2006英语二阅读第三篇答案

2006年普通高等学校招生全国统一考试（2）英语本试卷分第一卷（选择题）和第二卷（非选择题）两部分。

第一卷1至10页。

第二卷11至14页。

考试结束，将本试卷和答题卡一并交回。

第一卷第一部分英语知识运用（共三节，满分50分）第一部分语音知识（共5小题；每小题1分，满分5分）从A、B、C、D四个选项中，找出其划线部分与所给单词的划线部分读音相同的选项，并在答题卡上将该项涂黑。

1. hearA. nearlyB. searchC. bearD. heart2. changeA. machineB. headacheC. techniqueD. research3. surpiseA. policeB. apologizeC. bridgeD. children4. safelyA. baseB. seasonC. AsiaD. usual5. museumA. subjectB. trueC. hugeD. busy第二节语法和词汇知识（共15小题；每小题1分，满分15分）从A、B、C、D四个选项中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。

6. –Will you be able to finish your repect today?- .A. I like itB. I hope soC. I’ll do soD. I’d love it7. We forgot to bring our tickets, but please let us enter, ?A. do youB.can weC. will youD. shall we8. Your story is perfect; I’ve never heard before.A. the better oneB. the best oneC. a better oneD. a good one9. It was not until she got home Jennifer realized she had lost her keys.A. whenB. thatC. whereD. before10. We hope that as many people as-possible join us for the picnic tomorrow.A. needB. mustC.shouldD. can11. It is no arguing with Bill because he will never change his mind.A. useB. helpC.timeD.way12.ohn, a friend of mine, who got married only last week, spent＄3,000 more than he For the wedding.A. will planB. has plannedC. would planD. had planned13. We thought there were 35 students in the dining hall, , in fact, thereWere 40.A. whileB. whetherC. whatD.which第三节完型填空（共20小题；每小题1.5分，满分30分）阅读下面短文，从短文后所给各题的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。

第三部分：阅读理解Text A Reading is not the only way to gain knowledge of the work in the past. There is another large reservoir (知识库) which may be called experience, and the college student will find that every craftsman (⼯匠) has something he can teach and will generally teach gladly to any college student who does not look down upon them . The information from them differs from (不同于) that in textbooks and papers chiefly in that its theoretical (理论的) part -- the explanations of why things happen -- is frequently quite fantastic (神奇的) . But the demonstration (⽰范) and report of what happens , and how it happens are correct even if the reports are in completely unscientific terms (术语). Presently the college student will learn, in this case also, what to accept and what to reject. One important thing for a college student to remember is that if Aristotle could talk to the fisherman, so can he. Another source of knowledge is the vast store of traditional (传统的) practices handed down from father to son , or mother to daughter, of old country customs (习惯), of folklore (风俗). All this is very difficult for a college student to examine, for much knowledge and personal experience is needed here to separate good plants from wild grass. The college student should learn to realize and remember how much of real value science has found in this wide, confused wilderness and how often scientific discoveries of what had existed in this area long age.　36.In the last paragraph the phrase "this wide, confused wilderness" refers to _____.A, personal experienceB, wild weeds among good plantsC, the information from the parentsD, the vast store of traditional practices37. Which of the following statements is supported by the passage?A, The college students have trouble separating good plants from wild grass.B, Craftsman's experience is usually unscientific.C, The contemptuous (傲慢的) college students will receive nothing from craftsmen.D, Traditional practices are as important as experience for the college student.38. From this passage we can infer that ______.A, we'll invite the craftsman to teach in the collegeB, schools and books are not the only way to knowledgeC, scientific discoveries late based on personal experienceD, discoveries and rediscoveries are the most important source of knowledge for a college student39. The author advises the college student to ______ .A, be contemptuous to the craftsmanB, be patient in helping the craftsman with scientific termsC, learn the craftsman's experience by judging it carefullyD, gain the craftsman's experience without rejection40. The main idea of this passage is about ________.A, what to learn from the parentsB, how to gain knowledgeC, why to learn from craftsmanD, how to deal with experience答案ＤＣＢＣＢ。

