1 . [1] It has been said that the English and the Americans are two great people separated by one language. Among these differences, how space is treated always goes unnoticed.
[2] The middle-class American growing up in the United States feels he has a right to have his own room, or at least part of a room. American women who want to be alone can go to the bedroom and close the door. The closed door is the sign meaning “Do not disturb” or “ I’ m angry.” An American is available if his door is open at home or at his office. He is expected not to shut himself off but to maintain himself in a state of constant readiness to answer the demands of others.
[3] …?
[4] The contrasting English and American patterns have some remarkable implications, particularly if we assume that man, like other animals, has a built-in need to shut himself off from others from time to time. An English student told me what happened when hidden patterns conflicted. He was quite obviously experiencing strain(压力) in his relationships with Americans. Nothing seemed to go right and it was quite clear from his remarks that we did not know how to behave. An analysis of his complaints showed that a major source of irritation(恼怒) was that no American seemed to be able to pick up the subtle clues that there were times when he didn’t want his thoughts interrupted. As he stated it, “I’m walking around the apartment and it seems that whenever I want to be alone my roommate starts talking to me. Pretty soon he’s asking “What’s the matter?” and wants to know if I’m angry. By then I am angry and say something.”
[5] Now the picture seems quite clear. When the American wants to be alone he goes into a room and shuts the door--- he depends on spatial features for screening. For an American to refuse to talk to someone else present in the same room, to give them the “silent treatment,” is the eventual form of rejection and a sure sign of great displeasure. The English, on the other hand, lacking rooms of their own since childhood, never developed the practice of using space as a refuge from others. They have in fact internalized(内化) a set of barriers, which they erect and which others are supposed to recognize. Therefore, the more the Englishman shuts himself off when he is with an American, the more likely the American is to break in to assure himself that all is well. Tension lasts until the two get to know each other. The important point is that the spatial and spatial needs of each are not the same at all.
1. What will the paragraph 3 (which is omitted in the paper) more probably talk about?| A．The conditions of the English with regard to their understanding of space. |
| B．The response of the Americans to some unexpected demands of others. |
| C．The reaction of working class and upper class Americans to space. |
| D．The illustration of the living environment of upper-and middle-class Englishman. |
| A．prove humans are born with the need to keep themselves to themselves sometimes |
| B．demonstrate the contrasting features of the American and British problems in conflict |
| C．analyze why the British tend to be left alone without his thoughts being interrupted |
| D．stress the importance of reading delicate clues in communication with foreigners |
| A．The Americans’ failure to recognize the English’s need for space may cause the conflict. |
| B．The English prefer to tell those around not to disturb them when they are in low spirits. |
| C．The Americans are more willing to socialize with others in the workplace than the English. |
| D．The Americans will not refuse to talk to others unless they are in intense annoyance. |
| A．The difference between the English and the Americans in space lies in their use of English. |
| B．The English and the Americans have been adapted quite differently with regard to space. |
| C．The Americans have different concepts of space because they tend to enjoy more space. |
| D．The English prefer to pour their inner thoughts to others when they are in great trouble. |
2 . Examples of effective conservation of places matter to the world. They range from the 1960s Nubian campaign to safeguard Ancient Egyptian monuments from the waters of the Aswan Dam to the removal in 2018 of the Belize Barrier Reef from the List of World Heritage in Danger. Conservation is the core purpose of the World Heritage Convention and it may also be its biggest challenge.
The following example shows how successes at specific sites now serve as models for conservation and sustainable (可持续性) development. A year after Vienna was included on the World Heritage List in 2001, the World Heritage Committee (WHC) expressed concerns about the architectural solutions and height of four planned towers of the Wien-Mitte project. This development project, close to the Historic Centre of Vienna in the site’s buffer zone, the one that lies between two or more other areas, affected the urban scale (规模) and visual effects in and around the property (地产). As a result of the Committee’s concerns, Vienna changed its building codes and launched a new design competition for the Wien-Mitte project to work out architectural plans with reduced size in keeping with World Heritage protection.
The successful practice inspired the government of the city to invite over 600 experts and professionals from 55 countries to an international conference on World Heritage and contemporary architecture, held in Vienna in May 2005. The global discussion that followed, detailing an approach to managing conservation and development, was recorded in the UNESCO Recommendation in 2011.
