高中英语阅读理解精读荟萃（中级篇）7
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Passage One The Causes of European Separation in 16th Century
For a thousand years and more, the people of Europe had fought about many things, but they had been united in believing one thing: that there existed a single “Holy, Catholic and Apostolic Church” of which the Bishop of Rom高考资源网e, under the title of the Pope, was the visible and recognizable head in succession to St. Peter. But in 1517 a German monk, Martin Luther, challenged certain Catholic teachings and renounced his obedience to the papacy. Others had followed him, including Henry VIII. 21世纪教育网
Thus Europe was divided in every which way, the southern and eastern two-thirds still Catholic, the northern and western one-third what was coming to be called Protestant, though English-ruled Ireland solidly Catholic and the Spanish-ruled Netherlands, particularly the northern part approximating to modern Holland, grew increasingly Protestant; while in virtually every country, whether officially Catholic or Protestant, those of the contrary faith fiercely attempted to convert their neighbors and equally fiercely resisted their neighbor’s attempts to convert them. For this there was no simple, friendly solution to be reached on the principle of live-and-let-live. Each party believed that it had hold of the truth, the only truth that mattered, the one that led to eternal salvation, and its adversaries clung to falsehood which must necessarily head to eternal damnation: not only for themselves but for all who should permit them to survive and infect others with their errors. Toleration, even reasonable discussion, was impossible. God and the devil could not mix. Just as Elizabeth was to ardent Catholics that Jezebel, so to earnest Protestants the Pope was “that wolfish bloodsucker,” and their Catholic fellow-creatures mad dogs, toads and other such vermin to be cleansed off the face of the earth.
These feelings, dangerous enough in themselves, were made more so by questions of geography and money. The Catholic countries bordering on the Mediterranean were by far the richest. From the beginning of the Middle Ages the Republic of Venice had controlled the trade routes to the East, bringing the wares carried out of Persia, China and the Indies by camel to her depots in Syria and reloading them in her high, gorgeously painted vessels for transshipment to Italy and beyond. Since the end of the fifteen century, first Portugal by sailing round Africa to India, then Spain by the discovery of America, had likewise been in a position to bring for sale to Europe all the rare and wonderful things for which Europe longed—silks and precious woods, sugar and spices, gold and silver, works of exquisite art and strange animals from peacock to tigers. In 1494, two years after Columbus’s first voyage to America, Pope Alexander VI had divided the unexplored world beyond the seas between Spain and Portugal as reward for their enterprise and to keep them from fighting. The other countries had respected this division so long as they remained Catholic.
1. The best title for this passage is
A. The History of Europe in 16th Century.
B. The Religious History of Europe in 16th Century.
C. The Causes of European Separation in 16th Century.
2. What does we learn from the passage
A. The Pope had the supreme power in religion before reform.
B. The Pope had the greatest power in every thing outside religion.
C. The Pope was the real king in Europe then.
D. The Pope was the real ruler in Europe then.
3. What did the sentence “The other countries had respected this division so long as they remained Catholic” imply
A. It implied this division could not be respected long.
B. It implied this division would not face a challenge.
C. It implied this division would be respected forever. 21世纪教育网
D. It implied the power of the Pope would never decline.
4. Which of the following is not mentioned as a cause to deepen the dangerous feelings
A. Money. B. Geology. C. Religion. D. Geography.
Vocabulary
1. Apostolic罗马教皇的，使徒的
2. in succession to 继承，接班
3. Martin Luther 马丁·路德 1483——1546德国宗教改革家
4. teachings教义
5. renounce抛弃，摈弃，否认
6. papacy 罗马教皇职位/制度，这里指罗马教皇
7. cling to 坚持
8. damnation 诅咒，永远的处罚
9. bloodsucker 吸血鬼
10. depot仓库，补给站
11. gorgeous 华丽的，灿烂的，辉煌的
12. spice香料
13. enterprise事业，业绩，功勋
难句译注
1. Thus Europe was divided in every which way, the southern and eastern two-thirds still Catholic, the northern and western one-third what was coming to be called Protestant, though English-ruled Ireland solidly Catholic and the Spanish-ruled Netherlands, particularly the northern part approximating to modern Holland, grew increasingly Protestant; while in virtually every country, whether officially Catholic or Protestant, those of the contrary faith fiercely attempted to convert their neighbors and equally fiercely resisted their neighbor’s attempts to convert them.
【结构简析】 every which way. 四面八方，散乱。这里指四分五裂。EX : Railroads cross the country in every which way. 铁路四通八达，纵横全国。
【参考译文】 就这样欧洲四分五裂：东南部2/3仍然是天主教，西北部1/3是后来被称为的基督教，虽然英国统治的爱尔兰是稳固的天主教，而西班牙统治的荷兰，特别是靠近现代荷兰的北部地区越来越变成基督教。事实上，在每个国家，不论官方声称是天主教还是基督教，相反信仰的人都拼命想把他的邻居变过来，也同样强烈的抵制他们的邻居企图把他们变过去。
2. Each party believed that it had hold of the truth, the only truth that mattered, the one that led to eternal salvation, and its adversaries clung to falsehood which must necessarily head to eternal damnation: not only for themselves but for all who should permit them to survive and infect others with their errors. 21世纪教育网
【结构简析】 believed 有两个宾语从句，用and连接。第一个宾语从句that it had hold of the truth中，the only… the one…都说明truth,是它的同位语。And 后的宾语从句省略了连词that，句中有定语从句which must 修饰falsehood，后面的who定从修饰all.
【参考译文】 每一派都认为他掌握了真理，唯一的至关重要的这里，通向永恒获救解脱，而它的对手（敌人）死抓住错误不放，这必然导致永恒的诅咒；不仅诅咒他们自己，还诅咒那些让他们生存下去，让他们错误感染别人的人。
3. Just as Elizabeth was to ardent Catholics that Jezebel, so to earnest Protestants the Pope was “that wolfish bloodsucker,” and their Catholic fellow-creatures mad dogs, toads and other such vermin to be cleansed off the face of the earth.
【结构简析】 注意just as…so …句型，so 后是部分倒装。To cleanse off消减，清除出。Jezebel耶西别古代以色列国王亚哈的妻子，残忍淫荡。后指无耻放荡的女人，胭脂虎。这里指英国女王伊丽莎白。
【参考译文】 就像伊丽莎白女王对狂热的天主教徒来讲那是个耶西别；对基督教徒来说罗马教皇是那个残忍的吸血鬼。天主教徒是疯狗，蛤蟆，其他种种恶魔，应从地球表面上清除出去。
写作方法与文章大意
这是一篇论述“宗教改革后的欧洲形势”的文章。（16世纪欧洲的情况）。作者从三方面论及其分裂的原由，欧洲在宗教改革后的信仰分裂，造成新旧教势不两立的局面，地理位置和金钱两个因素加剧了分裂的局面。
答案详解
1. D. 16世纪欧洲分裂的因素。上面文章大意中作者是从三方面论及其分裂。见难句译注1和第三段第一句：“这些情感，本身就危险，再加上地理和金钱两个问题，情况就更加不妙了。”
A. 欧洲史。 B. 欧洲宗教史。这两项涉及面更广。 C. 宗教改革对16世纪欧洲的影响。和标题有些接近。但第三段却是和宗教无关的两个因素。
2. C. 在改革前，罗马教皇是欧洲真正的帝王。这在第一段中有明确的叙述“一千多年来，欧洲人们虽然在许多事情彼此斗争过，可是在信仰上团结一致，都信只有一个神圣的天主教和罗马教皇的教会。那里的罗马大主教，称为教皇，是继承圣·彼德之后有形的公认领袖。可是，1517年德国僧侣，马丁·路德向某些天主教教义提出挑衅，拒绝服从罗马教皇，其他追随他，其中包括亨利八世（英王）”。21世纪教育网
A. 在改革前，罗马教皇在宗教上具有至高无上的权利。似乎很有道理。实际上，教皇虽是宗教领袖，管的事情远远超出宗教范畴。这在最后一段倒数第二句话可见一般。结合第三题谈。B. 教皇在宗教之外的许多事情有着最高的权利。是明显不对的。 D. 教皇是那时欧洲的真正统治者。Then 一词可以指改革前后。
3. A. 这种分割不可能长期得到尊重。最后一段的最后两句话“1494年，哥伦布首次远航美洲后的两年，教皇亚历山大六世就把这块大洋彼岸未曾勘探的世界分给西班牙和葡萄牙作为对他们业绩的褒奖（赏赐）和制止他们彼此开仗。其它国家只要他们依然信仰天主教，他们就会尊重这个瓜分。”as long as 是一个条件。一旦这个条件不存在，那就不会再尊重。另一方面也说明教皇不仅管宗教，见第2题A注释，因此并不正确。
B. 不会面临挑战。 C. 永远得到尊重。 D. 教皇权力永不衰退。
4. B. 地质学。其他三项：
A. 钱。 C. 宗教。 D. 地理位置。都提到。
Passage Two The Young Generation
Old people are always saying that the young are not what they were. The same comment is made from generation to generation and it is always true. It has never been truer than it is today. The young are better educated. They have a lot more money to spend and enjoy more freedom. They grow up more quickly and are not so dependent on their parents. They think more for themselves and do not blindly accept the ideals of their elders. Events which the older generation remembers vividly are nothing more than past history. This is as it should be. Every new generation is different from the one that preceded it. Today the difference is very marked indeed.
