2022 金管局英语阅读 · 词汇 → 句型 → 原文译文
顺序说明：先看本篇词汇（含 20 道题干与选项中的词），再看句型句式，最后读原文译文；题目与答案随每篇放在译文之后 词汇口径：4 篇原文＋20 题的实词去重，按篇内出现次数降序，共 744 个；虚词（the/of/to 等）不列 配套：全量词表
词汇表-全量释义.md｜总索引00-总索引.md
一、本篇词汇（744 个）
| 词 | 次数 | 中文 |
|---|---|---|
| work | 23 | 工作；起作用 |
| students | 15 | 学生（复数） |
| people | 14 | 人们 |
| skills | 13 | 技能（复数） |
| school | 12 | 学校 |
| creativity | 11 | 创造力 |
| test | 11 | 测试；检验 |
| education | 10 | 教育 |
| america | 9 | 美国；美洲 |
| industry | 9 | 行业；工业 |
| new | 9 | 新的 |
| growth | 8 | 增长 |
| lives | 8 | 生活（复数）；生命 |
| many | 8 | 许多 |
| state | 8 | 州；国家；状态 |
| tests | 8 | 测试（复数） |
| creative | 7 | 有创造力的 |
| happiness | 7 | 幸福 |
| learn | 7 | 学习 |
| money | 7 | 钱；货币 |
| subjects | 7 | 科目；对象（复数） |
| teaching | 7 | 教学 |
| arts | 6 | 艺术（复数） |
| england | 6 | 英格兰 |
| one | 6 | 一个；一 |
| paragraph | 6 | 段落 |
| passage | 6 | 文章 |
| read | 6 | 读 |
| safety | 6 | 安全 |
| states | 6 | 州（复数）；状态 |
| taught | 6 | 教（teach 过去式） |
| achieved | 5 | 实现（过去式） |
| art | 5 | 艺术 |
| author | 5 | 作者 |
| best | 5 | 最好的 |
| invented | 5 | 发明（invent 过去式） |
| needs | 5 | 需求（复数） |
| schools | 5 | 学校（复数） |
| skill | 5 | 技能 |
| way | 5 | 方式；道路 |
| according | 4 | 根据（according to） |
| american | 4 | 美国的；美国人 |
| careers | 4 | 职业（复数） |
| changes | 4 | 变化（复数） |
| children | 4 | 儿童（复数） |
| curriculum | 4 | 课程体系 |
| inventions | 4 | 发明（复数） |
| massachusetts | 4 | 马萨诸塞 |
| monetary | 4 | 货币的 |
| obviously | 4 | 显然 |
| often | 4 | 经常 |
| quality | 4 | 质量 |
| reading | 4 | 阅读 |
| risk | 4 | 风险 |
| take | 4 | 拿；花费；采取 |
| teachers | 4 | 教师（复数） |
| thinking | 4 | 思考 |
| along | 3 | 沿着 |
| became | 3 | 变成（become 过去式） |
| began | 3 | 开始（begin 过去式） |
| britain | 3 | 英国 |
| business | 3 | 商业；生意 |
| came | 3 | 来（come 过去式） |
| can't | 3 | 不能 |
| concerned | 3 | 担心的；相关的 |
| cotton | 3 | 棉花 |
| crisis | 3 | 危机 |
| dissatisfaction | 3 | 不满 |
| drama | 3 | 戏剧 |
| entrepreneurs | 3 | 企业家（复数） |
| experience | 3 | 经验；经历 |
| fact | 3 | 事实 |
| faster | 3 | 更快 |
| fear | 3 | 恐惧 |
| feel | 3 | 感觉 |
| first | 3 | 第一；首先 |
| fundamental | 3 | 根本的 |
| introduced | 3 | 推出（过去式） |
| iron | 3 | 铁 |
| jobs | 3 | 工作（复数） |
| learned | 3 | 学会（learn 过去式） |
| life | 3 | 生活；生命 |
| long | 3 | 长的；长久 |
| love | 3 | 爱；热爱 |
| lowell | 3 | 洛厄尔（地名/人名） |
| maths | 3 | 数学 |
| meeting | 3 | 满足（动名词）；会议 |
| modern | 3 | 现代的 |
| needed | 3 | 需要的 |
| private | 3 | 私人的；私营的 |
| purpose | 3 | 目的 |
| recently | 3 | 最近 |
| report | 3 | 报告 |
| sector | 3 | 行业；部门 |
| see | 3 | 看见；明白 |
| taking | 3 | 采取（动名词） |
| textile | 3 | 纺织的 |
| time | 3 | 时间；次数 |
| tolerate | 3 | 容忍 |
| united | 3 | 联合的 |
| ability | 2 | 能力 |
| access | 2 | 访问；获取 |
| acquisition | 2 | 收购；获得 |
| activities | 2 | 活动（复数） |
| age | 2 | 年龄；时代 |
| another | 2 | 另一个 |
| answers | 2 | 答案（复数） |
| anything | 2 | 任何东西 |
| area | 2 | 领域；地区 |
| avoid | 2 | 避免 |
| basic | 2 | 基本的 |
| big | 2 | 大的 |
| boomed | 2 | 蓬勃发展（过去式） |
| budgets | 2 | 预算（复数） |
| challenges | 2 | 挑战（复数） |
| chapter | 2 | 章 |
| choose | 2 | 选择 |
| commission | 2 | 委员会 |
| company | 2 | 公司 |
| comprehension | 2 | 理解 |
| confusion | 2 | 混淆 |
| continued | 2 | 继续（过去式） |
| contributes | 2 | 导致（第三人称单数） |
| country | 2 | 国家；乡村 |
| danger | 2 | 危险 |
| desires | 2 | 愿望（复数） |
| details | 2 | 细节（复数） |
| develops | 2 | 发展（第三人称单数） |
| easily | 2 | 容易地 |
| economy | 2 | 经济 |
| erica | 2 | 埃丽卡（人名） |
| existing | 2 | 现有的 |
| expand | 2 | 扩张 |
| extracurricular | 2 | 课外的 |
| fast | 2 | 快的 |
| finally | 2 | 最后 |
| find | 2 | 发现；找到 |
| focus | 2 | 聚焦；焦点 |
| following | 2 | 接下来的 |
| founded | 2 | 创办（过去式） |
| good | 2 | 好的；利益 |
| government | 2 | 政府 |
| grammar | 2 | 语法 |
| great | 2 | 巨大的；伟大的 |
| grew | 2 | 增长（grow 过去式） |
| grow | 2 | 增长 |
| happen | 2 | 发生 |
| happy | 2 | 快乐的 |
| human | 2 | 人类的；人 |
| illustrate | 2 | 说明 |
| inferred | 2 | 推断出的 |
| job | 2 | 工作；职位 |
| know | 2 | 知道 |
| knowledge | 2 | 知识 |
| learns | 2 | 学习（第三人称单数） |
| line | 2 | 线；行 |
| live | 2 | 生活；居住 |
| look | 2 | 看；显得 |
| made | 2 | 制造（make 过去式） |
| make | 2 | 使；制造 |
| makes | 2 | 使；制造（第三人称单数） |
| mandated | 2 | 强制规定的 |
| manufacturing | 2 | 制造业 |
| meaning | 2 | 含义 |
