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高级英语阅读考试题目及答案完整版

Reading 1: This is Water

1. What’s the point of the fish story?

The immediate point of the fish story is that the most obvious, ubiquitous, important realities are often the ones that are the hard est to see and talk about. 2. What is our natural default-setting, according to Wallace? Do you agree with him? If yes, give examples; if no, exampl es too, please.

I am the absolute center of the universe, the real est, most vivid and important person in existence.

Yes, I do. The worl d as you experience it is right there in front of you, or behind you, to the l eft or right of you, on your TV, or your monitor, or whatever. Other peopl e’s thoughts and feelings how to be communicated to you somehow, but your own are so immediate, urgent, real.

3. Is it possibl e for us to adjust our natural default-setting? If yes, how? And by the way, why should we adjust it?

A: Yes, it is. We shoul d pay attention to what’s going on insid e me and stay alert and attentive instead of getting hypnotized by the constant monologue insid e your own head. what’s more, we shoul d l earn how to Think and how to d ecid e.The reason why shoul d we adjust it is that thinking in the way of d efault-setting that we experience the boring, frustrating, crowed parts of adult life.

B: Yes, it is. Learning how to think------Learning how to exercise some control over how and what you think. It means being conscious and aware enough to choose what you pay attention to and to choose how you construct meaning from experience. If we d on’t adjust it, we will be total ly nosed.

4. What does it mean by ‘learn ing how to think’? And what is the justifiable way to think?

Learning how to think really means l earning how to exercise some control over how and what you think. It means being conscious and aware enough to choose what you pay attention to and to choose how you construct meaning from experience.

5. What is the meaning of college education? Do you agree? If yes, further explains please, if no, define your meaning of college education and further illustrate it.

Coll ege education is that it enabl es my tend ency to over-intell ectualize stuff, to get l ost in abstract argument insid e our head instead of simply paying attention to what’s going on right in front of us.

6. What did Wallace refer to as ' the work of choosing'?

A:When you are going through petty, frustrating craps, you need to make a conscious choice of how to think and what to pay attention to.

B：Make a conscious decision about how to think and what to pay attention to.

7. What is the only True matter of the long, lonely 'day in and day out'?

B：The only thing what’s capitally true is that you get to d ecid e how you are going to try to see it. You get to consciously decid e what has meaning and what

d oes not. You get to d ecid

e what to worship.

8. Why did Wallace suggest the graduating seniors to worship some spiritual things instead of anything else, say money and power?

An outstanding reason for choosing some sort of spiritual things to worship is that pretty much anything else you worship will eat you alive.

9. How did Wallace define the real important freedom and if you would like to, please give your definition of freedom.

The really important kind of freed om involves attention, awareness, discipline, effort, and being abl e truly abl e to care about other peopl e and to sacrifice for them, over and over, in my pretty little unsexy ways, every day.

10. Finally, what is water?

The most obvious, important realities are the hard est to see and talk about. Reading 2: Moon Landing Faked.

1. Why pathological explanations cannot be sufficiently used to explain conspiracy theories?

Because conspiracy theories are not just the implausibl e visions of a paranoid minority. There are so many peopl e coming to believe in it.

并不是少数妄想狂的难以置信的幻觉。

2.How do you understand contradictory conspiracy theory?

出于一种更高层次的信仰，严重的对权威的不信任。

3. What is the definition of “conspiracy theory” (Para.7)? Who might those “powerful individuals and organizations” be?

A conspiracy theory is usually d efined as an attempt to explain the ultimate cause of an important societal event as part of some sinister pl ot conjured up by a secret alliance of powerful individuals and organizations.

Government or officials.

一些有权有势的个人和组织组成了一个秘密联盟，而这个秘密联盟策划了那些险恶的阴谋。

4. Why do people refuse science?

B: Wid espread belief in conspiracy theories.

Receiving positive information about or even merely exposed to conspiracy theories can l ead peopl e to become disengaged from important political and societal topics.

阴谋论为复杂的社会事件提供简单的解释，提供了可控和可预测的感觉。Reading 3: What’s Isn’t for Sale?

1. What are ‘the hidden costs’ mentioned in the leading paragraph?

A:“ The hidd en costs ” mentioned in the l eading paragraph mainly means that there are some things money cannot buy in the past, but it is possibl e today. The l ogic of buying and selling no l onger applies to material goods alone. For exampl e, nonviolent offend ers can pay for a cl ean, quiet jail cell, without any non-paying prisoners to disturb them.

B：Markets and market values have come to govern our lives as never before.

