2013.12第三套六级真题及答案

Part I Writing(30 minutes)

Direcljions：For this part，you are allowed 30 minutes to write an essay commenting on the remark “The greatest use of Use is to spend it for something that will outlast it．”You can give examples to illustrate your point and then explain what you will do to make your life more meaningful．You should write at least 150 words but no more than 200words

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ PartII Listening Comprehension (30 minutes) Section A

Directions：In this section，you will hear 8 short conversations and 2 long conversation.At the end ofeach conversation，one or more questions will be asked about what was said．Both tluconversation and the questions will be spoken only once．After each question there will be apause．During the pause，you must read thefour choices marked A．，B．，C．and D．,and

decide which is the best answer．Then mark the corresponding letter on Answer Sheet 1with a single line through the centre．

1.A． Dr.Smith’s waiting room，isn’t tidy． B．Dr．Smith enjoys reading magazines． C．Dr．Smith has left a good impression on her． D．Dr．Smith may not be a good choice．

2．A． The man will rent the apartment when it is available． B．The man made a bargain with the landlady over the rent． C．The man insists on having a look at the apartment first． D．The man is not fully satisfied with the apartment． 3.A．packing up to go abroad． B．Brushing up on her English．

C．Drawing up a plan for her English course． D．Applying for a visa to the United States．

4．A．lHe is anxious to find a cure for his high blood pressure． B．He doesn’t think high blood pressure is a problem for him． C．Ite was not aware of his illness until diagnosed with it． D．lHe did not take the symptoms of his illness seriously． 5．A．To investigate the causes of AIDS． B．To raise money for AIDS patients．

C．To rally support for AIDS victims in Africa．

D． To draw attention to the spread of AIDS in Asia． 6.A．l t has a very long history． B．l t is a private institution．

C．It was founded by Thomas Jefferson．

D．It stresses the comprehensive study of nature. 7.A．Tey can’t fit into the machine． B．They have not been delivered yet． C．They were sent to the wrong address．

D．They were found to be of the wrong type.

8．A．1I?he food served in the cafeteria usually lacks variety． B．The cafeteria sometimes provides rate food for the students． C．The students find the service in the cafeteria satisfactory． D．The cafeteria tries hard to cater to the students，needs． conversation One

Questt l ms 9 to12 are based on the conversation you have just heard． 9．A．He picked up some apples in his yard． B．He cut some branches off the apple tree．

C．He quarreled with his neighbor over the fence．

D．He cleaned up all the garbage in the woman’s yard． 10. A． Trim the apple trees in her yard. B． Pick up the apples that fell in her yard. C． Take the garbage to the curb for her. D． Remove the branches from her yard.

11. A． File a lawsuit against the man. B． Ask the man for compensation. C． Have the man's apple tree cut down. D． Throw garbage into the man's yard.

12. A． He was ready to make a concession. B． He was not prepared to go to court. C． He was not intimidated. D． He was a bit concerned. Conversation Two

Questions 13 to 15 are based on the conversation you have just heard. 13. A． Bad weather. B． Human error. C． Breakdown of the engines.

D． Failure of the communications system.

14. A． Two thousand feet. B． Twelve thousand feet. C． Twenty thousand feet. D． Twenty-two thousand feet.

15. A． Accurate communication is of utmost importance.

B． Pilots should be able to speak several foreign languages. C． Air controllers should keep a close watch on the weather. D． Cooperation between pilots and air controllers is essential. Section B

Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hearsome questions. Both the passage and the questions will be spoken only once. After you heara question, you must choose the best answer from the four choices marked A．, B．, C． andD ). Then mark the corresponding letter,on Answer Sheet 1 with a single line through thecentre. Passage One

Questions 16 to 19 are based on the passage you have just heard.

16. A． His father caught a serious disease. B． His mother passed away.

C． His mother left him to marry a rich businessman. D． His father took to drinking.

17. A． He disliked being disciplined. B． He was expelled by the university. C． He couldn't pay his gambling debts. D． He enjoyed working for a magazine.

18. A． His poems are heavily influenced by French writers. B． His stories are mainly set in the State of Virginia. C． His work is difficult to read. D． His language is not refmed.

19. A． He grieved to death over the loss of his wife. B． He committed suicide for unknown reasons. C． He was shot dead at the age of 40. D． He died of heavy drinking. Passage Two

Questions 20 to 22 are based on the passage you have just heard. 20. A． Women. B． Prisoners. C． Manual workers. D． School age children.

21. A． He taught his students how to pronounce the letters first. B． He matched the letters with the sounds familiar to the learners. C． He showed the learners how to combine the letters into simple words.

D． He divided the letters into groups according to the way they are written. 22. A． It can help people to become literate within a short time. B． It was originally designed for teaching the English language. C． It enables the learners to master a language within three months. D． It is effective in teaching any alphabetical language to Brazilians. Passage Three

Questions23 to 25 are based on the passage you have just heard.

23. A． The crop's blooming period is delayed. B． The roots of crops are cut off. C． The topsoil is seriously damaged. D． The growth of weeds is accelerated.

24. A． It's a new way of applying chemical fertilizer. B． It's an improved method of harvesting crops. C． It's a creative technique for saving labor.

D． It's a farming process limiting the use of ploughs. 25. A． In areas with few weeds and unwanted plants. B． In areas with a severe shortage of water. C． In areas lacking in chemical fertilizer. D． In areas dependent on imported food.

Section C

Directions: In this section, you will hear a passage three times. When the passage is read for the firsttime, you should listen carefully for its general idea. When the passage is read for thesecond time, you are required to fill in the blanks with the exact words you have just heard.Finally, when the passage is read for the third time, you should check what you havewritten. Adults are getting smarter about how smart babies are. Not long ago, researchers learned that4-day-old could understand 26______and subtraction. Now, British research psychologist Graham Schaferhas discovered that infants can learn words for uncommon things long before they can speak. He foundthat 9-month-old infants could be taught, through repeated show-and-tell, to 27______the names of objectsthat were foreign to them, a result that 28______in some ways the received wisdom that, apart from learningto29______ things common to their dally lives, children don't begin to build vocabulary until well into theirsecond year. \"It's no 30______that children learn words, but the words they tend to know are words linkedto 31______situations in the home,\" explains Schafer. \"This is the first demonstration that we can choosewhat words the children will learn and that they can respond to them with an unfamiliar voice 32______in anunfamiliar setting. \"

Figuring out how humans acquire language may 33______why some children learn to read and writelater than others, Schafer says, and could lead to better treatments for developmental problems. What'smore, the study of language 34______offers direct insight into how humans learn. \"Language is a test casefor human cognitive development,\" says Schafer. But parents eager to teach their infants should takenote : even without being taught new words, a control group 35______the other infants within a few months.\"This is not about advancing development,\" he says. \"It's just about what children can do at an earlierage than what educators have often thought. \" Part Ill Reading Comprehension (40 minutes) Section A

Directions: In this section, there is a passage with ten blanks. You are required to select one word foreach blank from a list of choices given in a word bank following the passage. Read thepassage through carefully before making your choices. Each choice in the bank is identifiedby a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with asingle line through the centre. You may not use any of the words in the bank more thanonce. Questions 36 to 45 are based on the following passage.