The old always assume that they know best for the simple reason that they have been around a bit longer. They don’t like to feel that their values are being questioned or threatened. And this is precisely what the young are doing. They are question the assumptions of their elders and disturbing their complacency. Office hours, for instance, are nothing more than enforced slavery. Wouldn’t people work best if they were given complete freedom and responsibility And what about clothing Who said that all the men in the world should wear drab grey suits and convict haircuts If we ruin our minds to more serious matters, who said that human differences can best be solved through conventional politics or by violent means, who said that human difference can best be solved through conventional politics or by violent means Why have the older generation so often used violence to solve their problems Why are they so unhappy and guilt-ridden in their personal lives, so obsessed with mean ambitions and the desire to amass more and more material possessions Can anything be right with the rat-race Haven’t the old lost touch with all that is important in life
These are not questions the older generation can shrug off lightly. Their record over the past forty years or so hasn’t been exactly spotless. Traditionally, the young have turned to their elders for guidance. Today, the situation might be reversed. The old—if they are prepared to admit it—could learn a thing or two from their children. One of the biggest lessons they could learn is that enjoyment is not ‘sinful’. Enjoyment is a principle one could apply to all aspects of life. It is surely not wrong to enjoy your work and enjoy your leisure; to shed restricting inhibitions. It is surely not wrong to live in the present rather than in the past or future. This emphasis on the present is only to be expected because the young have grown up under the shadow of the bomb: the constant threat of complete annihilation. This is their glorious heritage. Can we be surprised that they should so often question the sanity of the generation that bequeathed it
1. Which of the following features in the young is NOT mentioned
A. Better educated. B. More money and freedom.
C. Independence. D. Hard work.
2. What so the young reject most
A. Values. B. The assumption of the elders.
C. Conformity. C. Conventional ideas.
3. Why do the young stress on the present
A. They have grown up under the shadow of the bomb.
B. They dislike the past.
C. They think the present world is the best.
D. They are afraid of destruction.
4. What can the old learn from the young generation
A. Enjoyment is not sinful. B. People should have more leisure time.
C. Men might enjoy life. D. One should enjoy one’s work.
21世纪教育网
Vocabulary
1. reminder 使共回想起某事的东西，提示者
2. complacency 自鸣得意，自满情结
3. take leave 擅自，任意，随意
I took leave to consider this matter settled. 请原谅我认为这事已经解决了。
4. conformity 与……一致，遵从
5. guilt有罪，内疚
6. ridden （ride 的过去分词）受……支配的，受……压迫
7. guilt-ridden负罪感
8. amass 积累，积聚
9. a rat-race 激烈的竞争
10. shrug off对……耸肩表示不屑一理，轻视，摆脱
11. spotless无污点的，纯洁的
12. shed摆脱，抛弃
13. annihilate 歼灭
14. bequeath赠送，把……传给后代
15. sanity 头脑清醒健全
难句译注
1. convict haircut. Convict 义：罪犯。罪犯和短发两字合在一起为“囚犯理的发式”。但在这里其含义根据上下文决定。前面讲到“谁说世界上所有的男人都应穿浅灰色的西装”，后面只能译成“剪成像罪犯似的短发呢”。本义有haircut义：修理整齐的短发。整齐划一表示绅士派的工作人中作风正派，认真负责，一丝不苟的精神。作者用了convict罪犯一字表示讽刺：“罪犯也是整齐划一的短发跟绅士们的要求一样，难道他们也是作风正派，认真负责，一丝不苟吗？”
写作方法与文章大意
这是一篇论及“代沟”的文章。主要采用对比手法，一开始就提出了一个老问题：“老人们经常说年轻人不是从前那样了。这一评语代代相传，永远是对的，而今天比以前任何时候更正确。”下面几段就论述他们之不同点以及对比老少两代人的态度。
答案详解
1. D. 艰苦工作。这在第一段中第四句“青年一代受了更好教育，有大量的钱话，有更多的自由。他们成长的很快，不那么依赖于父母，他们独立思考得更多，不盲目接受老一代的理想……。”
A. 受更好的教育。 B. 更多的钱和自由。C. 独立性。这三项均提及到。
2. C. 顺从。第二段集中讲到这一点。“因为老人们经常认为自己懂得多，理由就是他们经历得多。他们不喜欢自己的价值观受到怀疑或威胁。而这正是青年在做的。他们对老人们的设想提出疑问，打乱他们的自鸣得意。他们甚至敢于怀疑老一代创造了世界上可能最佳的社会。他们最反对的莫过于顺从。例如：他们说办公时间就是强制奴役，如果人们完全自由，绝对负责，他们的工作不会更好吗？而穿衣呢？谁说世界上所有的男人都该穿单调的灰色西装和剪成像罪犯似的短发？……。”这些词语都表示他们最反对的东西是遵从，“一致性”。所以21世纪教育网
A. 价值。B. 长者的设想。D. 传统习俗观念。都是具体的某一点。
3. A. 他们在炸弹的阴影下成长。第三段倒数第四句起“由于年轻人是在炸弹战争的阴影下成长壮大：在不断受到全面歼灭的威胁之下，所以也只能期望他们重视目前。这是他们的光荣遗产。他们经常询问赠给他们遗产的这代人的头脑是否清醒。对此我们能表示惊讶吗？”遗产指的是第二段的种种问题所体现出来的东西，如：“谁说人类之差异能通过常规政策或暴力手段予以很好的解决？为什么老一代人常用暴力来解决他们的问题？为什么他们（老一代）个人生活那么不愉快。老有负罪感？为什么老纠缠于要积聚越来越多的物质财富？……。”
B. 他们不喜欢过去。 C. 他们认为现世界是最好的。D. 他们害怕破坏。
4. A. 享受不是犯罪。这在第三段中间“老年人——如果他们准备承认的话——可以从他们的孩子们那里学到一两件事。他们能学的最大的课堂之一是享受不是犯罪。”“享受”是人可适用于生活各个方面的原则。从工作中获得乐处，享受闲暇时间，肯定不是错误。抛弃约束限制，生活在现在而不是生活在过去肯定也不是错。
B. 人们应有更多的闲暇。 C. 人可以享受生活。 D. 一个人应当享受工作。
Passage Three Importance of a Computer
As citizens of advanced but vulnerable economies, we must either relentlessly increase the quality of our skills or see our standard of living erode. For the future, competition between nations will be increasingly based on technological skill. Oil and natural resources will still be important, but they no longer will determine a nation’s economic strength. This will now be a matter of the way people organize them selves and the nature and quality of their work. Japan and the “new Japans “of East Asia are demonstrating this point in ways that are becoming painfully obvious to the older industrial countries.
There is simply no way to rest on our past achievements. Today’s competition renders obsolete huge chunks of what we know and what forces us to innovate. For each individual. Several careers will be customary, and continuing education and retraining will be inescapable. To attain this extraordinary level of education, government, business, schools, and even individuals will turn to technology for the answer.
In industry, processing the information and designing the changes necessary to keep up with the market has meant the growing use of computers. The schools are now following close behind. Already some colleges in the United States are requiting a computer for each student. It is estimated that 500,000 computers are already in use in American high schools and elementary schools. Although there is an abysmal lack of educational software, the number of computers in schools expands rapidly.
The computer is the Proteus of machines, as it takes on a thousand forms and serves a thousand functions. But its truly revolutionary character can be seen in its interactive potential. With advanced computers, learning can be individualized and self-paced. Teachers can become more productive and the entire learning environment enriched.
It is striking how much current teaching is a product of pencil and paper technology. With the computer’s capacity for simulation and diverse kinds of feedback, all sorts of new possibilities open up for the redesign of curriculums. Seymour Papert, the inventor of the computer language LOGO, believes that concepts in physics and advanced mathematics can be taught in the early grades with the use of computers. On every-day level, word-processing significantly improves the capacity for written expression. In terms of drill and practice, self-paced computer-assisted instruction enables the student to advance rapidly—without being limited by the conflicting needs of the entire class. In short, once we learn to use this new brain outside the brain, education will never be the same.
Industry, faced with the pressures of a rapidly shifting market, is already designing new methods to retrain its workers, In the United States, a technological university has been set up to teach engineering courses by satellite. And the advances in telecommunications and computational power will dramatically expand the opportunities for national and international efforts in education and training. 21世纪教育网
Without romanticizing the machine, it is clear that computers uniquely change the potential for equipping today’s citizens for unprecedented tasks of the future. Particularly in Europe and the United States, innovation will be the basis for continued prosperity. New competitors are emerging to challenge the old economic arrangements. How successfully we respond will depend on how much we invest in people and how wisely we employ the learning tools of the new technology.
1. What is the decisive factor in future competition between nations
A. Oil. B. Technological skill.
C. Natural resources D] Education
2. The main idea of this passage is
A. Knowledge of a Computer. B. Importance of a Computer.
C. Function of Knowledge. C. Function of Technology.
3. Why does further study become indispensable
A. People want to so more jobs.
B. People want to attain this extraordinary level of education.
C. People would not rest on the past achievements.
D. What we know becomes obsolete.
4. The word “Proteus” is closest in meaning to
A. flexibility. B. diversity. C. variety. D. multiplicity.
Vocabulary
1. relentlessly 始终不懈的
2. obsolete 过时的，大量的，绝大部分的
3. chunk大块，大量的，绝大部分
4. abysmal 无底的，极端的
5. Proteus 希腊神话中海神，能随意变化。这里指flexible, 灵活多变
6. take on 显现，显示
7. LOGO=logotyre标识语，作为标志的语言
8. rapidly shifting 瞬息万变的
9. romanticizing 使浪漫化，使幻想化
难句译注
1. With the computer’s capacity for simulation and diverse kinds of feedback, all sorts of new possibilities open up for the redesign of curriculums.
【参考译文】 由于计算机能进行模拟和提供各种反馈，它就为从新设计学校的课程开辟了各种新的可能性。21世纪教育网
2. In terms of drill and practice, self-paced computer-assisted instruction enables the student to advance rapidly—without being limited by the conflicting needs of the entire class.
