【英语专业考研】【复习资料】2007年北京外国语大学基础英语真题+答案解析

2007年普通高等学校招生全国统一考试英语（北京卷）第一卷第二部分：知识运用（共两节，45分）第一节单项填空（共15小题：每小题1分，共15分）21.This is a junior school.You should go to a senior school _____girls of your age.A.forB. aboutC. fromD. to22.I looked under _____bed and found ______bokkd I lost last week.A.the; aB. the: theC. 不填；theD. the:;不填23.We shouldn’t spent our money testing so many people,most of _____are healthyA. thatB.whichC. whatD. whom24.-----How can I apply for an online course?------Just fill out this form and we _____ what we can do four you.A.seeB.are seeingC. have seenD. will see25.---Where’s that report?---I brought it to you ____you were in Mr.Black’s office yesterday.A. ifB. whenC. becauseD. befor26. In crowded places like airports and railway stations,you___ take care of your luggage.A. canB. mayC. mustD. will27. He has made a lot of films,but ____ good ones.A.anyB. someC. fewD. many28.---Excuse me sir,where is Room 301?---Just a minute.I’ll have Bob ____you to your room.A.showB.showsC. to showD. showing30.The new group of students is better-behaved than the other group who stayed here ___. A. early B. earlier C. earliest D. the earliest31.You have failed two tests.You’d better start working harder,____you won’t pass the course.A.andB. soC. butD. or32.I got caught in the rain and my suit____.A. has ruinedB. had ruinedC. has been ruinedD. had been ruined33.Leave your key with a neighbor ___ you lock yourself out one dayA. ever sinceB. even ifC. soon afterD. in case34.When you’ve finished with that book,don’t forget to put it back one the shelf,____?A. do youB. don’t youC. will youD. won’t you35.----It was really very kind of you to give me a lift home.-----Oh,don’t mentiong it.I _____past your house anyway.A. was comingB. will comeC. had comeD. have come第二节完形填空（共20小题；每小题1.5分，共30分）阅读下面短文，掌握其大意，从每题所给的A.B.C.D. 四个选项中，选出最佳选项，并在答题卡上将该选项涂黑。

