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发布时间： 2021-12-24 13:29
扫码用手机做题
Directions:
In the following article, some sentences have been removed. For Questions 41-45, choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on the ANSWER SHEET 1. (10 points)
How does your reading proceed? Clearly, you try to comprehend, in the sense of identifying meanings for individual words and working out relationships between tem, drawing on your implicit knowledge of English grammar. 1. ____________. You begin to infer a context for the text, for instance, by making decisions about what kind of speech event is evolved. Who is making the utterance, to whom, when and where?
The ways of reading indicated here are without doubt kinds of comprehension but they show comprehension to consist not just of passive assimilation but of active engagement in inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and clues. 2. ____________.
Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and checked for accuracy, or some timeless relationship of the text to the world. 3. ____________.
Such background material inevitably reflects who we are. 4. ____________. This does not, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page—including for texts that engage with fundamental human concerns—debates about texts can play an important role in social discussion of beliefs and values.
How we read a given text also depends to some extent on our particular interest in reading it. 5. ___________. Such dimensions of reading suggest—as others introduced later in the book will also do—that we bring an implicit (often unacknowledged) agenda to any act of reading. It does not then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different minds of reading inform each other, and act as useful reference points for and counterbalances to one another. Together, they make up the reading component of your overall literacy, or relationship to your surrounding textual environment.
[A] Are we studying that text and trying to respond in a way that fulfills the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.
[B] Factors such as the place and period in which we are reading, our gender ethnicity, age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.
[C] If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the context. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.
[D] In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.
[E] You make further inferences, for instance, about how the text may be significant to you, or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible.
[F] In plays, novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.
[G] Rather, we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material: between kinds of organizations or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.
本题解析：
空格在段中，需要查看上下文。最后一段首句主语是we，所有选项中只有A和G的主语是we，但是G中首个单词是转折词Rather，与首句逻辑相矛盾，故排除G。A段具体描述了许多不同的阅读目的以及阅读方式，是对该空上文“How we read a given text”以及“our particular interest in reading it”的细化。而且A段的信息也成为空格后一句“such dimensions of reading（这些阅读的维度）”的指代对象。因此A段符合上下文文意。
Directions:
In the following article, some sentences have ben removed. For Questions 41-45, choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on the ANSWER SHEET 1. (10 points)
How does your reading proceed? Clearly, you try to comprehend, in the sense of identifying meanings for individual words and working out relationships between them, drawing on your implicit knowledge of English grammar. 1. ____________. You begin to infer a context for the text, for instance, by making decisions about what kind of speech event is evolved. Who is making the utterance, to whom, when and where?
The ways of reading indicated here are without doubt kinds of comprehension but they show comprehension to consist not just of passive assimilation but of active engagement in inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and clues. 2. ____________.
Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and checked for accuracy, or some timeless relationship of the text to the world. 3. ____________.
Such background material inevitably reflects who we are. 4. ____________. This does not, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page—including for texts that engage with fundamental human concerns—debates about texts can play an important role in social discussion of beliefs and values.
How we read a given text also depends to some extent on our particular interest in reading it. 5. ___________. Such dimensions of reading suggest—as others introduced later in the book will also do—that we bring an implicit (often unacknowledged) agenda to any act of reading. It does not then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different minds of reading inform each other, and act as useful reference points for and counterbalances to one another. Together, they make up the reading component of your overall literacy, or relationship to your surrounding textual environment.
[A] Are we studying that text and trying to respond in a way that fulfills the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.
[B] Factors such as the place and period in which we are reading, our gender ethnicity, age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.
[C] If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the context. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.
[D] In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.
[E] You make further inferences, for instance, about how the text may be significant to you, or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible.
[F] In plays, novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.
[G] Rather, we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material: between kinds of organizations or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.
本题解析：
空格在段中，需要查看上下文。B段段首的“Factors such as the place and period in which we are reading, our gender, ethnicity, age and social class”是对该空前面“who we are”的承接和具体阐述。B段中的“interpretations”在空格后复现。B提到读者自身的各种因素会“鼓励读者进行某些方向的解读，并同时掩盖甚至隔绝其他解读”这与后句观点“This doesn’t, however, make interpretations merely relative or even pointless（这并不意味着读者的解读是无关或无意义的）”构成了转折，为空格后面的“however”奠定了内容基础。因此B项正确。
Directions:
In the following article, some sentences have been removed. For Questions 41-45, choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on the ANSWER SHEET 1. (10 points)
How does your reading proceed? Clearly, you try to comprehend, in the sense of identifying meanings for individual words and working out relationships between them, drawing on your implicit knowledge of English grammar. 1. ____________. You begin to infer a context for the text, for instance, by making decisions about what kind of speech event is evolved. Who is making the utterance, to whom, when and where?
