“他們是兩種不同的情感， 二者共存，各自增減”判斷， B“他們各自獨立又同時存在”符合作者看法。
A“人們因為出身貧寒而感到不幸福”，不合文意;C“人們參加更多的活動可感到幸福”是對actions的曲解;D“它們是人類采取的行動和態(tài)度”， 對第四段末句的曲解，行為和態(tài)度本身并非幸?；虿恍腋?。
25. [A] 句意題?！癮nd that’s that”是對前半句的進一步肯定，意為“就是這樣;就是這么回事”。據(jù)此，只有A“情況無法改變”符合句意。
B“幸福依然難以獲得”，C“但他們對此考慮不多”，D“但他們對此未意識到”。
Text Two
文章大意與結(jié)構(gòu)
此文主要介紹中間人應(yīng)具有的特質(zhì)，如必須公正并擁有一定的社會、經(jīng)濟地位等;其余各段介紹中間人在一些國家的婚俗中所扮演的角色及有關(guān)情況。
26. 細節(jié)題。研讀第1段可知，[D]“對爭議有非凡的洞察力”在文中并未提及，為所需答案。[A]“對爭論公正的判斷”，[C]“對爭端公正的裁決”，都在第1段第2句中提到;[B]“決策過程中嚴(yán)格審慎”在第1段第5句中有所體現(xiàn)。
27. 細節(jié)題。據(jù)第1段第5、6句可知，[B]“相當(dāng)富有且考慮周全”為正確答案。[A]“有足夠權(quán)威使任一方丟臉”，[D]“擁有高社會地位令爭辯者懼怕”，均為偷天換日;[C]“證明其對爭端的解決辦法正確”，文中未提。
28. 細節(jié)題。據(jù)第2段第2句的后半句可知，[C]“通常由中間人促成”為正確答案。[A]“不受父母意愿影響”，[B]“需事先詳細斟酌”，[D]“要花家里一大筆錢”，分別是對第2段一些詞語的曲解。
29. 句義題。題干中的關(guān)鍵詞是“may be turned down”與“unless(如果不，除非)”。據(jù)第3段第1句內(nèi)容判斷，[A]“設(shè)法聘請一位有資格的中間人”恰是該句的反問表述。[B]“他們不顧一切贏得選擇”，[C]“女方父母想要丟面子”，[D]“女方父母敢于得罪中間人”，都不合句意。
30. 細節(jié)題。題干中“the best way to resolve a conflict”表示此題針對末段最后幾句內(nèi)容：解決問題的一個辦法是女方家人證明女方有缺陷，不適合做新娘，這樣各方都能保存面子。[D]“一個正當(dāng)?shù)慕杩谑闺p方免于難看”恰與此意吻合，為正確答案。[A]“全社區(qū)提供支持”，[B]“雙方都認(rèn)可同一位中間人”，[C]“調(diào)解的結(jié)果是可接受的”，皆與文意不符。
Text Three
試題解析
31. 本文主要是關(guān)于
[A] 人際交往的主導(dǎo)地位。 [B] 網(wǎng)絡(luò)上的牢固與不牢固人際關(guān)系。
[C] 古老與現(xiàn)代關(guān)系的差異。 [D] 對網(wǎng)絡(luò)及其影響的、依據(jù)經(jīng)驗的研究?！綝】
【解析】主旨題。文章前面的段落介紹了有關(guān)因特網(wǎng)的社交性使用可能產(chǎn)生的影響的研究，最后一段指出，網(wǎng)絡(luò)產(chǎn)生的影響是有待解決的問題，依據(jù)經(jīng)驗得到的、有關(guān)因特網(wǎng)對關(guān)系與社會交往產(chǎn)生的影響的證據(jù)很少，有關(guān)這個問題的許多討論都是猜測性的、軼事性的。這說明，本文主要是根據(jù)經(jīng)驗介紹有關(guān)網(wǎng)絡(luò)產(chǎn)生的影響的研究。D與此意符合，可以表達本文的主題，為正確答案。A和C屬于無中生有;B是在介紹網(wǎng)絡(luò)產(chǎn)生的影響時涉及的內(nèi)容，不能表達本文的主題。
32. 文中暗示，
[A] 因特網(wǎng)網(wǎng)絡(luò)交往可以與傳統(tǒng)交往相提并論。 [B] 在社會影響方面，電視不如電話。
[C] 牢固的關(guān)系比不牢固的關(guān)系有效得多。 [D] 網(wǎng)絡(luò)是每個家庭和社會的特色?！綛】