北京外国语大学硕士研究生入学考试历年真题系列- 2007年英语学院基础英语试题及参考答案北京外国语大学2007年硕士研究生入学考试基础英语试题Please w rite all the ans w ers on the ans w er sheets.Tim e Limit：3 hoursThe total points for this exam are 150 pointsI. Reading Com prehension (50 points)A Multiple Choice (24 points)Please read the passages and choose A、B、C or D to best complete the statements about them.The Q uiet CrisisClose gam es for th e Am erican s w ere rare in p rev iou s Olym p ics, bu t n ow it ap p ears to be som eth in g th e Am erican s sh ou ld get u sed to.You cou ld fin d n o better m etap h or for th e w ay th e rest of th e w orld can n ow com p ete h ead-to-h ead m ore effectiv ely th an ev er w ith Am erica th an th e stru ggles of th e U.S. Olym p ic basketball team in2004. Th e Am erican team, m ad e u p of N BA stars, lim p ed h om e to a bron ze m ed al after losin g to Pu erto Rico, Lith u an ia, an d Ar gen tin a. Prev iou sly, th e Un ited States Olym p ic basketball team h ad lost on ly on e gam e in th e h istory of th e m od ern Olym p ics. Rem em ber w h en Am erica sen t on ly N CAA stars to th e Olym p ic basketball ev en ts? For a lon g tim e th ese team s totally d om in ated all corn ers. Th en th ey started gettin g ch allen ged. So w e sen t ou r p ros. An d th ey started gettin g ch allen ged. Becau se th e w orld keep s learn in g, th e d iffu sion of kn ow led ge h ap p en s faste r; coach es in oth er cou n tries n ow d ow n load Am erican coach in g m eth od s off th e In tern et an d w atch N BA gam es in th eir ow n liv in g room s on satellite TV. Man y of th em can ev en get ESPN an d w atch th e h igh ligh t reels. An d th an ks to th e trip le con v er gen ce, th ere is a lot of n ew raw talen t w alkin g on to th e N BA cou r ts from all ov er th e w orld—in clu d in g m an y n ew stars from Ch in a, Latin Am erica, an d Easter n Eu rop e. Th ey go back an d p lay for th eir n ation al team s in th e Olym p ics, u sin g th e skills th ey h on ed in Am erica. So th e au tom atic Am erican su p eriority of tw en ty years ago is n ow gon e in Olym p ic basketball. Th e N BA stan d ard is in creasin gly becom in g a global com m od ity—p u re van illa. If th e Un ited States w an ts to con tin u e to d om in ate in Olym p ic basketball, w e m u st, in th at great sp orts cliché, step it u p a n otch. Th e old stan d ard w on’t d o an ym ore. As Joel Caw ley of IBM rem arked to m e, “Star for star, th e basketball team s from p laces like Lith u an ia or Pu erto Rico still d on't ran k w ell v ersu s th e Am erican s, bu t w h en th ey p lay as a team—w h en th ey collaborate better th an w e d o, th ey are extrem ely com p etitiv e.”Th ere is som eth in g abou t p ost-w orld W arⅡAm erica th at rem in d s m e of th e classic w ealth y fam ily th at by th e th ird gen eration starts to squ an d er its w ealth. Th e m em bers of th e first gen eration are n ose-to-th e-grin d ston e in n ov ators, th e secon d gen eration h old s it all togeth er th en th eir kid s com e alon g an d get fat, d u m b, an d lazy an d slow ly squ an d er it all. I kn ow th at is both ov erly h arsh an d a gross gen eralization, bu t th ere is, n ev erth eless, som e tru th in it. Am erican society started to coast in th e 1990s, w h en ou r th ird p ostw ar gen eration cam e of age. Th e d ot-com boom left too m an y p eop le w ith th e im p ression th at th ey cou ld get rich w ith ou t in v estin g in h ard w ork. All it took w as an M BA an d a q u ick IPO, or on e N BA con tract, an d y ou w ere set for life. Bu t w h ile w e w ere ad m irin g th e flat w orld w e h ad created, a lot of p eop le in In d ia, Ch in a, an donly economy standing after W orld W ar Ⅱ, and we had no serious com petition for forty years. That gave us a huge head of steam but also a huge sense of entitlem ent and com placency—not to m ention a certain tendency in recent years to extol consum ption over hard work, investm ent, and long-term thinking. When we got hit with 9／11, it was a once-in-a-generation opportunity to summ on the nation to sacrifice, to address som e of its pressing fiscal, energy, science, and education shortfalls—all the things that we had let slide. But our presid ent did not summ on us to sacrifice. He sum m oned us to go shopping.The truth is, we are in a crisis now, but it is a crisis that is unfolding very slowly and very quietly. It is a quiet crisis and this quiet crisis involves the steady erosion of Am erica's scientific and engineering base, which has always been the source of Am erican innovation and our rising standard of living.“The sky is not falling, nothing horrible is going to happen today, ” said Jackson, a physicist by training who chooses her words carefully. “The U.S. is still the leading engine for innovation in the world. It has the best graduate program s, the best scientific infrastructure, and the capital m arkets to exploit it. But there is a quiet crisis in U.S. science and technology that we have to wake up to. The U.S. today is in a truly global environm ent, and those com petitor countries are not only wide awake, they are running a m arathon while we are running sprints. If left unchecked, this could challenge our preem inence and capacity to innovate. ”And it is our ability to constantly innovate new products, services, and com panies that has been the source of Am erica's horn of plenty and steadily widening middle class for the last two centuries. It was Am erican innovators who started Google, Intel, HP, Dell, Microsoft, and Cisco, and it m atters where innovation happens. The fact that all these com panies are headquartered in Am erica m eans that m ost of the high-paying jobs are here, even if these com panies outsource or offshore som e functions. The executives, the departm ent heads, the sales force, and the senior researchers are all located in the cities where the innovation happened. And their jobs create m ore jobs. The shrinking of the pool of young people with the knowledge skills to innovate won't shrink our standard of living overnight. It will be felt only in fifteen or twenty years, when we discover we have a critical shortage of scientists and engineers capable of doing innovation or even just high-value-added technology work. Then this won’t be a quiet crisis anym ore, said Jackson, "it will be the real McCoy."Today, Am ericans are feeling the gradual and subtle effects of globalization that challenge the econom ic and strategic leadership that the United States has enjoyed since W orld war Ⅱ.A substantial portion of our work-force finds itself in direct com petition for jobs with lower-wage workers around the globe, and leading-edge scientific and engineering work is being accom plished in m any parts of the world. Thanks to globalization, driven by m odern comm unications and other advances, workers in virtually every sector m ust now face com petitors who live just a m ouse-click away in Ireland, Finland, China, India, or dozens of other nations whose econom ies are growing. This has been aptly referred to as “the Death of Distance.”(1)Why NBA was m entioned in this passage?A. It serves as a m etaphor to illustrate how the globe is com peting head-to-head with U.S.B. It presents a fact that NBA is now perform ing very poorly.C. It sends a m essage that the U.S. overall strength is dropping.D. It warns the Am ericans of the grave situation that the status of its super power does not exist any longer.(2) “Star for star, the basketball team s from places like Lithuania or Puerto Rico still don't rank well versus the Am ericans, but when they play as a team—when they collaborate better than we do—they are extrem ely competitive. In this sentence, “Star for star...”m eans＿＿＿＿.A. when one team plays against anotherB. The place of the stars in a teamC. The tim e the star is on the courtD. When individual players of the team s are playing against each other(3) It is stated in paragraph 3 that people are adm iring the flat world. What does “flat” m ean?A. It m eans that the world is getting bigger and bigger and people are losing a lot of choices.B. It m eans that the world is getting sm aller and globalization is the dom inant trend.C. It m eans that the world is getting sm aller and easier to control.D. It m eans that the world stops being a round globe.