2006年考研英语第三篇阅读解析一、理解问题背景2006年考研英语第三篇阅读理解题是一道典型的阅读理解题型，考查了考生的阅读能力、词汇量、语法知识和阅读策略。

为了更好地应对此类题目，我们需要对文章进行深入的解析，从而掌握文章的主旨和细节。

二、分析文章结构1.主旨：文章主要讨论了全球化对英语学习者产生的影响，以及如何在全球化背景下提高英语学习者的竞争力。

2.细节：文章通过举例、对比、论证等方式，详细阐述了全球化对英语学习者产生的影响，如文化交流、职业发展等。

3.论证方法：文章采用了事实论证、对比论证和举例论证等方法，使观点更具说服力。

三、提炼关键信息在解答阅读理解题时，我们需要注意以下几点：1.词汇：文章中涉及到的重点词汇，如globalization、competitiveness 等。

2.语法：关注文章中的长难句，分析句子结构，理解句意。

3.阅读策略：在有限的时间内，学会快速筛选关键信息，提高阅读效率。

四、解题步骤1.问题类型：根据问题类型，可分为事实细节题、推理判断题、主旨大意题等。

2.解题技巧：根据问题类型和文章内容，运用相应的解题技巧，如寻找关键词、分析句子结构等。

3.时间分配：在考试中，合理分配时间，确保每道题都有足够的时间解答。

五、总结提高阅读速度和理解能力的方法1.扩大词汇量：多阅读英文文章、书籍，积累词汇。

2.加强语法学习：掌握基本的语法知识，提高阅读理解能力。

3.学习阅读策略：运用略读、寻读等方法，提高阅读速度和理解能力。

4.勤加练习：多做阅读理解题，总结经验，不断提高。

通过以上分析，我们相信考生们在掌握了解题方法和技巧后，能够更好地应对考研英语阅读理解题。

全国2006年10月高等教育自学考试英语阅读(二)试题课程代码：00596Ⅰ.Reading Comprehension.(50 points,2points for each)Directions: In this part of the test, there are five passages. After each passage, there are five questions followed by four choices marked A, B, C and D. Choose the best answer and then write the corresponding letter on your Answer Sheet.Passage OnePlants and animals that have been studied carefully seem to have built-in clocks．These biological clocks，as they are called，usually are not quite exact in measuring time．However，they work pretty well because they are“ reset ”each day，when the sun comes up．Do pigeons use their biological clocks to help them find directions from the sun? We can keep pigeons in a room lit only by lamps．And we can program the lighting to produce artificial “days”，different from the day outside．After a while we have shifted their clocks．Now we take them far away from home and let them go on a sunny day．Most of them start out as if they know just which way to go，but choose a wrong direction．They have picked a direction that would be correct for the position of the sun and the time of day according to their shifted clocks．It is known and experimented that homing pigeons can tell directions by the sun．But what happens when the sky is darkly overcast by clouds and no one can see where the sun is? Then the pigeons still find their way home．The same experiment has been repeated many times on sunny days and the result was always the same．But on very overcast days clock-shifted pigeons are just as good as normal pigeons in starting out in the right directions．So it seems that pigeons also have some extra sense of direction to use when they cannot see the sun．Naturally，people have wondered whether pigeons might have a built-in compass－something that would tell them about the directions of the earth’s magnetic field．One way to test that idea would be to see if a pigeon’s sense of direction can be fooled by a magnet attached to its back．With a strong magnet close by，a compass can no longer tell direction．To test the idea，a group of ten pigeons had strong little magnet bars attached to their backs．Another group carried brass bars instead which were not magnetic．In a number of experiments，both groups were taken away from home and let go．On sunny days none of the magnet-pigeons was fooled．They were just as good as the brass-pigeons in starting out in the right direction toward home．On cloudy，overcast days，however，with no sun the brass-pigeons chose the right direction，but the magnet-pigeons were in trouble．They later started out in different directions and acted completely lost．Questions 1-5 are based on Passage One．11．Which of the following can best describe the organization of the passage?A．Questions are raised first and then experiments to answer them are cited．B．opinions are given first and then evidences against them ore quoted．C．Statements come first and examples supporting them follow．D．People’s long held belief s are cited first and exceptions come after．2．What can be inferred from the passage about biological clocks?A．They are used by all plants and animals to tell time．B．Pigeons’biological clocks are regulated every day with the sunrise．C．The built-in biological clocks cannot be changed．D．They gradually developed as pigeons grow mature．3．How can people shift pigeons’ biological clocks?A．By training them when they are young．B．By minor and harmless operations．C．By taking them really far away from home．D．By keeping them in artificial days．4．Whic h is true about pigeons’ finding directions?A．With a brass on back they can find directions sooner．B．They can find directions better than other birds．C．They use the earth’s magnetic field and the sun to find directions．D．They can find directions only to their home．5．What does the author want to say by citing the last experiment?A．On heavily cloudy days，pigeons that are not well trained do not fly.B．Pigeons use different sources to find directions on different weather.C．Magnetic field is an important source in helping pigeons to find directions.D．The little magnet bars make it easier for pigeons to find directions．Passage TwoIn some ways,yes—but the differences matter more．Just as human history has been shaped by the rise and fall of successive empires，the computer industry has, in the few decades of its existence，been dominated by one large company after another．During the mainframe era，IBM wore the crown．But it fumbled the transition to smaller machines in the personal-computer era，and the throne was usurped by Microsoft．Now，at the dawn of the new era of Internet services，Google is widely seen as the heir to the kingdom．As the upstart has matured into a powerful industry giant，the suggestion2that “Google is the new Microsoft”has become commonplace in computing circles．Is it true?The comparison is both a compliment and a reproach．It is a compliment because it implies that Google has now become the company that defines the environment in which other technology firms operate，just as IBM and Microsoft once did．As with Microsoft in its heyday，Google is the technology firm where the smartest geeks aspire to work；it embodies the technological zeitgeist；and it is a highly regarded company that has become a household name．But the comparison is also a reproach，because it highlights growing concern that Google is now too powerful for its own good，or that of the industry，or indeed that of the world at large．For many people，Google provides the front door to the Internet．For many online businesses,their position in its search ranking—the workings of which are a closely guarded secret—is a matter of life or death．Too much power is thus concentrated in Goo gle’s hands，say critics，including Microsoft’s Bi ll Gates．Microsoft and other big Internet firms，including eBay，Amazon and Yahoo，are now said to be negotiating various alliances in order to provide a counterweight to the new behemoth．Smaller firms feel even more vulnerable．As soon as Google says it is moving into a particular market，small fry in that market now dart for cover，unless they are lucky enough to be acquired by Google．Yet there are some crucial ways in which Google differs from Microsoft．For a start，it is a far more innovative company，and its use of small，flexible teams has so far allowed it to remain innovative even as it has grown．Microsoft，in contrast，has stagnated as a result of its size and dominance．It is least innovative in the markets in which it faces the least competition—operating systems，office software and web browsers—though it is，curiously，still capable of innovating in markets in which it has strong rivals(notably video gaming)．Try to avoid using Microsoft software for a day，particularly if you work in an office，and you will have difficulty；but surviving a day without Google is relatively easy．It has strong competitors in all the markets in which it operates：search，online advertising，mapping，software services，and so on．Large firms such as Yahoo，which previously farmed searches out to Google，have switched to other technologies．Goo gle’s market share in search has fallen from a high of around 80％to around 50％today．Perhaps the clearest evidence that Googl e’s continued dominance is not inevitable is the fate of Alta Vista，the former top dog in Internet search．Who remembers it today?Questions 6-10 are based on Passage Two．6．The comparison made among IBM，Microsoft and Google suggests that_____.A．IBM is no longer an important firm in the computer industryB．Microsoft has always been dominant in the computer industryC．Google is gaining a dominant position in computing technologyD．it is not valid to make a comparison between the three firms7．Which of the following is NOT true about Google?3A．Google is widely known only in computing circles．B．Google is being criticized for being too powerful．C．Google is of vital importance to online businesses．D．Google is likely to eplace Microsoft in computer industry．8．Compared with Microsoft, ogle is said to be more_____.A．stagnate in technology B．inflexible in structureC．ambitious in development D．innovative in market9．Microsoft is facing challenges in_____.A．operating system B．office softwareC．web browsers D．video gaming10．Which is used as an example to predict the likely future of Goo gle’s Internet earch?A．Alta Vista．B．Yahoo．C．eBay．D．Amazon．Passage ThreeIt is such an odd relationship between people and pandas．We are so fond of them that when the Chinese government lent a pair to the San Diego Zoo for six months，the number of visitors increased sharply，and the zoo sold over half a million panda T-shirts．When a Panda was born in Tokyo Zoo in 1986，thousands of people phoned daily to hear a recording of the baby’s c ry．Although the reason we love pandas is not easy to explain，animal scientists offer some plausible theories．They suggest that parenting instincts are aroused by the common characteristics of babies：round faces and small jaws．