這篇關(guān)于2012年下半年英語(yǔ)四級(jí)考試閱讀解析，是特地為大家整理的，希望對(duì)大家有所幫助！
Passage one Questions 21 to 25 are based on the following passage. Interest in pursuing international careers has soared in recent years, enhanced by chronic (長(zhǎng)久的) personnel shortages that are causing companies to search beyond their home borders for talent. Professionals seek career experience outside of their home countries for a variety of reasons. They may feel the need to recharge their batteries with a new challenge. They may want a position with more responsibility that encourages creativity and initiative. Or they may wish to expose their children to another culture, and the opportunity to learn a second language. When applying for a job, one usually has to submit a resume or curriculum vitae (CV). The two terms generally mean the same thing: a one-or two-page document describing one’s educational qualifications and professional experience. However, guidelines for preparing a resume are constantly changing. The best advice is to find out what is appropriate regarding the corporate (公司) culture, the country culture, and the culture of the person making the hiring decision. The challenge will be to embrace two or more cultures in one document. The following list is a good place to start. ● “Educational requirements differ from country to country. In almost every case of ‘cross-border’ job hunting, just stating the title of your degree will not bean adequate description. Provide the reader with details about your studies and any related experience.” ● Pay attention to the resume format you use-chronological or reverse-chronological order. Chronological order means listing your ‘oldest’ work experience first. Reverse-chronological order means listing your current or most recent experience first. Most countries have preferences about which format is most acceptable. If you find no specific guidelines, the general preference is for the reverse-chronological format.” ● If you are submitting your resume in English, find out if the recipient (收件人) uses British English or American English because there are variations between the two versions. For example, university education is often referred to as ‘tertiary education’ in the United Kingdom, but this term is almost never used in the United States. A reader who is unfamiliar with these variations may assume that your resume contains errors. 