【结构简析】 句子结构为主谓宾补，前后各用一个介词（短语），前in term of , 后without
【参考译文】 就练习和实践来讲，借助自行规定速度的计算机辅助的指令使学生突飞猛进而不受全班互相矛盾的需要所限制。
3. Without romanticizing the machine, it is clear that computers uniquely change the potential for equipping today’s citizens for unprecedented tasks of the future.
【结构简析】 逻辑主语句。句前有一状语成分，without +分词+名词的句型。
【参考译文】 不必用浪漫主义的手法来形容计算机，我们可清楚看到，它是独一无二的改变今天公民的潜力，使他们能承担未来的史无前例的任务。
写作方法与文章大意
文章论述了“计算机的重要性”，采用一般到具体写作手法。一开始就提出：‘作为经济上先进而又脆弱的公民，必须始终不懈地提高技术素质，否则生活水平就会下降。因为未来国际竞争取决于技术，一切部门必须迎合这一要求。具体到工业和学校必须使用计算机。重点在学校，因为它是培训新人才的基地。所以三，四，五，七段涉及计算机在学校的种种功能。最后的结论：人才和计算机是决定性因素。
答案详解
1. B. 工艺技术。这在第一段就讲到“在未来，国与国之间的竞争越来越以工艺技术为基础。尽管石油和其他自然资源仍很重要，但它们不会再对一个国家的经济实力起决定性的作用。”
A. 石油。 C. 自然资源，这两项不是决定性因素。 D. 教育。文内教育作为改革的一个方面，其重点是在学校内应用计算机，来改变教学质量，达到革新人才的目的。并不是直接参与竞争。可参看第2题的答案及译注。
2. B. 计算机的重要性。整篇文章都显示了这一点。第三段“工业上，信息处理和制定必要的改革计划以适应市场需要意味着越来越多使用计算机。学校紧跟工业之后……”第四段“计算机是一种变化多端，神通广大的机器，因为它显示千种图象，发挥千种功能。而它的真正的革命性可在其相互作用的潜能中看出。有了先进的计算机，学习可以个别进行，速度自行规定。教师变得更有成效……。”第五段“……由于利用计算机，在学校低年级就能教授物理学和高等数学概念……。”最后一段画龙点睛地指出：“计算机独一无二地改变着那种今天公民能担当未来空前任务的潜能……新的竞争对手正在崛起，自由的经济布局提出挑战。我们如何才能顺利的应战，取决于我们对人的投资的多寡，取决于我们怎么聪慧地应用新技术的学习工具。”所以选择B。21世纪教育网
A. 计算机知识。C. 知识的功能。D. 技术功能，这三项只是计算机重要性中涉及到的一个方面，不能作为中心思想。
3. D. 因为我们知道的一切变得陈旧。第二段头几句话“我们决不能吃老本，当今的竞争使我们的大部分知识变得陈旧，非加以革新不可。对每个人来说，他们将惯常从事某几种职业，并且非继续学习进修和从新接受训练不可……。”都说明进修学习的原因。
A. 人们要做更多工作。文内没有提到。B. 人们要到达非同一般的教育水平。这是目的，不是原因。C. 人们不能吃老本。这话并没有完全讲清楚全部原因。
4. A. 灵活多变。 Proteus 一词，原义是指希腊神话中变幻无常的海神，普罗狄斯，他可以随心所欲边成各种形状。这里指灵活多变。
Passage Four The Relationship between Brain Process with Mental Experience
By 1950, the results of attempts to relate brain processes to mental experience appeared rather discouraging. Such variations in size, shape, chemistry, conduction speed, excitation threshold, and the like as had been demonstrated in nerve cells remained negligible in significance for any possible correlation with the manifold dimensions of mental experience.
Near the turn of the century, it had been suggested by Hering that different modes of sensation, such as pain, taste and color, might be correlated with the discharge of specific kinds of nervous energy, However, subsequently developed methods of recording and analyzing nerve potentials failed to reveal any such qualitative diversity. It was possible to demonstrate by other methods refined structural differences among neuron types; however, proof was lacking that the quality of the impulse or its conduction was influenced by these differences, which seemed instead to influence the developmental patterning of the neural circuits. Although qualitative variance among nerve rigidly disproved, the doctrine was generally abandoned in favor of the opposing view, namely, that nerve impulses are essentially homogeneous in quality and are transmitted as “common currency” throughout the nervous system. According to this theory, it is not the quality of the sensory nerve impulses that determines the diverse conscious sensations they produce, but, rather, the different areas of the brain into which they discharge, and there is some evidence for this view. In one experiment, when an electric stimulus was applied to a given sensory field of the cerebral cortex of a conscious human subject, it produced a sensation of the appropriate modality for that particular locus, that is, a visual sensation from the visual cortex, an auditory sensation from the auditory cortex, and so on. Other experiments revealed slight variations in the size, number, arrangement, and interconnection of the nerve cells, but as for as psychoneural correlations were concerned, the obvious similarities of these sensory fields to each other seemed much more remarkable than any of the minute differences. 21世纪教育网
However, cortical as diverse as those of red, black, green and white, or touch, cold, warmth, movement, pain, posture and pressure apparently may arise through activation of the same cortical areas. What seemed to remain was some kind of differential patterning effects in the brain excitation: it is the difference in the central distribution of impulses that counts. In short, Brain theory suggested a correlation between mental experience and the activity of relatively homogenous nerve-cell units conducting essentially homogeneous impulses through homogeneous cerebral tissue. To match the multiple dimensions of mental experience psychologists could only point to a limitless variation in the spatiotemporal patterning of nerve impulses.
1. Up until 1950, efforts to establish that brain processes and mental experience are related would most likely have been met with
A. vexation. B. irritability. C. discouragement D. neutrality
2. The author mentions “common currency” primarily in order to emphasize the
A. lack of differentiation among nerve impulses in human beings.
B. similarities in the views of the scientists.
C. similarity of sensations of human beings.
D. continuous passage of nerve impulses through the nervous system.
3. Which of the following theories is reinforced by the depiction of the experiment in lines 16—19
A. Cognitive experience manifested by sensory nerve impulses are influenced by the area of the brain stimulated.
B. Qualitative diversity in nerve potentials can now be studied more accurately.
C. Sensory stimuli are heterogeneous and are greatly influenced by the nerve sensors they produce.
D. Differentiation in neural modalities influences the length of nerve transmissions.
4. It can be inferred from the passage that which of the following exhibit the LEAST qualitative variation
A. Nerve cells. B. Nerve impulses.
C. Cortical areas. C. Spatial patterns of nerve impulses.
1. Vocabulary
2. mental experiences 精神感受
3. discharge 释放
4. negligible 微小的，可以忽略不计的
5. manifold 多种多样的，多方面
6. neuron神经元/细胞
7. neural（中枢）神经的（系统）
8. qualitative diversity 质的多样性，量变的
9. disprove 反驳，反证
10. homogeneous 相似的
11. sensory nerve 感觉神经
12. cortical外皮的，皮质的
13. cerebral cortex大脑皮层
14. locus 地点，区域
15. psychoneural 精神神经
16. heterogeneous异源的，异种的，异体的
17. spatiotenporal时空的
难句译注
1. Such variations in size, shape, chemistry, conduction speed, excitation threshold, and the like as had been demonstrated in nerve cells remained negligible in significance for any possible correlation with the manifold dimensions of mental experience.
【结构简析】 句型为such…as 可as 具有关系代词作用，此处作从句中had been demonstrated 的主语。21世纪教育网
【参考译文】 神经细胞中所显示的诸如在尺寸，形状，化学，神经脉冲中传导速度，激发界限等方面的那种变化差异对多方面的精神感受可能有联系来说仍然意义不大。
2. It was possible to demonstrate by other methods refined structural differences among neuron types; however, proof was lacking that the quality of the impulse or its conduction was influenced by these differences, which seemed instead to influence the developmental patterning of the neural circuits.
【参考译文】 有可能用其他办法来显示神经类型之间细微的结构差异。可是，缺乏证据证实脉冲的或者其脉冲传导的质量受这些差别的影响。相反，这种质量看起来它却影响了中枢神经循环的进展模式。
3. In one experiment, when an electric stimulus was applied to a given sensory field of the cerebral cortex of a conscious human subject, it produced a sensation of the appropriate modality for that particular locus, that is, a visual sensation from the visual cortex, an auditory sensation from the auditory cortex, and so on.
【结构简析】 主从句。后面跟解释性同位语：that is ……。
【参考译文】 在一个实验中，当电刺激作用于有意识的人体大脑皮层的某个感觉部位，它对这个特定部位产生一种恰如其分的感觉道，也就是说，视觉来自视觉皮层，听觉来自听皮层，以此类推。
4. Other experiments revealed slight variations in the size, number, arrangement, and interconnection of the nerve cells, but as for as psychoneural correlations were concerned, the obvious similarities of these sensory fields to each other seemed much more remarkable than any of the minute differences.
【参考译文】 其他实验揭示了神经细胞在尺寸，数目，排列和相互联结上的细微变化。可是，就精神神经相互关系而论，这些感觉部位相互之间明显的相似性似乎比任何细微差异更为明显多。
5. In short, Brain theory suggested a correlation between mental experience and the activity of relatively homogenous nerve-cell units conducting essentially homogeneous impulses through homogeneous cerebral tissue.
