1996-1999年考研英语真题与解析张剑版本

　张剑版本 1996 年 年 年全真试题

　 Part ⅠCloze Test

　Directions ：

　For each numbered blank in the following passage, there are four choices marked ［A］, ［B］, ［C］ and [D]. Choose the best one and mark your answer on ANSWER SHEET 1 by blackening the corresponding letter in the brackets. (10 points)

　Vitamins are organic compounds necessary in small amounts in the diet for the normal growth and maintenance of life of animals, including man. They do not provide energy,

　 1

　 do they construct or build any part of the body. They are needed for

　 2

　foods into energy and body maintenance. There are thirteen or more of them, and if

　 3

　 is missing a deficiency disease becomes

　4

　 . Vitamins are similar because they are made of the same elements—usually carbon, hydrogen, oxygen, and

　 5

　 nitrogen. They are different

　 6

　 their elements are arranged differently, and each vitamin

　 7

　one or more specific functions in the body.

　8

　 enough vitamins is essential to life, although the body has no nutritional use for

　9

　vitamins. Many people,

　10

　 , believe in being on the “safe side” and thus take extra vitamins. However, a well balanced diet will usually meet all the body’s vitamin needs.

　 1.［A］either

　 ［B］so

　［C］nor

　［D］never

　2.［A］shifting

　 ［B］transferring

　 ［C］altering

　［D］transforming 3.［A］any

　 ［B］some

　 ［C］anything

　 ［D］something 4.［A］serious

　［B］apparent

　［C］severe

　［D］fatal 5.［A］mostly

　［B］partially

　 ［C］sometimes ［D］rarely 6.［A］in that

　 ［B］so that

　 ［C］such that ［D］except that 7.［A］undertakes

　［B］holds

　 ［C］plays

　［D］performs 8.［A］Supplying

　［B］Getting

　 ［C］Providing ［D］Furnishing 9.［A］exceptional ［B］exceeding

　［C］excess

　［D］external 10.［A］nevertheless ［B］therefore

　［C］moreover

　［D］meanwhile

　Part ⅡReading Comprehension

　Directions: Each of the passages below is followed by some questions. For each questions there are four answers marked ［A］, ［B］, ［C］ and ［D］. Read the passages carefully and choose the best answer to each of the questions. Then mark your answer on ANSWER SHEET 1 by blackening the corresponding letter in the brackets with a pencil. (40 points)

　Passage 1

　Tight lipped elders used to say, “It’s not what you want in this world, but what you get.” Psychology teaches that you do get what you want if you know what you want and want the right things. You can make a mental blueprint of a desire as you would make a blueprint of a house, and each of us is continually making these blueprints in the general routine of everyday living. If we intend to have friends to dinner, we plan the menu, make a shopping list, decide which food to cook first, and such planning is an essential for any type of meal to be served. Likewise, if you want to find a job, take a sheet of paper, and write a brief account of yourself. In making a blueprint for a job, begin with yourself, for when you know exactly what you have to offer, you can intelligently plan where to sell your services. This account of yourself is actually a sketch of your working life and should include education, experience and references. Such an account is valuable. It can be referred to in filling out standard application blanks and is extremely helpful in personal interviews. While talking to you, your could be employer is deciding whether your education, your experience, and other qualifications will pay him to employ you and your “wares” and abilities must be displayed in an orderly and reasonably connected manner. When you have carefully prepared a blueprint of your abilities and desires, you have something tangible to sell. Then you are ready to hunt for a job. Get all the possible information about your could be job. Make inquiries as to the details regarding the job and the firm. Keep your eyes and ears open, and use your own judgment. Spend a certain amount of time each day seeking the employment you wish for, and keep in mind: Securing a job is your job now.

