湖北省2003年博士研究生入学考试联考试题 7 W)*IJ
]c67zyX=%
Part Ⅰ？ Reading Comprehension (30%) I}?+>cf
XZ|%9#6
？ Directions: There are 4 reading passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice and mark your answer on the ANSWER SHEET by blackening the corresponding letter in the brackets. \yQs[l%J
5:oteNc3
Questions 1 to 5 are based on the following passage: SFj:|S=v6j
w1
#1s|
Distance education is enrollment and study with an educational institution that provides lesson materials prepared in a sequential an logical order for study by students on their own. When each lesson is completed, the student mails or transmits the assigned work to the institution for correction, grading, comment, and subject matter guidance by qualified instructors. Corrected assignments are returned promptly to the student. This exchange provides a personalized student-teacher relationship. If a student slows his or her pace or fails to send assignments, the school provides encouragement. Although some institutions provide employment placement information and assistance, no reputable school ever guarantees a job to graduates. m$ubx
I)
2{- };
Distance education and self-study are ifferent. Self-study materials provide no instructional service. Corrected assignments, examinations, and special help provided by a qualified facility are vital to a good learning situation. However, these are not part of self-study. There are many self-stuy courses and recordings available, and they may have value, but they clearly are not correspondence or distance education courses. Some institutions offer combination courses that provide training-in-residence for students who complete their distance education lessons. In-service or on-the-job training is required or provided with other courses and is a feature of many vocational distance eucation programs. J )*7JX
n86=1G:%
Quality distance education institutions screen prospective students to assure that only those who can benefit from the courses are enrolle. While there are educational prerequisites for some academic subjects, interest and aptitude are the primary factors leading to success in most distance education courses. Because they provide alternative educational opportunities. distance education institutions try not to deny a prospective student the opportunity to succeed in a course-interest and experience are good indicators of future success. W%6Y?
pf)z
%%7~<=rk
Distance education courses vary greatly in scope, level, and length. Some have few lessons and require only weeks to complete, while others have a hundred or more assignments requiring three or four years of conscientious study. Also, a wide variety of subjects is offered. Subjects include yacht design, accounting, medical transcription, nutrition, robotics, travel agent training, gun-repair, gem identification, computer programming, catering and cooking, and earning an entire high school diploma, just to name a few. T>$S&U
ZxDh94w/
There is an increasing recognition of “distance education” and many colleges offer credit for their distance learning courses or accept some distance education credits of resident students working toward a degree. In fact, many distance education institutions award their own academic degrees. Acceptance of students and awarding of academic credit is the prerogative of the receiving academic institution. Also, the employing organization may set its own credit acceptance policies. oqXs2F
w=|"{-ijo
1 Which of the following questions does the passage seek to answer? k
MCg fL
2^V/>| W>w
A Why is distance education important to the modern society? @ 4ccZ&`
u{Rgk:bn
B What is distance education?
i_[nW
[v,Y-}wQ)
C. How does distance education differ from self-study? vrGx<0$
eeix-Wt*E
D. How is distance education different from college education? 54^2=bp
W%&[gDp
2. Which of the following is true of distance education? dPVl\<L 1
n
_ H]*~4F
A. The majority of the students fail to pass its examinations. hFiJHV
Z%_m<Nf8T
B. Personal tutors are assigned to students to offer regular help. !! \O B6
x&['g*[L0
C. Teachers and students communicate through correspondence. B]_NI=d
!#b8QER
D. The courses are set up to suit the pace of each individual student. Vs:x3)m5j
yE3l%<;q
3. Distance education is different from self-study in that it __________. SI~MTUqt
:krdG%r
A provides training-in-residence for students $z":E(oy
Y!0ZwwW
B. caters to the interest of each individual student eGEeWJ}[$
]NRQM8
\
C. is available to vast majority of students &
6-8$
;bh[TmQ TJ
D. offers instructional service to students [\|p~Qb)s
g"P!KPrf1p
4. In the third paragraph, the word “prospective” probably means __________. j3kcNb
Q!&@aKl
A intelligentB. futureC. successfulD. hardworking >oOZ Duj
P+/6-C J
5. It is implied in the passage that students of distance education __________
"6}
#65
mY& HK)
A. enjoy greater freedom in choosing the subjects to study fd CN?p[_
uL
K4tQ
B. do not have to meet any enrolling requirement at all ]
1:pnd
Oq W (C
C. take longer to complete their study than college students jy kY8;4
qE W3k),
D. can usually enter college to work toward a degree y G{; kJ P
8`? vWJS
p0b2n a
!
