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英语四级阅读部分模拟试卷及详细解析(1)
Promote Learning and Skills for Young People and Adults
A) This goal places the emphasis on the learning needs of young people and adults in the context of lifelong learning.It calls for fair access to learning programs that are appropriate，and mentions life skills particularly.
B)Education is about giving people the opportunity to develop their potential，their personality and their strengths.This does not merely mean learning new knowledge，but also developing abilities to make the most of life.These are called life skills——including the inner capacities and the practical skills we need.
C)Many of the inner capacities——often known as psych0—social skills——cannot be taught as subjects.They are not the same as academic or technical learnin9.They must rather be modeled and promoted as part of learning，and in particular by teachers.These skills have to do with the way we behave—towards other people，towards ourselves，towards the challenges and problems of life.
They include skills in communicating，in making decisions and solving problems，in negotiating and expressing ourselves，in thinking critically and understanding our feelings.
D)More practical life skills are the kinds of manual skills we need for the physical tasks we face.Some would include vocational skills under the heading of life skills——the ability to lay bricks.sew clothes，catch fish or repair a motorbike.These are skills by which people may earn their livelihood and which are often available to young people leaving school.In fact，very often young people learn psycho-social skills as they learn more practical skills.Learning vocational skills can be a strategy for acquiring both practical and psycho-social skills.
E)We need to increase our life skills at every stage of life，so learning them may be part of early child—hood education.of primary and secondary education and of adult learning groups.Life skills can be put into the categories that the Jacques Delors report suggested;it spoke of four pillars of education，which correspond to certain kinds of life skills—Learning to know：Thinking abilities：such as problem—solving，critical thinking，decision making，understanding consequences.Learning to be： Personal abilities：such as managing stress and feelings，self-awareness，self-confidence.Learning to live together：Social abilities：such as communication，negotiation，teamwork.Learning to do： Manual skills：practicing know-how required for work and tasks.
F)In today’s world all these skills are necessary, in order to face rapid change in society.This means that it is important to know how to go on learning as we require new skills for life and work.In addition，we need to know how to cope with the flood of information and turn it in to useful knowledge.We also need to learn how to handle change in society and in our own lives.
G)Life skills are both concrete and abstract—practical skills can be learned directly, as a subject.For example, a learner can take a course in laying bricks and learn that skill.Other life skills，such as self-confidence，self-esteem，and skills for relating to others or thinking critically cannot be taught in such direct ways.They should be part of any learning process，where teachers or instructors are concerned that learners should not just learn about subjects，but learn how to cope with life and make the most of their potential.
H)So these life skills may be learnt when learning other things.For example：Learning literacy may have a big impact on self-esteem，on critical thinking or on communication skills;Learning practical skills s ach as drivin9，healthcare or tailoring may increase self-confidence，teach problem—solving processes or help in understanding consequences.
I) Whether this is true depends on the way of teachin9—what kinds of thinkin9，relationship building and communication the teacher or facilitator models themselves and promotes among the learners.
It would require measuring the individual and collective progress in making the most of learning and of life，or assessing how far human potential is being realized，or estimating how well people cope with change.It is easier to measure the development of practical skills，for instance by counting the number of students who register for vocational skills courses.However, this still may not tell us how effectively these skills are being used.
J)The psych0.social skills cannot easily be measured by tests and scores，but become visible in Chang behavior.Progress in this area has often been noted by teachers on reports which they make to the parents of their pupils.The teacher’s experience of life，of teaching and of what can be expected from education in the broadest sense serve as a standard by which the growth and development of individuals can be assessed to some extent.This kind of assessment is individual and may never appear in international tables and charts.
K)The current challenges relate to these difficulties：We need to recognize the importance of life skills both practical and psycho-social as part of education which leads to the full development of human potential and to the development of society.The links between psycho—social skills and practical skills must be more clearly spelled out，so that educators can promote both together and find effective ways to do this.Since life skills are taught as part of a wide range of subjects，teachers need to have training in how to put them across and how to monitor learners’growth in these areas.
In designing curricula and syllabuses for academic subjects，there must be a balance between content teaching and attention to the accompanying life skills.A more conscious and deliberate effort to promote life skills will enable learners to become more active citizens in the life of society.