The ways of reading indicated here are without doubt kinds of comprehension but they show comprehension to consist nt just of passive assimilation but of active engagement in inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and clues. 2. ____________.
Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and checked for accuracy, or some timeless relationship of the text to the world. 3. ____________.
Such background material inevitably reflects who we are. 4. ____________. This does not, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page—including for texts that engage with fundamental human concerns—debates about texts can play an important role in social discussion of beliefs and values.
How we read a given text also depends to some extent on our particular interest in reading it. 5. ___________. Such dimensions of reading suggest—as others introduced later in the book will also do—that we bring an implicit (often unacknowledged) agenda to any act of reading. It does not then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different minds of reading inform each other, and act as useful reference points for and counterbalances to one another. Together, they make up the reading component of your overall literacy, or relationship to your surrounding textual environment.
[A] Are we studying that text and trying to respond in a way that fulfills the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.
[B] Factors such as the place and period in which we are reading, our gender ethnicity, age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.
[C] If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the context. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.
[D] In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.
[E] You make further inferences, for instance, about how the text may be significant to you, or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible.
[F] In plays, novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.
[G] Rather, we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material: between kinds of organizations or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.
本题解析：
该空格处在段末，应重点看上文。G段段首的Rather很好地衔接了空格前面的话题，与空格前一句的not构成了“not...rather（而不是……）”这一结构。空格前提到，阅读理解的问题不是读者“重获了一些绝对、固定或‘真正’的涵义”。G段承接此观点，进一步指出在阅读理解时，读者是在“基于字面及上下文材料之间的互动”去理解文章意义的。G段最后提到的“various kinds of background, social knowledge, belief and attitude”成为了下段段首“such background material”的直接指代对象。
Directions:
In the following article, some sentences have been removed. For Questions 41-45, choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on the ANSWER SHEET 1. (10 points)
How does your reading proceed? Clearly, you try to comprehend, in the sense of identifying meanings for individual words and working out relationships between them, drawing on your implicit knowledge of English grammar. 1. ____________. You begin to infer a context for the text, for instance, by making decisions about what kind of speech event is evolved. Who is making the utterance, to whom, when and where?
The ways of reading indicated here are without doubt kinds of comprehension but they show comprehension to consist not just of passive assimilation but of active engagement in inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specific evidence ad clues. 2. ____________.
Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and checked for accuracy, or some timeless relationship of the text to the world. 3. ____________.
Such background material inevitably reflects who we are. 4. ____________. This does not, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page—including for texts that engage with fundamental human concerns—debates about texts can play an important role in social discussion of beliefs and values.
How we read a given text also depends to some extent on our particular interest in reading it. 5. ___________. Such dimensions of reading suggest—as others introduced later in the book will also do—that we bring an implicit (often unacknowledged) agenda to any act of reading. It does not then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different minds of reading inform each other, and act as useful reference points for and counterbalances to one another. Together, they make up the reading component of your overall literacy, or relationship to your surrounding textual environment.
[A] Are we studying that text and trying to respond in a way that fulfills the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.
[B] Factors such as the place and period in which we are reading, our gender ethnicity, age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.
[C] If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the context. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.
[D] In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.
[E] You make further inferences, for instance, about how the text may be significant to you, or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible.
[F] In plays, novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.
[G] Rather, we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material: between kinds of organizations or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.
本题解析：
该空在句末，所以要参考上文。空格前面提到阅读理解时我们会“active engagement in inference and problem-solving（主动推测，解决问题）”，会对文中留下的“specific evidence and clues（证据和线索）”进行推测。E段承接此话题，并用for instance具体举例描述我们会对文章信息做什么样的推测。而且该空前一句中主句谓语动词是infer，与E中的宾语inferences对应。因此E段正确。
Directions:
Write an essay of 160-200 words based on the following picture. In your essay, you should
1. describe the picture briefly,
2. interpret its intended meaning, and
3. give your comments.
You should write neatly on the ANSWER SHEET. (20 points)
本题解析：
It can be seen from this cartoon that in a dinner party, two men and two women are sitting at a table full of delicious food, but none of them pay any attention to the food. Instead, they all concentrate on their mobile phones.