【解析】推論題。第一段提到，據(jù)證實，與電視相比，因特網(wǎng)的社會性強得多，因此，因特網(wǎng)的影響可能更像電話的影響，而不是電視的影響。由此可知，電視的社會影響沒有電話大。B與此意符合，為正確答案。A是針對第一段最后一句話設(shè)置的干擾項，與文意不符合;C是針對第二段設(shè)置的干擾項，與文意不符合;D屬于無中生有。
33. 單詞“buffer”(第二段)可能被替換。
[A] 背離 [B] 緩解 [C] 保護 [D] 使分心【C】
【解析】詞義題。第二段首先解釋了牢固的關(guān)系和不牢固的關(guān)系，隨后提到了該詞所在的句子——牢固的關(guān)系是那些通常使人們免受生活壓力的關(guān)系，是那些產(chǎn)生更好的社會和心理效果的關(guān)系。根據(jù)“l(fā)ead to better social and psychological outcomes”以及該詞的賓語“l(fā)ife’s stresses”可知，該詞可能的意思是“使……免于……”。C是對該詞的同義替換，為正確答案。A和D是誤解了該詞的意思，B不準(zhǔn)確，因為alleviate不與from搭配使用。
34. 根據(jù)作者的觀點，因特網(wǎng)可以
[A] 消除距離障礙。 [B] 削弱人們的親密感情。
[C] 使人們有親密的身體接觸。 [D] 提高人們消除社會壓力的能力。【A】
【解析】細節(jié)題。第三段介紹了因特網(wǎng)在創(chuàng)建并維持牢固的社會關(guān)系網(wǎng)絡(luò)方面產(chǎn)生的影響——可能降低了身體接觸的重要性，提供社會交往的機會，這些交往不依賴于雙方之間的距離。這說明，因特網(wǎng)不依賴于雙方之間的距離。A與此意符合，為正確答案。C與此意相反;B是針對第三段第一、二句話設(shè)置的干擾項，與文意不符合;D是針對第二段最后一句話設(shè)置的干擾項，那是在介紹牢固的關(guān)系，與題目的要求不符。
35. 根據(jù)本文，我們可以推知
[A] 有關(guān)因特網(wǎng)影響的證據(jù)似乎很充分。 [B] 有關(guān)因特網(wǎng)的社會影響的研究不夠。
[C] 某些對因特網(wǎng)作用的討論是決定性的。 [D] 隨便的例子都可證明因特網(wǎng)的積極影響。【B】
【解析】推論題。前面的段落介紹了有關(guān)因特網(wǎng)產(chǎn)生的影響的一些觀點，最后一段指出，依據(jù)經(jīng)驗得到的、有關(guān)因特網(wǎng)對關(guān)系與社會交往產(chǎn)生的影響的證據(jù)很少，有關(guān)這個問題的許多討論都是猜測性的、軼事性的，或者是基于有很少例子的有代表性數(shù)據(jù)。由此可知，有關(guān)因特網(wǎng)產(chǎn)生的社會影響的研究太少。B與此意符合，為正確答案。A與此意相反;C是針對最后一段最后一句話設(shè)置的干擾項，與文意不符合;D是針對最后一段第一句話設(shè)置的干擾項，與文意不符合。
全文譯文
據(jù)證實，就像以前的網(wǎng)絡(luò)一樣，與電視相比，因特網(wǎng)的社會性強得多，因此，因特網(wǎng)的影響可能更像電話的影響，而不是電視的影響。我們的研究顯示，人際交流是因特網(wǎng)在家庭的主要用途。不過，人們使用因特網(wǎng)主要是為了人際交流，這并不意味著他們在因特網(wǎng)上的社會交往和關(guān)系類似于他們的傳統(tǒng)社會交往和關(guān)系，或者他們在社交中使用因特網(wǎng)會產(chǎn)生類似于傳統(tǒng)社會活動的影響。
因特網(wǎng)的社交性使用會產(chǎn)生積極影響還是消極影響，可能依賴于因特網(wǎng)如何保持人們維持的穩(wěn)固和不牢固網(wǎng)絡(luò)關(guān)系的平衡。牢固的關(guān)系是與頻繁的接觸、深厚的友愛感以及堅定的責(zé)任感有關(guān)的關(guān)系，而不牢固的關(guān)系是與表面上的、容易破裂的聯(lián)系、不經(jīng)常的接觸以及有限的共同點有關(guān)的關(guān)系。穩(wěn)固和不牢固的關(guān)系以同樣的方式為人們提供社會支持。對于讓人們接觸其最接近的地方群體難以獲得的信息和社會資源，不牢固的關(guān)系，包括不牢固的網(wǎng)絡(luò)關(guān)系，尤其有用。但是，牢固的關(guān)系是那些通常使人們免受生活壓力的關(guān)系，是那些產(chǎn)生更好的社會和心理效果的關(guān)系，人們從他們接觸最頻繁的那些人那里得到大多數(shù)社會支持，更大的支持來自于那些有更牢固關(guān)系的人們。