Pandas，even in adulthood，display all of these interesting features．Until recently，however，it seemed nearly certain that this much-loved creature was destined to die out．Even now the giant panda numbers fewer than 1000 in a shrinking wilderness in one small area in China，an untimely end for the wo rld’s most beloved wild species may still be avoidable．“It’s easy to save the panda，”says George Schaller，the New York Zoological So ciety’s panda expert and a world renowned zoologist．“All it needs is bamboo and peace．”Wild life experts have recommended some basic steps to help．A detailed plan for the protection of panda has been drawn up by the Wildlife Fund，in cooperation with the Chinese Ministry of Forestry．The plan calls for a 70％increase in the panda preserve at a cost of $20，000，000 over five years．The plan was submitted to the Chinese government in August，1989．After more than a year of debating and delay，the National People’s Congress voted in favor of the bill to fund the plan．4Almost 100 pandas are kept in Chinese Zoos and at institutions in other countries，but during the past three decades fewer than 100 baby pandas have been born in China．And the majority of these have died young．Despite such unfavorable circumstance，the giant pandas prospects are better now than in the recent past．New insights into behavior，diet and physiology offer hope to protect and raise these animals more effectively．The most promising hope for panda’s future seems to be the increased efforts by Chinese government．They have established 13 panda reserves and announced plans for 14 more．A farm has been relocated away from a panda habitat, and some 60 families living in one reserve have been relocated，costing the government nearly $ 370，00．Public concern for the welfare of pandas has been heightened by stiff penalties for poaching—although it remains a serious problem．A few farmers have captured isolated pandas and released them back to larger habitats．Questions 11-15 are based on Passage Three．11．The passage mainly discusses_______．A．the mysterious life of pandasB．attentions towards panda protectionC．public liking for pandasD．the strange behaviors of pandas12．Pandas are much loved by people for all of the following reasons EXCEPT_______．A．their baby-like featuresB．their round faces and small jawsC．their attractive criesD．their inactivity13．Which of the following factors plays a NEGATIVE rol e to panda’s surviving?A．Public concern for panda’s welfa re has been heightened．B．Chinese government invested more money in panda protection．C．Proper protection measures were not taken in time．D．More reserves will be established in China．14．Which of the following plays a key role in panda protection?A．Animal behaviorists．B．Chinese government．C．American zoologists．D．The zoos which raise pandas．15．Pandas can be better protected today owing to______．A．a better understanding of the animalB．the increase in foreign funds5C．their increasing popularityD．the efforts of American scientistsPassage FourThat experiences influence subsequent behavior is evidence of an obvious but nevertheless remarkable activity called remembering．Learning could not occur without the function popularly named memory．Constant practice has such an effect on memory as to 1ead to skilful performance on the piano，to recitation of a poem，and even to reading and understanding these words．So-called intelligent behavior demands memory，remembering being a primary requirement for reasoning．The ability to solve any problem or even to recognize that a problem exists depends on memory．Typically，the decision to cross a street is based on remembering many earlier experiences．Practice (or review) tends to build and maintain memory for a task or for any learned material．Over a period of no practice what has been learned tends to be forgotten；and the adaptive consequences may not seem obvious．Yet，dramatic instances of sudden forgetting can be seen to be adaptive．In this sense，the ability to forget can be interpreted to have survived through a process of natural selection in animals．Indeed，when one’s memory of an emotionally painful experien ce leads to serious anxiety，forgetting may produce relief．Nevertheless，an evolutionary interpretation might make it difficult to understand how the commonly gradual process of forgetting survived natural selection．In thinking about the evolution of memory together with all its possible．aspects，it is helpful to consider what would happen if memories failed to fade．Forgetting clearly aids orientation in time，since old memories weaken and the new tend to stand out，providing clues for inferring duration．Without forgetting，adaptive ability would suffer，for example，learned behavior that might have been correct a decade ago may no longer be．Cases are recorded of people who (by ordinary standards) forgot so little that their everyday activities were full of confusion．This forgetting seems to serve that survival of the individual and the species．Another line of thought assumes a memory storage system of limited capacity that provides adaptive flexibility specifically through forgetting．In this view，continual adjustments are made between learning or memory storage (input) and forgetting (output)．Indeed，there is evidence that the rate at which individuals forget is directly related to how much they have learned．Such data offers gross support of contemporary models of memory that assume an input-output balance．Questions 16-20 are based on Passage Four.16. From the evolutionary point of view,_______.A．sudden forgetting may bring about adaptive consequencesB．forgetting for lack of practice tends to be obviously inadaptiveC．if a person gets very forgetful all of a sudden he must be very adaptiveD．forgetting is an indication of an individual’s adaptability617.According to the passage, if a person never forgot,_______.A．he would survive bestB．he would have a lot of troubleC．the evolution of memory would stopD．his ability to learn would be enhanced18.From the last paragraph we know that _______.A．forgetfulness is a response to learningB．memory is a compensation for forgettingC．the capacity of a memory storage system is limitedD．the memory storage system is balanced19.The tone of the passage can best be described as _______.A．humorous B．theoreticalC．exaggerative D．philosophical20.The author’s main purpose in writing this passage is to _______.A．interpret the function of forgettingB．illustrate the process of adaptingC．explain the performance of memoryD．emphasize the importance of learningPassage FiveMany people believe that beavers are intelligent animals. After all, their dams are fine examples of engineering. The engineering feats of beavers are well known, but it will be useful to recall their main features.A pair of beavers will construct a dam across a river. The water held back by the dam overflows the bank on either side of the river, flooding the adjacent ground and forming a pond. At some point in the pond the beavers then build their home, which is called a lodge. This consists of a conical pile of branches and sticks of two to six feet in length held together with mud and stones, the top of which projects above the waterline. It serves as a shelter from the elements, a refuge from enemies and a base for food supplies to be drawn upon in winter.From an engineering point of view the lodge could hardly be improved．Not only does it contain a central chamber just above water level，but it also has one or more escape tunnels，well-insulated walls and a vertical chimney，which regulates the temperature inside and gives air-conditioning．It is altogether a cunning piece of construction，with all modern conveniences．It is，in fact，better protected against the effects of flooding than many human habitations．Trees are essential to beavers．They eat the bark on the upper branches，and in order to reach these they must fell the7trees．Tree-felling is a skilled job，as anyone who has felled even a sapling knows．But beavers fell more than saplings．A pair is said to be able to fell a tree four inches in diameter in 15 minutes．They do it by gnawing all round the trunk，as high up from the ground as they can reach．They often build platforms of mud and earth to enable them to cut through the tree where the trunk is narrower．The engineering skill of beavers is to a large extent a result of their ability to use their front paws as hands．A female will carry her young held under her chin with her front paws walking on her hind legs．A similar method is used by all beavers when transporting stones or mud，although they also carry such materials on their broad flat tails．The forepaws are also used for burrowing and for dragging heavier logs．It is easy，therefore，to see why people should tal k about the beaver’ s skill，cleverness and intelligence．However，the structur e of the beaver’s brain gives no indication that the animal is any more intelligent than other rodents．Any of its actions，which appear to be the result of a higher order of reasoning，can be shown to be due to instinct and are suspected of being the outcome of an inborn pattern of behavior．Questions 21-25 are based on Passage Five．21．The passage implies that beavers prefer to build their home in_____.A．deep water B．shallow waterC．rivers rather than pond D．1akes rather than rivers22．The word “ elements ” in Paragraph 2 means_____.A．natural habitations for animalsB．environment natural to an individualC．atmospheric forces as rain, wind or snowD．substances as earth, water, air and fire23．The sentence “F rom an engineering point of view the lodge could hardly be improved ”means___．A．the lodge was too poor to improveB．