L) Governments should recognize and actively advocate for the transformational role of education in realizing human potential and in socio—economic development.Ensure that curricula and syllabuses address life skills and give learners the opportunity to make real-life applications of knowledge，skills and attitudes.Show how life skills of all kinds apply in the world of work，for example，negotiating and communication skills，as well practical skills.Through initial and in-service teacher training，increase the use of active and participatory learning/teaching approaches.Examine and adapt the processes and content of education so that there is a balance between academic input and life skills development.Make sure that education inspectors look not only for academic progress through teaching and learning，but also progress in the communication， modeling and application of life skills.Advocate for the links between primary and(early)secondary education because learning life skills needs eight or nine years and recognize that the prospect of effective secondary education is an incentive to children，and their parents，to complete primary education successfully.
M)Funding agencies should support research，exchange and debate.nationally and regionally, on ways of strengthening life skills education.Support innovative(创新的)teacher training in order to combine life skills promotion into subjects across the curriculum and as a fundamental part of what school and education are about.Recognize the links between primary and secondary education in ensuring that children develop strong life skills.Support，therefore，the early years of secondary education as part basic education.
N) As support to governments and in cooperation with other international agencies，UNESC0：Works to define life skills better and clarify what it means to teach and learn them.Assists education. policy makers and teachers to develop and use a life skills approach to education.Advocates for the links between a life skills approach to education and broader society and human development.
46.The recognition of life skills as part of education will promote the development of human potential and society.
47.The abilities to make the most of life consist of the inner capacities and the practical skills.
48.The progress in psycho—social skills can be measured by changed behavior.
49.Governments should examine and adapt the processes and content of education so as to balance the academic input and life skills development.
50.According to Jacques Delors，four pillars of education include learning to know, learning to be， learning to live together and learning to do.
51.The funding agencies should link primary education and secondary education to make sure that children develop strong life skills.
52.Learning literacy may exert an influence on self-esteem，critical thinking and communication skills.
53.One function of UNESCO is to help educational policy makers and teachers to develop and use a life skills approach to education.