21. Companies are hiring more foreign employees because ________. A) they find foreign employees are usually more talented B) they need original ideas from employees hired overseas C) they want to expand their business beyond home borders D) they have difficulty finding qualified personnel at home(D) 22. The author believes that an individual who applies to work overseas ________. A) is usually creative and full of initiative B) aims to improve his foreign language skills C) is dissatisfied with his own life at home D) seeks either his own or his children’s development(D) 23. When it comes to resume writing, it is best to ________. A) take cultural factors into consideration B) learn about the company’s hiring process C) follow appropriate guidelines for job hunting D) know the employer’s personal likes and dislikes(A) 24. When writing about qualifications, applicants are advised to ________. A) stress their academic potential to impress the decision maker B) give the title of the university degree they have earned at home C) provide a detailed description of their study and work experiences D) highlight their keen interest in pursuing a ‘cross-border’ career(C) 25. According to the author’s last piece of advice, the applicants should be aware of ________. A) the different educational systems in the US and the UK B) the differences between the varieties of English C) the recipient’s preference with regard to the format D) the distinctive features of American and British cultures(B) 這是一篇以跨國(guó)求職為說(shuō)明對(duì)象的說(shuō)明文章。開(kāi)頭首先敘述一點(diǎn)事實(shí)：近年來(lái)跨國(guó)求職現(xiàn)象猛增(soared in recent years)，由此引出文章說(shuō)明的中心。這一段只有一個(gè)句子，后半部分實(shí)際上是個(gè)省略了which的非限制性定語(yǔ)從句，完整形式應(yīng)是which is enhanced by ……那么enhance(加強(qiáng))的對(duì)象就是interest。由此，后半句的意義可以理解為“這種尋找國(guó)際工作的興趣又被……加強(qiáng)了”。 隨后的第二段簡(jiǎn)要介紹了求職者進(jìn)行跨國(guó)求職的幾點(diǎn)原因：嘗試新挑戰(zhàn)(recharge their batteries with a new challenge，以新的挑戰(zhàn)來(lái)為他們的電池充電。這是一種比喻說(shuō)法。)，激發(fā)創(chuàng)造性(encourages creativity and initiative)，使孩子接觸其他文化、學(xué)外國(guó)語(yǔ)言(expose their children to another culture，learn a second language)。 介紹完原因之后，作者開(kāi)始詳細(xì)講解跨國(guó)求職的主要工序：寫(xiě)簡(jiǎn)歷;并指出跨國(guó)求職簡(jiǎn)歷的難點(diǎn)：embrace two or more cultures in one document，包容照顧兩種以上的文化。 最后的三段是作者針對(duì)如何解決這一難點(diǎn)提出的建議： 對(duì)教育水平的說(shuō)明要詳細(xì)具體(details about your studies and any related experience)。 依據(jù)不同國(guó)家的慣常，來(lái)確定簡(jiǎn)歷的格式(按時(shí)間由遠(yuǎn)及近Chronological order，或由近及遠(yuǎn)Reverse-chronological)。 若對(duì)方母語(yǔ)為英語(yǔ)，則要注意區(qū)別英式英語(yǔ)和美式英語(yǔ)(find out if the recipient uses British English or American English)。 21. D 題目問(wèn)公司雇傭越來(lái)越多的外國(guó)員工的原因是什么。 文章第一段稱跨國(guó)求職因“chronic personnel shortages that are causing companies to search beyond their home borders for talent”而更加火熱。chronic personnel shortages是長(zhǎng)期人事短缺的意思，后面的that替代shortages，句子可以轉(zhuǎn)換為personnel shortages are causing companies to search beyond their home borders for talent，意思是人事短缺正在迫使公司跨越國(guó)界需要人才?？梢?jiàn)公司雇傭越來(lái)越多的外國(guó)員工的原因是長(zhǎng)期人事短缺。 A，他們發(fā)現(xiàn)外國(guó)員工通常更具才華。 B，他們需要海外員工的新穎思維。 C，他們想把業(yè)務(wù)拓展到國(guó)外。 D，他們?cè)趪?guó)內(nèi)發(fā)掘合格人才較為困難。 只有D符合文意。 22. D 題目問(wèn)作者認(rèn)為一個(gè)人申請(qǐng)海外職位如何如何。 