This is the so-called dinner party of the mobile phone era. This phenomena has been spreading across the society and it reveals mobile phone’s impact on people’s lifestyle. Along with the great convenience in communicating and entertaining with our phone, great negative effect has also been exerted on our personal life, especially that of young people who are weak in self-control. It is common now when we start and also end up one day by checking messages or viewing our virtual space to know about friends’ dynamics through mobile phones. It seems that we have saved our time communicating with our friends in this way, while in fact, by doing this, we are cutting down our face-to-face conversations with our friends.
All in all, we should always bear in mind that in spite of the amazing and powerful functions of mobile phones, we still need real, warm and interpersonal interactions. To improve this situation, even some restaurants encourage customers to switch their mobile phones to silent mode. Similar methods could be adopted to help people to get rid of the addiction to the virtual world and talk with others beside them.
Directions:
You are going to host a club reading session. Write an email of about 100 words recommending a book to the club members.
You should state reasons for your recommendation.
You should write neatly on the ANWSER SHEET.
Do not sign you own name at the end of the letter, use “Li Ming ” instead.
Do not write the address. (10 points)
本题解析：
Dear friends,
Next Saturday is my turn to host the readingclub, and I am writing to recommend to you one of my favorite books, TheOrdinary World.
The reasons why I have chosen this book arelisted as follows: On one level, the leading character of the novel is a toughyoung man who is forced to drop out at high school but he never gives uplearning, which I think is very inspiring. On the other level, this story tellsthe love between father and children, siblings and friends. I came to realizefrom this book that even love needs mutual understanding and respect. To loveis to trust and respect rather than control or manipulate each other. Inaddition, this books are written in a very plain but sincere and gentle style,but it can touch the readers in a subliminal way, which I think will inspire usa lot in writing.
I cannot wait to listen to your opinions aboutit. Looking forward to your reply!
Yours sincerely,
Li Ming
Directions:
Read the followig text carefully and then translate the underlined segments into Chinese. Your translation should be written neatly on the ANSWER SHEET. (10 points)
Within the span of a hundred years, in the seventeenth and early eighteenth centuries, a tide of emigration—one of the great folk wanderings of history—swept from Europe to America. 1. This movement, driven by powerful and diverse motivations, built a nation out of a wilderness and, by its nature, shaped the character and destiny of an uncharted continent.
2. The United States is the product of two principal forces—the immigration of European peoples with their varied ideas, customs, and national characteristics and the impact of a new country which modified these traits. Of necessity, colonial America was a projection of Europe. Across the Atlantic came successive groups of Englishmen, Frenchmen, Germans, Scots, Irishmen, Dutchmen, Swedes, and many others who attempted to transplant their habits and traditions to the new world. 3. But the force of geographic conditions peculiar to America, the interplay of the varied national groups upon one another, and the sheer difficulty of maintaining old-world ways in a raw, new continent caused significant changes. These changes were gradual and at first scarcely visible. But the result was a new social pattern which, although it resembled European society in many ways, had a character that was distinctly American.
4. The first shiploads of immigrants bound for the territory which is now the United States crossed the Atlantic more than a hundred years after the 15th- and -16th-century explorations of North America. In the meantime, thriving Spanish colonies had been established in Mexico, the West Indies, and South America. These travelers to North America came in small, unmercifully overcrowded craft. During their six- to twelve-week voyage, they survived on barely enough food allotted to them. Many of the ships were lost in storms, many passengers died of disease, and infants rarely survived the journey. Sometimes storms blew the vessels far off their course, and often calm brought unbearably long delay.
To the anxious travelers the sight of the American shore brought almost inexpressible relief. Said one recorder of events, “The air at twelve leagues' distance smelt as sweet as a new-blown garden.” The colonists' first glimpse of the new land was a sight of dense woods. 5. The virgin forest with its richness and variety of trees was a real treasure-house which extended from Maine all the way down to Georgia. Here was abundant fuel and lumber. Here was the raw material of houses and furniture, ships and potash, dyes and naval stores.