(4) The author thinks that the third generation of Am ericans＿＿＿＿.A. are nose-to-the-grindstone innovatorsB. are holding the wealth all togetherC. are becom ing m ore diligent and hard w orkingD. are starting to squander their wealth(5) What can be inferred of the author’s feeling about the fact that m any big com panies are headquartered in Am erica?A. Negative.B. Indifferent.C. Positive.D. W orried.(6) What does the word aptly in paragraph 7 m ean?A. Suitably.B. Fortunately.C. Adaptively.D. Inappropriately.(7)The“ Death of Distance” refers to＿＿＿＿.A. the dying economy in the U.S. because of the com petitions from Ireland, Finland, China andIndiaB. the intensified com petition between the U.S. and other countries due to globalization andadvanced Comm unicationsC. the econom ies in Ireland and Finland that outperform those in China and IndiaD. the closeness of countries like Ireland and Finland, China and India(8)The title of this passage “The Quiet Crisis” suggests that＿＿＿＿.A. the crisis that the U S. faces is seen clearlyB. the U. S. is not yet in a crisisC. the crisis that the U. S. faces unfolds very quicklyD. the current crisis develops slowlyThe Nature of CivilizationsDuring the cold war the world was divided into the First, Second and Third W orld s. Those divisions are no longer relevant. It is far m ore m eaningful now to group countries not in term s of their political or econom ic system s or in term s of their level of econom ic development but rather in term s of their culture and civilization.What do we m ean when we talk of a civilization? A civilization is a cultural entity. Villages, regions, ethnic groups, nationalities, religious groups, all have distinct cultures at different levels of cultural heterogeneity. The culture of a village in southern Italy m ay be different from that of a village in northern Italy, but both will share in a common Italian culture that distinguishes them from Germ an villages. European com m unities, in turn, will share cultural features that distinguish them from Arab or Chinese comm unities. Arabs, Chinese and W esterners, however, are not part of any broader cultural entity. They constitute civilizations. A civilization is thus the highest cultural grouping of people and the broadest level of cultural identity people have short of that which distinguishes hum ans from other species. It is defined both by comm on objective elem ents, such as language, history, religion, custom s, institutions, and by the subjective self-identification of people. People have levels of identity: a resident of Rom e m ay define him self with varying degrees of intensity as a Rom an, an Italian, a Catholic, a Christian, a European, or a W esterner. The civilization to which he belongs is the broadest level of identification with which he intensely identifies. People can and do redefine their identities and. as a result, the com position and boundaries of civilizations change.Civilizations m ay involve a large num ber of people, as with China (“a civilization pretending to be a state, " as Lucian Pye put it), or a very sm all num ber of people, such as the Anglophone Caribbean. A civilization may include several nation states, as is the case with W estern, Latin Am erican and Arab civilizations, or only one, as is the case with Japanese civilization. Civilizations obviously blend and overlap, and m ay include subcivilizations. W estern civilization has two m ajor variants, European and North Am erican, and Islam has its Arab, Turkic and Malay subdivisions. Civilizations are nonetheless m eaningful entities, and while the lines between them are seldom sharp, they are real. Civilizations are dynam ic; they rise and fall; they divide and m erge. And, as any student of history knows, civilizations disappear and are buried in the sands of tim e.W esterners tend to think of nation states as the principal actors in global affairs. They have been that, however, for only a few centuries. The broader reaches of hum an history have been the history of civilizations. In A Study of History, Arnold Toynbee identified 21 m ajor civilizations; only six of them exist in the contem porary world.(9) According to the passage, what is a m ore m eaningful way now to group countries as com pared with the Cold W ar period?A. In term s of political system s.B. In term s of the level of econom ic developm ent.C. In term s of the culture only.D. In term s of culture and civilization.(10)The author states that a civilization isA. a cultural entityB. a custom practiced in villages, regions, ethnic groups, nationalities, or religious groupsC. not with any cultural heterogeneityD. not blending or overlapping with other civilizations(11) According to this passage, how m any subdivisions does the Islam Civilization have?A. None.B. One.C. Two.D. Three.(12) It can be inferred from the passage that the author of this passage＿＿＿＿the following statem ent：”W esterners tend to think of nation states as the principal actors in global affairs.”A. agrees withB. disagrees withC. detestsD. d oes not m ention if he agrees or not withB True or False (12 points)Below is a passage followed by six statements. Read the passage carefully and then decide whether the statements are true (T) or false (F)The American CharacterThe Am erican is wonderfully alive; and his vitality, not having often found a suitable outlet, m akes him appear agitated on the surface; he is always letting off an unnecessarily loud blast of incidental steam. Yet his vitality is not superficial; it is inwardly prom pted, and as sensitive and quick as a m agnetic needle. He is inquisitive, and read y with an answer to any question that he m ay put to himself of his own accord; but if you try to pour instruction into him, on m atters that do not touch his own spontaneous life, he shows the m ost extraordinary powers of resistance and forgetfulness; so that he often is rem arkably expert in som e directions and surprisingly slow in others. He seem s to bear lightly the sorrowful burden of hum an knowledge. In a word, he is young.What sense is there in this feeling, which we all have that the Am erican is young? His country is blessed with as m any elderly people as any other, and his descent from Adam, or from the Darwinian rival of Adam, cannot be shorter than that of his European cousins. Nor are his ideas always very fresh. 0ld conventions and rigid bits of m orality and religion, with m uch seem ly and antique political understanding, rem ain clear-cut in him, as in the m ind of a child; he m ay carry all this about with an unquestioning fam iliarity which does not com port understanding. To keep traditional sentim ents in this way untouched and uncriticised is itself a sign of youth. A good young m an is naturally conservative and loyal on all those subjects which his experience has not brought to a test; advanced opinions on politics, m arriage, or literature are com paratively rare in Am erica; they are left for the ladies to discuss, and usually to condem n, while the m en get on with their work. In spite of what is old fashioned in his m ore general ideas, the Am erican is unm istakably young；and this I should say for two reasons：one that he is chiefly occupied withhis imm ediate environm ent, and the other, that his reactions upon it are inwardly prom pted, spontaneous, and full of vivacity and self-trust. His views are not yet lengthened; his will is not yet broken or transform ed. The present m om ent, however, in this, as in other things, m ay m ark a great change in him; he is perhaps now reaching his m ajority, and all I say m ay hardly apply today, and m ay not apply at all tom orrow. I speak of him as I have known him; and whatever m oral strength m ay occur to him later, I am not sorry to have known him in his youth. The charm of youth, even when it is a 1ittle boisterous, obvious obedience to that pure, sem inal principle which, having form ed the body and its organs, always directs their m ovem ent, unless it is forced by vice or necessity to m ake them crooked, or rem ains young, and, wherever it is able to break through, sprouts into som ething green and tender. W e are all as young at heart as the most youthful Am erican, but the seed in his case has fallen upon virgin soil, where it m ay spring up m ore bravely and with less respect for the giants of the wood. People seem older when their perennial natural youth is encum bered with m ore possessions and prepossessions, and they are m indful of the m any things they have lost or m issed. The Am erican is not m indful to them.