Questions 6 to 10 are based on the following passage: l^"HcP6
due'c! wW
Researchers have studied the poor as individuals, as families and households, as members of poor communities, neighborhoods and regions, as products of larger poverty-creating structures. They have been analyzed as victims of crime and criminals, as members of minority cultures, as passive consumers of mass culture and active producers of a “counterculture”, as an economic burden and as a reserve army of labor—to mention just some of the preoccupations of poverty research. aIsT"6A~{
}X;LR\^u[f
The elites, who occupy the small upper stratum within the category of the non-poor, and their functions in the emergence and reproduction of poverty are as interesting and important an object for poverty research as the poor themselves. The elites have images of the poor and of poverty which shape their decisions and actions. So far, little is known about those images, except as they are sketchily portrayed in popular stereotypes. The elites may well ignore or deny the external effects of their own actions (and omissions) upon the living conditions of the poor. Many social scientists may take a very different view. As poverty emerged and was reproduced, legal frameworks were created to contain the problems it caused with profound, and largely unknown, consequences for the poor themselves. In general, political, educational and social institutions tend to ignore or even damage the interests of the poor. In constructing a physical infrastructure for transport, industry, trade and tounism, the settlements of the poor are often the first to suffer or to be left standing and exposed to pollution, noise and crowding. <6(&w9WY
8G6[\P3fQ
Most important are the economic functions of poverty, as for lack of other options the poor are forced to perform activities considered egrading or unclean. The poor are more likely to buy second-hand goods and leftover foodstuffs, thus prolonging their economic utility. They are likely to use the services of lowquality doctors, teachers and lawyers whom the non-poor shy away from. Poverty and the poor serve an important symbolic function, in reminding citizens of the lot that may befall those who do not heed the values of thrift, diligence and cleanliness, and of the constant threat that the rough, the immoral and the violent represent for the rest of society. dEuts*@ Q
Ki_8g
Physically, the poor and the non-poor are kept apart, through differential land use and ghettoization. Socially, they are separated through differential participation in the labor market, the consumption economy, and in political, social and cultural institutions. Conceptually, they are divided through stereotyping and media cliche. This separation is even more pronounced between the elites and the poor. hCX_^%
j1 Q "s(
6. According to the auther, studying the elites also sheds light on poverty research because __________. $^XCI%DH
<JyF 5
A. they are also member of the same society as the poor =iEQE
(uk-c~T !u
B. they play an important role in creating and reproducing poverty 9R6]OL)p
"N\tR[P!
C. solution of the poverty problem is at this mercy %l.5c Sn@
" F3M m
D. they know the living conditions of the poor better than other groups F#S )))#
2U
Q&n` A
7. While social scientists are devoting much of their effort to poverty research, __________. %Uz
5Ve
Z<2j#
rd
A. not enough legal frameworks have been created to relieve the condition of the poor )^^Eh=Kbj
PAUepO_
B. they have done little to actually provide relief programs for the poor 4U1!SR]s
[IgB78_ $
C. they ignore the role of the elites as an object for poverty research 2[; 4D/`*
?8O %k<?
