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2022年專八英語(yǔ)考試閱讀題訓(xùn)練
有教養(yǎng)的頭腦的第一個(gè)標(biāo)志就是善于提問(wèn)。以下是小編為大家搜索整理的2022年專八英語(yǔ)考試閱讀題訓(xùn)練，希望能給大家?guī)?lái)幫助!
專八英語(yǔ)考試閱讀題訓(xùn)練1
The Relationship between Brain Process with Mental Experience
By 1950, the results of attempts to relate brain processesto mental experience appeared rather discouraging. Suchvariations in size, shape, chemistry, conduction speed, excitationthreshold, and the like as had been demonstrated in nerve cellsremained negligible in significance for any possible correlationwith 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 nervousenergy, However, subsequently developed methods of recording and analyzing nerve potentialsfailed to reveal any such qualitative diversity. It was possible to demonstrate by other methodsrefined structural differences among neuron types; however, proof was lacking that the quality ofthe impulse or its conduction was influenced by these differences, which seemed instead toinfluence the developmental patterning of the neural circuits. Although qualitative variance amongnerve 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 qualityof 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 evidencefor this view. In one experiment, when an electric stimulus was applied to a given sensory field ofthe cerebral cortex of a conscious human subject, it produced a sensation of the appropriatemodality for that particular locus, that is, a visual sensation from the visual cortex, an auditorysensation from the auditory cortex, and so on. Other experiments revealed slight variations in thesize, number, arrangement, and interconnection of the nerve cells, but as for as psychoneuralcorrelations were concerned, the obvious similarities of these sensory fields to each other seemedmuch more remarkable than any of the minute differences.
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 samecortical areas. What seemed to remain was some kind of differential patterning effects in the brainexcitation: it is the difference in the central distribution of impulses that counts. In short, Braintheory suggested a correlation between mental experience and the activity of relativelyhomogenous nerve-cell units conducting essentially homogeneous impulses throughhomogeneous cerebral tissue. To match the multiple dimensions of mental experiencepsychologists could only point to a limitless variation in the spatiotemporal patterning of nerveimpulses.
1. Up until 1950, efforts to establish that brain processes and mental experience are related wouldmost 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 thebrain 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 theyproduce.
[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 qualitativevariation?
[A] Nerve cells. [B] Nerve impulses.
[C] Cortical areas. [C] Spatial patterns of nerve impulses.
答案詳解：
1. C. 令人失望。答案見(jiàn)文章的第一句話“到了1950年，大腦活動(dòng)過(guò)程和精神感受有關(guān)系的實(shí)驗(yàn)結(jié)果看起來(lái)令人沮喪。”
A. 令人惱火。 B. 激怒。 D. 中立。 均不對(duì)。
2. A. 在人的神經(jīng)脈沖中缺少變異(差別)。Common currency本義是一般通用。這里的上下問(wèn)決定了它的含義“無(wú)變異脈沖(普通脈沖)”。第二段“雖然神經(jīng)能量中的質(zhì)變理論從沒(méi)有受到嚴(yán)厲的駁斥，但這一學(xué)說(shuō)被普遍放棄，而贊成其對(duì)立的觀點(diǎn);那就是：神經(jīng)脈沖在質(zhì)量沙鍋內(nèi)基本相似，并作為無(wú)變異脈沖(普通脈沖)經(jīng)神經(jīng)系統(tǒng)傳送�！彼云胀}沖就是指神經(jīng)脈沖無(wú)變異，在質(zhì)量上基本相似。
B. 科學(xué)家觀點(diǎn)上的相似性。 C. 人類感覺(jué)相似性。 D. 神經(jīng)脈沖連續(xù)不斷通過(guò)神經(jīng)系統(tǒng)。這三項(xiàng)和common currency 無(wú)關(guān)。
3. A. 受刺激的大腦部位影響感覺(jué)神經(jīng)脈沖所顯示的認(rèn)知感受。在第二道題譯文下面“根據(jù)這一理論，不是感覺(jué)神經(jīng)脈沖的質(zhì)量決定它們所產(chǎn)生的各種有意識(shí)的感覺(jué)。而是由脈沖在大腦中釋放的不同部位決定，并且有證據(jù)證明這一論點(diǎn)�！币�(jiàn)難句譯注3。
B. 現(xiàn)在對(duì)神經(jīng)潛力的質(zhì)量變化可以進(jìn)行更精彩的研究。 C. 感官刺激是異源的，并深受它們所產(chǎn)生的神經(jīng)感覺(jué)(感受器)的影響。 D. 神經(jīng)形態(tài)上的差異影響神經(jīng)傳遞長(zhǎng)度。
4. B. 神經(jīng)脈沖。這在第2題答案A中譯注(即第二段)已有明確的答復(fù)�！吧窠�(jīng)脈沖在質(zhì)量上基本相似……�！�
A. 神經(jīng)細(xì)胞。見(jiàn)難句譯注2，“有可能用其他辦法來(lái)顯示神經(jīng)細(xì)胞類型之間細(xì)微的結(jié)構(gòu)差異�！� C. 外皮區(qū)域(部位)。 D. 神經(jīng)脈沖空間模式。見(jiàn)難句譯注5和本文最后一句“為了和精神感受多樣性吻合，心理學(xué)家只能指明神經(jīng)脈沖時(shí)空模式上的無(wú)限差異�！边@說(shuō)明，它不是 “Leastqualitative variation.”
