(NEW)西南科技大学外国语学院211翻译硕士英语[专业硕士]历年考研真题及详解

目　录
2011年西南科技大学211翻译硕士英语考研真题（A卷）及详解
2011年西南科技大学211翻译硕士英语考研真题（B卷）及详解
2012年西南科技大学211翻译硕士英语考研真题（A卷）及详解
2012年西南科技大学211翻译硕士英语考研真题（B卷）及详解
2013年西南科技大学211翻译硕士英语考研真题（B卷）及详解
2014年西南科技大学211翻译硕士英语考研真题（A卷）及详解
2014年西南科技大学211翻译硕士英语考研真题（B卷）及详解
2015年西南科技大学211翻译硕士英语考研真题（A卷）及详解
2016年西南科技大学211翻译硕士英语考研真题（B卷）及详解
2011年西南科技大学211翻译硕士英语考研真题（A卷）及详解
I. VOCABULARY AND GRAMMAR (30’)
Multiple Choices
Directions: Beneath each sentence there are four words or phrases marked A, B, C and D. Choose the answer that best completes the sentence. Mark your answers on your answer sheet.
1．The new colleague _____ to have worked in several big corporations before he joined our company.
A. confesses
B. declares
C. claims
D. confirms
【答案】C
【解析】句意：新来的同事宣称自己之前在好几个大公司工作过。

本题考查的是词义辨析，claim要求；声称；需要，声称的意思符合题意，故为正确答案。

confess承认；坦白。

declare宣布，声明。

confirm确认；确定。

2．During the reading lesson, the teacher asked students to read a few _____ from the novel.
A. pieces
B. essays
C. fragments
D. extracts
【答案】D
【解析】句意：阅读课上，老师让同学们读一下几篇从小说中摘下来的材料。

本题考查的是词语辨析。

extract表示源自书本中的“摘录”、“选段”、“引文”等，符合题意，故为正确答案。

piece表示“作品”时一般指完整的作品，可以是诗歌、乐曲等，但一般不是小说(除了用于masterpiece中)。

essay一般指文章、论文等。

fragment表示“片断”，可指文艺作品中的残存部分。

3．The teacher _____ expects his students to pass the university entrance examination.
A. confidentially
B. proudly
C. assuredly
D. confidently
【答案】D
【解析】句意：老师满怀信心地期待着学生们通过高考。

本题考查的是词义辨析，confidently“自信地，有信心地”，符合题意，故为正确答案。

confidentially“机密地，秘密地”。

proudly“骄傲地，自豪地”。

assuredly“确实地，确信地”。

4．The head of the Museum was _____ and let us actually examine the ancient manuscript.
A. promising
B. agreeing
C. pleasing
D. obliging
【答案】D
【解析】句意：这个博物馆的馆主是非常亲切的，允许我们现场查看古代手稿.本题考查的是词义辨析，obliging乐于助人的；有礼貌的；体贴的，符合题意，故为正确答案。

promising有希望的，有前途的。

agreeing同意。

pleasing令人愉快的；讨人喜欢的。

5．The multinational corporation was making a take-over _____ for a property company.
A. application
B. bid
C. solution
D. suggestion
【答案】B
【解析】句意：这家跨国公司正在为接管一家房地产公司而竞标。

本题考查的是词义辨析bid指在竞标、拍卖、竞选等中的“努力；企图；投标；申办”等，符合题意，故为正确答案。

application表示“(向组织、单位)申请；请求”。

solution解决方案；溶液；溶解。

suggestion表示“建议”。

6．The party’s reduced vote was _____ of lack of support for its policies.
A. indicative
B. positive
C. revealing
D. evident
【答案】A
【解析】句意：该党收到的选票数量减少，这显示了其政策并不受欢迎。

本题考查的是词义辨析，indicative象征的；指示的；表示……的。

is indicative of…表明；说明……符合题意，故为正确答案。

positive积极
的；正的。

revealing透露真情的；有启迪作用的。

evident明显的；明白的。

7．There has been a _____ lack of communication between the union and the management.
A. regretful
B. regrettable
C. regretting
D. regretted
【答案】B
【解析】句意：令人遗憾的是，管理层与工会之间缺少足够的沟通。

