华东师范大学英语语言文学基础英语2011年真题

目　录2003年华东师范大学244二外英语考研真题及详解2004年华东师范大学244二外英语考研真题及详解2005年华东师范大学244二外英语考研真题及详解2006年华东师范大学244二外英语考研真题及详解2007年华东师范大学244二外英语考研真题及详解2008年华东师范大学244二外英语考研真题及详解2009年华东师范大学244二外英语考研真题及详解2010年华东师范大学244二外英语考研真题及详解2011年华东师范大学244二外英语考研真题及详解2012年华东师范大学244二外英语考研真题及详解2003年华东师范大学244二外英语考研真题及详解Ⅰ. Vocabulary (10%)Directions: Choose the best ONE answer to fill in the blank with or replace the underlined part in each of the sentences.1. Much to our delight, fruits are so abundant that the prices of them no longer _____ greatly.A. modifyB. fluctuateC. convertD. flourish【答案】B句意：令我们高兴的是，水果是如此的丰富，其价格不会【解析】再大幅度地波动。

fluctuate波动。

modify修改。

convert改变。

flourish繁荣。

2. Our company _____ after long negotiations to build a double-purpose bridge across the river.A. contactedB. consultedC. contractedD. constructed【答案】C【解析】句意：经过漫长的谈判，我们公司承包建一座双用桥。

TEST FOR ENGLISH MAJORS (2011)GRADE EIGHT TIME LIMIT: 195 MINPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the lecture ONCE ONL Y. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Some of the gaps may require a maximum of THREE words. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may refer to your notes while completing the task. Use the blank sheet for note-taking.Now, listen to the mini-lecture.Classifications of CulturesAccording to Edward Hall, different cultures result in different ideas about the world. Hall is an anthropologist. He is interested in relations between cultures.I. High-context cultureA. feature- context: more important than the message- meaning: (1)__________i.e. more attention paid to (2) ___________ than to the message itselfB. examples- personal space- preference for (3)__________- less respect for privacy / personal space- attention to (4)___________- concept of time- belief in (5)____________ interpretation of time- no concern for punctuality- no control over timeII. Low-context cultureA. feature- message: separate from context- meaning: (6)___________B. examples- personal space- desire / respect for individuality / privacy- less attention to body language- more concern for (7)___________- attitude toward time- concept of time: (8)____________- dislike of (9)_____________- time seen as commodityIII. ConclusionAwareness of different cultural assumptions- relevance in work and lifee.g. business, negotiation, etc.- (10)_____________ in successful communication参考答案：(1) context of message(2) what's happening / the context(3) closeness to people(4) body language(5) poly-chronic(6) message itself(7) the message(8) mono-chronic(9) lateness(10) great influence / significanceTIPS：(1) 根据原文中一句“A high-context culture is a culture in which the context of the message, or the action, or an event carries a large part of its meaning and significance.”可知答案。

