日语专八真题2006年

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8 级文学史有答案版(杉达日语文学史答案)

『古事記』の編者は、次のどれか。

太安万侶『古今和歌集』の「仮名序」は、紀貫之によるものだが、「真名序」は誰の作か。

紀淑望「女手おんなで」と呼ばれる和文の日記の濫觴は、次のどれか。

土佐日記「政治小説」ではないものを、ひとつ選べ。

安愚楽鍋自然主義に属さない作家を選べ。

樋口一葉《源氏物語》は（54）帖からなる長編物語である。

《平家物語》の作者として有力だと思われる者は（信濃前司行長）である。

歌舞伎の始まりと言われ、「出雲の阿国」京都で踊ったのは、（かぶき踊り）である。

「ぼんやりした不安」という言葉を残して自殺した作家は（芥川龍之介）である。

前期自然主義（ゾライズム）の代表作ではないものは（くれの廿八日）である。

藤原為経《今鏡》の作者か中山忠親《水鏡》の作者か二条良基《増鏡》の作者か文学史上最初の長編物語は、次のどれか。

宇津保物語うつほものがたり能楽論書『風姿花伝』の作者は、次の誰か。

世阿弥近松門左衛門の演劇観は、何と呼ばれるか。

虚実皮膜論新感覚派の拠点となった雑誌は次のどれか。

文芸時代太宰治・石川淳・坂口安吾・織田作之助らは、何と呼ばれているか。

新戯作派虚実皮膜論•芸といふものは実じつと虚うその皮膜ひにくの間にあるもの也なり。

•虚うそにして虚うそにあらず、実じつにして実にあらず、この間に慰なぐさみが有あつたものなり。

日本最古の文学書は、次のどれか。

古事記古今和歌集仮名序の作者は、次の誰か。

紀貫之『東海道中膝栗毛』の作者は次の誰か。

十返舎一九尾崎紅葉が主宰していた文学結社は、次のどれか。

硯友社硯友社の機関誌は、次のどれか。

我楽多文庫2005年8級51、（『古事記』）と『日本書紀』に収められている古代歌謡を「記紀歌謡」と称している。

52、近世小説史にとって画期的な作品は（井原西鶴）の『好色一代男』である。

53、森鴎外の『舞姫』は二葉亭四迷の（『浮雲』）と並んで、日本近代文学史の出発点における記念碑的な作品である。

2006年日语能力考试N2真题及答案

2006 2文字・語彙（100点35分)問題Ⅰ次の下線をつけたことばは、どのように読になすか。

その読に方をそれぞれの1、2、3、4から一つ選びなさい.問1・彼が来日した目的は、研究のための資料を集めることである。

（1）．目的１．もくてき２．もくでき３．もくひょう４．もくびょう（2）．資料１．げんりよう２．ざいりょう３．しりょう４．ひりょう問2・この町では、住民の努力で犯罪や事件が減っている。

（3）．努力１．きょうりょく２．きょりょく３．どうりょく４．どりょく（4）．犯罪１．はいさい２．はいざい３．はんさい４．はんざい（5)．事件１．じけん２．じこ３．じじょう４．じたい問3・今度引っ越すマンションは、家賃が今の二倍だ。

（6）．家賃１．いえだい２．いえちん３．やだい４．やちん(7)．二倍１．にかい２．にき３．にばい４．にぶ問4・険しい山の中で鉄橋をかける工事が行われている.(8）．険しい１．あやしい２．くわしい３．けわしい４．ひとしい（9）．鉄橋１．てつきょ２．てっきょ３．てっきょう４．てっきょう問5・優勝を祈って、みんなで応援した。

（10)．優１．ゆうしょう２．ゆうじょう３．ゆしょう４．ゆじょう（11）．祈って１．ねらって２．ねがって３．いわって４．いのって（12）．応援１．しんえん２．しえん３．おえん４．おうえん問6・あの人はいつも、自分の損得より他人のことを考えて行動する.（13）．損得１．そんどく２．そんとく３．いんどく４．いんとく（14)．他人１．ちにん２．ちじん３．たにん４．たじん問7・大都市の大学は、広いキャンパスを求めて、次々と郊外へ移転していった。

(15）．求めて１．もとめて２．みとめて３．まとめて４．つとめて（16）．次々と１．つぎつぎと２．だんだんと３．たびたびと４．ぞくぞくと(17）．郊外１．こうがい２．こうがい３．ぎょうがい４．きょうがい（18）．移転１．はってん２．じてん３．かいてん４．いてん問8・この標識のあるところは駐車できません。

2006年高考日语试卷-推荐下载

21.母も年をとり,最近は病気＿＿＿＿だ。

[A]がち [B]おおい [C]いっばい [D]やすい22.「昨日食べた料理はおいしかったですよ。

」　「＿＿＿レストランはなんというのですか。

」[A]この [B]その [C]あの [D]どの23.あれだけ説明したのだから,分かってくれた＿＿＿だが,どうしたんだろう。

[A]わけ [B]はず [C]もの [D]の24.驚いた＿＿＿,デバートで１０年ぶりにが大学時代の友人に出会った。

[A]はず [B]ことに [C]ことで [D]わけ25.新聞によれば,大勢の人がこの政策を支持しているという＿＿＿だ。

[A]ほど [B]もの [C]くらい [D]こと26.クリスマス前の日曜日の＿＿＿だから,デバートはどこも込んでいるだろう。

[A]はず [B]もの [C]こと [D]わけ27.道に迷った＿＿＿,雨にまで降らねた。

[A]うえで [B]うえに [C]あいだ [D]うちに28.うちには小さい犬が＿＿＿います。

[A]にほん [B]にひき [C]ふたり [D]ふたつ29.今朝は気温が＿＿＿になって,氷が張った。

[A]マイナス [B]マナー [C]マスコミ [D]マフラー30.仕事の大変さは自分で＿＿＿こそはじめて分かる。

[A]やる [B]やって [C]やり [D]やった31.「あしたの天気はだいじょうふでしょうか。

」　「ええ。

雨は今夜のうちに＿＿＿と思いますよ。

」[A]とまる [B]やめる [C]やむ [D]つづく32.長年＿＿＿研究が続けられているが,現在の？科学では,まだ地震は予知できない。

[A]につれて [B]について [C]によって [D]にわたって33.新幹線は,なんと速くて＿＿＿ことか。

[A]便利だ [B]便利な [C]便利の [D]便利34.きょうはハイキグに行った。

いい天気だった。

本当に＿＿＿よかった。

[A]晴れて [B]晴れれば [C]晴れるなら [D]晴れると35.「この冬は,寒さが＿＿＿ですね。

日语专八06真题

大学日本語専攻生八級能力試験問題（２００６）（総合問題）（試験時間：聴解を除いて９０分間）注意：回答はすべて解答用紙に書くこと一、聴解（２点×１０＝２０点）問題一次の会話を聞いてください。