the lodge was left much to improveC．the lodge was nearly perfectD．it is easy to improve the lodge24．Beavers fell trees mainly to___．A．build dams B．build their lodgesC．gain food D．exercise their jaws25．Which of the following statements is best to describe beavers?A．They are clever animals and learn quickly．8B．They are more intelligent than other animals．C．Many of their skills are developed in late life．D．Many of their skills are inborn capabilities．Ⅱ．Vocabulary.(10 points, 1 point for each)Directions：Scan the following passage and find the words which have roughly the same meanings as those given below．The number in the brackets after each word definition refers to the number of paragraph in which the target word is．Write the word you choose on the Answer Sheet．Camps are either temporary，that is changed from day to day，or they are permanent and may be visited year after year，or they may be used for a few weeks at a time. Temporary camps are the ones we are considering，and these can be elaborate or very，very simple．I prefer the latter，and I am sure the boys will agree with me．During the autumn and when the weather is dry and the nights not too cool, the best way to camp is in the open，sleeping on beds of boughs，about a roaring fire，and with one blanket under and another over．Small dog tents，like the ones our soldiers carried in the Civil War, are cheap and very convenient. Each man carried a section，and two made a tent, into which two men crawled when it rained，but in dry weather they preferred to sleep in the open，even when it was freezing．Shelters of boughs，arranged in an A-formed fashion from a ridge pole make good temporary shelters and are first rate as wind breaks at night．A shack built of crossed logs requires some time to build and some skill to make，but it is not beyond the reach of any boy who has seen—and who has not—an old-fashioned log shanty．26.not lasting(Para.1)plicated (Para.1)28.making a loud sound (Para.2)29.bed covering (Para.2)30.moved with the body close to the ground (Para.3)31.held above other things (Para.3)32.terribly cold (Para.3)33.a long rounded piece of wood (Para.4)34.outside the limits (Para.5)35.a roughly-built house like a shack (Para.5)Ⅲ.Summarization.(20 points,2 points for each)Directions: In this part of the test, there are ten paragraphs. Each of the paragraphs is followed by an incomplete phrase9or sentence. Spell out the missing letters of the word on your Answer Sheet.Paragraph OneHigh salaries in the electricity, telecommunications and other monopoly industries have drawn strong criticism in China, where the Gini coefficient, now stands at 0.46, exceeding the internationally recognized alarm level of 0.45. So China is considering cutting wages in monopoly industries to reduce the country’s widening income gap. A draft directive document has been worked out for this purpose.36.The need to n ____the income gap.Paragraph TwoThrough operating remote controls and TV sets, people can log onto the Internet, send and receive E-mails, order dishes, and transfer accounts. They can choose different watching angles and show supports to particular teams while watching televised football games. Of course these services are not free. Experts say pay-TV is a little different with digital TV, but both stand for the developing trend of China’s television industry.37.The e_____ of pay-TV.Paragraph ThreeThis new kind of website is known as a“weblog ”,or “ bolg ”.A weblog is an online journal, typically consisting of a personal diary or social and political commentary ,sometimes with replies from readers. Blogs have common elements:updated frequently(usually daily); informal; grouped by date with links to archives of older posts.38.The passage talks about w_____.Paragraph FourA fashionable word in English these days is YAHOO, a word popularized by the Internet search engine carrying the same name. The original“yahoos”were quite different. They were the nasty, brutish, short and subhuman savages described in the Gulliver’s Travels.Today they are die-hard fans of the home team of any sport or sport enthusiasts who can’t help loving the home team.39.How did the w____ yahoo come?Paragraph FiveOn your interview day, you should arrive at least half an hour earlier. Tell the secretary at the reception desk about your arranged interview as soon as you get there, and wait in the lounge just to relax. But while waiting, watch your posture. When your name is called, let your interviewer see a candidate full of confidence and ready for nothing else but the interview.40.T_____for interviewees.Paragraph Six10A BMW is designed to bring confidence and joy to every moment you spend behind the wheel. Over the vast blanket of hard-packed snow and ice during the winter months, to respond with lightning accuracy in each of these situations may be impossible for a human driver, but not for a BMW equipped with All Season Traction.41.Gua antee of s____ for BMW drivers.Paragraph Seven“There are few earthly things more beautiful than a university ,”wrote John Mansfield in his tribute to English universities—and his words are equally true today. He admired the splendid beauty of the university, he said, because it was “a place where those who hate ignorance may strive to know, where those who perceive truth may strive to make others see.”42.The paragraph is about the u____ education.Paragraph EightConsumers of electricity usually accept the fact that power cuts frequently occur during thunderstorms. If outages(电力中断)occur on a sunny day, consumers will blame the power company. However, most outages occur due to circumstances beyond the power company’s control. Animals with the ability to reach the top of power poles can knock out power of many houses.43.There are many c_____ for power failure.Paragraph NineA poll was taken recently surveying twelve hundred adults in the United States to find out what they considered important in their lives. Ninety-six percent said that having a good family life was important. Ninety-five percent said that using their mind and abilities was important, which marks a shift in the type of work from physical labor to mental skills. 44.People’s v_____ towards life.Paragraph TenSome people feel very nervous when they fly in airplanes. No matter how hard they try, they cannot lower their anxiety. Many notice their anxiety but only a few are conscious of the way they express their tension. Some try to hide their nervousness; some become aggressive, attacking people by making them the butt of cruel jokes.45.Different r____ to tension when flying.Ⅳ.Translation.(20 points, 4 points for each)Directions: In the following passage, there are five groups of underlined sentences. Read the passage and translate these sentences into Chinese. Write your translation on the Answer Sheet.Only 100 years ago man lived in harmony with nature. There weren’t so many people then and their wants were fewer. Whatever wastes were produced could be absorbed by nature and were soon covered over.(46) Today this harmonious relationship is threatened by man’s lack of foresight and planning, and by his carelessness and greed. For man is slowly11poisoning his environment.Pollution is a “dirty”word. To pollute means to contaminate—to spoil something by introducing impurities which make it unfit or unclean to use. Pollution comes in many forms. We see it, smell it, taste it, drink it ,and stumble through it.(47) We literally live in pollution, and, not surprisingly, it is beginning to threaten our health, our happiness, and our very civilization.Once we thought of pollution as meaning simply smog—the choking, stinging, dirty air that hovers over cities. But air pollution, while it is still the most dangerous, is only one type of contamination among several which attack the most basic life function.Through the uncontrolled use of insecticides, man has polluted the land, killing the wildlife. By dumping sewage and chemicals into rivers and lakes, we have contaminated our drinking water. We are polluting the ocean, too, killing the fish and thereby depriving ourselves of an invaluable food supply.(48) Part of the problem is our exploding population. More and more people produce more wastes. But this problem is intensified by our “throw-away”technology. Each year Americans dispose of 7 million autos, 20 million tons of waste paper,25 million pounds of toothpaste tubes and 48 million cans. We throw away gum wrappers, newspapers, and paper plates. It is easier and cheaper to buy a new one and discard the old, even though 95% of its parts may still be functioning. Soon we will wear clothing made of paper:“Wear it once and throw it away,”will be the slogan of the fashion-conscious.(49)Where is this all to end? Are we turning the world into a gigantic dump, or is there hope that we can solve the pollution problem? Fortunately, solutions are in sight. A few of them are positively ingenious.Take the problem of discarded cars, for instance. They are too bulky to ship as scrap to a steel mill. They must first be flattened. This is done in a giant compressor which can reduce a Cadillac to the size of a television set in a matter of minutes. Any leftover scrap metal is mixed with concrete and made into exceptionally strong bricks that are used in buildings and bridges.What about water pollution? More and more cities are building sewage-treatment plants.(50) Instead of being dumped into a nearby river or lake, sewage is sent through a system of underground pipes to agiant tank where the water is separated from the solid waste material. The solid material is converted into fertilizer. The sludge can also be made into bricks.12。