Cell phones provide instant access to people. They are creating a major 36______ in the socialexperiences of both children and adolescents. In one recent U.S. survey, about haft the teens polled saidthat their cell phone had 37______ their commtmication with friends. Almost all said that their cell phone was the way they stayed in touch with peers, one-third had used the cell phone to help a peer in need, andabout 80% said the phone made them feel safer. Teenagers in Australia,38______, said that their mobilephones provided numerous benefits and were an 39______part of their lives; some were so 40______to theirphones that the researchers considered it an addiction. In Japan, too, researchers are concerned aboutcell phone addiction. Researchers in one study in Tokyo found that more than half of junior high schoolstudents used their phones to exchange e-mails with schoolmates more than 10 times a day.

Cell phones 41______social connections with peers across time and space. They allow young people toexchange moment-by-moment experiences in their daily lives with special partners and thus to have a more42______sense of connection with friends. Cell phones also can 43______social

tolerance because they reducechildren's interactions with others who are different from them. In addition to connecting peers, cellphones connect children and parents. Researchers studying teenagers in Israel concluded that, in that44______environment, mobile phones were regarded as \"security objects\" in parent-teen relationships--important because they provided the possibility of 45______and communication at all times. .

A． affiliated I) hazardous B． attached J) improved

C． contact K) instantaneous D． contend L) intrinsic E) continuous M) relatively F) diminish N) shift

G) endurance O) similarly H) foster Section B

Directions: In this section, you are going to read a passage with ten statements attached to it. Eachstatement contains information given in one of the paragraphs. Identify the paragraphfrom which the information is derived. You may choose a paragraph more than once. Eachparagraph is marked with a letter. Answer the questions by marking the correspondingletter on Answer Sheet 2.

Waste Not, Want Not

Feeding the 9 Billion: The Tragedy of Waste

[A] By 2075, the United Nations' mid-range projection for global population is about 9.5 billion. Thismeans that there could be an extra three billion mouths to feed by the end of the century, a period inwhich substantial changes are anticipated in the wealth, calorie intake and dietary preferences ofpeople in developing countries across the world. Such a projection presents mankind with wide-ranging social, economic, environmental and political issues that need to be addressed today toensure a sustainable future for all. One key issue is how to produce more food in a world of finiteresources.

[B] Today, we produce about four billion metric tonnes of food per year. Yet due to poor practices inharvesting, storage and transportation, as well as market and consumer wastage, it is estimated that30-50% of all food produced never reaches a human stomach. Furthermore, this figure does notreflect the fact that large amounts of land, energy, fertilisers and water have also been lost in theproduction of foodstuffs which simply end up as waste. This level of wastage is a tragedy that cannotcontinue if we are to succeed in the challenge of sustainably meeting our future food demands.

Where Food Waste Happens

[C] In 2010, the Institution of Mechanical Engineers identified throe principal emerging population groups acrossthe world, based on characteristics associated with their current and projected stage of economic development.

~ Fully developed, mature, post-industrial societies, such as those in Europe, characterised by stable ordeclining populations which are increasing in age.

~ Late-stage developing nations that are currently industrialising rapidly, for example China, which willexperience declining rates of population growth, coupled with increasing affluence (富

裕)and age profile.

~ Newly developing countries that are beginning to industrialise, primarily in Africa, with high to very high population growth rates, and characterised by a predominantly young age profile.

[D] Each group over the coming decades will need to address different issues surrounding food production, storage

and transportation, as well as consumer expectations, if we are to continue to feed all our people.

[E] In less-devel0ped countries, such as those of sub-Saharan Africa and South-East Asia, wastage tends to occurprimarily at the farmer-producer end of the supply chain. Inefficient harvesting, inadequate localtransportation and poor infrastructure (基础设施) mean that produce is frequently handled inappropriatelyand stored under unsuitable farm site conditions.

[F] In mature, fully developed countries such as the UK, more,efficient farming practices and better transport,storage and processing facilities ensure that a larger proportion of the food produced reaches markets andconsumers. However, characteristics associated with modem consumer culture mean produce is often wastedthrough retail and customer behaviour.

[G] Major supermarkets, in meeting consumer expectations, will often reject entire crops of perfectly edible fruitand vegetables at the farm because they do not meet exacting marketing standards for their physicalcharacteristics, such as size and appearance.

[H] Of the produce that does appear in the supermarket, commonly used sales promotions frequently encouragecustomers to purchase excessive quantities which, in the case of perishable foodstuffs, inevitably generatewastage in the home. Overall between 30% and 50% of what has been bought in developed countries isthrown away by the purchaser. Better Use of Our Finite Resources

[I] Wasting food means losing not only life-supporting nutrition but also precious resources, including land,water and energy. As a global society, therefore, tackling food waste will help contribute towards addressinga number of key resource issues.

[J] Land Usage: Over the last five decades, improved farming techniques and technologies have helped tosignificantly increase crop yields along with a 12% expansion of farmed land use. However, a further increasein farming area without impacting unfavourably on what remains of the world's natural ecosystems appearsunlikely. The challenge is that an increase in animal-based production will require more land and resources, aslivestock (牲畜) fanning demands extensive land use. [K] Water Usage: Over the past century, human use of fresh water has increased at more than double the rate ofpopulation growth. Currently about 3.8 trillion m3 of water is used by humans per year. About 70% of this isconsumed by the global agriculture sector, and the level of use will continue to rise over the coming decades. [L] Better irrigation can dram.atically improve crop yield and about 40% of the world's food supply is currentlyderived from irrigated land. However, water used in irrigation is often sourced unsustainably. In processingfoods after the agricultural stage, there are large additional uses of water that need to be tackled in a world ofgrowing demand. This is particularly crucial in the case of meat production, where beef uses about 50 timesmore water than vegetables. In the future, more effective washing techniques, management procedures, andrecycling and purification of water will be needed to reduce wastage.

