Text
In Britain, people have different attitudes to the police. Most people generally ______26______themand the job they do-although there are certain people who do not believe that the police______ 27______have the power that do.
What does a policeman actually do? It is not______28______job to describe. After all, a policeman hasa number of jobs in ______ 29______ . In Britain, he might be in the Traffic Police and ______ 30 ______most of histime______ 31 ______up and down main roads and motorways. A traffic policeman has to keep the traffic ______32______and help when there is an accident. A policeman has to help keep the ______ 33______ , too. If there is a fight or some other disturbance,we ______ 34 ______the police to come and restore order. And they often have to ______ 35 ______situation at greatrisk to their own ______ 36______.
We expect the police to solve crimes, of course, so an ordinary policeman,______ 37 ______ he is not a detective, will often have to help ______ 38 ______and arrest criminals.
And ______ 39 ______ do we call when there is an emergency-an air crash, a ______ 40 ______ , a road accident,or a robbery? We call the police.41a policeman has to be42to face any unpleasant e-mergency that may happen in the ______ 43 ______world.
The police do an absolutely necessary job, they do it ______ 44 ______ well and I support them, but I do not envy policemen, I do not think that I could ______ 45 ______do the job of a policeman.
26. [A]dislike[B]join[C]appreciate[D]admire
27. [A]should[B]would[C]could[D]must
28. [A]a funny[B]a pleasant[C]an interesting[D]an easy
29. [A]it[B]one[C]his[D]them
30. [A]take[B]spend[C]cost[D]waste
31. [A]walking[B]driving[C]wandering[D]searching
32. [A]resting[B]moving[C]speeding[D]stopping
33. [A]peace[B]silence[C]situation[D]condition
34. [A]wait for[B]call[C]think of[D]expect
35. [A]turn to[B]avoid[C]deal with[D]treat
36. [A]safety[B]families[C]future[D]friends
37. [A]although[B]as if[C]however[D]even if
38. [A]get rid of [B]question[C]look for[D]sentence
39. [A]how[B]where[C]what[D]who
40. [A]power failure[B]fire[C]thunder storm[D]thief
41. [A]Yet[B]Then[C]As[D]So
42.[A]provided[B]promised[C]prepared[D]presented
43. [A]future[B]modern[C]real[D]whole
44. [A]extremely[B]specially[C]surprisingly[D]particularly
45. [A]hardly[B]forever[C]ever[D]never
Text 1
Technology has been an encouragement of historical change. It acted as such a force in Eng-land beginning in the eighteenth century, and across the entire Western World in the nineteenth.Rapid advances were made in the use of scientific findings in the manufacture (制造) of goods,which has changed ideas about work. One of the first changes was that other forms of energy havetaken the place of human power. Along with this came the increased use of machines to manufac-ture products in less time.
People also developed machines that could produce the same parts for a product: each nail wasexactly like every other nail, meaning that each nail could be changed for every other nail. Thismeans that goods could be mass produced, though mass production required breaking productiondown into smaller and smaller tasks.
Once this was done, workers no longer started on the product and labored to complete it. In-stead, they might work only one thousandth of it, other workers completing their own parts in cer-tain order. There is nothing strange about this manufacturing work by today’s standards. Highlyskilled workers were unable to compare with the new production techniques, as mass production al-lowed goods of high standard to be produced in greater number than could ever be done by hand.But the skilled worker wasn’t the only loser, the common workers lost too. Similar changes forcedfarmers away. The increased mechanization(机械化) of agriculture freed masses of workers fromploughing the land and harvesting its crops. They had little choice but to stream toward the rapidlydeveloping industrial centers. Increasingly, standards were set by machines. Workers no longerowned their own tools, their skill was no longer valued, and pride in their work was no longer pos-sible. Workers fed, looked after and repaired the machines that could work faster than humans atgreatly reduced cost.
46. In this passage, which of the following is NOT considered as a change caused by the use of scientific findings in the production of goods?
[A]Other forms of energy have taken the place of human power.