钱过去不能买的，但今天成为可能，几乎一切可售，买卖逻辑不仅适用于物质商品，市场几乎凌驾于我们。

2. Can you think of anything that money can’t buy nowadays?

B：Family, affection, time, friendship and so on.

A: From my perspective, the l ove to your family, friends or anybody else cannot be bought by money nowadays.

3. How did the market thinking/market faith come into being?

B：As the cold war end ed, markets and market thinking enjoyed unrivaled prestige. The era began in the early 1980s, when Ronal d Reagan and Margaret Thatcher proclaimed their conviction that markets, not government, held the key to prosperity and freed om. And it continued into the 1990s with the market-friendly liberalism of Bill Clinton and Tony Blair, who mod erated but consolidated the faith that markets are the primary means for achieving the public good.

冷战后，没有任何组织生产和分配物品的机制，可以堪比市场带来的巨大财富和繁荣（prosperity、booming）

4. What does ‘something bigger’ (Para.20) refer to?

It was the reach of markets, and of market values, into spheres of life traditionally governed by nonmarket norms.

5. Why is it not good that we are moving toward a society in which everything is up for sale?

There are two reasons. First, it’s about inequality.as money comes to buy more and more, the distribution of income and wealth l ooms larger. Second,it is about the corrosive tend ency of markets. Putting a price on the good things in life can corrupt them. Because markets d on’t only all ocate goods, they express and promote certain attitud es toward the goods being exchanged.

1不公2 腐败

在一个什么都可以出售的社会，生活再难有尊严（dignity），当金钱买越来越多的东西时，由收入和财富的分配差距会越来越大。

2 将生活中的美好事物标价，会使之变坏，因为市场不仅在分配资源，他更表示和提倡东西都可以交易的态度。

Reading 4: Who ruined the humanities

1. Do you agree with writer’s view that “classroom ruins literature’s joy”? If yes, how? If not, give your reasons.

I d on’t think so. From my perspective, it is not classroom but the teaching method in classroom that ruins literature’s joy. Many teachers can make these curriculums interesting by special teaching method.

2. What’s the author’s opinion about the notion that great literature can help you with reading and thinking clearly? And what’s your view?

In the author’s opinion, the notion that great literature can help you with reading and thinking cl early is a chimera(妄想).I agree with the author. For exampl e, the literary masterworks of Western civilization d emonstrate the limitations of so-call ed cl ear-thinking. There are sonnets by Shakespeare that no living person can und erstand.

伟大的文学作品能够帮助你更清晰地阅读和思考，这其实也是妄想。

很多人的诗到现在也没人理解，对很多人来说，高中毕业时，文学之火已经在我们所有人的心中充分燃烧起来。

3. Of course it’s important to read the great poets and novelists. But not in a university classroom. Where do you think is an appropriate place?

As far as I am concerned, the library, cafeteria, a quiet gard en is an appropriate place to read them.

Coffee shop

4. How did the literature influence the author before he went to college? Take an example to describe the literature’s influence to you.

Before he studied literature in coll ege, he plunged into the turbul ent emotions of Julien Sorel. Chekhov’s stories sustained him with words that captured his

sadness. Keats’s language filled him with a beauty that repelled his sadness. Books took him far from himself into experiences that had nothing to d o with his life, yet spoke to his life. It l eads him to a human. (Literature changes my way of thinking and makes me experience various tastes of life.自己想)

5. What is the relationship between the war and teaching literature?

In a sense, the story of teaching literature as a profession is a story of war. After soldiers return home in 1945,teaching literature as an investigation of life’s enigmas(难题) struck a d eep coll ective chord. And after the Vietnam War, majoring in English began its sl ow d ecline and the popularity of literature spelled its d oom.

6. Please summarize Lionel Trilling’s perspectives of literature education? Trilling was exasperated(激怒)by the absurdity of teaching morally subversive mod ernist works in the morally conventional precincts（范围）of a university, to the point where he somewhat hysterically exaggerated what he call ed the “force and terror” of mod ernist literature (there is terror in Syria, not in Gid e).But he was not abl e to see that the classroom also ruins literature’s joy, as well as trivializing(轻视).

7. What is the author really against?

I am against taking these starting epiphanies of the irrational, unspoken, unthought-of sid e of human life into the coll ege classroom and turning them into the bland exercises in competition, hierarchy and information-accumulation that are these works' mortal enemies.

我反对的是把这些令人惊异的顿悟带入大学课堂把他们变成竞赛中枯燥的练习题，等级体系和信息的堆砌，他们都是这些作品不共戴天的敌人。

8. In common sense, the lack of literature education leads to pernicious personal condition, but the aut hor thinks it’s a sentimental fantasy. Do you agree? If yes, please give some reasons. If not, why?