その後で文を四つ読みますから最も適当なものをＡ、Ｂ、Ｃ、Ｄの中から一つ選んでください。

会話も文も繰り返しません。

１番２番３番４番５番６番７番問題二次の話を聞いてください。

その後で質問をします。

それから、その答えを四つずつ読みます。

その中から適当なものを一つ選らんでください。

９番１０番二、次の文の下線を付けた部分はどれに当たるか、それぞれＡ、Ｂ、Ｃ、Ｄの中から一つ選びなさい。

（１点×１０＝１０点）１１．人間同士というものは、一つでも歯車食い違っただけで、傷付けあったりいがみ合ったりするものだ。

A.はぐるまB.はしゃC.しくるまD.ししゃ１２．約１万年前に絶滅したとされるマンモスが、シベリアの永久凍土から発掘され、グローバル·ハウスで展示される。

A.ぜつめいB.ぜつめつC.ぜっめつD.ぜめつ１３．商店街の中には、漫才や落語、歌に踊りが繰り広がられる演芸場もある。

A.おちことばB.おちがたりC.らくごD.ろくご１４．神戸の洋菓子は、舌の肥えた神戸っ子を今も魅了し続けているのだ。

A.こB.はC.ひD.ひと１５．基盤の目のように道路が走る整然とした街並みを歩くと、開拓時代の面影を残す西洋風の館を見ることができる。

A.めんえいB.めんかげC.つらかげD.おもかげ１６．タビは洋装でいえば靴下のようなもので、草履や草鞋などと併用される。

A.多比B.荼毘C.足袋D.田尾１７．意気細君らしくなった豊世の風俗は、昔カタギの老婆に気に入らなかった。

A.堅気B.気質C.気性D. 堅儀１８．１８世紀後半、江戸の庶民の典型的な風俗。

娘はスアシに下駄、次女は草履を履いている。

A.裸足B.素足C.赤足D.白足１９．漫画は、江戸時代になると、木版技術の進歩により、版本·ハンガとして生み出されていく。

2006专八真题及答案

2006年专业八级真题及答案PARTI LISTENING COMPREHESIONSection A Mini-lectureSection B InterviewIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.1. Which of the following statements is TRUE about Miss Green’s university days?A. She felt bored.B. She felt lonely.C. She cherished them.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplace.B. Analyzing survey results.C. Designing questionnaires.D. Taking a psychology course.3. According to Miss Green, the main difference between the Department of Employment and the advertising agency lies inA. the nature of work.B. office decoration.C. office location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant.SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet. Questions 6 and 7 based on the following news. At the end of the news item, you will be given 10seconds to answer each of the two questions. Now listen to the news.6. The man stole the aircraft mainly because he wanted toA. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffic controllers by radio.D. He threatened to land on the European Central Bank.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.8. The news is mainly about the city government’s plan toA. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.9. According to the news, what makes this credit card different from conventional ones isA. that it can hear the owner’s voice.B. that it can remember a password.C. that it can identify the owner’s voice.D. that it can remember the owner’s PIN.10. The newly developed credit card is said to said to have all the following EXCEPTA. switch.B. battery.C. speaker.D. built-in chip.参考答案：Section A Mini-lecture1.the author2.other works3.literary trends4.grammar,diction or uses of image5.cultural codes6.cultural7.the reader8.social9.reader competency10. social sructure,traditions of writing or political cultural influences,etc.Section B Interview1-5 CDDDASection C News Broadcast6-10 DCBCAPART II READING COMPREHENSION(30MIN)In this section there are four reading passages followed by a total of 20 multiple-choice questions. Read the passages and then mark your answers on your coloured answer sheet.TEXT AThe University in transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and mon-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University –a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world’s great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, s uch a “college education in a box” could undersell the offerings of many traditional brick and mortar institutions, effectively driving then out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content – or other dangers – will necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become “if we believed that child-care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?”3Co-editor Jennifer Gidley shows how tomorrow’s university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would function much like today’s faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.A third new role for faculty, and in Gidley’s view the most challenging and rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems.Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be “enrolled” in courses offered at virtual cam puses on the Internet, between –or even during – sessions at a real-world problem-focused institution.As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.11. When the book reviewer discusses the Internet University,A. he is in favour of it.B. his view is balanced.C. he is slightly critical of it.D. he is strongly critical of it.12. Which of the following is NOT seen as a potential danger of the Internet University?A. Internet-based courses may be less costly than traditional ones.B. Teachers in traditional institutions may lose their jobs.C. internet-based courseware may lack variety in course content.D. The Internet University may produce teachers with a lot of publicity.13. According to the review, what is the fundamental mission of traditional university education?A. Knowledge learning and career building.B. Learning how to solve existing social problems.C. Researching into solutions to current world problems.D. Combining research efforts of teachers and students in learning.14. Judging from the Three new roles envisioned for tomorrow's university faculty, university teachersA. are required to conduct more independent research.B. are required to offer more course to their students.C. are supposed to assume more demanding duties.D. are supposed to supervise more students in their specialty.15. Which category of writing does the review belong to?A. Narration.B. DescriptionC. persuasionD. Exposition.TEXT BEvery street had a story, every building a memory, Those blessed with wonderful childhoods can drive the streets of their hometowns and happily roll back the years. The rest are pulled home by duty and leave as soon as possible. After Ray Atlee had been in Clanton (his hometown) for fifteen minutes he was anxious to get out.The town had changed, but then it hadn't. On the highways leading in, the cheap metal buildings and mobile homes were gathering as tightly as possible next to the roads for maximum visibility. This town had no zoning whatsoever. A landowner could build anything wiih no permit no inspection, no notice to adjoining landowners. nothing. Only hog farms and nuclear reactors required approvals and paperwork. The result was a slash-and-build clutter that got uglier by the year.But in the older sections, nearer the square, the town had not changed at all The long shaded streets were as clean and neat as when Kay roamed them on his bike. Most of the houses were still owned by people he knew, or if those folks had passed on the new owners kept the lawns clipped and the shutters painted. Only a few were being neglected. A handful had been abandoned.This deep in Bible country, it was still an unwritten rule in the town that little was done on Sundays except go to church, sit on porches, visit neighbours, rest and relax the way God intended.It was cloudy, quite cool for May, and as he toured his old turf, killing time until the appointed hour for the family meeting, he tried to dwell on the good memories from Clanton. There was Dizzy Dean Park where he had played little League for the Pirates, and (here was the public pool he'd swum in every summer except 1969 when the city closed it rather than admit black children. There were the churches - Baptist, Methodist, and Presbyterian - facing each other at the intersection of Second and Elm like wary sentries, their steeples competing for height. They were empty now, hut in an hour or so the more faithful would gather for evening services.The square was as lifeless as the streets leading to it. With eight thousand people, Clanton was just large enough to have attracted the discount stores that had wiped out so many small towns. But here the people h ad been faithful to their downtown merchants, and there wasn’t s single empty or boarded-up building around the square – no small miracle. The retail shops were mixed in with the banks and law offices and cafes, all closed for the Sabbath.He inched through the cemetery and surveyed the Atlee section in the old part, where the tombstones were grander. Some of his ancestors had built monuments for their dead. Ray had always assumed that the family money he’d never seen must have been buried in those graves. He parked and walked to his mother’s grave, something he hadn’t done in years. She was buried among the Atlees, at the far edge of the family plot because she had barely belonged.5Soon, in less than an hour, he would be sitting in his father’s study, s ipping bad instant tea and receiving instructions on exactly how his father would be laid to rest. Many orders were about to be give, many decrees and directions, because his father(who used to be a judge) was a great man and cared deeply about how he was to be remembered.Moving again, Ray passed the water tower he’d climbed twice, the second time with the police waiting below. He grimaced at his old high school, a place he’d never visited since he’d left it. Behind it was the football field where his brother Forrest had romped over opponents and almost became famous before getting bounced off the team.It was twenty minutes before five, Sunday, May 7. Time for the family meeting.16. From the first paragraph, we get the impression thatA. Ray cherished his childhood memories.B. Ray had something urgent to take care of.C. Ray may not have a happy childhood.D. Ray cannot remember his childhood days.17. Which of the following adjectives does NOT describe Ray’s hometown?A. Lifeless.B. Religious.C. Traditional.D. Quiet.18. Form the passage we can infer that the relationship between Ray and his parents wasA. close.B. remote.C. tense.D. impossible to tell.19. It can be inferred from the passage that Ray’s father was all EXCEPTA. considerate.B. punctual.C. thrifty.D. dominant.Text CCampaigning on the Indian frontier is an experience by itself.Neither the landscape nor the people find their counterparts in any other portion of the globe.Valley walls rise steeply five or six thousand feet on every side.The columns crawl through a maze of giant corridors down which fierce snow-fed torrents foam under skies of brass.Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment.Except at harvest time,when self-preservation requires a temporary truce,the Pathan tribes are always engaged in private or public war.Every man is a warrior,a politician and a theologian.Every large house is a real feudal fortress made,it is true,only of sun-baked clay,but with battlements,turrets,loopholes,drawbridges,plete.Every village has its defence.Every family cultivates its vendetta; every clan,its feud.The numerous tribes and combinations of tribes all havetheir accounts to settle with one another.Nothing is ever forgotten,and very few debts are left unpaid.For the purposes of social life,in addition to the convention about harvest-time, a most elaborate code of honour has been established and is on the whole faithfully observed.A man who knew it and observed it faultlessly might pass unarmed from one end of the frontier to another.The slightest technical slip would,however,be fatal.The life of the Pathan is thus full of interest; and his valleys,nourished alike by endless sunshine and abundant water,are fertile enough to yield with little labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts:the rifle and the British Government.The first was an enormous luxury and blessing; the second,an unmitigated nuisance.The convenience of the rifle was nowhere more appreciated than in the Indian highlands.A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which could acquire it.One could actually remain in one’s own house and fire at one’s neighbour nearly a mile away.One could lie in wait on some high crag,and at hitherto unheard of ranges hit a horseman far below.Even villages could fire at each other without the trouble of going far from home.Fabulous prices were therefore offered for these glorious products of science.Rifle-thieves scoured all India to reinforce the efforts of the honest smuggler.A steady flow of the coveted weapons spread its genial influence throughout the frontier,and the respect which the Pathan tribesmen entertained for Christian civilization was vastly enhanced.The action of the British Government on the other hand was entirely unsatisfactory.The great organizing,advancing,absorbing power to the southward seemed to be little better than a monstrous spoil-sport.If the Pathan made forays into the plains,not only were they driven back (which after all was no more than fair),but a whole series of subsequent interferences took place,followed at intervals by expeditions which toiled laboriously through the valleys,scolding the tribesmen and exacting fines for any damage which they had done.No one would have minded these expeditions if they had simply come,had a fight and then gone away again.In many cases this was their practice under what was called the “butcher and bolt policy” to which the Government of India long adhered.But towards the end of the nineteenth century these intruders began to make roads through many of the valleys,and in particular the great road to Chitral.They sought to ensure the safety of these roads by threats,by forts and by subsidies.There was no objection to the last method so far as it went.But the whole of this tendency to road-making was regarded by the Pathans with profound distaste.All along the road people were expected to keep quiet,not to shoot one another,and above all not to shoot at travellers along the road.It was too much to ask,and a whole series of quarrels took their origin from this source.20. The word debts in“very few debts are left unpaid”in the first paragraph meansA loans.B accounts.C killings.D bargains.21. Which of the following is NOT one of the geographical facts about the Indian frontier?A Melting snows.B Large population.C Steep hillsides.D Fertile valleys.722. According to the passage,the Pathans welcomedA the introduction of the rifle.B the spread of British rule.C the extension of luxuries.D the spread of trade.23. Building roads by the BritishA put an end to a whole series of quarrels.B prevented the Pathans from carrying on feuds.C lessened the subsidies paid to the Pathans.D gave the Pathans a much quieter life.24. A suitable title for the passage would beA Campaigning on the Indian Frontier.B Why the Pathans Resented the British Rule.C The Popularity of Rifles among the Pathans.D The Pathans at WarText D“Museum”is a slippery word. It first meant (in Greek) anything consecrated to the Muses:a hill,a shrine,a garden,a festival or even a textbook.Both Platos Academy and Aristotles Lyceum had a mouseion, a muses shrine.Although the Greeks already collected detached works of art,many temples—notably that of Hera at Olympia (before which the Olympic flame is still lit)—had collections of objects,some of which were works of art by well known masters,while paintings and sculptures in the Alexandrian Museum were incidental to its main purpose.The Romans also collected and exhibited art from disbanded temples,as well as mineral specimens,exotic plants,animals; and they plundered sculptures and paintings (mostly Greek) for exhibition.Meanwhile,the Greek word had slipped into Latin by transliteration (though not to signify picture galleries,which were called pinacothecae) and museum still more or less meant“Muses- shrine”.The inspirational collections of precious and semi-precious objects were kept in larger churches and monasteries—which focused on the gold-enshrined,bejewelled relics of saints and martyrs.Princes,and later merchants,had similar collections,which became the deposits of natural curiosities:large lumps of amber or coral,irregular pearls,unicorn horns,ostrich eggs,fossil bones and so on.They also included coins and gems—often antique engraved ones—as well as,increasingly,paintings and sculptures.As they multiplied and expanded,to supplement them,the skill of the fakers grew increasingly refined.At the same time,visitors could admire the very grandest paintings and sculptures in the churches,palaces and castles; they were no t“collected”either,but“site-specific”,and were considered an integral part both of the fabric of the buildings and of the way of life which went on inside them—and most of the buildings were public ones.However,during the revival of antiquity in the fifteenth century,fragments of antique sculpture were given higher status than the work of any contemporary,so that displays of antiquities would inspire artists to imitation,or even better,toemulation; and so could be considered Muses- shrines in the former sense.The Medici garden near San Marco in Florence,the Belvedere and the Capitol in Rome were the most famous of such early“inspirational”collections.Soon they multiplied,and,gradually,exemplary “modern”works were also added to such galleries.In the seventeenth century,scientific and prestige collecting became so widespread that three or four collectors independently published directories to museums all over the known world.But it was the age of revolutions and industry which produced the next sharp shift in the way the institution was perceived:the fury against royal and church monuments prompted antiquarians to shelter them in asylum-galleries,of which the Musee des Monuments Francais was the most famous.Then,in the first half of the nineteenth century,museum funding took off,allied to the rise of new wealth:London acquired the National Gallery and the British Museum,the Louvre was organized,the Museum-Insel was begun in Berlin,and the Munich galleries were built.In Vienna,the huge Kunsthistorisches and Naturhistorisches Museums took over much of the imperial treasure.Meanwhile,the decline of craftsmanship (and of public taste with it) inspired the creation of “improving”collections.The Victoria and Albert Museum in London was the most famous,as well as perhaps the largest of them.25. The sentence“Museum is a slippery word”in the first paragraph means thatA the meaning of the word didn’t change until after the 15th century.B the meaning of the word had changed over the years.C the Greeks held different concepts from the Romans.D princes and merchants added paintings to their collections.26. The idea that museum could mean a mountain or an object originates fromA the Romans.B Florence.C Olympia.D Greek.27. “...the skill of the fakers grew increasingly refined” in the third paragraph means thatA there was a great demand for fakers.B fakers grew rapidly in number.C fakers became more skillful.D fakers became more polite.28. Paintings and sculptures on display in churches in the 15th century wereA collected from elsewhere.B made part of the buildings.C donated by people.D bought by churches.29. Modern museums came into existence in order toA protect royal and church treasures.B improve existing collections.C stimulate public interest.D raise more funds.30. Which is the main idea of the passage?A Collection and collectors.9B The evolution of museums.C Modern museums and their functions.D The birth of museums.11-15 BAACD 16-20 CDBAC 21-25BABAB 26-30 DCBAB【人文知识】There are ten multiple-choice questions in this section.Choose the best answers to each question. Mark your answers on your coloured answer sheet.31.The Presidents during the American Civil War wasA. Andrew JacksonB. Abraham LincolnC. Thomas JeffersonD. George Washington32.The capital of New Zealand isA.ChristchurchB.AucklandC.WellingtonD.Hamilton33.Who were the natives of Austrilia before the arrival of the British settlers?A.The AboriginesB.The MaoriC.The IndiansD.The Eskimos34.The Prime Minister in Britain is head ofA.the Shadow CabinetB.the ParliamentC.the OppositionD.the Cabinet35.Which of the following writers is a poet of the 20th century?A.T.S.EliotwrenceC.Theodore DreiserD.James Joyce36.The novel For Whom the Bell Tolls is written byA.Scott FitzgeraldB.William FaulknerC.Eugene O'NeilD.Ernest Hemingway37._____ is defined as an expression of human emotion which is condensed into fourteen linesA.Free verseB.SonnetC.OdeD.Epigram38.What essentially distinguishes semantics and pragmatics is the notion ofA.referenceB.meaningC.antonymyD.context39.The words"kid,child,offspring" are examples ofA.dialectal synonymsB.stylistic synonymsC.emotive synonymsD.collocational synonyms40.The distinction between parole and langue was made byA.HalliayB.ChomskyC.BloomfieldD.Saussure参考答案: 31-35BCADA 36-40 DBDBD【改错】We use language primarily as a means of communication withother human beings. Each of us shares with the community in which we live a store of words and meanings as well as agreeing conventions as ___1 to the way in which words should be arranged to convey a particular ___2 message: the English speaker has iii his disposal at vocabulary and a ___3 set of grammatical rules which enables him to communicate his ___4 thoughts and feelings, ill a variety of styles, to the other English ___5 speakers. His vocabulary, in particular, both that which he uses active-[y and that which he recognises, increases ill size as he growsold as a result of education and experience. ___6But, whether the language store is relatively small or large, the system remains no more, than a psychological reality for tike inpidual, unlesshe has a means of expressing it in terms able to be seen by another ___7 member of his linguistic community; he bas to give tile system a concrete transmission form. We take it for granted rice’ two most ___8 common forms of transmission-by means of sounds produced by our vocal organs (speech) or by visual signs (writing). And these are ___9 among most striking of human achievements. _____1011改错参考答案PART IV1. agreeing-agreed2. in which 可有可无3. in his disposal- at his disposal4.enables-enable5.the other English speakers-other English speakers6.old-older7.seen-understood8.take it for granted- take for granted9.or-and10. the most striking of human achievements汉译英及参考译文中国民族自古以来从不把人看作高于一切，在哲学文艺方面的表现都反映出人在自然界中与万物占着一个比例较为恰当的地位，而非绝对统治万物的主宰。