54.Learning vocational skills can be an approach to acquiring both practical and psycho—social skills.
55.The abilities to manage stress and feelings，self-awareness，self-confidence are personal abilities.
A)这个目标以“终生学习”为背景，将重点放在年轻人和成年人的学习需要上。它提倡应有公平的机会去学习适当的课程，还特别提到生活技能。
B)教育要给人们发展潜能、个性和优势提供机会。【47】这并不仅仅意味着学习新知识，还指培养能力，充分地利用人生。内在能力和我们需要的实用技能，这些都被称为生活技能。
C)大部分的内在能力——经常被称作“心理社会技能”——是不能作为学科来教授的。它与学术或技术的学习不同，但必须作为学习的一部分来塑造和促进，尤其要由教师来做。这些技能应该和我们的行为方式有关——我们如何对待他人，对待我们自己，对待生活的挑战和问题。它们包括沟通，决策和解决问题，协商和自我表达，批判性思考和理解我们的情感等方面的技能。
D)更实际的生活技能是那些我们进行体力劳动时需要的手工技能，包括生活技能里的职业技能，例如铺砖、缝纫、捕鱼或是修理摩托车的能力。这些是人们谋生的技能，也是离开学校的年轻人经常可以学习到的技能。事实上，年轻人在学习更实际的技能时，通常也就是在学习心理社会技能。【54】学习职业技能是可以同时掌握实际技能和心理社会技能的一种策略。
E)在生活的每个阶段，我们都要提高自身的生活技能，因此，学习这些技能也许是早期儿童教育、中小学教育和成年教育的一部分。生活技能可被归入Jacques Delors报告所提出的分类;【50】该报告谈纠了教育的四个支在，这和某些生活技能相呼应：学习了解：思考能力，例如解决问题、批判性思维、决策、理解推理。学习生存：【55】个人能力，例妇应付压力和情绪、自我了解、自信。学习共存：社会能力，例如沟通、谈判、团队协 作。学习动手：手工技能，具备完成工作和任务所需要的技能。
F)在当今世界，为了面对社会的迅速变化，所有这些技能都是必要的。这表明，当我们需要为生活和工作掌握新技能时，知道怎样继续学习是很重要的。另外，我们需要知道怎样应对潮水般的信息，并把它变成有用的知识。我们也需要学习如何应对社会和我们自己生活中所发生的变化。
G)生活技能既是具体的，又是抽象的。实用技能可以作为一门学科直接学习，例如，学习者可以选修一门铺砖的课程来学习这项技能。其他生活技能，例如自信、自尊，与他人相处的技能，或者批判性思维不可能以这样直接的方式习得。它们应该是所有学习过程的一部分。在这一过程里，教师或是讲师应该关心的是，学习者不仅在学习学科知识，而且还在学习如何应对生活，充分发挥他们的潜能。
H)因此，在学习其它东西时，就可以学习到这些生活技能。例如：【52】识字可能会对自尊、批判性思维或沟通技能有很大的影响，学习驾驶、保健或裁剪这类的实际技能可以增加自信，教导人们解决问题的过程，或者有助于人们理解逻辑推论。
I) 这一切是否如此取决于教学方式——教师或辅导者自己的以及他在学生中提倡的思维模式，人际关系类型和沟通方式。它要求衡量个人或集体在充分利用学习和生活上所取得的进步，或是评估人的潜能可以发挥到何种程度，或是估计人们应对变化的能力。衡量实际技能的发展更容易一些，例如，通过
计算注册学习职业技能课程的学生数量可知其发展。但是，这仍然不能告诉我们这些技能是否得到有效的利用。
J)【48】心理社会技能不能轻易她通过测试和分数来衡量，但是可以体现在发生了改变的行为方面。这方面的进步经常在教师写给学生父母的报告里提到。教师的生活经验、教学经验和最广泛意义上的教学期望值可以在一定程度上作为个人成长和发展评估的标准。这种评估是针对个人的，决不会在国际表格和图表里出现。
K)【46】目前的挑战与以下这些困难有关：我们需要认识到生活技能的重要性——包括实际技能和心理社会技能——它是教育的一部分，可以使人们的潜能得纠充分发挥并促进社会的发展。心理社会技能和实际技能之间的联系必须更清楚地被阐明，以便教育工作者能促进这两方面的发展，并为此找到有效的方法。既然生活技能是作为众多学科的一部分来进行教学，那么教师就需要接受培训，学会如何传授技能，如何检测学习者在这些领域的进步。在设计学科的课程和教学大纲时，要平衡学科内容教学和对相关生活技能的关注。更加有意识地努力提高生活技能，使学习者能够成为社会生活中更加活跃的公民。
L)政府应该对教育在实现人们潜能和社会经济发展方面所起到的改造作用给予认可和积极提倡;确保课程和教学大纲涉及生活技能的培养，并让学习者有机会在现实生活中运用知识和技能，并表现自己的见解;展现各种生活技能在工作中是如何应用的，例如，谈判、沟通技巧和实用技巧;通过教师的初始教学培训和在职培训，增加积极参与式的学习方法/教学方法的运用;【49】检查和调整教育的过程和内容，以便平衡知识的输八和生活技能的发展;确保督教员不仅检查在教与学中所取得的学习进步，还要检查在生活技能的沟通、塑造以及应用上的进步。由于学习生活技能需要花费八到九年的时间，应提倡把初级教育和(早期)中等教育联系起来，并意识到，良好的中等教育能给孩子们带来良好的前景，这对孩子和他们的家长来说都是一种让孩子完成初级教育阶段学习的激励因素。
M)资助机构应该支持为加强生活技能方式雨进行的全国性和地区性研究、交流和辩论;支持创新的教师培训，以便把提高生活技能作为学校教育的基本部分与课程科目结合起来;认识到初级教育和中等教育之间的联系，以保证孩子们培养良好的生活技能。因此，中等教育的初期阶段也是基础教育的一部分，应当予以支持。
N)作为各国政府的支持者和其他国际组织的合作者，【53】联舍国教群文组织努力给“生活技能。下更好的定义，阐明这些技能的教学意义;【51】协助教育决策者和教师发扬和使用生活技能的教穿方法;提倡招生活技能的教育方法和更广义上的社会和人类发展联系在一起。
46.The recognition of life skills as part of education will promote the development of human potential and society.
将生活技能作为教育的一部分将会促进个人潜力和社会的发展。
【解析】 K)。细节题。由句中关键词life skills as part of education可定位至K)段第一句。原文提到我
们需要认识到生活技能的重要性，它是教育的一部分，使人们的潜能和社会得到充分的发展。
47.The abilities to make the most of life consist of the inner capacities and the practical skills.