The Recommendation put forwards an all-rounded and combined approach to balancing urban heritage (遗产) conservation and economic development, arguing that active protection and management of urban heritage supports the goal of sustainable development.
The Recommendation supports the harmonious combination of contemporary involvement into the historic urban framework while holding on to values linked to history, memory and the environment.
1. Why does the author mention the Belize Barrier Reef in Paragraph 1?| A．To explain the goal of the organization. |
| B．To encourage the public to protect the world. |
| C．To show the positive effect of conservation. |
| D．To remind people of the environmental problems. |
| A．It took up too much public land of the city. |
| B．It had a bad effect on the Historic Centre of Vienna. |
| C．Its original designs were not environmentally friendly. |
| D．Its architectural solutions couldn’t meet safety standards. |
| A．The ways to combine conservation and development. |
| B．The creation of the new UNESCO Recommendation. |
| C．The international urban management and development. |
| D．The styles of the contemporary architecture of Vienna. |
| A．To examine the challenges faced by global urban planners. |
| B．To introduce alternative ways of protecting the environment. |
| C．To stress the importance of the value of history and memory. |
| D．To promote active conservation and sustainable development. |
3 . Anecdotal evidence has long held that creativity in artists and writers can be associated with living in foreign parts. Rudyard Kipling, Pablo Picasso, Ernest Hemingway, Paul Gauguin, Samuel Beckett and others spent years living abroad. Now a pair of psychologist has proven that there is indeed a link.
As they report in the Journal of Personality and Social Psychology, William Maddux of INSEAD, a business school in Fontainebleau, France, and Adam Galinsky, of the Kellogg School of Management in Chicago, presented 155 American business students and 55 foreign ones studying in America with a test used by psychologists as a measure of creativity Given a candle, some matches and a box of drawing pins, the students were asked to attach the candle to a cardboard wall so that no wax would drip on the floor when the candle was lit. (The solution is to use the box as a candleholder and fix it to the wall with the pin.) They found 60% of the students who were either living abroad or had spent some time doing so, solved the problem, whereas only 42% of those who had not lived abroad did so.
A follow-up study with 72 Americans and 36 foreigners explored their creative negotiating skills. Pairs of students were asked to play the role of seller of a petrol station who then needed to get a job and a buyer who would need to hire staff to run the business. The two were likely to reach a deadlock because the buyer had been told he could not afford what the seller was told was his minimum price. Nevertheless, when both negotiators had lived abroad 70 % struck a deal in which the seller was offered a management job at the petrol station in return for a lower asking price. When neither of the negotiators had lived abroad, none was able to reach a deal.
Merely travelling abroad, however, was not enough. You do have to live there. Packing your beach towel and suntan lotion will not, by itself make you Hemingway.
1. What is the purpose of mentioning the famous names in the opening paragraph?| A．To show the relationship between creativity and living abroad. |
| B．To indicate the link between artistic creation and life experience. |
| C．To emphasize how great these artists are. |
| D．To impress the importance of creativity. |
| A．William Maddux and Adam Galinsky have carefully designed the test. |
| B．Negotiators who had lived abroad are more flexible in negotiating. |
| C．American business students are less creative than those oversea students. |
| D．One's creativity is associated with the length one has spent abroad. |
| A．There exist sharp differences between travelling and living abroad. |
| B．You shouldn't lie on the beach when travelling. |
| C．Only real experience of living abroad can help drive creativity. |
| D．Living abroad is more meaningful than just travelling abroad. |
| A．A diary. | B．A magazine. |
| C．A novel. | D．A guidebook. |
4 . It was once common to regard Britain as a society with class distinction. Each class had unique characteristics.
In recent years, many writers have begun to speak the ‘decline of class’ and ‘classless society’ in Britain. And in modern day consumer society everyone is considered to be middle class.
But pronouncing the death of class is too early. A recent wide-ranging society of public opinion found 90 percent of people still placing themselves in particular class; 73 percent agreed that class was still a vital part of British society; and 52 percent thought there were still sharp class differences. Thus, class may not be culturally and politically obvious, yet it remains an important part of British society. Britain seems to have a love of stratification (分层).