2006年考研日语真题假名注音版

２００６年全国硕士研究生入学统一考试日语试题解析明王道按：为方便亲们更好地理解真题，熟悉真题，特制作此朗诵版（假名注音）真题。

童鞋们，加油。

注音版包括04年-11年真题。

一基礎知識学校がっこうの国語教育こくごきょういくが、変かわり初はじめている。

今年ことしは小学校しょうがっこう、来年らいねんは中学校ちゅうがっこう、再来年さいらいねんは高校こうこうという順じゅんで、国語こくごの教科課程きょうかかていが新あたらしくなる。

（１）教科書きょうかしょも、新あたらしい枠組わくぐみ（２）考かんがえる必要ひつようが出でてきたわけだ。

何なにが変かわるのか。

一言ひとことで言いえば「話はなしことば」の教育きょういくをしようということだ、わたしの実感じっかんである。

（３）、今いままでやていなかったことが、不思議ふしぎだったのだ。

今いま、わたしは、何なんヵか所しょかて「話はなしことば」の講座こうざを持もっている、ＮＨＫ文化ぶんかセンタせんたー（４）、マスコミますこみを志望しぼうする学生がくせいのための講座こうざがある。

学生がくせいたちは「マニュアルまにゅあるでももらって話はなしし方かたでも勉強べんきょうしようか」程度ていどの軽かるい調子ちょうしで応募おうぼして（５）。

そして、最初さいしょの授業じゅぎょうでわたしが「ここでは、話はなし方かたも教おしえないし、読よむこともしない」というと、大半たいはんの学生がくせいは、「アあ」当あてが外はずれた顔をする。

しかし、一回目いっかいめの授業じゅぎょうが進すすむ（６）、学生がくせいの目めは輝かがやき始はじめる。

そして。

そして「こんな大切たいせつなことを、なぜ今いままで学校がっこうでは教おしえてくれなかったのだろうか。

「イい」もっと早はやく学まなべていたら・・・」という。

別べつに卓抜たくばつな講義こうぎをしている（７）ではない。

当方とうほう（８）してみれば、ジャじゃーナリストなりすとのための教育きょういくの前まえに、ことばに対たいする考かんがえ方を、「ウう」尐々述しょうしょうのべるだけなのだ。

2006年1月份第二外国语试験题答案

2006年1月份广东省高等教育自学考试第二外语（日语）课程代码（0840）問題一・次の＿＿の言葉はどう読みますか。

1.2.3.4から正しいものを選びなさい。

（5分）1.木綿の服は洗濯機で洗ってもいいです。

①もくめん②もめん③もくみん④もみん2.お金は段々少なくなりました。

①たんたん②だんだん③たんだん④だんたん3.これは一般の値段の半角以下で買えます。

①いちばん②いちぱん③いっぱん④いっばん4.家が狭くて、置く場所がありません。

①ばしょ②ばじょ③ばしょう④ばじょう5.私は午後公園へ行きます。

①こうえい②こえん③こうえん④ごうえん6.書庫には本がたくさんあります。

①しょうこ②しょこ③しょこう④しょうこう7.②れっし③ねきし④ねっし8.炎症がそれほどひどくありません。

①げんしょう②げんしょ③えんしょ④えんしょう9.親戚の家は近いです。

①しんるい②しんせき③しんぞく④しんぜき10.日本語の文法は難しいです。

①むすかしい②むじかしい③むづかしい④むずかしい問題二・次の＿＿の言葉はどう書きますか。

1.2.3.4から正しいものを選びなさい。

（5分）11.日本人はよくだいこんを食べます。

①大今②大婚③大根④代根12.ちょうしんきで様子を聞きましょう。

①聴心器②聴診器③聴心機④聴診機13.②豊か③確か④賑やか14.こんな料理なら、えいよう満点です。

①営用②営容③栄養④営様15.あのかけじくに書いてあるのは李白の詩です。

①掛け画②掛け軸③掛け絵④掛け図16.いつも漫画の本を読んで、時間をつぶします。

①捜し②尋し③刺し④潰し17.今、暑くて、さんぱつしなくてはいけません。

①散発②散髪③撒髪④散歩18.旅館のほうがしゅくはく料が安いです。

①縮迫②宿柏③縮泊④宿泊19.まくらもとに教科書がおいてありますね。

①枕邊②枕側③枕許④枕基20.銭湯にはおおぜいの人がいます。

①大勢②多勢③多数④大贅問題三・次の＿＿の言葉はどんな形になりますか。

2006年考研日语真题文本翻译

2006年全‎国硕士研究生‎入学统考日语‎（非专业）文本翻译明王道网校考‎研日语教研组‎编译一基础知识题目‎学校的国语教‎育将有所变革‎，今年小学、明年中学、后年高中，按照这个顺序‎来更新国语教‎学课程。

因此，教科书也有必‎要考虑采用新‎的形式。

要变革什么呢‎？一句话，就是要开始“讲话”教育。

对此，我的实际感受‎是：“总算等到这一‎天了”。

为什么在此之‎前一直没有改‎革呢？想来觉得有些‎不可思议。

现在，我在几个地方‎开设了口才讲‎座班，在NHK文化‎中心，有个讲座是为‎了想从事广告‎媒体的学生开‎设的。

学生们参加讲‎座，抱着一种试一‎试的心理：拿到几本指导‎书，学一下如何讲‎话。

然而，当我在第一节‎课告诉他们，我的课上既不‎教讲话方法也‎不讲阅读方法‎时，很多学生都感‎到自己的期待‎落空了。

但是，上完第一节课‎后，学生们的眼睛‎一亮，他们说：“这么重要的问‎题，为什么以前学‎校不教给我们‎呢，要是能早点学‎就好了……”并不是我开设‎的课有什么特‎别高明之处，对我来说，只不过是在给‎新闻工作者讲‎课之前，谈了谈自己对‎语言的看法，讲了些应该讲‎的道理。