充分利用人生的能力包括内在能力和实用技能。
【解析】 B)。细节题。根据句中关键词the abilities to make the most of life和the inner capacities and the practical skills可定位在B)段后两句。末句中的these代指the abilities to make the most of life。
48.The progress in psycho-social skills Can be measured by changed behavior.
心理社会技能的进步能够通过被改变的行为来衡量。
【解析】J)。细节题。由句中关键词progress in psycho-social skills定位至J)段第一句。原文提到心理社会技能不能轻易地通过测试和分数来衡量，但是可以体现在发生了改变的行为方面。
49.Governments should examine and adapt the processes and content of education SO as to balance the academic input and life skills development.
政府应该检查和调整教育的过程和内容，以便平衡知识的输入和生活技能的发展。
【解析】L)。细节题。由句中关键词government和examine and adapt可定位至L)段。Examine and adapt the processes and content of education SO that there is a balance between academic input and life skills development.(政府应该)检查和调整教育的过程和内容，以便平衡知识的输入和生活技能的发展。
50.According to Jacques Delors，foul,pillars of education include learning to know,learning to be，learning to live together and learning to do.Jacques Delors认为教育的四大支柱是学习了解、学习生存、学习共存和学习动手。
【解析】 E)。归纳题。根据句中关键词Jacques Delors和foul.pillars of education可定位在E)段。此段主旨是教育的四大支柱与某些生活技能相呼应。答题时可以通过跳读来获取信息，总结出教育的四大支柱为：学习了解、学习生存、学习共存和学习动手。
51.The funding agencies should link primary education and secondary education to make sure that children develop strong life skills.
资助机构应该把初等教育和中等教育联系起来，以确保孩子们发展出较强的生活技能。
【解析】 N)。细节题。由句中关键词funding agencies可定位在N)段。原文提到资助机构应该认识到初级教育和中等教育之间的联系，以保证孩子们发展出良好的生活技能。原文是Recognize the links between primary and secondary education，而句中用的是link sth.with sth.的结构。
52.Learning literacy may exert an influence on self-esteem，critical thinking and communication skills.识字能够在自尊、批判性思考和沟通技能方面产生影响。
【解析】H)。细节题。由句中关键词learning literacy可定位至H)段。原文提到读书识字可能对自尊、批判性思维或沟通技能有很大影响。
53.One function of UNESCO is to help educational policy makers and teachers to develop and use a life skills approach to education.
联合国教科文组织的一项功能就是帮助教育决策者和教师发扬和使用生活技能来进行教育。
【解析】 N)。细节题。由句中关键词UNESC0可将答案定位在末段。原文提到“Assists educational policymakers and teachers to develop and use a life skills approach to education”。协助教育决策者和教师发扬和使用生活技能的教育方法。句中中把assist换成help。
54.Learning vocational skills can be an approach to acquiring both practical and psycho-social skills.
学习职业技能是可以同时掌握实际技能和心理社会技能的一种途径。
【解析】D)。细节题。根据句中关键词learning vocational skills可将答案定位在D)段末句。学习职业技能是可以同时掌握实际技能和心理社会技能的一种策略。
55.The abilities to manage stress and feelings，self awareness，self-confidence are personal abilities.应付压力和情绪、自我了解、自信的能力是个人能力。
【解析】E)。细节题。由句中关键词manage stress and feelings，self-awareness，self-confidence定位至E)段。原文提到处理压力、控制情绪和自我了解、自信都属于个人能力。
英语四级阅读理解模拟试卷及答案解析(2)
Endangered Peoples
A) Today, it is not distance, but culture that separates the peoples of the world. The central question of our time may be how to deal with cultural differences. So begins the book, Endangered Peoples, by Art Davidson. It is an attempt to provide understanding of the issues affecting the world's native peoples. This book tells the stories of 21 tribes, cultures, and cultural areas that are struggling to survive. It tells each story through the voice of a member of the tribe .Mr. Davidson recorded their words. Art Wolfe and John Isaac took pictures of them. The organization called the Sierra Club published the book.
B) The native groups live far apart in North America or South America, Africa or Asia. Yet their situations are similar. They are fighting the march of progress in an effort to keep themselves and their cultures alive. Some of them follow ancient ways most of the time. Some follow modern ways most of the time. They have one foot in ancient world and one foot in modern world. They hope to continue to balance between these two worlds. Yet the pressures to forget their traditions and join the modern world may be too great.