(13) Am ericans’ vitality is fairly superficial because deep down in their heart, they are very young.(14) Am ericans tend to be resistant to the things they are told to do and to the things they do notfeel very strongly about.(15) Am ericans are young because in their country, there are not as m any elderly people as thosein any other European countries.(16) A good young m an here is generally quite avant-garde, refuting all conventions and traditions.(17) W e are all as young at heart as the m ost youthful Am ericans but our seed is growing uponvirgin soil.(18) In general, the Am erican character is am biguous and mysterious.C Gap Filling (14 points)Please choose the best sentence from the list after the passage to fill each of the gaps in the text.Selling out to the StudentsUniversity faculties involve them selves unwittingly in the destruction of the university when they bow to all the pressures of their students and loosen up on requirem ents. (19)＿＿＿＿.The students will organize a vote and abolish the language requirem ent and abolish the science requirem ent, and then they'll decide they ought to get two units or five units for learning the sitar. As a faculty m em ber my feeling about all this nonsense is that it's not worth fighting for the innovations the students want because they’re utterly trivial.(20)＿＿＿＿.what he wants is to avoid som e obvious difficulty, like reading som ething he doesn't like to read, or having a sadistic exam, or having to sit still for three hours a week listening to som e bore talk about something the student feels he ought not to be required to 1isten to in the first place. It's stupid to expect genuine ed ucational insights to com e from kids who are the products of this system. (21)＿＿＿＿.But the faculties will do it. They'll do it because they feel guilty about their approach to teaching. They'll do it in ways that won't interfere with what their departm ents are doing. (22)＿＿＿＿.A good teacher is som ebody who is not interested in his own ideas, he is interested in som ebody else's m ind but the young faculty m em ber in a university typically is bursting with hisown ideas, and his notion of teaching is to tell those ideas to other people. This has nothing to do with teaching. (23)＿＿＿＿.Say that a faculty m eeting is scheduled to discuss som e utterly m eaningless provisions of the curriculum. The students com e in with a charm ing protest against it and a rather neat solution：(24)＿＿＿＿.This presupposes the continued existence of courses. With student-initiated courses being ad ded all the tim e, it only strengthens the course system. But the real aim should be to get rid of the course system altogether. A teacher gives it another decade of life by saying to a student, “O. K, you object to the course system? What do you want a course in?” And he says, “African bead, ” or what not. "Sold! Go to it." And so the student goes to it and earns three units. (25)＿＿＿＿.The fact is, however, that he winds up with contem pt for a faculty that permits this sort of thing to go on. The depressing thing is to see, under the guise of revolution, sim ply the old middle class individualistic free market being pushed to its ultim ate absurdity in the name of student consum er dem and. To confuse this with revolution in education is tragic.In the m eantim e he has stopped objecting to courses for a while.They want anything but things taught at universities.To turn academ ic decisions over to them is ludicrous.The kids will get what they think they want, which isn’t really what they want.Confronted with student power the faculty m em ber gives in, and it doesn't bother him because he gets to be a hero by voting yes for freedom."The courses ought to be divided into three groups: a third in the m ajor, a third not in the m ajor, and the other third the student can d o anything he wants with."Teaching is the art of developing or cultivating another m ind, and helping it to increase its powers.The ed ucational im agination of a product for a student of a university is not very significant. II. Please read the following passage and translate the underlined parts into Chinese. (50 points, 5 points each)A Journey by Train：Making Tracks in EuropeW e’re taking a train across Europe, from the coast of France all the way to Athens, a trip that has our friends expressing their concern. (26)The general feeling seem s to be that France and Italy are free—but the ferry from Italy and the train ride across Greece? They call it “travelin g rough.”The first leg is easy, from the French port of Calais to Paris. And very com fortable too. (27) One of the benefits of a Eurail pass is that you get to travel first class (unless you’re using a youth pass), and for the first tim e in our lives we ride a train in a “com partm ent” just as in the m ovies. These com partm ents seat six but today we’re the only occupants so we spread ourselves and our luggage around.(28)Our reward: three days in Paris. W e thrill to all the things you're supposed to thrill to—the Eiffel Tower, the Louvre, the Arc de Triom phe. But the really m em orable m om ent in this city is one of those spontaneous hum an events you can never plan for. The trick of traveling, I guess, is to be ready to savor whatever happens.I’m standing on the corner by one of the fam ous bridges across the River Seine the PontNeuf. (29)There's nothing special about it. In a city battered by the roar of endless cars, it s just another crossroads where two large stream s of traffic m eet. All roar, m ore roar and uproar. (Cars are the great bane of Europe. The inner city streets of m ost of the old cities were never designed for this sort of traffic—and it shows.)(30)I pause am ong the surging pedestrians to ease my weary feet. That’s when I hear it. Rising trium phantly above the howl of the traffic, catchy m usic jingles in the air. I look around m e. It's com ing from...an organ grinder(街头手风琴师).(31)Everyone is hurrying and straining to be som ewhere else. But my wiry little organ grinder pours his heart into bringing this corner alive with his m usic. Old favourite songs dance gaily above our heads—“Can Can”, “Lara's Theme”, “Funiculi-Funicula”—these popular songs from past decades have a European father than an Am erican flavour.(32) Am azingly, a furry cat is fast asleep on top of the m usic m achine ignoring everything around it as if this was som e peaceful garden rather than a precarious perch that shakes with every turn of its owner's arm. And in a basket by the organ's pram wheels, a dog dreams peacefully while comm uters pour out from an underground station.My organ grinder has discovered the miracle of perpetual m otion. Round and round goes his arm, his body rocking to the effort. (33)Casually he transfers the handle from one hand to the other, catching it as it twirls, the m usic leaping around him as if it would whisk him and his m achine over the rooftops and away past Notre Dam e Cathedral (巴黎圣母院) or along the Cham ps Elysees (香榭丽舍大道).Mind you, he’s not the only one presiding over this noisy com er. Two police officers are here as well, charged with m aintaining order. One is m ale, youthful and confident. (34) The other i s... well, a police girl. Her gun is alm ost as big as she is. Her weapon belt sags on her hips. Maybe in a couple of years she’ll develop into a police-wom an, but it’ll take at least that long to grow into her official-issue trousers.But, petite as she is, this Parisienne carries with her all the authority of the French gendarm erie. The traffic at the corner is clogging up-as it does repeatedly during my half-hour here. Boldly she blows her whistle and strides out into the surge of traffic. (35)Angry cars growl to a halt and sullenly crouch at her feet, snarling their annoyance, fretting to be away. But, cowed by her tiny arm they bite back their frustration and wait till this uniform ed child waves them on.III. Translate the following passage into English. (50 points)学问与趣味由小学到中学, 所修习的无非是一些普通的基本知识。

