福建师范大学18年8月课程考试《高级英语阅读（一）》作业考核试题[答案]

福建师范大学18年8月课程考试《高级英语阅读（一）》作业考核试题[答案]满分答案

《高级英语阅读（一）》期末考核题
（请把答案打印在第二页答案卷上）

I 翻译以下句子： （出自教材 《高级英语阅读一》第48页，第4课 Text A）
All stress, positive or negative, stimulates a basic biological reaction called fight or flight. This is a hormonally stimulated state of arousal that prepares you to face whatever challenge is at hand, be it your daughter's wedding, a job interview, an argument with your spouse, or the assault of a would-be mugger.

II  Read Lesson 9， Text A “Shooting an Elephant”(教材第 125-127页) ，answer the following questions
Shooting an Elephant
By George Orwell
One day something happened which in a roundabout way was enlightening. It was a tiny incident in itself, but it gave me a better glimpse than I had had before of the real nature of imperialism—the real motives for which despotic governments act. Early one morning the sub-inspector at a police station on the other end of town rang me up on the phone and said that an elephant was ravaging the bazaar, Would I please come and do something about it? I did not know what I could do, but I wanted to see what was happening and I got on a pony and started out. I took my rifle, an old .44 Winchester and much too small to kill an elephant, but I thought the noise might be useful in terrorem. Various Burmans stopped me on the way and told me about the elephant's doings, it was not, of course, a wild elephant, but a tame one which had gone "must." It had been chained up, as tame elephants always are when their attack of "must" is due, but on the previous night it had broken its chain and escaped. Its mahout, the only person who could manage it when it was in that state, had set out in pursuit, but had taken the wrong direction and was now twelve hours' journey away, and in the morning the elephant had suddenly reappeared in the town. The Burmese population had no weapons and were quite helpless against it. It had already destroyed somebody's bamboo hut, killed a cow and raided some fruit-stalls and devoured the stock; also it had met the municipal rubbish van and, when the driver jumped out and took to his heels, had turned the van over and inflicted violence upon it.
The Burmese sub-inspector and some Indian constables were waiting for me in the quarter where the elephant had been seen. It was a very poor quarter, a labyrinth of squalid bamboo huts, thatched with palm-leaf, winding all over a steep hillside. I remember that it was a cloudy, stuffy morning at the beginning of the rains...There was a loud, scandalized cry of "Go away, child! Go away this instant!" and an old woman with a switch in her hand came round the corner of a hut, violently shooing away a crowd of naked children. Some more women followed, clicking their tongues and exclaiming; evidently there was something that the children ought not to have seen. I rounded the hut and saw a man's dead body sprawling in the mud. He was an Indian, a black Dravidian coolie, almost naked, and he could not have been dead many minutes. The people said that the elephant had come suddenly upon him round the corner of the hut, caught him with its trunk, put its foot on his back and ground him into the earth... As soon as I saw the dead man I sent an orderly to a friend's house nearby to borrow an elephant rifle.
The orderly came back in a few minutes with a rifle and five cartridges, and mean-while some Burmans had arrived and told us that the elephant was in the paddy fields below, only a few hundred yards away. As I started forward practically the whole population of the quarter flocked out of the houses and followed me. They had seen the rifle and were all shouting excitedly that I was going to shoot the elephant. They had not shown much interest in the elephant when he was merely ravaging their homes, but it was different now that he was going to be shot. It was a bit of fun to them, as it would be to an English crowd; besides they wanted the meat. It made me vaguely uneasy. I had no intention of shooting the elephant I had merely sent for the rifle to defend myself if necessary w and it is always unnerving to have a crowd following you. I marched down the hill, looking and feeling a fool, with the rifle over my shoulder and an ever-growing army of people jostling at my heels. At the bottom, the elephant was standing eight yards from the road, his left side towards us. He took not the slightest notice of the crowd's approach. He was tearing up bunches of grass, beating them against his knees to clean them and stuffing them into his mouth.