C) Rigoberta Menchu of Guatemala, the Nobel Peace Prize winner in 1992, offers her thoughts in the beginning of the book Endangered Peoples. She notes that many people claim that native people are like stories from the past. They are ruins that have died. She disagrees strongly. She says native communities are not remains of the past. They have a future, and they have much wisdom and richness to offer the rest of the world.
D) Art Davidson traveled thousands of miles around the world while working on the book. He talked to many people to gather their thoughts and feelings. Mr. Davidson notes that their desires are the same. People want to remain themselves~ he says. They want to raise their children the way they were raised. They want their children to speak their mother tongue, their own language. They want them to have their parents' values and customs. Mr. Davidson says the people's cries are the same: "Does our culture have to die? Do we have to disappear as a people?"
E) Art Davidson lived for more than 25 years among native people in the American state of Alaska. He says his interest in native peoples began his boyhood when he found an ancient stone arrowhead. The arrowhead was used as a weapon to hunt food. The hunter was an American Indian, long dead. Mr. Davidson realized then that Indians had lived in the state of Colorado, right where he was standing. And it was then, he says, that he first wondered: "Where are they? Where did they go? "He found answers to his early question. Many of the native peoples had disappeared. They were forced off their lands. Or they were killed in battle. Or they died from diseases brought by new settlers. Other native peoples remained, but they had to fight to survive the pressures of the modern world.
F) The Gwich'in are an example of the survivors. They have lived in what is now Alaska and Canada for 10,000 years. Now about 5,000 Gwich'in remain. They are mainly hunters. They hunt the caribou, a large deer with big horns that travels across the huge spaces of the far north. For centuries, they have used all parts of the caribou: the meat for food, the skins for clothes, the bones for tools. Hunting caribou is the way of life of the Gwich'in.
G) One Gwich'in told Art Davidson of memories from his childhood. It was a time when the tribe lived quietly in its own corner of the world. He spoke to Mr. Davidson in these words: "As long as I can remember, someone would sit by a fire on the hilltop every spring and autumn. His job was to look for caribou. If he saw a caribou, he would wave his arms or he would make his fire to give off more smoke. Then the village would come to life! People ran up to the hilltop. The tribes seemed to be at its best at these gatherings. We were all filled with happiness and sharing!"
H) About ten years ago, the modern world invaded the quiet world of the Gwich' in. Oil companies wanted to drill for oil in the Arctic National Wildlife Preserve. This area was the please where the caribou gave birth to their young. The Gwich'in feared the caribou would disappear. One Gwich' in woman describes the situation in these words: "Oil development threatens the caribou. If the caribou are threatened, then the people are threatened. Oil company official and American lawmakers do not seem to understand. They do not come into our homes and share our food. They have never tried to understand the feeling expressed in our songs and our prayers. They have not seen the old people cry. Our elders have seen parts of our culture destroyed. They worry that our people may disappear forever."
I) A scientist with a British oil company dismisses (驳回，打消) the fears of the Gwich'in. He also says they have no choice. They will have to change. The Gwich' in, however, are resisting. They took legal action to stop the oil companies. But they won only a temporary ban on oil development in the Arctic National Wildlife Preserve. Pressures continue on other native people, as Art Davidson describes in his book. The pressures come from expanding populations, dam projects that flood tribal lands, and political and economic conflicts threaten the culture, lands, and lives of such groups as the Quechua of Peru, the Malagasy of Madagascar and the Ainu of Japan.
J) The organization called Cultural Survival has been in existence for 22 years. It tries to protect the rights and cultures of peoples throughout the world. It has about 12,000 members. And it receives help from a large number of students who work without pay. Theodore MacDonald is director of the Cultural Survival Research Center. He says the organization has three main jobs. It does research and publishes information. It works with native people directly. And it creates markets for goods produced by native communities.
K) Late last year, Cultural Survival published a book called State of the Peoples: a Global Human Rights Report on Societies in Danger. The book contains reports from researchers who work for Cultural Survival, from experts on native peoples, and from native peoples themselves. The book describes the conditions of different native and minority groups. It includes longer reports about several threatened societies, including the Penan of Malaysia and the Anishina be of North American. And it provides the names of organizations similar to Cultural Survival for activists, researchers and the press.