[M] Energy Usage: Energy is an essential resource across the entire food production cycle, with

estimates showingan average of 7-10 calories of input being required in the production of one calorie of food. This variesdramatically depending on crop, from three calories for plant crops to 35 calories in the production of beef.Since much of this energy comes from the utilisation of fossil fuels, wastage of food potentially contributes tounnecessary global warming as well as inefficient resource utilisation. [N] In the modern industrialised agricultural process--which developing nations are moving towards in order toincrease future yields--energy usage in the making and application of fertilisers and pesticides represents thesingle biggest component. Wheat production takes 50% of its energy input for these two items alone. Indeed,on a global scale, fertiliser manufacturing consumes about 3-5% of the world's annual natural gas supply.With production anticipated to increase by 25% between now and 2030, sustainable energy sourcing willbecome an increasingly major issue. Energy to power machinery, both on the farm and in the storage andprocessing facilities, adds to the energy total, which currently represents about 3.1% of annual global energyconsumption. Recommendations

[O] Rising population combined with improved nutrition standards and shifting dietary preferences will exertpressure for increases in global food supply. Engineers, scientists and agriculturalists have the knowledge, tools and systems that will assist in achieving productivity increases. However, pressure will grow on finiteresources of land, energy and water. The potential to provide 60-100% more food by simply eliminatinglosses, while simultaneously freeing up land, energy and water resources for other uses, is an:opportunity thatshould not be ignored. In order to begin tackling the challenge, the Institution recommends that:

~ The UN Food and Agriculture Organisation work with the international engineering community to ensuregovernments of developed nations put in place programmes that transfer engineering knowledge, designknow-how, and suitable technology to newly developing countries. This will help improve producehandling in the harvest, and immediate post-harvest stages of food production.

~ Governments of rapidly developing countries incorporate waste minimisation thinking into the transportinfrastructure and storage facilities currently being planned, engineered and built.

~ Governments in developed nations devise and implement policy that changes consumer expectations. Theseshould discourage retailers from wasteful practices that lead to the rejection of food on the basis of cosmeticcharacteristics, and losses in the home due to excessive purchasing by consumers. 46. Elimination of waste alone can potentially provide over sixty percent more food for the growing world population.

47. The production and application of fertilisers and pesticides account for the largest part of energy use in the modem industrialised agricultural process.

48. Consumers in developed countries throw away nearly half of their food purchases because they tend to buy in excessive quantities.

49. It is recommended that engineering knowledge and suitable technology in developed countries be introduced to developing .countries to improve produce handling in the harvest.

50. The predicted global population growth means that, ways have to be found to produce more food with finite resources.

51. A further expansion of farming area will adversely impact on the world's natural ecosystems.

52. Perfectly eatable fruit and vegetable crops often fail to reach supermarkets due to their size or physical appearance.

53. Poor practices in harvesting, storage and transportation have resulted in a waste of much of the food we produce and thus a waste of land and resources.

. Food waste in less-developed countries happens mainly at the producers' end.55. Beef consumes far more water to produce than vegetables. Section C

Directions: There are 2 passages in this section. Each passage is followed by some questions orunfinished statements. For each of them there are four choices marked A．, B．, C． andD ). You should decide on the best choice and mark the corresponding letter on AnswerSheet 2 with a single line through the centre. Passage One

Questions 56 to 60 are based on the following passage.

Call it the \"learning paradox\" : the more you struggle and even fail while you're trying to learn new

information, the better you're likely to recall and apply that information later.

The learning paradox is at the heart of \"productive failure,\" a phenomenon identified by researcherManu Kapur. Kapur points out that while the model adopted by many teachers when introducing studentsto new knowledge--providing lots of structure and guidance.early on, until the student show that theycan do it on their own--makes intuitive sense, it may not be the best way to promote learning. Rather, it'sbetter to let the learners wrestle (较劲) with the material on their own for a while, refraining from givingthem any assistance at the start. In a paper published recently, Kapur applied the principle of productivefailure to mathematical problem solving in three schools.

With one group of students, the teacher provided strong\"scaffolding\"--instructional support--andfeedback. With the teacher's help, these pupils were able to find the answers to their set of problems,Meanwhile, a second group was directed to solve the same problems by collaborating with one another,without any prompts from their instructor. These students weren't able to complete the problems correctly. But in the course of trying to do so, they generated a lot of ideas about the nature of theproblems and about what potential solutions would look like. And when the two groups were tested onwhat they'd learned, the second group \"significantly outperformed\" the first.

The apparent struggles of the floundering (挣扎的) group have what Kapur calls a \"hidden efficacy\":they lead people to understand the deep structure of problems, not simply their correct solutions. Whenthese students encounter a new problem of the same type on a test, they're able to transfer the knowledgethey've gathered more effectively than those who were the passive recipients of someone else's expertise.In the real world, problems rarely come neatly packaged, so being able to discern their deep structureis key. But, Kapur notes, none of us like to fail, no matter how often Silicon Valley entrepreneurs praisethe beneficial effects of an idea that fails or a start-up company that crashes and burns. So we need to\"design for productive failure\" by building it into the learning process. Kapur has identified threeconditions that promote this kind of beneficial struggle. First, choose problems to work on that \"challengebut do not frustrate. \" Second, provide learners with opportunities to explain and elaborate on whatthey're doing. Third, give learners the chance to compare and contrast good and bad solutions to theproblems. And to

those students who protest this tough-love teaching style: you'll thank me later. 56. Why does the author call the learning process a paradox? A． Pains do not necessarily lead to gains. B． What is learned is rarely applicable in life. C． Failure more often than not breeds success. D． The more is taught, the less is learnt. 57. What does Kaput disapprove of in teaching?

A． Asking students to find and solve problems on their own. B． Developing students' ability to apply what they learn. C． Giving students detailed guidance and instruction. D． Allowing students a free hand in problem solving.

58. What do people tend to think of providing strong \"scaffolding\" in teaching? A． It will make teaching easier. B． It is a sensible way of teaching. C． It can motivate average students. D． It will enhance students' confidence.

59. What kind of problem should be given to students to solve according to Kapur? A． It should be able to encourage collaborative learning. B． It should be easy enough so as not to frustrate students. C． It should be solvable by average students with ease.

D． It should be difficult enough but still within their reach.