通常情況下，牢固的個人關(guān)系受到身體接觸的維持。在創(chuàng)建并維持牢固的社會關(guān)系網(wǎng)絡(luò)時，因特網(wǎng)可能降低了身體接觸的重要性。不像面對面的交往，或者電話交流，因特網(wǎng)提供社會交往的機會，這些交往不依賴于雙方之間的距離。人們通常利用因特網(wǎng)與那些以前就有關(guān)系的人保持聯(lián)系。但是，他們也在網(wǎng)上發(fā)展新關(guān)系。大多數(shù)這樣的新關(guān)系都不牢固。多用戶網(wǎng)絡(luò)游戲、網(wǎng)絡(luò)新聞組以及聊天室使得人們接觸大量的新群體，但是，這些網(wǎng)絡(luò)“混合群體”通常是因為特別話題或活動組織起來的，很少在地方群體和親屬、朋友中循環(huán)出現(xiàn)。
在網(wǎng)上發(fā)展的典型關(guān)系是否會像典型的傳統(tǒng)關(guān)系一樣牢固，發(fā)展網(wǎng)絡(luò)關(guān)系是否改變了個人總體社會交往的數(shù)量與質(zhì)量，這些是有待討論的問題。依據(jù)經(jīng)驗得到的、有關(guān)因特網(wǎng)對關(guān)系與社會交往產(chǎn)生的影響的證據(jù)很少。許多作者對于因特網(wǎng)是會促進社會發(fā)展還是會破壞社會發(fā)展有爭議。有關(guān)這個問題的許多討論都是猜測性的、軼事性的，或者是基于有很少例子的有代表性數(shù)據(jù)。
Text Four
文章大意與結(jié)構(gòu)
此文主要介紹一些學(xué)者對領(lǐng)導(dǎo)才能構(gòu)成要素的研究。第一段指出，研究人員對于什么樣的人能夠成為這一問題并無定論;第二段說明，某些學(xué)者的研究成果顯示，經(jīng)受住研究考驗是眾多的共同特征;第三段介紹了成為領(lǐng)導(dǎo)的四大關(guān)鍵因素，并在第四段中舉出具體事例來說明這些素質(zhì)的重要性;最后一段舉出了眾多共有的另一關(guān)鍵特征：對于未來的可能性充滿期待、追求和渴望。
36. 推論題。 第一段第二句表明，多年來，研究者們一直就構(gòu)成和成敗的種種因素爭論不休。由此推斷，【D】“探究領(lǐng)導(dǎo)才能的奧秘”正確;【B】“預(yù)測是如何形成的”，【C】“描述成為領(lǐng)導(dǎo)的可能性”，均不符合第一段文意。
37. 判斷題 Bennis 的觀點體現(xiàn)在第二段：所有不分老少，都經(jīng)歷過至少一次激烈的變革，即“crucial”(嚴(yán)峻的考驗)。由此可以判斷，【C】“能夠經(jīng)受嚴(yán)峻考驗和磨難的突出品質(zhì)”為正確答案。
38. 判斷題 題干的關(guān)鍵詞“crucial”表明此題針對第二段，由該段末句可知：嚴(yán)峻的考驗不會使新興崩潰，而會造就他們，使他們從中獲得至關(guān)重要的經(jīng)驗，從而滿懷信心的前進。據(jù)此判斷，[B]“把它看做是有益于進步的經(jīng)歷”與句意相符。
39. 細節(jié)題 題干中的“maintain his/her position”相當(dāng)于第三段第一句中的“remain one(a leader)”。 該句表明，有四個重要素質(zhì)是能否保住領(lǐng)導(dǎo)地位的關(guān)鍵。由此可知，【A】“滿足所有必需的品質(zhì)條件”為正確答案。
40. 例證題。 題干中的關(guān)鍵詞“dictum”出現(xiàn)在第四段，該段末句表明，保潔公司的前首席執(zhí)行官因未能有效地溝通他所進行的全面改革的緊迫性而丟掉了工作。因此【B】“Durk Jager因其溝通能力不佳而被解職”符合文意。
Part B答案及解析
答案 41.B 42.A 43.D 44.F 45.C
總體分析
本文是介紹青春期變化的說明文，共七個段落，可以分成三個部分。
第一段：指出青春期的變化帶來的苦惱和恐懼可以通過交流和提前準(zhǔn)備得以消除。
第二段至第六段：分別論述青春期出現(xiàn)的問題。
第七段：再次重申第一段的觀點，即了解問題和交流能有助于這個時期的平穩(wěn)過渡。