D. the poor people themselves do not much appreciate such effort ee+*&CT)
2VgDM6h
8. In the eyes of the society, __________. i7UE9Nyl*
6_.K9;Gd
A. the poor tend to symbolize what lazy and evil people turn out to be cp&- 6 w+
UDUj
B. the poor are not worthy of the sympathy the society shows them 5jb/[i^V
\~O }V ~wE
C. economic prejudice is more of an obstacle to the solution of poverty @2>j4S c
REe<k<>p~
D. the non-poor should show more sympathy for the poor l1utk8'-
MBO3y&\S4
9. The word “pronounced” in the last sentence of the passage probably means __________. TO|&}sDh
e_6-+l!f
A. sympathetic？？？？？？ ？？？？B. conspicuous？？？？？？？？？？ C. identifiable？？？？？？？？？？ D. outlining a proposal
1lJY=`8qa
3 ,QsB<9Is
QS*!3? %
Questions 11 to 15 are based on the following passage: ;Az9p h
&QoV(%:]
Industrial production managers coordinate the resources and activities to produce millions of goods every year in the United Sates. Although their duties vary from plant to plant, industrial production managers share many of the same major responsibilities. These responsibilities include production scheduling, staffing, procurement and maintenance of equipment, quality control, inventory control, and the coorination of production activities with those of other departments. Rpi@^~aP
E
x2KIGG ^
The primary mission of industrial production managers is planning the production schedule within budgetary limitations and time constraints. They do this by analyzing the plant's personnel and capital resources to select the best way of meeting the production quota. Industrial production managers determine, often using mathematical formulas, which machines will be used, whether new machines need to be purchased, whether overtime or extra shifts are necessary, and what the sequence of production will be. They monitor the production run to make sure that Ft stays on schedule and correct any problems that may arise.
ZMI!Sl
KqE5{ q
Industrial production managers also must monitor prouct standars. When quality drops below the established standard, they must determine why standards are not being maintained and how to improve the product. If the problem relates to the quality of work performed in the plant, the manager may implement better training programs, reorganize the manufacturing process, or institute employee suggestion or involvement programs. If the cause is substandard materials, the manager works with the purchasing department to improve the quality of the product's components. bi^Xdu
BM@:=>ypQ
Because the work of many departments is interrelated, managers work closely with heads of other departments such as sales, procurement, and logistics to plan and implement company goals, policies, and procedures. For example, the prouction manager works with the procurement department to ensure that plant inventories are maintained at their optimal level. This is vital to a firm's operation because maintaining the inventory of materials necessary for production ties up the firm's financial resources, yet insufficient quantities cause delays in production. A breakdown in communications between the prouction manager and the purchasing department can cause slowdown and a failure to meet production schedules. Just-in-time production techniques have reduced inventory levels, making constant communication among the manager, suppliers, and purchasing departments even more important. Computers play an integral Part in this coordination. They also are used to provide up-to-date information on inventory, the status of work in progress, and quality standards. i r-= @ @
i s2OJ,
Production managers usually report to the plant manager or the vice president for manufacturing, and may act as liaison between executives and first-time supervisors. In many plants, one production manager is responsible for all aspects of production. In large plants with several operations-there are managers in charge of each operation, such as machining, assembly, or finishing. BfcpB)N&.K
o!";&\,Ip
11. The passage is mainly about __________. W 6d[v/+K+
3V,$FS ]
A. the procedures for industrial production YCWt%a*I'
78iu<L+If
B. the ways to raise working efficiency and productivity ncGg@$E
+ 8rG Stv
C. the importance of coordination in prouction activities \KGi54&Y
4l7F V<g
D. the role of an industrial production manager u Z(vf
s Y^#I
12. To meet the production quota, it is of vital importance that __________. 6eU
M[C.
E>bK-j G
A. every machine be utilized to its fullest capability #`1@4,iC
W!R}eLf@
B. problems be corrected at once whenever they arise ]
BJ]
D9cpw0{nc
C. work shifts be arranged to yield the highest productivity Y"x9B%e
l;N?*2zm[
D. the optimal staffing and budgeting arrangement be made * [\H)L z
i #uc
13. Which of the following aspects is the focus of the fourth paragraph? aSKLSl't`
8>}k5Qu
A. Quality control. EH*Lw
c
{z4v_[-2CF
B. Inventory control. XIg GE)n
r 34q9NFT5
C. Coordination of production activities. P6n9yJ$,cb
BrWo/1b
D. The necessity to obtain the latest information. 'zEmg}
O}Ipg[h
14. The procurement department is in charge of __________. 9`A}-YA !
tAI<[M@
A. purchasing the production materials | f :1Br
,)S(SnC F
B. distributing the inventories in stock C
EzTE
rn
>uu ]K
C. controlling the inventories in stock %\ifnIQ
8lI'[Y?3.