60. What can be expected of \"this tough-love teaching style\" ( Line 8, Para.5) ? A． Students will be grateful in the long run. B． Teachers will meet with a lot of resistance. C． Parents will think it too harsh on their kids. D． It may not be able to yield the desired results. Passage Two

Questions 61 to 65 are based on the following passage.

Vernon Bowman, a 75-year-old farmer from rural Indiana, did something that got him sued. Heplanted soybeans (大豆) sold as cattle feed. But Monsanto, the agricultural giant, insists it has a patenton the kind of genetically modified seeds Bowman used and that the patent continues to all of theprogeny (后代) of those seeds.

Have we really gotten to the point that planting a seed can lead to a high-stakes Supreme Court patentlawsuit? We have, and that case is Bowman vs. Monsanto, which is being argued on Tuesday.Monsanto's critics have attacked the company for its \"merciless legal battles against small farmers,\" andthey are hoping this will be the case that puts it in its place. They are also hoping the court's ruling willrein in patent law, which is increasingly being used to claim new life forms as private property.

Monsanto and its supporters, not surprisingly, see the case very differently. They argue that when acompany like Monsanto goes to great expense to create a valuable new genetically modified seed, it mustbe able to protect its property interests. If farmers like Bowman are able to use these seeds without payingthe designated fee, it will remove the incentives for companies like Monsanto to innovate.

Monsanto accused Bowman of patent infringement and won an $ 84,456 damage award. Rather thanpay

up or work out a settlement, Bowman decided to appeal--all the way to the Supreme Court. He said\"Monsanto should not be able, just because they've got billions of dollars to spend on legal fees, to try to terrify farmers into obeying their agreements by massive force and threats. \"

The central issue in the case is whether patent rights to living things extend to the progeny of thosethings. Monsanto argues that its patents extend to later generations. But Bowman's supporters argue thatMonsanto is trying to expand the scope of patents in ways that would enrich big corporations and hurtsmall farmers. They say that ff Monsanto wins, the impact will extend far beyond agriculture--locking upproperty rights in an array of important areas. Knowledge Ecology International contends that the SupremeCourt's ruling could have \"profound effects\" on other biotech industries.

If this were a Hollywood movie, the courageous old Indiana farmer would beat the profit-mindedcorporation before the credits rolled. But this is a real-life argument before a Supreme Court that has awell-earned reputation for looking out for the interests of large corporations. This case gives the court anopportunity to rein in the growing use of patents to protect genetically engineered crops and other lifeforms--but the court may well use it to give this trend a powerful new endorsement. 61. Why did Vernon Bowman get sued?

A． He used genetically modified seeds to feed his cattle. B． He planted soybeans without paying for the patent. C． He made a profit out of Monsanto's commercial secrets. D． He obtained Monsanto's patented seeds by illegal means.

62. What are Monsanto's critics hoping the Supreme Court will do? A． Allow small farmers to grow genetically modified soybeans. B． Punish Monsanto for infringing on small farmers' interests.

C． Rule against Monsanto's excessive extension of its patent rights. D． Abolish the patent law concerning genetically engineered seeds. 63. What is the argunent of Monsanto and its supporters?

A． Patent rights should be protected to encourage innovation.

B． Bowman cannot plant the seeds without Monsanto's consent. C． Monsanto has the right to recover the costs of its patented seeds. D． Patent law on genetically modified seeds should not be challenged. . What is the key issue in the Bowman vs. Monsanto case?

A． Whether patent for seeds is harmful to agricultural production. B． Whether the biotech industry should take priority over agriculture. C． Whether measures should be introduced to protect small farmers.

D． Whether patent for living things applies to their later generations. 65. What do we learn from the last paragraph?

A． Hollywood movies usually have an unexpected, dramatic impact on real-life arguments. B． The Supreme Court will try to change its reputation for supporting large corporations. C． The Supreme Court is likely to persuade the parties concerned to work out a settlement. D． The ruling would be in Bowman's favor if the case were argued in a Hollywood movie.

Part IV Translation (30 minutes)

Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese. into

English. You should write your answer on Answer Sheet 2.

闻名于世的丝绸之路是„系列连接东西方的路线。丝绸之路延伸6，000多公里，得名于古代中国的丝绸贸易。丝绸之路上的贸易在中国、南亚、欧洲和中东文明发展中发挥了重要作用。正是通过丝绸之路，中国的造纸、火药、指南针、印刷术等四大发明才被引介到世界各地。同样，中国的丝绸、茶叶和瓷器(porcelain)也传遍全球。物质文化的交流是双向的，欧洲也通过丝绸之路出口各种商品和植物，满足中国市场的需求。

2013年12月大学英语六级考试真题

答案与详解(第3套) Part I Writing

范文点评

Part II Listening Comprehension

[说明：本套试题的听力部分由2006年l2月真题听力优化而来，其他试题均为多题多卷母题。] Section A

1．M：I need to find a dentist，you said you know Dr．Smith well．do you recommend her?

W：Well，I had to see her a few tLmes，but what impressed me most were the magazines in her waiting room．

Q：What does the wnman imply? D)。

2．W：I'm afraid I can't show you the apartment at the moment，because the tenant is still living in it．It’S really a lovely place with a big kitchen and a sunny window．for only$200 a month． M：Sounds good，but we realy can't rent an apartment without seeing it first． Q：What do we learn from the conversation? C)。

3．M：S0，that’S what's been keeping you SO busy recently!

W：Yes，I've been tied up with my studies．You know I'm planning to go to the United States this comingsununer，but I'm a bit nervous about my English． Q：What is the woinan busy doing? B)．

4. W: How did you feel when you found out you had high blood pressure?

M: Shocked! The problem for me was that there were no symptoms; it seemed to have sneaked up on me.

Q: What does the man mean? C)。 5. W: So, you're just back from a trip to India. What were you doing there? M: The trip was intended to bring to the world's attention the fact that AIDS is not just an African disease; it's also endangering other countries, notably, India and Thailand. Q: What was the purpose of the man's trip to India? D)o

6. M: It's quite clear for my visit: this is a full size, comprehensive university. So why is it still called a college?

W: The College of William and Mary is the second oldest institution of higher leaming in this country. We have nttrtured great minds like Thomas Jefferson and we are proud of our name. Q: What do we learn from this conversation about the College of William and Mary? A)。 7. M: Have the parts we need for the photo copying machine arrived yet? W: I ordered them last week, but something is holding them up.