　11. What do the elders mean when they say, “It’s not what you want in this world, but what you get.”? ［A］ You’ll certainly get what you want. ［B］ It’s no use dreaming. ［C］ You should be dissatisfied with what you have. ［D］ It’s essential to set a goal for yourself. 12. A blueprint made before inviting a friend to dinner is used in this passage as

　 . ［A］ an illustration of how to write an application for a job ［B］ an indication of how to secure a good job ［C］ a guideline for job description ［D］ a principle for job evaluation 13. According to the passage, one must write an account of himself before starting to find a job because

　 . ［A］ that is the first step to please the employer ［B］ that is the requirement of the employer ［C］ it enables him to know when to sell his services ［D］ it forces him to become clearly aware of himself 14. When you have carefully prepared a blueprint of your abilities and desires, you have something

　. ［A］ definite to offer

　 ［B］ imaginary to provide ［C］ practical to supply

　［D］ desirable to present

　Passage 2 With the start of BBC World Service Television, millions of viewers in Asia and America can now watch the Corporation’s news coverage, as well as listen to it. And of course in Britain listeners and viewers can tune in to two BBC television channels, five BBC national radio services and dozens of local radio stations. They are brought sport, comedy, drama, music, news and current affairs, education, religion, parliamentary coverage, children’s programmes and films for an annual licence fee of ￡83 per household. It is a remarkable record, stretching back over 70 years — yet the BBC’s future is now in doubt. The Corporation will survive as a publicly funded broadcasting organization, at least for the time being, but its role, its size and its programmes are now the subject of a nation wide debate in Britain. The debate was launched by the Government, which invited anyone with an opinion of the BBC — including ordinary listeners and viewers — to say what was good or bad about the Corporation, and even whether they thought it was worth keeping. The reason for its inquiry is that the BBC’s royal charter runs out in 1996 and it must decide whether to keep the organization as it is, or to make changes. Defenders of the Corporation — of whom there are many — are fond of quoting the American slogan “If it ain’t broke, don’t fix it.” The BBC “ain’t broke”, they say, by which they mean it is not broken (as distinct from the word

　‘broke’, meaning having no money), so why bother to change it? Yet the BBC will have to change, because the broadcasting world around it is changing. The commercial TV channels —— ITV and Channel 4 —— were required by the Thatcher Government’s Broadcasting Act to become more commercial, competing with each other for advertisers, and cutting costs and jobs. But it is the arrival of new satellite channels — funded partly by advertising and partly by viewers’subscriptions — which will bring about the biggest changes in the long term.

　15. The world famous BBC now faces

　 . ［A］ the problem of news coverage

　［B］ an uncertain prospect ［C］ inquiries by the general public

　［D］ shrinkage of audience 16. In the passage, which of the following about the BBC is not mentioned as the key issue? ［A］ Extension of its TV service to Far East. ［B］ Programmes as the subject of a nation-wide debate. ［C］ Potentials for further international co-operations. ［D］ Its existence as a broadcasting organization. 17. The BBC’s “royal charter” (Line 4, Paragraph 4) stands for

　 . ［A］ the financial support from the royal family. ［B］ the privileges granted by the Queen. ［C］ a contract with the Queen. ［D］ a unique relationship with the royal family. 18. The foremost reason why the BBC has to readjust itself is no other than

　 . ［A］ the emergence of commercial TV channels. ［B］ the enforcement of Broadcasting Act by the government. ［C］ the urgent necessity to reduce costs and jobs. ［D］ the challenge of new satellite channels.

　Passage 3

　 In the last half of the nineteenth century “capital” and “labour” were enlarging and perfecting their rival organizations on modern lines. Many an old firm was replaced by a limited liability company with a bureaucracy of salaried managers. The change met the technical requirements of the new age by engaging a large professional element and prevented the decline in efficiency that so commonly spoiled the fortunes of family firms in the second and third generation after the energetic founders. It was moreover a step away from individual initiative, towards collectivism and municipal and state-owned business. The railway companies, though still private business managed for the benefit of shareholders, were very unlike old family business. At the same time the great municipalities went into business to supply lighting, trams and other services to the taxpayers. The growth of the limited liability company and municipal business had important consequences. Such large, impersonal manipulation of capital and industry greatly increased the numbers and importance of shareholders as a class, an element in national life representing irresponsible wealth detached from the land and the duties of the landowners; and almost equally detached from the responsible management of business. All through the nineteenth century, America, Africa, India, Australia and parts of Europe were being developed by British capital, and British shareholders were thus enriched by the world’s movement towards industrialization. Towns like Bournemouth and Eastbourne sprang up to house large “comfortable” classes who had retired on their incomes, and who had no relation to the rest of the community except that of drawing dividends and occasionally attending a shareholders’ meeting to dictate their orders to the management. On the other hand “shareholding” meant leisure and freedom which was used by many of the later Victorians for the highest purpose of a great civilization. The “shareholders” as such had no knowledge of the lives, thoughts or needs of the workmen employed by the company in which he held shares, and his influence on the relations of capital and labor was not good. The paid manager acting for the company was in more direct relation with the men and their demands, but even he had seldom that familiar personal knowledge of the workmen which the employer had often had under the more patriarchal system of the old family business now passing away. Indeed the mere size of operations and the numbers of workmen involved rendered such personal relations impossible. Fortunately, however, the increasing power and organization of the trade unions, at least in all skilled trades, enabled the workmen to meet on equal terms the managers of the companies who employed them. The cruel discipline of the strike and lockout taught the two parties to respect each other’s strength and understand the value of fair negotiation.