【参考译文】 总之，大脑理论说明精神感觉和相对相似的神经细胞单位的活动有关系。这种活动通过相似的大脑皮层组织传导的基本相似的脉冲。
写作方法与文章大意
文章是对“大脑神经活动和精神感受关系的探讨。”采用时空写法。先从1950年，探索两者关系的结果令人沮丧谈起。在临近本世纪转折时期，由赫林提出的不同的感觉态可能和某种神经能量有关。经过一系列理论和经验探索，最后得出大脑理论说明神经感受和相对相似的神经细胞单位活动有关的结论。这是一种通过相似的大脑结构引导相似脉冲的活动。
答案详解
1. C. 令人失望。答案见文章的第一句话“到了1950年，大脑活动过程和精神感受有关系的实验结果看起来令人沮丧。”21世纪教育网
A. 令人恼火。 B. 激怒。 D. 中立。 均不对。
2. A. 在人的神经脉冲中缺少变异（差别）。Common currency 本义是一般通用。这里的上下问决定了它的含义“无变异脉冲（普通脉冲）”。第二段“虽然神经能量中的质变理论从没有受到严厉的驳斥，但这一学说被普遍放弃，而赞成其对立的观点；那就是：神经脉冲在质量沙锅内基本相似，并作为无变异脉冲（普通脉冲）经神经系统传送。”所以普通脉冲就是指神经脉冲无变异，在质量上基本相似。
B. 科学家观点上的相似性。 C. 人类感觉相似性。 D. 神经脉冲连续不断通过神经系统。这三项和common currency 无关。
3. A. 受刺激的大脑部位影响感觉神经脉冲所显示的认知感受。在第二道题译文下面“根据这一理论，不是感觉神经脉冲的质量决定它们所产生的各种有意识的感觉。而是由脉冲在大脑中释放的不同部位决定，并且有证据证明这一论点。”见难句译注3。
B. 现在对神经潜力的质量变化可以进行更精彩的研究。C. 感官刺激是异源的，并深受它们所产生的神经感觉（感受器）的影响。 D. 神经形态上的差异影响神经传递长度。
4. B. 神经脉冲。这在第2题答案A中译注（即第二段）已有明确的答复。“神经脉冲在质量上基本相似……。”
A. 神经细胞。见难句译注2，“有可能用其他办法来显示神经细胞类型之间细微的结构差异。” C. 外皮区域（部位）。 D. 神经脉冲空间模式。见难句译注5和本文最后一句“为了和精神感受多样性吻合，心理学家只能指明神经脉冲时空模式上的无限差异。”这说明，它不是 “Least qualitative variation. ”
Passage Five Exploration on the Origin of Continents
The origin of continental nuclei has long been a puzzle. Theories advanced so far have generally failed to explain the first step in continent growth, or have been subject to serious objections. It is the purpose of this article to examine the possible role of the impact of large meteorites or asteroids in the production of continental nuclei. Unfortunately, the geological evolution of the Earth’s surface has had an obliterating effect on the original composition and structure of the continents to such an extent that further terrestrial investigations have small chance of arriving at an unambiguous answer to the question of continental origin. Paradoxically, clues to the origin and early history of the surface features of the Earth may be found on the Moon and planets, rather than on the Earth, because some of these bodies appear to have had a much less active geological history. As a result, relatively primitive surface features are preserved for study and analysis. In the case of both the Moon and Mars, it is generally concluded from the appearance of their heavily cratered surfaces that they have been subjected to bombardment by large meteoroids during their geological history. Likewise, it would appear a reasonable hypothesis that the Earth has also been subjected to meteoroid bombardment in the past, and that very large bodies struck the Earth early in its geological history.
The large crater on the Moon listed by Baldwin has a diameter of 285 km. However, if we accept the hypotheses of formation of some of the mare basins by impact, the maximum lunar impact crater diameter is probably as large as 650km. Based on a lunar analogy, one might expect several impact craters of at least 500km diameter to have been formed on Earth. By applying Baldwin’s equation, the depth of such a crater should be about 20km. Baldwin admits that his equation gives excessive depths for large craters so that the actual depth should be somewhat smaller. Based on the measured depth of smaller lunar crater. Baldwin’s equation gives the depth of the zone of brecciation for such a crater as about 75km. The plasticity of the Earth’s mantle at the depth makes it impossible to speak of “bracciation” in the usual sense. However, local stresses may be temporarily sustained at that depth, as shown by the existence of deep-focus earthquakes. Thus, short-term effects might be expected to a depth of more than 50km in the mantle.
Even without knowing the precise effects, there is little doubt that the formation of a 500-km crater would be a major geological event. Numerous authors have considered the geological implications of such an event. Donn et al. have, for example, called on the impact of continent-size bodies of sialic composition to from the original continents. Two major difficulties inherent in this concept are the lack of any known sialic meteorites, and the high probability that the energy of impact would result in a wide dissemination of sialic material, rather than its concentration at the point of impact.
Gilvarry, on the other hand, called on meteoroid impact to explain the production of ocean basins. The major difficulties with this model are that the morphology of most of the ocean basins is not consistent with impact, and that the origin and growth of continents is not adequately explained.
We agree with Donn at al. that the impact of large meteorites or asteroids may have caused continent formation, but would rather think in terms of the localized addition of energy to the system, rather than in terms of the addition of actual sialic material.
21世纪教育网
1. A mare basin is
A. a formula for determining the relationship between the depth and width of craters.
B. a valley that is filled in when a spatial body has impact with the moon or the earth.
C. a planetoid (small planet) created when a meteorite, upon striking the moon, breaks off a part of the moon.
D. a dark spot on the moon, once supposed to be a sea, now a plain.
2. The writer does not believe that
A. an asteroid is larger than a meteorite.
B. material from space, upon hitting the earth, was eventually distributed.
C. the earth, at one time, had craters.
D. ocean were formerly craters.
3. The article is primarily concerned with
A. the origin of continents.
B. the relationship between astral phenomena and the moon.
C. differences of opinion among authoritative geologists.
D. the relationship between asteroids and meteorites.
4. Sialic material refers to
A. the broken rock resulting from the impact of a meteorite against the earth.
B. material that exists on planets other than the earth.
C. a composite of rock typical of continental areas of the earth.
D. material that is man-made to simulate materials that existed far back in geological history.
Vocabulary
1. meteorit 陨石，陨星
2. asteroid （火星和木星轨道间）小行星
3. obliterate 除去，消减……痕迹
4. crater 火山口，陨石坑
5. mare 海，（也指月亮，火星上的）阴暗区
6. impact撞击21世纪教育网
7. impact crater 陨石坑，撞击火山
8. brecciate 合成角砾岩 the zone of brecciation角砾岩地带
9. mantle地幔
10. stress 应力 local stress 局部（本身）应力
11. sialic硅铝的
12. probability概率，可能性
13. disseminate 传播，分散，浸染
14. morphology 组织，结构，形态（学）
15. astral 星（星状体）的
难句译注
1. Unfortunately, the geological evolution of the Earth’s surface has had an obliterating effect on the original composition and structure of the continents to such an extent that further terrestrial investigations have small chance of arriving at an unambiguous answer to the question of continental origin.
【结构简析】 句中用such…that 句型。
【参考译文】 遗憾的是，地球表面的地质变化对大陆原始结构和组成起了抹煞的作用。这种消除作用达到了这种程度，使进一步的大陆的研究工作很难对大陆起源问题去得明确的答案。
2. In the case of both the Moon and Mars. It is generally concluded from the appearance of their heavily cratered surfaces that they have been subjected to bombardment by large meteoroids during their geological history.
【结构简析】 in the case of 就……说，至于……，论到。
【参考译文】 拿月亮和火星来说，一般都从它们表面严重的陨石坑得出结论：它们在其地质进化过程中遭到过巨大的陨星的撞击。
3. Two major difficulties inherent in this concept are the lack of any known sialic meteorites, and the high probability that the energy of impact would result in a wide dissemination of sialic material, rather than its concentration at the point of impact.
【结构简析】 that clause 是high probability 的说明同位语。21世纪教育网
【参考译文】 这一概念本身固有的两大难点是缺乏任何已知的硅铝陨石和下列现象的高概率：即撞击的能量会导致硅铝材料广泛分散，而不是集中于撞击点上。
写作方法与文章大意
文章一开始就说明了此文论述“大陆核生成过程中大的陨星的撞击作用。”由于地球表面地质进化抹去了大陆原始结构和组成的痕迹，只好由月亮和火星作为研究对象来说明地球。从三方面来论述：一是鲍德温的方程式，深度和宽度；二是硅铝组成；三是海洋盆地。最后结论。
答案详解
1. D. 是月球上的一个黑点，一度认识是海，现在知道是平原。Mare basin海盆地。词义本身说明D项对。另一方面，第二段开始提及“鲍德温所列出的月球上最大的陨石坑直径为285公里。可是，如果我们接受了某些由于撞击而形成海盆地的结构假设，那么月球上最大陨石坑的直径可能有650公里大。”这里都说mare basin指的是月球上陨石坑。这就排除了A,B,C三个选项。
A. 是测定陨石坑深度和宽度的公式。 B. 当某一天体或地球撞击时填入的深谷。 C. 当陨星撞击月亮时，撞掉的部分月亮而形成小星体。21世纪教育网
2. D. 海洋是原来的陨石坑。倒数第二段“另一方面，Gilvarry 用陨星撞击来解释海洋盆地的形成。这一模式的最大困难在于大多数海洋盆地结构和撞击情况不符。”
A. 小行星大于陨星。 B. 来自太空的材料，在撞击地球时，均匀分布。 C. 地球一度有过陨石坑。这三项明显不对， 谈不上相信不相信。
3. A. 大陆起源。这在文章一开始就点明“大陆核起源长期以来一直是个谜。进展到现在的理论一般都不能说明大陆生长的第一步情况，或者遭到严厉的反对。这篇文章的目的就是要研究大陨星或小行星的撞击在地球核生成中可能起的作用。”另见难句译注1。
B. 星际现象和月球的关系。 C. 权威地质学家意见分歧。 D. 小行星和陨星之间的关系。
4. C. 地球大陆地区特有的岩石构成。第三段第三句：“举例说，Donn et al. 提出大陆区域大小的，硅铝结构的天体撞击形成最初的大陆块的设想。”其它见难句译注3。
A. 由于陨星撞击地球形成破碎的岩石。 B. 存在于地球之外其它星球的材料。 C. 人造材料模拟存在于遥远地质史上的材料。三项文内都没有提到
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Passage One The Causes of European Separation in 16th Century
For a thousand years and more, the people of Europe had fought about many things, but they had been united in believing one thing: that there existed a single “Holy, Catholic and Apostolic Church” of which the Bishop of Rom高考资源网e, under the title of the Pope, was the visible and recognizable head in succession to St. Peter. But in 1517 a German monk, Martin Luther, challenged certain Catholic teachings and renounced his obedience to the papacy. Others had followed him, including Henry VIII. 21世纪教育网
Thus Europe was divided in every which way, the southern and eastern two-thirds still Catholic, the northern and western one-third what was coming to be called Protestant, though English-ruled Ireland solidly Catholic and the Spanish-ruled Netherlands, particularly the northern part approximating to modern Holland, grew increasingly Protestant; while in virtually every country, whether officially Catholic or Protestant, those of the contrary faith fiercely attempted to convert their neighbors and equally fiercely resisted their neighbor’s attempts to convert them. For this there was no simple, friendly solution to be reached on the principle of live-and-let-live. Each party believed that it had hold of the truth, the only truth that mattered, the one that led to eternal salvation, and its adversaries clung to falsehood which must necessarily head to eternal damnation: not only for themselves but for all who should permit them to survive and infect others with their errors. Toleration, even reasonable discussion, was impossible. God and the devil could not mix. Just as Elizabeth was to ardent Catholics that Jezebel, so to earnest Protestants the Pope was “that wolfish bloodsucker,” and their Catholic fellow-creatures mad dogs, toads and other such vermin to be cleansed off the face of the earth.