| means | 2 | 手段；意味着 |
| meanwhile | 2 | 同时 |
| mission | 2 | 使命 |
| much | 2 | 许多；很 |
| music | 2 | 音乐 |
| natural | 2 | 自然的 |
| nature | 2 | 本质；自然 |
| necessary | 2 | 必要的 |
| need | 2 | 需要 |
| net | 2 | 网络；净的 |
| north | 2 | 北方 |
| number | 2 | 数字；数量 |
| occurred | 2 | 出现（过去式） |
| opportunity | 2 | 机会 |
| order | 2 | 顺序；命令；秩序 |
| ought | 2 | 应该 |
| ourselves | 2 | 我们自己 |
| pay | 2 | 支付；薪酬 |
| paycheck | 2 | 薪水 |
| people's | 2 | 人们的 |
| phenomenon | 2 | 现象 |
| phonic | 2 | 语音的 |
| plow | 2 | 犁 |
| policy | 2 | 政策 |
| practical | 2 | 实用的 |
| preserve | 2 | 保留 |
| probably | 2 | 可能 |
| published | 2 | 发表的 |
| rapid | 2 | 快速的 |
| rather | 2 | 相当；宁可 |
| recent | 2 | 最近的 |
| requires | 2 | 需要（第三人称单数） |
| revolution | 2 | 革命 |
| reward | 2 | 回报 |
| rich | 2 | 富有的 |
| run | 2 | 运行；经营 |
| safe | 2 | 安全的 |
| sciences | 2 | 自然科学（复数） |
| scientists | 2 | 科学家（复数） |
| sensible | 2 | 合理的 |
| simply | 2 | 仅仅；简单地 |
| south | 2 | 南方 |
| spiritually | 2 | 精神上 |
| stick | 2 | 坚持；粘 |
| subject | 2 | 主题；对象 |
| testing | 2 | 考试（动名词） |
| textbook | 2 | 教科书 |
| think | 2 | 思考 |
| throw | 2 | 抛；使陷入 |
| towards | 2 | 朝向 |
| trade | 2 | 贸易；交易 |
| true | 2 | 真的；真实的 |
| uncertainty | 2 | 不确定性 |
| understand | 2 | 理解 |
| unfulfilled | 2 | 未实现的 |
| unhappy | 2 | 不快乐的 |
| useful | 2 | 有用的 |
| well | 2 | 好；很好地 |
| whole | 2 | 整个的 |
| workplace | 2 | 职场 |
| writing | 2 | 写作 |
| years | 2 | 年（复数） |
| able | 1 | 能够的 |
| academic | 1 | 学术的 |
| accept | 1 | 接受 |
| accident | 1 | 意外 |
| accidents | 1 | 意外（复数） |
| achieving | 1 | 实现（动名词） |
| acquire | 1 | 获得；收购 |
| acquiring | 1 | 获得（动名词） |
| across | 1 | 横跨；遍及 |
| actually | 1 | 实际上 |
| affected | 1 | 受影响的 |
| against | 1 | 反对；与……相对 |
| agriculture | 1 | 农业 |
| aim | 1 | 目的 |
| alleviate | 1 | 缓解 |
| allowed | 1 | 允许（过去式） |
| among | 1 | 在……之中 |
| analytical | 1 | 分析的 |
| approach | 1 | 方法；接近 |
| artists | 1 | 艺术家（复数） |
| assembly | 1 | 装配（assembly line） |
| assess | 1 | 评估 |
| assessment | 1 | 评估 |
| associates | 1 | 合伙人（复数） |
| attach | 1 | 重视（attach importance） |
| attempt | 1 | 尝试 |
| attitude | 1 | 态度 |
| authors | 1 | 作者（复数） |
| auto | 1 | 汽车 |
| automation | 1 | 自动化 |
| available | 1 | 可获得的 |
| awareness | 1 | 意识 |
| balance | 1 | 平衡 |
| based | 1 | 基于 |
| become | 1 | 变成 |
| believe | 1 | 相信 |
| benefit | 1 | 好处；受益 |
| besides | 1 | 除……之外 |
| better | 1 | 更好的 |
| bit | 1 | 一点 |
| boston | 1 | 波士顿 |
| breaks | 1 | 休息；打破（第三人称单数） |
| breed | 1 | 滋生（动词） |
| britain's | 1 | 英国的 |
| built | 1 | 建造（过去分词） |
| cabot | 1 | 卡伯特（姓氏） |
| calculate | 1 | 计算 |
| called | 1 | 被称为 |
| car | 1 | 车厢 |
| careful | 1 | 小心的 |
| carry | 1 | 运送 |
| cars | 1 | 汽车（复数） |
| cases | 1 | 案例（复数） |
| cast | 1 | 投掷；演员阵容 |
| caught | 1 | 赶上（catch 过去式） |
| caused | 1 | 导致（过去式） |
| certainly | 1 | 当然 |
| change | 1 | 变化；改变 |
| character | 1 | 性格；人物 |
| chenaworth | 1 | 切纳沃思（姓氏） |
| childlike | 1 | 有童心的 |
| children's | 1 | 孩子们的 |
| choirs | 1 | 合唱团（复数） |
| civil | 1 | 民事的；公民的 |
| clear | 1 | 清楚的；清除 |
| climate | 1 | 气候 |
| cling | 1 | 紧抓 |
| closest | 1 | 最接近的 |
| coaching | 1 | 带着……冲刺（动名词） |
| collaboratives | 1 | 协作组（复数） |
| comes | 1 | 来（第三人称单数） |
| commercially | 1 | 商业上 |
| commonly | 1 | 通常 |
| communication | 1 | 通信 |
| competed | 1 | 竞争（过去式） |
| competent | 1 | 擅长的 |
| competing | 1 | 竞争（动名词） |
| comprehend | 1 | 理解 |
| concludes | 1 | 得出结论（第三人称单数） |
| conclusion | 1 | 结论 |
| condition | 1 | 状况；条件 |
| conjunction | 1 | 结合（in conjunction with） |
| consistent | 1 | 一致的 |
| consolidated | 1 | 巩固（过去式） |
| constructing | 1 | 制造（动名词） |
| contrary | 1 | 相反的 |
| controversial | 1 | 有争议的 |
| countries | 1 | 国家（复数） |
| courses | 1 | 课程（复数） |
| crept | 1 | 渗入（creep 过去式） |
| criteria | 1 | 标准（复数） |
| criticize | 1 | 批评 |
| crush | 1 | 压垮 |
| cultivation | 1 | 培养 |
| curious | 1 | 奇怪的 |
| curiously | 1 | 奇怪的是 |
| current | 1 | 当前的 |
| cynicism | 1 | 愤世嫉俗 |
| daughter | 1 | 女儿 |
| day | 1 | 天；日子 |
| deciding | 1 | 决定（动名词） |
| decisions | 1 | 决定（复数） |
| decline | 1 | 下降 |
| decreased | 1 | 减少（过去式） |
| deep | 1 | 深的 |
| deere | 1 | 迪尔（姓氏） |
| defects | 1 | 缺陷（复数） |
| define | 1 | 定义 |
