2018英语专八阅读练习题及答案
英语专业八级针对的对象是英语及相关专业大四学生。非英语及相关专业与非在校生无法参加考试。 英语专业八级考试(TEM-8),全称为全国高校英语专业八级考试。应届毕业生网小编为大家整理了2018英语专八阅读练习题及答案汇总，供各位考生参考。
Exploration of the Titanic
After resting on the ocean floor, split asunder and rusting, for nearly three-quarters of a century, a great ship seemed to cone alive again. The saga of the White Star liner Titanic, which struck an iceberg and sank on its maiden voyage in 1912, carrying more than 1,500 passengers to their death, has been celebrated in print and on film, in poetry and song. But last week what had been legendary suddenly became real. As they viewed videotapes and photographs of the sunken leviathan, millions of people around the world could sense her mass, her eerie quiet and the ruined splendor of a lost age.
Watching on television, they vicariously joined the undersea craft Alvin and Jason Jr. (J.J.) as they toured the wreckage of the luxury liner, wandering across the decks past corroded bollards, peering into the officer’s quarters and through rust-curtained portholes. Views of the railings where doomed passengers and crewmembers stood evoked images of the moonless night 74years ago when the great ship slipped beneath the waves.
The two-minute videotape and nine photographs, all in color and shot 12,500ft.under the North Atlantic, were a tiny sample of 60 hours of video and 60,000 stills garnered during the twelve-day exploration. They are released at a Washington press conference conducted by Marine Geologist Robert Ballard, 44, who led the teams from the Wood Hole Oceanographic Institution that found the Titanic last September and revisited it this July.
Recounting the highlights of what has already become the most celebrated feat of underwater exploration, Ballard revealed some startling new information. His deep-diving craft failed to find the 300-ft. gash that, according to legend, was torn in the Titanic’s hull when the ship plowed into the iceberg. Instead, he suggested, the collision had buckled the ship’s plates, allowing water to pour in. He also brought back evidence that the ship broke apart not when she hit bottom, as he had thought when viewing the first Titanic images last September, but as she sank: the stern, which settled on the bottom almost 1,800ft. from the bow, had swiveled 180 on its way down.
1. What is the best title for this passage?
[A] New Information about the Sunken Ship.
[B] Exploration of the Titanic.
[C] To watch the Videotape.
[D] To explore the Titanic with High Tech.
2. How did the viewers feel when watching the videotape?
[A] They felt rather sad, and felt they themselves took part in the exploration.
[B] They felt keenly for it.
[C] They felt rather bad about it.
[D] They felt out of spirits.
3. When did the great ship sink?
[A] In 1912.
[B] She sank in its maiden voyage in 1912.
[C] She sank in its second voyage in 1912.
[D] She sank in its first voyage in 1912.
4. What did Robert reveal at a press conference?
[A] He revealed some startling information.
[B] He said nothing.
[C] He complained the exploration was very hard.
[D] He revealed the success of their work.