詞匯：
1. mental experiences 精神感受
2. discharge 釋放
3. negligible 微小的，可以忽略不計(jì)的
4. manifold 多種多樣的，多方面
5. neuron 神經(jīng)元/細(xì)胞
6. neural (中樞)神經(jīng)的(系統(tǒng))
7. qualitative diversity 質(zhì)的多樣性，量變的
8. disprove 反駁，反證
9. homogeneous 相似的
10. sensory nerve 感覺(jué)神經(jīng)
11. cortical 外皮的，皮質(zhì)的
12. cerebral cortex 大腦皮層
13. locus 地點(diǎn)，區(qū)域
14. psychoneural 精神神經(jīng)
15. heterogeneous 異源的，異種的，異體的
16. spatiotenporal 時(shí)空的
難句譯注：
1. Such variations in size, shape, chemistry, conduction speed, excitation threshold, and the like ashad been demonstrated in nerve cells remained negligible in significance for any possible correlationwith the manifold dimensions of mental experience.
[結(jié)構(gòu)分析] 句型為such…as 可as 具有關(guān)系代詞作用，此處作從句中had been demonstrated 的主語(yǔ)。
[參考譯文] 神經(jīng)細(xì)胞中所顯示的諸如在尺寸，形狀，化學(xué)，神經(jīng)脈沖中傳導(dǎo)速度，激發(fā)界限等方面的那種變化差異對(duì)多方面的精神感受可能有聯(lián)系來(lái)說(shuō)仍然意義不大。
2. It was possible to demonstrate by other methods refined structural differences among neurontypes; however, proof was lacking that the quality of the impulse or its conduction was influencedby these differences, which seemed instead to influence the developmental patterning of the neuralcircuits.
[參考譯文] 有可能用其他辦法來(lái)顯示神經(jīng)類型之間細(xì)微的結(jié)構(gòu)差異�？墒牵狈ψC據(jù)證實(shí)脈沖的或者其脈沖傳導(dǎo)的.質(zhì)量受這些差別的影響。相反，這種質(zhì)量看起來(lái)它卻影響了中樞神經(jīng)循環(huán)的進(jìn)展模式。
3. In one experiment, when an electric stimulus was applied to a given sensory field of the cerebralcortex of a conscious human subject, it produced a sensation of the appropriate modality for thatparticular locus, that is, a visual sensation from the visual cortex, an auditory sensation from theauditory cortex, and so on.
[結(jié)構(gòu)分析] 主從句。后面跟解釋性同位語(yǔ)：that is ……。
[參考譯文] 在一個(gè)實(shí)驗(yàn)中，當(dāng)電刺激作用于有意識(shí)的人體大腦皮層的某個(gè)感覺(jué)部位，它對(duì)這個(gè)特定部位產(chǎn)生一種恰如其分的感覺(jué)道，也就是說(shuō)，視覺(jué)來(lái)自視覺(jué)皮層，聽(tīng)覺(jué)來(lái)自聽(tīng)皮層，以此類推。
4. Other experiments revealed slight variations in the size, number, arrangement, andinterconnection of the nerve cells, but as for as psychoneural correlations were concerned, theobvious similarities of these sensory fields to each other seemed much more remarkable than anyof the minute differences.