学生们有这么‎反应，我真是受宠若‎惊。

对话能力就是‎综合理解和思‎考及说服三方‎面的能力。

而首先应该锻‎炼的是理解能‎力、领会能力，这需要脚踏实‎地地培养自身‎具备称为“思维、感受”的思考能力。

然后，理顺思维并翻‎译成语言说服‎对方。

同时，也要善于看清‎场合，体察对方，这就是对话。

现在，我受一家有实‎力的出版社的‎委托，正编写一本教‎材，是一本讲如何‎提高讲话技巧‎的指南，面向的是中学‎生。

据出版社说，这类书在日本‎还是第一次尝‎试，因为是第一次‎，所以一切都是‎首创。

原来如此，居然是首创，太让人失望了‎。

我们需要的不‎是像“体察他人”、“设身处地”、“精神饱满、声音洪亮”一类暧昧的指‎导，而是需要以掌‎握语言为目的‎的具体的教育‎。

读一下新公布‎的学习指导要‎领，其中一条说：要培养思考能‎力、想象力，以丰富语言感‎觉为目的的具‎体教育。

专八2006年真题

专八2006年真题全卷模式分大题显示离规定时间还有195分钟1 PART I LISTENING COMPREHENSION SECTION A MINI-LECTURE: In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task below. Use the blank sheet for note-taking.Complete the gap-filling task. Some of the gaps below may require a maximum of THREE words. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may refer to your notes.Meaning in LiteratureIn reading literary works, we are concerned with the "meaning" of one literary piece or another. However, finding out what something really means is a difficult issue.There are three ways to tackle meaning in literature.I Meaning is what is intended by (1) ______.Apart from reading an author's work in question, readers need to1) read (2) ______ by the same author;2) get familiar with (3) ______ at the time;3) get to know cultural values and symbols of the time.II. Meaning exists "in" the text itself.1) some people's view: meaning is produced by the formal properties of the text like (4) ______, etc.2) speaker's view: meaning is created by both conventions of meaning and (5) ______.Therefore, agreement on meaning could be created by common traditions and conventions of usage. But different time periods and different (6) ______ perspectives could lead to different interpretations of meaning in a text.III. Meaning is created by (7) ______.1) meaning is (8) ______;2) meaning is contextual;3) meaning requires (9) ______;-practicing competency in reading -practicing other competencies -background research in (10) ______, etc.2 SECTION B INTERVIEW: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.3 SECTION C NEWS BROADCAST 1: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Choose the correct answer to each question below. Questions 6 and 7 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.4 SECTION C NEWS BROADCAST 2: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Choose the correct answer to each question below.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question.Now listen to the news.5 SECTION C NEWS BROADCAST 3: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Choose the correct answer to each question below. Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.6 PART II READING COMPREHENSION: In this section there are four reading passages followed by a total of 20 multiple-choice questions. Read the passages and then mark your answers on your coloured answer sheet.TEXT AThe University in transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow's universities by writers representing both Western and non-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University - a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world' s great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardizedcurriculum, such a "college education in a box" could undersell the offerings of many traditional brick and mortar institutions, effectively driving them out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content - or other dangers - will necessarily follow.Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become "if we believed that child-care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?" Co-editor Jennifer Gidley shows how tomorrow's university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would function much like today's faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.A third new role for faculty, and in Gidley's view the most challenging and rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems.Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be "enrolled" in courses offered at virtual campuses on the Internet, between - or even during - sessions at a real-world problem-focused institution.As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.7 TEXT B:Every street had a story, every building a memory. Those blessed with wonderful childhoods can drive the streets of their hometowns and happily roll back the years. The rest are pulled home by duty and leave as soon as possible. After Ray Atlee had been in Clanton (his hometown) for fifteen minutes he was anxious to get out.The town had changed, but then it hadn't. On the highways leading in. the cheap metal buildings and mobile homes were gathering as tightly as possible next to the roads for maximum visibility. This town had no zoning whatsoever. A landowner could build anything with no permit, no inspection, no notice to adjoining landowners, nothing. Only hog farms and nuclear reactors required approvals and paperwork. The result was a slash-and-build clutter that got uglier by the year.But in the older sections, nearer the square, the town had not changed at all. The long shaded streets were as clean and neat as when Ray roamed them on his bike. Most of the houses were still owned by people he knew, or if those folks had passed on the new owners kept the lawns clipped and the shutters painted. Only a few were being neglected. A handful had been abandoned.This deep in Bible country, it was still an unwritten rule in the town that little was done on.Sundays except go to church, sit on porches, visit neighbours, rest and relax the way God intended.It was cloudy, quite cool for May, and as he toured his old turf, killing time until the appointed hour for the family meeting, he tried to dwell on the good memories from Clanton. There was Dizzy Dean Park where he had played Little League for the Pirates, and there was the public pool he'd swum in every summer except 1969 when the city closed it rather than admit black children. There were the churches - Baptist, Methodist, and Presbyterian - facing each other at the intersection of Second and Elm like wary sentries, their steeples competing for height. They were empty now, but in an hour or so the more faithful would gather for evening services.The square was as lifeless as the streets leading to it. With eight thousand people, Clanton was just large enough to have attracted the discount stores that had wiped out so many small towns. But here the people had been faithful to their downtown merchants, and there wasn't a single empty or boarded-up building around the square - no small miracle. The retail shops were mixed in with the banks and law offices and cafes, all closed for the Sabbath.He inched through the cemetery and surveyed the Atlee section in the old part, where the tombstones were grander. Some of his ancestors had built monuments for their dead. Ray had always assumed that the family money he'dnever seen must have been buried in those graves. He parked and walked to his mother's grave, something he hadn't done in years. She was buried among the Atlees, at the far edge of the family plot because she had barely belonged. Soon, in less than an hour, he would be sitting in his father's study, sipping bad instant tea and receiving instructions on exactly how his father would be laid to rest. Many orders were about to be given, many decrees and directions, because his father (who used to be a judge) was a great man and cared deeply about how he was to be remembered.Moving again. Ray passed the water tower he'd climbed twice, the second time with the police waiting below. He grimaced at his old high school, a place he'd never visited since he'd left it. Behind it was the football field where his brother Forrest had romped over opponents and almost became famous before getting bounced off the team.It was twenty minutes before five, Sunday, May 7. Time for the family meeting.8 TEXT C:Campaigning on the Indian frontier is an experience by itself. Neither the landscape nor the people find their counterparts in any other portion of the globe. Valley walls rise steeply five or six thousand feet on every side. The columns crawl through a maze of giant corridors down which fierce snow-fed torrents foam under skies of brass. Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment. Except at harvest-time, when self-preservation requires a temporary truce, the Pathan tribes are always engaged in private or public war. Every man is a warrior, a politician and a theologian. Every large house is a real feudal fortress made, it is true, only of sun-baked clay, but with battlements, turrets, loopholes, drawbridges, etc., complete. Every village has its defence. Every family cultivates its vendetta; every clan, its feud. The numerous tribes and combinations of tribes all have their accounts to settle with one another. Nothing is ever forgotten, and very few debts are left unpaid. For the purposes of social life, in addition to the convention about harvest-time, a most elaborate code of honour has been established and is on the whole faithfully observed. A man who knew it and observed it faultlessly might pass unarmed from one end of the frontier to another. The slightest technical slip would, however, be fatal. The life of the Pathan is thus full of interest: and his valleys, nourished alike by endless sunshine and abundant water, are fertile enough to yield with little labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts: the rifle and the British Government. The first was an enormous luxury and blessing: thesecond, an unmitigated nuisance. The convenience of the rifle was nowhere more appreciated than in the Indian highlands. A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which could acquire it. One could actually remain in one's own house and fire at one's neighbour nearly a mile away. One could lie in wait on some high crag, and at hitherto unheard-of ranges hit a horseman far below. Even villages could fire at each other without the trouble of going far from home. Fabulous prices were therefore offered for these glorious products of science. Rifle-thieves scoured all India to reinforce the efforts of the honest smuggler. A steady flow of the coveted weapons spread its genial influence throughout the frontier, and the respect which the Pathan tribesmen entertained for Christian civilization was vastly enhanced.The action of the British Government on the other hand was entirely unsatisfactory, The great organizing, advancing, absorbing power to the southward seemed to be little better than a monstrous spoil-sport. If the Pathan made forays into the plains, not only were they driven back (which after all was no more than fair), but a whole series of subsequent interferences took place, followed at intervals by expeditions which toiled laboriously through the valleys, scolding the tribesmen and exacting fines for any damage which they had done. No one would have minded these expeditions if they had simply come, had a fight and then gone away again. In many cases this was their practice under what was called the "butcher and bolt policy" to which the Government of India long adhered. But towards the end of the nineteenth century these intruders began to make roads through many of the valleys, and in particular the great road to Chitral. They sought to ensure the safety of these roads by threats, by forts and by subsidies. There was no objection to the last method so far as it went. But the whole of this tendency to road-making was regarded by the Pathans with profound distaste. All along the road people were expected to keep quiet, not to shoot one another, and above all not to shoot at travellers along the road. It was too much to ask, and a whole series