| delicate | 1 | 脆弱的 |
| demands | 1 | 要求（复数/第三人称单数） |
| denies | 1 | 剥夺（第三人称单数） |
| design | 1 | 设计 |
| despite | 1 | 尽管 |
| determined | 1 | 确定（过去分词） |
| develop | 1 | 发展 |
| developed | 1 | 发达的；开发的 |
| development | 1 | 发展 |
| didn't | 1 | 没有（did not） |
| dignity | 1 | 尊严 |
| dimension | 1 | 维度 |
| diminishing | 1 | 缩水（动名词） |
| direction | 1 | 方向 |
| disagree | 1 | 意见不一 |
| discipline | 1 | 学科 |
| discover | 1 | 发现 |
| discrepancy | 1 | 差距 |
| discussed | 1 | 讨论（过去分词） |
| discussions | 1 | 讨论（复数） |
| dissatisfying | 1 | 令人不满的 |
| distance | 1 | 距离 |
| distills | 1 | 提炼（第三人称单数） |
| ditto | 1 | 油印（ditto masters） |
| dormitories | 1 | 宿舍（复数） |
| dramatic | 1 | 剧烈的 |
| drills | 1 | 操练（复数） |
| durham | 1 | 达勒姆 |
| eager | 1 | 急于 |
| early | 1 | 早期的 |
| ease | 1 | 从容（ease of mind） |
| effective | 1 | 有效的 |
| elaborate | 1 | 阐述 |
| elevator | 1 | 电梯 |
| eli | 1 | 伊莱（人名） |
| elisha | 1 | 伊莱沙（人名） |
| else | 1 | 其他 |
| emphasizes | 1 | 强调（第三人称单数） |
| employed | 1 | 雇佣（过去式） |
| encourage | 1 | 鼓励 |
| encouraged | 1 | 被鼓励 |
| end | 1 | 结束；末端 |
| energy | 1 | 能量；精力 |
| english | 1 | 英语 |
| enjoy | 1 | 享受 |
| entered | 1 | 进入（过去式） |
| entire | 1 | 整个的 |
| equal | 1 | 等于 |
| equated | 1 | 等同（过去分词） |
| equation | 1 | 等式 |
| essential | 1 | 必要的 |
| europe | 1 | 欧洲 |
| european | 1 | 欧洲的 |
| eventually | 1 | 最终 |
| ever | 1 | 曾经；永远 |
| everyday | 1 | 日常的 |
| exactly | 1 | 究竟 |
| exams | 1 | 考试（复数） |
| excellent | 1 | 优秀的 |
| exceptionally | 1 | 格外 |
| excessive | 1 | 过度的 |
| exemplify | 1 | 举例说明 |
| experienced | 1 | 经历（过去式）；有经验的 |
| expertise | 1 | 专长 |
| express | 1 | 表达 |
| expresses | 1 | 表达（第三人称单数） |
| faced | 1 | 面临（过去式） |
| facilities | 1 | 设施（复数） |
| factor | 1 | 因素 |
| factories | 1 | 工厂（复数） |
| factory | 1 | 工厂 |
| facts | 1 | 事实（复数） |
| familiar | 1 | 熟悉的 |
| famous | 1 | 著名的 |
| farming | 1 | 农业；耕作 |
| fearful | 1 | 害怕的 |
| filled | 1 | 装满（过去分词） |
| filling | 1 | 填写（动名词） |
| financial | 1 | 财政的；金融的 |
| finds | 1 | 发现（第三人称单数） |
| flourished | 1 | 繁荣（过去式） |
| flourishes | 1 | 绽放（第三人称单数） |
| fluctuated | 1 | 波动（过去式） |
| focusing | 1 | 聚焦（动名词） |
| follow | 1 | 跟随；随之而来 |
| followings | 1 | 下列 |
| ford | 1 | 福特（姓氏） |
| fostered | 1 | 培育（过去分词） |
| fostering | 1 | 培育（动名词） |
| fraction | 1 | 一小部分 |
| framed | 1 | 被……框住 |
| francis | 1 | 弗朗西斯（人名） |
| free | 1 | 自由的；免费的 |
| friday | 1 | 星期五 |
| fulfil | 1 | 实现 |
| fully | 1 | 完全地 |
| funds | 1 | 资金（复数） |
| future | 1 | 未来 |
| gap | 1 | 差距 |
| george | 1 | 乔治（人名） |
| get | 1 | 得到；变得 |
| gets | 1 | 得到（第三人称单数） |
| gin | 1 | 轧棉机（cotton gin） |
| girls | 1 | 女孩（复数） |
| going | 1 | 去；进行 |
| goods | 1 | 商品 |
| grade | 1 | 分数 |
| greater | 1 | 更大的 |
| greatly | 1 | 大大地 |
| growing | 1 | 增长的 |
| hanging | 1 | 悬；死守 |
| happily | 1 | 令人欣慰的是 |
| hard | 1 | 困难的；努力地 |
| hardly | 1 | 几乎不 |
| hear | 1 | 听见 |
| heard | 1 | 听到（hear 过去式） |
| helped | 1 | 帮助（help 过去式） |
| helping | 1 | 帮助（动名词） |
| henry | 1 | 亨利（人名） |
| high | 1 | 高的 |
| highlighted | 1 | 凸显（过去分词） |
| hire | 1 | 雇用；出租 |
| home | 1 | 家；住宅 |
| homes | 1 | 家（复数） |
| hope | 1 | 希望 |
| hours | 1 | 小时（复数） |
| hubs | 1 | 枢纽（复数） |
| huge | 1 | 巨大的 |
| humanities | 1 | 人文学科（复数） |
| humans | 1 | 人类 |
| ideal | 1 | 理想的 |
| idealistic | 1 | 理想化的 |
| imploded | 1 | 崩溃（过去式） |
| imply | 1 | 意味着 |
| importance | 1 | 重要性 |
| improved | 1 | 改善（过去分词） |
| improvements | 1 | 改进（复数） |
| inadequately | 1 | 不充分地 |
| included | 1 | 包括（过去式） |
| including | 1 | 包括 |
| incompetence | 1 | 无能 |
| increase | 1 | 增加 |
| increased | 1 | 增加的 |
| increasing | 1 | 增加的 |
| independent | 1 | 独立的 |
| indicated | 1 | 表明（过去式） |
| industrial | 1 | 工业的 |
| industrialized | 1 | 工业化的 |
| information | 1 | 信息 |
| infusing | 1 | 融入（动名词） |
| inhabit | 1 | 存在于 |
| innovations | 1 | 创新（复数） |
| instead | 1 | 相反 |
| insufficient | 1 | 不足的 |
| intellectual | 1 | 智力的 |
| intelligent | 1 | 聪明的 |
| inventing | 1 | 发明（动名词） |
| inventors | 1 | 发明者（复数） |
| investment | 1 | 投资 |
| involves | 1 | 涉及（第三人称单数） |
| isn't | 1 | 不是 |
| john | 1 | 约翰（人名） |
| justice | 1 | 公正 |
| keep | 1 | 保持 |
| killed | 1 | 扼杀（过去分词） |
| lacks | 1 | 缺乏（第三人称单数） |