L) David May bury-Lewis started the Cultural Survival organization. Mr. May bury-Lewis believes powerful groups rob native peoples of their lives, lands, or resources. About 6,000 groups are left in the world. A native group is one that has its own langue. It has a long-term link to a homeland. And it has governed itself. Theodore MacDonald says Cultural Survival works to protect the rights of groups, not just individual people. He says the organization would like to develop a system of early warnings when these rights are threatened .Mr. MacDonald notes that conflicts between different groups within a country have been going on forever and will continue. Such conflicts, he says, cannot be prevented. But they do not have to become violent. What Cultural Survival wants is to help set up methods that lead to peaceful negotiations of traditional differences. These methods, he says, are a lot less costly than war.
46. Rigoberta Menchu, the Nobel Peace Prize winner in 1992, writes preface for the book Endangered Peoples.
47. The book Endangered Peoples contents not only words, but also pictures.
48. Art Davidson's initial interest in native people was aroused by an ancient stone arrowhead he found in his childhood, which was once used by an American Indian hunter.
49. The native groups are trying very hard to balance between the ancient world and the modern world.
50. By talking with them, Art Davidson finds that the native people throughout the world desire to remain themselves.
51. Most of the Gwich'in are hunters, who live on hunting caribou.
52. Cultural Survival is an organization which aims at protecting the rights and cultures of peoples throughout the world.
53. According to Theodore MacDonald, the Cultural Survival organization .would like to develop a system of early warnings when a society's rights are to be violated.
54. The book State of the Peoples: a Global Human Rights Report on Societies in Danger describes the conditions of different native and minority groups.
55. The Gwich' in tried to stop oil companies from drilling for oil in the Arctic National Wildlife Preserve for fear that it should drive the caribou awaySection B
A)现在，是文化而非距离将世界各民族分隔开。我们时代的中心问题也许是怎样对待文化差异。让我们从Art Davidson的著作《濒危民族》说起。该书试图帮助人们了解影响世界土著民族的诸多问题。本书讲述了为了生存而苦苦挣扎的21个部落、不同的文化和文化区的故事。每个故事都以部落成员的口吻叙述。【47】Davidson先生记录了他们的述说，Art Wolfe 和Jonhn Isaac拍摄照片，一个名为塞拉俱乐部的组织出版了这本书。
B)土著民族分布在北美或南美，非洲或亚洲，相距甚远。然而，他们所处的情况却相差无几。为了生存，为了文化的传承，他们奋力反抗前进的步伐。很多时候，他们中有些人遵循古老的生活方式，也有些人接受现代方式。【49】他们处在古代世界和现代世界之间。他们希望继续保持这两个世界的平衡。但是。抛弃传统、融入现代世界的压力非常大。
C)【46】危地马拉的Rigoberta Menchu女士是1992年诺贝尔和平奖的得主。她在《濒危民族》这本书的序言中提出了自己的观点。她指出，很多人认为土著民族就像是过去的故事，已遭破坏并消亡。她强烈反对这种观点。她认为土著民族并非过去岁月的残留。他们有未来，他们能为世界其他民族贡献自己很多的智慧和财富。
D)Art Davidson撰写《濒危民族》时，行走了数千英里路，游览了世界各地。他和各种人交谈，了解他们的思想和情感。【50】Davidson先生发现他们有着共同的愿望。他说，人们希望他们的民族可以延续。他们希望按照父母养育自己的方式养育孩子;他们希望孩子会讲母语——他们本民族的语言;他们希望孩子可以继承父辈们的价值观和习俗。Davidson先生指出，各民族的呼声是相同的：“我们的文化必须消亡吗?我们的民族必须消失吗?”