[參考譯文] 其他實(shí)驗(yàn)揭示了神經(jīng)細(xì)胞在尺寸，數(shù)目，排列和相互聯(lián)結(jié)上的細(xì)微變化�？墒牵途裆窠�(jīng)相互關(guān)系而論，這些感覺(jué)部位相互之間明顯的相似性似乎比任何細(xì)微差異更為明顯多。
5. In short, Brain theory suggested a correlation between mental experience and the activity ofrelatively homogenous nerve-cell units conducting essentially homogeneous impulses throughhomogeneous cerebral tissue.
[參考譯文] 總之，大腦理論說(shuō)明精神感覺(jué)和相對(duì)相似的神經(jīng)細(xì)胞單位的活動(dòng)有關(guān)系。這種活動(dòng)通過(guò)相似的大腦皮層組織傳導(dǎo)的基本相似的脈沖。
寫(xiě)作方法與文章大意：
文章是對(duì)“大腦神經(jīng)活動(dòng)和精神感受關(guān)系的探討�！辈捎脮r(shí)空寫(xiě)法。先從1950年，探索兩者關(guān)系的結(jié)果令人沮喪談起。在臨近本世紀(jì)轉(zhuǎn)折時(shí)期，由赫林提出的不同的感覺(jué)態(tài)可能和某種神經(jīng)能量有關(guān)。經(jīng)過(guò)一系列理論和經(jīng)驗(yàn)探索，最后得出大腦理論說(shuō)明神經(jīng)感受和相對(duì)相似的神經(jīng)細(xì)胞單位活動(dòng)有關(guān)的結(jié)論。這是一種通過(guò)相似的大腦結(jié)構(gòu)引導(dǎo)相似脈沖的活動(dòng)。
專八英語(yǔ)考試閱讀題訓(xùn)練2
Exceptional children are different in some significant way from others of the same age. For these children to develop to their full adult potential, their education must be adapted to those differences.
Although we focus on the needs of exceptional children, we find ourselves describing their environment as well. While the leading actor on the stage captures our attention, we are aware of the importance of the supporting players and the scenery of the play itself. Both the family and the society in which exceptional children live are often the key to their growth and development. And it is in the public schools that we find the full expression of society’s understanding -- the knowledge, hopes, and fears that are passed on to the next generation.
Education in any society is a mirror of that society. In that mirror we can see the strengths, the weaknesses, the hopes, the prejudices, and the central values of the culture itself. The great interest in exceptional children shown in public education over the past three decades indicates the strong feeling in our society that all citizens, whatever their special conditions, deserve the opportunity to fully develop their capabilities.
“All men are created equal.” We’ve heard it many times, but it still has important meaning for education in a democratic society. Although the phrase was used by this country’s founders to denote equality before the law, it has also been interpreted to mean equality of opportunity. That concept implies educational opportunity for all children -- the right of each child to receive help in learning to the limits of his or her capacity, whether that capacity be small or great. Recent court decisions have confirmed the right of all children -- disabled or not -- to an appropriate education, and have ordered that public schools take the necessary steps to provide that education. In response, schools are modifying their programs, adapting instruction to children who are exceptional, to those who cannot profit substantially from regular programs.
習(xí)題
1. In Paragraph 2, the author cites the example of the leading actor on the stage to show that
[A] the growth of exceptional children has much to do with their family and the society
[B] exceptional children are more influenced by their families than normal children are
[C] exceptional children are the key interest of the family and society
[D] the needs of the society weigh much heavier than the needs of the exceptional children