答案详解：
1.D. 用高技术探测泰坦尼克号。第一段最后一句“当世界上千百万人观看这艘沉没巨轮的录像带说，他们都会觉察到她的巨大的船体，她周围可怕的沉寂和岁月流失那种凄惨的景象。”这里已说明是探测的录像片。第三段“这两分钟彩色录像带和九张照片是在被大西洋12500英尺深处拍摄的，它们只是十二天探测期间拍摄的60小时录像带和60000静物照中的一小部分。这些录像带和照片是44对的海洋地质学家罗伯特巴拉德领导的伍德霍尔海洋研究所科学探险队，于去年九月发现了泰坦尼克号并于今年七月重访了它。”第二段中点明用“深水工作船和机器人小贾森……”高科技。
A. 有关沉船的新消息。这只是罗伯特在记者招待会上宣布的一条消息。作为标题不合适。 B. 探测泰坦尼克号，接近标题，但没有D确切。 C. 看录像带。
2.A. 他们黯然神伤，有身临其境在探测之感。见第1题中第一段最后一句注译和难句译注2。
B. 他们很同情这艘船; C. 他们感到不愉快。 D. 他们感到很消沉。这三段文内都没有提到。
3.B. 她于1912年首航中沉没。见难句译注1。
A. 1913。 C. 1912。第二次航行。 D. 1913年首航。这三项都不对。
4.A. 他宣布一个惊人的消息。见最后一段第二句起：“他的探潜工作船没找到泰坦尼克号船上那三百英尺长裂缝，据说这裂缝是巨轮撞冰山时在船体上留下的。相反，巴拉德认为与冰山相撞造成船体弯曲变形，使海水大量涌入船内”后面译文见难句译注4。
B. 他没有说什么。C. 他抱怨探测工作非常艰难。D. 他宣布探测成功。这三项文内没有涉及。
Equality of Opportunity
These days we hear a lot of nonsense about the ‘great classless society’. The idea that the twentieth century is the age of the common man has become one of the great clichés of our time. The same old arguments are put forward in evidence. Here are some of them: monarchy as a system of government has been completely discredited. The monarchies that survive have been deprived of all political power. Inherited wealth has been savagely reduced by taxation and, in time, the great fortunes will disappear altogether. In a number of countries the victory has been complete. The people rule; the great millennium has become a political reality. But has it? Close examination doesn’t bear out the claim.
It is a fallacy to suppose that all men are equal and that society will be leveled out if you provide everybody with the same educational opportunities. (It is debatable whether you can ever provide everyone with the same educational opportunities, but that is another question.) The fact is that nature dispenses brains and ability with a total disregard for the principle of equality. The old rules of the jungle, ‘survival of the fittest’, and ‘might is right’ are still with us. The spread of education has destroyed the old class system and created a new one. Rewards are based on merit. For ‘aristocracy’ read ‘meritocracy’; in other respects, society remains unaltered: the class system is rigidly maintained.
Genuine ability, animal cunning, skill, the knack of seizing opportunities, all bring material rewards. And what is the first thing people do when they become rich? They use their wealth to secure the best possible opportunities for their children, to give them ‘a good start in life’. For all the lip service we pay to the idea of equality, we do not consider this wrong in the western world. Private schools which offer unfair advantages over state schools are not banned because one of the principles in a democracy is that people should be free to choose how they will educate their children. In this way, the new meritocracy can perpetuate itself to a certain extent: an able child from a wealthy home can succeed far more rapidly than his poorer counterpart. Wealth is also used indiscriminately to further political ends. It would be almost impossible to become the leader of a democracy without massive financial backing. Money is as powerful a weapon as ever it was.
In societies wholly dedicated to the principle of social equality, privileged private education is forbidden. But even here people are rewarded according to their abilities. In fact, so great is the need for skilled workers that the least able may be neglected. Bright children are carefully and expensively trained to become future rulers. In the end, all political ideologies boil down to the same thing: class divisions persist whether you are ruled by a feudal king or an educated peasant.
1. What is the main idea of this passage?
[A] Equality of opportunity in the twentieth century has not destroyed the class system.
[B] Equality means money.
[C] There is no such society as classless society.
[D] Nature can’t give you a classless society.
2. According to the author, the same educational opportunities can’t get rid of inequality because
[A] the principle ‘survival of the fittest’ exists.
[B] Nature ignores equality in dispensing brains and ability.
[C] Material rewards are for genuine ability.
[D] People have the freedom how to educate their children.
3. Who can obtain more rapid success
[A] those with wealth.
[B] Those with the best brains.
[C] Those with the best opportunities.
[D] Those who have the ability to catch at opportunities.
4. Why does the author say the new meritocracy can perpetuate itself to a certain extent? Because
[A] money decides everything.
[B] Private schools offer advantages over state schools.
[C] People are free to choose the way of educating their children.
[D] Wealth is used for political ends.
5. According to the author, ‘class divisions’ refers to
[A] the rich and the poor.
[B] Different opportunities for people.
[C] Oppressor and the oppressed.
[D] Genius and stupidity.