| largest | 1 | 最大的 |
| learning | 1 | 学习（动名词） |
| led | 1 | 导致（lead 过去式） |
| less | 1 | 更少 |
| let | 1 | 让 |
| likes | 1 | 喜欢（第三人称单数） |
| lines | 1 | 台词；线路（复数） |
| listed | 1 | 列出的 |
| little | 1 | 少的；小的 |
| lived | 1 | 生活（过去式） |
| looked | 1 | 看（look 过去式） |
| looks | 1 | 看（第三人称单数） |
| loom | 1 | 织布机 |
| looming | 1 | 逼近的 |
| low | 1 | 低的 |
| making | 1 | 制造（动名词） |
| marks | 1 | 标记（复数）；分数 |
| marsha | 1 | 玛莎（人名） |
| master | 1 | 掌握；大师 |
| mastered | 1 | 掌握（过去分词） |
| masters | 1 | 油印母版（复数） |
| math | 1 | 数学 |
| matter | 1 | 事情；要紧 |
| mean | 1 | 意味着；吝啬的 |
| measure | 1 | 措施；衡量 |
| meet | 1 | 满足 |
| memorized | 1 | 记住（过去式） |
| mentally | 1 | 心智上 |
| mention | 1 | 提及 |
| methods | 1 | 方法（复数） |
| mill | 1 | 工厂 |
| mind | 1 | 心境 |
| mistaking | 1 | 混淆（动名词） |
| model | 1 | 模型；型号 |
| monday | 1 | 星期一 |
| morse | 1 | 莫尔斯（姓氏） |
| mysterious | 1 | 神秘的 |
| narrowing | 1 | 缩小（动名词） |
| necessity | 1 | 必需品；必要 |
| neither | 1 | 两者都不 |
| network | 1 | 网络 |
| never | 1 | 从不 |
| nevertheless | 1 | 然而 |
| northern | 1 | 北方的 |
| nothing | 1 | 没有什么 |
| now | 1 | 现在 |
| nowadays | 1 | 如今 |
| objective | 1 | 目标 |
| obsessed | 1 | 痴迷的 |
| offer | 1 | 提供；提议 |
| openly | 1 | 公开地 |
| orchestras | 1 | 管弦乐队（复数） |
| oriented | 1 | 导向的 |
| otis | 1 | 奥的斯（姓氏） |
| outside | 1 | 外面 |
| parts | 1 | 部分（复数） |
| passenger | 1 | 客运的 |
| peers | 1 | 同龄人（复数） |
| pennsylvania | 1 | 宾夕法尼亚 |
| pennsylvania's | 1 | 宾夕法尼亚的 |
| perhaps | 1 | 也许 |
| period | 1 | 时期 |
| permeate | 1 | 贯穿 |
| personal | 1 | 个人的 |
| persuade | 1 | 说服 |
| place | 1 | 地方；放置 |
| placed | 1 | 放置（place 过去式） |
| plan | 1 | 计划 |
| plants | 1 | 植物；工厂（复数） |
| play | 1 | 玩；起作用 |
| playful | 1 | 爱玩的 |
| pleasure | 1 | 乐趣 |
| poor | 1 | 贫穷的；差的 |
| position | 1 | 位置；地位 |
| power | 1 | 权力；力量 |
| precisely | 1 | 精确地 |
| preparation | 1 | 准备 |
| prepared | 1 | 准备好的 |
| present | 1 | 存在（be present in） |
| pretests | 1 | 前测（复数） |
| prioritize | 1 | 优先考虑 |
| priority | 1 | 优先事项 |
| privileged | 1 | 条件优越的 |
| process | 1 | 过程 |
| product | 1 | 产品 |
| products | 1 | 产品（复数） |
| progress | 1 | 进步 |
| prosper | 1 | 兴旺 |
| proudly | 1 | 自豪地 |
| prove | 1 | 证明 |
| providing | 1 | 提供（动名词） |
| public | 1 | 公共的；公众 |
| pullman | 1 | 普尔曼（姓氏） |
| pushed | 1 | 推动（过去式） |
| questions | 1 | 问题（复数） |
| railroads | 1 | 铁路（复数） |
| range | 1 | 范围 |
| rapidly | 1 | 快速地 |
| rarely | 1 | 很少 |
| really | 1 | 真正地 |
| reasonably | 1 | 相当地；合理地 |
| reasons | 1 | 原因（复数） |
| receiving | 1 | 收到（动名词） |
| recognized | 1 | 被认可的 |
| recommendations | 1 | 建议（复数） |
| reduced | 1 | 减少（过去式） |
| refers | 1 | 指代（第三人称单数） |
| reflecting | 1 | 反映（动名词） |
| regarded | 1 | 被视为 |
| relates | 1 | 涉及（relates to） |
| relocation | 1 | 搬迁 |
| remain | 1 | 保持；仍然 |
| remarkable | 1 | 出色的 |
| reorganization | 1 | 重组 |
| replaceable | 1 | 可更换的 |
| replaced | 1 | 取代（replace 过去式） |
| required | 1 | 要求的 |
| reread | 1 | 重读 |
| restrict | 1 | 限制 |
| resulted | 1 | 导致（过去式） |
| retests | 1 | 重测（复数） |
| returned | 1 | 返回（过去式） |
| reverse | 1 | 反向的；颠倒 |
| richard | 1 | 理查德（人名） |
| richer | 1 | 更富的 |
| risky | 1 | 有风险的 |
| sacrifice | 1 | 牺牲 |
| sacrificing | 1 | 牺牲（动名词） |
| sakes | 1 | 缘故（for all our sakes） |
| samuel | 1 | 塞缪尔（人名） |
| say | 1 | 说 |
| saying | 1 | 说法 |
| science | 1 | 科学 |
| scientific | 1 | 科学的 |
| second | 1 | 第二 |
| secrets | 1 | 诀窍（复数） |
| seem | 1 | 似乎 |
| seen | 1 | 见过（see 过去分词） |
| selling | 1 | 出售（动名词） |
| sense | 1 | 感觉；意义 |
| sentence | 1 | 句子 |
| set | 1 | 设置；一套 |
| show | 1 | 显示；展示 |
| similar | 1 | 相似的 |
| simple | 1 | 简单的 |
| since | 1 | 自从；因为 |
| sinetar | 1 | 西内塔（姓氏） |
| skim | 1 | 略读 |
| skyscrapers | 1 | 摩天大楼（复数） |
| sleeping | 1 | 卧铺的 |
| smell | 1 | 闻 |
| social | 1 | 社会的 |
| soil | 1 | 土壤 |
| sold | 1 | 卖（sell 过去式） |
| sole | 1 | 唯一的 |
| somehow | 1 | 不知怎么地 |
| something | 1 | 某事 |
| spend | 1 | 花费 |
| spirit | 1 | 精神 |
| stable | 1 | 稳定的 |
| stamped | 1 | 扼杀（stamp out） |
| standardized | 1 | 标准化的 |
| steadily | 1 | 稳步地 |
| steel | 1 | 钢 |
| strange | 1 | 奇怪的 |
| strap | 1 | 捆；绑 |
| strides | 1 | 进步（复数） |
| stronger | 1 | 更强的 |
| struggle | 1 | 挣扎 |
| studios | 1 | 画室（复数） |