文章第一段只有一句話，講的是跨國(guó)求職猛增的事實(shí)，這里題目問(wèn)的必然是海外求職的細(xì)節(jié)問(wèn)題，第一段不會(huì)提供答案，應(yīng)該去第二段尋找相應(yīng)內(nèi)容。第二段從求職者的角度介紹了海外求職的幾點(diǎn)原因。此題可以結(jié)合選項(xiàng)使用排除法。 A，海外求職者往往創(chuàng)造性強(qiáng)、充滿進(jìn)取心。這句話是不對(duì)的，句中提到creative和initiative是在第二段作者指出求職火熱的第二個(gè)原因之時(shí)：They may want a position with more responsibility that encourages creativity and initiative。這句話的意思是他們需要一個(gè)職位，這個(gè)職位with more responsibility，即需要承擔(dān)更多的責(zé)任，that 指代responsibility，encourages creativity and initiative——激發(fā)創(chuàng)造力和進(jìn)取心。從這句話可知海外求職者認(rèn)為為外國(guó)公司工作可以激發(fā)自己的創(chuàng)造性和進(jìn)取心，而不是像A所說(shuō)的海外求職者往往創(chuàng)造性強(qiáng)、充滿進(jìn)取心。 B，海外求職的目的是提高自己的外語(yǔ)水平。第二段最后一句話講到了提高外語(yǔ)水平：they may wish to expose their children to another culture, and the opportunity to learn a second language。opportunity to learn a second language即是學(xué)習(xí)第二語(yǔ)言的機(jī)會(huì)。但這里的“機(jī)會(huì)”應(yīng)該與前文的“to”連接，完整句子是they may wish to expose their children to the opportunity to learn a second language，他們希望帶給孩子學(xué)習(xí)外語(yǔ)的機(jī)會(huì)?？梢?jiàn)學(xué)習(xí)外語(yǔ)的孩子而不是求職者。 C，海外求職者對(duì)在國(guó)內(nèi)的生活不滿。文中找不到類似的描述，只有第二個(gè)理由(more responsibility that encourages creativity and initiative)似乎有點(diǎn)聯(lián)系，但從這里只能推斷國(guó)外有些職位比目前工作更需要?jiǎng)?chuàng)造性，略欠創(chuàng)造性的工作不一定就會(huì)引起對(duì)生活的不滿。 D，期望個(gè)人或孩子的發(fā)展。從作者給出的三個(gè)原因來(lái)看，第一個(gè)是為自己充電，第二個(gè)是尋找激勵(lì)自己的機(jī)會(huì)，第三個(gè)是讓孩子接觸外國(guó)文化，學(xué)習(xí)外語(yǔ)。前兩個(gè)原因?qū)儆趥€(gè)人發(fā)展，第三個(gè)原因?qū)儆诤⒆拥陌l(fā)展，正好與D的表述一致。 23. A 題目問(wèn)在進(jìn)行簡(jiǎn)歷寫(xiě)作時(shí)，是…… 文章第三段提出了一個(gè)海外求職者簡(jiǎn)歷寫(xiě)作的難題：guidelines for preparing a resume are constantly changing，意思是準(zhǔn)備簡(jiǎn)歷的指導(dǎo)原則總是不同的。而后作者給出了解決辦法：find out what is appropriate regarding the corporate culture, the country culture, and the culture of the person making the hiring decision，即簡(jiǎn)歷要照顧到公司文化、國(guó)家文化以及有聘用決定權(quán)的人的文化。 A，把文化因素考慮進(jìn)去。這一說(shuō)法與文意恰好吻合。 B，了解公司聘用程序。文中沒(méi)有介紹這一方面的內(nèi)容。 C，遵循合適的求職指導(dǎo)。文中提到了求職指導(dǎo)(guidelines for preparing a resume)，但有關(guān)的描述恰恰是說(shuō)求職指導(dǎo)的不可靠性(constantly changing)，也就是說(shuō)跨國(guó)求職不宜遵循慣常的求職指導(dǎo)，與C的說(shuō)法相反。 D，了解雇主的個(gè)人好惡。文中說(shuō)到海外求職簡(jiǎn)歷要顧及有聘用決定權(quán)的人的文化(the culture of the person making the hiring decision)。文化所涵蓋的范疇是比較廣泛的，不能僅用好惡來(lái)概述，D的說(shuō)法以偏概全。 24. C 題目問(wèn)有關(guān)任職資格的撰寫(xiě)問(wèn)題，求職者得到了什么建議。 A，突出他們的教育潛力，以打動(dòng)招聘負(fù)責(zé)人。 B，告知其在國(guó)內(nèi)所獲的大學(xué)學(xué)歷文憑。 C，提供學(xué)習(xí)、工作經(jīng)歷的詳細(xì)描述。 D，表現(xiàn)出對(duì)跨國(guó)工作的強(qiáng)烈興趣。 在最后三段作者提供的簡(jiǎn)歷寫(xiě)作建議中，第一個(gè)段落寫(xiě)的是學(xué)歷問(wèn)題，第二個(gè)段落寫(xiě)的是履歷的時(shí)間順序問(wèn)題，第三個(gè)段落寫(xiě)的是英式英語(yǔ)與美式英語(yǔ)的區(qū)別問(wèn)題。題 目問(wèn)的是任職資格，那么其答案應(yīng)該在第一個(gè)段落中。第一個(gè)段落一共三句話，第一句說(shuō)明各國(guó)對(duì)教育水平的要求不同，由于這個(gè)原因，作者接下來(lái)指出just stating the title of your degree will not bean adequate description，即僅僅寫(xiě)出獲得了什么文憑是不夠的。