本题考查的是词义辨析形近词辨析，regrettable令人遗憾的；可惜的，符合题意，故为正确答案。

regretful后悔的，遗憾的。

regretting是regret的现在分词形式。

regretted是regret的过去分词形式。

8．The police have offered a large _____ for information leading to the robber’s arrest.
A. award
B. compensation
C. prize
D. reward
【答案】D
【解析】句意：警察悬赏一大笔奖金求有关抢劫者的消息。

本题考查的是词义辨析，reward报酬；报答，符合题意，故为正确答案。

award奖品；判决。

compensation补偿；报酬。

prize奖赏；战利品。

9．The popularity of the film shows that the reviewers’ fears were
completely _____.
A. unjustified
B. unjust
C. misguided
D. unaccepted
【答案】A
【解析】句意：电影大受欢迎，这表明影评家的恐惧是毫无道理的。

本题考查的是词义辨析，unjustified不正当的；未被证明其正确的，符合题意，故为正确答案。

unjust不公平的，不公正的。

misguided被误导的。

unaccepted未被接纳的；被拒绝的。

10．We have been hearing _____ accounts of your work.
A. favored
B. favorable
C. favorite
D. favoring
【答案】B
【解析】句意：我们听到有人夸赞你的工作。

本题考查的是词义辨析，favorable有利的；良好的，符合题意，故为正确答案。

favored有利的；受到优待的。

favorite最喜爱的；中意的。

favoring顺利的；有帮助的。

11．If the temperature of the reactor _____ 500 degrees higher, meltdown would have occurred.
A. was
B. had been
C. was being
D. had
【答案】B
【解析】句意：如果反应堆的温度再高500度的话，物质就可能会融化。

本题考查的是虚拟语气，由主句would have occurred可知，该题考查的是与过去相反的虚拟语气，从句用had done。

12．The more acid you add to the solution, _____ it becomes.
A. cloudier
B. the cloudier
C. more cloudy
D. the cloudier
【答案】D
【解析】句意：你往溶液中加的酸越多，它就越浑浊。

本题考查的是越……就越……的用法，the more…the more…。

13．The lecturer said “It’s time you _____ the literature review.”
A. began
B. had begun
C. begin
D. are beginning
【答案】A
【解析】句意：老师说“你们该开始写文献综述了。

”本题考查的是虚拟语气的用法，It is time that...从句中的谓语动词有两种形式，或者用动词
的过去式(be用were)；或者用should + 动词原形（should不能省略)。

此句型为虚拟语气句型，表示“现在某人该做某事了”。

14．After _____ your results, you should make an appointment with your tutor.
A. you receiving
B. you have received
C. you would have received
D. you received
【答案】B
【解析】句意：收到结果后，你就应该与你的导师约好时间。

本题考查的是时态。

收到应该是在约时间之前。

故答案为B。

15．You _____ the experiment twice, not once.
A. haven’t carried out
B. shouldn’t have carried out
C. should have carried out
D. might have carried out
【答案】C
【解析】句意：你应该做两次实验，而不是一次。

本题考查的是虚拟语气的用法，should have done…表示与过去事实相反的情形，意思是“本来应该做了某事但实际没有做”。

故答案为C。

16．It looks _____ you’ve made a serious mistake.
A. as
B. if
C. though
D. as though
【答案】D
【解析】句意：你看上去好像犯了一个很严重的错误。

本题考查的是短语的用法，as though好像，与as if意思相同。

符合题意，故为正确答案。

17．_____ the right answer I would have got full marks in the exam.
A. If I would have known
B. If I’ll know
C. Had I known
D. If I was knowing
【答案】C
【解析】句意：如果我知道正确答案，我考试就会得满分了。

本题考查的是虚拟语气的用法，由主句的would have done可知，该题考查的是与过去相反的事实，故从句要用had done，但是从句省略了if，就得把had 提前，故答案为C。