I had halted on the road. As soon as I saw the elephant I knew with perfect certainty that I ought not to shoot him. It is a serious matter to shoot a working elephant it is comparable to destroying a huge and costly piece of machinery m and obviously one ought not to do it if it can possibly be avoided. And at that distance, peacefully eating, the elephant looked no more dangerous than a cow. I thought then and I think now that his attack of "must" was already passing off; in which case he would merely wander harmlessly about until the mahout came back and caught him. Moreover, I did not in the least want to shoot him. I decided that I would watch him for a little while to make sure that he did not turn savage again, and then go home.
But at that moment, I glanced round at the crowd that had followed me. It was an immense crowd, two thousand at the least and growing every minute. It blocked the road for a long distance on either side. I looked at the sea of yellow faces above the garish clothes—faces all happy and excited over this bit of fun, all certain that the elephant was going to be shot. They were watching me as they would watch a conjuror about to perform a trick. They did not like me, but with the magical rifle in my hands I was momentarily worth watching. And suddenly I realized that I should have to shoot the elephant after all. The people expected it of me and I had got to do it; I could feel their two thousand wills pressing me forward, irresistibly. And it was at this moment, as I stood there with the rifle in my hands, that I first grasped the hollowness, the futility of the white man's dominion in the East. Here was I, the white man with his gun, standing in front of the unarmed native crowd—seemingly the leading ac- tor of the piece; but in reality I was only an absurd puppet pushed to and fro by the ,Mil of those yellow faces behind. I perceived in this moment that when the white man turns tyrant it is his own freedom that he destroys. He becomes a sort of hollow, posing dummy, the conventionalized figure of a sahib. For it is the condition of his rule that he shall spend his tire in trying to impress the "natives," and so in every crisis he has got to do what the "natives" expect of him. He wears a mask, and his face grows to fit it. I had got to shoot the elephant. I had committed myself to doing it when 1 sent for the rifle. A sahib has got to act like a sahib; he has got to appear resolute, to know his own mind and do definite things. To come all that way, rifle in hand, with two thousand people marching at my heels, and then to trail feebly away, having done nothing—no, that was impossible. The crowd would laugh at me. And my whole life, every white man's life in the East, was one long struggle not to be laughed at.
It was perfectly clear to me what I ought to do. I ought to walk up to within, say, twenty-five yards of the elephant and test his behavior. If he charged, I could shoot; if he took no notice of me, it would be safe to leave him until the mahout came back. But also 1 knew that I was going to do no such thing. I was a poor shot with a rifle and the ground was soft mud into which one would sink at every step. If the elephant charged and I missed him, I should have about as much chance as a toad under a steam-roller. But even then I was not thinking particularly of my own skin, only of the watchful yellow faces behind. For at that moment, with the crowd watching me, I was not afraid in the ordinary sense, as I would have been ill had been alone. A white man mustn't be frightened in front of "natives"; and so, in general, he isn't frightened. The sole thought in my mind was that if anything went wrong those two thousand Burmans would see me pursued, caught, trampled on and reduced to a grinning corpse like that Indian up the hill. And if that happened it was quite probable that some of them would laugh. That would never do. There was only one alternative. I shoved the cartridges into the magazine and lay down on the read to get a better aim.
Afterwards, of course, there were endless discussions about the shooting of the elephant. The owner was furious, but he was only an Indian and could do nothing. Besides, legally I had done the right thing, for a mad elephant has to be killed, like a mad dog, if its owner fails to control it. Among the Europeans opinion was divided. The older men said I was right, the younger men said it was a damn shame to shoot an elephant for killing a coolie, because the elephant was worth more than any damn Coringhee coolie. And afterwards I was very glad that the coolie had been killed; it put me legally in the right and it gave me sufficient pretext for shooting the elephant. I often wondered whether any of the others grasped that I had done it solely to avoid looking a fool.