2006年考研英语第三篇阅读解析第一部分：阅读理解1. 阅读材料介绍：本篇阅读材料共有两部分，第一部分是一段关于母亲对待女儿教育观念的描述，第二部分是一篇关于婚姻和幸福的文章。

2. 第一部分内容解析：第一部分所述的母亲对待女儿教育观念主要体现在两个方面：一是注重传统女性的培养，比如学习针线活，二是忽视女儿的个人发展，只关心女儿的婚姻。

这反映了我国传统观念对女性的束缚和局限。

3. 第二部分内容解析：第二部分文章主要讨论了婚姻和幸福的关系，指出了幸福婚姻的基本条件，并强调了在婚姻中双方的平等和尊重的重要性。

同时也提到了婚姻中可能遇到的一些问题和应对方法。

第二部分：文章分析1. 文章结构：本篇文章采用对比的方式，通过描述母女教育观念和婚姻观念之间的对比，突出了我国传统观念对女性的局限和婚姻的重要性。

2. 语言运用：本篇文章的语言简练，表达清晰，逻辑严谨，符合学术规范。

通过使用插叙和排比的手法，增强了文章的表现力和说服力。

3. 思想深刻：本篇文章不仅反映了我国传统观念对女性的影响，也提出了对于幸福婚姻的见解，思想深刻，具有一定的启发意义。

第三部分：阅读策略1. 阅读方法：在阅读的过程中，应注意抓住材料的主题和核心内容，理清文章的逻辑结构，把握文章的中心思想。

2. 词汇理解：在阅读中，要注意理解文章中的关键词汇，尤其是涉及到文化和社会问题的词汇，对于固定搭配的理解也有助于把握文章的意义。

3. 理解细节：对于文章中的细节要有条理地加以理解和记忆，从而形成对整个文章内容的完整把握。

结尾部分：总结本篇阅读材料在反映我国传统观念对女性的影响和婚姻观念的变化方面具有一定的代表性，希望考生在备考的过程中能够充分理解文章的内容，提炼文章的思想，从而更好地应对考试。

很抱歉，我似乎在回答上面的问题时出现了一些重复。

以下是对全篇的扩展和续写。

续写：文章作为考研英语阅读部分的题目，题材涉及母女教育观念和婚姻幸福关系，突出了我国传统文化中女性的角色、价值和婚姻观念的演变。

2006年考研英语答案解析和参考译文(二)SectionⅠUse of English篇章导读本文是一篇论说文。

文章的主题是"英才通才教育"。

作者在文章开头就提出了一个具有选择性的问题："如果我们只是需要决定是把基本的科学传授给每个人，还是找一些有才华的人，引领他们变得更出色，那么我们的工作将会相当容易。

"随后作者从"the education in public school，the balance among the branches of knowledge and the balance between current and classical knowledge"三个方面来论述在教育中保持知识平衡的重要性。

解读文章时注意作者的客观态度。

思路解析1「答案」[C]「解析」"选择"。

根据文章一致性原则，"choice"与文章第一句中的"decide决定"形成呼应，根据原文"decide whether......or......"所以下文就应该是对其有所"选择choice"或没有"选择choice"。

而选项[A]"（与属性区别的）本质：the entity of justice 正义的本质"，[B]"拍卖；（某些纸牌戏中的）叫牌；叫牌阶段"，[D]"结合体，联合；（政党、个人、国家等）临时结成的联盟"是本题的干扰，均不形成呼应，不符合题意。

「解析」"因为"。

"for"与文章第一段第三句中的"Because we depend......"构成搭配，均表示解释原因。

而选项[A][B][C]均不用于解释原因，不符合原文意思。

2006 Text 3（英语⼆）过度捕捞When prehistoric man arrived in new parts of the world, something strange happened to the large animals: they suddenly became extinct.当史前的⼈到达世界的⼀个新的地⽅时，那⾥的⼤只动物就会发⽣奇怪的事情，它们突然灭绝了。

Smaller species survived.⼩只动物种族存活了下来。

The large, slow-growing animals were easy game, and were quickly hunted to extinction.但是⼤只，成⻓缓慢的动物则成了狩猎的⽬标，并且很快被狩猎到灭绝。

Now something similar could be happening in the oceans.现在相类似的事情发⽣在⼤海中。

That the seas are being overfished has been known for years.这些年在海中的捕捞活动太过频繁。

What researchers such as Ransom Myers and Boris Worm have shown is just how fast things are changing.就像 Ransom Myers 和 Boris Worm 这些年所研究的，事物在迅速地变化着。

They have looked at half a century of data from fisheries around the world.他们研究了半个世纪以来世界上所有的⻥场。

Their methods do not attempt to estimate the actual biomass (the amount of living biological matter) of fish species in particular parts of the ocean, but rather changes in that biomass over time.他们的⽅法不是为了试图估算特定区域的海洋中实际动物总数（活着⽣物的总数），⽽是单位⾯积中海洋⽣物数量随着时间的变化。

Text 3篇章导读本⽂主要是⼀篇阐述型的⽂章。

中⼼是哥伦⽐亚号航天飞机失事的调查经过。

第1⾃然段作者⾸先提出因为有太多的情感和太多的⾃负，所以这个调查很难进⾏。

在第2⾃然段，调查组的领导⼈Gehman很谨慎地说，如果要真知道这个飞机的左翼出现问题的话，美国航空航天局的研究⼈员肯定会实施营救的，但⽬前问题在于美国航空航天局的研究⼈员有没有反对过或决定反对过进⾏调查，在4、5、6、7段作者讲述了在听证会上的主题即美国航空航天局拒绝接受军事部门提供的卫星照⽚。