Q: What does the woman say about the parts needed for the photo copying machine? B)。 8. W: The cafeteria provided many kinds of dishes for us today. Did you notice that? M: Yes, kind of rare, isn't it? Q: What does the man imply? A)。

Conversation One W: Hello, Patrick, is that you?

M: Yeah, Jane, what can I do for you?

W: (9) I was calling about the apple tree that you were trimming yesterday. M: That was hard work!

W: I'm sure it was. It ture looked difficult.

M: Yeah, I'm glad it's finished. Hauling the branches to the front for garbage pick-up was no fun either.

W: Well, I don't think you're quite finished yet, (10) some of the larger branches fell over into my yard, and I think you should come and get them.

M: Listen, Jane, I don't see why I should do that. You eat all the apples that fall in your yard, and you've never complained about that before.

W: Well, it's easier to pick up apples than to drag tree branches all the way to the curb. My kids pick up the apples,and the branches are just too big for them to drag. M: Well, I guess you'll just have to do it yourself, Jane.

W: Patrick, I wish you would reconsider. We've always gotten along fairly well, but I think you're out of line here.

The branches are your responsibility.

M: Sorry, Jane, I disagree! You take the benefits of the apple tree, but refuse to deal with the bad side of it! Besides, it won't take you any time to get the branches out front ! W: Get the branches off my property or ( 11 ) I'll have to sue you.

M: Yeah? For what?! You're taking those law classes too seriously! I've gotta go, I have to pick up my son.W: You'll be hearing from me. M: (12) Yeah, yeah. See you in court, Jane. 9. What did the man do yesterday? B)。

10. What did the woman ask the man to do? D)。 11. What did the woman threaten to do? A)。

12. What was the man's reaction to the woman's threat? C)。 Conversation Two

M: Did you hear about the air crash that occurred in South America recently? It was quite a tragic accident!

W: No, I didn't see anything in the news about it. What happened?

M: A foreign airliner was attempting to land at night in a mountainous area of Argentina and flew into a hill!

W: That sounds really terrible! Did anyone survive?

M: No, everyone aboard, including the crew, was killed instantly.

W: What were the circumstances? Were there bad weather, a fire, or engine failure? M: Apparently, there were some low clouds in the area, (13) but mostly it was just miscommuuication between the pilots and the air traffic controllers.

W: Weren't they both speaking in English, the official international aviation language?

M:Yes they were, but the transmission from poor quality radios was slightly distorted and the accents of the Spanish speaking controllers were so strong that the pilots misunderstood a vital instruction.

W: How could a misunderstanding like that cause such a serious accident?

M: The pilots were told to descend to two-two thousand feet. The instruction actually meant 22,000 feet, but theythought they heard descend to 2,000 feet. That's a huge difference, and it should have been confirmed, but itwas not. Unfortunately, (14) the terrain of the mountains in Norweija extends up 20,000 feet.

W: So the pilots did descend to the wrong altitude then, thinking they were follov~g the air contxoilers' instructions.

M: Sadly enough，yes they did. It was a really bad mistake. Many people died as a result of the simple misunderstanding.

W: (15) Wow, that's a powerful lesson on how important it can be to accurately commtmicate to each other.

13. What was the cause of the tragedy? B)。

14. How high are the mountains in Norweija? C)。

15. What lesson could be drawn from the accident? A)。 Section B

Passage One

Edgar Allen Poe, an American writer, was born in 1809. His parents were actors. Edgar was a baby when hisfather left the family. (16) He was two years old when his mother died. He was taken into the home of a wealthybusinessman named John Allen. He then received his new name, Edgar Allen Poe. As a young man, Poe attendedthe University of Virginia. He was a good student, but he liked to drink alcohol and play card games for money. Asan unsldlled game player, he often lost money. (17) Since he couldn't pay off his gambling debt, he left tmiversityand began working

for magazines. He worked hard, yet he was not well paid, or well known. At the age of 27, hegot married. For a time it seemed that Poe would fred some happiness, but his wife was sick for most of theirmarriage, and died in 1847. Through all iris crises, Poe produced many stories and poems which appeared indifferent publications, yet he didn't become famous until 1845, when his poem, The Raven, was published. There isa question, however, about Poe's importance in American Literature. Some critics say Poe was one of America'sbest writers, and even had a great influence on many French writers, but others disagree. (18) They say Poe's workis difficult to understand and most of his writing describes many unpleasant situations and events. Edgar Allen Poedied in 1849 when he was 40 years old. (19) It is said that he was found dead after days of heavy drinking. 16. What happened to Edgar Allen Poe:s family, when he was only two years old? B)。17. Why did Edgar Allen Poe leave the University of Virginia? C)。 18. What do some critics say about Edgar Allen Poe? C) 。 19. How did Edgar Allen Poe's life come to an end? D)。 Passage Two

More than fifty years ago, the United Nations declared that literacy is a basic human right. It's very importantfor improving the lives of individuals. However, it is estimated that 880 million adults around the world areilliterate, that is, they are unable to read or write. (20)A majority of them are women. More than 110 million schoolage children in the world do not attend school. Many others complete school all failed to finish their studies withoutlearning to read or write. Many countries depend on the efforts of people who offer their time to help illiterateindividuals. For example, John Mogger became concerned about the problem of illiteracy three years ago, so hestarted teaching five prisoners in Brazil. In his teaching, he developed a system with this group of prisoners. (22)He says his way of teaching can help anyone learn how to read and write with about thirty hours of study. To learnhis system, people must first know how to write letters of the alphabet and learn which sounds they represent. (21)The system divides letters into three groups. The first group of letters can be written between two lines. The secondcan be written between two lines but part of the letters is above the top line. The third group has letters that arepartly written below the lower line. John Mogger taught his students to write simple words from the letters, in thisway, his students learned more than 700 words. Many of them can now write to family members. They also canread newspapers and magazines. 20. According to the speaker, which group of people makes up of the majority of the illiterate population? A)。

21. What is the most important feature of John Mogger's method of teaching the alphabet? D)。 22. What does John Mogger say about his teaching method? A)。 Passage Three