626语言学与作文2011年真题回忆版Part one: linguistics第一题：名词解释1. Conceptual meaning2. Language transfer3. Place of articulation4. Sapir-Whorf Hypothesis5. Allomorph第二题：填空（十个）1. As modern linguistics aims to describe and analyze the language people actually use, and not to lay down rules for "correct" linguistic behavior, it is said to be ___.2. Of all the speech organs, the ___ is/are the most flexible.3. The morpheme "vision" in the common word "television" is a(n) ___.4、A ___ in the embedded clause refers to the introductory word thatintroduces the embedded clause.5、"Can I borrow your bike?" ___ "You have a bike."6、The branch of linguistics that studies how context influences the way speakers interpret sentences is called ___.7、___ refers to a marginal language of few lexical items and straightforward grammatical rules, used as a medium of communication.8、According to Krashen,__________ refers to the gradual and subconscious development of ability in the first language by using it naturally in daily communicative situations.9、Language is a system of __________ vocal symbols used for human communication. A. unnatural10、H__________ refers to the phenomenon that words having different meanings are identical in sound or spelling, or in both.第三题：判断（十个）( ) 1.In the history of any language the writing system always came into being before the spoken form.( ) 2.In English, long vowels are also tense vowels because when we pronounce a long vowel such as/i: /, the larynx is in a state of tension.( ) 3.A compound is the combination of only two words.( ) 4. “The student” in the sentence “The student liked the linguistic lecture.”,and “The linguistic lecture” in the sentence “The linguistic lecture liked the student.”belong to the same syntactic category.（) 5.Linguistic forms having the same sense may have different references in different situations while linguistic forms with the same reference always have the same sense.( ) 6.An important difference between presupposition and entailment is that presupposition, unlike entailment, is not vulnerable to negation. That is to say, if a sentence is negated, the original presupposition is still true.( ) 7.The division of English into Old English, Middle English, and Modern English is nonconventional and not arbitrary.( ) nguage reflects sexism in society. Language itself is not sexist, just as it is not obscene; but it can connote sexist attitudes as well as attitudes about social taboos or racism.( ) 9.If a child is deprived of linguistic environment; he or she is unlikely to learn a language successfully later on.( ) 10.When children learn to distinguish between the sounds of their language and the sounds that are not part of the language; they can acquire any sounds in their native language once their parents teach them.第四题：分析题（五个）A. Use Error Analysis to analyze the following sentences.用错误分析法分析句子1. My mother sleeping.2. His brother is goes to school by bus.3. There are so many Taiwan people live around the lake.4. They didn’t went there.5. The dog finished to eat the bones.B Do you think B is cooperative in the following dialogue? Support your argument with Cooperative Principle.1. A: When is the bus coming?B: There has been an accident further up the road.2. A: Where is Bill?B: There is a yellow car outside Sue’s house.C What are the sense relations between the following groups of words?1. Dogs, cats, pets, parrots;2. trunk, branches, tree, rootsD Explain sentences with the functions of language.1.Wow,what a beautiful girl!2. Dear Professor, would you like to give me some advice about my term paper？3. We human beings can talk about talk and think about thinking.E. The following is spoken by females. Please summarize the features of woman language.1.I was so naive.2. My goodness, there’s the vice-chancelor!3. You have done it, haven’t you?4.Won’t you please get me that glass?第五题：小作文“Linguistics and Our Daily Life”(200words)Part two: compositionA Original ideas are of great value than just copy others’ ideas（250Words）B why so many people go abroad and study in english.why english would be the first language in the world.(300 words)4.1.1 真题解析及技巧指导第一题：名词解释1. 以小见大，从所考的Conceptual meaning 可以看出与之相关的一系列概念是考试重点，在这里复习一下：Different types of meaning (Recognized by Leech, 1974)(1) Conceptual meaning: Logical, cognitive, or denotative content.(2) Associative meaninga. Connotative meaning: What is communicated by virtue of what language refers to.b. Social meaning: What is communicated of the social circumstances of language use.c. Affective meaning: What is communicated of the feelings and attitudes of the speaker / writer.d. Reflected meaning: What is communicated through association with another sense of the same expression.e. Collocative meaning: What is communicated through association with words which tend to occur in the environment of another word.(3) Thematic meaning: What is communicated by the way in which the message is organized in terms of order and emphasis.2. Language transfer ：whether they learn the target language consciously or subconsciously, learns have come to the task of acquiring a second language with their fiest language. Naturally, learns will subconsciously use their L1 knowledge in learning a second language.考查范围：Language and society注意关注相关概念What are vernacular, Pidgin and Creole?What are bilingualism, diglossia, and multilingualism?What is discourse analysis？Linguistic determinism and linguistic relativity，Speech community3. Place of articulation refers to the place in the mouth where, for example, the obstruction occurs, resulting in the utterance of a consonant.考察范围：发音学、音系学相关概念：manner of articulation4. Sapir-Whorf Hypothesis ：What the Sapir-Whorf hypothesis suggests is like this: ourlanguage helps mould our way of thinking and, consequently, different languages may probably express our unique ways of understanding the world. Following this argument, two important points could be captured in the theory. On the one hand, language may determine our thinking patterns; on the other hand, similarity between language is relative, the greatertheir structural differentiation is, the more diverse their conceptualization of the world will be.For this reason, this hypothesis has alternatively been referred to as linguistic determinism and linguistic relativity. This hypothesis has two versions: a strong and a weak version. The strong version of the theory refers to the claim the original hypothesis suggests, emphasizing the decisive role of language as the shaper of our thinking patterns. The weak version, however, is a modified type of its original theory, suggesting that there is a correlation between language, culture, and thought, but the cross-cultural differences thus produced in our ways of thinking are relative, rather than categorical.考查范围：Language, Culture and Society5. Allomorph：It is any of the variant forms of a morpheme as conditioned by position or adjoining sounds.考查范围：morphology第二题：填空（十个）1.descriptive2. tongue3. free morpheme4. subordinator主从连词5. presupposes6. Pragmatics7. Pidgin8. Acquisition9. Arbitrary 10. Homonymy 第三题:判断1. F The contrary is true. The writing system is always a later invention.2. T3. F Some compounds contain more than two words.4. T5. F It is false because linguistic forms with the same reference might differ in sense.A case in point is the two expressions "morning star" and " evening star." They refer to the same star but differ in sense.6.T7.FThe division of English into Old English, Middle English, and Modern English is conventional and somewhat arbitrary.8.T9.T10.FChildren first acquire the sounds found in all languages of the world, no matter what language they are exposed to ,and in later stages acquire the " more difficult" sounds.第四题：分析题A.1. The sentence is grammatically wrong. The absence of an item, t hat is the predicate “is”, must appear in a well-formed utterance. The error is omission.2. This sentence is grammatically wrong. The presence of an item, that is “is”, must not appear in well-formed utterances. We call the error addition.3. The speaker commits the error. There is two situations. First, the error occurs because “who” is omitted after “people”. Second, because “live” is used instead of “living”, the error occurs.4. The use of a tense marker twice in one sentence. This error belongs to double markings.5. The meaning of the sentence is clear. It just uses the wrong form of the morpheme or structure: Misformation. The correct formation maybe: “The dog have finished the bones.” or “The dog finished eating the bones.”小结：First of all, we have to known the definition of Error Analysis. Error is the grammatically incorrect form. Error analysis: Error analysis is the study and analysis of error and is confined to the language learner. Then you should clearly remember the five types of error: omissions, additions, double markings, misformations and misorderings. You should use the theory to explain these sentences. The procedure of error analysis consists of the following steps:(1) Recognition. Dealing with a sentence produced by the language speaker, we should first ask whether the sentence is grammatically correct. If the answer is negative, then errors exist. If the answer is positive, then we further check whether the sentence is appropriate in the communicative context. A negative answer indicates a mistake.(2) Description. If the erroneous sentence is intelligible, we compare it with the correct sentence produced by a native speaker and list the errors and mistakes, if the meaning of sentence is not clear, we may refer to the learner’s nativ e language to find out what he means and carry out a contrastive analysis. Taking into consideration the use of language in social contexts, we can describe mistakes as well as errors.(3) Explanation. When an error is recognized and described, we attempt to answer the question “Why the learner commit the error?”B. 1. B is cooperative. On the face of it, B’s statement is not an answer to A’s question. B doesn’t say “when.” However, A will immediately interpret the statement as meaning “I don’t know” or “I am not sure.” Just assume that B is being “relevant” and “informative.” Given that B’s answer contains relevant information, A can work out that “an accident further up the road” conventionally involves “traffic jam,” and “traffic jam” preludes “bus coming.” Thus, B’s answer is not simply a statement of “when the bus comes”; it contains an implicature concerning “when the bus comes.”2. In the dialogue, the speaker B seems to be violating the maxims of quantity and relation, but we also assume that B is still observing the CP and think about the relationship between A’s question and the “yellow car” in B’s answer. If Bill has a yellow car, he may be in Sue’s house.小结：考点：The cooperative principle是常考点，几乎每年都考，遵循与违背合作原则，大家一定要烂熟于心，且会应用理论分析实际对话。