答案详解：
1. A 二十世纪平等的机遇并没有摧毁阶级。文章一开始就对无阶级社会的论点进行了反驳：有人认为君主整体已完全摧毁，幸存下来的王公贵族已经被剥夺了一切政治权力，继承的财产为税收大幅度的削减，到时候，巨大的财富将消失殆尽，在许多国家中，已全面胜利，人民进行统治，伟大的太平盛世已成为政治显示。作者认为：深入检查证实这一断言不实。第二段提出了即使人人都获同样的受教育的机会，可人的天然智慧和能力与平等原则无关，适者生存，强权即公理依然存在。教育的普及摧毁了老的阶级体制，却创造新的，报酬是机遇才干成就。贵族统治就是英才统治，可在其他方面，社会依然，阶级确实存在。后面两段集中论述了金钱的作用。
B.金钱意味着平等是错误的。C.不存在无阶级社会。内容是对的，但不是本文的主题思想。D.自然界不会赋予你一个无阶级社会。
2. B 自然界在分赋人智慧和能力是不会顾及平等。
A.适者生存的原则存在。根据这一原则无智慧和能力者难以生存于社会。C.物质报偿是根据人的真正能力。D.人们有自由选择如何教育自己的孩子。这三项都基于一点――人的智慧和能力。有智慧能力才能生存，才能获报偿，这已经是不平等，即使获同样的受教育的机会，也不可能铲除不平等。
3. A 有钱的人。第三段一开始就点明：真正的能力、动物般机敏狡猾、技能、善抓机会的诀窍，这一切都带来物质报偿。有了钱的人首要作的事情就是给孩子最佳教育机会，而私人学校教育优于公立学校，人们又有自由选择如何教育自己的孩子。在这个意义上，英才教育在某种程度上是永存的。一个来自富有家庭的有能力的孩子要比其对立面获得成功要快得多得多。
B.具有很高智慧的人，若没有钱是难以成功的。第三段的最后一句话也点明这一点，金钱同从前一样是强有力的武器。文章最后一段即使在完全遵循社会平等原则的社会里，禁止特权的私人教育，人们也是按能力获报酬。小心翼翼而又耗费巨大地把聪明的孩子培养成未来的统治者。C.具有最佳机遇的人。D.是B和C的结合。
4. A金钱决定一切。新的英才教育在一定程度上永存。没有钱，上不起私立学校，谈不上机会，更不用说英才教育。有了钱才能为孩子创造机会。
B.私立学校提供的优越性高于公立学校。C.人们有自由选择教育孩子的方式方法。D.财富用于政治目的。第三段最后三句话：“财富也可以不加区别地用于更远的政治目的。没有强大的财政作后盾，成为民主国家的元首几乎是不可能。金钱和过去一样是强有力的武器，这也说明了金钱的力量，决定一切。”
5. A 富人和穷人。纵然作者提及，同样的教育机会也不可能铲除不平等，因为上天赋予人之智慧是不可能考虑平等原则，可是作者也提到适者生存、强权即公理。贵族政治可读成英才教育。这已说明英才指的是贵族的英才。第四段进一步指出有钱的人首先要做的就是给子女一个良好的教育机会。而私立学校的教育质量优于公立学校。有钱人家的有能力的孩子成功机遇就高。财产还可用于政治目的，要成为民主国家的领袖就得有雄厚的财力支持。钱财和过去一样强有力。即使在以社会平等为原则的社会中，私立学校被禁，酬劳还是以人的能力为准，大量需要有技能的工作人员，而差劲的人没有人关注。天才的孩子予以仔细而又及其昂贵的培养以成为未来的统治者。
总之，政治意识归结为同一个东西――阶级划分存在，不论你是为封建帝王统治，还是为受过教育的农民统治，从这里看，作者的class division指的是A项。
B.人们不同的机遇。C.压迫者和被压迫者。D.天才和笨蛋。
Feminism
The statistics I’ve cited and the living examples are all too familiarto you. But what may not be so familiar will be the increasingnumber of women who are looking actively for advancement offor a new job in your offices. This woman may be equipped withprofessional skills and perhaps valuable experience, She will notbe content to be Executive Assistant to Mr. Seldom Seen of theAssistant Vice President’s Girl Friday, who is the only one whocomes in on Saturday.