　19. It’s true of the old family firms that

　 . ［A］ they were spoiled by the younger generations ［B］ they failed for lack of individual initiative

　［C］ they lacked efficiency compared with modern companies ［D］ they could supply adequate services to the taxpayers 20. The growth of limited liability companies resulted in

　 .

　［A］ the separation of capital from management ［B］ the ownership of capital by managers

　［C］ the emergence of capital and labour as two classes ［D］ the participation of shareholders in municipal business 21. According to the passage, all of the following are true except that

　 .

　［A］ the shareholders were unaware of the needs of the workers ［B］ the old firm owners had a better understanding of their workers

　［C］ the limited liability companies were too large to run smoothly

　［D］ the trade unions seemed to play a positive role 22. The author is most critical of

　 . ［A］ family firm owners

　 ［B］ landowners

　［C］ managers

　 ［D］ shareholders

　Passage 4

　What accounts for the great outburst of major inventions in early America— breakthroughs such as the telegraph, the steamboat and the weaving machine? Among the many shaping factors, I would single out the country’s excellent elementary schools; a labor force that welcomed the new technology; the practice of giving premiums to inventors; and above all the American genius for nonverbal, “spatial” thinking about things technological. Why mention the elementary schools? Because thanks to these schools our early mechanics, especially in the New England and Middle Atlantic states, were generally literate and at home in arithmetic and in some aspects of geometry and trigonometry. Acute foreign observers related American adaptiveness and inventiveness to this educational advantage. As a member of a British commission visiting here in 1853 reported, “With a mind prepared by thorough school discipline, the American boy develops rapidly into the skilled workman.” A further stimulus to invention came from the “premium” system, which preceded our patent system and for years ran parallel with it. This approach, originated abroad, offered inventors medals, cash prizes and other incentives. In the United States, multitudes of premiums for new devices were awarded at country fairs and at the industrial

　fairs in major cities. Americans flocked to these fairs to admire the new machines and thus to renew their faith in the beneficence of technological advance. Given this optimistic approach to technological innovation, the American worker took readily to that special kind of nonverbal thinking required in mechanical technology. As Eugene Ferguson has pointed out, “A technologist thinks about objects that cannot be reduced to unambiguous verbal descriptions; they are dealt with in his mind by a visual, nonverbal process … The designer and the inventor … are able to assemble and manipulate in their minds devices that as yet do not exist.” This nonverbal “spatial” thinking can be just as creative as painting and writing. Robert Fulton once wrote, “The mechanic should sit down among levers, screws, wedges, wheels, etc, like a poet among the letters of the alphabet, considering them as an exhibition of his thoughts, in which a new arrangement transmits a new idea.” When all these shaping forces—schools, open attitudes, the premium system, a genius for spatial thinking —interacted with one another on the rich U.S. mainland, they produced that American characteristic emulation. Today that word implies mere imitation. But in earlier times it meant a friendly but competitive striving for fame and excellence.