2. The reason that the exceptional children receive so much concern in education is that ________.
[A] they are expected to be leaders of the society
[B] they might become a burden of the society
[C] they should fully develop their potentials
[D] disabled children deserve special consideration
3. This passage mainly deals with ________.
[A] the differences of children in their learning capabilities
[B] the definition of exceptional children in modern society
[C] the special educational programs for exceptional children
[D] the necessity of adapting education to exceptional children
4. From this passage we learn that the educational concern for exceptional children ________.
[A] is now enjoying legal support
[B] disagrees with the tradition of the country
[C] was clearly stated by the country’s founders
[D] will exert great influence over court decisions
全文翻譯
特殊兒童在一些重要的方面不同于其他同齡的孩子。對(duì)于這些孩子來(lái)說(shuō)，要把他們?nèi)康某墒斓臐摿﹂_(kāi)發(fā)出來(lái)，他們所受的教育就必須適應(yīng)那些差異。
雖然我們關(guān)注的是特殊兒童的需要，但卻發(fā)現(xiàn)我們也在描述他們的生活環(huán)境。當(dāng)舞臺(tái)上的主角吸引了我們的注意力后，我們也意識(shí)到配角及戲劇場(chǎng)景的重要性。特殊兒童所處的家庭及社會(huì)環(huán)境常常是他們成長(zhǎng)和發(fā)展的關(guān)鍵。正是在公立學(xué)校里我們感受到了社會(huì)知性的充分體現(xiàn)——向下一代傳授知識(shí)、希望和恐懼。
任何社會(huì)的教育都是反映該社會(huì)的一面鏡子。在這面鏡子里，我們可以看到優(yōu)點(diǎn)、弱點(diǎn)、希望、偏見(jiàn)，以及文化本身的核心價(jià)值。過(guò)去30年間公共教育表現(xiàn)出的對(duì)特殊兒童的巨大關(guān)注表明了存在于我們社會(huì)中的那種強(qiáng)烈情緒，即所有公民，不論情況怎么特殊，都應(yīng)該得到全面發(fā)展其能力的機(jī)會(huì)。
“人人生來(lái)平等”。這句話我們已聽(tīng)過(guò)無(wú)數(shù)次，但在民主社會(huì)它對(duì)教育仍然有著極其重要的寓意。盡管這句話被國(guó)家建立者們用來(lái)表示法律面前人人平等，它也被解釋為機(jī)會(huì)面前人人平等。這個(gè)概念暗示了所有兒童都有接受教育的機(jī)會(huì)——即每個(gè)兒童，不管其本身的能力大小與否，都有權(quán)利在學(xué)習(xí)上最大限度地得到幫助。最近的法庭裁決已再次確定了所有兒童——不論殘疾與否——都有接受適當(dāng)?shù)慕逃臋?quán)利，并已命令公立學(xué)校采取必要的措施來(lái)提供這種教育。作為回應(yīng)，學(xué)校也在調(diào)整課程安排，使授課能夠適應(yīng)特殊兒童，適應(yīng)那些不能從常規(guī)課程中真正獲益的兒童的需要。
重點(diǎn)句
Education in any society is a mirror of that society. In that minor we can see the strengths, the weaknesses, the hopes, the prejudices, and the central values of the culture itself.
該句意義：
在該句中使用“mirror”這個(gè)比喻，即借用鏡子會(huì)反映真實(shí)反映情況的東西這一特征，進(jìn)而說(shuō)明教育是社會(huì)的鏡子，即可以從教育這個(gè)角度看一個(gè)社會(huì)的全貌。凡是教育類的寫(xiě)作，皆可以應(yīng)用該句子，直接帶入寫(xiě)作中。
該句語(yǔ)法：
(1)介詞短語(yǔ)做后置定語(yǔ)：in any society
(2) 介詞短語(yǔ)做前置狀語(yǔ)省略逗號(hào)：In that minor，本應(yīng)有逗號(hào)，但是在該句中省略。
(3)平行結(jié)構(gòu)中三者以上并列：the strengths, the weaknesses, the hopes, the prejudices, and the central values
(4)反身代詞做同位語(yǔ)：itself=culture
習(xí)題答案
答案：ACDA
1.In Paragraph 2, the author cites the example of the leading actor on the stage to show that____.
1.第二段作者引用舞臺(tái)主角的例子目的是為了說(shuō)明______。
[A] the growth of exceptional children has much to do with their family and the society
[A] 特殊兒童的成長(zhǎng)與家庭和社會(huì)有很大關(guān)系
[B] exceptional children are more influenced by their families than normal children are
[B] 與正常兒童相比，特殊兒童受到的家庭影響更大
[C] exceptional children are the key interest of the family and society
[C] 家庭和社會(huì)最感興趣的是特殊兒童
[D] the needs of the society weigh much heavier than the needs of the exceptional children
[D] 社會(huì)的需要比特殊兒童的需要重要得多
2.The reason that the exceptional children receive so much concern in education is that__.
2.特殊兒童在教育上得到很多關(guān)注的.原因是___________。
[A] they are expected to be leaders of the society
[A] 他們有望成為社會(huì)領(lǐng)袖
[B] they might become a burden of the society
[B] 他們有可能成為社會(huì)負(fù)擔(dān)
[C] they should fully develop their potentials
[C] 他們應(yīng)該充分發(fā)揮自己的潛力
[D] disabled children deserve special consideration
[D] 殘疾兒童值得特殊關(guān)注
3.This passage mainly deals with__.