18．_____ way you do it, the answer is always the same.
A. However
B. Whichever
C. Whoever
D. Whyever
【答案】B
【解析】句意：无论你选择哪种方法，答案都是一样的。

本题考查的是词义辨析，whichever任何一个；无论哪个，符合题意，故为正确答案。

however无论如何；不管怎样。

whoever无论谁；任何人。

whyever无论什么原因。

19．I wish I _____ you yesterday.
A. did telephone
B. telephoned
C. had telephoned
D. were to telephone
【答案】C
【解析】句意：我希望我昨儿给你打电话了。

本题考查的是虚拟语气的用法。

由yesterday可知本题考查的是与过去事实相反，故用had done，答案是C。

20．He appears _____ some minor problems.
A. to have had
B. having
C. was having
D. had
【答案】A
【解析】句意：他似乎遇到了些小问题。

本题考查的是appear的用法，appear常和to连用，表示似乎，故A为正确答案。

II. READING COMPREHENSION (40’)
Section 1 Multiple Choices (20’)
Directions: In this section there are reading passages followed by multiple-choice questions. Read the passages and then mark your answers on your answer sheet.
Passage A
The fox really exasperated them both. As soon as they had let the fowls out, in the early summer mornings, they had to take their guns and keep guard; and then again as soon as evening began to mellow, they must go once more. And he was so sly. He slid along in the deep grass; he was difficult as a serpent to see. And he seemed to circumvent the girls deliberately. Once or twice March had caught sight of the white tip of his brush, or the ruddy shadow of him in the deep grass, and she had let fire at him. But he made no account of this.
The trees on the wood edge were a darkish, brownish green in the full light-for it was the end of August. Beyond, the naked, copper like shafts and limbs of the pine trees shone in the air. Nearer the rough grass, with its long, brownish stalks all agleam, was full of light. The fowls were round about—the ducks were still swimming on the pond under the pine trees. March looked at it all, saw it all, and did not see it. She heard Banford speaking to the fowls in the distance—and she did not hear. What was she thinking about? Heaven knows. Her consciousness was, as it were, held back.
She lowered her eyes, and suddenly saw the fox. He was looking up at her. His chin was pressed down, and his eyes were looking up. They met her eyes. And he knew her. She was spellbound—she knew he knew her. So he looked into her eyes, and her soul failed her. He knew her, he has not daunted.
She struggled, confusedly she came to herself, and saw him making off, with slow leaps over some fallen boughs, slow, impudent jumps. Then he glanced over his shoulder, and ran smoothly away. She saw his brush held smooth like a feather, she saw his white buttocks twinkle. And he was gone, softly, soft as the wind.
She put her gun to her shoulder, but even then pursed her mouth, knowing it
was nonsense to pretend to fire. So she began to walk slowly after him, in the direction he had gone, slowly, pertinaciously. She expected to find him. In her heart she was determined to find him. What she would do when she saw him again she did not consider. But she was determined to find him. So she walked abstractedly about on the edge of the wood, with wide, vivid dark eyes, and a faint flush in her cheeks. She did not think. In strange mindlessness she walked hither and thither.
As soon as supper was over, she rose again to go out, without saying why. She took her gun again and went to look for the fox. For he had lifted his eyes upon her, and his knowing look seemed to have entered her brain. She did not so much think of him: she was possessed by him. She saw his dark, shrewd, unabashed eye looking into her, knowing her. She felt him invisibly master her spirit. She knew the way he lowered his chin as he looked up, she knew his muzzle, the golden brown, and the grayish white. And again she saw him glance over his shoulder at her, half inviting, half contemptuous and cunning. So she went, with her great startled eyes glowing, her gun under her arm, along the wood edge. Meanwhile the night fell, and a great moon rose above the pine trees.
21．At the beginning of the story, the fox seems to the all EXCEPT _____.
A. cunning
B. fierce
C. defiant
D. annoying
22．As the story proceeds, March begins to feel under the spell of _____.
A. the light
B. the trees
C. the night
D. the fox
23．Gradually March seems to be in a state of _____.
A. blankness
B. imagination
C. sadness
D. excitement
24．At the end of the story, there seems to be a sense of _____ between March and the fox.
A. detachment
B. anger
C. intimacy
D. conflict
25．The passage creates an overall impression of _____.
A. mystery
B. horror
C. liveliness
D. contempt
【答案与解析】
21．B 短文第一段第一句话“The fox really exasperated them both.”说明狐狸激怒了他们——捕猎女孩，故而狐狸是让人恼火的(annoying)；“And he was so sly”意指狐狸狡猾（cunning）；当March 用枪射他时，狐狸却毫不在意：“But he made no account of this”，而且狐
狸“… seemed to circumvent the girls deliberately”似乎故意包围着捕猎女孩们，这些都暗示狐狸带有挑衅性（defiant）。

