2018年的專八英語(yǔ)閱讀
2018年的專八備考已經(jīng)開(kāi)始，下面，小編為大家整理了一些2018年的專八英語(yǔ)閱讀，共各位考生備考所用。
2018年的專八英語(yǔ)閱讀一
Exploration of the Titanic
After resting on the ocean floor, split asunder and rusting, for nearly three-quarters of a century, a great ship seemed to cone alive again. The saga of the White Star liner Titanic, which struck an iceberg and sank on its maiden voyage in 1912, carrying more than 1,500 passengers to their death, has been celebrated in print and on film, in poetry and song. But last week what had been legendary suddenly became real. As they viewed videotapes and photographs of the sunken leviathan, millions of people around the world could sense her mass, her eerie quiet and the ruined splendor of a lost age.
Watching on television, they vicariously joined the undersea craft Alvin and Jason Jr. (J.J.) as they toured the wreckage of the luxury liner, wandering across the decks past corroded bollards, peering into the officer’s quarters and through rust-curtained portholes. Views of the railings where doomed passengers and crewmembers stood evoked images of the moonless night 74years ago when the great ship slipped beneath the waves.
The two-minute videotape and nine photographs, all in color and shot 12,500ft.under the North Atlantic, were a tiny sample of 60 hours of video and 60,000 stills garnered during the twelve-day exploration. They are released at a Washington press conference conducted by Marine Geologist Robert Ballard, 44, who led the teams from the Wood Hole Oceanographic Institution that found the Titanic last September and revisited it this July.
Recounting the highlights of what has already become the most celebrated feat of underwater exploration, Ballard revealed some startling new information. His deep-diving craft failed to find the 300-ft. gash that, according to legend, was torn in the Titanic’s hull when the ship plowed into the iceberg. Instead, he suggested, the collision had buckled the ship’s plates, allowing water to pour in. He also brought back evidence that the ship broke apart not when she hit bottom, as he had thought when viewing the first Titanic images last September, but as she sank: the stern, which settled on the bottom almost 1,800ft. from the bow, had swiveled 180 on its way down.
1. What is the best title for this passage?
[A] New Information about the Sunken Ship.
[B] Exploration of the Titanic.
[C] To watch the Videotape.
[D] To explore the Titanic with High Tech.
2. How did the viewers feel when watching the videotape?
[A] They felt rather sad, and felt they themselves took part in the exploration.
[B] They felt keenly for it.
[C] They felt rather bad about it.
[D] They felt out of spirits.
3. When did the great ship sink?
[A] In 1912.
[B] She sank in its maiden voyage in 1912.
[C] She sank in its second voyage in 1912.
[D] She sank in its first voyage in 1912.
4. What did Robert reveal at a press conference?
[A] He revealed some startling information.
[B] He said nothing.
[C] He complained the exploration was very hard.
[D] He revealed the success of their work.
答案詳解：
1.D. 用高技術(shù)探測(cè)泰坦尼克號(hào)。第一段最后一句“當(dāng)世界上千百萬(wàn)人觀看這艘沉沒(méi)巨輪的錄像帶說(shuō)，他們都會(huì)覺(jué)察到她的巨大的船體，她周圍可怕的沉寂和歲月流失那種凄慘的景象。”這里已說(shuō)明是探測(cè)的錄像片。第三段“這兩分鐘彩色錄像帶和九張照片是在被大西洋12500英尺深處拍攝的，它們只是十二天探測(cè)期間拍攝的`60小時(shí)錄像帶和60000靜物照中的一小部分。這些錄像帶和照片是44對(duì)的海洋地質(zhì)學(xué)家羅伯特巴拉德領(lǐng)導(dǎo)的伍德霍爾海洋研究所科學(xué)探險(xiǎn)隊(duì)，于去年九月發(fā)現(xiàn)了泰坦尼克號(hào)并于今年七月重訪了它。”第二段中點(diǎn)明用“深水工作船和機(jī)器人小賈森……”高科技。
A. 有關(guān)沉船的新消息。這只是羅伯特在記者招待會(huì)上宣布的一條消息。作為標(biāo)題不合適。 B. 探測(cè)泰坦尼克號(hào)，接近標(biāo)題，但沒(méi)有D確切。 C. 看錄像帶。
2.A. 他們黯然神傷，有身臨其境在探測(cè)之感。見(jiàn)第1題中第一段最后一句注譯和難句譯注2。
B. 他們很同情這艘船; C. 他們感到不愉快。 D. 他們感到很消沉。這三段文內(nèi)都沒(méi)有提到。
3.B. 她于1912年首航中沉沒(méi)。見(jiàn)難句譯注1。
A. 1913。 C. 1912。第二次航行。 D. 1913年首航。這三項(xiàng)都不對(duì)。
4.A. 他宣布一個(gè)驚人的消息。見(jiàn)最后一段第二句起：“他的探潛工作船沒(méi)找到泰坦尼克號(hào)船上那三百英尺長(zhǎng)裂縫，據(jù)說(shuō)這裂縫是巨輪撞冰山時(shí)在船體上留下的。相反，巴拉德認(rèn)為與冰山相撞造成船體彎曲變形，使海水大量涌入船內(nèi)”后面譯文見(jiàn)難句譯注4。
B. 他沒(méi)有說(shuō)什么。C. 他抱怨探測(cè)工作非常艱難。D. 他宣布探測(cè)成功。這三項(xiàng)文內(nèi)沒(méi)有涉及。
2018年的專八英語(yǔ)閱讀二
Equality of Opportunity
These days we hear a lot of nonsense about the ‘great classless society’. The idea that the twentieth century is the age of the common man has become one of the great clichés of our time. The same old arguments are put forward in evidence. Here are some of them: monarchy as a system of government has been completely discredited. The monarchies that survive have been deprived of all political power. Inherited wealth has been savagely reduced by taxation and, in time, the great fortunes will disappear altogether. In a number of countries the victory has been complete. The people rule; the great millennium has become a political reality. But has it? Close examination doesn’t bear out the claim.
