第二部分：高等学校对应于中学英语学科教学内容
说明：本部分测试考生对高等学校对应于中学英语学科教学内容的掌握情况，本部分共17小题，共30分，分为四节。第一节：单项选择填空；第二节：翻译题；第三节：阅读理解；第四节：写作。
第一节：单项选择 从每题所给的A、B、C、D四个选项中，选出最佳选项（共5小题；每小题1分，满分5分）。
22. As one of the best-known American authors of 20th century, Ernest Hemingway wrote all the following novels EXCEPT______.
A. For Whom the Bell Tolls B. The Green Hills of Africa
C. The Sound and the Fury D. The Old Man and the Sea
23. The period ranging from 1865 to 1914 has been referred to as ________ in the literary history
of the United States.
A. the Age of Enlightenment B. the Age of Romanticism
C. New England Transcendentalism D. the Age of Realism
24. The utterance “We are already working 25 hours a day, eight days a week.”
A. quality B. manner C. relation D. quantity
25. The semantic components of the word “gentleman” can be written as .
A. +ANIMATE, +MALE, +HUMAN, –ADULT B. +ANIMATE, +MALE, +HUMAN, +ADULT C. +ANIMATE, –MALE, +HUMAN, –ADULT D. +ANIMATE, –MALE, +HUMAN, +ADULT
26． As a salesman, he works on a (an) basis, taking 10% of everything he sells.
A. salary B. pension C. commission D. income
第二节：翻译题 把下面短文翻译成中文（1小题；满分5分）。
32．
A police officer in a small town stopped a motorist who was speeding down Main Street. “But officer,” the man said, “I can explain.” “Just be quiet!'” snapped the officer. “Or I'm going to let you cool off in jail until the chief gets back.” ''But officer, I just wanted to say...” “And I said KEEP QUIET! Now you're going to jail!” A few hours later, the officer checked up on his prisoner and said, “Lucky for you the chief is at his daughter's wedding. He'll be in a great mood when he gets here.” “Don't count on it,” said the prisoner. “I'm the groom；he is my father-in-law.”
第三节：阅读理解 阅读下面的短文，从每题所给的四个选项A、B、C和D中，选出最佳选项（共10小题；每小题1分，满分10分）。
（一）
In recent years, we have all watched the increasing commercialization of the campus. The numerous adverting posters and the golden arches of fast food outlets may be an insult to our aesthetic sensibilities, but they are, arguably, no worse than ugly. Some of the other new features of commercialized campus life do, however, constitute a serious threat to things we rightly respect. “privatization” and the “business model” are the potential menace.
What do these notions mean? To me, they involve and increased dependence on industry and charitable actions for operating the university; an increased amount of our resources being directed to applied or so-called practical subjects, both in teaching and in research; a proprietary treatment of research results, with the commercial interest in secrecy overriding the public interest in free, shared knowledge; and an attempt to run the university more like a business that treats industry and students as clients and ourselves as service providers with “customers” and, as the old saying goes, “the customer is always right”.
Privatization is particularly frightening from the point of view of public well-being. A researcher employed by a university-affiliated hospital in Canada, working under contract with a medicine-making company, made public her findings that a particular drug was harmful. This violated the terms of her contract, and so she was fired. Her dismissal caused a scandal, and she was subsequently restored to her previous position. The university and hospital in question are now working out something similar to tenure for hospital-based researchers and guidelines for contracts, so that more public exposure of privately funded research will become possible. This is a rare victory and a small step in the right direction, but the general trend is the other way. Thanks to profit-driven private funding, researchers are not only forced to keep valuable information secret, they are often contractually obliged to keep discovered dangers to public health under wraps, too. Of course, we must not be too naïve about this. Governments can unwisely insist on secrecy, too, as did the British Ministry of Agriculture, Fisheries, and Food in the work they funded in connection with the bovine spongiform encephalopathy epidemic. This prevented others from reviewing the relevant data and pointing out that problems were more serious than government was letting on.
27. From the first paragraph we can learn that the campus life has become .
A. more convenient B. somewhat harmful
C. rather ugly D. no more aesthetic than before
28. “Privatization” and the “business model” in this passage most probably mean .
A. potential menace to life B. new trend on campus
C. dependence on industry and charities D. new features of campus life
29. The author believes that we should pay .
A. due attention to the public interest in free, shared knowledge
B. little attention to applied subjects
C. considerable attention to the commercial interest in the secrecy of research results
D. more attention to the immediate needs and demands of our customers
30. The researcher mentioned in the third paragraph was fired because .
A. she worked for the rival of the company
B. she failed to keep her research results secret
C. she was committed to a contract with a company
D. she was obliged to keep her discoveries secret
31. It is implied in the passage that .
A. the general public is too naïve to accept the “privatization”
B. the notion that “the customer is always right” is out of date
C. it is a general trend that there will be more public disclosure of privately funded research
D. the bovine spongiform encephalopathy epidemic in Britain was more serious than what was disclosed
（二）
Justice in society must include both a fair trail to the accused and the selection of an appropriate punishment for those proven guilty. Because justice is regarded as one form of equality, we find in its earlier expressions the idea of a punishment equal to the crime. Recorded in the Bible is the expression “an eye for an eye, and a tooth for a tooth. That is, the individual who has done wrong has committed an offense against society. To make repayment for this offense, society must get equally balanced, which can be done only by imposing an equal injury upon him. This conception of deserved-punishment justice is reflected in many parts of the legal codes and procedures of modern times, which is illustrated when we demand the death penalty for a person who has committed murder. This philosophy of punishment was supported by the German idealist Hegel, who believed that society owed it to the criminal to put into operation a punishment equal to the crime he had committed. The criminal had by his own actions denied his true self and it is necessary to do something that will eliminate this denial and restore the self that has been denied. To the murderer nothing less than giving up his life will pay his debt. The demand for the death penalty is a right the state owes the criminal and it should deny him what he deserves.
Modern jurists have tried to replace deserved-punishment justi