华东师范大学2009年基础英语考研真题Section Ⅰ:Words and PhraseChoose the most suitable word to complete each sentence. (45 points total in this section with 3 points for each item)1.A full-size tripod is far too ＿＿to carry around .I find this pocket-sized one is much handier.A. overweightB. ineptC. unwieldyD. outsize2.Many diseases that used to be considered＿＿of mankind are now easily treatable with antibiotics.A. scourgesB. blightsC. torturesD. thorns3. She knows she needs exercise, but finds going to the gym a＿＿.A. jobB. toilC. workD. chore4.The special effects were quiet good , but that＇s more than could be＿＿for the acting.A. mentionedB. spokenC. saidD. told５．There has been s great deal of＿＿surrounding the closure of the hospital.A. discrepancyB. combatC. disparityD. controversy6.There are a ＿＿reason why a patient might decide not to consulta doctor.A. crowdB. multitudeC. delugeD. horde7.There are some safety＿＿in connection with the new building that still need to be addressed.A. worriesB. caresC. troublesD. concerns8.If you don＇t eat fruit and vegetables, you may suffer from a vitamin＿＿.A. shortageB. insufficiencyC. deficiencyD. defect9.Some actors suffer from stage＿＿before every performance.A. frightB. fearC. anxietyD. panic10.After the earthquake, the entrance hall was turned into a ＿＿casualty ward.A. mainstayB. makeshiftC. pieceworkD. wayside11.The sun＿＿behind the mountain, giving the whole sky a rosy glow.A. layB. settleC. setD. tumbled12.It＇s a ＿＿for decent jobs these days, so you need every qualification you can get.A. scrambleB. jumbleC. jostleD. flurry13.The artist＇s use of swirls of＿＿colors conveys a sense of excitement.A. vigorousB. drasticC. vibrantD. strident14.There is＿＿pressure on the minister responsible for the disaster to resign.A. intenseB. compulsiveC. sturdyD. prevailing15.It＇s a modern city, full of＿＿tower block.A. risingB. heavingC. ascendingD. soaringSectionⅡ:Error CorrectionRead the extract and the ten mistakes. (30 points total with 3 for each item)A ReviewOrganized by the national gallery of Scotland on collaboration with the royal academy of arts, Rembrandt＇s Women was first been acclaimed by the critics, at its opening this summer in Edinburgh. Do not expect the emotional impact from his best-known masterpieces such like “The Anatomy Lesson of Dr Nicola＇s Tulp”: rather , the exhibition is valued for bringing under the spotlight the fascinating intertwining of private life and artistic matter in Rembrandt＇s portrayals of women.The exhibition is the first to focus in the subject of Rembrandt＇s depiction of womankind, and feature a total 141 drawings, etchings and paintings, ranging from mythological or biblical subjects up to intimateportrayals. At chronological order, we see the development of Rembrandt＇s sensitive and perceptive depiction of women with it＇s unparalleled blend of universal and personal elements. If, on the one hand, his realism, inspired by Caravaggio, shocked contemporaries because of this refusal of classical standards of idealized beauty, in the other hand the influence from Titian and Carracci＇s classicism are clear.Section Ⅲ:Reading ComprehensionYou will read an excerpt from Room with a View by E.M. Forster. Read and answer the questions that fallow. (35points total in this section with5 for each item)A passionate musicianIt so happened that Lucy, who found daily life rather chaotic, enter a more solid world when she opened the piano. She was then no longer either deferential or patronizing; no longer either a rebel or a slave. The kingdom of music is not the kingdom of this world; it will accept those whom breeding and intellect and culture have alike rejected. The commonplace person begins to play, and shoots into the empyrean without effort, whilst we look up, marveling how he has escaped us, and thinking how we could worship him and love him would he but translate his visions into human actions. Perhaps he cannot; certainly he does not, or does so very seldom. Lucy had done so never.She was no dazzling execultante; nor was she the passionate young lady, who performs so tragically on a summer’s evening with the window open. Passion was there, but it could not be easily labeled. And she was tragical only in the sense that she was great, for she loved to play on the side of Victory. Victory of what and over what-that is more than the words of daily life can tell us. But that some sonatas of Beethoven are written tragic no one can gainsay; yet they can triumph or despair as the player decides, and Lucy had decided that they should triumph.A very wet afternoon at the Pension Bertolini permitted her to do the thing she had really like, and after lunch she opened –the little draped piano. A few people lingered round and praised her playing, but find it that she made no reply, dispersed to their rooms to write up their diaries or to sleep. She took no notice of Mr. Emerson looking for his son, nor of Miss Bartlett looking for Miss Lavish, nor Miss Lavish looking for her book. Like every true performer, she was intoxicated by the mere feel of the notes.Mr. Beebe, sitting unnoticed in the window, pondered over this illogical element in Lucy Honeychurch, and recalled the occasion at Tunbridge Well when he had discovered it. It was at one of the those entertainments where the upper classes entertain the lower. The seats were filled with a respectful audience, and the Indies and gentlemen of this parish, under the auspices of their vicar, sang, or recited, or imitated the drawing of a champagne cork. Among the promised items was ‘Miss Honeychurch. Piano. Beethoven’, and Mr. Deebe was wondering whether it would be ‘Adelaida’, or the march of ‘The Ruins of Athens’, when his composure was disturbed by the opening bars of Opus Ⅲ. He was in suspense all through the introduction for not until the pace quickens dose one know what the performer intends. With the roar of the opening theme he knew that things were going extraordinary; in the chords that herald the conclusion he heard the hammer strokes of victory. He was glad that she only played the first movement, for he could have paid no attention to the winding intricacies of the measure of nine-sixteen. The audience clapped, no less respectful. It was Mr. Bebee who started the stamping; it was all that one could do.“Who is she?” he asked the vicar afterwards.‘ Cousin of one of my parishioner. I do not consider of her choice of a piece happy Beethoven is so usually simple and direct in his appeal thatit is sheer perversity to choose a thing like that , which, if anything disturbs.’When he was introduced, Mr. Beebe realized that Miss Honeychurch, disjoined from her music-stool, was only a young lady with a very pretty, pale, underdeveloped face. She loved going to concerts, she love stopping with her cousin, she loved iced coffee and meringues. But before he left Tunbridge Wells he made a remark to the vicar, which he now made to Lucy herself when she closed the little piano and moved dreamily towards him. ‘ If Miss Honeyvhurch ever takes to live as she plays, it will be exciting—both for us and for her.’Select the best answers to the question or complete to sentences.1.In the first paragraph we told that _______.A.one needs to reject worldly pleasure to truly develop musicaltalentB.music is sometimes regarded as a substitute for creationC.there is often a mismatch between great musical talent andordinary lifeD.it is amazing how great an effect music tends to have on our lives2.Lucy’s piano playing______.A.displayed a mixture of strong feelingsB.tended to be rather melodramaticC.failed to capture the tragic nature of some musicD.was marred by some inaccuracies3.When she played at the Pension Bertolini, Lucy ______.A.wished she could play betterB.asked to be left aloneC.resented being interruptedD.was engrossed in the music4.What did Mr. Beebe realize at the entertainment he remembers atTunbridge Wells?A.That the vicar had vetted the contributionsB.That Lucy had a special musical talentC.That Lucy’s was the only performance of any valueD.That the audience were duty-bound to show appreciation5.What surprised Mr. Beebe when he heard Lucy at Tunbridge Wells?A.Lug’s choice of composerB.The way the opening theme developedC.Lucy’s choice of pieceD.The fact that Lucy didn’t play more of the work6.What was the vicar’s attitude to the music Lucy played?A.It was daring.B.It was offensive.C.It was too difficult.D.It was unsuitable.7.Wheat was Mr. Beebe’s reaction when he met Lucy?A.He was pleased that she enjoyed simple pleasures.B.He was disappointed at how ordinary she was.C.He felt that she ought to make life more seriously.D. He was surprised that she wasn’t as beautiful he had imagined.Section Ⅳ: WritingRead the following quote and write an article of at least 500 words long for a newspaper to argue for or against the author’s opinion.(40 points for this section)We shall live to see the day, I trust, when no man shall build his house for posterity. He might just as reasonably order a durable suit of clothes… so that his great-grandchildren should cut precisely the same figure in the world…I doubt whether even one public edifice…should bebuilt of such permanent materials…Better that they should crumble to ruin, once in twenty years or thereabouts, as a hint to the people to reform the institutions which they symbolize.Nathaniel Hawthorne Should buildings be built to crumble to ruin every twenty years?Write an essay in response to this question.参考答案及解析SectionⅠ：Words and Phrase1.C unwieldy笨重庞大的，不易移动的。

华东师范大学英语语言文学复试题目一、单项选择（共计20题，每题2分）1. _______does your father play tennis after work?---Every Tuesday and Thursday. [单选题] *A.How often(正确答案)B. How soonC.WhereD. Why2. How often do you chat with your friends online?-_________.I'm busy with my study. [单选题] *A.Only one monthB.About twice a month(正确答案)C.Almost every dayD.Maybe in two weeks3. -__________do you practice it a week? -----Twice. [单选题] *A.How oftenB.How many times(正确答案)C.How soonD.How long4. Speak aloud, please! I can__________ hear you. [单选题] *uallyB.almostC.hardly(正确答案)D. nearly5. Huang Bo is a popular film star.He_________brings us good films. [单选题] *A.always(正确答案)B.seldomC.neverD. hardly6. Bill wants me _____ him to play the piano.[单选题] *A.teachB.teachingC.teachesD. to teach(正确答案)7. [2019·河南]-What shall we eat tonight?-Let's call Harry. He___________knows the best places to go. [单选题] *A.onlyB.nearlyC.seldomD. always(正确答案)8. Who can tell me the answer _____ this question? [单选题] *A.onB.to(正确答案)C.forD.in9. The bird’s singing came into my room ______ the window and woke me up in the early morning. [单选题] *A．downB．fromC．through(正确答案)D．across10. —I have a toothache (牙疼). —You should see a______ . [单选题] *A.postmanB.nurseC.dentist(正确答案)D.policeman11. — do you visit your grandparents, Jim?—Maybe twice a month. [单选题] *A.How longB.How farC.How muchD.How often(正确答案)12. Drinking tea is usually seen as a____ lifestyle in China. [单选题] *A.strictB.boringC.cleanD.healthy(正确答案)13. It’s important____us ____English well. [单选题] *A.of;learningB.for;to learn(正确答案)C.of;to learnD.to;learn14. On March 14th, 2018, the famous physicist Stephen William Hawking_______peacefully in his home. We were all surprised at the news. [单选题] *A.diesB.died(正确答案)C.deadD.death15. ____ it’s very late,_____my mother is still at work. [单选题] *A.But;althoughB.Although;butC.Although;/(正确答案)D.But16. Frank enjoys doing all kinds of sports,______ running, swimming and playing basketball. [单选题] *A.of courseB.such as(正确答案)C.as wellD.because of17. I think _____ exercise every day is good for our health. [单选题] *A.doB.doesC.doing(正确答案)D.did18. —Sarah was late for the movie last night.—I’m not surprised at all. She is_____on time. [单选题] *A.oftenB.alwaysC.sometimesD.never(正确答案)19. Her life was so _____ that she had no time to relax. [单选题] *A.full(正确答案)B.easyC.difficultD.free20. ─What's your favorite __________?─Sports World. [单选题] *A．foodB．sportC．program(正确答案)D．subject二、词汇题,根据所给汉译或所给单词，用适当形式填空。