It is a fallacy to suppose that all men are equal and that society will be leveled out if you provide everybody with the same educational opportunities. (It is debatable whether you can ever provide everyone with the same educational opportunities, but that is another question.) The fact is that nature dispenses brains and ability with a total disregard for the principle of equality. The old rules of the jungle, ‘survival of the fittest’, and ‘might is right’ are still with us. The spread of education has destroyed the old class system and created a new one. Rewards are based on merit. For ‘aristocracy’ read ‘meritocracy’; in other respects, society remains unaltered: the class system is rigidly maintained.
Genuine ability, animal cunning, skill, the knack of seizing opportunities, all bring material rewards. And what is the first thing people do when they become rich? They use their wealth to secure the best possible opportunities for their children, to give them ‘a good start in life’. For all the lip service we pay to the idea of equality, we do not consider this wrong in the western world. Private schools which offer unfair advantages over state schools are not banned because one of the principles in a democracy is that people should be free to choose how they will educate their children. In this way, the new meritocracy can perpetuate itself to a certain extent: an able child from a wealthy home can succeed far more rapidly than his poorer counterpart. Wealth is also used indiscriminately to further political ends. It would be almost impossible to become the leader of a democracy without massive financial backing. Money is as powerful a weapon as ever it was.
In societies wholly dedicated to the principle of social equality, privileged private education is forbidden. But even here people are rewarded according to their abilities. In fact, so great is the need for skilled workers that the least able may be neglected. Bright children are carefully and expensively trained to become future rulers. In the end, all political ideologies boil down to the same thing: class divisions persist whether you are ruled by a feudal king or an educated peasant.
1. What is the main idea of this passage?
[A] Equality of opportunity in the twentieth century has not destroyed the class system.
[B] Equality means money.
[C] There is no such society as classless society.
[D] Nature can’t give you a classless society.
2. According to the author, the same educational opportunities can’t get rid of inequality because
[A] the principle ‘survival of the fittest’ exists.
[B] Nature ignores equality in dispensing brains and ability.
[C] Material rewards are for genuine ability.
[D] People have the freedom how to educate their children.
3. Who can obtain more rapid success
[A] those with wealth.
[B] Those with the best brains.
[C] Those with the best opportunities.
[D] Those who have the ability to catch at opportunities.
4. Why does the author say the new meritocracy can perpetuate itself to a certain extent? Because
[A] money decides everything.
[B] Private schools offer advantages over state schools.
[C] People are free to choose the way of educating their children.
[D] Wealth is used for political ends.
5. According to the author, ‘class divisions’ refers to
[A] the rich and the poor.
[B] Different opportunities for people.
[C] Oppressor and the oppressed.
[D] Genius and stupidity.