of quarrels took their origin from this source.9 TEXT D:"Museum" is a slippery word. It first meant (in Greek) anything consecrated to the Muses: a hill, a shrine, a garden, a festival or even a textbook. Both Plato's Academy and Aristotle's Lyceum had a mouseion, a muses' shrine. Although the Greeks already collected detached works of art, many temples - notably that of Hera at Olympia (before which the Olympic flame is still lit) - had collections of objects, some of which were works of art by well-known masters, while paintingsand sculptures in the Alexandrian Museum were incidental to its main purpose. The Romans also collected and exhibited art from disbanded temples, as well as mineral specimens, exotic plants, animals; and they plundered sculptures and paintings (mostly Greek) for exhibition. Meanwhile, the Greek word had slipped into Latin by transliteration (though not to signify picture galleries, which were called pinacothecae) and museum still more or less meant "Muses' shrine". The inspirational collections of precious and semi-precious objects were kept in larger churches and monasteries - which focused on the gold-enshrined, bejewelled relics of saints and martyrs. Princes, and later merchants, had similar collections, which became the deposits of natural curiosities: large lumps of amber or coral, irregular pearls, unicorn horns, ostrich eggs, fossil bones and so on. They also included coins and gems - often antique engraved ones - as well as, increasingly, paintings and sculptures. As they multiplied and expanded, to supplement them, the skill of the fakers grew increasingly refined.At the same time, visitors could admire the very grandest paintings and sculptures in the churches, palaces and castles; they were not "collected" either, but "site-specific", and were considered an integral part both of the fabric of the buildings and of the way of life which went on inside them - and most of the buildings were public ones. However, during the revival of antiquity in the fifteenth century, fragments of antique sculpture were given higher status than the work of any contemporary, so that displays of antiquities would inspire artists to imitation, or even better, to emulation; and so could be considered Muses' shrines in the former sense. The Medici garden near San Marco in Florence, the Belvedere and the Capitol in Rome were the most famous of such early "inspirational" collections. Soon they multiplied, and, gradually, exemplary "modern" works were also added to such galleries.In the seventeenth century, scientific and prestige collecting became so widespread that three or four collectors independently published directories to museums all over the known world. But it was the age of revolutions and industry which produced the next sharp shift in the way the institution was perceived: the fury against royal and church monuments prompted antiquarians to shelter them in asylum-galleries, of which the Musee des Monuments Francais was the most famous. Then, in the first half of the nineteenth century, museum funding took off, allied to the rise of new wealth: London acquired the National Gallery and the British Museum, the Louvre was organized, the Museum-Insel was begun in Berlin, and the Munich galleries were built. In Vienna, the huge Kunsthistorisches and Naturhistorisches Museums took over much of the imperial treasure. Meanwhile, the decline of craftsmanship (and of public taste with it) inspired the creation of "improving" collections. The Victoria and Albert Museum in London was the most famous, as well as perhaps the largest of them.10 PART III GENERAL KNOWLEDGE: There are ten multiple-choice questions in this section. Choose the best answer to each question.完成时间10分钟11 PART IV PROOFREADING & ERROR CORRECTION: The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved.完成时间15分钟We use language primarily as a means of communication with other human beings.Each of us shares with the community in which we live a store of words and meaningsas well as agreeing conventions as to the (1) ______way in which words should be arranged to convey a particular message; the English speaker (2) ______has in his disposal a vocabulary and a set of grammatical rules which (3)______enables him to communicate his thoughts and feelings, in a variety of styles,to (4) ______the other English speakers. His vocabulary, in particular, both that which he uses actively and that (5) ______which he recognises, increases in size as he grows old, as a result of education and experience. (6) ______But, whether the language store is relatively small or large, the system remains no more thana psychological reality for the individual, unless he has a means of expressing it in terms able to beseen by another member of his linguistic community; he has to give the system a concrete transmis- (7) ______sion form. We take it for granted the two most common forms of transmission - by means of (8) ______sounds produced by our vocal organs (speech) or by visual signs (writing). And these are among (9) ______most striking of human achievements. (10) ______12 PART V TRANSLATION:完成时间60分钟13 PART VI WRITING:完成时间45分钟Joseph Epstein, a famous American writer, once said, "We decide what is important and what is trivial in life. We decide (so) that what makes us significant is either what we do or what we refuse to do. But no matter how indifferent the universe may be to our choices and decisions, these choices and decisions are ours to make. We decide. We choose. And as we decide and choose, so are our lives formed. In the end, forming our own destiny is what ambition is about." Do you agree or disagree with him? Write an essay of about 400 words entitled: AmbitionIn the first part of your essay you should state clearly your opinion in response to Epstein's view, and in the second part you should support your opinion with appropriate details. In the last part you should bring what you have written to a natural conclusion or a summary.Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the above instructions may result in a loss of marks.PART I LISTENING COMPREHENSION SECTION A MINI-LECTURE题目：1.答案:题目：2.答案:题目：3.答案:题目：4.答案:题目：5.答案:题目：6.答案:题目：7.答案:题目：8.答案:题目：9.答案:题目：10.答案:SECTION B INTERVIEW题目：1.Which of the following statements is TRUE about Miss Green's university days?A) She felt bored.B) She felt lonely.C) She cherished them.D) The subject was easy.题目：2.Which of the following is NOT part of her job with the Department of Employment?A) Doing surveys at workplace.B) Analyzing survey results.C) Designing questionnaires.D) Taking a psychology course.题目：3.According to Miss Green, the main difference between the Department of Employment and the advertising agency lies in ______.A) the nature of workB) office decorationC) office locationD) work procedures题目：4.Why did Miss Green want to leave the advertising agency?A) She felt unhappy inside the company.B) She felt work there too demanding.C) She was denied promotion in the company.D) She longed for new opportunities.题目：5.How did Miss Green react to a heavier workload in the new job?A) She was willing and ready.B) She sounded mildly eager.C) She was a bit surprised.D) She sounded very reluctant.SECTION C NEWS BROADCAST 1题目：6.The man stole the aircraft mainly because he wanted to ______.A) destroy the European Central BankB) have an interview with a TV stationC) circle skyscrapers in downtown FrankfurtD) remember the death of a US astronaut题目：7.Which of the following statements about the man is TRUE?A) He was a 31-year-old student from Frankfurt.B) He was piloting a two-seat helicopter he had stolen.C) He had talked to air traffic controllers by radio.D) He threatened to land on the European Central Bank.SECTION C NEWS BROADCAST 2题目：8.The news is mainly about the city government's plan to ______.A) expand and improve the existing subway systemB) build underground malls and parking lotsC) prevent further land subsidenceD) promote advanced technologySECTION C NEWS BROADCAST 3题目：9.According to the news, what makes this credit card different from conventional ones is ______.A) that it can hear the owner's voiceB) that it can remember a passwordC) that it can identify the owner's voiceD) that it can remember the owner' s PIN题目：10.The newly developed credit card is said to have all the following EXCEPT ______.A) switchB) batteryC) speakerD) built-in chipPART II READING COMPREHENSION题目：11.When the book reviewer discusses the Internet University,______.A) he is in favour of itB) his view is balancedC) he is slightly critical of itD) he is strongly critical of it题目：12.Which of the following is NOT seen as a potential danger of the Internet University?A) Internet-based courses may be less costly than traditional ones.B) Teachers in traditional institutions may lose their jobs.C) Internet-based courseware may lack variety in course content.D) The Internet University may produce teachers with a lot of publicity.题目：13.According to the review, what is the fundamental mission of traditional university education?A) Knowledge learning and career building.B) Learning how to solve existing social problems.C) Researching into solutions to current world problems.D) Combining research efforts of teachers and students in learning.题目：14.Judging from the three new roles envisioned for tomorrow's university faculty, university teachers ______.A) are required to conduct more independent researchB) are required to offer more courses to their studentsC) are supposed to assume more demanding dutiesD) are supposed to supervise more students in their specialty题目：15.Which category of writing does the review belong to?A) Narration.B) Description.C) Persuasion.D) Exposition.TEXT B题目：16.From the first paragraph, we get the impression that ______.A) Ray cherished his childhood memoriesB) Ray had something urgent to take care ofC) Ray may not have a happy childhoodD) Ray cannot remember his childhood days题目：17.Which of the following adjectives does NOT describe Ray's hometown?A) Lifeless.B) Religious.C) Traditional.D) Quiet.题目：18.From the passage we can infer that the relationship between Ray and his parents was ______.A) closeB) remoteC) tenseD) impossible to tell题目：19.It can be inferred from the passage that Ray' s father was all EXCEPT ______.A) considerateB) punctualC) thriftyD) dominantTEXT C题目：20.The word debts in "very few debts are left unpaid" in the first paragraph means ______.A) loansB) accountsC) killingsD) bargains题目：21.Which of the following is NOT one of the geographical facts about the Indian frontier?A) Melting snows.B) Large population.C) Steep hillsides.D) Fertile valleys.题目：22.According to the passage, the Pathans welcomed ______.A) the introduction of the rifleB) the spread of British ruleC) the extension of luxuriesD) the spread of trade题目：23.Building roads by the British ______.A) put an end to a whole series of quarrelsB) prevented the Pathans from carrying on feudsC) lessened the subsidies paid to the PathansD) gave the Pathans a much quieter life题目：24.A suitable title for the passage would be ______.A) Campaigning on the Indian frontierB) Why the Pathans resented tile British ruleC) The popularity of rifles among the PathansD) The Pathans at warTEXT D题目：25.The sentence "Museum is a slippery word" in the first paragraph means that ______.A) the meaning of the word didn't change until after the 15th centuryB) the meaning of die word had changed over the yearsC) the Greeks held different concepts from the RomansD) princes and merchants added paintings to their collections题目：26.The idea that museum could mean a mountain or an object originates from ______.A) the RomansB) FlorenceC) Olympia。