She is the symbol of what I call the Second Wave of Feminism. She is the modern woman who isdetermined to be.
Her forerunner was the radical feminist who interpreted her trapped position as a female asoppression by the master class of men. Men, she believed, had created a domestic, servile role forwomen in order that men could have the career and the opportunity to participate in making thegreat decisions of society. Thus the radical feminist held that women through history had beenoppressed and dehumanized, mainly because man chose to exploit his wife and the mother of hischildren. Sometimes it was deliberate exploitation and sometimes it was the innocence of neverlooking beneath the pretensions of life.
The radical feminists found strength in banding together. Coming to recognize each other for thefirst time, they could explore their own identities, realize their own power, and view the male and hissystem as the common enemy. The first phases of feminism in the last five years often took on thismilitant, class-warfare tone. Betty Friedan, Gloria Steinem, Germaine Greer, and many othershammered home their ideas with a persistence that aroused and intrigued many of the brightestand most able women in the country. Consciousness-raising groups allowed women to exploreboth their identities and their dreams—and the two were often found in direct conflict.
What is the stereotyped role of American women? Marriage. A son. Two daughters. Breakfast.Ironing. Lunch. Bowling, maybe a garden club of for the very daring, non-credit courses inceramics. Perhaps an occasional cocktail party. Dinner. Football or baseball on TV. Each day thesame. Never any growth in expectations—unless it is growth because the husband has succeeded.The inevitable question: “Is that all there is to life?”
The rapid growth of many feminist organizations attests to the fact that these radical feminists hadtouched some vital nerves. The magazine “Ms.” was born in the year of the death of the magazine“Life.” But too often the consciousness-raising sessions became ends in themselves. Too oftensexism reversed itself and man-hating was encouraged. Many had been with the male chauvinist.
It is not difficult, therefore, to detect a trend toward moderation. Consciousness-raising increasinglyis regarded as a means to independence and fulfillment, rather than a ceremony of fulfillment itself.Genuine independence can be realized through competence, through finding a career, through theuse of education. Remember that for many decades the education of women was not supposedto be useful.
1. What was the main idea of this passage?
[A] The Second Wave of Feminist. [B] Women’s Independent Spirits.
[C] The Unity of Women. [D] The Action of Union.
2. What was the author’s attitude toward the radical?
[A] He supported it wholeheartedly. [B] He opposed it strongly.
[C] He disapproved to some extent. [D] He ignored it completely.
3. What does the word “militant” mean?
[A] Aggressive. [B] Ambitions. [C] Progressive. [D] Independent.
4. What was the radical feminist’s view point about the male?
[A] Women were exploited by the male.
[B] Women were independent of the male.
[C] Women’s lives were deprived by the male.
[D] The male were their common enemy.