1.  How did the writer get involved in the incident in the very beginning?

2.  what did the writer learn or realize from this story?

III Read Lesson 6  Text B “Unwilling to School” Judge whether the following statements are true or false.
:（阅读教材第6课 课文B， 判断对错）

Unwillingly to School
By Katrin Fitz Herbert
Every child with a poor school attendance record is a child in danger. At best, he is in danger of not fulfilling his educational potential; at worst, he is in danger of cruelty or neglect.
Enforced school absence in childhood is sometimes used by adults to justify their own career failure. It is difficult for a child to play truant regularly if his parents are keen for him to attend school. Much truancy is openly condoned; as for the rest, not knowing that your children play truant is equivalent to not ensuring that they are at school. It shows lack of interest in their whereabouts, apathy about their education, or inability to control them — i.e., ineffective parents...
The characteristics which lead families to reject regular schooling are likely to have other detrimental effects on the children besides educational failure. For what could make parents decide that the most widely agreed route to secure employment, social acceptance and personal satisfaction is not for them? The first reason is a general difficulty in dealing with family responsibilities, particularly in the stressful environment of modern cities. Getting the child to school on time is too much to cope with (alarm clock, breakfast, clothes, shoes, gym clothes, lunch money). Secondly, the child's company may comfort a depressed, isolated mother.
The school's insistence on uniforms or other obligations and, possibly, its undisguised disapproval of an "inadequate" family, may be the last straw. Children who grow up in such families are likely to be deprived in many ways besides education.
In these families, education is written off as a waste of time. For a child growing up, this is possibly more serious than the loss of education. Habitual non-attendance can accustom children very early in their lives to rejecting the values and legal requirements of society. It is a training in deviance and anti-social behaviour which can lay the foundation for a generally deviant career. The common progression from truancy or parentally-condoned absence to juvenile crime has been reliably established.
In greatest danger of all is the child who successfully plays truant for long periods without his parents' knowledge. His personal isolation and alienation, not just from conventional behaviour but from his own family, puts him in danger of delinquency, drugs or mental illness in later life. Truancy has been called the "kindergarten of crime", and bad school attendance spells failure and possible unemployment in later life.
It was soon realized that non-attendance was too complex and serious a problem to be dealt with by education departments alone. Much responsibility for school attendance was, therefore, transferred to social workers. This move has, on its own, however, possibly created as many problems as it has solved. This is because the seriousness with which they regard non-attendance is an issue on which social workers and workers in education differ. Social workers tend to regard it as merely one symptom of social failure which, particularly if homelessness, physical neglect, marital problems and illness are present, does not justify more attention than the rest.
Workers in education consider the other problems as all the more reason why the children concerned should have the advantage of regular schooling. The longer they stay truant, the greater are their chances of getting into further trouble. One chief education welfare officer told me: "The best form of social service you can do for deprived children is to see that they receive education in the normal school setting."
I was given access to a few cases of nine-year-old children selected by their head teacher for causing concern due to problems arising outside school. I read their files and talked to the workers involved about how each, from his professional point of view, saw the chain of events since the initial referral. In cases concerned with school absence, this method produced a commentary of the slow progression towards stalemate which can occur when two departments with different priorities are jointly responsible for solving the same problem. For how can a decisive plan for action ever be formed if it depends on the cooperation of two people who basically disagree?
Non-attendance can so injure a child's life chances that it deserves to be tackled by a more single-minded attack than this. A concerted policy should focus on the following areas: first, the school's own capacity for holding the interest of pupils; second, its efficiency in registering unexplained absences; third, school-oriented social work; fourth, boarding schools; and fifth, public attitude.
The general climate of a school is obviously a powerful factor in a child's decision to play truant, so creating an acceptable school atmosphere is one of the most challenging assignments teachers face. It must, however, be distinguished from the separate task of setting up efficient machinery for following up suspected truants. This consists of treating any unexplained absence—even lateness, which is often an indication of absence to come as serious. If the school immediately queries the first and subsequent unexplained absence, it will be much more difficult for the child to become a habitual absentee.
The school's success in keeping non-attendance to a minimum also depends on the effectiveness of its education welfare officer, the official link between school and home. Ideally, when alerted about a suspected absence, he makes an immediate home visit to see what has gone wrong. In the first instance he may simply go to "collect excuses", gradually forming his own idea of the real reason for the child's absence the child is bullied at school, the mother is unhappy when the child is at school, the family does not get up in time, the parents don't know about the truancy, the child has not got a uniform, and so on. Though the officer will do what he can to alleviate any problem he stumbles on, his main interest is to get the child back to school.
Another ingredient of a general attack on chronic non-attendance should be boarding education. Every Education Welfare Officer has his core of cases of children whose parents do not believe in education; who have such psychological problems of their own that they need their children for company or who are so anti-authority that they will not hand their children over to any representatives of the "establishment" they detest. These are the parents with whom the officer, and the school or social workers get nowhere and whose children get no education to speak of, if left in their home environment.
Teachers, education welfare officers and social workers are sometimes excessively reluctant to consider boarding school. They regard it as a punitive action with a certain finality for the child. Many referrals are, therefore, made too late to be really useful. Sending a child to a boarding school should be to improve a situation which is not going well. However, everybody is so wary of it, that we tend to use it when it is really too late; when parents are ready to be relieved of a child who is a problem—thus giving the child good reason to feel rejected. When the child is still wanted, and sent to boarding school against his parents' will, then it can really solve the problem by answering the child's educational needs, without destroying family bonds.
Finally, the public apathy towards truancy is a positive incentive to children who have difficulties at school. The man in the street, even when knocked sideways by a diminutive footballer during school hours, merely curses and walks on. Would absence rates be any different if the public occasionally "had a go" at obvious non-attenders and encouraged them to give their teachers another chance to make school worthwhile for them?

1.Every child with poor school attendance record is unable to fulfill his educational potential and is going to suffer cruelty or neglect.
2. Many parents do not know that their children play truant regularly, which shows their lack of interest in their children’s education or inability to control them.
3. Parent’s difficulty in dealing with family responsibility is not a reason which leads families to reject regular schooling.
4. Habitual non-attendance can cause children reject the values and legal requirements of society very early in their lives.
5. Truancy or parentally-condoned absence may or may not  lead to juvenile crime.
6. Mental illness in later life is another bad effect of truancy.
7. Non-attendance is such a complex and serious problem that it can’t  be dealt with by education department alone.
8. According to this passage, the social workers and educational department didn’t cooperate very well because they disagree basically.
9.  According to the writer ,registering unexplained absence is not very effective  to resolve regular non-attendance.
10. Unlike the parents, the teachers , social workers and education welfare officers are unwilling to send truants to boarding school in the early stage.







   　　　　　答案卷
I， Translation



II， Answer questions:
１．


２．　



III判断对错:
１－５　：　＿　＿　＿　＿　＿　 
6-10 ： 　＿　＿　＿　＿　＿　 

福建师范大学18年8月课程考试《高级英语阅读（一）》作业考核试题[答案]历年参考题目如下：