本题解析：
原始森林资源丰富，树种多样，是一个真正的宝库，它从缅因州一直绵延到佐治亚州。
①结构分析：本句主语为The virgin forest was a real treasure-house，其中介词短语with its richness and variety of trees修饰主语the virgin forest，为符合汉语习惯，避免结构臃肿，可将其翻译为两个短句“资源丰富，树种多样”；定语从句which extended from Maine all the way down to Georgia修饰表语treasure-house，因句子较长，不适合作为前置定语，因此可将其独立翻译为一句，置于句尾。
②内容要点分析：the virgin forest是“处女林，原始森林”的意思；treasure-house意思是“宝库”，直译即可；all the way down to意思是“一直”；美国州名Maine和Georgia要翻译准确。
Directions:
Read the follwing text carefully and then translate the underlined segments into Chinese. Your translation should be written neatly on the ANSWER SHEET. (10 points)
Within the span of a hundred years, in the seventeenth and early eighteenth centuries, a tide of emigration—one of the great folk wanderings of history—swept from Europe to America. 1. This movement, driven by powerful and diverse motivations, built a nation out of a wilderness and, by its nature, shaped the character and destiny of an uncharted continent.
2. The United States is the product of two principal forces—the immigration of European peoples with their varied ideas, customs, and national characteristics and the impact of a new country which modified these traits. Of necessity, colonial America was a projection of Europe. Across the Atlantic came successive groups of Englishmen, Frenchmen, Germans, Scots, Irishmen, Dutchmen, Swedes, and many others who attempted to transplant their habits and traditions to the new world. 3. But the force of geographic conditions peculiar to America, the interplay of the varied national groups upon one another, and the sheer difficulty of maintaining old-world ways in a raw, new continent caused significant changes. These changes were gradual and at first scarcely visible. But the result was a new social pattern which, although it resembled European society in many ways, had a character that was distinctly American.
4. The first shiploads of immigrants bound for the territory which is now the United States crossed the Atlantic more than a hundred years after the 15th- and -16th-century explorations of North America. In the meantime, thriving Spanish colonies had been established in Mexico, the West Indies, and South America. These travelers to North America came in small, unmercifully overcrowded craft. During their six- to twelve-week voyage, they survived on barely enough food allotted to them. Many of the ships were lost in storms, many passengers died of disease, and infants rarely survived the journey. Sometimes storms blew the vessels far off their course, and often calm brought unbearably long delay.
To the anxious travelers the sight of the American shore brought almost inexpressible relief. Said one recorder of events, “The air at twelve leagues' distance smelt as sweet as a new-blown garden.” The colonists' first glimpse of the new land was a sight of dense woods. 5. The virgin forest with its richness and variety of trees was a real treasure-house which extended from Maine all the way down to Georgia. Here was abundant fuel and lumber. Here was the raw material of houses and furniture, ships and potash, dyes and naval stores.
本题解析：
在15-16世纪对北美进行探索了一百多年之后，第一批乘船驶往新领域——即如今的美国——的移民们横渡了大西洋。
①结构分析：本句结构较为复杂，主句为The first shiploads of immigrants crossed the Atlantic，形容词短语bound for the territory修饰immigrants，因结构比较简单，可直接翻译为其前置定语，而定语从句which is now the United States修饰名词the territory，可翻译为前置定语，也可用破折号隔开，做补充说明；时间状语成分more than a hundred years after the 15th- and -16th-century explorations of North America较长，但逻辑顺序简单，可按事件发生顺序先翻译after之后的时间状语，然后翻译其之前的成分。
②内容要点分析：shipload指的是“一船的……”，为符合汉语习惯，可将the first shiploads of immigrants翻译为“第一批乘船的移民们”；territory原意是“领土；领域”，结合上下文，可翻译为“新领域”；为避免时间状语结构单一，可将名词短语explorations of North America翻译为动词结构“对北美进行探索”。
Directions:
Read te following text carefully and then translate the underlined segments into Chinese. Your translation should be written neatly on the ANSWER SHEET. (10 points)
Within the span of a hundred years, in the seventeenth and early eighteenth centuries, a tide of emigration—one of the great folk wanderings of history—swept from Europe to America. 1. This movement, driven by powerful and diverse motivations, built a nation out of a wilderness and, by its nature, shaped the character and destiny of an uncharted continent.
2. The United States is the product of two principal forces—the immigration of European peoples with their varied ideas, customs, and national characteristics and the impact of a new country which modified these traits. Of necessity, colonial America was a projection of Europe. Across the Atlantic came successive groups of Englishmen, Frenchmen, Germans, Scots, Irishmen, Dutchmen, Swedes, and many others who attempted to transplant their habits and traditions to the new world. 3. But the force of geographic conditions peculiar to America, the interplay of the varied national groups upon one another, and the sheer difficulty of maintaining old-world ways in a raw, new continent caused significant changes. These changes were gradual and at first scarcely visible. But the result was a new social pattern which, although it resembled European society in many ways, had a character that was distinctly American.