　23. According to the author, the great outburst of major inventions in early America was in a large part due to

　 . ［A］ elementary schools

　 ［B］ enthusiastic workers ［C］ the attractive premium system ［D］ a special way of thinking 24. It is implied that adaptiveness and inventiveness of the early American mechanics

　. ［A］ benefited a lot from their mathematical knowledge. ［B］ shed light on disciplined school management. ［C］ was brought about by privileged home training. ［D］ owed a lot to the technological development. 25. A technologist can be compared to an artist because

　 . ［A］ they are both winners of awards. ［B］ they are both experts in spatial thinking. ［C］ they both abandon verbal description ［D］ they both use various instruments 26. The best title for this passage might be

　 . ［A］ Inventive Mind

　［B］ Effective Schooling ［C］ Ways of Thinking

　 ［D］ Outpouring of Inventions

　Passage 5

　Rumor has it that more than 20 books on creationism/evolution are in the publisher’s pipelines. A few have already appeared. The goal of all will be to try to explain to a confused and often unenlightened citizenry that there are not two equally valid scientific theories for the origin and evolution of universe and life. Cosmology, geology, and biology have provided a consistent, unified, and constantly improving account of what happened. “Scientific” creationism, which is being pushed by some for “equal time” in the classrooms whenever the scientific accounts of evolution are given, is based on religion, not science. Virtually all scientists and the majority of nonfundamentalist religious leaders have come to regard “scientific” creationism as bad science and bad religion. The first four chapters of Kitcher’s book give a very brief introduction to evolution. At appropriate places, he introduces the criticisms of the creationists and provides answers. In the last three chapters, he takes off his gloves and gives the creationists a good beating. He describes their programmes and tactics, and, for those unfamiliar with the ways of creationists, the extent of their deception and distortion may come as an unpleasant surprise. When their basic motivation is religious, one might have expected more Christian behavior. Kitcher is a philosopher, and this may account, in part, for the clarity and effectiveness of his arguments. The non-specialist will be able to obtain at least a notion of the sorts of data and argument that support evolutionary theory. The final chapters on the creationists will be extremely clear to all. On the dust jacket of this fine book, Stephen Jay Gould says: “This book stands for reason itself.” And so it does - and all would be well were reason the only judge in the creationism/evolution debate.

　27. “Creationism” in the passage refers to

　 . ［A］ evolution in its true sense as to the origin of the universe ［B］ a notion of the creation of religion ［C］ the scientific explanation of the earth formation ［D］ the deceptive theory about the origin of the universe 28. Kitcher’s book is intended to

　 . ［A］ recommend the views of the evolutionists ［B］ expose the true features of creationists ［C］ curse bitterly at his opponents ［D］ launch a surprise attack on creationists

　29. From the passage we can infer that

　 . ［A］ reasoning has played a decisive role in the debate ［B］ creationists do not base their argument on reasoning ［C］ evolutionary theory is too difficult for non-specialists ［D］ creationism is supported by scientific findings 30. This passage appears to be a digest of

　 . ［A］ a book review

　 ［B］ a scientific paper ［C］ a magazine feature

　［D］ a newspaper editorial

　Part ⅢEnglish —Chinese Translation

　Directions: Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2. (15 points)

　The differences in relative growth of various areas of scientific research have several causes. 31）Some of these causes are completely reasonable results of social needs. Others are reasonable consequences of particular advances in science being to some extent self-accelerating. Some, however, are less reasonable processes of different growth in which preconceptions of the form scientific theory ought to take, by persons in authority, act to alter the growth pattern of different areas. This is a new problem probably not yet unavoidable; but it is a frightening trend. 32）This trend began during the Second World War, when several governments came to the conclusion that the specific demands that a government wants to make of its scientific establishment cannot generally be foreseen in detail. It can be predicted, however, that from time to time questions will arise which will require specific scientific answers. It is therefore generally valuable to treat the scientific establishment as a resource or machine to be kept in functional order. 33）This seems mostly effectively done by supporting a certain amount of research not related to immediate goals but of possible consequence in the future. This kind of support, like all government support, requires decisions about the appropriate recipients of funds. Decisions based on utility as opposed to lack of utility are straightforward. But a decision among projects none of which has immediate utility is more difficult. The goal of the supporting agencies is the praisable one of supporting “good” as opposed to “bad” science, but a valid determination is difficult to make. Generally, the idea of good science tends to become confused with the capacity of the field in question to generate an elegant theory. 34）However, the world is so made that elegant systems are in principle unable to deal with some of the world’s more fascinating and delightful aspects. 35）New forms of thought as well as new subjects for thought must arise in the future as they have in the past, giving rise to new standards of elegance.