[B]The increased exploitation of workers in the 19th century.
[C]The increased use of machines to make products in less time.
[D]The use of machines producing parts of the same standard.
47. The underlined word "this" in the first paragraph refers to ______
[A]the use of scientific findings
[B]the practice of producing the same parts for a product
[C]the human power being replaced by other forms of energy
[D]the technology becoming the encouragement of historical change
48. The underlined word "this" in the second paragraph refers to the change that ______
[A]each nail could be taken the place of by every other nail
[B]each nail was exactly like every other nail
[C]producing tasks became smaller and smaller
[D]goods could be mass produced
49. According to the writer, highly skilled workers______
[A]completely disappeared with the coming of the factory system
[B]were dismissed by the boss
[C]were unable to produce goods of high standard
[D]were unable to produce fine goods at that same speed as machines
50. According to the passage, what did the farmers have to do with the coming of mechanization of agriculture?
[A]Many of them had to leave their farmland for industrial centers.
[B]They stuck to their farm work.
[C]They refused to use machines.
[D]They did their best to leam how to use the machines.
Text 2
"We are not about to enter the Information Age, but instead are rather well into it." Presentpredictions are that by 1990, about thirty million jobs in the United States, or about thirty percentof the job market, will be computer-related. In 1980, only twenty-one percent of all American highschools owned one or two computers for student use. In the fall of 1985, a new study showed thathalf of United States secondary schools have fifteen or more computers for student use. And noweducational experts, administrators, and even the general public are demanding that all students be-come "computer-literate". By the year 2000 knowledge of computers will be necessary in overeighty percent of all occupations. Soon those people not educated in computer use will be comparedto those who are print-illiterate today.
What is "computer literacy"? The term itself seems to imply some degree of "knowing" aboutcomputers, but knowing what? The present opinion seems to be that this should include a generalknowledge of what computers are, plus a little of their history and something of how they operate.Therefore, it is important that educators everywhere take a careful look not only at what is being done, but also at what should be done in the field of computer education. Today most adults are able to use a motor car without the slightest knowledge of how the internal combustion engine(内燃机) works. We effectively use all types of electrical equipment without being able to tell their histo-ries to explain how they work.
Business people for years have made good use of typewriters and adding machines, yet fewhave ever known how to repair them. Why, then, attempt to teach computers by teaching how orwhy they work?
Rather, we first must fix our mind on teaching the effective use of the computer as the tool is."Knowing how to use a computer is what’s going to be important. We don’t talk about ‘au-tomobile literacy’. We just get in our cars and drive them."
51. In 1990, the number of jobs having nothing to do with computers in the United States will be reduced to_______
[A]79 million
[B]100 million
[C]30 million
[D]70 million
52. The underlined part "print-illiterate" in the text refers to_______
[A]one who has never learnt printing
[B]one who has never learnt to read
[C]one who is not a computer literate
[D]one who is not able to use a typewriter
53. What is the first paragraph mainly about?
[A]Recent predictions of computer-related jobs.
[B]The wide of computers in schools.
[C]The urgency of computers education.
[D]Public interest in computers.
54. According to the author, the effective way to spread the use of computers is to teach_______
[A]how to use computers[B]what computers use
[C]where computers can be used[D]how computers work
55. From the text, we can infer that
[A]computers will be easy to operate
[B]automobile will be move comfortable
[C]illiteracy rate will be down
[D]computers will be set in.automobiles
Text 3
Everything living on earth each plant and animal needs other living things. Nothing lives alone. Most animals must live in a group, and even a tree or a plant grows close together with othersof the same kind. Sometimes one living thing hunts another, one eats and the other is eaten. Eachkind of life eats another kind of life in order to live, and together they form a food chain. Somefood chains are simple, others are complicated. But all have two things in common-all foodchains begin with the sun, and all food chains become broken up if one of the links disappears.
All life depends on energy from sunlight. Only plants can use this energy directly. Their leaves are little factories that use sunlight to make food from water and things in the soil and air.