3.文章的主要內(nèi)容是_________。
[A] the differences of children in their learning capabilities
[A] 孩子在學(xué)習(xí)能力上的差異
[B] the definition of exceptional children in modern society
[B] 現(xiàn)代社會(huì)中特殊兒童的定義
[C] the special educational programs for exceptional children
[C] 為特殊兒童設(shè)的特殊教育項(xiàng)目
[D] the necessity of adapting education to exceptional children
[D] 使教育適應(yīng)特殊兒童的特點(diǎn)的必要性
4. From this passage we learn that the educational concern for exceptional children ___.
4.從文章可知，對(duì)特殊兒童教育的關(guān)注_________。
[A] is now enjoying legal support
[A] 正受到法律的支持
[B] disagrees with the tradition of the country
[B] 與本國(guó)傳統(tǒng)不符
[C] was clearly stated by the country’ s founders
[C] 被國(guó)家創(chuàng)立者明確地表達(dá)出來(lái)
[D] will exert great influence over court decisions
[D] 將會(huì)對(duì)法庭的裁決起很大影響
專八英語(yǔ)考試閱讀題訓(xùn)練3
The Young Generation
Old people are always saying that the young are not whatthey were. The same comment is made from generation togeneration and it is always true. It has never been truer than it istoday. The young are better educated. They have a lot moremoney to spend and enjoy more freedom. They grow up morequickly and are not so dependent on their parents. They thinkmore for themselves and do not blindly accept the ideals of theirelders. Events which the older generation remembers vividly arenothing more than past history. This is as it should be. Every new generation is different from theone 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 abit longer. They don’t like to feel that their values are being questioned or threatened. And this isprecisely what the young are doing. They are question the assumptions of their elders anddisturbing 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 whatabout clothing? Who said that all the men in the world should wear drab grey suits and convicthaircuts? If we ruin our minds to more serious matters, who said that human differences can bestbe solved through conventional politics or by violent means, who said that human difference canbest be solved through conventional politics or by violent means? Why have the older generationso often used violence to solve their problems? Why are they so unhappy and guilt-ridden in theirpersonal lives, so obsessed with mean ambitions and the desire to amass more and more materialpossessions? Can anything be right with the rat-race? Haven’t the old lost touch with all that isimportant in life?
These are not questions the older generation can shrug off lightly. Their record over the pastforty years or so hasn’t been exactly spotless. Traditionally, the young have turned to their eldersfor guidance. Today, the situation might be reversed. The old—if they are prepared to admitit—could learn a thing or two from their children. One of the biggest lessons they could learn is thatenjoyment is not ‘sinful’. Enjoyment is a principle one