One unchanging aspect of a British person’s class position is accent. The words a person speaks tell her or his class. A study of British accents during 1970s found that a voice sounding like a BBC newsreader was considered as the most attractive voice. Most people said this accent sounded ‘educated’ and ‘soft’. The accents placed at the bottom in this study, on the other hand, were regional accents. These accents were seen as ‘common’ and ‘ugly’. However, a similar study of British accents in the US turned these results upside down and placed some regional accents as the most attractive and BBC English as the least. This suggests that British attitudes towards accent have deep roots and are based on class prejudice (偏见).
In recent years, however, young upper middle-class people in London, have begun to adopt some regional accents, in order to hide their class origins. This is an indication of class becoming unnoticed. However, the 1995 pop song ‘Common People’ puts forward the view that though a middle-class person may ‘want to live like common people’, they can never appreciate the reality of a working-class life.
1. A recent study of public opinion shows that in modern Britain ________.| A．it is time to end class distinction |
| B．most people belong to middle class |
| C．it is easy to recognize a person’s class |
| D．people regard themselves socially different |
| A．regional | B．educated |
| C．standard | D．unattractive |
| A．have a long tradition | B．are based on regional status |
| C．are shared by the Americans | D．have changed in recent years |
| A．The middle class is expanding. | B．A person’s accent reflects his class. |
| C．Class is a key part of British society. | D．Each class has unique characteristics. |
5 . Disneyland calls itself the happiest place in the world, but to keep visitors happy in its five locations across the globe, each theme park is adjusted to cater to local cultures and tastes. Outside of the two original resort areas in the US, Disneyland in California and Walt Disney World in Florida, the Disneylands in Paris, Tokyo and Hong Kong offer subtly different layouts to make their millions of visitors each year feel at home.
Disneyland Paris
After excitedly entering Disneyland Paris, which opened in 1992, visitors are greeted with an arcade(拱廊) that features a small replica(复制品) of the Statue of Liberty—a gift from France to the US in 1886, making it a fitting introduction to Europe’s only instance of this American theme park. The arcade also offers essential cover from the cold and rain that typically hit Paris.
As you venture further into Disneyland Paris, you will see a lot of European visionaries, such as Leonardo da Vinci with the Orbitron attraction, a unique theater show featuring French director and actress Julie Delpy on screen with synchronized live actors, and the character Remy, a French chef rat from the Disney cartoon Ratatouille with an attached restaurant to match the cartoon's fine-dining kitchen.
Tokyo Disneyland
Opened in 1983, Tokyo Disneyland is the third most visited of any theme park in the world after the two Disney parks in the US. Like Walt Disney World in Florida, Cinderella’s Castle is located at the center of the park, said to have been chosen because the princess's qualities of duty and a strong work ethic would resonate more deeply in Japanese culture than Sleeping Beauty, whose castle is featured in the center of Disneyland California.
Hong Kong Disneyland
The Hong Kong Disneyland, opened in 2005, incorporates feng shui and traditional Chinese elements into its design to attract tourists from the Chinese mainland.
Feng shui balances the elements of wood, fire, earth, metal and water to create positive energy, and these elements can be seen throughout the theme park. Rocks represent stability and prevent good luck from flowing away, so two gigantic boulders have been placed at the park's entrance to stop energy from flowing out of the resort. Water stimulates fortune and wealth, and the theme park is full of lakes, ponds and streams—not to mention the large fountain featuring Disney characters placed at the main entrance of the park.