D. making constant communication with other epartments p41TSALq
sQ4~oZZ
15. What is the role of computers in the production process? ,#NH]T`c1
Y(qyuS3h~*
A. They control the techniques of production. TQor-Cymz
~{8X$
xs
B. They keep each department well-informed. Yv!r>\#0S
>+9f{FP
9
C. They monitor the progress and status of work. ZwC\n(_y
aUqVcEU 1
D. They transmit？？ Directions from the management to employees. 62}rZVJq
7sC8|+
uT#MVv~ .
Question 16 to 20 are based on the following passage: mYE 8]4
Po~ u-5
Linguists have understood for decades that language and thought are closely related. Humans construct reality using thought and express these thoughts through the use of language. Edward Sapir and his student Benjamin Whorf are credited with developing the most relevant explanation outlining the relationship between thought and language, the Sapir-Whorf Hypothesis. The hypothesis consists of two parts, linguistic relativity and linguistic determinism. Supporters of linguistic relativity assume that culture is shaped by language. Terwilliger defines linguistic determinism as the process by which “the functions of one's mind are determined by the nature of the language which one speaks.” In simpler terms, the thoughts that we construct are based upon the language that we speak and the words that we use. In its strongest sense, linguistic determinism can be interpreted as meaning that language determines thought. In its weakest sense, language partially influences thought. Whorf was careful to avoid authoritative statements which would permanently commit him to particular position. q h+c}"4m
~> xV
hd
Because of the borad nature of his statements, it is difficult to distinguish exactly to what extent Whorl Believes that language determines thought. Heated debate among moern linguists demonstrates that disagreement exists about the accuracy and correctness of Whorf's studies and of the actual level of influence of language on thought processes. jkN-( v(T
kVH^(Pi
The Sapir-Whorf Hypothesis essentially consists of two distinct statements connecting the relation of thought and language. Whorf believes that humans may be able to think only about objects, processes, and conditions that have language associated with them. The Sapir-Whorf Hypothesis also explains the relationship between different languages (French, English, German, Chinese, and so on) and thought. Whorf demonstrated that culture is largely determined by language. Different cultures perceive the world in different ways. Culturally essential objects, conditions and processes usually are defined by a plethora of words, while things that cultures perceive as unimportant are usually assigned one or two words. Whorf developed this theory while studying the Hopi Indian tribe. Whorf was amazed that the Hopi language has no words for past, present, and future. The Hopi have only one word for flying objects. A dragonfly, an airplane, and a pilot are defined using the same word. Whorf questioned whether or not the Hopi view the world differently than western peoples. After further interpretation and analysis he concluded that the Hopi have a sense for the continuum of time despite having no words to specifically describe past, present, and future. UP8=V>T02
|t1ij'N
It is commonly believed that the Sapir-Whorf Hypothesis possesses some truth, but the extent to which it is applicable to al situations is questioned. Linguists generally support a “strong” or a “weak” interpretation. Linguists who study the hypothesis tend to cite examples that support their beliefs but are unable or unwilling to refute the opposing arguments. Examples exist that strengthen the arguments of everyone who studies the hypothesis. Nobody has gained significant ground in proving or refuting the hypothesis because the definitions of Sapir and Whorl are very vague and incomplete, leaving room for a significant amount of interpretation. :k- (%E](
U
1.w%b,
16. Advocates of linguistic determinism insist that __________. IK
/@j
{m<NPtp910
A. the realities constructed through different languages are different Z7Y+rP[l
';CL;A ;