答案详解：
1. A. 第二次女权运动的浪潮。在第一段，一般性描述之后(见难句译注1)，作者画龙点睛的指明“她就是我所指的第二次女权运动浪潮的象征。她是决心要成为的现代妇女的代表。”以后的文章就是围绕女权运动而写的。见文章大意。
B. 妇女的独立精神。这只是女权运动中部分内容。 C. 妇女团结。第三段一开始就提到“激进女权主义者发现了紧密团结在一起的力量。”也是女权运动的部分内容。D. 团结运动。
2. C. 有点不赞成。这在最后两段表现的最为明显：“许多女权运动组织迅速发展证明这些激进争取女权的人触到了某些活跃的神经。(非常活跃)。 Ms 杂志就在《生活》停刊那年诞生。可是唤起觉醒的会议常常成为这些活动的目的。性别歧视(歧视妇女)也常常颠倒过来并且提倡憎恨男人。许多人曾是男权至上主义者。”“因此，察觉向平和中的趋向发展并不难。提高觉悟的做法越来越被认为是独立与成就的方式，而不是庆贺成就本身的仪式。真正的独立是能够通过能力，通过寻找一份事业，通过应用教育加以实现。要记住，几十年来，妇女教育被认为是无用的。”如果是倒数第二段是作者对激进分子有点批评，不满的态度的表现，那么最后一段就是作者的观点：独立是靠塌实工作，提高妇女自身的能力来实现的。
A. 他全心全意的拥护。 B. 他强烈反对。不完全如此。 D. 他完全忽视不顾。
3. A. 好斗的。(斗争性强的)。第三段第三句：“在最近5年中女权运动首要方面常常具有这种好斗的阶级斗争调子。”
B. 野心的。 C. 进步的。 D. 独立的。
4. D. 男人是她们共同的敌人。第三段：“激进女权运动分子在紧密团结中找到了力量。第一次她们认识了自己，她们可以探索自我，意识到她们的力量，把男人及其制度视为她们共同的敌人。”
A. 妇女为男人们所剥削。这在第三段中讲到，见难句译注3。这是妇女观点中具体内容之一。也是为什么说男人及制度是她们共同敌人的原因之一。 B. 妇女不受男人支配。 C. 男人剥夺了女人生活。
The Military Is In
Things have really changed. Not only is the military standing tall again, it is staging a remarkable comeback in the quantity and quality of the recruits it is attracting. Recruiters, once denounced by antiwar students as “baby killers” and barred from campuses, are welcomed ever at elite universities. ROTC (Reserve Officer’s Training Corps) programs, that faltered during the Viet Nam era, when protesters were fire bombing their headquarters, are flourishing again. The military academies are enjoying a steady increase in applications.
Certainly, the depressed economy has increased the allure of the jobs, technical training and generous student loans offered by the military. Students know that if they go in and become, say, nuclear weapons specialists, they can come out and demand a salary of $60,000 a year. Military salaries, while not always competitive with those paid for comparable jobs in the private sector, are more than respectable, especially considering the wide array of benefits that are available: free medical service, room and board, and PX (Post Exchange) privileges. Monthly pay for a recruit is $574; for a sergeant with four years services it is $906; for a major with ten years’ service it is $2,305. The services’ slick $175 million-a-year advertising campaign promising adventure and fulfillment has helped win over the TV generation. Kids are walking down the school hallways chanting ‘Army, Navy, Air Force, Marines,’ just like in the commercials. And many military officials feel that the key difference is the enhanced patriotism among the nation’s youth. There is a return to the view that the military is an honorable profession. The days of a judge telling a miscreant to join the Army or go to jail are over. Recruiting for all four services combined is running at 101%of authorized goals. And the retention rate is now so high, that the services are refusing some re-enlistment applications and reducing annual recruiting target.
The military academics are also enjoying halcyon years, attracting more and better-qualified students. Compared to private colleges, where tuition and expenses have been climbing sharply, the service schools are a real bargain: not only is tuition free, but recruits get allowances of up to $500 a mouth. It is reported 12,300 applicants are for the 1,450 positions in this year’s freshman class. Military academies are now just as selective as any of the best universities in the country.
Nationwide, ROTC enrollment exceeds 105,000,a 64% increase over the 1974 figure. In the mid 70’s, the ROTC students refused to wear their uniforms on campus because they suffered all sorts of ridicule, if they did. Now if they wear them to class no one looks at them twice. To them, Viet Nam is ancient history, something the old folks talk about.
1. What is the main idea of this passage?
[A] The Military is in [B] The Military is up
[C] The Military is down [D] The Military is on
2. What was the attitude of the students in 1970’s towards the military?
[A] Approval. [B] Indifferent. [C] Distaste. [D] Scolding.
3. The phrase “come out” is closest in meaning to
[A] “become visible”. [B] “begin to grow”.
[C] “be made public”. [D] “gain a certain position”.
4. Which one of the following is NOT mentioned as a reason to attract students.
[A] Free tuition. [B] Spacious room.