答案詳解：
1. A 二十世紀(jì)平等的機(jī)遇并沒(méi)有摧毀階級(jí)。文章一開(kāi)始就對(duì)無(wú)階級(jí)社會(huì)的論點(diǎn)進(jìn)行了反駁：有人認(rèn)為君主整體已完全摧毀，幸存下來(lái)的王公貴族已經(jīng)被剝奪了一切政治權(quán)力，繼承的財(cái)產(chǎn)為稅收大幅度的削減，到時(shí)候，巨大的財(cái)富將消失殆盡，在許多國(guó)家中，已全面勝利，人民進(jìn)行統(tǒng)治，偉大的太平盛世已成為政治顯示。作者認(rèn)為：深入檢查證實(shí)這一斷言不實(shí)。第二段提出了即使人人都獲同樣的受教育的機(jī)會(huì)，可人的天然智慧和能力與平等原則無(wú)關(guān)，適者生存，強(qiáng)權(quán)即公理依然存在。教育的普及摧毀了老的階級(jí)體制，卻創(chuàng)造新的，報(bào)酬是機(jī)遇才干成就。貴族統(tǒng)治就是英才統(tǒng)治，可在其他方面，社會(huì)依然，階級(jí)確實(shí)存在。后面兩段集中論述了金錢的作用。
B.金錢意味著平等是錯(cuò)誤的。C.不存在無(wú)階級(jí)社會(huì)。內(nèi)容是對(duì)的，但不是本文的主題思想。D.自然界不會(huì)賦予你一個(gè)無(wú)階級(jí)社會(huì)。
2. B 自然界在分賦人智慧和能力是不會(huì)顧及平等。
A.適者生存的原則存在。根據(jù)這一原則無(wú)智慧和能力者難以生存于社會(huì)。C.物質(zhì)報(bào)償是根據(jù)人的真正能力。D.人們有自由選擇如何教育自己的孩子。這三項(xiàng)都基于一點(diǎn)――人的智慧和能力。有智慧能力才能生存，才能獲報(bào)償，這已經(jīng)是不平等，即使獲同樣的受教育的機(jī)會(huì)，也不可能鏟除不平等。
3. A 有錢的人。第三段一開(kāi)始就點(diǎn)明：真正的能力、動(dòng)物般機(jī)敏狡猾、技能、善抓機(jī)會(huì)的訣竅，這一切都帶來(lái)物質(zhì)報(bào)償。有了錢的人首要作的事情就是給孩子最佳教育機(jī)會(huì)，而私人學(xué)校教育優(yōu)于公立學(xué)校，人們又有自由選擇如何教育自己的孩子。在這個(gè)意義上，英才教育在某種程度上是永存的。一個(gè)來(lái)自富有家庭的有能力的孩子要比其對(duì)立面獲得成功要快得多得多。
B.具有很高智慧的.人，若沒(méi)有錢是難以成功的。第三段的最后一句話也點(diǎn)明這一點(diǎn)，金錢同從前一樣是強(qiáng)有力的武器。文章最后一段即使在完全遵循社會(huì)平等原則的社會(huì)里，禁止特權(quán)的私人教育，人們也是按能力獲報(bào)酬。小心翼翼而又耗費(fèi)巨大地把聰明的孩子培養(yǎng)成未來(lái)的統(tǒng)治者。C.具有最佳機(jī)遇的人。D.是B和C的結(jié)合。
4. A金錢決定一切。新的英才教育在一定程度上永存。沒(méi)有錢，上不起私立學(xué)校，談不上機(jī)會(huì)，更不用說(shuō)英才教育。有了錢才能為孩子創(chuàng)造機(jī)會(huì)。
B.私立學(xué)校提供的優(yōu)越性高于公立學(xué)校。C.人們有自由選擇教育孩子的方式方法。D.財(cái)富用于政治目的。第三段最后三句話：“財(cái)富也可以不加區(qū)別地用于更遠(yuǎn)的政治目的。沒(méi)有強(qiáng)大的財(cái)政作后盾，成為民主國(guó)家的元首幾乎是不可能。金錢和過(guò)去一樣是強(qiáng)有力的武器，這也說(shuō)明了金錢的力量，決定一切。”
5. A 富人和窮人。縱然作者提及，同樣的教育機(jī)會(huì)也不可能鏟除不平等，因?yàn)樯咸熨x予人之智慧是不可能考慮平等原則，可是作者也提到適者生存、強(qiáng)權(quán)即公理。貴族政治可讀成英才教育。這已說(shuō)明英才指的是貴族的英才。第四段進(jìn)一步指出有錢的人首先要做的就是給子女一個(gè)良好的教育機(jī)會(huì)。而私立學(xué)校的教育質(zhì)量?jī)?yōu)于公立學(xué)校。有錢人家的有能力的孩子成功機(jī)遇就高。財(cái)產(chǎn)還可用于政治目的，要成為民主國(guó)家的領(lǐng)袖就得有雄厚的財(cái)力支持。錢財(cái)和過(guò)去一樣強(qiáng)有力。即使在以社會(huì)平等為原則的社會(huì)中，私立學(xué)校被禁，酬勞還是以人的能力為準(zhǔn)，大量需要有技能的工作人員，而差勁的人沒(méi)有人關(guān)注。天才的孩子予以仔細(xì)而又及其昂貴的培養(yǎng)以成為未來(lái)的統(tǒng)治者。
總之，政治意識(shí)歸結(jié)為同一個(gè)東西――階級(jí)劃分存在，不論你是為封建帝王統(tǒng)治，還是為受過(guò)教育的農(nóng)民統(tǒng)治，從這里看，作者的class division指的是A項(xiàng)。
B.人們不同的機(jī)遇。C.壓迫者和被壓迫者。D.天才和笨蛋。
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