目　录第1章　全国院校英语专业基础英语考研真题分析1.1　基础英语考研真题分析1.2　重点院校基础英语考研真题比较第2章　名校英语专业基础英语考研真题及详解1．北京大学专业能力考研真题及参考答案（2007）2．北京外国语大学英语基础测试（技能）考研真题及详解（2013～2014）3．中国人民大学基础英语考研真题及参考答案（2006～2007）5．北京第二外国语学院基础英语考研真题及详解（2013）6．北京航空航天大学基础英语考研真题及详解（2013～2014）7．上海外国语大学英语综合考研真题及参考答案（2006-2008）8．武汉大学基础英语考研真题及详解（2013～2014）9．南京大学基础英语考研真题及参考答案（2009）10．中山大学基础英语考研真题及详解（2012～2014）11．四川大学英语专业基础考研真题及详解（2010～2011）12．四川外语学院基础英语考研真题及详解（2012～2013）13．南开大学基础英语考研真题及详解（2011～2012）14．天津外国语大学基础英语考研真题及详解（2012～2013）15．西安外国语学院基础英语考研真题及详解（2009）第1章　全国院校英语专业基础英语考研真题分析对于绝大多数报考英语专业的考生而言，“基础英语”是全国各院校英语专业研究生入学考试必考的科目。