A: Yes, I agree. As we all know, literature did not even become part of the university curriculum until the end of the 19th century. So, the coll ege teaching of literature is a relatively recent phenomenon. Before it, literature d eveloped even better. So, may be the lack of literature is a fantasy.

直到19世纪末文学才成为大学课程的一部分，所以，大学文学教学是最近的现象，在此之前，文学发展的甚至更好。所以，说文学的缺失只是个幻觉。

9. How do you understand “a whale-ship was my Yale and my Harvard”? (Para.30)

Reading literatures has nothing to d o with the environment. If you are truly interested in literatures, you may l earn much anywhere, and the place where you are is just your Yale and your Harvard.

阅读文学作品与环境无关，如果你真的对文学感兴趣，你可以在任何地方学习，而你学习的地方就是你的耶鲁，你的哈佛。

10. ‘Literature requires only that you be human’ (Para.21). How do you understand this sentence?

A: Literature d oes not like other acad emic subjects that requires specialized knowl edge and a mastery of skills and methods. It d oes not have to be taught any

more than dreaming has to be taught. All you need to und erstand that is a heart.

文学不像其他的学科那样需要专业知识和掌握一些技巧与方法。而文学无需去教，就像梦想也不需要教一样。

Reading 5: Love People, Not pleasure

1. How did ABD AL-RAHMAN assessed his life?

He assessed his life that was full of fame, riches and pl easure beyond imagination, but he numbered the days of pure and genuine happiness which fell to his l ot: They amount to 14.

2. What does ‘I am an unhappy person’ mean according to the author?

It means ‘Your unhappiness is x, your happiness is y, and x>y’.

3. Can circumstances lead to unhappiness? What made Al-Rahman unhappy and why?

Circumstances can make peopl e unhappy, And Al-Rahman’s own search for well-being mad e him unhappy. Because the pursuit of fame, wealth and pl easure ultimately prol ongs his suffering.

4. What are the big and small circumstantial sources of unhappiness mentioned?

Some peopl e are oppressed or poor or have physical ailments that make life a chore. Research unsurprisingly suggests that racism causes unhappiness. Another common source of unhappiness is loneliness. There are also small er circumstantial sources of unhappiness that ordinary daily activities and interactions kick up such as spending time with one’s boss.

5. What can pursuit of fame, wealth and pleasure lead to?

Peopl e who pursued extrinsic goals such as achieving reputation or fame experienced more negative emotions, such as shame and fear. They even suffered more physical maladies. Peopl e who rate materialistic goals like wealth as top personal priorities are significantly likelier to be more anxious, more d epressed and more frequent drug users, and even to have more physical ailments than those who set their sights on more intrinsic values.

6. What are the astonishing innovations generated by everyday people’s impulse to fame? How did they make us unhappy?

They are the advent of reality television and social media. You buil d a fake life-or at l east an incompl ete one-and share it. Furthermore, you consume almost exclusively the fake lives of your social media” friends”.

7. Few things are as liberating as giving away to others that which we hol d dear. We do you hold dear and what are we liberated from if we give away to others?

What we should hold dear are the strength to l ove others, cond emnation of materialism and a d eep skepticism of our own basic d esires. And we shoul d be liberated from the formula “Love things, use peopl e”.

8. According to Brooks in Love People, Not Pleasure, why pursuit of fame, money, pleasure can bring us unhappiness? Pursuit of what goals, do you

think, can make us happy?

Just like drugs and alcohol, once you become ad dicted, you can’t live without it. We l ook for these things to fill an inner emptiness. They may bring a brief satisfaction, but it never lasts, and it is never enough. And so we crave more. Intrinsic goals such as d eep, enduring relationships, are associated with happier lives.

就像酒和药，一旦上瘾，你就不能离开它。我们寻找这些东西来填补内心的空虚。他们可能带来短暂的满足感，但是不会持续，这是远远不够的。所以我们渴望更多。内在目标如深,持久的关系,与快乐的生活。

Reading 6: Actually, practice doesn’t always make perfect----new study

1. What is K. Anders Ericsson’s report about practice and success? What might be the reasons to support his conclusion?

A: The report is that what separates the expert from the amateur, a first-rate musician or chess player from a wanna be, isn’t talent;it’s thousands of hours of work. Practice is the primary contributor to excell ence. There are three reasons to put it: first, it is our common sense; second, it is the protestant work ethic, We d on’t like the id ea that someone could succeed without effort or that lots of d eliberate practice might prove fruitless; at last, it is the saying that nurture over nature. To believe that performance results from effort can give us a sense of egalitarianism and control.