| substantial | 1 | 大量的 |
| success | 1 | 成功 |
| suggestion | 1 | 建议 |
| suggests | 1 | 表明（第三人称单数） |
| supporting | 1 | 支持（动名词） |
| surpassed | 1 | 超过（过去式） |
| swift | 1 | 迅速的 |
| system | 1 | 系统；制度 |
| taken | 1 | 采取（take 过去分词） |
| takes | 1 | 需要（第三人称单数） |
| talking | 1 | 谈论（动名词） |
| teach | 1 | 教 |
| teachable | 1 | 可教的 |
| teacher | 1 | 教师 |
| telegraph | 1 | 电报 |
| tend | 1 | 倾向于 |
| terms | 1 | 术语；条款（复数） |
| text | 1 | 正文 |
| textbooks | 1 | 教科书（复数） |
| that's | 1 | 那是 |
| thing | 1 | 事物 |
| things | 1 | 事情（复数） |
| third | 1 | 第三 |
| though | 1 | 虽然 |
| threatened | 1 | 受威胁的 |
| threatening | 1 | 威胁（动名词） |
| threatens | 1 | 有……之势（第三人称单数） |
| thrive | 1 | 蓬勃发展 |
| title | 1 | 头衔；标题 |
| today | 1 | 今天；当今 |
| took | 1 | 采取（take 过去式） |
| top | 1 | 顶部；最高的 |
| traded | 1 | 交易（过去式） |
| trains | 1 | 火车（复数） |
| traits | 1 | 特征（复数） |
| travel | 1 | 旅行 |
| treat | 1 | 对待；看作 |
| uk | 1 | 英国 |
| uk's | 1 | 英国的 |
| ultimately | 1 | 最终 |
| unable | 1 | 不能的 |
| uncertain | 1 | 不确定的 |
| underprivileged | 1 | 弱势的 |
| undoubtedly | 1 | 无疑 |
| unfair | 1 | 不公平的 |
| uninspiring | 1 | 乏味的 |
| used | 1 | 使用（use 过去式）；习惯于 |
| uses | 1 | 使用（第三人称单数）；用途 |
| using | 1 | 使用（动名词） |
| usually | 1 | 通常 |
| value | 1 | 价值 |
| vessels | 1 | 容器（复数） |
| victory | 1 | 胜利 |
| view | 1 | 观点；看待；景色 |
| waiting | 1 | 等待（动名词） |
| want | 1 | 想要 |
| war | 1 | 战争 |
| ways | 1 | 方式（复数） |
| week | 1 | 周 |
| weekends | 1 | 周末（复数） |
| went | 1 | 去（go 过去式） |
| whereas | 1 | 而 |
| whether | 1 | 是否 |
| whitney | 1 | 惠特尼（姓氏） |
| wield | 1 | 驾驭 |
| wielded | 1 | 运用（过去式） |
| won | 1 | 赢得（win 过去式） |
| word | 1 | 单词 |
| workbooks | 1 | 练习册（复数） |
| works | 1 | 作品（复数）；起作用 |
| world | 1 | 世界 |
| write | 1 | 写 |
| wrong | 1 | 错误的 |
| yig | 1 | （原文 cotton gin 重复的 OCR 残片） |
二、本篇句型与固定表达
2.1 句型模板
| 结构 | 次数 | 中文 |
|---|---|---|
| it is … that（强调句） | 3 | 正是…… |
| more … than | 2 | 比……更 |
| contribute to | 2 | 导致、促成 |
| as … as | 1 | 像……一样 |
| tend to | 1 | 倾向于 |
| so … that | 1 | 如此……以至于 |
| refer to | 1 | 指代、提及 |
2.2 固定表达
| 短语 | 次数 | 中文 |
|---|---|---|
| at most | 3 | 至多 |
| rather than | 2 | 而不是 |
| in fact | 1 | 事实上 |
| cling to | 1 | 紧抓不放 |
| play it safe | 1 | 稳妥为上 |
| as long as | 1 | 只要 |
三、原文与译文
篇一｜美国工业化的起点（101–105）
原文 / 译文
¶1
During the American Revolution, America had not yet entered its industrial age. Most manufacturing was done in people's homes. Whereas Britain was industrialized, America had not caught on yet. Then Francis Cabot Lowell went to Britain in 1811. He memorized the secrets of constructing a power loom. After he and his associates returned to America, they founded some textile plants in Boston. The most famous was in Lowell, Massachusetts. It was built in 1822. The Lowell system employed many “mill girls”. They lived in dormitories in order to run the factory. New England was the first area of the United States to experience such rapid growth.
译｜ 美国独立战争期间，美国尚未进入工业时代。大部分制造在家庭中完成。英国已经工业化，美国却还没跟上。1811 年，弗朗西斯·卡伯特·洛厄尔前往英国，凭记忆掌握了制造动力织布机的诀窍。他与合伙人回到美国后，在波士顿创办了几家纺织厂，最著名的一家在马萨诸塞州洛厄尔，建于 1822 年。洛厄尔制雇佣了大量“工厂女工”，她们住在宿舍里，以维持工厂运转。新英格兰是美国第一个经历如此快速增长的地区。
¶2
This growth also occurred in Pennsylvania. The iron industry pushed that state along and helped it to grow even faster. Then the direction of progress began to change. This new period took place between 1810 and the 1860s. Factories continued to expand. But greater strides were being taken in inventing. American manufacturing and agriculture were greatly improved. These improvements came from practical inventions. Richard Chenaworth invented the cast-iron plow. It was useful because it had replaceable parts. John Deere invented the steel plow, which made farming faster because the soil did not stick to it. Eli Whitney invented the cotton gin. This began a huge cotton industry in the South. Samuel Morse invented the telegraph, which began the age of long-range communication. Elisha Otis invented the passenger elevator. This led to modern-day skyscrapers. Finally, George Pullman introduced the sleeping car for trains. This allowed for long-distance travel.