These feelings, dangerous enough in themselves, were made more so by questions of geography and money. The Catholic countries bordering on the Mediterranean were by far the richest. From the beginning of the Middle Ages the Republic of Venice had controlled the trade routes to the East, bringing the wares carried out of Persia, China and the Indies by camel to her depots in Syria and reloading them in her high, gorgeously painted vessels for transshipment to Italy and beyond. Since the end of the fifteen century, first Portugal by sailing round Africa to India, then Spain by the discovery of America, had likewise been in a position to bring for sale to Europe all the rare and wonderful things for which Europe longed—silks and precious woods, sugar and spices, gold and silver, works of exquisite art and strange animals from peacock to tigers. In 1494, two years after Columbus’s first voyage to America, Pope Alexander VI had divided the unexplored world beyond the seas between Spain and Portugal as reward for their enterprise and to keep them from fighting. The other countries had respected this division so long as they remained Catholic.
1. The best title for this passage is
A. The History of Europe in 16th Century.
B. The Religious History of Europe in 16th Century.
C. The Causes of European Separation in 16th Century.
2. What does we learn from the passage
A. The Pope had the supreme power in religion before reform.
B. The Pope had the greatest power in every thing outside religion.
C. The Pope was the real king in Europe then.
D. The Pope was the real ruler in Europe then.
3. What did the sentence “The other countries had respected this division so long as they remained Catholic” imply
A. It implied this division could not be respected long.
B. It implied this division would not face a challenge.
C. It implied this division would be respected forever. 21世纪教育网
D. It implied the power of the Pope would never decline.
4. Which of the following is not mentioned as a cause to deepen the dangerous feelings
A. Money. B. Geology. C. Religion. D. Geography.
Vocabulary
1. Apostolic罗马教皇的，使徒的
2. in succession to 继承，接班
3. Martin Luther 马丁·路德 1483——1546德国宗教改革家
4. teachings教义
5. renounce抛弃，摈弃，否认
6. papacy 罗马教皇职位/制度，这里指罗马教皇
7. cling to 坚持
8. damnation 诅咒，永远的处罚
9. bloodsucker 吸血鬼
10. depot仓库，补给站
11. gorgeous 华丽的，灿烂的，辉煌的
12. spice香料
13. enterprise事业，业绩，功勋
难句译注
1. Thus Europe was divided in every which way, the southern and eastern two-thirds still Catholic, the northern and western one-third what was coming to be called Protestant, though English-ruled Ireland solidly Catholic and the Spanish-ruled Netherlands, particularly the northern part approximating to modern Holland, grew increasingly Protestant; while in virtually every country, whether officially Catholic or Protestant, those of the contrary faith fiercely attempted to convert their neighbors and equally fiercely resisted their neighbor’s attempts to convert them.
【结构简析】 every which way. 四面八方，散乱。这里指四分五裂。EX : Railroads cross the country in every which way. 铁路四通八达，纵横全国。
【参考译文】 就这样欧洲四分五裂：东南部2/3仍然是天主教，西北部1/3是后来被称为的基督教，虽然英国统治的爱尔兰是稳固的天主教，而西班牙统治的荷兰，特别是靠近现代荷兰的北部地区越来越变成基督教。事实上，在每个国家，不论官方声称是天主教还是基督教，相反信仰的人都拼命想把他的邻居变过来，也同样强烈的抵制他们的邻居企图把他们变过去。
2. Each party believed that it had hold of the truth, the only truth that mattered, the one that led to eternal salvation, and its adversaries clung to falsehood which must necessarily head to eternal damnation: not only for themselves but for all who should permit them to survive and infect others with their errors. 21世纪教育网
【结构简析】 believed 有两个宾语从句，用and连接。第一个宾语从句that it had hold of the truth中，the only… the one…都说明truth,是它的同位语。And 后的宾语从句省略了连词that，句中有定语从句which must 修饰falsehood，后面的who定从修饰all.
【参考译文】 每一派都认为他掌握了真理，唯一的至关重要的这里，通向永恒获救解脱，而它的对手（敌人）死抓住错误不放，这必然导致永恒的诅咒；不仅诅咒他们自己，还诅咒那些让他们生存下去，让他们错误感染别人的人。
3. Just as Elizabeth was to ardent Catholics that Jezebel, so to earnest Protestants the Pope was “that wolfish bloodsucker,” and their Catholic fellow-creatures mad dogs, toads and other such vermin to be cleansed off the face of the earth.
【结构简析】 注意just as…so …句型，so 后是部分倒装。To cleanse off消减，清除出。Jezebel耶西别古代以色列国王亚哈的妻子，残忍淫荡。后指无耻放荡的女人，胭脂虎。这里指英国女王伊丽莎白。
【参考译文】 就像伊丽莎白女王对狂热的天主教徒来讲那是个耶西别；对基督教徒来说罗马教皇是那个残忍的吸血鬼。天主教徒是疯狗，蛤蟆，其他种种恶魔，应从地球表面上清除出去。
写作方法与文章大意
这是一篇论述“宗教改革后的欧洲形势”的文章。（16世纪欧洲的情况）。作者从三方面论及其分裂的原由，欧洲在宗教改革后的信仰分裂，造成新旧教势不两立的局面，地理位置和金钱两个因素加剧了分裂的局面。
答案详解
1. D. 16世纪欧洲分裂的因素。上面文章大意中作者是从三方面论及其分裂。见难句译注1和第三段第一句：“这些情感，本身就危险，再加上地理和金钱两个问题，情况就更加不妙了。”
A. 欧洲史。 B. 欧洲宗教史。这两项涉及面更广。 C. 宗教改革对16世纪欧洲的影响。和标题有些接近。但第三段却是和宗教无关的两个因素。
2. C. 在改革前，罗马教皇是欧洲真正的帝王。这在第一段中有明确的叙述“一千多年来，欧洲人们虽然在许多事情彼此斗争过，可是在信仰上团结一致，都信只有一个神圣的天主教和罗马教皇的教会。那里的罗马大主教，称为教皇，是继承圣·彼德之后有形的公认领袖。可是，1517年德国僧侣，马丁·路德向某些天主教教义提出挑衅，拒绝服从罗马教皇，其他追随他，其中包括亨利八世（英王）”。21世纪教育网
A. 在改革前，罗马教皇在宗教上具有至高无上的权利。似乎很有道理。实际上，教皇虽是宗教领袖，管的事情远远超出宗教范畴。这在最后一段倒数第二句话可见一般。结合第三题谈。B. 教皇在宗教之外的许多事情有着最高的权利。是明显不对的。 D. 教皇是那时欧洲的真正统治者。Then 一词可以指改革前后。
3. A. 这种分割不可能长期得到尊重。最后一段的最后两句话“1494年，哥伦布首次远航美洲后的两年，教皇亚历山大六世就把这块大洋彼岸未曾勘探的世界分给西班牙和葡萄牙作为对他们业绩的褒奖（赏赐）和制止他们彼此开仗。其它国家只要他们依然信仰天主教，他们就会尊重这个瓜分。”as long as 是一个条件。一旦这个条件不存在，那就不会再尊重。另一方面也说明教皇不仅管宗教，见第2题A注释，因此并不正确。
B. 不会面临挑战。 C. 永远得到尊重。 D. 教皇权力永不衰退。
4. B. 地质学。其他三项：
A. 钱。 C. 宗教。 D. 地理位置。都提到。
Passage Two The Young Generation
Old people are always saying that the young are not what they were. The same comment is made from generation to generation and it is always true. It has never been truer than it is today. The young are better educated. They have a lot more money to spend and enjoy more freedom. They grow up more quickly and are not so dependent on their parents. They think more for themselves and do not blindly accept the ideals of their elders. Events which the older generation remembers vividly are nothing more than past history. This is as it should be. Every new generation is different from the one that preceded it. Today the difference is very marked indeed.