考研真题2011年复旦大学英语语言文学专业考研真题（回忆版）1The canterbury tales 22 hamlet 2drama3 gulliver's travel 24THE IMPORTANCE OF BEING EARNEST5 PYGMALION6 KUBLA KHAN 27 HOWL 2verse8 WAITING FOR GODOT 29 MIDDLEMARCH 210 THE GREAT GATSBY 211 RIP VAN WINKLE 2 short story12 THE SHEPERD'S CALENDAR?213 to a skylark ?214 wuthering heights15 to the lighthouse ?NOVEL还有一个不记得了第一题是讲这些作品按VERSE 和DRAMA分类，9*2，我猜想应该是总共有九个，然后一个两分吧，因为作品里面有的是小说。

VERSE ：HOWL13 to a skylark ?KUBLA KHANTHE SHEPERD'S CALENDARDRAMA ：4THE IMPORTANCE OF BEING EARNEST5 PYGMALIONWAITING FOR GODOT 22 hamlet 2drama这题我同样有个不记得了第二题是将这十几个作家按年代分类，我就省略不写了。

2*16分第三题是写出五个作品的作家名字，很简单啦，分别是THE GREAT GATSBYMIDDLEMARCHgulliver's travelPYGMALIONKUBLA KHAN然后是50分的名词解释，10选5个，要求每个五句话左右完成最后一题我做的比较纠结，因为我写字比较慢，1000字的作文我字数没写完……老天保佑，文学这一门我一定要考好点基础英语就是两篇翻译一篇作文，分数都是50分，没什么好说的。