B. language and though are intimately related to each other N9[2k.oBH
OLl?1
C. culture is shaped by language through which it expresses itself aS7%x>.A!
Y!+q3`-%T
D. both the culture and the mind determine the language to be used UTThl2=+
" iKX-VIl
17. Whorf himself tends to hold that __________. ,rO>5$ w.
DNh{J^S"}w
A. culture is shaped by language r=`]L-}V
iJr 1w&GL$
B. language determines thought \0^ZNa?
v4YY6? 4
C. language partially influences thought Hy_}e"
{|jrYU.k~
D. thoughts are based on language %" 1*,g{
(16U]s
18. According to the Sapir-Whorf Hypothesis, if a culture has more expressions for certain concepts, it shows that __________ 1l~(J:DT
(Vvs:h%H
A. these concepts are more important than others tR;? o,T
b')Lj]%;k
B. the culture is very much advanced and civilized ^LO`6,
Y?^1=9
?6
C. other concepts will be perceived as unimportant /{j"
)
@ZD/y %e
D. these expressions developed earlier in the language n1Y3b~E?E
w^.^XK4v.
19. Which of the following criticisms is often made of the Sapir-Whorf Hypothesis? S!u`V3-s
!JkH$~
A. It has no empirical evidence in its favor. `D#3
TC2gl[
B. It is formulated on the basis of only one case study. K~?M?sa
=>
PBdW
C. Its applicability has been greatly exaggerated. 8ol R#>
pxF<L\L?:
D. No convincing examples can be foun to support its claim. } - e
jv"^_1
20. Towards the hypothesis, the author's attitude seems to be __________. =t+{ )d.w
Fe
4QWB6\U
A. supportive？ ？？？？？？？？B. objective？？？？？？？？？？ C. suspicious？？？？？？？？？？？ D. critical .q>4?
+
wR"4slY_%
Z1 (-FT6O
Part Ⅱ？ Vocabulary (15%) ic"n*S Za
lu GEBPi
？ Directions: There are 30 incomplete sentences in this part; for each sentence there are four choices marked A, B, C and D. Choose the ONE that best completes the sentence. Then mark your answer on the ANSWER SHEET by blackening the corresponding letter in the brackets. lO+<T[
Lnk!zj
21. His parents gave many expensive toys as a kind of __________ for his lameness and inability to play active games. +18)e;
~o kIiC]#
A. remedy？？？？？？？？？ ？？ B. compensation？？？？ ？？ ？ C. treatment？？？？？？？ ？？？ D. comfort G]Jchg <
$jd >=TU|
22. The meal was excellent; the sour-pepper soup was particularly __________. ^jO$nP Dd
zEQ<Q\"1
A. adicte？？？？？？？？ ？？？？？？ B. delicious？？？？？？？？？ C. tasteful？？？？？？？？？？ D. desirable $Qm -
p?f
j15TavjGh
23. This man is __________ to wine. &
wZ ggp
U`j[Ni}"
A. addicted ？？？？？？？？？？ B. predicted？？？？？？？？？ C. dictated？？？？？？？？？？ D. evicted [_3Rhp:
W~1/vJ.*l
24. That battered old hat of his is a __________ joke to all his friends. $RQ7rL3g{
5(/ 5$u
A. steady？？？？？？？？？？？ B. standing？？？？？？？？？ ？ C. persisting？？？？？？？？ ？ D. stable [;c'o5M&
C ? n3J
25. Dominic, the most __________ pupil in class, will go to Harvard to study this September. 5G~; g
ub "(,k P
A. indigenous？？？？？？？ ？ B. indiscreet？？？？？？？？ ？ C. indulgent？？？？？？？ ？？？ D. industrious Nk-biD/J
x8a?I T.