The old always assume that they know best for the simple reason that they have been around a bit longer. They don’t like to feel that their values are being questioned or threatened. And this is precisely what the young are doing. They are question the assumptions of their elders and disturbing their complacency. Office hours, for instance, are nothing more than enforced slavery. Wouldn’t people work best if they were given complete freedom and responsibility And what about clothing Who said that all the men in the world should wear drab grey suits and convict haircuts If we ruin our minds to more serious matters, who said that human differences can best be solved through conventional politics or by violent means, who said that human difference can best be solved through conventional politics or by violent means Why have the older generation so often used violence to solve their problems Why are they so unhappy and guilt-ridden in their personal lives, so obsessed with mean ambitions and the desire to amass more and more material possessions Can anything be right with the rat-race Haven’t the old lost touch with all that is important in life
These are not questions the older generation can shrug off lightly. Their record over the past forty years or so hasn’t been exactly spotless. Traditionally, the young have turned to their elders for guidance. Today, the situation might be reversed. The old—if they are prepared to admit it—could learn a thing or two from their children. One of the biggest lessons they could learn is that enjoyment is not ‘sinful’. Enjoyment is a principle one could apply to all aspects of life. It is surely not wrong to enjoy your work and enjoy your leisure; to shed restricting inhibitions. It is surely not wrong to live in the present rather than in the past or future. This emphasis on the present is only to be expected because the young have grown up under the shadow of the bomb: the constant threat of complete annihilation. This is their glorious heritage. Can we be surprised that they should so often question the sanity of the generation that bequeathed it
1. Which of the following features in the young is NOT mentioned
A. Better educated. B. More money and freedom.
C. Independence. D. Hard work.
2. What so the young reject most
A. Values. B. The assumption of the elders.
C. Conformity. C. Conventional ideas.
3. Why do the young stress on the present
A. They have grown up under the shadow of the bomb.
B. They dislike the past.
C. They think the present world is the best.
D. They are afraid of destruction.
4. What can the old learn from the young generation
A. Enjoyment is not sinful. B. People should have more leisure time.
C. Men might enjoy life. D. One should enjoy one’s work.
21世纪教育网
Vocabulary
1. reminder 使共回想起某事的东西，提示者
2. complacency 自鸣得意，自满情结
3. take leave 擅自，任意，随意
I took leave to consider this matter settled. 请原谅我认为这事已经解决了。
4. conformity 与……一致，遵从
5. guilt有罪，内疚
6. ridden （ride 的过去分词）受……支配的，受……压迫
7. guilt-ridden负罪感
8. amass 积累，积聚
9. a rat-race 激烈的竞争
10. shrug off对……耸肩表示不屑一理，轻视，摆脱
11. spotless无污点的，纯洁的
12. shed摆脱，抛弃
13. annihilate 歼灭
14. bequeath赠送，把……传给后代
15. sanity 头脑清醒健全
难句译注
1. convict haircut. Convict 义：罪犯。罪犯和短发两字合在一起为“囚犯理的发式”。但在这里其含义根据上下文决定。前面讲到“谁说世界上所有的男人都应穿浅灰色的西装”，后面只能译成“剪成像罪犯似的短发呢”。本义有haircut义：修理整齐的短发。整齐划一表示绅士派的工作人中作风正派，认真负责，一丝不苟的精神。作者用了convict罪犯一字表示讽刺：“罪犯也是整齐划一的短发跟绅士们的要求一样，难道他们也是作风正派，认真负责，一丝不苟吗？”
写作方法与文章大意
这是一篇论及“代沟”的文章。主要采用对比手法，一开始就提出了一个老问题：“老人们经常说年轻人不是从前那样了。这一评语代代相传，永远是对的，而今天比以前任何时候更正确。”下面几段就论述他们之不同点以及对比老少两代人的态度。
答案详解
1. D. 艰苦工作。这在第一段中第四句“青年一代受了更好教育，有大量的钱话，有更多的自由。他们成长的很快，不那么依赖于父母，他们独立思考得更多，不盲目接受老一代的理想……。”
A. 受更好的教育。 B. 更多的钱和自由。C. 独立性。这三项均提及到。
2. C. 顺从。第二段集中讲到这一点。“因为老人们经常认为自己懂得多，理由就是他们经历得多。他们不喜欢自己的价值观受到怀疑或威胁。而这正是青年在做的。他们对老人们的设想提出疑问，打乱他们的自鸣得意。他们甚至敢于怀疑老一代创造了世界上可能最佳的社会。他们最反对的莫过于顺从。例如：他们说办公时间就是强制奴役，如果人们完全自由，绝对负责，他们的工作不会更好吗？而穿衣呢？谁说世界上所有的男人都该穿单调的灰色西装和剪成像罪犯似的短发？……。”这些词语都表示他们最反对的东西是遵从，“一致性”。所以21世纪教育网
A. 价值。B. 长者的设想。D. 传统习俗观念。都是具体的某一点。
3. A. 他们在炸弹的阴影下成长。第三段倒数第四句起“由于年轻人是在炸弹战争的阴影下成长壮大：在不断受到全面歼灭的威胁之下，所以也只能期望他们重视目前。这是他们的光荣遗产。他们经常询问赠给他们遗产的这代人的头脑是否清醒。对此我们能表示惊讶吗？”遗产指的是第二段的种种问题所体现出来的东西，如：“谁说人类之差异能通过常规政策或暴力手段予以很好的解决？为什么老一代人常用暴力来解决他们的问题？为什么他们（老一代）个人生活那么不愉快。老有负罪感？为什么老纠缠于要积聚越来越多的物质财富？……。”
B. 他们不喜欢过去。 C. 他们认为现世界是最好的。D. 他们害怕破坏。
4. A. 享受不是犯罪。这在第三段中间“老年人——如果他们准备承认的话——可以从他们的孩子们那里学到一两件事。他们能学的最大的课堂之一是享受不是犯罪。”“享受”是人可适用于生活各个方面的原则。从工作中获得乐处，享受闲暇时间，肯定不是错误。抛弃约束限制，生活在现在而不是生活在过去肯定也不是错。
B. 人们应有更多的闲暇。 C. 人可以享受生活。 D. 一个人应当享受工作。
Passage Three Importance of a Computer
As citizens of advanced but vulnerable economies, we must either relentlessly increase the quality of our skills or see our standard of living erode. For the future, competition between nations will be increasingly based on technological skill. Oil and natural resources will still be important, but they no longer will determine a nation’s economic strength. This will now be a matter of the way people organize them selves and the nature and quality of their work. Japan and the “new Japans “of East Asia are demonstrating this point in ways that are becoming painfully obvious to the older industrial countries.
There is simply no way to rest on our past achievements. Today’s competition renders obsolete huge chunks of what we know and what forces us to innovate. For each individual. Several careers will be customary, and continuing education and retraining will be inescapable. To attain this extraordinary level of education, government, business, schools, and even individuals will turn to technology for the answer.
In industry, processing the information and designing the changes necessary to keep up with the market has meant the growing use of computers. The schools are now following close behind. Already some colleges in the United States are requiting a computer for each student. It is estimated that 500,000 computers are already in use in American high schools and elementary schools. Although there is an abysmal lack of educational software, the number of computers in schools expands rapidly.
The computer is the Proteus of machines, as it takes on a thousand forms and serves a thousand functions. But its truly revolutionary character can be seen in its interactive potential. With advanced computers, learning can be individualized and self-paced. Teachers can become more productive and the entire learning environment enriched.
It is striking how much current teaching is a product of pencil and paper technology. With the computer’s capacity for simulation and diverse kinds of feedback, all sorts of new possibilities open up for the redesign of curriculums. Seymour Papert, the inventor of the computer language LOGO, believes that concepts in physics and advanced mathematics can be taught in the early grades with the use of computers. On every-day level, word-processing significantly improves the capacity for written expression. In terms of drill and practice, self-paced computer-assisted instruction enables the student to advance rapidly—without being limited by the conflicting needs of the entire class. In short, once we learn to use this new brain outside the brain, education will never be the same.
Industry, faced with the pressures of a rapidly shifting market, is already designing new methods to retrain its workers, In the United States, a technological university has been set up to teach engineering courses by satellite. And the advances in telecommunications and computational power will dramatically expand the opportunities for national and international efforts in education and training. 21世纪教育网
Without romanticizing the machine, it is clear that computers uniquely change the potential for equipping today’s citizens for unprecedented tasks of the future. Particularly in Europe and the United States, innovation will be the basis for continued prosperity. New competitors are emerging to challenge the old economic arrangements. How successfully we respond will depend on how much we invest in people and how wisely we employ the learning tools of the new technology.
1. What is the decisive factor in future competition between nations
A. Oil. B. Technological skill.
C. Natural resources D] Education
2. The main idea of this passage is
A. Knowledge of a Computer. B. Importance of a Computer.
C. Function of Knowledge. C. Function of Technology.
3. Why does further study become indispensable
A. People want to so more jobs.
B. People want to attain this extraordinary level of education.
C. People would not rest on the past achievements.
D. What we know becomes obsolete.
4. The word “Proteus” is closest in meaning to
A. flexibility. B. diversity. C. variety. D. multiplicity.
Vocabulary
1. relentlessly 始终不懈的
2. obsolete 过时的，大量的，绝大部分的
3. chunk大块，大量的，绝大部分
4. abysmal 无底的，极端的
5. Proteus 希腊神话中海神，能随意变化。这里指flexible, 灵活多变
6. take on 显现，显示
7. LOGO=logotyre标识语，作为标志的语言
8. rapidly shifting 瞬息万变的
9. romanticizing 使浪漫化，使幻想化
难句译注
1. With the computer’s capacity for simulation and diverse kinds of feedback, all sorts of new possibilities open up for the redesign of curriculums.
【参考译文】 由于计算机能进行模拟和提供各种反馈，它就为从新设计学校的课程开辟了各种新的可能性。21世纪教育网
2. In terms of drill and practice, self-paced computer-assisted instruction enables the student to advance rapidly—without being limited by the conflicting needs of the entire class.
【结构简析】 句子结构为主谓宾补，前后各用一个介词（短语），前in term of , 后without
【参考译文】 就练习和实践来讲，借助自行规定速度的计算机辅助的指令使学生突飞猛进而不受全班互相矛盾的需要所限制。
3. Without romanticizing the machine, it is clear that computers uniquely change the potential for equipping today’s citizens for unprecedented tasks of the future.