　 Section Ⅳ Writing

　36. Directions: A. Title: GOOD HEALTH B. Time limit: 40minutes C. Word limit: 120—150 words (not including the given opening sentence) D. Your composition should be based on the “OUTLINE” below and should start with the given opening sentence: “The desire for good health is universal”. E. Your composition must be written clearly on the ANSWER SHEET.

　Outline: 1. Importance of good health. 2. Ways to keep fit. 3. My own practices.

　1996 年英语试题答案

　Part ⅠCloze Test

　1. C

　 2. D

　 3. A 4. B

　5. C

　6. A

　7. D

　8.B

　 9. C

　 10. A

　Part ⅡReading Comprehension

　Part A Passage 1 11. B

　12. A 13.D

　 14. A Passage 2 15.B

　16.C

　17.C

　18.D

　Passage 3 19.C

　20.A

　21.C

　22.D Passage 4 23.D

　24.A

　25.B

　26.A Passage 5 27.D

　28.B

　29.B

　30.A

　Part Ⅲ English- -Chinese Translation

　31.在这些原因中，有些纯属社会需求；另一些则是由于科学上某些特定发展在一定程度上自我加速而产生的必然结果。

　32.这种趋势始于第二次世界大战期间，当时一些国家的政府得出结论：政府要向其科研机构提出具体的要求通常是无法详尽预见的。

　33.给某些与当前目标无关而将来则可能产生影响的科研予以支持，看来能够有效地解决这个问题。

　34.然而，世界就是如此，完美的体系一般而言是无法解决世上某些更加引人入胜的课题的。

　35.同过去一样，将来必然出现新的思维方式和新的思维对象，给完美以新的标准。

　Section ⅣWriting(15 points)

　36.见分析

　试题精解

　Part ⅠCloze Test

　一、文章总体分析

　本文是一篇介绍维生素的科普性小短文。文章首段对维生素下定义。第二段介绍了维生素的两大功能：将食物转化成能量和维持身体健康。第三段介绍了各种维生素的异同：基本组成元素相同，但排列方式不同，并且各自承担一到多种特殊功能。第四段指出：不需要获取过量的维生素，均衡的饮食通常就可以完全满足身体对它们的需求了。

　二、试题具体解析

　1.［A］ either

　 ［B］ so

　［C］ nor

　［D］ never ［精解］ 本题考核的知识点是：否定倒装句的连词。

　空格前文讲到维生素不能提供能量，是一个否定句；后文讲到它们构建身体的任何部分，是倒装句，因此选项必须既能引导倒装句，又能与前面的否定相呼应。

　四个选项中，either 表示“也”，可以用在否定句中，但一般放在句尾，例如：She didn’t go there, either（她也不去）；so 可以引导倒装句，但它用在肯定句中，表示“也”，如：They can leave now, so can we.（他们现在可以离开了，我们也能）。nor 也可以引导倒装句，并可用在否定句中，构成 not...nor...（既不…也不…）固定结构，如：You can’t do it, nor can I.（你不能做这件事，我也不能）；never也可以引导倒装句，表示否定，但它必须放在句首，如：Never in my life have I heard such nonsense.（我一辈子都没听说过这样的无稽之谈）。综合以上因素，C 为正确选项。

　2.［A］ shifting 替换，转移

　［B］ transferring 迁移，移动，传递 ［C］ altering 改变，变动

　 ［D］ transforming 转换，改变 ［精解］ 本题考核的知识点是：习惯搭配 + 动词词义辨析。

　空格所在句子的含义是“需要维生素将食物 2 为能量，以维持身体的健康”。空格填入的分词需和 into搭配，并符合文意。transform 常与 into 搭配，强调的是“事物大的变革或质的改变”。在此从 food（食物）到 energy（能量）的转变是一种质的改变，因此，D符合句意。

　shift 不与 into 搭配，如：The wind shifted to the south（风转向南吹）；transfer多用于位置的改变，也不与 into 搭配，如：His employer transferred him to another office.（老板把他调到了另一个办公室）；alter强调部分或少量的变动，程度较轻，如：These clothes are too large; they must be altered.（这些衣服太大，得修改）。因此以上三个词都不能表示事物质的改变。