译｜ 这种增长也出现在宾夕法尼亚。钢铁工业推动该州发展，使其增长更快。随后，进步的方向开始转变。新阶段发生在 1810 年至 1860 年代之间。工厂继续扩张，但更大的跨越出现在发明领域：美国制造业和农业大大改善，这些改进来自实用发明。理查德·切纳沃思发明了铸铁犁，其优点是有可更换的部件。约翰·迪尔发明了钢犁，土壤不粘犁，耕作更快。伊莱·惠特尼发明了轧棉机，由此开启了南方庞大的棉花产业。塞缪尔·莫尔斯发明电报，开启了远距离通信时代。伊莱沙·奥的斯发明客运电梯，造就了现代摩天大楼。最后，乔治·普尔曼推出火车卧铺车厢，使长途旅行成为可能。
¶3
From the 1850s on, industry in the United States boomed. The Civil War was over. With the victory of the North, northern business entrepreneurs flourished. Government was eager to see business expand. The innovations listed above caused swift and dramatic changes. Railroads were now needed to carry goods across the country. People in the South traded cotton. They sold their product to the North and to Britain. By the early 1900s, cars were needed by many people. The auto industry introduced a new dimension of growth to America. By the 1920s, Henry Ford introduced his Model-T and with it came the modern assembly line.
译｜ 从 1850 年代起，美国工业蓬勃发展。内战结束，北方获胜，北方企业家兴旺起来，政府也急于看到商业扩张。上述创新带来迅速而剧烈的变化。此时需要铁路把货物运往全国。南方人做棉花生意，把产品卖给北方和英国。到 1900 年代初，许多人都需要汽车，汽车工业为美国带来了新的增长维度。到 1920 年代，亨利·福特推出 T 型车，现代流水线随之而来。
题目与答案
101. According to Paragraph 1, the U.S. economy became the largest and the most modern in the world because ________.
A. the U.S. won the American Revolution B. there were many new inventions C. competing with the Europe and eventually surpassed it D. the economy grew steadily for more than 150 years
答案 B｜题型：细节·原因｜定位：¶1 “went to Britain… memorized the secrets” ＋ ¶2 发明清单｜陷阱：靠引进技术＋发明，不是“赢得革命”
102. Which of the following best expresses the essential information in the highlighted sentence?
A. New England grew more rapidly than European countries. B. There was rapid growth in all states of the United States, including New England. C. Only one area besides New England in America experienced fast growth. D. Fast growth occurred in New England first in America.
答案 D｜题型：句意·同义（高亮句）｜定位：¶1 “New England was the first area…”｜陷阱：对比对象是“美国其他地区”，不是欧洲
103. Which of the following can be inferred about Pennsylvania's industry?
A. It had a textile industry similar to Massachusetts'. B. It often competed against Massachusetts and other states. C. Its iron industry was stronger than in other states. D. It became a richer state than Massachusetts with faster growth.
答案 C｜题型：推断｜定位：¶2 “The iron industry pushed that state along”｜陷阱：宾州靠钢铁，不是纺织
104. Why does the author mention practical inventions in Paragraph 4?
A. To exemplify the reasons for the development of industry in America. B. To show how America became rich by selling new products. C. To illustrate how intelligent American inventors were. D. To prove that most useful inventions came from America.
答案 A｜题型：例证目的｜定位：¶2 “These improvements came from practical inventions”｜陷阱：举例是为了说明工业发展的原因
105. The word “boomed” in the passage is closest in meaning to “________”.
A. imploded B. increased C. fluctuated D. continued
答案 B｜题型：词义（画线词）｜定位：¶3 “industry in the United States boomed”｜陷阱：boomed＝迅速发展，不是“继续”
篇二｜应试教学取代了教学（106–110）
原文 / 译文
¶1
Testing has replaced teaching in most public schools. My own children's school week is framed by pretests, drills, tests, and retests. They know that the best way to read a textbook is to look at the questions at the end of the chapter and then skim the text for the answers. I believe that my daughter Erica, who gets excellent marks, has never read a chapter of any of her school textbooks all the way through. And teachers are often heard to state proudly and openly that they teach to the mandated state test.
译｜ 在多数公立学校，考试已经取代了教学。我自己的孩子每周的校园生活，都被前测、操练、测验和重测框住。他们知道读课本的最好办法是先看章末问题，再略读正文找答案。我相信，成绩优异的女儿埃丽卡，从未完整读完过任何一本教科书的一章。还常听到老师们公开而自豪地说，他们“为州统一考试而教”。
¶2
Teaching to the test is a curious phenomenon. Instead of deciding what skills students ought to learn, helping students learn them, and then using some sensible methods of assessment to discover whether students have mastered the skills, teachers are encouraged to reverse the process. First, one looks at a commercially available test. Then, one distills the skills needed not to master reading, say, or math, but to do well on the test. Finally, the test skills are taught.
译｜ 应试教学是个奇怪的现象。本来应该先确定学生该学什么技能、帮助他们学会，再用合理的方法评估学生是否掌握；现在却被鼓励把顺序倒过来：先看一份市面上的考试卷，再提炼出“不是为了掌握阅读或数学，而是为了考好这场试”所需的技能，最后教这些应试技能。
¶3
The ability to read or write or calculate might imply the ability to do reasonably well on standardized tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparation for a test of a skill with the acquisition of that skill. Too many discussions of basic skills make this fundamental confusion because people are test-obsessed rather than concerned with the nature and quality of what is taught. Recently, many schools have faced what could be called the crisis of comprehension, or, in simple terms, the phenomenon of students with phonic and grammar skills still being unable to understand what they read. These students are competent at test taking and filling in workbooks and ditto masters. However, they have little or no experience reading or thinking, and talking about what they read. They know the details but can't see or understand the whole. They are taught to be so concerned with grades that they have no time or ease of mind to think about meaning, and reread things if necessary.
译｜ 会读、会写、会算，或许意味着能在标准化考试中表现尚可。但阅读和写作能力，都不是靠“教怎么考试”培养出来的。我们必须当心，别把“为某项技能所做的应试准备”误当成“掌握了这项技能”。太多关于基本技能的讨论都犯了这个根本性的混淆，因为人们痴迷于考试，而不关心所教内容的本质与质量。近来，许多学校面临可称为“理解力危机”的现象——简单说，就是学生有语音和语法技能，却仍读不懂所读内容。这些学生擅长考试、填练习册和油印卷，却几乎或完全没有阅读、思考、谈论所读内容的经验。他们知道细节，却看不到、也理解不了整体。大人教他们如此在意分数，以致他们没有时间、也没有从容的心境去思考含义，并在必要时重读。
题目与答案
106. What can be inferred about Erica at school?
A. She learns the best way of reading a textbook. B. She learns to find answers more than anything else. C. She has not learned anything substantial. D. She likes testing more than learning.