這樣B的說(shuō)法就不對(duì)了。第三句話給出了作者的建議：Provide the reader with details about your studies and any related experience，即詳細(xì)列出你的學(xué)習(xí)和任何相關(guān)經(jīng)歷。這與C的說(shuō)法吻合。而A和D的說(shuō)法在文中都找不到。 25. B 題目問(wèn)根據(jù)作者的最后一條建議，求職者應(yīng)該意識(shí)到…… A，美國(guó)和英國(guó)的不同教育系統(tǒng)。 B，不同英語(yǔ)之間的區(qū)別。 C，簡(jiǎn)歷接收者對(duì)格式的喜好。 D，與英國(guó)文化各自的特點(diǎn)。 最后一條建議是這樣的：If you are submitting your resume in English, find out if the recipient (收件人) uses British English or American English because there are variations between the two versions. For example, university education is often referred to as ‘tertiary education’ in the United Kingdom, but this term is almost never used in the United States. A reader who is unfamiliar with these variations may assume that your resume contains errors. 直譯為：如果你要提交的簡(jiǎn)歷是英文的，應(yīng)該弄清收件人說(shuō)的是英式英語(yǔ)還是美式英語(yǔ)，因?yàn)檫@二者之間存在不同的地方。比如大學(xué)教育在英國(guó)被成為tertiary education，而在美國(guó)從來(lái)沒(méi)有用過(guò)這個(gè)詞組。讀簡(jiǎn)歷者如果不熟悉此類區(qū)別，將會(huì)認(rèn)為你的簡(jiǎn)歷存在錯(cuò)誤。 這段話比較簡(jiǎn)易，不難理解，講的是兩種英語(yǔ)的區(qū)別可能會(huì)讓讀簡(jiǎn)歷者產(chǎn)生誤解。A的說(shuō)法是生造出來(lái)的，在文中沒(méi)有論及教育系統(tǒng)的區(qū)別。B的說(shuō)法與文章的意思一致。C說(shuō)的格式問(wèn)題是第二條建議的內(nèi)容，不能張冠李戴給第三條建議。D所說(shuō)的文化特點(diǎn)過(guò)于寬泛，雖然語(yǔ)言也屬于文化，但不能以語(yǔ)言來(lái)概括文化。另外，值得一提的是，英式英語(yǔ)不見(jiàn)得就代表了英國(guó)英語(yǔ)，在澳大利亞、加拿大以及其他很多國(guó)家，人們講的同樣是英式英語(yǔ)。把英式英語(yǔ)等同于英國(guó)英語(yǔ)是不對(duì)的。
Passage one Questions 21 to 25 are based on the following passage. Interest in pursuing international careers has soared in recent years, enhanced by chronic (長(zhǎng)久的) personnel shortages that are causing companies to search beyond their home borders for talent. Professionals seek career experience outside of their home countries for a variety of reasons. They may feel the need to recharge their batteries with a new challenge. They may want a position with more responsibility that encourages creativity and initiative. Or they may wish to expose their children to another culture, and the opportunity to learn a second language. When applying for a job, one usually has to submit a resume or curriculum vitae (CV). The two terms generally mean the same thing: a one-or two-page document describing one’s educational qualifications and professional experience. However, guidelines for preparing a resume are constantly changing. The best advice is to find out what is appropriate regarding the corporate (公司) culture, the country culture, and the culture of the person making the hiring decision. The challenge will be to embrace two or more cultures in one document. The following list is a good place to start. ● “Educational requirements differ from country to country. In almost every case of ‘cross-border’ job hunting, just stating the title of your