从文中不能判断狐狸是凶猛的(fierce)，故选B。

22．D 根据第三段倒数第三句话“She was spellbound—she knew he knew her.”告诉我们：当狐狸的眼睛遇到March的眼睛时，March一下子像
被“符咒镇住”（spellbound）了，她知道狐狸认识她。

23．A 根据第五段倒数后两句话“She did not think. In strange mindlessness she walked hither and hither. ”说明March心神不宁、心不在焉，与blankness相似。

24．C 最后一段告诉我们，March一不心被fox所占领，她很执拗地想找到fox，句子如：“She was possessed by him, she felt him invisibly master her spirit”等告诉我们March和fox似乎很了解对方，这与答案C项intimacy（亲密）相近。

25．A 本文以细腻的笔调将故事娓娓道来，一个活生生的狐狸形象及感情丰富且固执的女猎手跃然纸上，这些都是通过描述猎手的心理活动、狐狸的表情行为及对周围环境的渲染所造成的。

通篇文章充满了一种神秘的气氛。

Passage B
David Landes, author of The Wealth and Poverty of Nations: Why Some Are So Rich and Some So Poor, credits the world’s economic and social progress over the last thousand years to “Western civilization and its dissemination.”The reason, he believes, is that Europeans invented systematic economic growth. First, science developed as an autonomous method of intellectual inquiry that successfully disengaged itself from the social constraints of organized religion and from the political constraints of centralized authority. Though European lacked a political center, its scholars benefited from the use of single vehicle of communication: Latin. This common tongue facilitated an adversarial discourse in which new ideas about the physical world could be tested, demonstrated, and then accepted across the continent and eventually across the world. Second, Landes espouses a generalized form of Max Weber’s thesis that the values of work, initiative, and in vestment made the difference for Europe. Despite his emphasis on science, Landes does not
stress the nation of rationality as such.
In his views, “what counts is work, thrift, honesty, patience, [and] tenacity.”The only route to economic success for individuals or states is working hard, spending less than you earn, and investing the rest in productive capacity. This is his fundamental explanation of the problem posed by his book’s subtitle: “Why Some Are So Rich and Some So Poor.” For historical reasons —an emphasis on private property, an experience of political pluralism, a temperate climate, and an urban style—Europeans have, on balance, followed those practices and therefore have prospered. Third, and perhaps most important, Europeans were learners. They “learned rather greedily,” as Joel Mokyr put it in a review of Lande’s book. Even if Europeans possessed indigenous technologies that gave them an advantage (spectacles, for example), as Landes believes they did, their most vital asset was the ability to assimilate knowledge from around the world and put it to use—as in borrowing the concept of zero and rediscovering Aristotle’s Logic from the Arabs and taking paper and gunpowder from the Chinese via the Muslim world. Lnades argues that a systematic resistance to learning from other cultures had become the greatest handicap of the Chinese by the 18th Century and remains the greatest handicap of Arab countries today.
Although his analysis of European expansion is almost nonexistent, Landes doesn’t argue that Europeans were beneficent bearers of civilization to benighted world. Rather, he relies on his own commonsense law: “When one group is strong enough to push another around and stands to gain by it, it will do so.” In contrast to the new school of world historians, Landes believes that specific cultural values enabled technological advances that in turn made some Europeans strong enough to dominate people in other parts of the world. Europeans therefore proceeded to do so with great viciousness and cruelty. By focusing on their victimization in this process, Landes holds, some postcolonial states have wasted energy that could have been put into productive work and investment. If one could sum up Landes’s advice to these states in one sentence, it might be “Stop whining and get to work.” This is particularly important, indeed hopeful, advice, he would argue, because success is not permanent. Advantages are not fixed, gains from trade are unequal, and different societies react differently to market signals. Therefore, not only is there hope for undeveloped countries, but developed countries