2006年高考日语听力部分

2006年普通高等学校招生全国统一考试日语（含听力）第一部分：听力（共两节，满分30分）第一节――听下面７段录音，每段录音后有１道小题，从ＡＢＣ三个选项中选出最佳选项。

（共７小题：每小题2分，满分14分）１．女の人は今晩何をしますか。

Ａ食事をしてから、サッカーを見る。

Ｂ食事をしてから、映画を見る。

Ｃ家で電話を待つ。

２．女の人は道子の誕生日にどんなプレゼントをするつもりですか。

Ａ.カバンＢ.人形Ｃ.映画の切符３．男の人はどうしましたか。

Ａ3時に電話するのを忘れた。

Ｂ3時に一度電話したのを思い出した。

Ｃ4時に電話するのを忘れた。

４．男の人はこれからどうしますか。

Ａ女の人に辞書を返す。

Ｂ渡辺さんに辞書を返す。

Ｃ渡辺さんに電話する。

５．女の人は子供のころ、よく何をしましたか。

Ａ一人で本を読んでいた。

Ｂ旅行をしていた。

Ｃ友達と一緒に自転車に乗った。

６．女の人はどう思っていますか。

Ａ.ぜひ行きたい。

Ｂ.行きたい。

Ｃ.あまり行きたくない。

７．部屋でできることは何ですか。

Ａ.うちに電話をすることＢ.隣の部屋に電話をすることＣ.料理をすること第二节―听下面４段录音，每段录音后有２道小题，从ＡＢＣ三个选项中选出最佳选项。

（共8小题：每小题2分，满分16分）８．コンピューターを使ったことのない人は、何番の教室で勉強しますか。

ＡＡ.１０１Ｂ.１０２Ｃ.１０３９．コンピューターがわりあいにできる人は、何番の教室で勉強しますか。

Ａ.１０１Ｂ. １０２Ｃ.１０３10．二人はこれからどうしますか。

Ａ.山田さんを待ってから店へ行く。

Ｂ.山田さんを待たないで店へ行く。

Ｃ. 山田さんに電話をしてから店へ行く。

11．山田さんは電話で何と言いましたか。

Ａ.店の場所を知っている。

Ｂ.待っている。

Ｃ.先に行っていい。

12．女の人はラジオでドラマを聞くことについてどう思っていますか。

Ａ.便利だ。

Ｂ.何も見えないから変だ。

Ｃ.想像力が湧くので新鮮だ。

06年日语考研真题

06年日语考研真题2006年的日语考研真题是一道经典的题目，它在当时引起了广泛的讨论和关注。

这道题目涉及到了日语语法、词汇和阅读理解等多个方面，考察了考生的综合能力。

本文将围绕这道题目展开讨论，从不同的角度分析和解答。

首先，让我们来看一下这道题目的具体内容。

这道题目是一篇短文，主要讲述了一个人在旅行中遇到的一些问题和困惑。

短文中使用了大量的日语词汇和表达方式，考生需要通过阅读理解的方式来理解并回答问题。

这种类型的题目对考生的语言理解能力和阅读能力都提出了很高的要求。

接下来，让我们来分析一下这道题目的难点所在。

首先，短文中使用了一些较为复杂的词汇和表达方式，考生需要对这些词汇进行准确的理解和运用。

其次，短文中还涉及到了一些日语的语法问题，考生需要对这些语法规则有一定的了解和掌握。

最后，短文中的问题也需要考生具备一定的逻辑思维能力和推理能力，才能正确回答。

那么，如何解答这道题目呢？首先，考生可以通过仔细阅读短文，理解短文的大意和细节信息。

可以在阅读过程中标记一些重要的词汇和句子，以便后续回答问题时参考。

其次，考生可以根据问题的要求，找出短文中与之相关的信息，进行分析和推理。

如果遇到不懂的词汇或语法，可以通过上下文的信息进行猜测和推测。

最后，考生可以根据自己的理解和推理，选择正确的答案并进行解释。

通过解答这道题目，考生可以提高自己的日语语言能力和阅读理解能力。

同时，也可以了解到日语考试的出题方式和考察内容。

这对于考生来说是一个很好的学习和提高的机会。

总结起来，2006年的日语考研真题是一道经典的题目，它考察了考生的语言能力、阅读理解能力和逻辑推理能力。

通过仔细阅读和分析，考生可以正确回答问题，并提高自己的语言能力。

希望本文的分析和解答对考生们有所帮助，祝愿大家在日语考试中取得好成绩！。

2006-07年专八真题听力原文详析

2006年真题听力原文详析SECTION A Mini-lecture重点词汇：1) the competent reader 有能力的读者词汇扩展：very /highly /extremely competent; competent to do sth.; Incompetent, competency=competence reader competency 下文中有acquire a good deal of competency2) invariably 不变地始终如一地词汇扩展：vary=change=alter/ varied=various(variously):各种各样的；同义词 =always =every time3)formal property of grammar 文法的形式特性词汇扩展：Property= real estate/ possessions4) cultural codes 文化准则词汇扩展：universal product code 通用商品条形码、 bar code条形码、binary code 二进码 coded message 用密码编写的信息反义词：decode 解码5) context 词汇扩展：contextual contextualize: contextualize the problem 了解问题的背景音近词 contestSECTION B Interview重点词汇：1）confirm our own ideas: 证实我们自己的想法词汇扩展：confirm /conform Conform to /with=obey 符合，遵守；conformist 墨守成规的人 conformity2）the practical orientation of the course 以实用为导向的课程词汇扩展：orientation course 导修课（情况说明）；competence-oriented education 素质教育（另一种说法education for all-round development） examination-oriented education 应试教育3) sophisticated=complicated 词汇扩展：世故的, 老练的（人) sophisticated tastes 高雅的口味: sophisticated modern weapons 精良的现代武器（物）4）advertising campaign 广告宣传活动（计划）词汇扩展: advertising [ˈædvətaizi ŋ]n.[总称]广告 a.广告的； advertising strategy 广告策略； advertising culture 广告文化 Advertising Business Permit 广告经营许可； permit n.许可证，执照5）cutback n.削减生产，削减人员词汇扩展:sharp cutbacks in the military budget；【电影】倒叙；6）secretarial [sekrə’teəriəl] a.秘书的，文书的7）handy: 1, 方便的；2. 在手边的词汇扩展：be handy with sth. 巧于某事/ to come in handy 迟早有用/ be handy for doing sth. 对做某事有用8）undergraduate 本科生词汇扩展：postgraduate 研究生 graduate 泛指毕业生nursery 托儿所kindergartenparental teaching 家长对孩子的教导elementary/primary schoolsecondary school 中学universitycollege 学院institute 学院研究所polytechnic school/college 理工学院vocational school/college 职业学院technical school 技术学校faculty 学部school/college/division 学院department 系major/major strand/subjectselective/elective/optional courses 选修课required/compulsory courses 必修课elementary 基础的intermediate 中级的advanced 高级的internship 实习qualification 资历certificate 证书执照diploma 文凭degree：bachelor’s degreemaster’s degreepostgraduate schoolgraduate 大学毕业生undergraduate 本科生postgraduateBA/Bachelor of ArtsBSc/Bachelor of ScienceMA/Master of ArtsMSc/Master of SciencePh.D./Doctor of Philosophy 博士MBA/Master of Business Administration工商管理硕士9）enroll in 登记入学SECTION C NEWS BROADCASTNews Item 1重点词汇Aircraft 飞机航空器（单复数同形）词汇扩展：aircraft-carrier 航空母舰Jet喷气式飞机 jet-lag时差综合症 space shuttle 航天飞机At a gunpoint 在枪口威胁下 The driver was robbed at gunpoint. Judith Arlene ResnikNASA astronautNationality AmericanStatus 状态Killed during missionBorn April 5, 1949 Akron, OhioDied January 28, 1986 (aged 36) Cape Canaveral, FloridaOther occupation EngineerTime in space 6d 00h 56mSelection 1978 NASA GroupMissions STS-41-D, STS-51-LMission insigniaAwardsEvacuate vt.转移，撤离，疏散Boltimore重点句子The former world heavy weight champion was released on Monday after 4 months behind bars from an assault in the wake of a traffic accident last August.因为去年八月的一次交通事故中人身攻击他人被投入监狱4个月后，前世界重量级拳击冠军在周一被释放。

2006年普通高等学校招生全国统一考试日语

2006年普通高等学校招生全国统一考试日语第二部分：日语知识运用（共40小题：每小题1分，满分40分）16．私は山田さん＿＿＿駅へ行く道を教えてあげた。

Ａ. へＢ.をＣ.でＤ.に17．時間がなかったから、朝ご飯はパンと牛乳しました。

Ａ.にＢ.をＣ.でＤ.が18．いつの日世界に平和が来るだろう。

Ａ.もＢ.でＣ.かＤ.まで19．若い世代は、仕事に対しての考え方＿変わってきているようである。

Ａ.にＢ.がＣ.へＤ.を20．父親は平日は忙しいので、日曜日＿＿＿は子どもとゆっくり遊びたいと考えている。

Ａ.までＢ.からＣ.さえＤ.だけ21．昨日遅くまでテレビを見ていたから、本田さんは今日はとても眠いだ。

Ａ.からＢ.までＣ.はずＤ.ばかり22．あの姉妹は、本当によく似ている。

電話の時など、親でも間違える＿＿。

Ａ.くらいだＢ.つもりだＣ.からだＤ.ものだ23．あんな怠けの彼が、試験に合格できる＿＿＿。

Ａ.ことだＢ.ことかＣ.ものだＤ.ものか24．知っている人と道で出会ったら、普通あいさつをする＿＿＿である。

Ａ.ためＢ.ものＣ.しだいＤ.こと25．人に信用されるには、まず自分がうそをつかないだ。

Ａ.ことＢ.つもりＣ.からＤ.わけ26．事情があって、彼は小さいころから祖父母＿＿＿育てられた。

Ａ.のせわにＢ.をもとにＣ.のそばにＤ.のもとで27．大事なことだから、忘れない＿＿メモしておこう。

ＡうちにＢところにＣことでＤもので28．＿＿＿すれば、きれいに野菜が切れるんです。

Ａ.これＢ.こんなＣ.このＤ.こう29．社会の変化が＿＿＿はやいと、ついていけない人もいる。

Ａ.これほどＢ.それほどＣ.このほどＤ.そのほど30．今日の社長の＿＿＿は、１０時から会議、午後１時にお客さんと昼食です。

Ａ.スケッチＢ.スケジュールＣ.スピーチＤ.スポーツ31．団体競技に勝つためには、＿＿＿一人一人ががんばらなければならない。

Ａ.チームＢ.グループＣ.メンバーＤ.クラス32．２０歳を過ぎた＿＿＿、もう大人なのだから、自立するべきだ。

2006年日语成人高等学校招生全国统一考试

2006年成人高等学校招生全国统一考试日语考生注意：答案必须写在答题纸上，写在试题纸上无分，本试卷满分150分，考试时间120分钟。

一、文字与词汇（20分）（一）写假名——用平假名写出下列日语汉字的读音。

（1×10＝10分）例：助かる（たす）1．四回2．待つ3．楽だ4．注射5．頼む6．大丈夫7．手足8．放す9．浅い10．弱い（二）写日语汉字——写出下列划线部分的日语汉字。

