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1、2006 年Section I Use of English (20 minutes, 10%) Read the following text. Choose the best word for each numbered blank from A, B, C or D.With its common interest in lawbreaking but its extremely large range of subject matter and widely varying methods of treatment, the crime novel could make a reaso
2、nable 1 to be regarded as a separate branch of literature. The detective story is probably the most 2 of the crime species. Its creation is often the relaxation of university teachers, 3 economists, scientists or even poets. 4 may occur more frequently and mysteriously than might be expected in poli
3、te society, 5 the world in which they happen, the village, seaside resort, college or studio, is familiar to us, if not 6 our own experience, at 7 in the newspaper or the lives of friends. The characters, 8 normally realized superficially, are as recognizably human and 9 as our less intimate associa
4、tes. A story set in a more 10 environment, African jungle, or Australian bush, ancient China or gaslit London, 11 to our interest in geography or history, and most detective story writers are 12 in providing reasonably true background. The 13 , carefully-assembled plot, disliked by the modern intell
5、ectual 14 and creators of significant novels, has found 15 in the murder mystery, with a small number of clues and apparent 16 , all with appropriate solutions and explanations at the end. 17 the guilt of escapism from Real Life nagging gently, we secretly take great delight in the 18 of evil by a v
6、aguely superhuman detective, who sees through and disperses the 19 of suspicion which stayed so unjustly over the 20 . 01. A plea B appeal C claim D assertion 02. A acceptable B respectable C debatable D vulnerable 03. A literary B curious C sensible D observant04. A Schemes B Assassinations C Myste
7、ries D Misfortunes05. A and B but C as D for 06. A by B in C from D with 07. A last B best C most D least 08. A if B when C most D least09. A consistent B insistent C persistent D competent 10. A strange B remote C primitive D mysterious11. A attracts B accords C appeals D applies 12. A conscious B
8、ambitious C industrious D conscientious 13. A elaborate B accurate C considerate D deliberate 14. A authors B critics C novelists D spectators 15. A flaw B trouble C refuge D evidence16. A contradictions B probabilities C implications D impossibilities17. A With B For C Despite D Without 18. A unvei
9、ling B unmasking C unwitting D unpacking 19. A fog B mist C shade D cloud 20. A victim B suspect C innocent D accusedSection II Reading Comprehension (70 minutes, 50%Part AVirtue is not so much a matter of learning specific rules or principles as it is one of developing special skills of exercising
10、ones capacity for right action. Since virtue can mean both moral goodness and successful or excellent action, comment regarding the teaching of virtue must apply to both senses or uses of the term, narrow or broad. Both are matters of human action or activity and, as such, are taught performatively.
11、That virtue is taught and learned performatively has something to do with the normative quality of human action or activity. Norms are ways of doing something, getting something done, which are taught by doing and showing how to do. Being normative, however, human actions can go wrong. As Stanley Ca
12、vell wrote: The most characteristic facts about actions is that they can be performed incorrectly. This is not a moral assertion, though it points the moral of intelligent activity. These are actions which we perform, and our successful performance of them depends upon our adopting and following the
13、 ways in which the action in question is done and upon what is normative for it. Thus, in talking about virtue, we are talking about normative matters, matters taught and learned in terms of unsuccessful human action. As such, we are speaking about the cultivation of human skills and practices, huma
14、n ways of acting in this world.Whether virtue is narrowly or broadly understood, the teaching of virtue is the teaching of a skill within a practice of form of life, the training of a capacity, not the memorization of rules or guidelines. Virtue is embodied in action; accordingly, our knowledge of v
15、irtue is a kind of performative knowledge - both knowledge acquired through action and knowledge expressed or revealed in action. Our knowledge of virtue is not, then, a matter of prepositional knowledge, but rather a matter of performative knowledge. This helps account for our relative inability to define what virtue is with any assurance. Knowing what virtue is, is not the same as knowing what some kind of object is, because virtue is not an object. And since so much of Western thought uses our knowledge of objects as the