答案 C｜题型：推断｜定位：¶1 “look at the questions… skim for the answers… never read a chapter through”｜陷阱：她学会的是应试套路，不是真正的阅读
107. What do teachers think about teaching to the mandated state test?
A. It is commonly recognized. B. It is curiously controversial. C. It has been exceptionally effective. D. It has been inadequately developed.
答案 A｜题型：细节·观点｜定位：¶1 “state proudly and openly that they teach to the test”｜陷阱：老师普遍认可（且引以为傲）
108. As it is indicated in the second paragraph, the author finds it strange that ________.
A. skills are determined before tests are set B. tests are used to assess students' skills C. tests restrict the skills necessary for students D. skills are consolidated by taking tests
答案 C｜题型：细节·反常｜定位：¶2 “encouraged to reverse the process… distill the skills needed… to do well on the test”｜⚠️ 机构答案 A 有误：A 恰是作者认为正常的流程；奇怪的是“先看测试再倒推技能”
109. According to the third paragraph, “this fundamental confusion” refers to the fact that ________.
A. the basic of skills has been discussed too much B. a test of a skill has been equated with acquiring the skill C. the nature and quality of what is taught are rarely concerned D. skills do not develop by being taught to take tests
答案 B｜题型：指代｜定位：¶3 “mistaking preparation… with the acquisition”｜陷阱：混淆＝把应试准备当成掌握技能
110. The crisis of comprehension is most probably resulted from ________.
A. students' insufficient phonic and grammar skills B. teaching that takes up much of students' free time C. teaching that emphasizes details rather than the whole D. students' incompetence in thinking about what they read
答案 D｜题型：细节·原因｜定位：¶3 “little or no experience reading or thinking… can't see the whole”｜陷阱：根源是缺乏思考，不是语音语法不足
篇三｜创造力该进课堂（111–115）
原文 / 译文
¶1
You can't see it, smell it, or hear it, and people disagree on how precisely to define it, or where exactly it comes from. It isn't a school subject or an academic discipline, but it can be learned. It is a quality that is required of artists, but it is also present in the lives of scientists and entrepreneurs. All of us benefit from it and we thrive mentally and spiritually when we are able to wield it. It is a delicate thing, easily stamped out; in fact, it flourishes most fully when people are playful and childlike. Meanwhile, it works best in conjunction with deep knowledge and expertise.
译｜ 你看不见、闻不到、也听不见它；人们对如何精确定义它、它究竟从何而来也有易混。它不是一门学科，也不是一个学术领域，却可以被学会。它是艺术家必备的品质，也存在于科学家和企业家的生活中。我们所有人都从中受益；当我们能驾驭它时，心智与精神都会蓬勃发展。它很脆弱，容易被扼杀；事实上，人们在爱玩、有童心时，它绽放得最充分。同时，它与深厚的知识与专长相辅相成时效果最好。
¶2
This mysterious but teachable quality is creativity, the subject of a recently published report by the Durham Commission on Creativity and Education. The report concludes that creativity should not inhabit the school curriculum only as it relates to drama, music, art and other obviously creative subjects, but that creative thinking ought to run through all of school life, infusing the way humanities and natural sciences are learned. The authors, who focus on education in England, offer a number of sensible recommendations, some of which attempt to alleviate the uninspiring and fact-based approach to education that has crept into policy in recent years. When children are regarded as vessels to be filled with facts, creativity does not prosper; nor does it when teachers' sole objective is coaching children towards exams.
译｜ 这种神秘却可教的品质就是创造力，也正是达勒姆创造力与教育委员会最近发布报告的主题。报告的结论是：创造力不应只作为戏剧、音乐、美术等“显然有创造性”的科目存在于课程中，创造性思维应当贯穿整个学校生活，融入人文与自然科学的学习方式。作者们聚焦英格兰教育，提出了一系列合理建议，其中一些意在缓解近年来渗入政策的那种乏味、以事实为本的教育取向。当孩子被当作要灌满事实的容器时，创造力不会兴旺；当教师唯一目标是带着孩子冲向考试时，也不会。
¶3
One suggestion from the commission is a network of teacher-led “creativity collaboratives”, along the lines of existing maths hubs, with the aim of supporting teaching for creativity through the school curriculum. Nevertheless, it is arts subjects through which creativity can most obviously be fostered. The value placed on them by the independent education sector is clear. One only has to look at the remarkable arts facilities at Britain's top private schools to comprehend this. But in the state sector the excessive focus on English, maths and science threatens to crush arts subjects; meanwhile reduced school budgets mean diminishing extracurricular activities. There has been a 28.1% decline in students taking creative subjects at high schools since 2014, though happily, art and design have seen a recent increase.
译｜ 委员会的一项建议是建立由教师主导的“创造力协作组”网络，仿照现有的数学教研中心，旨在通过学校课程支持创造力教学。不过，最能明显培育创造力的仍是艺术科目。独立教育部门对艺术的重视显而易见——只要看看英国顶尖私立学校那些出色的艺术设施就明白了。但在公立部门，对英语、数学和科学的过度侧重有压垮艺术科目之势；同时，学校预算削减意味着课外活动缩水。自 2014 年以来，高中选修创造性科目的学生减少了 28.1%，不过令人欣慰的是，艺术与设计近来有所回升。
¶4
This discrepancy between state and private education is a matter of social justice. It is simply wrong and unfair that most children have a fraction of the access to choirs, orchestras, art studios and drama that their more privileged peers enjoy. As lives are affected by any number of looming challenges — climate crisis, automation in the workplace — humans are going to need creative thinking more than ever. For all of our sakes, creativity in education, and for all, must become a priority.
译｜ 公立与私立教育之间的这种差距，是社会公正问题。大多数孩子能接触合唱团、管弦乐队、画室和戏剧的机会，只是条件更优越的同龄人的一小部分，这本身就不对、不公平。当生活受到种种逼近的挑战——气候危机、职场自动化——影响时，人类将比以往更需要创造性思维。为了我们所有人，教育中的创造力、面向所有人的创造力，必须成为优先事项。
题目与答案
111. What do we learn from the passage about creativity?
A. It develops best when people are spiritually prepared. B. It is most often wielded by scientists and entrepreneurs. C. It is founded on scientific knowledge and analytical skill. D. It contributes to intellectual growth but can easily be killed.
答案 D｜题型：细节·判断｜定位：¶1 “flourishes… delicate… easily stamped out”｜陷阱：创造力脆弱易被扼杀
112. What is the conclusion of a recently-published report?
A. Art courses should be made obviously creative subjects. B. Drama, music art should be included into the school curriculum. C. Cultivation on creativity should permeate the entire school curriculum. D. Students should learn more obviously creative subjects.