E)【48】Are Davidson在美国阿拉斯加州的土著民族中生活了25年多。他说小时候他发现过一个非常古老的石制箭头，从那时起，就激起了他对土著民族的兴趣。这个石箭头是被用作武器来猎食的。猎人是一位早已作古的美洲印第安人。接着，Davidson先生意识到当时的印第安人就生活在科罗拉多州， 他正站着的那片地方。他说，那时他第一次想知道：“他们在哪里?他们又去了何方?”他找到了这些问题的答案。许多土著民族已经消失。他们被迫远走他乡。或者，他们已经战亡。又或者他们死于新来的移民携带的疾病。其他土著民族虽然存活下来了，但是他们为了生存必须与现代世界的压力作斗争。
F)哥威迅人就是存活下来的一个例证。他们在现在的阿拉斯加和加拿大居住已有10000年。l511现在，哥威迅族的人口大概有5000，主要以狩猎为生。他们捕猎驯鹿，这种鹿体型较大，长着一对巨大的角，出没于最北边的广阔地区。数百年来，他们对驯鹿身上的各部分都加以利用：肉用作食物，皮用来做衣服，骨头用来制作工具。狩猎驯鹿就是哥威迅人的生活方式。
G)一个哥威迅人向Art Davidson诉说了他童年以来的记忆。当时，部落还默默地生活在世界上属于他们自己的角落。他这样对Davidson先生说：“在我的记忆中，每个春秋都有人坐在山顶的火堆旁。他的工作就是寻找驯鹿。如果他看到了驯鹿，就挥舞手臂。或者生火，用烟作信号。然后，村民们就会活跃起来。他们跑向山顶。这时候，部落里的人是最高兴的。我们都沉浸在幸福和分享的喜悦中。”
H)大约十年前，现代世界打破了哥威迅人的平静生活。【55】石油企业想在北极国家野生动物保护区勘探 石油。这片区域是驯鹿繁殖下一代的她方。哥威迅人担心驯鹿会消失。一位哥威迅妇女这样描述这种 情形：“石油勘探对驯鹿造成威胁。如果驯鹿受到威胁，那么人也将受到威胁。石油企业的管理者和美 国的立法者似乎并不理解这点。他们不来我们的家里，不和我们分享食物。他们从未试图了解我们的 民谣和祈祷中所要传达的感情。他们看不到祖辈们的眼泪。我们的父辈见证了我们的某些文化被摧毁。他们担心，我们的民族也许会永远消失。”
I) 英国石油公司的一位科学家打消了哥威迅人的担忧。他还指出他们没有选择，他们必须得改变。然而，哥威迅人拒绝这种改变。他们借助法律手段，阻止石油公司的开采。但是，国家只是禁止在北极国家野生动物保护区钻探石油，他们的胜利只是短暂性的。其他土著民族仍旧面临着这种压力，就像Art Davidson在书中描写的那样。这种压力来自日益增多的人口、淹没族地的水坝工程和政治经济冲突。秘鲁的盖丘亚族、马达加斯加的马达加斯加人和日本的阿伊努人，他们的文化、领土和生活都面临着政治经济冲突的威胁。
J)【52】文化拯救协会这一组织成立22年了。它试图保护世界各民族的权利和文化，拥有大约l2，000名成员。很多学生都是它的义工。Theodore MacDonald是文化拯救研究中心的董事。他指出该组织有三项主要工作：开展调研，披露信息;直接与土著民族接触;为土著民族的产品开拓市场。
K)去年年底，文化拯救协会出版了一本书，名为《民族现状：世界濒危民族的****报告》。本书内容包括文化拯救协会调研人员和该领域其他专家的报告，也包括土著人自己的述说。【54】该书描写了不同土著民族和少数民族的生存现状。其中，对几个濒危民族，包括马来西亚的本南族和北美的安尼施纳比族做了详尽的介绍，并为对这方面有浓厚兴趣的人、研究人员和新闻媒体介绍了几大组织机构，其性质类似于文化拯救协会。
L)David May bury-Lewis创办了文化拯救协会。May bury-Lewis先生认为，其他更强大的民族威胁土著居民的生命，掠夺他们的土地和资源。世界上大约有6，000个民族。土著民族拥有自己的语言，长期居于某地，自我管辖。1531 Theodore MacDonaM指出文化拯裁协会旨在保护各民族的权利，并不是只保护个****利。他说，该组织欲建立一个早期预警系统，当这些农权利遭到威胁对向人们提砖警告。MacDonald先生认为，国家内部各民族之间的冲突由来已久，并还将继续。这种冲突无法阻止，但并不一定要演变成暴力。文化拯救协会正致力于寻找方法，以和平协商方对待传统文化差异。他说，研究这些方法的代价比战争要低得多。
46. Rigoberta Menchu, the Nobel Peace Prize winner in 1992, writes preface for the book Endangered Peoples. 1992年诺贝尔和平奖的得主Rigoberta Menchu女士为《濒危民族》这本书作序。
【解析】 C)。细节题。根据句中关键词Rgoberta Menchu可定位至c)段首句。危地马拉的Rigoberta Menchu女士是1992年诺贝尔和平奖的得主。她在《濒危民族》这本书的序言中提出了自己的观点。由此可见 Rigoberta Menchu女士为《濒危民族》这本书作序。