作文题目是 EDUCATION AND EXAMINATION 很常见的作文题目啊，应该大家都有话说。

626语言学与作文2011年真题回忆版Part one: linguistics第一题：名词解释1. Conceptual meaning2. Language transfer3. Place of articulation4. Sapir-Whorf Hypothesis5. Allomorph第二题：填空（十个）1. As modern linguistics aims to describe and analyze the language people actually use, and not to lay down rules for "correct" linguistic behavior, it is said to be ___.2. Of all the speech organs, the ___ is/are the most flexible.3. The morpheme "vision" in the common word "television" is a(n) ___.4、A ___ in the embedded clause refers to the introductory word thatintroduces the embedded clause.5、"Can I borrow your bike?" ___ "You have a bike."6、The branch of linguistics that studies how context influences the way speakers interpret sentences is called ___.7、___ refers to a marginal language of few lexical items and straightforward grammatical rules, used as a medium of communication.8、According to Krashen,__________ refers to the gradual and subconscious development of ability in the first language by using it naturally in daily communicative situations.9、Language is a system of __________ vocal symbols used for human communication. A. unnatural10、H__________ refers to the phenomenon that words having different meanings are identical in sound or spelling, or in both.第三题：判断（十个）( ) 1.In the history of any language the writing system always came into being before the spoken form.( ) 2.In English, long vowels are also tense vowels because when we pronounce a long vowel such as/i: /, the larynx is in a state of tension.( ) 3.A compound is the combination of only two words.( ) 4. “The student” in the sentence “The student liked the linguistic lecture.”,and “The linguistic lecture” in the sentence “The linguistic lecture liked the student.”belong to the same syntactic category.（) 5.Linguistic forms having the same sense may have different references in different situations while linguistic forms with the same reference always have the same sense.( ) 6.An important difference between presupposition and entailment is that presupposition, unlike entailment, is not vulnerable to negation. That is to say, if a sentence is negated, the original presupposition is still true.( ) 7.The division of English into Old English, Middle English, and Modern English is nonconventional and not arbitrary.( ) nguage reflects sexism in society. Language itself is not sexist, just as it is not obscene; but it can connote sexist attitudes as well as attitudes about social taboos or racism.( ) 9.If a child is deprived of linguistic environment; he or she is unlikely to learn a language successfully later on.( ) 10.When children learn to distinguish between the sounds of their language and the sounds that are not part of the language; they can acquire any sounds in their native language once their parents teach them.第四题：分析题（五个）A. Use Error Analysis to analyze the following sentences.用错误分析法分析句子1. My mother sleeping.2. His brother is goes to school by bus.3. There are so many Taiwan people live around the lake.4. They didn’t went there.5. The dog finished to eat the bones.B Do you think B is cooperative in the following dialogue? Support your argument with Cooperative Principle.1. A: When is the bus coming?B: There has been an accident further up the road.2. A: Where is Bill?B: There is a yellow car outside Sue’s house.C What are the sense relations between the following groups of words?1. Dogs, cats, pets, parrots;2. trunk, branches, tree, rootsD Explain sentences with the functions of language.1.Wow,what a beautiful girl!2. Dear Professor, would you like to give me some advice about my term paper？3. We human beings can talk about talk and think about thinking.E. The following is spoken by females. Please summarize the features of woman language.1.I was so naive.2. My goodness, there’s the vice-chancelor!3. You have done it, haven’t you?4.Won’t you please get me that glass?第五题：小作文“Linguistics and Our Daily Life”(200words)Part two: compositionA Original ideas are of great value than just copy others’ ideas（250Words）B why so many people go abroad and study in english.why english would be the first language in the world.(300 words)4.1.1 真题解析及技巧指导第一题：名词解释1. 以小见大，从所考的Conceptual meaning 可以看出与之相关的一系列概念是考试重点，在这里复习一下：Different types of meaning (Recognized by Leech, 1974)(1) Conceptual meaning: Logical, cognitive, or denotative content.(2) Associative meaninga. Connotative meaning: What is communicated by virtue of what language refers to.b. Social meaning: What is communicated of the social circumstances of language use.c. Affective meaning: What is communicated of the feelings and attitudes of the speaker / writer.d. Reflected meaning: What is communicated through association with another sense of the same expression.e. Collocative meaning: What is communicated through association with words which tend to occur in the environment of another word.(3) Thematic meaning: What is communicated by the way in which the message is organized in terms of order and emphasis.2. Language transfer ：whether they learn the target language consciously or subconsciously, learns have come to the task of acquiring a second language with their fiest language. Naturally, learns will subconsciously use their L1 knowledge in learning a second language.考查范围：Language and society注意关注相关概念What are vernacular, Pidgin and Creole?What are bilingualism, diglossia, and multilingualism?What is discourse analysis？Linguistic determinism and linguistic relativity，Speech community3. Place of articulation refers to the place in the mouth where, for example, the obstruction occurs, resulting in the utterance of a consonant.考察范围：发音学、音系学相关概念：manner of articulation4. Sapir-Whorf Hypothesis ：What the Sapir-Whorf hypothesis suggests is like this: ourlanguage helps mould our way of thinking and, consequently, different languages may probably express our unique ways of understanding the world. Following this argument, two important points could be captured in the theory. On the one hand, language may determine our thinking patterns; on the other hand, similarity between language is relative, the greatertheir structural differentiation is, the more diverse their conceptualization of the world will be.For this reason, this hypothesis has alternatively been referred to as linguistic determinism and linguistic relativity. This hypothesis has two versions: a strong and a weak version. The strong version of the theory refers to the claim the original hypothesis suggests, emphasizing the decisive role of language as the shaper of our thinking patterns. The weak version, however, is a modified type of its original theory, suggesting that there is a correlation between language, culture, and thought, but the cross-cultural differences thus produced in our ways of thinking are relative, rather than categorical.考查范围：Language, Culture and Society5. Allomorph：It is any of the variant forms of a morpheme as conditioned by position or adjoining sounds.考查范围：morphology第二题：填空（十个）1.descriptive2. tongue3. free morpheme4. subordinator主从连词5. presupposes6. Pragmatics7. Pidgin8. Acquisition9. Arbitrary 10. Homonymy 第三题:判断1. F The contrary is true. The writing system is always a later invention.2. T3. F Some compounds contain more than two words.4. T5. F It is false because linguistic forms with the same reference might differ in sense.A case in point is the two expressions "morning star" and " evening star." They refer to the same star but differ in sense.6.T7.FThe division of English into Old English, Middle English, and Modern English is conventional and somewhat arbitrary.8.T9.T10.FChildren first acquire the sounds found in all languages of the world, no matter what language they are exposed to ,and in later stages acquire the " more difficult" sounds.第四题：分析题A.1. The sentence is grammatically wrong. The absence of an item, t hat is the predicate “is”, must appear in a well-formed utterance. The error is omission.2. This sentence is grammatically wrong. The presence of an item, that is “is”, must not appear in well-formed utterances. We call the error addition.3. The speaker commits the error. There is two situations. First, the error occurs because “who” is omitted after “people”. Second, because “live” is used instead of “living”, the error occurs.4. The use of a tense marker twice in one sentence. This error belongs to double markings.5. The meaning of the sentence is clear. It just uses the wrong form of the morpheme or structure: Misformation. The correct formation maybe: “The dog have finished the bones.” or “The dog finished eating the bones.”小结：First of all, we have to known the definition of Error Analysis. Error is the grammatically incorrect form. Error analysis: Error analysis is the study and analysis of error and is confined to the language learner. Then you should clearly remember the five types of error: omissions, additions, double markings, misformations and misorderings. You should use the theory to explain these sentences. The procedure of error analysis consists of the following steps:(1) Recognition. Dealing with a sentence produced by the language speaker, we should first ask whether the sentence is grammatically correct. If the answer is negative, then errors exist. If the answer is positive, then we further check whether the sentence is appropriate in the communicative context. A negative answer indicates a mistake.(2) Description. If the erroneous sentence is intelligible, we compare it with the correct sentence produced by a native speaker and list the errors and mistakes, if the meaning of sentence is not clear, we may refer to the learner’s nativ e language to find out what he means and carry out a contrastive analysis. Taking into consideration the use of language in social contexts, we can describe mistakes as well as errors.(3) Explanation. When an error is recognized and described, we attempt to answer the question “Why the learner commit the error?”B. 1. B is cooperative. On the face of it, B’s statement is not an answer to A’s question. B doesn’t say “when.” However, A will immediately interpret the statement as meaning “I don’t know” or “I am not sure.” Just assume that B is being “relevant” and “informative.” Given that B’s answer contains relevant information, A can work out that “an accident further up the road” conventionally involves “traffic jam,” and “traffic jam” preludes “bus coming.” Thus, B’s answer is not simply a statement of “when the bus comes”; it contains an implicature concerning “when the bus comes.”2. In the dialogue, the speaker B seems to be violating the maxims of quantity and relation, but we also assume that B is still observing the CP and think about the relationship between A’s question and the “yellow car” in B’s answer. If Bill has a yellow car, he may be in Sue’s house.小结：考点：The cooperative principle是常考点，几乎每年都考，遵循与违背合作原则，大家一定要烂熟于心，且会应用理论分析实际对话。