Farmers usually use ploughs to prepare their fields for planting crops. Plows cut into the ground, and lift upweeds and other unwanted plants. ( 23 ) However, plowing is blamed for causing severe damage to topsoil byremoving the plants that protect soil from being blown or washed away. (24) Many farmers in South Asia are nowtrying a process called Low Till Farming. Low Till Farming limits the use of ploughs. In this method of farming,seeds and fertilizer are put into the soil through small cuts made in the surface of the ground. Low Till Agricultureleaves much or all of the soil and remains of plants on the ground. They serve as a natural, fertilizer and help support the roots of future crops. They take in rain and allow it to flow into the soil instead of running off. It Ires beenproved that Low Till Farming increases harvests and reduces water use, and this

method reduces the need forchemical products because tbere are fewer unwanted plants. (25) Scientists say Low Till Farming is becomingpopular in South Asia, which is facing a severe water shortage. They say the area will become depended onimported food unless water is saved through methods like Low Till Farming. Currently, more than 150 million peoplein South Asia depend on local rice and wheat crops. Farmers grow rice during wet weather. During the dry seasonthey grow wheat in the same fields. Farmers are using the Low Till method to plant wheat after harvesting rice.Scientists say Low Till Agriculture is one of the best examples in the world of technologies

working for both peopleand the environment. 23. What is the main problem caused by the usual way of plowing? C) 。 24. What does the speaker say about Low Till Farming? D)。 25. Where is Low Till Farming becoming popular? B)。Section C

26. addition 27. recognize 28. challenges 29. identify 30. Secret 31. specific 32. giving instructions

33. shed light on 34. acquisition 35. caught up with

PartⅢ Reading Comprehension

Section A 选项归类

试题详解

36．N)shift。详解：该空格位于不定冠词a和形容词major之后，由此推断所填词应为单数可数名词。文章开篇点明了手机的用途，下文又讲述了手机在青少年中的广泛使用，因此，本处说明手机已经改变了青少年的生活方式，使青少年的社会交往产生了巨大的变化，故答案为N)shift“转移，转变”。备选项中，endurance不可数，contact虽然是可数名词，位意思与上下文语义不符，故均排除。

37．J)improved。详解：空格位于had之后，宾语communication之前，由此判断此处应填人一个动词，且为过去分词形式，与had一起构成谓语。根据句意，在美国的调查中，青少年说手机“改善了他们与朋友之间的交流”，而在下一句则详细说明了手机是如何帮助青少年进行交流沟通的，故答案为J)improved“提高，改进”。备选项中，contend和diminish均为动词原形，首先排除；affiliated和attached后面需要搭配介词使用，故排除。

38．O)similarly。详解：空格位于两个逗号之间，因此需要填人一个副词充当状语。上文中提到在美国的调查中，青少年表示手机对于他们来说十分有用，而下文指出，澳大利亚的青少年也表达了类似的看法，故答案为O)similarly“相似地．类似地”。备选项中relatively的意思与上下文语义不符，故排除。 39．L)intrinsic。详解：空格位于不定冠词an和名词part之间，由此推断应填入一个以元音发音开头的形容词，修饰part。下文中说对于一些青少年来说，手机与他们的生活联系过于密切，以至于他们已经表现出手机上瘾的症状，因此本句表示}机已经成为青少年生活中一个固有的组成部分，故答案为L)intrinsic“本质的，固有的”。备选项中，continuous，hazardous和instantaneous均与上下文语意不符，故排除。

40．B)attached。详解：由空格前的were和空格后的介词to判断，空格处应该填人一个动词，且为过去分词形式，与介词to搭配使用。本句表明某些青少年过分依赖手机，be attached to意为“依恋，依附于”，故B)attached为答案。备选项中还剩下一个动词的过去分词形式affiliated“隶属于”，根据文意，青少年是不可能隶属于手机的，故排除。

41．H)foster。详解：空格处应填入一个动词，作句子的谓语，且由下一句中的allow一词判定，空格处应该填入一个动词原形，充当谓语。根据句意可知，手机可以为同龄人建立起跨越时空的社会纽带，故答案为H)foster“促进，培养”。备选项中还有两个动词原形，contend和diminish，这两个词意思均与上下文不符，故排除。

42．K)instantaneous。详解：该空格位于名词前，且空格前有形容词比较级的标志more，因此推断应填入形容词，与more一起修饰sense of connection。该句前半句中说“它们可以使年轻人与特定伙伴随时交流生活经历”，因此，这些人之间的联系是“即时的，瞬间的”，故K)instantaneous为答案。所剩备选项中，continuous和hazardous与上下文意思不符，故排除。 ．

43．F)diminish。详解：由情态动词call判断，空格中应该填入一个动词原形，与call一起构成谓语。空格后说手机“减少了孩子们与和他们差异很大的人之间的交往”，因此，孩子们学不到该怎样容忍他人，社会容忍度会日益减少，故答案为F)diminish\"减少，减小”。备选项中还剩下一个动词原形contend，其与上下文文意不符，故排除。44．I)hazardous。详解：该空格位于名词environment之前，由此推断应填人一个形容词。由常识可知，以色列的社会环境比较动荡，并且该句中还出现了security objects这样的表述。与“安全的”相对应的意思为“危险的”，故答案为I)hazal'dous。所剩备选项中，continuous意思与上下文不符，故排除。

45．C)contact。详解：该空格位于介词of之后，因此推断应填入一个名词，充当介词of的宾语。空格后出现了连接词and，可知空格所填词应与communication形成并列关系，故答案为C)contact“接触，联系”。所剩备选项中 endurance意思与上下文不符，故排除。Section B 试题详解

46．Elimination of waste alone can potentially provideover sixty percent more food for the growing worldpopulatloIt

译文：单就杜绝浪费来说，就可以为世界不断增长的人口提供60％以上的食物。 定位：由题干关键词sixty percent more food定位到原文划线处。

O)。详解：O)段第四句提到，我们可以通过减少损耗，使粮产增加60％～l00％，并将节省下来的土地、能源和水等资源用于其他方面。题干中的Elimination of waste alone对应原文中的simplyelimmaUng losses，故答案为O)。

47．The production and appfication of fertflisers andpesticides account for the largest part of energy usein the modem industrialized agricultural process．译文：在农业的现代工业化过程中，能源消耗的最大一部分就是化肥和杀虫剂的生产和使用。

定位：由题干关键词fertilisers and pesticides，modem industrialized agricultural process定位到原文划线处。

N)。详解：N)段提到，在农业的现代工业化过程中——为了增加粮食产量，发展中国家努力朝这一方向迈进——能源消耗的最大一部分就是化肥和杀虫剂的生产和使用。题干中的largest part对应原文中的biggest component，故答案为N)。 48．Consumers in developed countries throw awaynearly half of their food purchases because theytend to buy in excessive quantities．