Plants in turn feed all other living things. Animals can only use the sun’s energy after it has been changed into food by plants. Some animals feed directly on plants, others eat smaller animals.Meat-eating animals are only eating plants indirectly.
What about human beings? We are members of many food chains. We eat wheat, rice, vege-tables, fruits and so on. We also eat meat and drink milk. This means the sun’s energy passesthrough plant to animal before it reaches us.
Nature is a greater thing. Any food chain always produces enough for each of its members if itis left alone. When there isn’t enough food for any link in the chain, some of its members die off.So the balanee is always kept.
But men in their greed and ignorance often break up the food chain and do great harm not onlyto one plant or animal, but to all the links in the chain. People make seas and rivers dirty. They de-stroy whole forests and kill many kinds of wild animals and birds. When a river becomes dirty, thefish cannot be eaten. Men eat the fish and get strange diseases. In some places men have no fish toeat any more, because the fish have died off. Each form of life is linked to all others. Breaking thelinks puts all life in danger.
56. How does everything living on earth live?
[A]Each plant can live alone.
[B]Each animal can live alone.
[C]Everything living on earth can not live without needing other living things.
[D]If living things want to live they must kill each other.
57. How is food for plants made? Food for plants is made______
[A]from water
[B]from the air in the sky
[C]from the soil
[D]from water, things in the soil and air, sunlight
58. How do all food chains break? All food chains are broken if______
[A]one kind of animal is eaten up
[B]one kind of plant is destroyed
[C]one kind of animal eats another
[D]one of the links is destroyed
59. Which living things can use energy directly?
[A]Animals.
[B]Plants.
[C]Both animals and plants.
[D]All living things,.
60. Why is all life in danger? Becausebreak up the food chains.
[A]human beings
[B]animals
[C]plants and animals
[D]man and wild animals
Text 3
Everything living on earth each plant and animal needs other living things. Nothing lives alone. Most animals must live in a group, and even a tree or a plant grows close together with othersof the same kind. Sometimes one living thing hunts another, one eats and the other is eaten. Eachkind of life eats another kind of life in order to live, and together they form a food chain. Somefood chains are simple, others are complicated. But all have two things in common-all foodchains begin with the sun, and all food chains become broken up if one of the links disappears.
All life depends on energy from sunlight. Only plants can use this energy directly. Their leaves are little factories that use sunlight to make food from water and things in the soil and air.
Plants in turn feed all other living things. Animals can only use the sun’s energy after it has been changed into food by plants. Some animals feed directly on plants, others eat smaller animals.Meat-eating animals are only eating plants indirectly.
What about human beings? We are members of many food chains. We eat wheat, rice, vege-tables, fruits and so on. We also eat meat and drink milk. This means the sun’s energy passesthrough plant to animal before it reaches us.
Nature is a greater thing. Any food chain always produces enough for each of its members if itis left alone. When there isn’t enough food for any link in the chain, some of its members die off.So the balanee is always kept.
But men in their greed and ignorance often break up the food chain and do great harm not onlyto one plant or animal, but to all the links in the chain. People make seas and rivers dirty. They de-stroy whole forests and kill many kinds of wild animals and birds. When a river becomes dirty, thefish cannot be eaten. Men eat the fish and get strange diseases. In some places men have no fish toeat any more, because the fish have died off. Each form of life is linked to all others. Breaking thelinks puts all life in danger.
56. How does everything living on earth live?
[A]Each plant can live alone.
[B]Each animal can live alone.
[C]Everything living on earth can not live without needing other living things.
[D]If living things want to live they must kill each other.
57. How is food for plants made? Food for plants is made______
[A]from water
[B]from the air in the sky
[C]from the soil
[D]from water, things in the soil and air, sunlight
58. How do all food chains break? All food chains are broken if______
[A]one kind of animal is eaten up
[B]one kind of plant is destroyed
[C]one kind of animal eats another
[D]one of the links is destroyed
59. Which living things can use energy directly?
[A]Animals.