【结构简析】 逻辑主语句。句前有一状语成分，without +分词+名词的句型。
【参考译文】 不必用浪漫主义的手法来形容计算机，我们可清楚看到，它是独一无二的改变今天公民的潜力，使他们能承担未来的史无前例的任务。
写作方法与文章大意
文章论述了“计算机的重要性”，采用一般到具体写作手法。一开始就提出：‘作为经济上先进而又脆弱的公民，必须始终不懈地提高技术素质，否则生活水平就会下降。因为未来国际竞争取决于技术，一切部门必须迎合这一要求。具体到工业和学校必须使用计算机。重点在学校，因为它是培训新人才的基地。所以三，四，五，七段涉及计算机在学校的种种功能。最后的结论：人才和计算机是决定性因素。
答案详解
1. B. 工艺技术。这在第一段就讲到“在未来，国与国之间的竞争越来越以工艺技术为基础。尽管石油和其他自然资源仍很重要，但它们不会再对一个国家的经济实力起决定性的作用。”
A. 石油。 C. 自然资源，这两项不是决定性因素。 D. 教育。文内教育作为改革的一个方面，其重点是在学校内应用计算机，来改变教学质量，达到革新人才的目的。并不是直接参与竞争。可参看第2题的答案及译注。
2. B. 计算机的重要性。整篇文章都显示了这一点。第三段“工业上，信息处理和制定必要的改革计划以适应市场需要意味着越来越多使用计算机。学校紧跟工业之后……”第四段“计算机是一种变化多端，神通广大的机器，因为它显示千种图象，发挥千种功能。而它的真正的革命性可在其相互作用的潜能中看出。有了先进的计算机，学习可以个别进行，速度自行规定。教师变得更有成效……。”第五段“……由于利用计算机，在学校低年级就能教授物理学和高等数学概念……。”最后一段画龙点睛地指出：“计算机独一无二地改变着那种今天公民能担当未来空前任务的潜能……新的竞争对手正在崛起，自由的经济布局提出挑战。我们如何才能顺利的应战，取决于我们对人的投资的多寡，取决于我们怎么聪慧地应用新技术的学习工具。”所以选择B。21世纪教育网
A. 计算机知识。C. 知识的功能。D. 技术功能，这三项只是计算机重要性中涉及到的一个方面，不能作为中心思想。
3. D. 因为我们知道的一切变得陈旧。第二段头几句话“我们决不能吃老本，当今的竞争使我们的大部分知识变得陈旧，非加以革新不可。对每个人来说，他们将惯常从事某几种职业，并且非继续学习进修和从新接受训练不可……。”都说明进修学习的原因。
A. 人们要做更多工作。文内没有提到。B. 人们要到达非同一般的教育水平。这是目的，不是原因。C. 人们不能吃老本。这话并没有完全讲清楚全部原因。
4. A. 灵活多变。 Proteus 一词，原义是指希腊神话中变幻无常的海神，普罗狄斯，他可以随心所欲边成各种形状。这里指灵活多变。
Passage Four The Relationship between Brain Process with Mental Experience
By 1950, the results of attempts to relate brain processes to mental experience appeared rather discouraging. Such variations in size, shape, chemistry, conduction speed, excitation threshold, and the like as had been demonstrated in nerve cells remained negligible in significance for any possible correlation with the manifold dimensions of mental experience.
Near the turn of the century, it had been suggested by Hering that different modes of sensation, such as pain, taste and color, might be correlated with the discharge of specific kinds of nervous energy, However, subsequently developed methods of recording and analyzing nerve potentials failed to reveal any such qualitative diversity. It was possible to demonstrate by other methods refined structural differences among neuron types; however, proof was lacking that the quality of the impulse or its conduction was influenced by these differences, which seemed instead to influence the developmental patterning of the neural circuits. Although qualitative variance among nerve rigidly disproved, the doctrine was generally abandoned in favor of the opposing view, namely, that nerve impulses are essentially homogeneous in quality and are transmitted as “common currency” throughout the nervous system. According to this theory, it is not the quality of the sensory nerve impulses that determines the diverse conscious sensations they produce, but, rather, the different areas of the brain into which they discharge, and there is some evidence for this view. In one experiment, when an electric stimulus was applied to a given sensory field of the cerebral cortex of a conscious human subject, it produced a sensation of the appropriate modality for that particular locus, that is, a visual sensation from the visual cortex, an auditory sensation from the auditory cortex, and so on. Other experiments revealed slight variations in the size, number, arrangement, and interconnection of the nerve cells, but as for as psychoneural correlations were concerned, the obvious similarities of these sensory fields to each other seemed much more remarkable than any of the minute differences. 21世纪教育网
However, cortical as diverse as those of red, black, green and white, or touch, cold, warmth, movement, pain, posture and pressure apparently may arise through activation of the same cortical areas. What seemed to remain was some kind of differential patterning effects in the brain excitation: it is the difference in the central distribution of impulses that counts. In short, Brain theory suggested a correlation between mental experience and the activity of relatively homogenous nerve-cell units conducting essentially homogeneous impulses through homogeneous cerebral tissue. To match the multiple dimensions of mental experience psychologists could only point to a limitless variation in the spatiotemporal patterning of nerve impulses.
1. Up until 1950, efforts to establish that brain processes and mental experience are related would most likely have been met with
A. vexation. B. irritability. C. discouragement D. neutrality
2. The author mentions “common currency” primarily in order to emphasize the
A. lack of differentiation among nerve impulses in human beings.
B. similarities in the views of the scientists.
C. similarity of sensations of human beings.
D. continuous passage of nerve impulses through the nervous system.
3. Which of the following theories is reinforced by the depiction of the experiment in lines 16—19
A. Cognitive experience manifested by sensory nerve impulses are influenced by the area of the brain stimulated.
B. Qualitative diversity in nerve potentials can now be studied more accurately.
C. Sensory stimuli are heterogeneous and are greatly influenced by the nerve sensors they produce.
D. Differentiation in neural modalities influences the length of nerve transmissions.
4. It can be inferred from the passage that which of the following exhibit the LEAST qualitative variation
A. Nerve cells. B. Nerve impulses.
C. Cortical areas. C. Spatial patterns of nerve impulses.
1. Vocabulary
2. mental experiences 精神感受
3. discharge 释放
4. negligible 微小的，可以忽略不计的
5. manifold 多种多样的，多方面
6. neuron神经元/细胞
7. neural（中枢）神经的（系统）
8. qualitative diversity 质的多样性，量变的
9. disprove 反驳，反证
10. homogeneous 相似的
11. sensory nerve 感觉神经
12. cortical外皮的，皮质的
13. cerebral cortex大脑皮层
14. locus 地点，区域
15. psychoneural 精神神经
16. heterogeneous异源的，异种的，异体的
17. spatiotenporal时空的
难句译注
1. Such variations in size, shape, chemistry, conduction speed, excitation threshold, and the like as had been demonstrated in nerve cells remained negligible in significance for any possible correlation with the manifold dimensions of mental experience.
【结构简析】 句型为such…as 可as 具有关系代词作用，此处作从句中had been demonstrated 的主语。21世纪教育网
【参考译文】 神经细胞中所显示的诸如在尺寸，形状，化学，神经脉冲中传导速度，激发界限等方面的那种变化差异对多方面的精神感受可能有联系来说仍然意义不大。
2. It was possible to demonstrate by other methods refined structural differences among neuron types; however, proof was lacking that the quality of the impulse or its conduction was influenced by these differences, which seemed instead to influence the developmental patterning of the neural circuits.
【参考译文】 有可能用其他办法来显示神经类型之间细微的结构差异。可是，缺乏证据证实脉冲的或者其脉冲传导的质量受这些差别的影响。相反，这种质量看起来它却影响了中枢神经循环的进展模式。
3. In one experiment, when an electric stimulus was applied to a given sensory field of the cerebral cortex of a conscious human subject, it produced a sensation of the appropriate modality for that particular locus, that is, a visual sensation from the visual cortex, an auditory sensation from the auditory cortex, and so on.
【结构简析】 主从句。后面跟解释性同位语：that is ……。
【参考译文】 在一个实验中，当电刺激作用于有意识的人体大脑皮层的某个感觉部位，它对这个特定部位产生一种恰如其分的感觉道，也就是说，视觉来自视觉皮层，听觉来自听皮层，以此类推。
4. Other experiments revealed slight variations in the size, number, arrangement, and interconnection of the nerve cells, but as for as psychoneural correlations were concerned, the obvious similarities of these sensory fields to each other seemed much more remarkable than any of the minute differences.
【参考译文】 其他实验揭示了神经细胞在尺寸，数目，排列和相互联结上的细微变化。可是，就精神神经相互关系而论，这些感觉部位相互之间明显的相似性似乎比任何细微差异更为明显多。
5. In short, Brain theory suggested a correlation between mental experience and the activity of relatively homogenous nerve-cell units conducting essentially homogeneous impulses through homogeneous cerebral tissue.