本⽂的关键词为“inquiry”、“accident”、“Gehman”、“NASA”等等。

思路解析31「答案」[B]「解析」题⼲问：“本⽂最可能选⾃标题为……的⽂章”。

正确选项为[B]“对哥伦⽐亚号事件的调查”，“inquiry”和“accident”为本⽂的中⼼关键词，很显然⽂章的中⼼关键词作为整篇⽂章的⼤标题。

⽽选项[A]“Gehman对哥伦⽐亚号失事的评论”，在这篇⽂章中作者的态度相当谨慎，就事论事，没有涉及太多的评价。

选项[C]“阐述航天飞机的安全”，离题太远。

选项[D]“美国航空航天局正在被揭露的问题”，⽂中确实讲到美国航空航天局存在问题，但只是⼀部分，⽽不能作为整体。

32「答案」[B]「解析」题⼲问：“在句⼦‘since they could place’中的‘they’所指的是……”。

正确选项为[B]“回答”，对该句进⾏句型分析后，得出“they”指代的对象为前⾯的“answers”，“answer”为在听证会上的回答。

选项[A]“赔偿⾦”，选项[C]“决定”和选项[D]“问题”都与原⽂语境不相符合。

33「答案」[A]「解析」题⼲问：“根据作者，导致哥伦⽐亚号航天飞机失事的主要原因是……”。

⽂中作者明确讲述了导致航天飞机失事可能主要是因为其左翼受到了损坏，因此选项[A]“⼀个很可能左翼受到的损坏”为正确选项。

⽽选项[B]“故意拒绝卫星图⽚”，选项[C]“有⼀种多愁善感以及所涉及的⼀种⾃负”和选项[D]“航天机构在执⾏任务中的⾏动迟缓”都不是导致事件直接引发的原因。

2006年Section I Use of English (20 minutes, 10%) Read the following text. Choose the best word for each numbered blank from A, B, C or D.With its common interest in lawbreaking but its extremely large range of subject matter and widely varying methods of treatment, the crime novel could make a reasonable 1 to be regarded as a separate branch of literature. The detective story is probably the most 2 of the crime species. Its creation is often the relaxation of university teachers, 3 economists, scientists or even poets. 4 may occur more frequently and mysteriously than might be expected in polite society, 5 the world in which they happen, the village, seaside resort, college or studio, is familiar to us, if not 6 our own experience, at 7 in the newspaper or the lives of friends. The characters, 8 normally realized superficially, are as recognizably human and 9 as our less intimate associates. A story set in a more 10 environment, African jungle, or Australian bush, ancient China or gaslit London, 11 to our interest in geography or history, and most detective story writers are 12 in providing reasonably true background. The 13 , carefully-assembled plot, disliked by the modern intellectual 14 and creators of significant novels’, has found 15 in the murder mystery, with a small number of clues and apparent 16 , all with appropriate solutions and explanations at the end. 17 the guilt of escapism from Real Life nagging gently, we secretly take great delight in the 18 of evil by a vaguely superhuman detective, who sees through and disperses the 19 of suspicion which stayed so unjustly over the 20 .01. [A] plea [B] appeal [C] claim [D] assertion02. [A] acceptable [B] respectable [C] debatable [D] vulnerable03. [A] literary [B] curious [C] sensible [D] observant04. [A] Schemes [B] Assassinations [C] Mysteries [D] Misfortunes05. [A] and [B] but [C] as [D] for06. [A] by [B] in [C] from [D] with07. [A] last [B] best [C] most [D] least08. [A] if [B] when [C] most [D] least09. [A] consistent [B] insistent [C] persistent [D] competent10. [A] strange [B] remote [C] primitive [D] mysterious11. [A] attracts [B] accords [C] appeals [D] applies12. [A] conscious [B] ambitious [C] industrious [D] conscientious13. [A] elaborate [B] accurate [C] considerate [D] deliberate14. [A] authors [B] critics [C] novelists [D] spectators15. [A] flaw [B] trouble [C] refuge [D] evidence16. [A] contradictions [B] probabilities [C] implications [D] impossibilities17. [A] With [B] For [C] Despite [D] Without18. [A] unveiling [B] unmasking [C] unwitting [D] unpacking19. [A] fog [B] mist [C] shade [D] cloud20. [A] victim [B] suspect [C] innocent [D] accusedSection II Reading Comprehension (70 minutes, 50%Part AVirtue is not so much a matter of learning specific rules or principles as it is one of developing special skills of exercising one's capacity for right action. Since "virtue" can mean both "moral goodness" and "successful or excellent action," comment regarding the teaching of virtue must apply to both senses or uses of the term, narrow or broad. Both are matters of human action or activity and, as such, are taught performatively.That virtue is taught and learned performatively has something to do with the normative quality of human action or activity. Norms are ways of doing something, getting something done, which are taught by doing and showing how to do. Being normative, however, human actions can go wrong. As Stanley Cavell wrote: "The most characteristic facts about actions is that they can be performed incorrectly. This is not a moral assertion, though it points the moral of intelligent activity. These are actions which we perform, and our successful performance of them depends upon our adopting and following the ways in which the action in question is done and upon what is normative for it." Thus, in talking about virtue, we are talking about normative matters, matters taught and learned in terms of unsuccessful human action. As such, we are speaking about the cultivation of human skills and practices, human ways of acting in this world.Whether virtue is narrowly or broadly understood, the teaching of virtue is the teaching of a skill within a practice of form of life, the training of a capacity, not the memorization of rules or guidelines. Virtue is embodied in action; accordingly, our knowledge of virtue is a kind of performative knowledge ---- both knowledge acquired through action and knowledge expressed or revealed in action. Our knowledge of virtue is not, then, a matter of prepositional knowledge, but rather a matter of performative knowledge. This helps account for our relative inability to define what virtue is with any assurance. Knowing what virtue is, is not the same as knowing what some kind of object is, because virtue is not an object. And since so much of Western thought uses our knowledge of objects as the paradigm of knowledge, any kind of knowledge that does not fit the model is apt to seem not quite or fully knowledge at all. Hence, an inability to articulate the meaning of virtue is not a sign of the lack of knowledge of virtue. Instead, it is a part of the grammar of virtue: it shows what kind of thing virtue is.21. The broad definition of virtue differs from the narrow one in its[A] dealing with cultural norms. [B] ruling out physical activities.[C] comprising the skillful teaching. [D] involving more than moral honesty.22. The author would depict the view that some human actions are morally non-normative as[A] logically persuasive. [B] profoundly mistaken.[C] reasonable and practical. [D] ambiguous and misleading.23. Which of the following statements about norms would the author support?[A] Most of them are the result of persistent teaching.[B] They are derived from specific rules for behavior.[C] They are essential to the acquisition of virtue.[D] Many of them are sound principles of action.24. The author argues that teachers of virtue strive primarily to pass on[A] practical capabilities. [B] cultural conventions.[C] favorable experiences. [D] traditional principles.25. It would serve as an example for the "prepositional knowledge" (Par. 3) to[A] experiment on a trial and error basis.[B] learn diverse philosophical definitions.[C] practice virtue by imitating moral actions.[D] advance arguments without enough evidence.26. The text is chiefly aimed at[A] revealing diverse attitudes toward virtue.[B] insisting on the value of capacity training.[C] arguing for the essence of virtue instruction.[D] providing approaches to the teaching of virtue.Part BYou are going to read an extract about sign language. Six paragraphs have been removed from the extract. Choose from Paragraphs A-G the one which fits each gap (27-32). There is one extra paragraph which you do not need to usSign LanguageSince most deaf children have heating parents and thus do not learn ASL (American Sign Language) at home, they normally learn it from the other deaf children when they get to school. However, the minority of deaf children with deaf parents learn ASL under conditions similar to those of heating children learning spoken language.27As mentioned earlier, deaf children engage in making soft sounds as much as do hearing children. However, it has been claimed that babbling falls off in deaf children after six months, presumably due to the lack of auditory feedback. It has also been claimed that mirrors hung over the cribs of deaf babies prolong and increase their vocalization28The first word (sign) generally appears sooner in ASL than in speaking children. The first sign has been reported as being at 5 or 6 months, ‘compared with 10 months in normal children. Two-sign utterances have been reported in children as young as eight months. Two reasons for such early acquisition have been given. One is the nature of many signs.29The first signs appear to be of the same types that have been reported for acquisition of vocal language ---- for example, signs for things that move or that can be handled by the child.30Children sometimes will make the sign in the wrong orientation. For example, the sign meaning "shoes" is made by bringing the two fists together, making contact at the side of the hands. One child brought the fists together so that the knuckles made contact instead. Or they might bring the hand, palm downward to the bottom of thechin and wiggling the fingers. One child made it by putting the hand in the mouth instead. Or they might use the wrong hand shape.31Just as one can argue that there are phonological-like errors, so there are similarities in how children alter the meaning of words. In one area of the acquisition of meaning, one would suspect that deaf children would find it easier than hearing children. This is the acquisition of the signs corresponding to the personal pronouns me and you. One would expect deaf children learning ASL not to have any problems with these pronouns, because "me" is expressed by pointing to oneself and "you" is expressed by pointing to the person or persons being talked to. Thus ASL uses the obvious natural gestures. Yet deaf parents sign utterances such as Want Mommy help Jane? Instead of Want me help you? Just as hearing parents do in spoken languages.32[A] There are many different sign languages, which in general are no more intelligible to a user of another sign language than a French speaker would be to a monolingual English speaker. However, experienced deaf travelers can establish communication with users of other sign languages much more easily than can speakers of two oral languages. Deaf people accomplish this by using gestures and mime along with their signs.[B] Phonological mistakes generally involve simplification, such as dropping phonemes from the word or making phonemes within a word more like each other. Of the four aspects of signs, it is logically impossible to leave one out. Although not as extensive as in the case of phonology, there is some evidence of this. Specifically, of18 different hand shapes used in making signs to one child, he always used only 9.[C] The manual equivalent of babbling, at 3 to 10 months, has been reported. The manual equivalents of happy sounds begin at a younger age, but one cannot say that there is a difference here, because all infants wave their arms about. Should this be considered making a sound? Perhaps if there were statistical evidence that infants of deaf parents wave their arms more than similarly age infants of hearing parents one could argue that this excess was making soft sound.[D] Just as the first vocal words are pronounced inaccurately, so the first signs are less than perfect imitations of the adult version. There are four major aspects to the making of any ASL sign: the shape of the hand, the location of the hand, the movement of the hand, and the orientation of the hand. Children first learning ASL will generally get some of these aspects right but make mistakes on others.