福建師范大學(xué)18年8月課程考試《高級(jí)英語閱讀(一)》作業(yè)考核試題

《高級(jí)英語閱讀（一）》期末考核題（請(qǐng)把答案打印在第二頁答案卷上）I翻譯以下句子：（出自教材《高級(jí)英語閱讀一》第48頁，第4課TextA）Allstress,positiveornegative,stimulatesabasicbiologicalreactioncalledfightorflight.Thisisahormonallystimulatedstateofarousalthatpreparesyoutofacewhateverchallengeisathand,beityourdaughter'swedding,ajobinterview,anargumentwithyourspouse,ortheassaultofawould-bemugger.II

ReadLesson9，TextA“ShootinganElephant”(教材第125-127頁)，answerthefollowingquestionsShootinganElephantByGeorgeOrwellOnedaysomethinghappenedwhichinaroundaboutwaywasenlightening.Itwasatinyincidentinitself,butitgavemeabetterglimpsethanIhadhadbeforeoftherealnatureofimperialism—therealmotivesforwhichdespoticgovernmentsact.Earlyonemorningthesub-inspectoratapolicestationontheotherendoftownrangmeuponthephoneandsaidthatanelephantwasravagingthebazaar,WouldIpleasecomeanddosomethingaboutit?IdidnotknowwhatIcoulddo,butIwantedtoseewhatwashappeningandIgotonaponyandstartedout.Itookmyrifle,anold.44Winchesterandmuchtoosmalltokillanelephant,butIthoughtthenoisemightbeusefulinterrorem.VariousBurmansstoppedmeonthewayandtoldmeabouttheelephant'sdoings,itwasnot,ofcourse,awildelephant,butatameonewhichhadgone"must."Ithadbeenchainedup,astameelephantsalwaysarewhentheirattackof"must"isdue,butonthepreviousnightithadbrokenitschainandescaped.Itsmahout,theonlypersonwhocouldmanageitwhenitwasinthatstate,hadsetoutinpursuit,buthadtakenthewrongdirectionandwasnowtwelvehours'journeyaway,andinthemorningtheelephanthadsuddenlyreappearedinthetown.TheBurmesepopulationhadnoweaponsandwerequitehelplessagainstit.Ithadalreadydestroyedsomebody'sbamboohut,killedacowandraidedsomefruit-stallsanddevouredthestock;alsoithadmetthemunicipalrubbishvanand,whenthedriverjumpedoutandtooktohisheels,hadturnedthevanoverandinflictedviolenceuponit.TheBurmesesub-inspectorandsomeIndianconstableswerewaitingformeinthequarterwheretheelephanthadbeenseen.Itwasaverypoorquarter,alabyrinthofsqualidbamboohuts,thatchedwithpalm-leaf,windingalloverasteephillside.Irememberthatitwasacloudy,stuffymorningatthebeginningoftherains...Therewasaloud,scandalizedcryof"Goaway,child!Goawaythisinstant!"andanoldwomanwithaswitchinherhandcameroundthecornerofahut,violentlyshooingawayacrowdofnakedchildren.Somemorewomenfollowed,clickingtheirtonguesandexclaiming;evidentlytherewassomethingthatthechildrenoughtnottohaveseen.Iroundedthehutandsawaman'sdeadbodysprawlinginthemud.HewasanIndian,ablackDravidiancoolie,almostnaked,andhecouldnothavebeendeadmanyminutes.Thepeoplesaidthattheelephanthadcomesuddenlyuponhimroundthecornerofthehut,caughthimwithitstrunk,putitsfootonhisbackandgroundhimintotheearth...AssoonasIsawthedeadmanIsentanorderlytoafriend'shousenearbytoborrowanelephantrifle.Theorderlycamebackinafewminuteswitharifleandfivecartridges,andmean-whilesomeBurmanshadarrivedandtoldusthattheelephantwasinthepaddyfieldsbelow,onlyafewhundredyardsaway.AsIstartedforwardpracticallythewholepopulationofthequarterflockedoutofthehousesandfollowedme.TheyhadseentherifleandwereallshoutingexcitedlythatIwasgoingtoshoottheelephant.Theyhadnotshownmuchinterestintheelephantwhenhewasmerelyravagingtheirhomes,butitwasdifferentnowthathewasgoingtobeshot.Itwasabitoffuntothem,asitwouldbetoanEnglishcrowd;besidestheywantedthemeat.Itmademevaguelyuneasy.IhadnointentionofshootingtheelephantIhadmerelysentfortherifletodefendmyselfifnecessarywanditisalwaysunnervingtohaveacrowdfollowingyou.Imarcheddownthehill,lookingandfeelingafool,withtherifleovermyshoulderandanever-growingarmyofpeoplejostlingatmyheels.Atthebottom,theelephantwasstandingeightyardsfromtheroad,hisleftsidetowardsus.Hetooknottheslightestnoticeofthecrowd'sapproach.Hewastearingupbunchesofgrass,beatingthemagainsthiskneestocleanthemandstuffingthemintohismouth.Ihadhaltedontheroad.AssoonasIsawtheelephantIknewwithperfectcertaintythatIoughtnottoshoothim.Itisaseriousmattertoshootaworkingelephantitiscomparabletodestroyingahugeandcostlypieceofmachinerymandobviouslyoneoughtnottodoitifitcanpossiblybeavoided.Andatthatdistance,peacefullyeating,theelephantlookednomoredangerousthanacow.IthoughtthenandIthinknowthathisattackof"must"wasalreadypassingoff;inwhichcasehewouldmerelywanderharmlesslyaboutuntilthemahoutcamebackandcaughthim.Moreover,Ididnotintheleastwanttoshoothim.IdecidedthatIwouldwatchhimforalittlewhiletomakesurethathedidnotturnsavageagain,andthengohome.Butatthatmoment,Iglancedroundatthecrowdthathadfollowedme.Itwasanimmensecrowd,twothousandattheleastandgrowingeveryminute.Itblockedtheroadforalongdistanceoneitherside.Ilookedattheseaofyellowfacesabovethegarishclothes—facesallhappyandexcitedoverthisbitoffun,allcertainthattheelephantwasgoingtobeshot.Theywerewatchingmeastheywouldwatchaconjurorabouttoperformatrick.Theydidnotlikeme,butwiththemagicalrifleinmyhandsIwasmomentarilyworthwatching.AndsuddenlyIrealizedthatIshouldhavetoshoottheelephantafterall.ThepeopleexpecteditofmeandIhadgottodoit;Icouldfeeltheirtwothousandwillspressingmeforward,irresistibly.Anditwasatthismoment,asIstoodtherewiththerifleinmyhands,thatIfirstgraspedthehollowness,thefutilityofthewhiteman'sdominionintheEast.HerewasI,thewhitemanwithhisgun,standinginfrontoftheunarmednativecrowd—seeminglytheleadingac-torofthepiece;butinrealityIwasonlyanabsurdpuppetpushedtoandfrobythe,Milofthoseyellowfacesbehind.Iperceivedinthismomentthatwhenthewhitemanturnstyrantitishisownfreedomthathedestroys.Hebecomesasortofhollow,posingdummy,theconventionalizedfigureofasahib.Foritistheconditionofhisrulethatheshallspendhistireintryingtoimpressthe"natives,"andsoineverycrisishehasgottodowhatthe"natives"expectofhim.Hewearsamask,andhisfacegrowstofitit.Ihadgottoshoottheelephant.Ihadcommittedmyselftodoingitwhen1sentfortherifle.Asahibhasgottoactlikeasahib;hehasgottoappearresolute,toknowhisownmindanddodefinitethings.Tocomeallthatway,rifleinhand,withtwothousandpeoplemarchingatmyheels,andthentotrailfeeblyaway,havingdonenothing—no,thatwasimpossible.Thecrowdwouldlaughatme.Andmywholelife,everywhiteman'slifeintheEast,wasonelongstrugglenottobelaughedat.ItwasperfectlycleartomewhatIoughttodo.Ioughttowalkuptowithin,say,twenty-fiveyardsoftheelephantandtesthisbehavior.Ifhecharged,Icouldshoot;ifhetooknonoticeofme,itwouldbesafetoleavehimuntilthemahoutcameback.Butalso1knewthatIwasgoingtodonosuchthing.Iwasapoorshotwitharifleandthegroundwassoftmudintowhichonewouldsinkateverystep.IftheelephantchargedandImissedhim,Ishouldhaveaboutasmuchchanceasatoadunderasteam-roller.ButeventhenIwasnotthinkingparticularlyofmyownskin,onlyofthewatchfulyellowfacesbehind.Foratthatmoment,withthecrowdwatchingme,Iwasnotafraidintheordinarysense,asIwouldhavebeenillhadbeenalone.Awhitemanmustn'tbefrightenedinfrontof"natives";andso,ingeneral,heisn'tfrightened.ThesolethoughtinmymindwasthatifanythingwentwrongthosetwothousandBurmanswouldseemepursued,caught,trampledonandreducedtoagrinningcorpselikethatIndianupthehill.Andifthathappeneditwasquiteprobablethatsomeofthemwouldlaugh.Thatwouldneverdo.Therewasonlyonealternative.Ishovedthecartridgesintothemagazineandlaydownonthereadtogetabetteraim.Afterwards,ofcourse,therewereendlessdiscussionsabouttheshootingoftheelephant.Theownerwasfurious,buthewasonlyanIndianandcoulddonothing.Besides,legallyIhaddonetherightthing,foramadelephanthastobekilled,likeamaddog,ifitsownerfailstocontrolit.AmongtheEuropeansopinionwasdivided.TheoldermensaidIwasright,theyoungermensaiditwasadamnshametoshootanelephantforkillingacoolie,becausetheelephantwasworthmorethananydamnCoringheecoolie.AndafterwardsIwasverygladthatthecooliehadbeenkilled;itputmelegallyintherightanditgavemesufficientpretextforshootingtheelephant.IoftenwonderedwhetheranyoftheothersgraspedthatIhaddoneitsolelytoavoidlookingafool.1.Howdidthewritergetinvolvedintheincidentintheverybeginning?2.whatdidthewriterlearnorrealizefromthisstory?IIIReadLesson6

TextB“UnwillingtoSchool”Judgewhetherthefollowingstatementsaretrueorfalse.:（閱讀教材第6課課文B，判斷對(duì)錯(cuò)）UnwillinglytoSchoolByKatrinFitzHerbertEverychildwithapoorschoolattendancerecordisachildindanger.Atbest,heisindangerofnotfulfillinghiseducationalpotential;atworst,heisindangerofcrueltyorneglect.Enforcedschoolabsenceinchildhoodissometimesusedbyadultstojustifytheirowncareerfailure.Itisdifficultforachildtoplaytruantregularlyifhisparentsarekeenforhimtoattendschool.Muchtruancyisopenlycondoned;asfortherest,notknowingthatyourchildrenplaytruantisequivalenttonotensuringthattheyareatschool.Itshowslackofinterestintheirwhereabouts,apathyabouttheireducation,orinabilitytocontrolthem—i.e.,ineffectiveparents...Thecharacteristicswhichleadfamiliestorejectregularschoolingarelikelytohaveotherdetrimentaleffectsonthechildrenbesideseducationalfailure.Forwhatcouldmakeparentsdecidethatthemostwidelyagreedroutetosecureemployment,socialacceptanceandpersonalsatisfactionisnotforthem?Thefirstreasonisageneraldifficultyindealingwithfamilyresponsibilities,particularlyinthestressfulenvironmentofmoderncities.Gettingthechildtoschoolontimeistoomuchtocopewith(alarmclock,breakfast,clothes,shoes,gymclothes,lunchmoney).Secondly,thechild'scompanymaycomfortadepressed,isolatedmother.Theschool'sinsistenceonuniformsorotherobligationsand,possibly,itsundisguiseddisapprovalofan"inadequate"family,maybethelaststraw.Childrenwhogrowupinsuchfamiliesarelikelytobedeprivedinmanywaysbesideseducation.Inthesefamilies,educationiswrittenoffasawasteoftime.Forachildgrowingup,thisispossiblymoreseriousthanthelossofeducation.Habitualnon-attendancecanaccustomchildrenveryearlyintheirlivestorejectingthevaluesandlegalrequirementsofsociety.Itisatrainingindevianceandanti-socialbehaviourwhichcanlaythefoundationforagenerallydeviantcareer.Thecommonprogressionfromtruancyorparentally-condonedabsencetojuvenilecrimehasbeenreliablyestablished.Ingreatestdangerofallisthechildwhosuccessfullyplaystruantforlongperiodswithouthisparents'knowledge.Hispersonalisolationandalienation,notjustfromconventionalbehaviourbutfromhisownfamily,putshimindangerofdelinquency,drugsormentalillnessinlaterlife.Truancyhasbeencalledthe"kindergartenofcrime",andbadschoolattendancespellsfailureandpossibleunemploymentinlaterlife.Itwassoonrealizedthatnon-attendancewastoocomplexandseriousaproblemtobedealtwithbyeducationdepartmentsalone.Muchresponsibilityforschoolattendancewas,therefore,transferredtosocialworkers.Thismovehas,onitsown,however,possiblycreatedasmanyproblemsasithassolved.Thisisbecausetheseriousnesswithwhichtheyregardnon-attendanceisanissueonwhichsocialworkersandworkersineducationdiffer.Socialworkerstendtoregarditasmerelyonesymptomofsocialfailurewhich,particularlyifhomelessness,physicalneglect,maritalproblemsandillnessarepresent,doesnotjustifymoreattentionthantherest.Workersineducationconsidertheotherproblemsasallthemorereasonwhythechildrenconcernedshouldhavetheadvantageofregularschooling.Thelongertheystaytruant,thegreateraretheirchancesofgettingintofurthertrouble.Onechiefeducationwelfareofficertoldme:"Thebestformofsocialserviceyoucandofordeprivedchildrenistoseethattheyreceiveeducationinthenormalschoolsetting."Iwasgivenaccesstoafewcasesofnine-year-oldchildrenselectedbytheirheadteacherforcausingconcernduetoproblemsarisingoutsideschool.Ireadtheirfilesandtalkedtotheworkersinvolvedabouthoweach,fromhisprofessionalpointofview,sawthechainofeventssincetheinitialreferral.Incasesconcernedwithschoolabsence,thismethodproducedacommentaryoftheslowprogressiontowardsstalematewhichcanoccurwhentwodepartmentswithdifferentprioritiesarejointlyresponsibleforsolvingthesameproblem.Forhowcanadecisiveplanforactioneverbeformedifitdependsonthecooperationoftwopeoplewhobasicallydisagree?Non-attendancecansoinjureachild'slifechancesthatitdeservestobetackledbyamoresingle-mindedattackthanthis.Aconcertedpolicyshouldfocusonthefollowingareas:first,theschool'sowncapacityforholdingtheinterestofpupils;second,itsefficiencyinregisteringunexplainedabsences;third,school-orientedsocialwork;fourth,boardingschools;andfifth,publicattitude.Thegeneralclimateofaschoolisobviouslyapowerfulfactorinachild'sdecisiontoplaytruant,socreatinganacceptableschoolatmosphereisoneofthemostchallengingassignmentsteachersface.Itmust,however,bedistinguishedfromtheseparatetaskofsettingupefficientmachineryforfollowingupsuspectedtruants.Thisconsistsoftreatinganyunexplainedabsence—evenlateness,whichisoftenanindicationofabsencetocomeasserious.Iftheschoolimmediatelyqueriesthefirstandsubsequentunexplainedabsence,itwillbemuchmoredifficultforthechildtobecomeahabitualabsentee.Theschool'ssuccessinkeepingnon-attendancetoaminimumalsodependsontheeffectivenessofitseducationwelfareofficer,theofficiallinkbetweenschoolandhome.Ideally,whenalertedaboutasuspectedabsence,hemakesanimmediatehomevisittoseewhathasgonewrong.Inthefirstinstancehemaysimplygoto"collectexcuses",graduallyforminghisownideaoftherealreasonforthechild'sabsencethechildisbulliedatschool,themotherisunhappywhenthechildisatschool,thefamilydoesnotgetupintime,theparentsdon'tknowaboutthetruancy,thechildhasnotgotauniform,andsoon.Thoughtheofficerwilldowhathecantoalleviateanyproblemhestumbleson,hismaininterestistogetthechildbacktoschool.Anotheringredientofageneralattackonchronicnon-attendanceshouldbeboardingeducation.EveryEducationWelfareOfficerhashiscoreofcasesofchildrenwhoseparentsdonotbelieveineducation;whohavesuchpsychologicalproblemsoftheirownthattheyneedtheirchildrenforcompanyorwhoaresoanti-authoritythattheywillnothandtheirchildrenovertoanyrepresentativesofthe"establishment"theydetest.Thesearetheparentswithwhomtheofficer,andtheschoolorsocialworkersgetnowhereandwhosechildrengetnoeducationtospeakof,ifleftintheirhomeenvironment.Teachers,educationwelfareofficersandsocialworkersaresometimesexcessivelyreluctanttoconsiderboardingschool.Theyregarditasapunitiveactionwithacertainfinalityforthechild.Manyreferralsare,therefore,madetoolatetobereallyuseful.Sendingachildtoaboardingschoolshouldbetoimproveasituationwhichisnotgoingwell.However,everybodyissowaryofit,thatwetendtouseitwhenitisreallytoolate;whenparentsarereadytoberelievedofachildwhoisaproblem—thusgivingthechildgoodreasontofeelrejected.Whenthechildisstillwanted,andsenttoboardingschoolagainst