译文：发达国家的消费者将他们所购得的半数食物都扔掉了，因为他们买得太多了。

定位：由题干关键词developed countries，throw away和excessive quantities定位到原文划线处。 H)。详解：H)段第一句提到，超市经常通过促销的方式来鼓励消费者大量购买其出售的农产品。接着又说，这些农产品却又都是一些易腐烂的食品，因此不可避免地在家里变成了垃圾。最后表明，在发达国家，人们所购买的30％一50％的食物都是被它们的买主扔掉的。题干是对定位段的概述，故答案为H)。 49．It is recommended that engineering knowledge andsuitable technology in developed countries beintroduced to developing countries to improveproduce handUng in the harvest．

译文：有人建议，发达国家的一一些工程方面的知识和适当的技术应该被引入到发展中国家，以提高

在收割过程中的产量。

定位：由题干关键词recommended，engineeringknowledge，technology和introduced定位到原文划线处。

O)。详解：O)段提到，联合国粮农组织应同国际上的一些技术工程团体一道，确保发达国家将一些工程技术知识、专门的研发设计和合适的技术转让给新兴的发展中国家。这将有助于这些国家在收割和食品加工过程中提升粮食产量。题干中的engineering knowledge and suitable technology对应原文中的engineering knowledge，design know—how，and suitable technology；introduced对应原文中的transfer，故答案为O)。

50．The predicted global population growth means thatways have to be found to produce more food withfinite resources．

译文：对全球人口增长的预测表明，我们要在有限的资源条件下寻找生产更多食物的方式。 定位：由题干关键词predicted，more food withfinite resources定位到原文划线处。

A)。详解：A)段提到，为了能够有一个可持续的未来，有关人类现今的社会、经济、环境和政治议题都应受到关注。其中，一个重要的议题就是如何用这个世界有限的资源生产更多的食物。题干中的Thepredicted global population growth对应原文中的projection for global population；produce more foodwith finite resources对应原文中的produce morefood in a world of finite resources，故答案为A)。

51．A further expansion of farming area will adverselyimpact on the world’S natural ecosystems． 译文：再继续扩大耕作面积的话就会对全球生态系统产生影响。

定位：由题干关键词further expansion，farmingarea和ecosystems定位到原文划线处。 J)。详解：J)段提到，在不影响全球生态系统的情况下增加耕地面积已经不太可能了。题干中的further expansion of farming area对应原文中的further increase in farming area，故答案为J)。

52．Perfectly eatable fruit and vegetable crops often failto reach supermarkets due to their size or physicalappearance．

译文：由于个头大小和外观的原因，许多完全可 食用的水果和蔬菜都未能进入超市。

定位：由题干关键词Perfectly eatable fruit andvegetable crops和size or physical appearance定位到原文划线处。

G)。详解：G)段提到，为了满足消费者的期望，大型超市经常会整批地拒绝一些在农场里完全可食用的水果和蔬菜，只是因为它们的物理特征没能达到市场标准，比如个头大小和外观。题干中的fail toreach supermarkets对应原文中的supermarkets„reject entire crops，故答案为G)。

53．Poor practices in harvestin9， storage andtransportation have resulted in a waste of much ofthe food we produce and thus a waste of land andreSourceS．

译文：在收割、存储和运输过程中一些欠妥当的做法导致我们已生产出的食物被浪费掉，从而也就浪费了我们的土地和其他资源。

定位：由题干关键词Poor practices inharvesting，storage and transportation定位到原文划线处。 B)。详解：B)段提到，由于在收割、存储和运输过程中的做法欠妥当，加之市场和消费者的浪费，有30％～50％的食物未能被人类吃掉。题干中的wasteof much of the food对应原文中的never reaches ahuman stomach：a waste of land and resources对应

原文中的land，enengy，fertilizers and water„alsobeen lost，故答案为B)。

．Food waste in less-developed cotmtries happensmainly at the producers’end． 译文：在一些欠发达的国家，对食物的浪费往往发生在生产者这一端。 定位：由题干关键词at the producers’end定位到原文划线处。

E)。详解：E)段提到，在一些欠发达国家，比如撒哈拉以南的非洲国家和东南亚国家，浪费会出现在“农民一生产者”这两端的供应链上。题干中的atthe producers’end对应原文中的at the farmer-producer

end of the supply chaill，故答案为E)。

55．Beef consumes far more water to produce thanvegetables． 译文：生产牛肉比种植蔬菜更耗水。

定位：由题干关键词Beef，more water和vegetables定位到原文划线处。

L)。详解：L)段提到，在随后的食品加工业中，更是需要使用大量的水来满足世界日益增长的需求。这在肉类的生产过程中尤为显著一生产牛肉的用水量是种植蔬菜用水量的50倍。题干中的Beef consumesfar more water对应原文中的beef uses about 50 timesmore water than vegetables，故答案为L)。 Section C

Passage One 全文翻译

试题详解

56．C)。定位：由题干中的call和paradox定位到文章首段。

详解：事实细节题。文章开篇第一句指出学习新信息时你越努力，即使失败了，日后也越有可能回忆并应用这些知识，由此可见，失败通常会孕育成功，C)中的more often than not意为“通常，多半”，故答案为c)。

点晴：A)“痛苦并不一定使人获得收益”、B)“所学的知识很少能够运用到生活当中”以及D)“教得越多，学会 得越少”都是对定位句的误解，可以排除。 ．

57．C)。定位：由题干中的Kapur和teachin9定位到文章第二段第二句。

详解：推理判断题。定位句指出，卡普尔指出很多老师在向学生讲述新知识时，最开始都会给予学生大量的提示和指导，直到学生能完成。虽然这种模式从直观上看是有道理的，但这并不是促进学习最好的方式。由此可推知，卡普尔不赞成给予学生详细的指导，故答案为C)。

点晴：A)“让学生自己找到解决问题的方法”，该选项内容是卡普尔所赞成的，可以排除；B)“开发学生运用所学内容的能力”文中并未提到，可以排除；D)“放手让学生自己去解决问题”是对定位句的过度推断，可以排除。

58．B)。定位：根据题干中的strong“scaffolding”定位到文章第三段前两句和第二段第二句。 详解：推理判断题。第三段前两句指出，老师对第一组学生提供了强有力的“支架式教学”(教学支持)和反馈。这些学生在老师的帮助下都能够找到问题的答案。同时根据第二段第二句可知，卡普尔指出，很多老师向学生讲述新知识时，最开始都会给予学生大量的提示和指导，直到学生能自己去完成。这种模式从直观f二看是有道理的„„。由此可见，第二段第二句提到的这种教学方法即为“支架式教学”，大多数人认为这是一种合理的教学方式，选项中的sensible和原文第二段第二句make„sense为同义转述，故答案为B)。