　知识点补充：trans-为前缀，与动词连用，表示“横过，越过”或“转变，转移”，例如：transact（办理, 交易, 谈判, 处理），transatlantic（横渡大西洋的），trans-national（跨越国界的），transplant（移植），transport（运输）。

　3.［A］ any任何一个

　［B］ some 一些

　［C］ anything 任何事物

　 ［D］ something 某事物 ［精解］ 本题考核的知识点是：不定代词的用法。

　空格所在句子是一个由 and 连接的并列句，前一个分句 There are thirteen or more of them中的 them指的是 vitamins，后一个分句是一个由 if 引导的条件状语从句，意为“如果…缺乏，（会出现）维生素缺乏症。”由于 if引导的从句中谓语动词 is是单数，因而，只能由一个表示单数意义的不定代词作为被选项。

　首先排除 some，它一般用于肯定句，做主语时谓语动词用复数；其次 anything 与 something 泛指任何事或某些事，放入句中不符句意；any 放入后相当于 any of them，即“任何维生素”。注意 any 一般用于否定或疑问句中，做主语时，谓语动词常用单数，如：Any of the hunters is able to catch the tiger single-handed.（任何一个猎人都能单独抓住老虎）。因此答案只能选 A。

　4.［A］ serious严重的，严肃的，认真的

　［B］ apparent 明显的 ［C］ severe严厉的，剧烈的，严峻的

　［D］ fatal致命的 ［精解］ 本题考核的知识点是：形容词词义辨析。

　本题要求考生判断，如果缺乏任何一种维生素，缺乏症就会变得怎样。四个备选项表示的程度不同，从语意的角度来说都可以与 disease 相搭配。但是，根据上下文，这里需要填入一个准确描述疾病症状的词。serious、severe 和 fatal 这几个词都表示程度严重，甚至危及生命。但上下文没有暗示缺乏一种维生素会导致严重的后果，因此，这三个词都不可作为被选项。apparent只是简单地描述了疾病的症状，为正确选项。

　5.［A］ mostly大部分，主要地

　［B］ partially部分地 ［C］ sometimes 有时候

　 ［D］ rarely很少地，罕有地 ［精解］ 本题考核的知识点是：逻辑语义搭配 + 副词词义辨析。

　本句破折号后举例说明维生素的组成成分：碳、氢、氧和 5 氮，and 表明各成分之间为并列关系，那么，选项应与 usually相呼应。usually是频度副词，选项也应是频度副词。选项中，mostly和 partially不是频率副词，而是强调事物部分与整体的关系，如：The audience consisted mostly of women.（观众主要是妇女）；The driver is partially to blame for the accident.（司机对那次车祸应负部分责任）。rarely是频率副词，但它含否定含义，若用于句中，之前的连词 and 应改为表示转折关系的 but。所以只有 sometimes 为正确选项。全句意为“通常是碳、氢、氧，有些时候还有氮”。

　6.［A］ in that 在…方面；因为 ［B］ so that以致，以便，(引导结果或目的状语从句) ［C］ such that 那样，以至，(不能连接两个完整的句子) ［D］ except that 除了 ［精解］ 本题考核的知识点是：逻辑关系。

　上句提到维生素相似的原因，这句开始提到维生素也是有区别的，由于两个句子是平行的结构，我们可以预测，本句的后半句也会解释为什么不同。下文果然提到原因是“元素的排列方式不同，每种元素在人体内（有）一种或多种特殊功能”。因此空格处应填入表因果关系并连接原因状语从句的短语。选项中，except that 不表因果，so that 和 such that 后面接结果。只有 in that 后面接原因，并且空格前面的 different 与介词 in 连用，表示“在哪一方面不同”。

　例句补充：Self-criticism is necessary in that it helps us to correct our mistakes.（自我批评是必要的，因为它能帮助我们改正错误）；Speak louder so that all the people in the hall can hear you.（大声点讲, 以便大厅里的人都能听清）；The situation was such that political observers found it difficult to predict.（形势如此，连政治观察家们也觉得难以预料）；His account is correct except that some details are omitted.（除了有些细节未提到之外，他的叙述是正确的）。