have little cause to be complacent, because the current situation “will press hard” on them.
The thrust of studies like Landes’s is to identify those distinctive features of European civilization that lie behind.
Europe’s rise to power and the creation of modernity more generally. Other historians have placed a greater emphasis on such features as liberty, individualism, and Christianity. In a review essay, the art historian Craig Clunas listed some of the less well-known linkages that have been proposed between Western culture and modernity, including the propensities to think the quantitatively, enjoys pornography, and consumes sugar. All such proposals assume the fundamental aptness of the question: What elements of European civilization led to European success? It is a short leap from this assumption to outright triumphalism. The paradigmatic book of this school is, of course, The End of History and the Last Man, in which Francis Fukuyama argues that after the collapse of the Nazism and communism in the 20th Century, the only remaining model for human organization in the industrial and communications ages is a combination of market economics and limited, pluralist, democratic government.
26．According to Landes, the main reason that some countries are so poor is that _____.
A. they lack work ethic
B. They are scientifically backward
C. They lack rationality
D. They are victimized by colonists
27．Landes believes that _____.
A. Europeans set out to bring civilization to an unfortunate world
B. the Europeans dominated other countries simply because they were strong
C. the desire of Europeans to colonize other countries stemmed from specific
cultural values
D. the colonized countries themselves were to blame for being victimized by Europeans
28．The cultural elements identified by Landes _____ those identified by other historians.
A. subsume
B. contradict
C. glorify
D. complicate
29．“This school” (para.5) refers to people who _____.
A. believe in the absolute superiority of western culture
B. hold drastically different views from Landes
C. are very cautious in linking Western culture and modernity
D. follow in the footsteps of Nazism and communism
30．In discussing Landes’s work, the author’s tone is _____.
A. matter-of-fact
B. skeptical
C. reproachful
D. enthusiastic
【答案与解析】
26．A 根据第2段第二句话“The only route to economic success for
individuals or states is working hard, spending less than you earn, and investing the rest in productive capacity”，Landes 认为不论是一个国家还是个人，获得财富的秘诀就是勤奋工作，花的比赚的少，将剩下的钱投资到回报率高的东西上。

所以，有的国家贫困的原因就是缺乏工作准则，也就是不努力工作。

27．B 根据第三段第三句话“Landes believes that specific cultural values enabled technological advances that in turn made some Europeans strong enough to dominate people in other parts of the world.” Landes认为欧洲文化价值观很独特，因而欧洲的科技很先进，这让欧洲强大起来去征服全世界。

所以欧洲能征服全世界是因为强大。

28．A 根据最后一段第一二句话“Europe’s rise to power and the creation of modernity more generally. Other historians have placed a greater emphasis on such features as liberty, individualism, and Christianity.”Landes的研究是要确定欧洲文明中的哪些普遍性因素使欧洲得以强大,而其他学者所列举的是一些更具体的因素，润自由，个人主义以及基督教。

29．C 根据最后一段最后一句话“The paradigmatic book of this school is, of course, The End of History and the Last Man, in which Francis Fukuyama argues that after the collapse of the Nazism and communism in the 20th Century, the only remaining model for human organization in the industrial and communications ages is a combination of market economics and limited, pluralist, democratic government.”说明该学派的代表有Francis Fukuyama,他认为，在纳粹主义和共产主义消亡后，人类组织模式将是西文的市场经济和有限的，多元的和民主政府的组合。

