1、专业八级-294 及答案解析(总分：100.00，做题时间：90 分钟)一、LANGUAGE USAGE(总题数：4，分数：100.00)No clear-cut distinction can be drawn between professionals and amateurs in science: exceptions can not be found to any rule. 1 Nevertheless, the word “amateur“ does carry connotation that the 2 person concerned is not fully integr
2、ated into the scientific community and, in particular, may not fully share their values. The growth of 3 specialization in the nineteenth century, with its consequent requirement of a longer, more complex training, implied greater problems for professional participation in science. The trend was 4 n
3、aturally most obvious in those areas of science based especially on a mathematical or laboratory training, and can be illustrated in terms of the development of geology in the United Kingdom. A comparison of British geological publications over the last century and a half reveals not simply an incre
4、asing emphasis of the 5 primacy of research, but also a changing definition of that 6 constitutes an acceptable research paper. Thus, in the nineteenth century, local geological studies represented worthwhile research in their own right; and, in the twentieth century, local studies have 7 increasing
5、ly become acceptable to professionals only if they incorporate, and reflect into the wider geological picture. Amateurs, 8 on the other hand, have continued to pursue local studies in the old way. The overall result has been to make entrance to professional geological journals harder for amateurs, a
6、 result that has been reinforced by the widespread introduction of refereeing, first by national journals in the nineteenth century and then by several local geological journals in the twentieth century. As is a logical 9 consequence of this development, separate journals have now appeared aiming ma
7、inly at either professional or amateur readership. 10 A rather similar process of differentiation has led to professional geologists coming together nationally within one or two specific societies, whereas the amateurs have tended either to remain in local societies or to come together nationally in
8、 a different way.（分数：25.00）Throughout the nation“s more than 15,000 school districts, widely differing approaches to teaching science and math have emerged. Though there can be strength in diversity, a new international analysis suggests that this variability has instead contributed to lackluster ac
9、hievement scores of U.S. children related to their peers in other developed countries. 11 Indeed, concludes William H. Schmidt of Michigan State University, who led the new analysis, “no single intellectual 12 coherent vision dominates U. S. educational practice in math or science.“ The reason, he s
10、aid, “is because the system is deeply and fundamentally flawed.“ The new analysis, which released this week by the National 13 Science Foundation in Arlington, Va., is based on data collecting 14 from about 50 nations as part of the Third International Mathematics and Science Study. Not only approac
11、hes to teaching science and math vary among 15 individual U. S. communities, the report finds, but there appears to be a little strategic focus within a school district“s curricula, its 16 textbooks, or its teachers“ activities. This contrasts sharply with the coordinated national programs of most o
12、ther countries. In average, U. S. students study more topics within science 17 and math than their international counterparts do. This creates an educational environment where “is a mile wide and an inch deep,“ 18 Schmidt notes. For instance, eighth graders in the United States cover about 33 topics
13、 in math versus just 19 in Japan. Among science courses, the international gap is even wide. U. S. curricula for this age level 19 resemble those of a small group of countries including Australia, Thailand, Iceland, and Bulgaria. Schmidt asks whether the United States wants to be classed with these
14、nations, whose educational systems “share our pattern of splintered visions“ and which are not 20 economic leaders.（分数：25.00）The long years of food shortage in this country have suddenly given way to apparent abundance. Stores and shops are choked with food. Rationing is virtual suspended, and overs
15、eas suppliers have 21 been asked to hold back deliveries. Yet, instead of joy, there is widespread easiness and confusion. Why do food prices keep on 22 rising when there seems to be so much more food about? Is the abundance only temporary, but has it come to stay? Does it mean 23 that we need to th
16、ink less now about producing more food at home? No one knows what to expect. The recent growth of export surpluses on the world food market have certainly been unexpectedly great, partly because of a strange 24 sequence of two successful grain harvests. North America is now being followed by a three
17、. Most of Britain“s overseas suppliers of meat, too, 25 are offering more this year and home production has also arisen. 26 But the effect of all this on the food situation in this country has 27 made worse by a simultaneous rise in food prices, due chiefly for the 28 gradual cutting down of governm