could apply to all aspects of life. It is surelynot wrong to enjoy your work and enjoy your leisure; to shed restricting inhibitions. It is surely notwrong to live in the present rather than in the past or future. This emphasis on the present is onlyto be expected because the young have grown up under the shadow of the bomb: the constantthreat of complete annihilation. This is their glorious heritage. Can we be surprised that they shouldso 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.
答案詳解：
1. D. 艱苦工作。這在第一段中第四句“青年一代受了更好教育，有大量的錢話，有更多的自由。他們成長(zhǎng)的很快，不那么依賴于父母，他們獨(dú)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. 更多的錢和自由。 C. 獨(dú)立性。這三項(xiàng)均提及到。
2. C. 順從。第二段集中講到這一點(diǎn)�！耙�?yàn)槔先藗兘?jīng)常認(rèn)為自己懂得多，理由就是他們經(jīng)歷得多。他們不喜歡自己的價(jià)值觀受到懷疑或威脅。而這正是青年在做的。他們對(duì)老人們的設(shè)想提出疑問(wèn)，打亂他們的自鳴得意。他們甚至敢于懷疑老一代創(chuàng)造了世界上可能最佳的社會(huì)。他們最反對(duì)的莫過(guò)于順從。例如：他們說(shuō)辦公時(shí)間就是強(qiáng)制奴役，如果人們完全自由，絕對(duì)負(fù)責(zé)，他們的工作不會(huì)更好嗎?而穿衣呢?誰(shuí)說(shuō)世界上所有的男人都該穿單調(diào)的灰色西裝和剪成像罪犯似的短發(fā)?……�！边@些詞語(yǔ)都表示他們最反對(duì)的東西是遵從，“一致性”。所以
A. 價(jià)值。 B. 長(zhǎng)者的設(shè)想。 D. 傳統(tǒng)習(xí)俗觀念。都是具體的某一點(diǎn)。
3. A. 他們?cè)谡◤椀年幱跋鲁砷L(zhǎng)。第三段倒數(shù)第四句起“由于年輕人是在炸彈戰(zhàn)爭(zhēng)的陰影下成長(zhǎng)壯大：在不斷受到全面殲滅的威脅之下，所以也只能期望他們重視目前。這是他們的光榮遺產(chǎn)。他們經(jīng)常詢問(wèn)贈(zèng)給他們遺產(chǎn)的這代人的頭腦是否清醒。對(duì)此我們能表示驚訝嗎?”遺產(chǎn)指的是第二段的種種問(wèn)題所體現(xiàn)出來(lái)的東西，如：“誰(shuí)說(shuō)人類之差異能通過(guò)常規(guī)政策或暴力手段予以很好的解決?為什么老一代人常用暴力來(lái)解決他們的問(wèn)題?為什么他們(老一代)個(gè)人生活那么不愉快。老有負(fù)罪感?為什么老糾纏于要積聚越來(lái)越多的物質(zhì)財(cái)富?……。”
B. 他們不喜歡過(guò)去。 C. 他們認(rèn)為現(xiàn)世界是最好的。 D. 他們害怕破壞。
4. A. 享受不是犯罪。這在第三段中間“老年人——如果他們準(zhǔn)備承認(rèn)的話——可以從他們的孩子們那里學(xué)到一兩件事。他們能學(xué)的最大的課堂之一是享受不是犯罪�！薄跋硎堋笔侨丝蛇m用于生活各個(gè)方面的原則。從工作中獲得樂(lè)處，享受閑暇時(shí)間，肯定不是錯(cuò)誤。拋棄約束限制，生活在現(xiàn)在而不是生活在過(guò)去肯定也不是錯(cuò)。
B. 人們應(yīng)有更多的閑暇。 C. 人可以享受生活。 D. 一個(gè)人應(yīng)當(dāng)享受工作。
詞匯：
1. reminder 使共回想起某事的`東西，提示者
2. complacency 自鳴得意，自滿情結(jié)
3. take leave 擅自，任意，隨意
I took leave to consider this matter settled. 請(qǐng)?jiān)徫艺J(rèn)為這事已經(jīng)解決了。
4. conformity 與……一致，遵從
5. guilt 有罪，內(nèi)疚
6. ridden (ride 的過(guò)去分詞)受……支配的，受……壓迫
7. guilt-ridden 負(fù)罪感
8. amass 積累，積聚
9. a rat-race 激烈的競(jìng)爭(zhēng)
10. shrug off 對(duì)……聳肩表示不屑一理，輕視，擺脫
11. spotless 無(wú)污點(diǎn)的，純潔的
12. shed 擺脫，拋棄
13. annihilate 殲滅
14. bequeath 贈(zèng)送，把……傳給后代
15. sanity 頭腦清醒健全
難句譯注：
1. convict haircut. Convict 義：罪犯。罪犯和短發(fā)兩字合在一起為“囚犯理的發(fā)式”。但在這里其含義根據(jù)上下文決定。前面講到“誰(shuí)說(shuō)世界上所有的男人都應(yīng)穿淺灰色的西裝”，后面只能譯成“剪成像罪犯似的短發(fā)呢”。本義有haircut義：修理整齊的短發(fā)。整齊劃一表示紳士派的工作人中作風(fēng)正派，認(rèn)真負(fù)責(zé)，一絲不茍的精神。作者用了convict罪犯一字表示諷刺：“罪犯也是整齊劃一的短發(fā)跟紳士們的要求一樣，難道他們也是作風(fēng)正派，認(rèn)真負(fù)責(zé)，一絲不茍嗎?”
寫(xiě)作方法與文章大意：
這是一篇論及“代溝”的文章。主要采用對(duì)比手法，一開(kāi)始就提出了一個(gè)老問(wèn)題：“老人們經(jīng)常說(shuō)年輕人不是從前那樣了。這一評(píng)語(yǔ)代代相傳，永遠(yuǎn)是對(duì)的，而今天比以前任何時(shí)候更正確�！毕旅鎺锥尉驼撌鏊麄冎煌c(diǎn)以及對(duì)比老少兩代人的態(tài)度。
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