30．A 根据全文，作者多用 Landes argues, believes, holds 等引述结构，说明作者只是客观地陈述Landes的观点。

Section 2 Answering Questions (20’)
Questions 31~33
In the following article, some paragraphs have been removed. For questions 16-20, choose the most suitable paragraphs from the list A~F to fit into each of the numbered gaps. There is ONE paragraph which does not fit in any of the gaps. Mark your answers on ANSWER SHEET 1.
Grow-ups, as any child will tell you, are monstrous hypocrites, especially when it comes to television. It is to take their minds off their own telly-addiction that adults are so keen to hear and talk about the latest report on the effects of programs on children. Surely all that nonsense they watch must be desensitizing them, making them vicious, shallow, acquisitive, less responsible and generally sloppy about life and death. But no, not a scrap of convincing evidence from the sociologists and experts in the psyches of children.
For many years now parents, teachers and newspaper editors have been disappointed by the various studies, and sociologists are beginning to fail into disrepute for failing to come attuned to the desired results. The latest report,“Popular TV and Schoolchildren”, perhaps more attuned to the authoritarian times in which we live, assumes greater moral leadership and hands out laurels and wooden spoons to TV shows and asserts, as educators should, the importance of having values.
The kids, on the other hand, will not be switching off Kenny Everett now they have been told how sexist and trivial he is. (As if they didn’t know!) Nor, I suspect, will they have become more sexist and trivial themselves from watching him.
The nation has lived with the box for more than 30 years now and has passed from total infatuation—revived temporarily by the advent of color—to the present casual obsession which is not unlike that of the well-adjusted alcoholic. And now the important and pleasant truth is breaking, to the horror of program makers and their detractors alike, that television really does not affect much at all.
This is tough on those diligent professionals who produce excellent work; but since—as everyone agrees—awful programs far outnumber the good, it is a relief to know the former cannot do much harm. Television cannot even make impressionable children less pleasant.
And if TV imparts little bad, there is no reason to think it does much good either. It has failed spectacularly to make our children more callous and violent, and it has failed by way of “Jackanory” or “Blue Peter” to forge a young nation of origami adepts, or dog handlers or builders of lawn mower
out of coat hangers and wire corks.
Television turns out to be no great transformer of minds or society. We are not, en masse(全体地), as it was once predicted we would be, fantastically well-informed about other culture or about the origins of life on earth. People do not remember much from television documentary beyond how good it was. Only those who know something about the subject in the first place retain the information.
Documentaries are not what most people want to watch anyway. Television is at its most popular when it celebrates its own present. Its ideal subjects are those that need not be remembered and can be instantly replaced, where what matters most is happening now and what is going to happen next. Sport, news, panel games, cop shows, long-running soap opera, situation comedies —these occupy us only for as long as they are on.
However good is or bad it is, a night’s viewing is wonderfully forgettable. It’s a little sleep, it’s entertainment; our morals and for that matter, our brutality, remain intact. The box is further neutralized by the sheer quantity people watch. The more of it you see, the less any single bit of it matter. Of course, some programs are infinitely better than other. There are gifted people working in television. But seen from a remoter perspective—say , four hours a night viewing for three months—the quality of individual programs means as much as the quality of each car in the rush-hour traffic. For the heavy viewer, TV has only two meaningful states—on and off. What are the kids doing? Watching TV. No need to talk what, the answer is sufficient. Soon, I’ll go up there and turn it off. Like a light bulb it will go out and the children will do something else.
It appears the nation’s children spend more time in front of their TVs than in the classroom. Their heads are full of TV—but that’s all, just TV. The Kojak violence they witness is TV violence, sufficient to itself. It dose not brutalize them to the point where they cannot grieve the loss of a pet, or be shocked at some minor playground violence. Children, like everyone else, know the difference between TV and life. TV knows its place. It imparts nothing but itself; it has its own rules, its own language, its own priorities.
It is because this little glowing, chattering screen barely resembles life at all
that it remains so usefully ineffectual. To stare a brick wall would waste time. Whatever the TV/video industry might now say, television will never have the impact on civilization that the invention of the written word has had. The book—his little hinged thing—is cheap, portable, virtually unbreakable, endlessly reusable, has instant replay facilities and in slow motion if you want it, needs no power lines, batteries or aerials, work in panes and train tunnels, can be stored indefinitely without much deterioration. Questions:
31．What did parents and teachers think of the effects of programs on children? Is there any profound evidence?
32．What does the phrase “be no great transformer of minds or society”mean?
33．Why does the author say that the “the box is neutralized by the quantity people watch”?
【答案与解析】
31．They thought that those effects are bad. There is no profound evidence.（根据第一段最后两句话“Surely all that nonsense they watch must be desensitizing them, making them vicious, shallow, acquisitive, less responsible and generally sloppy about life and death. But no, not a scrap of convincing evidence from the sociologists and experts in the psyches of children.”孩子们在电视上看到的东西一定会让他们变得麻木，变得邪恶，肤浅，贪婪，不负责任，对生与死持消极的态度。