4. The first shiploads of immigrants bound for the territory which is now the United States crossed the Atlantic more than a hundred years after the 15th- and -16th-century explorations of North America. In the meantime, thriving Spanish colonies had been established in Mexico, the West Indies, and South America. These travelers to North America came in small, unmercifully overcrowded craft. During their six- to twelve-week voyage, they survived on barely enough food allotted to them. Many of the ships were lost in storms, many passengers died of disease, and infants rarely survived the journey. Sometimes storms blew the vessels far off their course, and often calm brought unbearably long delay.
To the anxious travelers the sight of the American shore brought almost inexpressible relief. Said one recorder of events, “The air at twelve leagues' distance smelt as sweet as a new-blown garden.” The colonists' first glimpse of the new land was a sight of dense woods. 5. The virgin forest with its richness and variety of trees was a real treasure-house which extended from Maine all the way down to Georgia. Here was abundant fuel and lumber. Here was the raw material of houses and furniture, ships and potash, dyes and naval stores.
本题解析：
但是，美国受到独特的地理条件的影响，不同民族之间相互影响，在原始的新大陆上维持旧时代的行为方式困难重重，这一切共同导致了重大的变化。
①结构分析：本句主语由三个名词+of短语的名词词组组成，谓语结构相对比较简单，结构不对称，因此在翻译时，为避免头重脚轻，可考虑将名词词组转译为三个独立的短句，并在句尾综述三个短句与句子主体的谓语结合。
②内容要点分析：force具有影响力的意思，因此the force of可翻译为“受到……影响”；sheer意思是“纯粹的，十足的，完全的”，因此sheer difficulty可翻译为“困难重重”；old-world意思是“旧时代，古老的世界”；ways有”习俗，行为方式“的意思。
Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written neatly on the ANSWER SHEET. (10 points)
Within the span of a hundred years, in the seventeenth and early eighteenth centuries, a tide of emigration—one of the great folk wanderings of history—swept from Europe to America. 1. This movement, driven by powerful and diverse motivations, built a nation out of a wilderness and, by its nature, shaped the character and destiny of an uncharted continent.
2. The United States is the product of two principal forces—the immigration of European peoples with their varied ideas, customs, and national characteristics and the impact of a new country which modified these traits. Of necessity, colonial America was a projection of Europe. Across the Atlantic came successive groups of Englishmen, Frenchmen, Germans, Scots, Irishmen, Dutchmen, Swedes, and many others who attempted to transplant their habits and traditions to the new world. 3. But the force of geographic conditions peculiar to America, the interplay of the varied national groups upon one another, and the sheer difficulty of maintaining old-world ways in a raw, new continent caused significant changes. These changes were gradual and at first scarcely visible. But the result was a new social pattern which, although it resembled European society in many ways, had a character that was distinctly American.
4. The first shiploads of immigrants bound for the territory which is now the United States crossed the Atlantic more than a hundred years after the 15th- and -16th-century explorations of North America. In the meantime, thriving Spanish colonies had been established in Mexico, the West Indies, and South America. These travelers to North America came in small, unmercifully overcrowded craft. During their six- to twelve-week voyage, they survived on barely enough food allotted to them. Many of the ships were lost in storms, many passengers died of disease, and infants rarely survived the journey. Sometimes storms blew the vessels far off their course, and often calm brought unbearably long delay.
To the anxious travelers the sight of the American shore brought almost inexpressible relief. Said one recorder of events, “The air at twelve leagues' distance smelt as sweet as a new-blown garden.” The colonists' first glimpse of the new land was a sight of dense woods. 5. The virgin forest with its richness and variety of trees was a real treasure-house which extended from Maine all the way down to Georgia. Here was abundant fuel and lumber. Here was the raw material of houses and furniture, ships and potash, dyes and naval stores.
本题解析：
美国是两种主要力量的产物：思想习俗和民族特点各不相同的欧洲移民，以及变更了这些特征的新国家所产生的影响。
①结构分析：本句主体结构为简单句，可直接翻译；句尾为两个名词性结构，第一个名词性结构由with介词短语修饰，为求简练，可直接翻译为前置定语结构，第二个名词性结构由定语从句修饰，定语从句结构较为简单，因此亦可翻译为前置定语成分。
②内容要点分析：be the product of可翻译为“是……的产物；产生于”；按照上下文，immigration可翻译为“移民活动”，European peoples可翻译为“欧洲各民族”；traits指代“varied ideas, customs, and national characteristics”，可翻译为“特征”。
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