47. The book Endangered Peoples contents not only words, but also pictures.
《濒危民族》这本书不仅包括文字，还包括图片
【解析】 A)。细节题。本题着眼点在The book Endangered Peoples，因此锁定有关这本书的介绍信息， 可定位至首段。该段末句是：Davidson先生记录了他们的述说，Art Wolfe和John Isaac拍摄照片，一个名为塞拉俱乐部的组织出版了这本书。由此可知，这本书不仅有文字而且还有图片。
48. Art Davidson's initial interest in native people was aroused by an ancient stone arrowhead he found in his child- hood, which was once used by an American Indian hunter.Art Davidson最初开始对土著民族感兴趣，源自小时候见到的一个美洲印第安猎人用过的石制箭头。
【解析】E)。细节题。根据句中关键词in the interesting native people和an ancient stone arrowhead可定位至E)段。他说小时候他发现过一个非常古老的石制箭头，从那时起，就激起了他对土著民族的兴趣。这 个石箭头是被用作武器来猎食的。猎人是一位早已作古的美洲印第安人。
49. The native groups are trying very hard to balance between the ancient world and the modem world.
土著民族艰难地尝试在古今世界之间寻求平衡。
【解析】 B)。细节题。根据句中关键词the native groups和balance between the ancient world and the mod- em world可定位至B)段后三句。他们处在古代世界和现代世界之间。他们希望继续保持这两个世界的平衡。但是，抛弃传统、融入现代世界的压力非常大。
50. By talking with them, Art Davidson finds that the native people throughout the world desire to remain themselves.
通过交谈，Art Davidson得知所有的土著居民都希望自己的民族得以存续。
【解析】D)。细节题。根据句中关键词the native people，desire和remain themselves可定位至D)段。 Davidson先生发现他们有着共同的愿望。他说，人们希望他们的民族可以延续。
51. Most of the Gwich'in are hunters, who live on hunting caribou.
哥威迅族人绝大部分是猎人，以狩猎驯鹿为生。
【解析】F)。细节题。根据句中关键词the Gwich in和hunting caribou可定位至F)段。与句中意思一致的两句话是：现在，哥威迅族的人口大概有5000，主要以狩猎为生。狩猎驯鹿就是哥威迅人的生活方式。
52. Cultural Survival is an organization which aims at protecting the rights and cultures of peoples throughout the world.文化拯救协会组织旨在保护世界各民族的权利和文化。
【解析】J)。细节题。根据句中关键词Cultural Survival和protecting the rights and cultures of peoples可定位至J)段的前两句。文化拯救协会这一组织已成立22年了。它试图保护世界各民族的权利和文化。
53. According to Theodore MacDonald, the Cultural Survival organization would like to develop a system of early warnings when a society's rights are to be violated.
Theodore MacDonald 称：文化拯救协会欲建立一个早期预警系统
【解析】L)。细节题。根据句中关键词Theodore MacDonal和a system ofearly warnings可定位至末段中间部分。Theodore MacDonald指出文化拯救协会旨在保护各民族的权利，并不是只保护个****利。他说，该组织欲建立一个早期预警系统，当这些权利遭到威胁时向人们提出警告。
54. The book State of the Peoples: a Global Human Rights Report on Societies in Danger describes the conditions of different native and minority groups. 《世界濒危民族的****报告》这本书描述的生存现状。
【解析】K)。细节题。根据句中关键词the book a Global Human Rights Report on Societies in Danger可定位至K)段。该段对这本书进行了详细介绍，其中包括描述内容，即不同土著民族和少数民族的生存现状。
55. The Gwich' in tried to stop oil companies from drilling for oil in the Arctic National Wildlife Preserve for fear that
it should drive the caribou away.哥威迅族人阻止石油公司在北极国家野生动物保护区勘探石油，因为担心这样会把驯鹿吓跑。
【解析】 H)。细节题。根据句中关键词stop oil companies from drillin9和drive the caribou away可定位至 H)段二至四句。石油企业想在北极国家野生动物保护区勘探石油。这片区域是驯鹿繁殖下一代的地方。 哥威迅人担心驯鹿会消失。
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