　7.［A］ undertakes承担，采取

　［B］ holds保存，把握，握有 ［C］ plays担当，承担

　 ［D］ performs表演，执行，履行 ［精解］ 本题考核的知识点是：动宾搭配。

　本题考查动词与 function 的搭配。四个选项中能与 function 搭配的只有 perform，即 perform a function（具有…的功能，发挥…的作用），如：The brain performs a very important function: it controls the nervous system of the body.（大脑具有非常重要的功能，它控制着身体内的神经系统）。在文中，它意为“每种元素在人体内承担一种或多种特殊的功能”。其它能与 function 搭配的动词还有 fulfill、serve 等。其它选项的常用搭配有：undertake a mission/task/project 承担使命/任务/工程；hold a share 持有股份；play a role/part 扮演…角色。

　8.［A］ Supplying 补给，供给，提供，补充

　［B］ Getting 获得，变成，收获，使得 ［C］ Providing 供应，供给，准备，预防

　 ［D］ Furnishing 供应，提供，装备，布置 ［精解］ 本题考核的知识点是：动名词的逻辑主语 + 动词词义辨析。

　本题空格所在句子是一个含让步状语从句的复合句：8enough vitamins is essential to life, although the body has no nutritional use for9vitamins，其中空格部分和 enough vitamins构成动名词的复合结构做主句的主语。考生关键要判断出，空格处填入的动名词的逻辑主语也就是后面 although 引导的让步状语从句中的主语，即：the body。这样，动名词所表示的动作必须是 the body 发出来的，又能接 enough vitamins 做宾语。选项中，

　Supplying，Providing 和 Furnishing 均表示“提供，供应”，动作的发出者不是“身体”。句子表达的含义是身体需要获取维生素的营养，而不是“提供”，因此只有 Getting（获取，获得）符合。

　知识点补充：supply、provide、furnish 是一组近义词，都有“提供，供应”含义。furnish 主要指提供一些基本的必要物品，可译为“配备”，如：furnish the new apartment(为新房间配备家具)；supply强调“提供物品以备需要的时候用”，可译为“供给，供应”，它常和 with 搭配，如：supply the market with new commodities（向市场供应新商品）；provide 也强调“提供物品，为…做准备”，它常和介词 for，with 和against 搭配。provide...with...意为“给…提供”，provide for/against 都指“为可能的困难做准备，防备”，如：He worked hard to provide for his old age.(他努力赚钱以防老)。

　9.［A］ exceptional 例外的，异常的 ［B］ exceeding 非常的，极度的，过度的 ［C］ excess额外的，多余的

　［D］ external 外部的，客观的，外用的 ［精解］ 本题考核的知识点是：上下文语义 + 形容词词义辨析。

　本题空格所在部分是 although 引导的让步状语从句。前面主句提到，获取足够维生素是必要的，因此从句很可能要从相反的角度来说明获取维生素对人体的意义。have use for是固定短语，意为“需要”，主要用于否定和疑问句中，如：I have no further use for it.（我不再需要它了）。因此，根据所在从句的含义，考生需判断人体对什么维生素没有营养上的需要。选项中，首先排除 external 和 exceptional，因为不存在“外部的维生素”或“例外的维生素”；剩下两个选项中，exceeding 用来指被修饰的成分超出了一般的限度，如：exceeding darkness（极度黑暗），exceeding beauty（美丽无比），显然，它不能直接修饰“维生素”；只有 excess指“超过正常或所需数额的数量”，强调“摄入过多的维生素”符合逻辑。

　10.［A］ nevertheless然而，不过，（表示转折关系）

　［B］ therefore 因此，所以，（表因果关系）

　［C］ moreover而且，此外，（表示递进关系）

　［D］ meanwhile（=at the same time）同时，（表示时间关系）

　［精解］ 本题考核的知识点是：逻辑关系。

　两个逗号之间的空格处应填入一个逻辑连接词，因此考生需判断空格所在句子和上文之间的逻辑关系。上文提到，过量维生素对身体没有营养价值，接着作者指出很多人的心态：为“安全”考虑，而服用额外的维生素。从语意上看，两句之间存在转折关系，选择项应该是一个表示转折关系的词，因此 nevertheless 为正确答案。整个句子意为“尽管获取过量的维生素对身体没有营养价值，但很多人出于安全考虑，还是摄取额外的维生素。”