18、ent support for food. The shops are overstocked with food not only as there is more food available, but 29 also because people, frightened by high prices, are buying less of it. Moreover, the rise in domestic prices has come at a time when world prices have begun to fall, with the result which impor
19、ted food, 30 with the exception of grain, is often cheaper than the home- produced variety. And now grain prices, too, are falling. Consumers are beginning to ask why they should not be enabled to benefit from this trend.（分数：25.00）Individuals are increasingly being asked to take on sole responsibili
20、tyand assume the burden of riskfor complex savings tasks which were previously at most shared with governments or 31 employees, such as investing for a pension or for higher education 32 for their children. So how can individual workers or parents expected to weigh the risks and make responsible cho
21、ices in an ever 33 more sophisticated financial market? This is true even in countries where consumers generally are familiar of finance instruments such 34 as credit cards, mortgage loans and perhaps private saving to “top up“ company pension plans. It is all the more difficult in emerging economie
22、s whose rapid development has given access to financial services to the large number of consumers, many of whom have only 35 a limited experience with formal financial systems. For emerging economies, financially educated consumers can help ensure what the 36 financial sector makes an effective cont
23、ribution to real economic growth and poverty reduce. But financial literacy is also crucial for 37 more developed economies, to help ensure consumers save enough to provide an adequate income in retirement while in avoiding high 38 levels of debt that might result in bankruptcy and foreclosures. The
24、 information available on consumer financial literacy is worried for two reasonsnot only do individuals generally lack an 39 adequate financial background or understanding to navigate today“s complex market, but unfortunately they also generally believe that they are far more financial literate than
25、 is really the case. This has 40 become a cause for increasing concern for governments.（分数：25.00）专业八级-294 答案解析(总分：100.00，做题时间：90 分钟)一、LANGUAGE USAGE(总题数：4，分数：100.00)No clear-cut distinction can be drawn between professionals and amateurs in science: exceptions can not be found to any rule. 1 Neverth
26、eless, the word “amateur“ does carry connotation that the 2 person concerned is not fully integrated into the scientific community and, in particular, may not fully share their values. The growth of 3 specialization in the nineteenth century, with its consequent requirement of a longer, more complex
27、 training, implied greater problems for professional participation in science. The trend was 4 naturally most obvious in those areas of science based especially on a mathematical or laboratory training, and can be illustrated in terms of the development of geology in the United Kingdom. A comparison
28、 of British geological publications over the last century and a half reveals not simply an increasing emphasis of the 5 primacy of research, but also a changing definition of that 6 constitutes an acceptable research paper. Thus, in the nineteenth century, local geological studies represented worthw
29、hile research in their own right; and, in the twentieth century, local studies have 7 increasingly become acceptable to professionals only if they incorporate, and reflect into the wider geological picture. Amateurs, 8 on the other hand, have continued to pursue local studies in the old way. The ove
30、rall result has been to make entrance to professional geological journals harder for amateurs, a result that has been reinforced by the widespread introduction of refereeing, first by national journals in the nineteenth century and then by several local geological journals in the twentieth century.
31、As is a logical 9 consequence of this development, separate journals have now appeared aiming mainly at either professional or amateur readership. 10 A rather similar process of differentiation has led to professional geologists coming together nationally within one or two specific societies, wherea
32、s the amateurs have tended either to remain in local societies or to come together nationally in a different way.（分数：25.00）解析：not not 解析 语义错误。该句的意思是“在科学领域，职业人士与业余人士之间没有明确的区分：但任何规律都有其例外。”根据常识可知，此处应该用肯定句，故将 not去掉。解析：connotationa解析 冠词缺失。该句的意思是“但是，业余这个词的确具有某种含义，即相关的那个人没有完全融入某个科学家群体。”connotation 为可数名词，所以
33、其前应该加不定冠词 a。解析：theirits解析 代词误用。此处的意思是“尤其是他可能并不完全认同这个群体的价值观”，代词指代 the scientific community，应用 its。解析：professionalamateur解析 语义错误。联系上下文，该句的意思是“19 世纪专业化的发展，导致了对更长、更复杂的训练的要求，这意味着业余人员进入科学界会遇到更大的困难。”所以此处应该用 amateur。解析：ofon解析 固定搭配中的介词误用。emphasis on.表示“对的强调和重视”，故应将 of改为 on。解析：thatwhat解析 从句引导词误用。该句的意思是“而且针对合格