degree will not bean adequate description. Provide the reader with details about your studies and any related experience.” ● Pay attention to the resume format you use-chronological or reverse-chronological order. Chronological order means listing your ‘oldest’ work experience first. Reverse-chronological order means listing your current or most recent experience first. Most countries have preferences about which format is most acceptable. If you find no specific guidelines, the general preference is for the reverse-chronological format.” ● If you are submitting your resume in English, find out if the recipient (收件人) uses British English or American English because there are variations between the two versions. For example, university education is often referred to as ‘tertiary education’ in the United Kingdom, but this term is almost never used in the United States. A reader who is unfamiliar with these variations may assume that your resume contains errors. 21. Companies are hiring more foreign employees because ________. A) they find foreign employees are usually more talented B) they need original ideas from employees hired overseas C) they want to expand their business beyond home borders D) they have difficulty finding qualified personnel at home(D) 22. The author believes that an individual who applies to work overseas ________. A) is usually creative and full of initiative B) aims to improve his foreign language skills C) is dissatisfied with his own life at home D) seeks either his own or his children’s development(D) 23. When it comes to resume writing, it is best to ________. A) take cultural factors into consideration B) learn about the company’s hiring process C) follow appropriate guidelines for job hunting D) know the employer’s personal likes and dislikes(A) 24. When writing about qualifications, applicants are advised to ________. A) stress their academic potential to impress the decision maker B) give the title of the university degree they have earned at home C) provide a detailed description of their study and work experiences D) highlight their keen interest in pursuing a ‘cross-border’ career(C) 25. According to the author’s last piece of advice, the applicants should be aware of ________. A) the different educational systems in the US and the UK B) the differences between the varieties of English C) the recipient’s preference with regard to the format D) the distinctive features of American and British cultures(B) 這是一篇以跨國(guó)求職為說(shuō)明對(duì)象的說(shuō)明文章。開(kāi)頭首先敘述一點(diǎn)事實(shí)：近年來(lái)跨國(guó)求職現(xiàn)象猛增(soared in recent years)，由此引出文章說(shuō)明的中心。這一段只有一個(gè)句子，后半部分實(shí)際上是個(gè)省略了which的非限制性定語(yǔ)從句，完整形式應(yīng)是which is enhanced by ……那么enhance(加強(qiáng))的對(duì)象就是interest。由此，后半句的意義可以理解為“這種尋找國(guó)際工作的興趣又被……加強(qiáng)了”。 