点晴：A)“可使教学变得简单”、C)“可激励普通学生”以及D)“会提高学生的自信”文中均未提到，可以排除。

59．D)。定位：由题干中的problem和Kapur定位到文章第五段第五句。

详解：事实细节题。定位句指出：首先，选择那些“既有挑战性，又不会令人沮丧”的问题让学习者去攻克。由此可见，卡普尔认为应选择那些足够难，但仍在学生能力范围内的问题，故答案为D)。

点晴：A)“可以鼓励合作学习的问题”、B)“足够简单、不会令学生沮丧的问题”以及c)“普通学生可以轻松解答的问题”均是对定位句的误解，可以排除。

60．A)。定位：由题干中的this tough—love teaching style定位到文章最五段最后一句。

详解：推理判断题。定位句指出，对于那些这种既严厉又充满爱的教学方式的学生，对他们说：“你以后会感谢我的。”由此可见，从长远来看，学生会感激这种即严厉又充满爱的教学方式，故答案为A)。

点晴：B)“教师们将会遇到很多阻力”是对定位句的误解，可以排除；C)“家长们认为这种教学方法对他们的孩子而言太苛刻了”，文中并未提及家长对这种教学方法的态度，可以排除；D)“可能不会产生好的结果”是对定位句的误解，可以排除。 Passage Two ． 全文翻译

试题详解

61．B)。定位：由题干中的Vernon Bowman定位到文章首段前两句。

详解：推理判断题。文章开篇指出鲍曼因种植了作为牛饲料出售的大豆，遭到孟山都公司的起诉。该公司坚持认为拥有鲍曼使用的转基因种子的专利。本文主要讨论大豆的专利问题，根据正确答案应与主旨一致的原则可知，鲍曼被起诉的原因是他没有付专利费就种植了大豆，故答案为B)。

点晴：A)“他用转基因的种子喂牛”，该段第二句中指出鲍曼种植了作为牛饲料出售的大豆，而非他因用转基 因的种子喂牛而受到指控，可以排除；C)“他利用孟山都的商业机密谋利”，文中并未提及商业机密，可以排除；D)“他通过非法手段获得了孟山都的专利种子”，文中并未提及鲍曼获得大豆种子的渠道，故D)与原文意思不符，可以排除。

62．c)。定位：由题干中的Monsanto’s critics定位到文章第二段第四句。

详解：推理判断题。定位句指出，孟山都公司的批评者抨击该公司“与小农户进行无情的法律斗争”，他们希望这个案件可以将其打回原形。他们还希望的裁决可以严格控制专利法，目前专利法越来越多地被用来将对新的生命形态私有化。由此可见，他们希望最高控制孟山都不断扩张的专利权范围，故答案为C)。

点晴：A)“允许小农场主种植转基因大豆”，该段并未提及该内容，可以排除；B)“惩罚盂山都公司侵害小农场主的利益”，该段并未提及要惩罚盂山都公司，可以排除；D)“废除与转基因种子相关的专利法律”，该段最后一句提到他们还希望的裁决可以严格控制专利法，而非要废除专利法，可以排除。 63．A)。定位：根据题干中的Monsanto and its supporters定位到文章第三段第一、三句。

详解：事实细节题。该段第三句指出，孟山都公司及其支持者认为如果像鲍曼这样的农民都能够无需支付指定的费用就使用这些种子，那么像孟山都这样的公司将失去创新的动力。由此可知，孟山都公司及其支持者认为应该保护专利权，以此来激励创新，故答案为A)。

点晴：B)“未经孟山都公司许可鲍曼不可种植种子”，文中没有提及相关信息，可以排除；C)“孟山都公司有权收吲其专利种子的成本”，该段第二句提到像孟山都这样的公司花费巨额资金才研发出一种新的有价值的转基因种子．必须要保护自己的财产权益，而非有权收回其专利种子的成本，可以排除；D)“有关转基因种子的专利法不应受到质疑”文中没有提及，可以排除。

．D)。定位：由题干中的issue和Bowman?vs．Monsanto case定位到文章第五段第一句。

详解：事实细节题。定位句指出，该案件的核心问题是对某生物的专利权是否可以沿用到其后代上，故答案为D)。

点晴：A)“种子专利是否对农业生产有害”、B)“生物技术行业是否优先于农业”以及C)“是否应采取措施保护小农场主”在文章中均未提及，可以排除。 65．D)。定位：由题干可定位到文章最后一段第一句。

详解：推理判断题。该段第一句指出，如果这是在好莱坞电影里，勇敢的印第安纳州老农一定会在影片演员名单出现前，就把这个唯利是图的公司了。由此可知，如果这场官司是在好莱坞电影中，判决一定对鲍曼有利，故答案为D)。

E曩秘A)“好莱坞电影会对现实生活中的讨论产生意想不到的巨大影响”文中并未提及，可以排除；B)“最高将试图改变其支持大公司的名声”，该段第二句指出最高向来倾向于袒护大企业的利益，但并未提及最高要改变这个名声，可以排除；C)最高有可能会劝说协议双方和解”文中并未提及，可以排除。

Part IV Translation 参考译文：

The world-famous Silk Road is a series of routes that connect the East and the West. The Silk Road extendsmore than 6,000 kilometers and gets its name from ancient China's silk trade. The trade on the Silk Road has playeda very important role in the development of civilisations in China, South Asia, Europe and the Middle East. It wasthrough the Silk Road that the four great inventions of acient China--papermaking, gunpowder, compass andprinting--had been introduced to other parts of the world. Similarly, China's silk, tea and porcelain had also beenspread all over the world through it. The exchange of material culture is bilateral. Europe, in return, had exportedvarious commodities and plants through the Silk Road, meeting the needs of Chinese market. 难点注释

1．第一句中“丝绸之路”译为the Silk Road，属于固定译法。 2．第二句中的“延伸”可用extend或者是stretch来表达。

3．第三句中的“发挥„„重要作用”可套用短语play averyimportant rolein„来表达。 4．第四句需要用强调句式，即It was„that„，突出要说明的部分；“四大发明”可译为the four great inventions ofancient China；“造纸、火药、指南针和印刷术”可译为papermaking，gunpowder，compass and printhng。

5．最后一句中，“商品”可译为commodity；“满足„„需要”可译为meet the needs of„。