34、论文的定义也在不断变化”，of后面的宾语从句缺少主语，应该由 what引导，构成完整的宾语从句。解析：andbut解析 连词误用。联系上下文，此处前后两句是 19世纪和 20世纪两种不同情况的对比，语义关系是转折，所以用连词 but。解析：intoon解析 固定搭配中的介词误用。reflect on 是固定搭配，表示“仔细考虑，思考”，因此将 into改为 on。解析：is is 解析 be 动词冗余。此处的 as是介词，意为“作为”，As a logical consequence of this development在句中作状语，is 是多余的。解析：aimingaimed解析 非谓语动
35、词误用。sb. aim at(doing)sth. 意为“(某人)力争做某事”；sth. is aimed at意为“(某事/物)旨在，针对”。该句的主语是 separate joumals，故应使用过去分词 aimed，在句中作状语。Throughout the nation“s more than 15,000 school districts, widely differing approaches to teaching science and math have emerged. Though there can be strength in diversity, a new int
36、ernational analysis suggests that this variability has instead contributed to lackluster achievement scores of U.S. children related to their peers in other developed countries. 11 Indeed, concludes William H. Schmidt of Michigan State University, who led the new analysis, “no single intellectual 12
37、 coherent vision dominates U. S. educational practice in math or science.“ The reason, he said, “is because the system is deeply and fundamentally flawed.“ The new analysis, which released this week by the National 13 Science Foundation in Arlington, Va., is based on data collecting 14 from about 50
38、 nations as part of the Third International Mathematics and Science Study. Not only approaches to teaching science and math vary among 15 individual U. S. communities, the report finds, but there appears to be a little strategic focus within a school district“s curricula, its 16 textbooks, or its te
39、achers“ activities. This contrasts sharply with the coordinated national programs of most other countries. In average, U. S. students study more topics within science 17 and math than their international counterparts do. This creates an educational environment where “is a mile wide and an inch deep,
40、“ 18 Schmidt notes. For instance, eighth graders in the United States cover about 33 topics in math versus just 19 in Japan. Among science courses, the international gap is even wide. U. S. curricula for this age level 19 resemble those of a small group of countries including Australia, Thailand, Ic
41、eland, and Bulgaria. Schmidt asks whether the United States wants to be classed with these nations, whose educational systems “share our pattern of splintered visions“ and which are not 20 economic leaders.（分数：25.00）解析：relatedrelative解析 固定搭配误用。related to 指“关于，与相关”，而 relative to除了表示“关于，涉及”的意思外，还指“与相比
42、较，与相应的”，此处要表达的意思是“美国的孩子和其他发达国家的同龄人相比”，所以应该用 relative to。解析：intellectualintellectually解析 词性混用。此处意为“没有一个智力上连贯清晰的见解”，修饰形容词 coherent应该用副词 intellectually。解析：which which 或 which was 解析 关系代词误用。此处意为“国家科学基金会本周发布的新的研究分析是基于”，研究分析和发布之间是动宾关系，应使用被动语态。如果去掉 which，则released this week是过去分词作后置定语；若改为 which was released
43、，原句则成了，which 引导的非限制性定语从句，从句是被动语态。解析：collectingcollected解析 非谓语动词误用。此处意思是“从 50多个国家收集到的数据”，data和动词 collect之间是动宾关系，应该用过去分词来表示被动。解析：onlydo解析 助动词缺失。not onlybut(also)指“不但而且”，当 not only放在句首时，其后的从句要用部分倒装形式，此处应把助动词 do提前，实义动词 vary放到后面。解析：第一个 a a 解析 冠词冗余。联系上下文，该句要表达的意思是“美国社区学校的课程和教学活动极少注重策略”，所以用 little表示否定的意思。解
44、析：Inon解析 固定搭配中的介词误用。on average 是固定搭配，意思是“平均说来”。解析：wherethat 或 which解析 从句引导词误用。此处名词 environment后是定语从句，且从句中缺少主语，所以引导词应该用 that或者 which。此处意为“(学生接触的话题较多)，这创造了一个一英里宽，但却只有一英寸深的教育环境。”即接触范围虽广，但都是浅尝辄止。解析：widewider解析 形容词比较级错误。结合上下文看，这句话要表达的意思是“关于科学方面的课程，国际上的差距更大”，是和前一句所述情况作比较，所以用比较级。解析：andbut解析 连词误用。此处前后两句语义相反
45、，应该用转折连词 buto此处意为“那些国家的教育体系的视野和我们的一样开阔，但并不是经济的领导者。”The long years of food shortage in this country have suddenly given way to apparent abundance. Stores and shops are choked with food. Rationing is virtual suspended, and overseas suppliers have 21 been asked to hold back deliveries. Yet, instead of
46、joy, there is widespread easiness and confusion. Why do food prices keep on 22 rising when there seems to be so much more food about? Is the abundance only temporary, but has it come to stay? Does it mean 23 that we need to think less now about producing more food at home? No one knows what to expec
47、t. The recent growth of export surpluses on the world food market have certainly been unexpectedly great, partly because of a strange 24 sequence of two successful grain harvests. North America is now being followed by a three. Most of Britain“s overseas suppliers of meat, too, 25 are offering more
48、this year and home production has also arisen. 26 But the effect of all this on the food situation in this country has 27 made worse by a simultaneous rise in food prices, due chiefly for the 28 gradual cutting down of government support for food. The shops are overstocked with food not only as ther
49、e is more food available, but 29 also because people, frightened by high prices, are buying less of it. Moreover, the rise in domestic prices has come at a time when world prices have begun to fall, with the result which imported food, 30 with the exception of grain, is often cheaper than the home- produced variety. And now grain prices, too, are falling. Consumers are beginning to ask why they should not be enabled to benefit from this trend.（分数：25.00）解析：virtualvirtually解析 词性混用。修饰动词 suspended应该用副词