1. From the text, we can conclude that in Disneyland Paris ________.| A．the arcade is a symbol of friendship between France and the US |
| B．there is a theater that shows the popular Disney cartoon Ratatouille |
| C．a theater shows famous French characters in great movies in different times |
| D．the Statue of Liberty replica reflects Disneyland's status as the latest moment in the historical relationship between France and the US |
| A．is the oldest Disney theme park outside of America |
| B．has deep connections with traditional Chinese culture |
| C．has two boulders at the entrance to bring in good luck |
| D．provides many water-related entertainment activities |
| A．offer visitors some money-saving tips for visiting Disneyland theme parks |
| B．show how Disneyland parks outside of the US are adjusted to local people’s tastes |
| C．show the development of Disneyl and theme parks around the world throughout history |
| D．tell visitors how to enjoy themselves at Disneyland theme parks |
6 . Facial expressions carry meaning that is determined by situations and relationships. For example, in American culture (文化) the smile is in general an expression of pleasure. Yet it also has other uses. A woman’s smile at a police officer does not carry the same meaning as the smile she gives to a young child. A smile may show love or politeness. It can also hide true feelings. It often causes confusion (困惑) across cultures. For example, many people in Russia consider smiling at strangers in public to be unusual and even improper. Yet many Americans smile freely at strangers in public places (although this is less common in big cities).Some Russians believe that Americans smile in the wrong places; some Americans believe that Russians don’t smile enough. In Southeast Asian cultures, a smile is frequently used to cover painful feelings. Vietnamese people may tell a sad story but end the story with a smile.
Our faces show emotions (情感), but we should not attempt to "read" people from another culture as we would "read" someone from our own culture. The fact that members of one culture do not express their emotions as openly as do members of another does not mean that they do not experience emotions.
Rather, there are cultural differences in the amount of facial expressions permitted. For example, in public and in formal situations many Japanese do not show their emotions as freely as Americans do. When with friends, Japanese and Americans seem to show their emotions similarly.
It is difficult to generalize about Americans and facial expressiveness because of personal and cultural differences in the United States. People from certain cultural backgrounds in the United States seem to be more facially expressive than others. The key is to try not to judge people whose ways of showing emotion are different. If we judge according to our own cultural habits, we may make the mistake of "reading" the other person incorrectly.
1. What does the smile usually mean in America?| A．Love. | B．Politeness. |
| C．Joy. | D．Thankfulness. |
| A．show friendliness to strangers |
| B．be used to hide true feelings |
| C．be used in the wrong places |
| D．show personal habits |
| A．Learn about their relations with others. |
| B．Understand their cultural backgrounds. |
| C．Find out about their past experience. |
| D．Figure out what they will do next. |
| A．Cultural Differences |
| B．Smiles and Relationship |
| C．Facial Expressiveness |
| D．Habits and Emotions |
7 . Facial expressions carry meaning that is determined by situations and relationships. For example, in American culture (文化) the smile is in general an expression of pleasure. Yet it also has other uses. A woman’s smile at a police officer does not carry the same meaning as the smile she gives to a young child. A smile may show love or politeness. It can also hide true feelings. It often causes confusion (困惑) across cultures. For example, many people in Russia consider smiling at strangers in public to be unusual and even improper. Yet many Americans smile freely at strangers in public places (although this is less common in big cities).Some Russians believe that Americans smile in the wrong places; some Americans believe that Russians don’t smile enough. In Southeast Asian cultures, a smile is frequently used to cover painful feelings. Vietnamese people may tell a sad story but end the story with a smile.
Our faces show emotions (情感), but we should not attempt to "read" people from another culture as we would "read" someone from our own culture. The fact that members of one culture do not express their emotions as openly as do members of another does not mean that they do not experience emotions.
Rather, there are cultural differences in the amount of facial expressions permitted. For example, in public and in formal situations many Japanese do not show their emotions as freely as Americans do. When with friends, Japanese and Americans seem to show their emotions similarly.
It is difficult to generalize about Americans and facial expressiveness because of personal and cultural differences in the United States. People from certain cultural backgrounds in the United States seem to be more facially expressive than others. The key is to try not to judge people whose ways of showing emotion are different. If we judge according to our own cultural habits, we may make the mistake of "reading" the other person incorrectly.
1. What does the smile usually mean in America?| A．Love. | B．Politeness. |
| C．Joy. | D．Thankfulness. |
| A．show friendliness to strangers |
| B．be used to hide true feelings |
| C．be used in the wrong places |
| D．show personal habits |
| A．Learn about their relations with others. |
| B．Understand their cultural backgrounds. |
| C．Find out about their past experience. |
| D．Figure out what they will do next. |
| A．Cultural Differences |
| B．Smiles and Relationship |
| C．Facial Expressiveness |
| D．Habits and Emotions |