一般来说，报考英语专业研究生的考核科目为：政治（分值100分）、第二外语（分值100分）、基础英语（分值150分）以及专业课（包括英美文学、语言学与应用语言学、翻译理论及实践等）（分值150分）。

需要说明的是，有些院校对此科目的考试名称有所不同：例如北京大学称之为“专业能力”，上海外国语大学称之为“英语综合”，北京外国语大学称之为“英语基础测试（技能）”，上海交通大学、广东外语外贸大学等称之为“英语水平考试”，四川大学称之为“英语专业基础”，山东大学称之为“实践英语”。

上述院校的科目名称和大多数院校所用的“基础英语”名称虽有差别，但实质是一样的，都是由各学校自主命题、考核英语专业考生基本功底的考试科目。

北京第二外国语学院611基础英语历年考研真题及详解下载北京第二外国语学院《611基础英语》历年考研真题及详解内容简介封面内容简介目录2003年北京第二外国语学院611基础英语考研真题及详解2004年北京第二外国语学院611基础英语考研真题及详解2005年北京第二外国语学院611基础英语考研真题及详解2006年北京第二外国语学院611基础英语考研真题及详解2007年北京第二外国语学院611基础英语考研真题及详解2008年北京第二外国语学院611基础英语考研真题及详解2009年北京第二外国语学院611基础英语考研真题及详解2010年北京第二外国语学院611基础英语考研真题及详解2012年北京第二外国语学院611基础英语考研真题及详解2013年北京第二外国语学院611基础英语考研真题及详解2014年北京第二外国语学院611基础英语考研真题及详解2015年北京第二外国语学院611基础英语考研真题及详解2016年北京第二外国语学院611基础英语考研真题及详解2017年北京第二外国语学院611基础英语考研真题及详解本资料收集了北京第二外国语学院“基础英语”2003～2017年（2011年除外）的考研真题，且所有真题均提供详细的参考答案及解析。

说明：本书精心搜集了市面上的历年真题，并整理了答案详解，备考价值尤为珍贵！若需要纸质内容，可以申请定制，详情咨询在线客服！•试看部分内容2003年北京第二外国语学院611基础英语考研真题及详解Ⅰ. GRAMMAR (20 points, 1 point each)Di re c ti o n s: In t h i s se cti o n, th e re a re20se n te n ce s e ach wi th o ne wo rd o r ph rase mi ssi n g. Ch oo se one o f the four choice s marke d A, B, C, and D th at be st comple te s th e se n te n ce. Th e n m ark th e co rre spo n di ng l e tte ron the ANSWER SHEET by blackening it.1. Th e re are m an y val u abl e se rvi ce s wh i ch th e p u b l i c are willing to p ay for, bu t which _____ bring a retu rn in money to the community.A. does noB. did notC. could notD. do not【答案】D查看答案【解析】句意：有很多公众可以出钱的有价值的服务，但是哪些会为社会回馈利益呢？很多中并不一定只有一个服务项目可赚钱回馈，所以应该用复数。

英语专业基础英语（翻译）历年真题试卷汇编10(总分：40.00，做题时间：90分钟)一、1 翻译(总题数：20，分数：40.00)1.将下列短文译成英语。

(北京外国语大学2009研，考试科目：英汉互译) 2008年11月9日，中国政府出台了进一步扩大内需、促进经济增长的十项措施，预计在未来两年时间内投资4万亿人民币。

中国政府在例行的中央经济工作会议召开之前突然宣布该方案，既显示了中国政府抗击金融危机、防范经济增长下滑的信心，也反映了中国政府对国内经济增长前景的预期明显恶化。

该方案刚一出台便引发世界范围内高度关注，并直接推动全球股市上涨。

然而，由于中国政府并未在第一时间详细披露该方案实施细则，近日来围绕该方案的猜测与争议绵延不绝。

（分数：2.00）填空项1:__________________2.将下列短文译为英语。

(北京外国语大学2008研，考试科目：英汉互译) 无论如何，创造财富的物质资源，不论其初始分配如何，最终是要通过各种各样的渠道，流入到具有企业家精神的人手里，这是自由市场的一个基本趋势。

这些人获得对他人的财富的支配权、使用权，以之为自己创造财富，并积累财富。

这正是自由市场具有效率的根源。

它可以动态地、自发地把资源从资源利用效率较低的人手里转移到资源利用效率较高的人手里。

中国人讲“富不过三代”，其中有一些无奈，但也揭示了自由市场的精髓所在：财富本身并不能充当财富的保障。

因为，财富本来就不是财富创造出来的。

所以，由于企业家精神积累了财富的人的后代，未必总是能够最有效地利用他们手里所掌握的资源。

如果是在身份制社会，这就将损害全社会的资源利用效率。

而自由市场向这些家庭提供了足够的制度安排，使之自然地将其掌握的资源交给富有企业家精神的人控制。

假如他们不愿意这样做，那市场就会无情地淘汰他们，以破产倒闭的方式使其交出对资源的控制权。

市场总是顽固地要把资源转移到能力最高的企业家手里。

权力控制经济的社会、身份制社会、国有企业制度，都无法做到这一点，因而其经济整体效率必然要比市场配置资源的社会低很多。

北外基础英语试题及答案一、单项选择题（每题2分，共20分）1. The book you gave me is very interesting. I spent the whole weekend ________ it.A. readB. to readC. readingD. readed答案：C2. The company has decided to ________ some new staff to meet the increasing demand.A. take onB. take offC. take outD. take over答案：A3. She is a very ________ person and always tries to help others.A. generousB. gentleC. selfishD. mean答案：A4. The weather forecast says it will be ________ tomorrow.A. sunnyB. rainyC. cloudyD. snowy答案：A5. I don't think the movie is worth ________ again.A. to seeB. seeingC. sawD. seen答案：B6. He is too young to ________ the truth about his parents' divorce.A. knowB. knowingC. to knowD. knew答案：A7. The teacher asked us to ________ the book before the next class.A. finish to readB. finish readingC. to finish readD. to finish to read答案：B8. The project was ________ because of the lack of funds.A. delayedB. canceledC. completedD. approved答案：B9. She ________ the room when I entered.A. was cleaningB. cleanedC. has cleanedD. had cleaned答案：A10. The children were playing ________ when the rain started.A. outsideB. insideC. upstairsD. downstairs答案：A二、完形填空题（每题1分，共10分）阅读下面的短文，掌握其大意，然后从每题所给的选项中选出最佳选项。

2007年普通高等学校招生全国统一考试（北京卷）英语第一卷（选择题共115分）第一部分：听力理解（共两节，30分）第一节（共5小题；每小题1.5分，共7.5分）听下面5段对话。