[C] Considerate allowance. [D] Technical training.
答案详解：
1. A. 军队又吃香了。To be in 有“流行，时髦”之义。全篇文章围绕这一点而写。文章一开头就点名宗旨“事情真的变了，军队形象不仅高大，招收新兵的质量和数量明显得到恢复。”第二段开始：“可以肯定，经济萧条使得军队提供就业，技术训练和对学生慷慨贷款提高了诱惑力……。”第二段倒数第七句“许多军官感到关键性的变化是这个国家青年中的爱国心增强，当兵是一个荣誉职业的看法又恢复了。”都表示吃香。
B. to be up 有“完了，完毕，上涨”等义。 C. to be down 有“消沉，落魄，下降”等义。 D. tobe on 有“上演，开着”等义。这里都讲不通。
2. C. 厌恶。答案在第一段第二句“招兵人员曾一度被反战学生谴责为‘杀婴犯’而拒之校园之外，现在甚至名牌大学都欢迎。后备军官训练队计划在越战时期曾动摇不定，抗议的人向部队投掷燃烧弹，如今又兴旺起来。”最后一段第二句“70年代中期，后备军官训练队学生不愿在校内穿制服，因为穿了就遭到各种嘲笑。”这些都说明70年代，学生对军队的.态度是“厌恶”。所以
A. 赞成， B. 漠不关心， D. 漫骂，都不对。
3. 获得地位。To come out 有 to gain certain position 获得(名次，地位)之义，也有appear, tobe seen (出现，看得见)之义。这里的上下文，只能是D. 第二段第二句“学生们知道，要是参军，当上譬如核武器专家，他们就能扬名并可要求6万美元年薪。”
A. 看得见， B. 开始成长， C. 公开。
4. B. 宽敞的房间。
A. 免学费。 C. 相当高的津贴。 D. 技术培训，都提到过。第二段开始“可以肯定，经济萧条使得军队提供就业，技术训练以及对学生慷慨贷款等的诱惑力增大。”第三句“军队薪金尽管比不是私人公司中类似工作的工资，但已经很可观了，尤其考虑到军队里有一系列的福利待遇，如免费医疗，膳宿，军人消费合作社特惠等。”第三段“军事院校招收的学生数量多了，质量好，年头也就好过。私立大学里，学费和各类费用一直急剧上升，相比之下，上军事院校确实便宜，不仅学费全面，新生每月还可拿5百美元的补贴。
Sensory Evaluation of Food
A Polish proverb claims that fish, to taste right, should three times—in water, in butter and in wine. The early efforts of the basic scientists in the food industry were directed at improving the preparation, preservation, and distribution of safe and nutritious food. Our memories of certain foodstuffs eaten during the World War II suggest that, although these might have been safe and nutritious, they certainly did not taste right nor were they particularly appetizing in appearance or smell. This neglect of the sensory appeal of foods is happily becoming a thing of the past. Bow, in the book “Principles of Sensory Evaluation of Food,” the authors hope that it will be useful to food technologists in industry and also to others engaged in research into problem of sensory evaluation of foods. An attempt has clearly been make to collect every possible piece of information, which might be useful, more than one thousand five hundred references being quoted. As a result, the book seems at first sight to be an exhaustive and critically useful review of the literature. This it certainly is, but this is by no means is its only achievement, for there are many suggestions for further lines of research, and the discursive passages are crisply provocative of new ideas and new ways of looking at established findings.
Of particular interest is the weight given to the psychological aspects of perception, both objectively and subjectively. The relation between stimuli and perception is well covered, and includes a valuable discussion of the uses and disadvantages of the Weber fraction of differences. It is interesting to find that in spite of many attempts to separate and define the modalities of taste, nothing better has been achieved than the familiar classification into sweet, sour salty and bitter. Nor is there as yet any clear-cut evidence of the physiological nature of the taste stimulus. With regard to smell, systems of classification are of little value because of the extraordinary sensitivity of the nose and because the response to the stimulus is so subjective. The authors suggest that a classification based on the size, shape and electronic status of the molecule involved merits further investigation, as does the theoretical proposition that weak physical binding of the stimulant molecule to he receptor site is a necessary part of the mechanism of stimulation.