但是社会学家和儿童心理学家却没有发现任何证据来证明这种说法。

）
32．TV can’t change our minds and the society because we hardly remember the information they provide.
（根据第七段话“We are not, en masse(全体地，一同地), as it was once predicted we would be, fantastically well-informed about other culture or about the origins of life on earth. People do not remember much from television documentary beyond how good it was. Only those who know
something about the subject in the first place retain the information.”我们跟以前设想的人都不一样，我们本以为电视可以让我们了解到别的文化或是地球的起源.但实际上人们记不住纪录片的内容，只记得纪录片很好这一点，只有那些本来就知道这些知识的人才能记住。

）
33．TV means nothing once people turn off it.
（根据倒数第三段的第四句话“The more of it you see, the less any single bit of it matter.”我们看电视得时间越长，电视中内容的分量就会变少。

）
Questions 34~35
Periodically in history, there come periods of great transition in which work changes its meaning. There was a time, perhaps 10,000 years ago, when human beings stopped feeding themselves by hunting game and gathering plants, and increasingly turned to agriculture. In a way, that represented the invention of “work”.
Then, in the later decades of 18th century, as the Industrial Revolution began in Great Britain, there was another transition. In which the symbols of work were no longer the hoe and the plow; they replaced by the mill and the assembly line.
And now we stand at the brink of a change that will be the greatest of all, for work in its old sense will disappear altogether. To most people, work has always been an effortful exercising of mind or body—compelled by the bitter necessary of earning the necessities of life—plus an occasional period of leisure in which to rest or have fun.
With the Industrial Revolution, machinery—powered first by steam, then by electricity and internal combustion engines—took over the hard physical tasks and relieved the strain on human and animal muscles.
There remained, however, the “easier” labor—the labor that required the human eyes, ears, judgment and mind but no sweating. It nevertheless had its miseries, for it tended to be dull, repetitions, and boring. And there is always the sour sense of endlessly doing something unpleasant under compulsion.
And yet, such jobs have been characteristic of the human condition in the first three quarters of the 20th century. They made too little demand on the human mind and spirit to keep them fresh and alive, made too much demand for any machine to serve the purpose—until now.
The electronic computer, invented in the 1940’s and improve at the breakneck speed, was a machine that ,for the first time, seemed compact enough, versatile enough and (most important of all)cheap enough to serve as the brains of affordable machines that their place on the assembly line and in the office.
This means that the dull, the boring, the repetitious, the mind-stultifying work will begin to disappear from the job market—is already beginning to disappear. This, of course, will introduce two vital sets of problem—is already introducing them.
First, what will happened to the human beings who have being working at these disappearing jobs?
Second, what will happen to the human beings that will do the news that will appear—jobs are demanding, interesting and mind-exercising, but that require a high-tech level of thought and education?
Clearly there will be a painful period of transition, one that is starting already, and one that will be in full swing as the 21st century begins.
The first problem, that of technological unemployment, will be temporary, for it will arise out of the fact that there is now a generation of the employees who have not been educated to fit the computer age. However, (in advantage nations, at least) they will be the last generation to be so lacking, so that with them this problem will disappear or, at least, diminish to the point of noncrisis proportions.
The second problem, that of developing a large enough number of high-tech minds to run a high-tech world—will be no problem at all, once we adjust our thinking.
In the first place, the computer age will introduce a total revolution in our。