每段对话後有一道小题，从每题所给的A,B,C三个选项中选出最佳选项。

听完每段对话後，你将有10秒中的时间来回答有关小题和阅读下一小题，每段对话你将听一遍。

例：What is the man going to read?A.A newspaperB.A magazineC A book答案是AA.B.C.1、Where is the man from?A. AtlantaB. New YorkC. Washington,D.C2.How much is the man’s telephone bill?A. $50B. $24C. $303.What does the woman want to watch?A. NewsB. “Animal World”C. Movie4.Which apartment is the woman interested in?A. The one-bedroom apartmentB. The two-bedroom apartmentC. The three-bedroom apartment5.What is the woman doingA. Giving adviceB. Asking the wayC.Making a request第二节（共15小题；每小题1.5分，共22.5分）听下面6段对话或独白，每段对话或独白後有几道小题，从每题所给的A. B. C.三个选项中选出最佳选项。

听每段对话或独白前，你将有5秒钟的时间阅读每小题。

听完後，每小题将给出5秒钟的作答时间。

每段对话或独白你将听两边。

听第6段材料，回答第7至7题。

6.Why is the woman late?A. She missed the busB. She couldn’t start her carC. She coulden’t find the key7.Where are the two speakers?A. At a garageB. At a bus stopC. At a restaurant听第7段材料，回答第8至9题。

北京外国语大学2007年语言学考研真题考试科目：语言学和应用语言学1．Imagine you were at a bus stop and two people approached you one after the other. The first said“哎，几点了？”and the second said“不好意思，打搅一下，请问您带表了吗？”What assumptions would you make if you were addressed in these two ways and why would you make them? (25 points)2．Explain this statement and give at least two examples of it :“In studying other cultures , we do so from the perspective of our own culture.”(25points)3. (1) Give an account of what you know about the English present perfect tense. (20points)(2) If you are to teach a group of junior middle school students the present perfect tense in 45 minutes , how are you going to plan your class? （20points）4. A teacher drilled his/her students in the structure called indirect questions:Do you know where my book is?Do you know what time it is?Did he tell you what time it is?As a direct result of the drills, all the students were able to produce the structure correctly in calss, a student came up to the teacher and asked, “Do you know where is Mrs.Smith?”, which shows that only minutes after the class the student used the structure incorrectly in spontaneous speech . What do you think is the reason for this misuse? Was the lesson a waste of time? Why or why not? (30points)5.(1) what do you think are the differences between a good language learner and a poor language learner? (15points)(2) If we know what strategies good language learners use, does it follow that teaching so-called poor language learners to use those strategies will result in their successful language learning? Why or why not? (15points)参考答案1.As to the 1st one , an immediate assumption coming to our mind would be the person isasking for the time . The assumption that the hearer gets arises out of the conventional meaning of the expression. The conventional meaning is related to the existing knowledge of the world , and is the meaning that is achieved by the conventions , and is generally accepted by the society.It can be accessed to when we turn to the knowledge towards the world that we have . The expression “几点了”is such an conventional meaning that when it is spoken out , everyone will unexceptionally accept it as a way of asking for the time.As to the explanation of the 2nd one ,Levinson’s M-principle could come into use. Considering the context , which is in the bus stop , what it expresses is no longer a conventional one , but rather a conversational implicature. According to M-principle , the speaker normally will not use a prolix , obscure or marked expression without reason ; on the hearer’s side , if the speaker used aprolix or marked expression , he did not mean the same as he would have had when he used the unmarked expression. That is to say , in the normal situation , in the bus stop as the example above has shown , the intention of that the speaker asks others whether they wear the watch or not is not merely to care about the recipient has a watch or not , but has some other reason , because it would be bizarre to ask a stranger in the bus stop about such a personal staff. Therefore ,the hearer has to assume that the expression is related to the situation , and this expression is not what it literally mean. Following this , the hearer reaches a connection between the bus stop and the watch , that is the time. As s consequence , he knows what the speaker intends is the inquiring of the time.2. Culture is a semiotic meaning system in which symbols function to communicate meaning from one mind to another. It is related to language in such a way that language is a part of culture and a part of human behavior , and also the primary medium for transmitting much of culture. Therefore , without language , culture would not be possible . Consequently , when studying a culture , we often rely on the language . Therefore , we may use our own language to describe the target culture , which may be the one interpretation of the statement “In studying other cultures , we do so from the perspective of our own culture .”What’s more , when studying other cultures , we will definitely come across the differences between the target culture and our own culture. We will subconsciously compare the two different cultures . Seeing from the perspective of our own culture ,we find how the target culture is different from our own culture, and this makes the target culture more distinctive from our own .3. (1) The English present perfect tense is to express the idea that although an action or state happened (or started to happen ) in the past , it has some connection with the present . It may be that the ( present ) result of the action is more important than the action itself . Alternatively , we may be inferring that the action is important , but the time when it occurred is not .(2) I may probably choose the top-down approach to lead the students to the recognition of this tense .First , I will list out a group of sentences that are all in the present perfect tense , and make the students generalize the general feature in the form of those sentences , and figure out the basic construction of the present perfect tense , that is “have + V-en ”.Second , to make the students clear about the conditions in which the present perfect tense can use , I would turn to pictures to explain the sentences listed out in the 1st step ; therefore , the students can find out the use of this tense in a more visual way .Third , considering the possibility that the students may mix up the present perfect tense with the past tense , I would help students figure out their differences . In this step , pairs of sentences with present perfect tense and past simple tense respectively would be listed out , and accompanying them would be the time axis , which could distinguish the different referring of the two different tenses . The students would found out the differences themselves with the help of the time axis .Forth , I would create a situation for the students to practice : two friends who haven’t seen each other for a long time and just met each other . I would encourage the students to make up a dialogue based on such a situation , trying to use the present perfect tense in the places where they think it is appropriate to use it . After students show their dialogue to the class , the class would be asked to decide whether the use of that tense is appropriate according to what they expressed .4. The misuse shows a separation of the abstract grammatical rules from the everyday use of language . The core of the teaching method above could be said as the habit formation throughrepetition . This method seems to concerns only the formation and performance of habits but not problem-solving . As a result , the students may only know the form ,but not know when and where this form is used , which is essential to the actual use of language . This type of teaching reveals the defect of the traditional grammar teaching , that is,it concentrates only on the grammatical forms and the meaning of individual words , whereas the meaning of the whole sentence is thought to be self-evident . Therefore , in conscious training , students may be able to use a grammatical structure correctly , while in the spontaneous and subconscious speech , they may fail to still take the structure into consideration . In other words ,they may not know how to use that specific form or expression in a daily communication .The fact that this teaching method is not perfect does not mean that there is no need to teach the grammar . Therefore , it would be inappropriate to label such a lesson as a waste of time . It is true that the students should be taught how to produce appropriate utterances given a communicative situation ; yet , they have to know the correct form first , which is greatly related to grammar . It is generally agreed grammar has its due value in language learning .What’s more , there can be some improvements to this lesson . It would be appreciated to add the communicative oriented tasks in it , which will make the students understand more clearly the situations the pattern is supposed to used in , and also help the students apply them to the spontaneous communication .5. (1) The difference between the good language learners and the poor language learners significantly lies in the difference of learning strategies.The good language learners are able to use their strategies effectively . They could actively involve themselves in the language learning process by identifying and seeking preferred learning environments and exploring them . They could also develop an awareness of language as a system , and as a means of communication and interaction . What’s more , they could realize initially or with time that they must cope with the affective demands made upon them by language learning and succeed in doing so , and then monitor the performance in the target language . Whereas , the poor language learners are often unable to use the strategies appropriately .(2) It would be wrong to assume that the strategies good language learners use will result in success for the poor language learners if they follow those strategies , because language learning has individual differences . For example , everyone has his own learning style . There are generally three types of learning style , namely , visual , auditory , and tactile . We could assume that the good language learner is a more visual learner , which means he learns faster and better from visual displays including : diagrams , illustrated text books , overhead transparencies , videos , flipcharts and handouts . However , the contrasting poor learner is of every possibility more an auditory learner than a visual one , which means they can learn their best through verbal lectures , discussions , talking things through and listening to what others have to say , and written information may have little meaning until it is heard . Therefore , the strategies the good language learner uses will be more visual than auditory , which is obviously not applicable to the poor language learner . Thus , the individual differences should be taken into consideration in following other s’ learning strategies .。