北京外国语大学2011年英语语言文学专业基础英语试卷（样题）Part I GRAMMARA 、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, underline the wrong word and write the correct one in the blank provided at the end of the line.For a missing word, mark the position of the missing word with a ^ and write the word which you believe is missing in the blank provided at the end of the line.For an unnecessary word, cross the unnecessary word with a slash /and put the word in the blank provided at the end of the line.The elderly who finds great rewards and satisfactions (1)___________In their later lives are a small minority in this country. But theyDo exist. They are the "aged elite". It is most striking about these (2)___________People is their capacity for growth. When Arthur Robinson wasEighty, someone told him that he was plying piano better than (3)___________Ever. "I think so," he agreed. "Now I take chances I never tookBefore. I was used to be so much more careful. No wrong notes. (4)___________Not too bold ideas. Now I let go and enjoy myself and to be with (5)___________Everything besides the music." Another reason for the success ofThe aged elite are the traits they formed earlier in their lives. A (6)___________Sixty-eight-year old woman, three times married and widowed,Says," It's not just what you do when you're past sixty-five. It's whatYou did all your life which matters. If you have lived a full life, (7) __________Developed your mind, you will be able to use it past sixty-five.Along frankness comes humor. A sense of humor is an (8)___________aid people use to cope with tension. "Humor," says Dr. Barren,"also leads you to join with other people. There are two ways toDeal with stress. We either reach out or withdraw. The reachers (9)___________seek out other people to share their problems instead of pullingaway." Growing, active, humorous, sharing - these are all qualitieswhich describe the aged elite. (10)__________Part II READING COMPREHENSIONB. Multiple ChoicePlease read the following passages and choose A, B, C or D to best complete the statements about them.The Perils of EfficiencyThis spring, disaster loomed in the global food market. Precipitous increases in the prices of staples like rice (up more than a hundred and fifty per cent in a few months) and maize provoked food riots, toppled governments, and threatened the lives of tens of millions. But the bursting of the commodity bubble eased those pressures, and food prices, while still high, have come well off the astronomical levels they hit in April. For Americans, the drop in commodity prices has put a few more bucks in people's pockets; in much of the developing world, it may have saved many from actually starving. So did the global financial crisis solve the global food crisis?Temporarily, perhaps. But the recent price drop doesn't provide any long-term respite from the threat of food shortages or future price spikes. Nor has it reassured anyone about the health of the global agricultural system, which the crisis revealed as dangerously unstable. Four decades after the Green Revolution, and after waves of market reforms intended to transform agricultural production, we're still having a hard time insuring that people simply get enough to eat, and we seem to be more vulnerable to supply shocks than ever.It wasn't supposed to be this way. Over the past two decades, countries around the world have moved away from their focus on "food security" and handed market forces a greater role in shaping agricultural policy. Before the nineteen-eighties, developing countries had so-called "agricultural marketing boards," which would buy commodities from farmers at fixed prices (prices high enough to keep farmers farming), and then store them in strategic reserves that could be used in the event of bad harvests or soaring import prices. But in the eighties and nineties, often as part of structural-adjustment programs imposed by the I.M.F. or the World Bank, many marketing boards were eliminated or cut back, and grain reserves, deemed inefficient and unnecessary, were sold off. In the same way, structural-adjustment programs often did away with government investment in and subsidies to agriculture—most notably, subsidies for things like fertilizers and high-yield seeds.The logic behind these reforms was simple: the market would allocate resources more efficiently than government, leading to greater productivity. Farmers, instead of growing subsidized maize and wheat at high cost, could concentrate on cash crops, like cashews and chocolate, and use the money they made to buy staple foods. If a country couldn'tcompete in the global economy, production would migrate to countries that could. It was also assumed that, once governments stepped out of the way, private investment would flood into agriculture, boosting performance. And international aid seemed a more efficient way of relieving food crises than relying on countries to maintain surpluses and food-security programs, which are wasteful and costly.This "marketization" of agriculture has not, to be sure, been fully carried through. Subsidies are still endemic in rich countries and poor, while developing countries often place tariffs on imported food, which benefit their farmers but drive up prices for consumers. And in extreme circumstances countries restrict exports, hoarding food for their own citizens. Nonetheless, we clearly have a leaner, more market-friendly agricultural system than before. It looks, in fact, a bit like global manufacturing, with low inventories (wheat stocks are at their lowest since 1977), concentrated production (three countries provide ninety per cent of corn exports, and five countries provide eighty per cent of rice exports), and fewer redundancies. Governments have a much smaller role, and public spending on agriculture has been cut sharply.The problem is that, while this system is undeniably more efficient, it's also much more fragile. Bad weather in just a few countries can wreak havoc across the entire system. When prices spike as they did this spring (for reasons that now seem not entirely obvious), the result is food shortages and malnutrition in poorer countries, since they are far more dependent on imports and have few food reserves to draw on. And, while higher prices and market reforms were supposed to bring a boom in agricultural productivity, global crop yields actually rose less between 1990 and 2007 than they did in the previous twenty years, in part because in many developing countries private-sector agricultural investment never materialized, while the cutbacks in government spending left them with feeble infrastructures.These changes did not cause the rising prices of the past couple of years, but they have made them more damaging. The old emphasis on food security was undoubtedly costly, and often wasteful. But the redundancies it created also had tremendous value when things went wrong. And one sure thing about a system as complex as agriculture is that things will go wrong, often with devastating consequences. If the just-in-time system for producing cars runs into a hitch and the supply of cars shrinks for a while, people can easily adapt. When the same happens with food, people go hungry or even starve. That doesn't mean that we need to embrace price controls or collective farms, and there are sensible market reforms, like doing away with import tariffs, that would make developing-country consumers better off. But a few weeks ago Bill Clinton, no enemy of market reform, got it right when he said that we should help countries achieve "maximum agricultural self-sufficiency." Instead of a more efficient system, we should be trying to build a more reliable one.(1) What can be learned from the first paragraph?[A] Global financial crisis destablized governments.[B] Food riots resulted from skyrockeing food bills.[C] Financial crisis worsens food crisis.[D] Food prices surged by 150% in April.(2) The food crisis revealed the global agricultural system as __________.[A] fragile[B] unresponsive[C] costly[D] unbearable(3) According to the third paragraph, structural-adjustment programs __________.[A] intended to cope with poor harvests[B] were introduced as part of "market forces" policies[C] removed price controls and state subsidies[D] encouraged countries to focus on food security(4) The marketization of agriculture probably means __________[A] private investment floods into agriculture[B] market forces provide efficiency in agriculture[C] agricultural policy works with the free market system[D] agricultural production is free from government intervention(5) Which of the following is NOT a feature of the existing agricultural system?[A] Reduced government spending.[B] Concentrated production.[C] Self-sufficiency.[D] Low wheat stocks.(6) In the last paragraph, the underlined part "the redundancies" probably refer to __________.[A] High-yield seeds[B] Grain reserves[C] Cash crops[D] Corn importsMinding the Inequality GapDuring the first 70 years of the 20th century, inequality declined and Americans prospered together. Over the last 30 years, by contrast, the United States developed the most unequal distribution of income and wages of any high-incomecountry.Some analysts see the gulf between the rich and the rest as an incentive for strivers, or as just the way things are. Others see it as having a corrosive effect on pwople's faith in the markets and democracy. Still others contend that economic polarization is a root cause of America's political polarization. Could, and should, something be done?Claudia Goldin and Lawrence F. Katz, two Harvard economists, think yes. Their book, The Race Between Education and Technology (Harvard, $39.95), contains many tables, a few equations and a powerfully told story about how and why the United States became the world's richest nation — namely, thanks to its schools.The authors skillfully demonstrate that for more than a centun. art a at a steady rate, technological breakthroughs —the mass production system, electricity, computers— have been increasing the demand for ever more educated workers. And, they show, America's school system met this demand, not with a national policy, but in grassroots fashion, as communities taxed themselves and built schools and colleges.Beginning in the 1970s, however, the education system failed to keer pace, resulting, Ms. Goldin and Mr. Katz contend, in a sharply unequal nation.The authors allow that a decline in union membership and in the inflation-adjusted minimum wage also contributed to the shift in who partook of a growing pie. But they rule out the usual suspects —globalization (trade) and high immigration — as significant causes of rising inequality. Amid the current calls to restrict executive compensation, their policy prescription is to have more Americans graduate from college.If only it were that easy.The authors’ argument is really two books in one. One offers an incisive history of American education, especially the spread of the public high school and the state university system. It proves to be an uplifting tale of public commitment and open access. The authors remind us that the United States long remained "the best poor man's country."A place where talent could rise.The other story rigorously measures the impact of education on income. The authors' compilation of hard data on educational attainment according to when people were born is an awesome achievement, though not always a gripping read.They show that by the 1850s, America's school enrollment rate already "exceeded that of any other nation." And this lead held for a long time. By 1960, some 70 percent of Americans graduated from high school — far above the rate in any other country. College graduation rates also rose appreciably.In the marketplace, such educational attainment was extremely valuable, but it didn't produce wide economic disparity so long as more people were coming to the job market with education. The wage premium — or differentialpaid to people with a high school or a college education — fell between 1915 and 1950.But more recently, high school graduation rates flatlined at around 70 percent. American college attendance rose, though college graduation rates languished. The upshot is that while the average college graduate in 1970 earned 45 percent more than high school graduates, the differential three decades later exceeds 80 percent."In the first half of the century," the authors summarize, "education raced ahead of technology, but later in the century technology raced ahead of educational gains."Proving that the demand for and supply of educated workers began not in the time of Bill Gates but in the era of Thomas Edison is virtuoso social science. But wasn't a slowdown in rising educational attainment unavoidable? After all, it's one thing to increase the average years of schooling by leaps and bounds when most people start near zero, but quite another when the national average is already high.The authors reject the idea that the United States has reached some natural limit in educational advances. Other countries are now at higher levels.What, then, is holding American youth back?The authors give a two-part answer. For one thing, the financial aid system is a maze. More important, many people with high school diplomas are not ready for college.The second problem, the authors write, is concentrated mostly in inner-city schools. Because the poor cannot easily move to better school districts, the authors allow that charter schools as well as vouchers, including those for private schools, could be helpful, but more evaluation is necessary.Data on the effects of preschool are plentiful, and point to large returns on investment, so the authors join the chorus in extolling Head Start, the federal government's largest preschool program.Providing more children with a crucial start, along with easier ways to find financial aid, are laudable national objectives. One suspects, though, that the obstacles to getting more young people into and through college have to do with knotty social and cultural issues.But assume that the authors' policies would raise the national college graduation rate. Would that deeply reduce inequality?Averages can be deceptive. Most of the gains of the recent finsh decades have not gone tothe college-educated as a whole. The top 10 or 20 percent by income have education levels roughly equivalent to those in the top 1 percent, but the latter account for much of the boom in inequality. This appears to be related to the way taxes have been cut, and to the ballooning of the financial industry's share of corporate pro""It remains to be seen how a reconfigured financial industry and possible new tax policies might affect the 30-yeartrend toward greater inequality.In the meantime, it is nice to be reminded, in a data-rich book, that greater investments in human capital once put Americans collectively on top of the world.