[B]Plants.
[C]Both animals and plants.
[D]All living things,.
60. Why is all life in danger? Becausebreak up the food chains.
[A]human beings
[B]animals
[C]plants and animals
[D]man and wild animals
Part B
67. As the economy develops, the number of cars grows rapidly. It brings us with great con-venience as well as troubles. Look at the picture and write an essay of about 120 words making ref-erence to the following points:
1) brief description of two pictures
2) your comment on the situation
第二部分 英语知识运用
在英国，人们对警察这个职业持不同态度。大多数人认同他们和他们的工作，尽管有些人认为警察不应该有这样的权力。
警察真正的职务是什么呢?这不太容易描述清楚，毕竟一个警察的工作有很多项。在英国，如果是交警就要花很大一部分时间指挥道路和高速公路的交通。他要保持交通顺畅，并处理意外事件。
警察还必须维持和平。如果在某个地方发生了斗殴或纠纷，我们会期望警察前来恢复秩序。他们经常要处理一些可能威胁到自身人身安全的危险状况。
当然，我们期望警方处理犯罪案件。所以，一个普通的警察，即使他不是侦探，往往也要帮助寻找和逮捕罪犯。
在有紧急情况时，如空难、火灾、交通事故，或者是抢劫发生时，我们呼叫谁?警察。因此，一个警察必须时刻准备着面对现代社会中任何不幸的紧急情况的发生。
警察是一个必不可少的职业。他们做得非常好，我支持他们。但我并不羡慕警察，因为我认为自己并不能胜任警察这份工作。
答案及解析
26.C【解析】本题考查对上下文的理解。根据下文可知此处是说大多数人对警察这个职业持肯定态度。appreciate意为“欣赏”，符合文章，ad-mire意为“羡慕”，文中没有提到，所以此题选择C。
27.A【解析】本题考查情态动词。should此处的意思是“应该”，意思是有一些人认为警察不应该有他们所拥有的权力。所以此题选择A。
28.D【解析】本题考查对上下文的理解。根据下文的描述，一个警察的工作有很多项，可知把警察的真正职务描述清楚并不太容易，所以此题选择D。
29.B【解析】本题考查对上下文的理解。根据下文的叙述，警察要做的工作有很多，a number ofjobs in one意为一个人要做很多工作。这里的jobs的意思是“pieces of work，tasks(多种工作，任务)”。所以此题选择B。
30.B【解析】本题考查固定搭配。spend one’s timedoing something意为“某人花时间做某事”。所以此题选择B。
31.B【解析】本题考查对上下文的理解。“motor-way”(车道)上不能步行，只能开车，所以要用driving。所以此题选择B。
32.B【解析】本题考查词汇。move意为“移动”，keep the traffic moving意为“保持车流畅通”。所以此题选择B。
33.A【解析】本题考查对上下文的理解。由下文的“there is a fight”(打架)可知，警察要维护和平。所以此题选择A。
34.D【解析】本题考查动词及词组的意义。wait for意思是“等待某人”;call意思是“打电话”;expect somebody to do something表示“期待某人做某事”;think of意思是“想起，想到”。D项最符合文中的意思“一旦有打架或者骚乱，人们就期待警察出现并维护秩序。”所以此题选择D。
35.C【解析】本题考查搭配。面对的情况是需要处理的，所以选择词组deal with;动词treat的意思是“对待、治疗”。所以此题选择C。
36.A【解析】本题考查句意理解。警察在工作时会有危险，他们的安全会受到威胁，所以此处选safety。故此题选择A。
37.D【解析】本题考查连词应用。这里的although、