【参考译文】 总之，大脑理论说明精神感觉和相对相似的神经细胞单位的活动有关系。这种活动通过相似的大脑皮层组织传导的基本相似的脉冲。
写作方法与文章大意
文章是对“大脑神经活动和精神感受关系的探讨。”采用时空写法。先从1950年，探索两者关系的结果令人沮丧谈起。在临近本世纪转折时期，由赫林提出的不同的感觉态可能和某种神经能量有关。经过一系列理论和经验探索，最后得出大脑理论说明神经感受和相对相似的神经细胞单位活动有关的结论。这是一种通过相似的大脑结构引导相似脉冲的活动。
答案详解
1. C. 令人失望。答案见文章的第一句话“到了1950年，大脑活动过程和精神感受有关系的实验结果看起来令人沮丧。”21世纪教育网
A. 令人恼火。 B. 激怒。 D. 中立。 均不对。
2. A. 在人的神经脉冲中缺少变异（差别）。Common currency 本义是一般通用。这里的上下问决定了它的含义“无变异脉冲（普通脉冲）”。第二段“虽然神经能量中的质变理论从没有受到严厉的驳斥，但这一学说被普遍放弃，而赞成其对立的观点；那就是：神经脉冲在质量沙锅内基本相似，并作为无变异脉冲（普通脉冲）经神经系统传送。”所以普通脉冲就是指神经脉冲无变异，在质量上基本相似。
B. 科学家观点上的相似性。 C. 人类感觉相似性。 D. 神经脉冲连续不断通过神经系统。这三项和common currency 无关。
3. A. 受刺激的大脑部位影响感觉神经脉冲所显示的认知感受。在第二道题译文下面“根据这一理论，不是感觉神经脉冲的质量决定它们所产生的各种有意识的感觉。而是由脉冲在大脑中释放的不同部位决定，并且有证据证明这一论点。”见难句译注3。
B. 现在对神经潜力的质量变化可以进行更精彩的研究。C. 感官刺激是异源的，并深受它们所产生的神经感觉（感受器）的影响。 D. 神经形态上的差异影响神经传递长度。
4. B. 神经脉冲。这在第2题答案A中译注（即第二段）已有明确的答复。“神经脉冲在质量上基本相似……。”
A. 神经细胞。见难句译注2，“有可能用其他办法来显示神经细胞类型之间细微的结构差异。” C. 外皮区域（部位）。 D. 神经脉冲空间模式。见难句译注5和本文最后一句“为了和精神感受多样性吻合，心理学家只能指明神经脉冲时空模式上的无限差异。”这说明，它不是 “Least qualitative variation. ”
Passage Five Exploration on the Origin of Continents
The origin of continental nuclei has long been a puzzle. Theories advanced so far have generally failed to explain the first step in continent growth, or have been subject to serious objections. It is the purpose of this article to examine the possible role of the impact of large meteorites or asteroids in the production of continental nuclei. Unfortunately, the geological evolution of the Earth’s surface has had an obliterating effect on the original composition and structure of the continents to such an extent that further terrestrial investigations have small chance of arriving at an unambiguous answer to the question of continental origin. Paradoxically, clues to the origin and early history of the surface features of the Earth may be found on the Moon and planets, rather than on the Earth, because some of these bodies appear to have had a much less active geological history. As a result, relatively primitive surface features are preserved for study and analysis. In the case of both the Moon and Mars, it is generally concluded from the appearance of their heavily cratered surfaces that they have been subjected to bombardment by large meteoroids during their geological history. Likewise, it would appear a reasonable hypothesis that the Earth has also been subjected to meteoroid bombardment in the past, and that very large bodies struck the Earth early in its geological history.
The large crater on the Moon listed by Baldwin has a diameter of 285 km. However, if we accept the hypotheses of formation of some of the mare basins by impact, the maximum lunar impact crater diameter is probably as large as 650km. Based on a lunar analogy, one might expect several impact craters of at least 500km diameter to have been formed on Earth. By applying Baldwin’s equation, the depth of such a crater should be about 20km. Baldwin admits that his equation gives excessive depths for large craters so that the actual depth should be somewhat smaller. Based on the measured depth of smaller lunar crater. Baldwin’s equation gives the depth of the zone of brecciation for such a crater as about 75km. The plasticity of the Earth’s mantle at the depth makes it impossible to speak of “bracciation” in the usual sense. However, local stresses may be temporarily sustained at that depth, as shown by the existence of deep-focus earthquakes. Thus, short-term effects might be expected to a depth of more than 50km in the mantle.
Even without knowing the precise effects, there is little doubt that the formation of a 500-km crater would be a major geological event. Numerous authors have considered the geological implications of such an event. Donn et al. have, for example, called on the impact of continent-size bodies of sialic composition to from the original continents. Two major difficulties inherent in this concept are the lack of any known sialic meteorites, and the high probability that the energy of impact would result in a wide dissemination of sialic material, rather than its concentration at the point of impact.
Gilvarry, on the other hand, called on meteoroid impact to explain the production of ocean basins. The major difficulties with this model are that the morphology of most of the ocean basins is not consistent with impact, and that the origin and growth of continents is not adequately explained.
We agree with Donn at al. that the impact of large meteorites or asteroids may have caused continent formation, but would rather think in terms of the localized addition of energy to the system, rather than in terms of the addition of actual sialic material.
21世纪教育网
1. A mare basin is
A. a formula for determining the relationship between the depth and width of craters.
B. a valley that is filled in when a spatial body has impact with the moon or the earth.
C. a planetoid (small planet) created when a meteorite, upon striking the moon, breaks off a part of the moon.
D. a dark spot on the moon, once supposed to be a sea, now a plain.
2. The writer does not believe that
A. an asteroid is larger than a meteorite.
B. material from space, upon hitting the earth, was eventually distributed.
C. the earth, at one time, had craters.
D. ocean were formerly craters.
3. The article is primarily concerned with
A. the origin of continents.
B. the relationship between astral phenomena and the moon.
C. differences of opinion among authoritative geologists.
D. the relationship between asteroids and meteorites.
4. Sialic material refers to
A. the broken rock resulting from the impact of a meteorite against the earth.
B. material that exists on planets other than the earth.
C. a composite of rock typical of continental areas of the earth.
D. material that is man-made to simulate materials that existed far back in geological history.
Vocabulary
1. meteorit 陨石，陨星
2. asteroid （火星和木星轨道间）小行星
3. obliterate 除去，消减……痕迹
4. crater 火山口，陨石坑
5. mare 海，（也指月亮，火星上的）阴暗区
6. impact撞击21世纪教育网
7. impact crater 陨石坑，撞击火山
8. brecciate 合成角砾岩 the zone of brecciation角砾岩地带
9. mantle地幔
10. stress 应力 local stress 局部（本身）应力
11. sialic硅铝的
12. probability概率，可能性
13. disseminate 传播，分散，浸染
14. morphology 组织，结构，形态（学）
15. astral 星（星状体）的
难句译注
1. Unfortunately, the geological evolution of the Earth’s surface has had an obliterating effect on the original composition and structure of the continents to such an extent that further terrestrial investigations have small chance of arriving at an unambiguous answer to the question of continental origin.
【结构简析】 句中用such…that 句型。
【参考译文】 遗憾的是，地球表面的地质变化对大陆原始结构和组成起了抹煞的作用。这种消除作用达到了这种程度，使进一步的大陆的研究工作很难对大陆起源问题去得明确的答案。
2. In the case of both the Moon and Mars. It is generally concluded from the appearance of their heavily cratered surfaces that they have been subjected to bombardment by large meteoroids during their geological history.
【结构简析】 in the case of 就……说，至于……，论到。
【参考译文】 拿月亮和火星来说，一般都从它们表面严重的陨石坑得出结论：它们在其地质进化过程中遭到过巨大的陨星的撞击。
3. Two major difficulties inherent in this concept are the lack of any known sialic meteorites, and the high probability that the energy of impact would result in a wide dissemination of sialic material, rather than its concentration at the point of impact.
【结构简析】 that clause 是high probability 的说明同位语。21世纪教育网
【参考译文】 这一概念本身固有的两大难点是缺乏任何已知的硅铝陨石和下列现象的高概率：即撞击的能量会导致硅铝材料广泛分散，而不是集中于撞击点上。
写作方法与文章大意
文章一开始就说明了此文论述“大陆核生成过程中大的陨星的撞击作用。”由于地球表面地质进化抹去了大陆原始结构和组成的痕迹，只好由月亮和火星作为研究对象来说明地球。从三方面来论述：一是鲍德温的方程式，深度和宽度；二是硅铝组成；三是海洋盆地。最后结论。
答案详解
1. D. 是月球上的一个黑点，一度认识是海，现在知道是平原。Mare basin海盆地。词义本身说明D项对。另一方面，第二段开始提及“鲍德温所列出的月球上最大的陨石坑直径为285公里。可是，如果我们接受了某些由于撞击而形成海盆地的结构假设，那么月球上最大陨石坑的直径可能有650公里大。”这里都说mare basin指的是月球上陨石坑。这就排除了A,B,C三个选项。
A. 是测定陨石坑深度和宽度的公式。 B. 当某一天体或地球撞击时填入的深谷。 C. 当陨星撞击月亮时，撞掉的部分月亮而形成小星体。21世纪教育网
2. D. 海洋是原来的陨石坑。倒数第二段“另一方面，Gilvarry 用陨星撞击来解释海洋盆地的形成。这一模式的最大困难在于大多数海洋盆地结构和撞击情况不符。”
A. 小行星大于陨星。 B. 来自太空的材料，在撞击地球时，均匀分布。 C. 地球一度有过陨石坑。这三项明显不对， 谈不上相信不相信。
3. A. 大陆起源。这在文章一开始就点明“大陆核起源长期以来一直是个谜。进展到现在的理论一般都不能说明大陆生长的第一步情况，或者遭到严厉的反对。这篇文章的目的就是要研究大陨星或小行星的撞击在地球核生成中可能起的作用。”另见难句译注1。
B. 星际现象和月球的关系。 C. 权威地质学家意见分歧。 D. 小行星和陨星之间的关系。
4. C. 地球大陆地区特有的岩石构成。第三段第三句：“举例说，Donn et al. 提出大陆区域大小的，硅铝结构的天体撞击形成最初的大陆块的设想。”其它见难句译注3。
A. 由于陨星撞击地球形成破碎的岩石。 B. 存在于地球之外其它星球的材料。 C. 人造材料模拟存在于遥远地质史上的材料。三项文内都没有提到
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