　三、全文翻译

　饮食中含有的少量有机化合物—维生素是促进动物（包括人）正常发育和维系生命的必需成分。

　维生素既不提供热量，也不能构建身体的某个部分。它们被用来将食物转化为能量并维持身体的健康。维生素至少有十三种，如果缺乏任何一种，缺乏症疾病就会表现出来。

　各种维生素都比较相似，因为它们由同样的元素组成—通常是碳、氢、氧，有时还有氮。它们之间的不同之处在于每种维生素内部的元素排列方式不同，并且每种元素在人体内承担一种或多种具体功能。

　尽管获取过量的维生素对身体没有营养价值，但获得足够的维生素对人的生命是至关重要的。然而，很多人出于安全考虑，还是摄取额外的维生素。不过，实际上均衡的饮食通常就可以完全满足身体对维生素的需求了。

　Part ⅡReading Comprehension

　Passage 1

　一、文章结构总体分析

　文章是一篇介绍求职前应进行准备工作的说明文。文章先指出“所想”与“所得”两个概念，并指出实现“所想”的关键是做事前要制定计划，进而具体到找工作前准备简历的重要性。

　第一至二段：先通过谚语说明一种传统的观点：得到的才算数，接着提到现代心理学的观点：如果知道自己想要什么，并且要求合理，就能实现。两段都围绕“所想”和“所得”两个概念展开论述。

　第三段：以请客吃饭为例说明在日常生活中，制定计划的普遍性。

　第四至六段：先提出文章中心思想，即找工作前也需要制定计划。接着说明简历对于求职者的意义，即可作为填写正式申请表的参考，而且能帮助求职者将自己的能力有条理地展现出来。最后作者就找工作提出了具体的建议。

　二、试题具体分析

　11.What do the elders mean when they say, “It’s not what you want in this world, but what you get”?

　11.年长者说：“It’s not what you want in this world, but what you get”是什么意思？

　［A］ You’ll certainly get what you want. ［A］ 你肯定能得到自己想要的东西 ［B］ It’s no use dreaming. ［B］ 梦想没有用 ［C］ You should be dissatisfied with what you have. ［C］ 你不应该满足于自己已有的东西（所得）

　［D］ It’s essential to set a goal for yourself. ［D］ 为自己确立一个目标（所想）是非常重要的

　［精解］ 本题考核的知识点是：句意题。

　原句 it’s not...but...结构否定的是“你所想”，肯定的是“你所得”。即，得到什么比想要什么重要。B选项较好地概括了原文意思，为正确答案。A 选项强调“所想就一定所得”，其中 certainly 一词过于绝对，而且第二段提到，得到“所想”的条件是：知道自己需要什么、并且要求合理。C 选项中“不满足”是文中没有的内容。D选项强调“所想”的重要性，与原句意思相反。

　技巧：本题属于句子理解题，考生需反复琢磨句意，并注意选项中将 what you want 和 what you get 具体化后的含义。

　12.A blueprint made before inviting a friend to dinner is used in this passage as

　. 12.文中提到邀请朋友吃饭前制定的计划蓝图是用来作为

　。

　［ A ］ an illustration of how to write an application for a job ［A］怎样写求职书的说明 ［B］ an indication of how to secure a good job ［B］ 获得一份好工作的暗示 ［C］ a guideline for job description ［C］ 职位描述上的指导 ［D］ a principle for job evaluation ［D］ 工作评估原则

　［精解］ 本题考核的知识点是：作者意图题。

　题干的内容是第三段中的举例，举例是为了说明论点，上文即该段第一句中作者表述的观点是：在日常生活中我们每个人都在不停地勾画这样的（愿望）蓝图。因此，“请人吃饭前制定计划”是说明人们勾画“愿望的蓝图”的一个例子。第四段首的逻辑词 likewise （同样地，照样地）表明，后面提到的内容和“请朋友吃饭前制定计划”一样，也是在勾画“愿望的蓝图”。整个第四段主要介绍了找工作前应写简历，故 A选项是举例所要说明的内容。

　B、C 和 D选项中分别出现 good job、job description、job evaluation 这些原文未有的内容。

　技巧：对于涉及举例的题，上下文的阅读甚为重要。考生关键要通过句子间的逻辑关系准确把握作者的写作意图。此外，要熟悉段落关联词和短语的用法，如：li...

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