even if都可以引导让步状语从句，但是even if引导的是一种不是事实的假设，而although与主句的关系为转折，此处警察不是侦探是一种假设，所以选even if。故此题选择D。
38.C【解析】本题考查词组的意义。logk for表示“寻找”;get rid of表示“摆脱，除掉”;question意思是“质问”;sentence作为动词意思是“判处，宣判”。此处的意思是“警察寻找并追捕犯罪分子”。所以此题选择C。
39.D【解析】本题考查对上下文的理解。根据下文的“We call the police”(我们报了警)可知，此处应选择疑问词who，指人。所以此题选择D。
40.B【解析】本题考查对上下文的理解。根据前文的emergency(紧急情况)，可以看出只有选项fire(火灾)属于“紧急情况”。所以此题选择B。
41.D【解析】本题考查连词。前文说当我们面对紧急情况时总是会找警察，后文说警察要面对不幸的紧急情况，所以此处应该用so表示“因此，结果…”。所以此题选择D。
42.C【解析】本题考查对上下文的理解。面对紧急情况，警察随时随地都要“prepared”。另外，要注意词组“be prepared to do something”(准备好做某事)。所以此题选择C。
43.B【解析】本题考查句意理解。“in the modemworld”：在现代社会里。所以此题选择B。
44.A【解析】本题考查副词词汇。“extremely”在此处意思是“非常地，极端地”，此处是赞扬警察的工作非常好。所以此题选择A。
45.C【解析】本题考查否定前移。当主句主语为第一人称、动词为think等词时，常用否定前移结构，翻译成汉语应该是“我认为我不…”。A、D项都是否定词，与not构成双重否定，意思不对;forever不合此语境。所以此题选择C。
第三部分 阅读理解
Part A
Text1
参考译文
技术已经成为历史性改变的一种激励。在十八世纪初的英国和十九世纪的整个西方世界，技术就具有这样的一种力量。在商品制造领域，科学发现物的使用使得商品制造领域取得了快速改进，这改变了人们对工作的看法。最早的一种改变就是人力被其他形式的能量所代替。随之而来的是机器的加大使用，以便在更少的时间里生产产品。
人们也开发了可以生产一种产品相同零件的机器：每个钉子都造得跟其他任何钉子完全相同，也就是说每个钉子都可以跟其他钉子互换。这就意味着商品可以大规模生产，虽然大规模生产要求把生产分成一个一个更小的部分。
一旦它实现，工人们再也不用着手处理产品以及花力气完成产品。取而代之的是，他们也许只完成其中的千分之一，其他工人按一定工序完成各自的部分就可以了。按照今天的标准，这种生产方式没什么令人奇怪的。技术高超的工人无法跟这种新的生产方式相媲美，因为大规模生产使高规格的商品的大批量生产成为现实，这使得手工制作相形见绌。然而，技术好的工人并非唯一的受损失者，普通工人也如此。相似的改变也让农民地位不保。不断增强的农业机械化把大批农民从耕地和收割农作物中解放出来。除了涌入快速发展的工业中心，他们别无选择。规则日益被机器制定。工人不再拥有自己的工具，他们的技术不再有价值，他们工作中的自豪感也不再存在。工人照顾和维修那些远比人类更有工作效率的机器，这大大降低了成本。
答案及解析
46.B【解析】细节题。原文中并未说19世纪开始增加对工人的剥削。其余三项均在第一段中间出现。所以此题选择B。
47.C【解析】理解题。由上下文可知，单词this指上文“other forms of energy have taken the placeof human power.”(人力被其他形式的能量所代替)的内容。所以此题选择C。
48.D【解析】理解题。在条件句中，this指下文“goods could be mass produced”(货物可以大规模生产)。所以此题选择D
49.D【解析】判断推理题。可从第三段第四句“Highly skilled workers were unable to comparewith the new production techniques.”(技术高超的工人无法跟这种新的生产方式相媲美)得知答案。所以此题选择D。