隨后的第二段簡(jiǎn)要介紹了求職者進(jìn)行跨國(guó)求職的幾點(diǎn)原因：嘗試新挑戰(zhàn)(recharge their batteries with a new challenge，以新的挑戰(zhàn)來(lái)為他們的電池充電。這是一種比喻說(shuō)法。)，激發(fā)創(chuàng)造性(encourages creativity and initiative)，使孩子接觸其他文化、學(xué)外國(guó)語(yǔ)言(expose their children to another culture，learn a second language)。 介紹完原因之后，作者開(kāi)始詳細(xì)講解跨國(guó)求職的主要工序：寫(xiě)簡(jiǎn)歷;并指出跨國(guó)求職簡(jiǎn)歷的難點(diǎn)：embrace two or more cultures in one document，包容照顧兩種以上的文化。 最后的三段是作者針對(duì)如何解決這一難點(diǎn)提出的建議： 對(duì)教育水平的說(shuō)明要詳細(xì)具體(details about your studies and any related experience)。 依據(jù)不同國(guó)家的慣常，來(lái)確定簡(jiǎn)歷的格式(按時(shí)間由遠(yuǎn)及近Chronological order，或由近及遠(yuǎn)Reverse-chronological)。 若對(duì)方母語(yǔ)為英語(yǔ)，則要注意區(qū)別英式英語(yǔ)和美式英語(yǔ)(find out if the recipient uses British English or American English)。 21. D 題目問(wèn)公司雇傭越來(lái)越多的外國(guó)員工的原因是什么。 文章第一段稱跨國(guó)求職因“chronic personnel shortages that are causing companies to search beyond their home borders for talent”而更加火熱。chronic personnel shortages是長(zhǎng)期人事短缺的意思，后面的that替代shortages，句子可以轉(zhuǎn)換為personnel shortages are causing companies to search beyond their home borders for talent，意思是人事短缺正在迫使公司跨越國(guó)界需要人才?？梢?jiàn)公司雇傭越來(lái)越多的外國(guó)員工的原因是長(zhǎng)期人事短缺。 A，他們發(fā)現(xiàn)外國(guó)員工通常更具才華。 B，他們需要海外員工的新穎思維。 C，他們想把業(yè)務(wù)拓展到國(guó)外。 D，他們?cè)趪?guó)內(nèi)發(fā)掘合格人才較為困難。 只有D符合文意。 22. D 題目問(wèn)作者認(rèn)為一個(gè)人申請(qǐng)海外職位如何如何。 文章第一段只有一句話，講的是跨國(guó)求職猛增的事實(shí)，這里題目問(wèn)的必然是海外求職的細(xì)節(jié)問(wèn)題，第一段不會(huì)提供答案，應(yīng)該去第二段尋找相應(yīng)內(nèi)容。第二段從求職者的角度介紹了海外求職的幾點(diǎn)原因。此題可以結(jié)合選項(xiàng)使用排除法。 A，海外求職者往往創(chuàng)造性強(qiáng)、充滿進(jìn)取心。這句話是不對(duì)的，句中提到creative和initiative是在第二段作者指出求職火熱的第二個(gè)原因之時(shí)：They may want a position with more responsibility that encourages creativity and initiative。這句話的意思是他們需要一個(gè)職位，這個(gè)職位with more responsibility，即需要承擔(dān)更多的責(zé)任，that 指代responsibility，encourages creativity and initiative——激發(fā)創(chuàng)造力和進(jìn)取心。從這句話可知海外求職者認(rèn)為為外國(guó)公司工作可以激發(fā)自己的創(chuàng)造性和進(jìn)取心，而不是像A所說(shuō)的海外求職者往往創(chuàng)造性強(qiáng)、充滿進(jìn)取心。 B，海外求職的目的是提高自己的外語(yǔ)水平。第二段最后一句話講到了提高外語(yǔ)水平：they may wish to expose their children to another culture, and the opportunity to learn a second language。opportunity to learn a second language即是學(xué)習(xí)第二語(yǔ)言的機(jī)會(huì)。但這里的“機(jī)會(huì)”應(yīng)該與前文的“to”連接，完整句子是they may wish to expose their children to the opportunity to learn a second language，他們希望帶給孩子學(xué)習(xí)外語(yǔ)的機(jī)會(huì)?？梢?jiàn)學(xué)習(xí)外語(yǔ)的孩子而不是求職者。 C，海外求職者對(duì)在國(guó)內(nèi)的生活不滿。文中找不到類似的描述，只有第二個(gè)理由(more responsibility that encourages creativity and initiative)似乎有點(diǎn)聯(lián)系，但從這里只能推斷國(guó)外有些職位比目前工作更需要?jiǎng)?chuàng)造性，略欠創(chuàng)造性的工作不一定就會(huì)引起對(duì)生活的不滿。 D，期望個(gè)人或孩子的發(fā)展。從作者給出的三個(gè)原因來(lái)看，第一個(gè)是為自己充電，第二個(gè)是尋找激勵(lì)自己的機(jī)會(huì)，第三個(gè)是讓孩子接觸外國(guó)文化，學(xué)習(xí)外語(yǔ)。