Apart from taste and smell, there are many other components of perception of the sensations from food in the mouth. The basic modalities of pain, cold, warmth and touch, together with vibration sense, discrimination and localization may all play a part, as, of course, does auditory reception of bone-conducted vibratory stimuli from the teeth when eating crisp or crunchy foods. In this connection the authors rightly point out that this type of stimulus requires much more investigation, suggesting that a start might be made by using subjects afflicted with various forms of deafness. It is well-known that extraneous noise may alter discrimination, and the attention of the authors is directed to the work of Prof. H. J. Eysenck on the “stimulus hunger” of extroverts and the “stimulus avoidance” of introverts.
1. The reviewer uses a Polish proverb at the beginning of the article in order to
[A] introduce, in an interesting manner, the discussion of food.
[B] show the connection between food and nationality of food.
[C] indicate that there are various ways to prepare food.
[D] impress upon the reader the food value of fish.
2. The reviewers appraisal of “Principles of Sensory Evaluation of Food” is one of
[A] mixed feelings. [B] indifference.
[C] high praise. [D] faint praise.
3. The writer of the article does not express the view, either directly or by implication, that
[A] sharply defined classifications of taste are needed.
[B] more research should be done regarding the molecular constituency of food.
[C] food values are objectively determined by an expert “smeller”.
[D] temperature is an important factor in the value of food.
4. The authors of the book suggest the use of deaf subject because
[A] deaf people are generally introversive.
[B] the auditory sense is an important factor in food evaluation.
[C] they are more fastidious in their choice of foods.
[D] All types of subjects should be used.
答案详解：
1. A. 以有趣的方式开始介绍食品讨论。文章一开始，评者就用“波兰有一谚语说，鱼，要想品味正，应游泳三次——在水里游，在油里游和在酒中游。”这是国外广告式论说文经常才用的一种写作方式。目的是吸引读者，激起他们想读下去的欲望，以达到推广作用。
B. 表明食品和国籍的关系。 C. 表明有各种准备食品的方法。 D. 加深读者对鱼的价值的影响，三项都不对。
2. C. 评价高。评论者当然对此书评价极高，这是序言的必然途径。贬的就是批评文章了。全篇文章也说明这点。
3. C. 食品价值由专家的嗅觉客观决定。这和第二段后半段的内涵有联系。他说，味道可分甜，酸，咸辣，而味觉生理性却无明确无误的证据。“至于(嗅觉)闻，由于鼻子特别灵敏，对外界刺激的反映主观性强，所以任何分类体系均无价值。”作者建议以“大小，形状和涉及分子电子态为基础的分类值得进一步探讨研究，就像理论性前提一样。刺激物分子和受体之间弱的物理结合是刺激生理机能的必要组成部分。”这段文章谈到味觉，嗅觉但并没有直接或间接表达这种观点：食品的价值是通过专家的嗅觉客观判定。
A. 需要明确无误的味觉分类。酸，咸，辣就是味觉的分类。 B. 有关食品分子构成进行更多研究。文内也讲到有关分子电子态应进一步研究。 D. 温度是食品评价中的一个因素。文内只在第三段提到了“除了味觉，嗅觉外，口中食品还有其他许多种感觉成分，基本为疼，冷，热，触碰以及震动感，鉴别力和地区性都可能起作用。“作者直接说明热是可能有作用的。
4. B. 听觉在食品评价中是一个重要因素。这在第三段内提到。除了味觉和嗅觉外，口中食品还会产生许多其它感觉。基本可分为痛，冷，热，触碰以及震动感，鉴别力和地区性都可能起作用。就像在吃脆硬或嘎嘎作响的食品时，听觉接受了来自牙齿骨操纵的震动刺激。在这方面，作者真确指出这种刺激需进行更多探讨研究，建议运用受各种听不见痛苦折磨的 病人作起点研究。众所周知，外部的噪声会改变分辨力和注意力。“这说明B. 听觉在食品评价中起着重要作用。是对的。
A. 聋子一般是内向的。 C. 他们在选择食品时很挑剔。 D. 各种物体都应当应用。都和本文无关。
Cryptic Coloring
Cryptic coloring is by far the commonest use of color in the struggle for existence. It is employed for the purpose of attack (aggressive resemblance or anticryptic coloring ) as well as of defense (protective resemblance or procryptic coloring ). The fact that the same method concealment, may be used both for attack and defense has been well explained by T.Belt who suggests as an illustration the rapidity of movement which is also made use of by both pursuer and pursued, which is similarly raised to a maximum in both by the gradual dying out of the slowest through a series of generations.