（1×10＝10分）例：けいかくを立てる11．しょうくじが済む。

12．伝統をまもる。

13．新しいワイシャツをきている。

14．あの山はのぼりにくい。

15．草をふまないでください。

16．へたな字を書く。

17．ひるやすみをとらない。

18．入院中の友人をみまう。

19．理解をふかめる。

20．ひじょうの時の用意をする。

二、语法——根据下列各句的意思，从四个选项中选出一个适当的选项，将其序号（A、B、C、D）写在答题纸上。

（1.5×30＝45分）例：これ鉛筆です。

（B）A．にB．はC．をD．や21．きれいなくつですね。

これします。

いくらですか。

A．をB．はC．がD．に22．木村さんはもう3日学校に来ていません。

A．もB．をC．がD．で23．これわたしのスピーチを終わります。

A．をB．でC．にD．が24．弟は来年アメリカの大学卒業します。

A．をB．にC．からD．で25．彼がいつ国に帰った分かりません。

A．をB．がC．かD．は26．家まで戻らないで、わたしの傘を使えばよかった。

A．でもB．のにC．までD．だけ27．さっき食べたなのに、もうお中がすいてしまった。

A．ほどB．あとC．ばかりD．ぐらい28．「さあ、どうぞ熱い召し上がってください。

」「はい、いただきます。

」A．うちにB．あいだC．あとでD．うえに29．めがねがない。

たしかここにおいたなんだが。

A．わけB．ものC．はずD．ところ30．健康の毎日ジョギングをしています。

2006年日语能力测试语法真题解析

２００６年语法真題解析（２５）週末にはドライブ______、新しい博物館まで行ってみようと思う。

１なりに２がてら３がちに４ながら答案及解析：２。

「がてら」接在动词的连用形、体言的后面，意为“顺便”、“在……同时”、 “借……之便”。

选项１「なりに」接在体言或简体句后，表示与某人或事物相适应的，意为“与……相应的”、“与……相符的”；选项３「がち」是接尾词，可接在一些名词或动词连用形后构成复合形容动词，表示某个不好的清况经常发生，或存在某种不好的倾向，意为“往往……”、“动不动就……”、“经常……”等；选项４「ながら」表示动作同时进行、转折、保持原来的状态等，意为“一边……一边……”、“虽然……，但是……”， “如故”。

翻译：周末驾车兜风的时候，想顺便到新博物馆去看看。

（２６）授業終了のベルを聞くが______、生徒たちは教室を飛び出して行った。

１早くて２早いか３早くも４早ければ答案及解析：２。

「が早いか」接在动词终止形后，表示前一个动作或状态刚刚结束，后一个动作或状态马上出现，意为“立刻”、“刚一……就”。

其他选项不能与「が」一起构成约定俗成的句型。

翻译：刚一听到下课的铃声，学生们就跑出了教室。

（２７）出席状況・学業成績______、奨学金の支給を停止することもある。

１のいかんでは２のきわみで３といえども４としたって答案及解析：１。

「いかんでは」表示“根据其内容、状态而定”的意思，意为“根据……”、要看”。

选项２中的「きわみ」表示程度达到极致，意为“极其”；选项３表示逆接，意为“即使……”、“虽说……”；选项４中的「したって」意为“即便”。

翻译：根据出席情况、学习成绩，有可能会停止支付奖学金。

（２８）親友は、細かい事情を聞くこと______、私にお金を貸してくれた。

１ないで２なくて３なしに４ないか答案及解析：３。

「ことなしに」接在动词的基本形后，用于句子的中顿。

其他选项中的活用形都没有这种用法。

06级聴解1

大学日本語聴解1日期06年10月8日06級聴解1パート1テープを聞いて練習しましょう1、助詞の脱落①何してるの？家族に手紙書いてるの。

-----②ちょっとテープレコーダー貸して。

音楽録音したいから。

----③隆志、さっき田中さんから電話あったわよね④お腹すいたなあ。

何食べようかなあ。

⑤明日、雨降ったら、運動会中止だよね。

⑥どうしたの？顔色悪いわよ。

今日はもう、仕事やめて、早く家帰ったほうがいいんじゃない？⑦就職決まったんだって。

おめでとう。

ありがとう。

東京来たら連絡して。

電話番号渡しとくから。

⑧ねえ、ちょっと頼みたいことあるんだけど。

なに？明日、一時間目の授業休むから、ノートとっといてくれる？いいわ。

でも、そのかわり、あさっての授業頼むわよ。

⑨どうして昨日学校休んだの。

風引いて、頭痛くてさ、ずっと寝てたんだ。

それで、もう風邪治ったの？⑩ただいま。

おかえり。

夕飯できてるけど、食べる？いや、先に風呂入るよ。

じゃ、タオルとパジャマ出しとくわ。

注意1．助词脱落一般只出现在非郑重场合或随意的会话中，郑重场合和书面语中则不出现。

2．根据语境或前后文内容不会误解时才出现脱落现象。

3．脱落最多的是を，其次是が、は。

に、へ之后为移动性动词，如行く。

也出现脱落。

除此之外，に、で、と等不能脱落。

2.音の脱落①素敵なセーター着てるわね。

②眼鏡をかけてないと、はっきり見えません。

③そんなことは分かってます。

④めそめそしてないで、元気出しなさい。

⑤吉田さん、この辺りに住んでるらしいよ。

⑥健康のために毎日1キロ泳いでます。

⑦傘、持ってく？置いてく？⑧関係者以外は立ち入り禁止です。

出てってください。

⑨ここで少し休んでこうよ。

⑩のど渇いたね。

お茶飲んでかない？注意：ているーーてるていくーーてく2、日常の挨拶①朝のうち会った人に何と言って挨拶しますか？②外出しようとする人は何と言って出かけますか？③家族の人が家に帰ったら何を言って迎えますか？④食事をする前に何といってから食べますか。

06年日语考研真题及答案

06年日语考研真题及答案由于我无法提供具体的文件或文档，但我可以为你概述2006年日语考研真题及答案的一般结构和内容。

2006年日语考研真题及答案概述一、听力部分听力部分通常包括对话和短文理解，测试考生对日语听力材料的理解和分析能力。

考生需要根据听到的内容，选择或回答相关问题。

例题：1. 请根据对话内容，选择正确的答案。

2. 根据短文内容，回答以下问题。

答案示例：1. A. 选项一 B. 选项二 C. 选项三 D. 选项四2. 答案：[根据短文内容给出的答案]二、词汇和语法部分这部分考查考生对日语词汇和语法的掌握程度，通常包括填空、选择、改错等形式。

例题：1. 请从下列选项中选择最合适的词汇填入空白处。

2. 请指出下列句子中的错误，并给出正确形式。

答案示例：1. [正确选项]2. 错误：[错误形式] 正确：[正确形式]三、阅读理解部分阅读理解部分要求考生阅读若干篇文章，然后回答相关问题，考查考生的阅读能力和理解能力。

例题：1. 根据文章内容，回答以下问题。

2. 请概括文章的主旨大意。

答案示例：1. 答案：[根据文章内容给出的答案]2. 概括：[文章主旨大意的概括]四、翻译部分翻译部分考查考生的日语到中文或中文到日语的翻译能力。

例题：1. 请将下列日语句子翻译成中文。

2. 请将下列中文句子翻译成日语。

答案示例：1. [日语句子的中文翻译]2. [中文句子的日语翻译]五、写作部分写作部分通常要求考生根据给定的主题或材料写一篇文章，考查考生的日语写作能力。

例题：请以“我的梦想”为题，写一篇不少于800字的日语作文。

答案示例：[考生的作文内容]请注意，以上内容仅为概述，并非实际的2006年日语考研真题及答案。

如需获取具体的真题和答案，建议查阅相关的教育资料或在线资源。

2006年职称日语考试真题试卷及题型分析

2006年职称日语考试真题试卷及题型分析2008-1-4 10:58:00 来源：频道：职称日语A级短句1、もう１２時だから、まずお昼を食べて()仕事をしましょう。

A. それでB.それにC.それからD.そこで２、理事会は水曜日に開くか、（）土曜日に開くか、まだ決まっていません。

A.そしてB.それにC.たとえばD.それとも３、彼は外国に行ったことがありません。

（）外国のことをよく知っています。

A.ところでB.それでもC.ですからD.そこで４、鈴木さんはハンサムで（）才能もあるので、会社で人気があります。

A.しかしB.ところがC.そのうえD.それでも５、何回も電話をしましたが、彼は（）来なかった。

A.ついにB.いずれC.つまりD.少しも６、食糧問題は（）深刻になってきました。

A.もうすぐB.まもなくC.いまにもD.ますます７、結果はともかく、自分としてはベストを尽くした（）です。

A.ためB.せいC.つもりD.かぎり８、あの赤いリボンを付けている女の子は、大きな目（）。

A.をしていますB. がしていますC.になっていますD.がなっています９、一生懸命にがんばること（）成功へ導く道です。

A.さえB.こそC.なりD.だけ１０、お客さんは五人来ますが、ビールはこれだけあれば（）でしょう。

A.ほとんどB.十分C.すべてD.全部１１、あと一点取っていれば、私も合格できたのに、（）。

A.くやしくならないB. くやしくてかぎりないC. くやしくてたまらないD. くやしくてたりない１２、できるだけのことをしてだめだったのだから、諦める（）でしょう。

A.ほかないB.ことがないC.はずないD.しかたがない１３，井上先生の小説は日本（）海外でも高く評価されている。

A.のみならずB.さえならずC.だけならずD.ばかりなく１４、私たちの若い頃と違いまして、最近の若い人は自分の時間を大事にするようになって（）ね。

A.いましたB.みなしたC.きましたD.いきました１５、「社長の昨日のあの態度には、ぼくも本当に腹がたったよ。