B：Success comes from practice. Practice hard and you will d o well. Practice is the primary contributor to excell ence. The more time you spend trying to get better at something, the more proficient（skilled）you will become.

成功源于实践。努力训练，你会做得更好。训练是卓越主要的贡献者。你花越多的时间试图把事情得到更好，你就越熟练。

2.Why is “time on task”not always correct, according to the author?

(Para.5)

A: Researchers have found that only when “achievement” is d efined as rote recall d o we discover a strong, linear relationship with time. When the focus is on d epth of und erstanding and sophisticated probl em solving, time on task d oesn’t predict outcome very well at all-either in reading or math.

B：Only when ‘achievement’ is d efined as rote recall, d o we discover a strong, linear relationship with time. When the focus is on the d epth of understanding and sophisticated problem solving, time on task d oesn’t predict outcome very well at all.

只有当“成就”的定义是死记硬背的回忆，我们发现这是一个强的，时间的线性关系。当重点是需要深度了解和解决复杂的问题时，工作的时间就不是很好预测。

3.How to understand “nurture over nature”? (Para.6)

A: It’s more egalitarian to d eclare that geniuses are mad e, not born. Stud ents are more likely to embrace l earning if their performance results from effort, something und er their control, rather than from a fixed l evel of intelligence that they either possess or lack.

B:Performance results from effort rather than from a fixed l evel of intelligence. Geniuses are mad e, not born.

好的表现是需要努力的而不是出于一个固定的智力水平。天才是造的，不是天生的。

4. What might be the other factors that affect the quality of performance? And how are they related? Which one do you think is the most important?

A:They are starting age,how open you are to collaborating and l earning from others,how much you enjoy the activity and intrinsic motivation.All of these factors overlap and serve as catalysts for one another,which means that even if practice d oes predict success to some d egree,that d oes not mean it caused the success.I think intrinsic motivation is the most important, because the pl easure one takes from an activity is a powerful predictor of success.

Ｂ：One is how early in life you were introduced to the activity, others includ e how open you are to collaborating and l earning from others, and how much you enjoy the activity. All these factors overlap and serve as catalysts for one another. I think the last one is the most important. The pl easure one takes from an activity is a powerful predictor of success.

一是在你生命中多早进入这个活动，其他包括你多么开放的和别人合作和学习，还有你喜欢这个活动的程度。最后这个最重要。

5.How is education related with Ericsson or Macnamara’s research?

A:The research never had the relevance to education that some peopl e have claimed.It never supported the value of giving stud ents lots of practice problems.We cannot simply assume that whatever promotes success in activities like music or chess also applies to ,say,math or language arts.In education-as supposed to,say,chess-everything d epends on the kind of l earning we want.Practice has much l ess of a rol e to play in promoting d eep

und erstanding than it d oes in expediting the memorization of algorithms or the reinforcement of behaviors.The Ericssion finding never really proved to more meaningful l earning

Ｂ：In education, everything d epends on the kind of l earning we want. Practice was much l ess of a rol e to play in promoting deep und erstanding than it d oes in expediting the memorization of algorithms or the reinforcement of behaviors. 6.Whether practice makes sense or not depends on the type of task you are doing or the kind of learning you want?

A:1) When the task is more complicated and open-end ed, a l ot of factors come into play that coll ectively d etermine the effect of how much work you put in;2) Practice has much l ess of a rol e to play in promoting d eep und erstanding than it d oes in promoting the memorization of algorithms or the reinforcement of behaviors.3) Practice explained 26 percent of the variance in achievement for games, 21 percent in musical accomplishment, 18 percent in sports, 4 percent in coll ege grad es, and l ess than 1 percent in professional success.

7 实践是卓越的主要贡献者practice is the primary contributor to excellence. https://www.wendangku.net/doc/c310513432.html,mon sense: It seems obvious that the more time you spend trying to get

better at something, the more proficient you’ll become.Researchers have found that only when “achievement” is d efined as rote recall d o we discover a strong, linear relationship with time. When the focus is on depth of und erstanding and sophisticated problem solving, time on task d oesn’t predict outcome very well at all – either in reading or math.

2.Protestant work ethic

3.Nurture over nature: It’s more egalitarian to d eclare that geniuses are mad e,

not born. Ind eed, that skepticism is bolstered by evid ence (from Carol Dweck and others) indicating that stud ents are more likely to embrace l earning if they believe their performance results from effort, something und er their control, rather than from a fixed l evel of intelligence that they either possess or lack.

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