北京第二外国语学院2007年硕士研究生入学考试试卷考试科目：综合考试（英1）满分：150分第一部分：语言学（50分）Part One Linguistics (50 points)I. Complete each of the following statements. (8 points, l point each)1. The different members of a phoneme, sounds which are phonetically different but do not make one word different from another in meaning, are _____2. According to G. Leech, _____ meaning refers to what is communicated of the feelings and attitudes of the speaker/writer.3. Terms like "apple", "banana" and "pear" are ___ of the term "fruit".4. Human languages enable their users to symbolize objects, events and concepts which are not present (in time and space) at the moment of communication. This quality is labeled as _____5. The sound [p] can be described wi th “_______, bilabial, stop”.6. Semantics and _____ investigate different aspects of linguistic meaning.7. ______ is the technical name for the sameness relation.8. Chomsky initiated the distinction between ____ and performance.II. Tell if each of the following statements is true or false. (8 points, 1 point each) 9. The last sound of "top" articulated as an. unreleased or released plosive. These different realizations of the same phoneme are not in complementary distribution. '} 10. The words "loose" and "books" have a common phoneme and a common morpheme as well. 11. It is characteristic of Halliday' s theory that more attention is paid to paradigmatic relations than to syntagmatic relations, which is the main concern 'Chomsky.12. According to the innateness hypothesis, infants are born able to speak a language.13. In the sentence "Money is often said to be the root of all evil", "root" is used in itsconceptual meaning.14. Of the three cavities, Pharynx cavity is the most variable and active in amplifying and modifying speech sounds.15. The description of a language at some point in time is called diachronic study.16. Tense and aspect are two important categories of the verb, and they were separated in traditional grammar.Ⅲ. Fulfill the following requirements. (18 points)17. Distinguish between the two possible meanings of the phrase small child’s cot by means of IC analysis. (4)18. Tell whether each of the underlined parts is endocentric or exocentric. (4)a. the professor who plagiarizedb. the design out of the questionc. the year to followd. the man who did come19. Give the phonetic term according to the following description: (2)the sound made with the back of the tongue and the soft palate20. Analy ze the following dialogue with reference to Grice’s Cooperative Principle:(2)A: Where is X?B: He’s gone to the market. He said so when he left.21. Tell the sense relation between a and b in each pair: (2)1) a. He no longer likes coffee. b. He liked coffee.2) a. Mary is working in China. b. Mary is working in Beijing.22. Classify the following pairs of antonyms. (4)Even – odd above – below present – absent arrogant – bashfulⅣ. Answer the following questions briefly. (16 points, 4 points each)23. Mention a labiodental sound in English. Tell what speech organs are involved in producing labiodental sounds. (4)24. How many syllables does the word “kinder” have? What are they? How many morphemes does it have? What are they? (4)25. What linguistic theories do American linguist Chomsky and Australian linguist Halliday represent respectively? (4)26. Do the suffixes -able in workable, -ness in workableness change the word class of the words to which they are attached? Are they bound morphemes or free morphemes? Inflection or derivations? (4)第二部分：英美文学(50分)Part Two British and American Literature (50 Points)I Complete the following sentences by choosing and mark the best choice (A, B, C or D) in each bracket. (30 points/ 2 points for each)( ) 27. Generally speaking, it is in _____ that the English Literary history starts.A. 6th . C. BC.B. 5th.C. BCC. 6th. C. ADD. 5th. C. AD( ) 28. Knights of the Round Table are characters serving _____ in legends, which depict chivalry in early literature.A. Sir LancelotB. Sir GodwinC. King ArthurD. King Henry VIII( ) 29. Of the following works, which is not written by John Milton?A. "Paradise Lost"B. My AntoniaC. "Paradise Regained"D. “Samson Agonistes( ) 30. As a literary trend in Britain, _____came as a result of discount of certain enlighteners in social reality in the middle of 18tri Century.A. sentimentalismB. imagismC. Social CriticismD. modernism ( ) 31. "Some books are to be tasted, others to be swallowed, and some few to be chewed and digested" could be found in _____A. Thomas Moore' s UtopiaB. Charles Dickson' s Great ExpectationC. John Bunyan' s The Pilgrim' s ProgressD. Francis Bacon' s "Of Studies" ( ) 32. British Renaissance breeds a lot of great writers, among whom are ____ .①William Shakespeare ②John Milton ③Edmund Spencer④Geoffrey ChaucerA. ①②③B.①③C. ①②④D. ①②③④( ) 33. The proposal of "art for art’s sake" is given by_____A. Oscar WildeB. Henry JamesC. Henry FieldingD. Charles Dickens( ) 34. Thomas Hardy' s masterpiece setting on the British country life is ______A. PamelaB. EmmaC. Jane EyreD. Tess of the D’Urbervilles( ) 35. Early in _______, the English settlements in Virginia and Massachusetts started the main stream of the American national history.A. 14th . C.B. 15th . CC. l7th . C.D. 16th . C( ) 36. Benjamin Franklin is not merely an outstanding politician, a talented inventor but also a famed literary giant. His autobiography set the exampleof practicing _______ moral disciplines which gave profound influencesas the national spirit.A. Quaker' sB. PuritanC. Anglican ChristianD. Easter' s( ) 37. James Fennimore Cooper' s novel _______ is the first to reveal the west and Native Americans' life in a passionate way.A. Go Down, MosesB. The Last of the MohicansC. Winesburg, OhioD. O, Pioneers!( ) 38. Realism in American literature stretches from ____ to the end of 19thC.A. early 17th . .CB. early 18th . .CC. American Civil WarD. Spanish-American War ( ) 39. West Humor is best represented in _____’ s short story writing.A. O HenryB. Flannery O’ ConnorC. Henry JamesD. Mark Twain( ) 40. _____ are not only poets but also literary critics.①Edgar Allan Poe ② Carl Sandburg ③T. S. Eliot ④Ezra PondA. ①③④B. ①②③C. ①②④D. ①②③④( ) 41. "The lost generation" refers to the writers who relocated to Paris in the post WWI years to reject the values of American materialism. All thefollowing but _____ are involved in this group.. A. F. S. Fitzgerald B. Ernest HemingwayB. Theodore Dreiser D. John Dos PassosⅡ Explain the following literary phrases and indicate at least one representative writer with one of his major works respectively. (9 points)42. Harlem Renaissance (3 points)43. Black Humor (3 points)44. American Naturalism (3 points)Ⅲ Read the following poem and answer the question. (11 points)Lord Byron’s “She Walks in Beauty” i s among the most memorable and most quoted poems in romantic poetry. In June, 1814, Byron attended a party where he was inspired by the sight of his cousin, the beautiful Mrs. Wilmot, who was wearing a black spangled mourning dress, and it became the essence of his poem about her.She Walks in BeautyShe walks in beauty, like the nightOf cloudless climes and starry skies;And all that's best of dark and brightMeet in her aspect and her eyes:Thus mellow’d to that tender lightWhich heaven to gaudy day denies.One shade the more, one ray the less,Had half impair’d the nameless graceWhich waves in every raven tress,Or softly lightens o'er her face;Where thoughts serenely sweet express how pure,How dear their dwelling place.And on that cheek, and o'er that brow,So soft, so calm, yet eloquent,The smiles that win, the tints that glow,But tell of days in goodness spent,A mind at peace with all below,A heart whose love is innocent.45. Summarize the charm of the lady who “walks in beauty”. (3 poi nts)46. What figures of speech are used in this poem? Could you give some examples? (4 points)47. How does this poem reflect features of romantic poetry? (4 points)第三部分：英美社会文化（50 分）Part Three British and American Society and Culture (50 points) Instructions: You are required to answer all the following questions in English. Ⅰ. Explain the following (30 points, 10 points each)48. the Protestant Reformation49. the separation of powers50. child-centered cultureⅡ. Answer the following question (20 points)Write briefly about the Congressional election in the USA this year and comment on this election together with the American political system in about 500 words.基础英语参考答案I. Grammar (15 points / 1 point each)1. B2. C3. A4. B5. A6. C7. C8. A9. A 10. A 11. A12. D13. C 14. A 15. DII. Vocabulary (15 points / 1 point each)1. D2. B3. A4. D5. D6. A7. C8. B9. C 10. B 11. C12. D13. A 14. A 15. DIII. Cloze (30 points / 1 point each)1. B2. C3. D4. A5. B6. C7. D8. A9. B 10..D 11. D 12. A13. B 14. C 15. C 16. D 17. A 18. B 19. C 20. A 21. because 22. if 23. before 24. less 25. alone 26. just 27. equally 28. convinced /aware 29. how 30. suchVI. Reading Comprehension: (30 points)Section A: (20 points / 2 points each)1. C2. C3. B4. D5. D6. D7. C8. B 9. B 10. CSection B: (15 points)During his lifetime, Xu Xiake visited 16 provinces, leaving his footprints innearly every corner of the country. (4 分) // He never completely depended on books to guide him in his tours, nor blindly accepted the conclusions given therein. (4 分) // As a result, / In fact, he found many inaccuracies in the travel notes written by his predecessors. (4 分) // In order to get a detailed and truthful picture of the places he visited, he seldom traveled by cart or boat. (3 分) //VI. Writing (30 points)按格式(A)或文章结构(B)、内容、语言质量、字数等四个方面给出整体印象分。

北京外国语大学英语基础测试（技能）考研真题及详解（2013～2014）北京外国语大学2014年英语基础测试（技能）考研真题Part I GRAMMAR(30Points)Correct ErrorsThe passage contains ten 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 in the following way:For a wrong word,copy the wrong word to your answer sheet and write the correct one after it.For a missing word,write∧on the answer sheet followed by the word after the missing word,and then write the word which you believe is missing.For an unnecessary word,copy the unnecessary word to your answer 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 to1.______ 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 mostpowerful 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 theWaterloo 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 ofhis work．More than any other form，letters make insight into Hardy's7.______ many—sidedness．Writing in1907to the poet Elspeth Grahame，he expressed admiration，and not little surprise，that she had written8.______ verses on the top of an omnibus．Commiserating with one of his American admirers，Rebekah Owen，for having to get in a plumber，he suggestedthat she took up plumbing herself．Such solid practical advice exists9.______ alongside Hardy the natural modernist，wrote to tell Arthur Symons that10.______ 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 ofa hat．【答案与解析】1.to→into(fall into固定词组，意思为“陷入、落入”。