50.A【解析】判断推理题。可根据第三段中的“Similar changes forced farmers away.”(类似的改变也让农民地位不保)及“They had lit-tie choice but to stream toward the rapidly de—veloping industrial centers.”(除了涌入快速发展的工业中心转移，他们别无选择)得知答案。所以此题选择A。
Text 2
参考译文
“我们不是即将进入信息时代，而是已经置身其中。”目前的预测是，到1990年，在美国大约3000万的工作或大约30%的工作市场将和电脑相关。1980年，美国高中只有21%的学校拥有一台或两台供学生用的电脑。而在1985年秋季，_项新的研究表明，美国一半的中等学校拥有十五台或更多的供学生用的电脑。现在教育专家、行政人员，甚至普通大众都要求所有学生会使用电脑。到2000年，电脑知识将在超过80%的职业中成为必然要求。很快那些不会使用电脑的人将会被比作今日的“文盲”。
什么是“电脑读写能力”?这个术语本身暗示对电脑有某种程度的了解，但是了解什么呢?时下的观点好像是，它应该包括对电脑是什么有个大概的了解，另外知道一些电脑的历史以及一些电脑运行方面的知识。
因此，各个地方的教育者不仅要留心观察电脑教育领域正在做的事情，而且要注意在该领域什么应该做。如今，大部分成年人都能在几乎浑然不知内燃机如何运作的情况下驾驶一辆摩托车。在无法讲出它们的历史或解释它们怎样工作的情况下，我们能够有效地使用各种电器设备。
生意人已经充分使用打字机和加法机很多年了，但几乎没人知道怎样维修它们。那么为什么教人们电脑的内部构造以及工作原理呢?
更确切地说，首先我们必须把注意力放在教授电脑的有效使用上，把它当作工具一般。
“知道怎样使用电脑将会变得很重要。我们不会讨论‘汽车读写能力’，我们只需上车驾驶便是。”
答案及解析
51.D【解析】事实细节题。根据“…present predictions are that by 1990，about thirty million jobsin the United States，or about thirty percent ofthe job market，will be computer related”可知，到1990年，美国大约有3000万工作与电脑相关，这占整个工作市场的30%，所以和电脑无关的工作将有7000万，所以此题选择D。
52.D【解析】事实细节题。根据“Soon those peoplenot educated in computer use will be compared tothose who are print.illiterate today”可知，不懂电脑的人将会被比作今日的“打字文盲”，所以此题选择D。
53.C【解析】主旨大意题。阅读第一段可知，信息时代电脑必不可少，不懂电脑相当于“文盲”，所以应加强电脑教育。所以此题选择C。
54.A【解析】推理判断题。第三、四段中以现代人会骑摩托车和生意人使用打印机为例，告诉了我们学习电脑的最有效方法就是学会如何使用电脑，所以此题选择A。
55.A【解析】推理判断题。根据最后一段“Knowinghow to use a computer is what’S going to be im-portant.We don’t talk about‘automobile literacy’.We just get in our cats and drive them.”可知学习使用电脑就像学开车一样，我们只需上车驾驶便是，由此可知学习操作电脑也不是很难，所以此题选择A。
Text 3
参考译文
地球上所有的生物皆是彼此依存的。动植物都难以单独存活，多数动物都须群居，某些树木和草类往往也是同类长在一起。有些时候，一种生物会猎食其他生物以维持生存，这样便构成了一种食物链。尽管这些食物链或简单或复杂，但都有如下两点共性：任何食物链都始于太阳(的能量)，都终于其中某一环节的断裂。
任何生物都需要依赖太阳的能量以生存。植物是唯一一类直接的受益者。它们的叶子就像一个小型的工厂，利用太阳光将空气和土壤中的水和有机物转化为生长所需的养料。
而植物又成为其他生物赖以生存的食物。与植物不同，动物不能直接摄取太阳的能量，它们只能使用植物转化的太阳能量。有些动物是食草性的，而有些则是食肉性的。食肉动物是间接的食草动物者。
那么人类又是怎样的呢?作为众多食物链中不可或缺的一员，人类在食用小麦、大米、蔬菜、水果和其他东西的同时也会吃肉喝奶。这意味着我们摄取太阳能量是通过植物到动物再到人类这样的一个过程。