前兩個(gè)原因?qū)儆趥€(gè)人發(fā)展，第三個(gè)原因?qū)儆诤⒆拥陌l(fā)展，正好與D的表述一致。 23. A 題目問(wèn)在進(jìn)行簡(jiǎn)歷寫(xiě)作時(shí)，是…… 文章第三段提出了一個(gè)海外求職者簡(jiǎn)歷寫(xiě)作的難題：guidelines for preparing a resume are constantly changing，意思是準(zhǔn)備簡(jiǎn)歷的指導(dǎo)原則總是不同的。而后作者給出了解決辦法：find out what is appropriate regarding the corporate culture, the country culture, and the culture of the person making the hiring decision，即簡(jiǎn)歷要照顧到公司文化、國(guó)家文化以及有聘用決定權(quán)的人的文化。 A，把文化因素考慮進(jìn)去。這一說(shuō)法與文意恰好吻合。 B，了解公司聘用程序。文中沒(méi)有介紹這一方面的內(nèi)容。 C，遵循合適的求職指導(dǎo)。文中提到了求職指導(dǎo)(guidelines for preparing a resume)，但有關(guān)的描述恰恰是說(shuō)求職指導(dǎo)的不可靠性(constantly changing)，也就是說(shuō)跨國(guó)求職不宜遵循慣常的求職指導(dǎo)，與C的說(shuō)法相反。 D，了解雇主的個(gè)人好惡。文中說(shuō)到海外求職簡(jiǎn)歷要顧及有聘用決定權(quán)的人的文化(the culture of the person making the hiring decision)。文化所涵蓋的范疇是比較廣泛的，不能僅用好惡來(lái)概述，D的說(shuō)法以偏概全。 24. C 題目問(wèn)有關(guān)任職資格的撰寫(xiě)問(wèn)題，求職者得到了什么建議。 A，突出他們的教育潛力，以打動(dòng)招聘負(fù)責(zé)人。 B，告知其在國(guó)內(nèi)所獲的大學(xué)學(xué)歷文憑。 C，提供學(xué)習(xí)、工作經(jīng)歷的詳細(xì)描述。 D，表現(xiàn)出對(duì)跨國(guó)工作的強(qiáng)烈興趣。 在最后三段作者提供的簡(jiǎn)歷寫(xiě)作建議中，第一個(gè)段落寫(xiě)的是學(xué)歷問(wèn)題，第二個(gè)段落寫(xiě)的是履歷的時(shí)間順序問(wèn)題，第三個(gè)段落寫(xiě)的是英式英語(yǔ)與美式英語(yǔ)的區(qū)別問(wèn)題。題 目問(wèn)的是任職資格，那么其答案應(yīng)該在第一個(gè)段落中。第一個(gè)段落一共三句話，第一句說(shuō)明各國(guó)對(duì)教育水平的要求不同，由于這個(gè)原因，作者接下來(lái)指出just stating the title of your degree will not bean adequate description，即僅僅寫(xiě)出獲得了什么文憑是不夠的。這樣B的說(shuō)法就不對(duì)了。第三句話給出了作者的建議：Provide the reader with details about your studies and any related experience，即詳細(xì)列出你的學(xué)習(xí)和任何相關(guān)經(jīng)歷。這與C的說(shuō)法吻合。而A和D的說(shuō)法在文中都找不到。 25. B 題目問(wèn)根據(jù)作者的最后一條建議，求職者應(yīng)該意識(shí)到…… A，美國(guó)和英國(guó)的不同教育系統(tǒng)。 B，不同英語(yǔ)之間的區(qū)別。 C，簡(jiǎn)歷接收者對(duì)格式的喜好。 D，與英國(guó)文化各自的特點(diǎn)。 最后一條建議是這樣的：If you are submitting your resume in English, find out if the recipient (收件人) uses British English or American English because there are variations between the two versions. For example, university education is often referred to as ‘tertiary education’ in the United Kingdom, but this term is almost never used in the United States. A reader who is unfamiliar with these variations may assume that your resume contains errors. 直譯為：如果你要提交的簡(jiǎn)歷是英文的，應(yīng)該弄清收件人說(shuō)的是英式英語(yǔ)還是美式英語(yǔ)，因?yàn)檫@二者之間存在不同的地方。比如大學(xué)教育在英國(guó)被成為tertiary education，而在美國(guó)從來(lái)沒(méi)有用過(guò)這個(gè)詞組。讀簡(jiǎn)歷者如果不熟悉此類區(qū)別，將會(huì)認(rèn)為你的簡(jiǎn)歷存在錯(cuò)誤。 這段話比較簡(jiǎn)易，不難理解，講的是兩種英語(yǔ)的區(qū)別可能會(huì)讓讀簡(jiǎn)歷者產(chǎn)生誤解。A的說(shuō)法是生造出來(lái)的，在文中沒(méi)有論及教育系統(tǒng)的區(qū)別。B的說(shuō)法與文章的意思一致。C說(shuō)的格式問(wèn)題是第二條建議的內(nèi)容，不能張冠李戴給第三條建議。D所說(shuō)的文化特點(diǎn)過(guò)于寬泛，雖然語(yǔ)言也屬于文化，但不能以語(yǔ)言來(lái)概括文化。另外，值得一提的是，英式英語(yǔ)不見(jiàn)得就代表了英國(guó)英語(yǔ)，在澳大利亞、加拿大以及其他很多國(guó)家，人們講的同樣是英式英語(yǔ)。把英式英語(yǔ)等同于英國(guó)英語(yǔ)是不對(duì)的。