Cryptic coloring is commonly associated with other aids in the struggle for life. Thus well-concealed mammals and birds, when discovered, will generally endeavor to escape by speed and will often attempt to defend themselves actively. On the other hand, small animals which have no means of active defense, such as large, numbers of insects, frequently depend upon concealment alone. Protective resemblance is far commoner among animals than aggressive resemblance, in correspondence with the fact that predaceous forms are as a rule much larger and much less numerous than their prey. In the case of insectivorous Vertebrata and their prey such differences exist in an exaggerated form.
Cryptic coloring, whether used for defense of attack, may be either general or special. In general resemblance the animal, in consequence of its coloring, produces the same effect as its environment, but the conditions do not require any special adaptation of shape and outline. General resemblance is especially common among the animal inhabiting some uniformly colored expanse of the earth’s surface, such as an ocean or a desert. In the former, animals of all shapes are frequently protected by their transparent blue color, on the latter, equally diverse forms are defended by their sandy appearance. The effect of a uniform appearance may be produced by a combination of tints in startling contrast. Thus the black and white stripes of the zebra blend together at a little distance, and “their proportion is such as exactly to match the pale tint which arid ground possesses when seen by moonlight.” Special resemblance is far commoner than general and is the form which is usually met with on the diversified surface of the earth, on the shores, and in shallow water, as well as on the floating masses of algae on the surface of the ocean, such as the Sargasso Sea. In these environments the cryptic coloring of animals is usually aided by special modifications of shape, and by the instinct which leads them to assume particular attitudes. Complete stillness and the assumption of a certain attitude play an essential part in general resemblance on land; but in special resemblance the attitude is often highly specialized, and perhaps more important than any other element in the complex method by which concealment is effected.
In special resemblance the combination of coloring, shape, and attitude is such as to produce a more or less exact resemblance to some one of the objects in the environment, such as a leaf of twig, a patch of lichen, a flake of bark. In all cases the resemblance is to some object which is of no interest to the enemy or prey respectively. The animal is not hidden from view by becoming indistinguishable from its background as in the case of general resemblance, but it is mistaken for some well-know object.
seeking the interpretation of these most interesting and elaborate adaptations, attempts have been made along two lines. The first seeks to explain the effect as a result of the direct influence of the environment upon the individual (G.L.L.Buffon), or by the inherited effects of efforts and the use and disuse of parts (J.B.P.Lamarck). The second believes that natural selection produced the result and afterwards maintained it by the survival of the best concealed in each generation.
The former suggestion breaks down when the complex nature of numerous special resemblances is appreciated. Thus the arrangement of colors of many kinds into an appropriate pattern requires the cooperation of a suitable shape and the rigidly exact adoption of a certain elaborate attitude. The latter is instinctive and thus depends on the central nervous system. The cryptic effect is due to the exact cooperation of all these factors; and in the present state of science, the only possible hole of an interpretation lies in the theory of natural selection, which can accumulate any and every variation which tends toward survival. A few of the chief types of methods by which concealment is effected may be briefly described. The colors of large numbers of vertebrate animals are darkest on the back and become gradually lighter on the sides, passing into white on the belly. Abbot H. Thayer has suggested that this gradation obliterates the appearance of solidity, which is due to shadow.
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