答案 C｜题型：细节·结论｜定位：¶2 “ought to run through all of school life”｜陷阱：结论是“贯穿全课程”，不是“加艺术课”
113. According to the passage, which of the followings is NOT the factor threatening the fostering of creativity?
A. UK's education policy B. Decreased school budgets C. Test-oriented teaching D. Low awareness among students
答案 D｜题型：细节·选非｜定位：¶2–3 “fact-based approach”“reduced budgets”“coaching towards exams”｜陷阱：政策、预算、应试都是威胁；学生意识低原文未提
114. What do we learn about the private schools in the UK?
A. They encourage extracurricular activities. B. They attach great importance to arts education. C. They prioritize arts subjects over maths and sciences. D. Their students are more creative than those in the state sector.
答案 B｜题型：细节·推断｜定位：¶3 “remarkable arts facilities at Britain's top private schools”｜陷阱：私立学校重视艺术教育
115. What should be done to meet the future challenges?
A. Increasing government investment in school education. B. Narrowing the existing gap between the rich and the poor. C. Focusing on meeting the needs of underprivileged students. D. Providing all children with equal access to arts education.
答案 D｜题型：主旨·呼吁｜定位：¶4 “creativity in education, and for all, must become a priority”｜陷阱：要让所有孩子平等接触艺术教育
篇四｜安稳工作的代价（116–120）
原文 / 译文
¶1
Many of us are fearful of making changes in our work lives — fear is a natural human condition. We feel less threatened when we stick with the familiar. As long as we are receiving a paycheck, we tolerate the dissatisfaction. Better to just play it safe. But the safety net we preserve requires a big trade-off. It often denies us the opportunity to experience work that makes us happy, that is consistent with our desires while still meeting our monetary needs.
译｜ 我们许多人都害怕改变工作生活——恐惧是人之常情。与熟悉的事物待在一起，我们感到威胁更小。只要还有薪水，我们就容忍不满。稳妥为上。但我们所守护的这张安全网，需要付出巨大的取舍代价：它常常让我们失去体验“让自己快乐、既符合心愿又能满足金钱需求”的工作的机会。
¶2
Yet many of us strap ourselves into jobs in which the only reward is money. We breed cynicism when we treat our work as nothing more than a financial equation, a necessity we tolerate in order to acquire funds to live, with the hope of somehow achieving success and happiness along the way. It's really true that most of us want to be happy. We spend 80,000 hours of our lives at work. Yet we view happiness as something to be achieved “outside” of work. We hire ourselves out on Monday through Friday and “live” for the weekends. Most of us didn't choose our careers to fulfil a purpose or mission. On the contrary, we just looked for “a good job with a good company”, reflecting such criteria as pay, title and prospects. Actually, our careers and work lives just happen “by accident”. Because of this, many of us have careers today that are just “accidents waiting to happen”. Everyday business decisions, a reorganization plan, an acquisition by another company, a relocation out of the country, can throw our work lives into danger.
译｜ 然而，我们许多人把自己捆在唯一回报是金钱的工作上。当我们把工作仅仅看作一个财务等式、一种为了挣钱活命而忍受的必需，还指望沿途顺带获得成功与幸福时，我们便养出了愤世嫉俗。我们大多数人确实想要幸福。我们一生在工作中投入 8 万小时，却把幸福看作要在工作“之外”去实现的东西。周一到周五把自己出租出去，为周末而“活”。我们多数人选择职业，并不是为了实现某个目的或使命；相反，我们只是找“一家好公司里的好工作”，看重薪酬、头衔和前景这些标准。实际上，我们的职业与工作生活只是“偶然”发生的。正因如此，今天我们许多人的职业只是“等待发生的意外”：日常经营决策、重组计划、被别的公司收购、迁往国外，都可能把我们的工作生活抛入险境。
¶3
But despite this uncertainty, some of us still cling to our jobs, dissatisfying as they may be. Can't take that risk. “Hanging on” involves risk too. For when we sacrifice pleasure for pay, our work lacks dignity, uses up our energy and, ultimately, breaks our spirit. An unhappy, unfulfilled work life contributes to an unhappy, unfulfilled personal life. Happiness in work, as happiness in love, demands a measure of risk. Author Marsha Sinetar suggests that if you “do what you love, the money will follow”. Certainly this may seem a bit risky, perhaps idealistic, but it is undoubtedly true that people who love what they do find ways to make the most money.
译｜ 但尽管有这种不确定性，我们一些人仍紧抓工作不放，哪怕它令人不满。“不能冒那个险。”可“死守”本身也有风险：当我们为薪水牺牲乐趣，工作便失去尊严、耗尽精力，最终击垮精神。不快乐、不充实的工作生活，导致不快乐、不充实的人生。工作中的幸福，如同爱情中的幸福，需要一定风险。作家玛莎·西内塔建议：如果你“做你热爱的事，钱会随之而来”。这当然看似有点冒险，或许还理想化，但热爱所做之事的人总能找到办法赚到最多的钱，这一点毋庸置疑。
题目与答案
116. From the Paragraph 1, we can learn that ________.
A. fear is one of the fundamental traits in human character defects B. people tend to keep stable work to avoid the fear of changes C. the paycheck makes people feel safe about their work D. we tolerate dissatisfaction as we need to work
答案 B｜题型：细节·推断｜定位：¶1 “We feel less threatened when we stick with the familiar”｜陷阱：人留在稳定岗位是为规避变化恐惧
117. By saying that “the safety net we preserve requires a big trade-off”, the author probably means that ________.
A. safety can be achieved by meeting both our desires and monetary needs B. people have to accept the uncertainty of their current jobs C. people have to work hard to get money as the reward D. safety means sacrificing the balance between monetary needs and the happiness of work
答案 D｜题型：句意｜定位：¶1 “denies us the opportunity to experience work that makes us happy”｜⚠️ 机构答案 C 有误：原文说取舍是“用快乐换安稳”，不是“努力工作换钱”
118. According to the passage, when changes throw our work lives into danger, we will usually ________.
A. express great dissatisfaction with the job B. feel uncertain about the risk C. remain in the work position D. take another work opportunity
答案 C｜题型：细节｜定位：¶3 “some of us still cling to our jobs”｜⚠️ 机构答案 D 有误：原文 “cling to our jobs” 明确是“坚守原岗”
119. We can learn from the passage that ________.
A. people do not have a sense of mission nowadays B. people struggle between the ideal work and monetary needs C. happiness and money can hardly be achieved in workplace D. happiness and money can be both achieved during work in most cases
答案 B｜题型：主旨·推断｜定位：¶2 “only reward is money” ＋ ¶3 “happiness… demands risk”｜⚠️ 机构答案 A 有误：“没有使命感”过度绝对
120. The purpose of the author in writing the passage is to ________.
A. persuade people to choose careers with purpose B. criticize those who work for money C. elaborate people's attitude towards work and safety D. illustrate how safety of work lives can be achieved
答案 A｜题型：写作目的｜定位：¶3 “do what you love, the money will follow”｜陷阱：劝人选热爱的事业