(7) What do we learn from The Race Between Education and Technology?[A] The United States has reached its natural limit in educational attainment.[B] The 20th century was the American Century due to its educational advances.[C] Technology raced ahead of education in the first half of the 20th century.[D] American high school graduation rates levelled off at 80 percent in 1970.(8) Which of the following is considered a significant cause of rising inequalit y according to Claudia Goldin and Lawrence F. Katz?[A] High immigration.[B] Executive compensation.[C] Reduced union membership.[D] Stagnate college graduation rates.(9) What does the underlined word "laudable" mean?[A] Reasonable.[B] Achievable.[C] Deserving praise.[D] Worth trying.(10) Which of the following led to the slowdown in American educational advances in the last three decades of the 20th century?[A] No easy access to financial aid.[B] Overemphasis on preschool programs.[C] A dramatic fall in college enrollment rates.[D] A rise in the number of poor school districts.(11) What does the author think of the book?[A] It is a research on human capital.[B] It is intended for economists.[C] It is a happy fireside read.[D] It is rich in data.(12) Which of the following is true according to the passage?[A] The demand for educated workers began in the era of IT.[B] The pace of technological change has not been steady.[C] America is not educating its citizens the way it used to.[D] High school graduation rates peaked in the U.S. in 1950.B. True or FalseRead the following passage carefully and then decide whether the statements which follow are true (T) or false (F).Generation What?Welcome to the socio-literary parlor game of "Name That Generation."It all began in a quotation Ernest Hemingway attributed to his Paris patron, the poet and salonkeeper Gertrude Stein. On the title page of his novel "The Sun Also Rises," published in 1926, he quoted her saying to her circle of creatively disaffected writers, artists and intellectuals in the aftermath of World War I, "You are all a lost generation."In the cultural nomenclature after that, the noun generation was applied to those "coming of age" in an era. Anne Soukhanov, U.S. editor of the excellent Encarta dictionary, observes, "Young people's attitudes, behavior and contributions, while being shaped by the ethos of, and major events during, their time, came in turn to represent the tenor of the time."Taking that complex sense of generation as insightful, we can focus on its modifier as the decisive word in the phrases built upon it. The group after the lost generation did not find its adjective until long after its youthful members turned gray. Belatedly given a title in a 1998 book by Tom Brokaw, the Greatest Generation (which had previously been called the G.I. Generation) defined "those American men and women who came of age in the Great Depression, served at home and abroad during World War II and then built the nation we have today."That period, remembered as one characterized by gallantry and sacrifice, was followed by another time that was described in a sharply critical sobriquet: in 1951, people in their 20s were put down as the Silent Generation. That adjective was chosen, according to Neil Howe, author of the 1991 book "Generations," because of "how quiescent they were during the McCarthy era . . . they were famously risk-averse." The historian William Manchester castigated the tenor of youth in that era as "withdrawn, cautious, unimaginative, indifferent, unadventurous and silent." Overlapping that pejorative label in time was the Beat Generation, so named by the writer Jack Kerouac in the '50s. Though the author later claimed his word was rooted in religious Beatitudes, it was described by a Times writer as "more than mere weariness, it implies the feeling of having been used, of being raw ... a sort of nakedness of mind."Now we're up to the '70s, dubbed by Tom Wolfe in New York magazine in 1976 as the "me decade." That coinageled to the general castigation of young adults by their elders in that indulgent era as the Me Generation, preoccupied with material gain and "obsessed with self." It was not so silent, far from beat, but still, in its own grasping way, a generation lost.Then came the title denoting mystery of the demographically huge generation born from roughly 1946 to 1964 —begun as the Baby-Boom Generation, but in its later years its younger members took on a separate identity: Generation X. That is the title of a 1991 book by Douglas Coupland; "It is an identity-hiding label," the generationist Howe tells my researcher Caitlin Wall, "of what is the generation with probably the weakest middle class of any of the other generations born in the 20th century." While most boomers proudly asserted their generational identity, "Xers" at first did not; now, however, most feel more comfortable with the label. It has been followed by Y and Z, but those are too obviously derivative, and the Millennial Generation — if narrowly defined as those beginning to come of age since 2000 — has members still in knee pants.THE JOSHUA GENERA TIONU.S. presidents like to identify themselves with the Zeitgeist inspiriting their electorate. "This generation of Americans," F.D.R. told the 1936 Democratic convention, "has a rendezvous with destiny," the final three words later evoked by both Lyndon Johnson and Ronald Reagan. John F. Kennedy, in his 1961 inaugural address, said, "The torch has been passed to a new generation of Americans — tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage."Speaking in March 2007 at a chapel in Selma, Ala., in commemoration of a bloody march for voting rights, Senator Barack Obama put forward a name for a new generation of African-Americans. After acknowledging "a certain presumptuousness" in running for president after such a short time in Washington, Obama credited the Rev. Otis Moss Jr. for writing him "to look at the story of Joshua because you're part of the Joshua generation.''He noted that the "Moses generation" had led his people out of bondage but was not permitted by God to cross the river from the wilderness to the Promised Land. In the Hebrew Bible, it was Joshua, chosen by Moses to be his successor, who led the people across, won the battle of Jericho and established the nation. "It was left to the Joshuas to finish the journey Moses had begun," Obama said to the youthful successors to the aging leaders of the civil rights movement, "and today we're called to be the Joshuas of our time, to be the generation that finds our way across the river."Though the spirit of an age is best defined in retrospect, and religious allusion is not currently considered cool, the Joshua Generation — unlike all its era-naming predecessors — does have alliteration going for it. (874)(13) The Greatest Generation is also referred to as "The Veterans".(14) William Manchester didn't think highly of the Silent Generation.(15) The Beat Generation is characterized by being obsessed with material gain.(16) The Generation X follows the the Baby-Boom Generation while the Generation Y precedes the Millennial Generation.(17) The Moses Generation refers to American leaders, who fought for but never saw the "Promised land" of racial equality.C. Gap FillingPlease choose the best sentence from the list after the passage to fill in each of the gaps in the text. There are more sentences than gaps.TV Can Be Good for YouTelevision wastes time, pollutes minds, destroys brain ceils, and turns some viewer into murderers.(18)______________, But television has at least one strong virtue, too, which helps to explain its endurance as a cultural force. In an era when people often have little time to speak with one another, television provides replacement voices that ease loneliness, spark healthful laughter, and even educate young children.Most people who have lived alone understand the curse of silence, when the only sound is the buzz of unhappiness or anxiety inside one's own head. Although people of all ages who In e alone can experience intense loneliness, the elderly are especially vulnerable to solitude. For example, they may suffer increased confusion or depression when left alone for long periods but then rebound when they have steady companionship.A study of elderly men and women in New Zealand found that television can actually serve as a companion by assuming "the role of social contact with the wider world," reducing "feelings of isolation and loneliness because it directs viewers' attention away from themselves". (19)______________.The absence of real voices can be most damaging when it means a lack of laughter. (20)______________. Laughter is one of the most powerful calming forces available to human beings, proven in many studies to reduce heart rate, lower blood pressure, and ease other stress-related ailments. Television offers plenty of laughter for all kinds of viewers: the recent listings for a single Friday night included more than twenty comedy programs running on the networks and on basic cable between 6pm and 9 pm.A study reported in a health magazine found that laughter inspired by television and video is as healthful as the laughter generated by live comedy. V olunteers laughing at a video comedy routine "showed significant improvements in several immune functions, such as natural killer-cell activity". (21)______________. Even for people with plenty of companionship, television's replacement voices can have healthful effects by causing laughter.Television also provides information about the world. This service can be helpful to everyone but especially tochildren, whose natural curiosity can exhaust the knowledge and patience of their parents and caretakers.(22)______________. For example, educational programs such as those on the Discovery Channel, the Disney Channel, and PBS offer a steady stream of information at various cognitive levels. Even many cartoons, which are generally dismissed as mindless or worse, familiarize children with the material of literature, including strong characters enacting classic narratives.Two researchers studying children and television found that TV is a source of creative and psychological instruction, inspiring children "to play imaginatively and develop confidence and skills". Instead of passively watching, children "interact with the programs and videos" and "sometimes include the fictional characters they've met into reality's play time". (23)______________,The value of these replacement voices should not be oversold. For one thing, almost everyone agrees that too much TV does no one any good and may cause much harm. Many studies show that excessive TV watching increases violent behavior, especially in children, and can cause, rather than ease, other antisocial behaviors and depression.(24)______________. Steven Pinker, an expert in children's language acquisition, warns that children cannot develop language properly by watching television. They need to interact with actual speakers who respond directly to their specific needs. Replacement voices are not real voices and in the end can do only limited good.But even limited good is something, especially for those who are lonely, angry, or neglected. Television is not an entirely positive force, but neither is it an entirely negative one. Its voices stand by to provide company, laughter, and information whenever they're needed.[A] In addition, human beings require the give and take of actual interaction.[B] While the TV may be baby-sitting children, it can also enrich them.[C] Thus runs the prevailing talk about the medium, supported by serious research as well as simple belief.[D] Here, too, research shows that television can have a positive effect on health.[E] Thus television's replacement voices both inform young viewers and encourage exchange.[F] Television can be a positive practical training ground for moral growth in a changing world.[G] Thus television's replacement voices can provide comfort because they distract from a focus on being alone.[H] Further, the effects of the comedy were so profound that "merely anticipating watching a funny video improved mood, depression, and anger as much as two days beforehand"Part III TRANSLATIONA. Please read the following passage and translate it into Chinese.Australia's convict origins have been variously written in and out of the national consciousness. While it was once a。