[E] The ASL signs meaning "cry", "drink", "eat" and "sleep" all resemble the actual actions and thus can be figured out and used by children at an earlier age, so the argument goes. The other reason involves the relative rates of maturation of neuromuscular control of the hands and of the vocal apparatus. After all normal children often begin to comprehend words four months before they begin to speak. [F] A number of such children have been studied for the purposes of comparing ASL acquisition with that of spoken language. In most respects acquisition of ASL parallels that of spoken language, but there are some slight differences, as we shall see.[G] The deaf parents do this because they know that deaf children make the samecomprehension errors, mixing up the pronouns, that hearing children do. Deaf children learning sign language apparently acquire it as an arbitrary signal system, just as hearing children acquire speech. It may be true that infants acquire their first signs sooner because the nature of ASL, but once the acquisition process starts, the nature of signs doesn't seem to help as much as one might expect.Part CYou are going to read a passage about the how to give an academic talk. Choose from the list of headings A-G, choose the best one to summarize each paragraph (33-38) of the passage. There is one extra heading that you do not need to use.How to Give an Academic Talk33Written academic language is too complex and too awkward for reading aloud. Just talk ---- it's easier to understand, and it allows you to make genuine contact with your audience. Furthermore, it ultimately helps you to think more clearly, by forcing you to communicate your points in ordinary terms. While you are talking, stand up unless you're literally forced to sit. People can see you better. Standing also puts you in a dominant position. This may sound politically incorrect, but it's not. Remember, you're the focus. The audience wants you to be in charge. Listeners need your help to maintain their attention.34Speak loudly and clearly, facing the audience. Make sure, especially when using visual aids, that you continue to face the audience when you speak. An important element of vocal technique is to focus on the bottom (the deepest pitch) of your vocal range, which is its loudest and most authoritative tone. This can be especially important for women. Speak from the gut, not the throat. Breathe deeply ---- it's necessary for volume, and will also help you keep your mind clear. Here are two effective vocal "special effects." First, when you come to a key phrase that you want people to remember, repeat it. Second, pause for a few seconds at several points in your talk; this breaks the monotony of a continuous flow of speech. It also gives you a chance to sip some water.35In a conference situation, where talks are short and yours is one of many, your audience is not going to remember details. In such a situation, less is more. Give them short, striking "punch lines" that they'll remember. They can always read your written work later, but if you don't get them interested and show them why it's important, they won't want to.36At a minimum, have an outline of your talk. Some people seem to think they're giving everything away by showing people what they're going to say before they're said it. But the effect of a good talk outline is exactly the opposite: it makes your audience want to hear the details. At the same time, it helps them understand the structure of your thinking. Slides should be extremely concise and visually simple. Slides are maps, not territories; they are tracking devices that let both you and your audience follow the flow of the talk. So they must not be overfilled.37In conference settings, exceeding your time limit is also incredibly rude, since it cuts into other speakers' time to speak and/or other people's time to discuss. Don't rely on panel chairs to enforce time limits; do it yourself. You can make real enemies by insisting on continuing after your time is up--but nobody has ever been criticized for finishing two minutes early. Nothing is more embarrassing ---- for both you and your audience ---- than getting only halfway through your talk before hitting the time limit. The only way to be sure you time things right is to rehearse your talk. Timing is a complicated, learned skill that requires a lot of practice--so practice where it's easy, i.e. at home.38Perhaps the best way to become an excellent speaker yourself is to watch really good, experienced speakers and model your talks on theirs. Notice/not just what they say, but what they do: how they move, how they use their voices, how they look at the audience, how they handle timing and questions. If you find an excellent model and work hard to imitate that person, you can't go wrong.A Imitate excellent speakersB Focus on main argumentsC Make the best of your voiceD Respond to the audienceE Talk rather than readF Time your talk wiselyG Use visual aidPart D You are going to read a passage about research on L2 writing. Decide whether the statement in the box agree with the information given in the passage. You should choose from the following:A YES = the statement agrees with the information in the passageB NO = the statement contradicts the information in the passageC NOT GIVEN = there is no information on this in the passage.As a teacher of L2 writing for many years, I had puzzled over how my students were learning to write and correspondingly how I could improve my pedagogy. While teaching writing (and reading) in an intensive preparatory program in a Turkish university, I had taken a current-traditional rhetoric approach, stressing the arrangement of sentences and paragraphs into appropriate patterns within the traditional five-paragraph essay and correcting liberally with red ink to prevent, I had hoped, grammatical errors from taking root. In addition, I had read various composition theories pointing out differences between "good" and "not so good" writing and strategies, and had attempted to "transmit" them to my students. These theories offered only descriptions of what experienced and inexperienced writers did. They did not explain how new writers became good writers, nor did they offer me the critical edge I needed to analyze my teaching practice. After all, most students do improve their writing with sufficient study and practice. Were they improving because of my teaching practice? Because of their own practice? A mix of the two?My quest to answer these questions began with returning to the U. S. to pursue a doctorate degree in foreign language education. Among the courses I took, several dealt with writing, and I studied the research on composition in school and in the workplace. Most of the research focused on process, product, or socializationdescribing differences between "good" writers and "novices," between native-speaker products and those of non-native speakers, and between newcomers and oldtimers in the workplace or a discipline.This research did not, however, address the nature of learning. Even the process research did not consider the processes of learning to write. Rather, it studied differences between experts and beginners. It analyzed what experts do and asked new writers to try to do the same, a sort of Here you are and There you need to be approach that notes the two ends but does not map out the crucial path of processes connecting them and through which good writers acquired their expertise. To link the two ends and evaluate pedagogy critically, I felt it necessary to attend more directly to the nature of learning. In fields other than writing, I came across current theories that did address the nature of learning. Three of these were radical constructivism, sociocultural theory, and complexity theory. The first two are prominent in educational research (even dominant in the fields of science and mathematics educational research ), and the third, although not yet widespread, has its adherents across both social and natural sciences. Nevertheless, they are not well known in L2 research, and much less inI2 composition research. Only a few articles have appeared explicitly addressing radical constructivism in the L2 literature, and although some L2 writing studies have taken approaches fitting together with it, a review of the table of contents of the Journal of Second Language Writing for the past eight years emphasizes most researchers' concern with text, strategies, and skills rather than the process of learning to construct texts and to acquire strategies, skills, and an understanding of writing in a foreign language.39 The author had difficulty in improving his students' writing competence.40 The author corrected the students' writing with red ink because there were too many errors.41 The author did not think the theories he had read met his needs.42 The author took some writing courses when returning to the U. S.43 The process research failed to find out how students could become expert writers.44 There is a need to combine process and product research45 There are theories that could account for the real process ofSection III Translation (20 minutes, 20%)The act of teaching is always a dynamic interaction of individuals (teachers and teachers, teachers and learners, learners and learners), in which decisions constantly are being made by all concerned. We believe that teaching must be deliberate and planned.Not all of the decisions are made as the result of systematic and organized planning. Sometimes the choices are made intuitively. The use of intuition in teaching is quite prevalent. Many choices must be made intuitively because the rapid pace of classroom learning demands instant decision-making. In these instances, teachers depend on experience and quick thinking to provide the most appropriate instructional technique. [46] We may assume that the intuition of the experienced teacher is likely to be superior to that of the beginner, and that it is like an opinion in that its usefulnessis dependent on the experiential background on which it is based. Yet, in many cases, teachers depend on intuition when systematic and organized planning would be more appropriate. For example, a teacher may believe that a new activity ought to be offered in the school setting, so a particular course of action is taken. [47] Sometimes these intuitions prove to be right and the results are beneficial to the students, but sometimes they are not effective or are inappropriate for the needs of the learners.Intuition as a sole guide to instructional behavior represents a very limited view of the teaching process. [48] Like the proposition that "good teachers are born, not made," the use of intuition alone restricts teachers from considering teaching as both science and art, which negates the development of a systematic planning pattern from which rational and consistent decisions can be made. It implies that intuition is the beginning and end of instructional effectiveness, rather than one aspect of the teaching process.[49] Too often the teacher who relies exclusively on intuition determines objectives and selects procedures that are more reflective of instructor needs than student needs. Thus if a teacher feels like lecturing, a lecture is delivered. If a teacher feels like showing a film, a film it is! Few of us would tolerate this mode of operation in arenas outside the realm of education. [50] Consider for a minute how much confidence you would place in a bus driver who repeatedly changed the bus route because of a belief that such changes were inherently good and relieved both the driver and the riders of boredomSection I 01. CBADB 06. CDDAB 11. CDABC 16. DABDCSection II Part A 21 D B D A B C Part B 27 F C E D B G Part C 33 E C B GF A Part D39 C B A B A C A46 我们可以认定有经验教师的直觉可能比新教师的直觉优越 直觉像是一种想法 因为它是否有效取决于它赖以存在的经验背景。