自然界奥妙无穷，每一条食物链都能够单独地存在下去。一旦其中的某个环节不能提供足够的能量，便会有一些生物死去，从而维持食物链的持久平衡。然而人类的贪婪和无知往往会破坏这种平衡，这不仅威胁到单个动植物的生存甚至会危及整个自然界的生态平衡。人类污染了河流和海洋，破坏森林，滥杀野生动物和鸟类，最终自食恶果，食用被污染的鱼类而导致各种怪病的蔓延。在许多地方鱼类已经灭绝了。人们根本没有鱼可以吃。所以自然界中任何生物之间都是息息相关的，一旦破坏了这种生态平衡，所有生物的生存都会受到威胁。
答案及解析
56.C【解析】细节题。根据第一段第一句“Every thing living on eanh each plant and animal needs other living things”可知，地球上的万物，不论动物还是植物，都依赖于别的生物，也就是说，没有其他的生物，地球上的任何一种生物都无法生存。因此答案为C。
57.D【解析】细节题。根据第二段中“Only plantscall Bse this energy direcfly.Their leaves are littie factories that use sunlight to make food fromwater and things in the soil and air.”可知只有植物能直接利用阳光。植物的叶子就像是小工厂，它们利用阳光、水、土壤和空气里的东西制造食物，即植物的食物是由阳光、水、土壤和空气里的东西制成的。所以此题选择D。
58.D【解析】细节题。根据第一段最后一句“and all food chains become broken up if one of the links disappears”可推知如果一个食物链中的链条被破坏，整个食物链就断了。所以此题选择D。
59.B【解析】细节题。根据第二段中的“Only plantscall use this energy directly”可知答案为B。
60.A【解析】推理判断题。根据最后一段第一句“But men in their greed(贪婪)and ignorance(无知)often break up the food chain”可推知是人的无知和贪婪破坏了食物链。根据最后一句“Breaking the links puts all life in danger.”可知破坏食物链会使所有生命处于危险之中。因此可推知所有生命处于危险之中是因为人类破坏了食物链。所以此题选择A。
Part B
参考译文
下面是一份杂志的读者来信中5个人对幸福的观点。
伊拉姆•纳迪姆：
你关于幸福的文章使我很振奋。有一个非常有趣的地方值得注意。在32—33页所列举的“幸福八步”或许也可以看成是我们文化传统的价值。如果人们可以从这些方面看到我们的价值，那么将不会有误解——只有幸福。
桑德•台德曼：
我很高兴你在幸福科学方面的专注。然而，如果能够提及在全民幸福指数的背景下看经济发展政策，那么这个问题就变得更加完整了。全民幸福指数这个概念的提出是因为认识到全国总产出并不能准确地反映出一个国家老百姓的幸福安乐水平。它的提出具有深远的影响。因为幸福有一个科学基础，所以它可以在更大的社会范围内得到发展和提升。
保罗•阿博：
幸福是一个礼物，不是一件商品。即使穷人也有获得和分享幸福的能力。我们能够在我们常常认为理应如此的小事情上发现乐趣——一个微笑、一双友爱的手、一个吻、一个招手、在背上轻轻地一拍、一杯水、一个承诺。当你发现幸福的源泉时，你会知道。有时幸福会溢出，但决不会损坏。
曼苏•马里克：
幸福不是成功、财富或名誉的产物。它是我们对外界环境做出的心理反应。坚信我们长期珍视的文化传统的价值是幸福安康的源泉。幸福来自于帮助他人，给予我们所能给予的一切——帮助、希望、爱、尊重、同情或者只是一个微笑。
彼得•费舍尔：
觉得似乎有很多原因能导致不幸福时看到这篇文章，我很欣赏你关于幸福的想法。当然，那些可怜的、经常挨饿的非洲孤儿是最有理由说不幸福的。那么什么能够让他们露出笑容呢?然而，如你在文章中指出的那样，我们不能指望着因为有很多朋友或者许多钱而使自己感到幸福。我们拥有一种令人惊奇的能力来使自己感到幸福。
答案及解析
61.G 62.C 63.B 64.E 65.D
61-65答案解析略