2011年华南师范大学外文学院回忆篇基础英语：(时间足够)Part 1: passage 1:10个选择题，每题一分。

一个简答题5分。

阅读不长。

共40分passage 2: 10个选择题，每题一分，一个简答题5分，简答题是：本文是什么题材？narration, discription,expositon? why?passage 3:5个选择题每题一分，一个简答题5分，阅读不长。

part2：完形填空：section1:20个，每题一分，35分section2:选词填空，变换词形等，20个选15个。

part3: 改错：18个错误，35分。

每句话都很短，内容是关于瑜伽的。

不难part4 文化：第一部分选择题：10个，每题一分。

第一题是：美国的民主党的代表物是啥？不是驴就是象。

谁第一个从纽约到哪个地方的发电报stowe（全名不记得了）写的什么小说？谁实施的NEW DEAL?KOREA WAR 时期美国总统是谁？水门事件的总统是谁？美国五角大楼代表美国的：国防？议会？最高法院？美国哪个部分有权宣布战争？总统？议会？副总统?最高法院？美国冷战的标志：Truman Doctrine还有1个想不起来了。

第二部分：填空10分。

7题10个空。

1:THE ___period is the golden period of the realistic noveal,represented by Jane Austin. 夏洛特三姐妹中一个名字填空2. 什么English airways 。

又称大轮子啥的，2000年首次运行。

3.英国有：保守党、liberal democrats,__三大党4：一个关于发明的。

不记得5.关于音乐的。

6.达尔文进化论，啥理论的。

7. Britain’s Public School (Eton and Winchester)第三部分：简答题5个20分。

回答越详细is preferred.1.美国老师和英国同事争论一个论题，美国老师想转移话题，说了一句：let's table this issue for a while.(原话不记得了) 结果出乎其意料，其英国同事继续讨论这个问题。

2011年英语专八考试真题及答案IntroductionThe 2011 English Proficiency Test Level 8 (专八) is an important examination in China, designed to assess individuals' English language skills at an advanced level. In this article, we will explore the genuine questions from the 2011 exam and provide detailed answers for each question. With a focus on comprehension, grammar, and writing, this guide aims to help test-takers understand the structure and requirements of the exam better.Section 1: Reading ComprehensionPassage 1: The Importance of BilingualismIn this passage, the author discusses the benefits of being bilingual and provides examples of how bilingualism can positively impact various aspects of life, such as better job opportunities and enhanced cognitive abilities. The passage also addresses common misconceptions about bilingualism.Passage 2: The Impact of Climate ChangeThis passage explores the topic of climate change, focusing on its effects on the environment, ecosystems, and human health. It highlights the urgency of addressing climate change and the importance of global cooperation in mitigating its impacts.Section 2: Vocabulary and GrammarQuestion 1: Fill in the BlanksIn this question, candidates are required to fill in the blanks with the appropriate vocabulary words or phrases. The context of the passage provides clues to help determine the correct answers.Question 2: Sentence TransformationCandidates are given a sentence and are required to transform it according to the instructions given. This tests their ability to manipulate sentence structures and demonstrates their understanding of various grammar rules.Section 3: WritingQuestion 1: Essay WritingCandidates are asked to write an essay on a given topic within a specified word limit. The topic may require them to express their opinions, argue a particular viewpoint, or analyze a given situation. Test-takers are expected to demonstrate their ability to organize their thoughts, structure their essay coherently, and use appropriate vocabulary and grammar.Question 2: Letter WritingIn this section, candidates are asked to write a formal or informal letter based on a given scenario. The prompts may require them to express gratitude, make a complaint, or provide advice. Test-takers should demonstrate their ability to use appropriate language and format for the chosen type of letter.ConclusionIn this article, we have provided an overview of the 2011 English Proficiency Test Level 8, focusing on the reading comprehension, vocabulary and grammar, and writing sections. By understanding the structure and content of the exam, test-takers can better prepare themselves for success. However, it is essential to remember that studying and practicing consistently are the keys to achieving a high score in the exam.。