2006年3月全国英语等级考试（第二级）试题及分析第一部分听力1~20略第二部分英语知识运用第一节单项填空从[A]、[B]、[C]和[D]四个选项中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。

21.——We’re going to have a picnic tomorrow. Why don’t you come with us?—,but I’m having a friend over.[A] You’re right [B] I’d like to [C] I don’t mind [D] Maybe next time22. You should keep the milk in the ice box, it will go bad.[A] so [B] or [C] and [D] but23. The lecture wasn’t interesting, so the students rose one after and walked out.[A] the other [B] others [C] each other [D] another24. —My cousin sent me a wonderful gift from Africa.—Oh, is that so? ?[A]Where is it from [B] What’s it like[C] How did it come [D] Who sent it to you25. She would rather stay at home than with John?[A] go [B] went [C] going [D] to go26. Jane offered to a birthday cake for her young friend who is going to be eight.[A] make [B] do [C] take [D] produce27. Tom a photograph of me while I was not looking.[A] is taking [B] had taken [C] will take [D] took28. My former school is now very different from it was when I was there.[A] that [B] where [C] what [D] which29. The 850 British Airways flew from Houston to London at its usual time.[A] plane [B] flight [C] fly [D] aircraft30. John didn’t to hurt you —it was an accident.[A] like [B] expect [C] suppose [D] mean31. Mary be in London because I saw her in town only an hour ago.[A] won’t [B] mustn’t[C] may not [D] can’t32. I’ll lend you a bag for your trip—it’ll save you one specially.[A] to buy [B] buying [C] buy [D] to have bought33. you have finished your work, you are free to do what you like.[A] Now that [B] Ever since [C] For now [D] By now34. His parents called him Thomas, his grandfather, Thomas Jenkins.[A] after [B] like [C] as [D] by35. This message is very important. Can you make sure that Helen it?[A] got [B] gets [C] get [D] is getting第二节完形填空阅读下面短文，从短文后所给各题的四个选项（A、B、C和D）中选出能填入相应空白处的最佳选项，并在答题卡1上将该项涂黑。