26. Mr. Morton gradually __________ a knowledge of the subject. ~ P*t_cpZ
E"Z9 NDgl#
A. attained？？？？？？？？？？ B. required？？？？？？？？？ ？ C. acquired？？？？？？？？？ D. enquired %6`{KT?
2Yx6.e<
27. We must try to use our intellect __________. >'i
d/
fhu- YYJt
A. to the greatest advantage？？？？？？？？？？？？？？？？？？？？？？？ B. for the most details Ejdw"P"
'3>kD H+
C. by the rarest chance？？？？？？？？？？？？？？？？？？？？？？？？？？？？？ D. of the greatest significance j+3~
s,TKC67.%+
28. I decided to get in touch with him __________ after I receive his letter. W {Cc w q
(o
_fY
.
A. promptly？？？？？？？ ？？？ B. quickly？？？？？？？？？？ ？ C. hastily？？？？？？？？？？？ D. urgently P'#m1ntxQ
y2V9!
29. I would like to get another table like this one, but the company that made it is out of __________. Y&x my|O#
/&=E=S6
A. order？？？？？？？？？？？ ？ B. business？？？？？？？？？ ？ C. practice？？？？？？？？？？ ？？？？？？ D. style tb7Wr1$<
8<$6ufvOv
30. When you get excited, try to hold yourself __________. SGW2 '
w,NK]<dU@
A. up？？？？？？？？？？ ？？？？？？？ B. down？？？？？？？？？？？ ？ C. off？？？？？？？？？？？？ ？？？ D. in T0
W B
yhe$A<Rl=
31. She was extremely lucky; when her great-uncle died, she __________ a fortune. :X[(ymWNE
b
r) o Sw
A. came by？？？？？？？？ ？？ B. came over？？？？？？？？ C. came into？？？？？？？ ？？ D. came about C
#ng`7 q
kZ+nL)YQ#
32. Born of the same parents, he bears no __________ his brothers. P Y:
l
}N5>^y
A. traits with ？？？？？？？？？？？？？？？？？？？？？？？？？？？？？？？？？？？？？？？？？？ B. resemblances to 59";{"sw
CjM+%l0MW
C. personalities between？？？？？？？？？？？？？？？？？？？？？？？？？？？？ D. characters among $]4^ENkI
e# K =SV!H
33. Advertising costs are no longer in reasonable __________ to total cost of the product. p5^,3 &
n6; jIf|
A. relationship？？？？？？ ？？ B. match？？？？？？？？ ？？？？？？ C. measure？？？？？？？？ ？？ D. proportion d$ s1l
\_FX}1Wc2.
34. It's an offer that you won't get again, so I would __________ it if I were you. >#B%gxff
KotJ,s
]B
A. relate to？？？？？？？？？？ B. count on？？？？？？？？？ C. accept of？？？？？？？ ？？？ D. jump at Nm%&xm
-UkP{x) S
35. The mountainous areas of the country are __________ populated. >`p
`^:
aksyr$d0V<
A. infrequently？？？？？？ ？ B. sparsely？？？？？？？？ ？？？ C. slightly？？？？？？？？ ？？？？ D. loosely F"j0;}+N
^8aj\xe(
36. If profit and money are your first __________, and commitment to people your least concern, you have failed education. qSj2=dlW
r_ T\%
A. potentiality？？？？？？ ？？ B. priority？？？？？？？？ ？？？？ C. superiority？？ ？？？？？？？？？？ D. responsibility T F&xiL^
, "
37. In almost all chemical-process plants, heat is __________ by burning of fossil fuels-coal, oil, or natural gas. Ol:&cX3G
5+b[-Daz
A. transformed？？？？？？ B. conducted？？？？？？？ ？ C. transferred？？？？？？？ D. generated B;[{7J]
OwV>`BIwns
38. Many of the students have a grasp of the main structures, a reasonable vocabulary and a (n) __________ idea of how to pronounce most words they come across. l]inG^s
JPS22i)P
A. faint？？？？？？？？？？ ？？？？ B. vague？？？？？？？？？？ ？？？ C. obscure？？？？？？？？？？ D. rough %TdZ_
M hNzmI&`
39. Our country was founded on the lofty principles of freedom and justice for all. Our lofty principles ought to be __________. U .hV1
<Bb $d@c
A. faced up to？？？？？？？ B. looked up to？？？？？？ ？ C. lived up to？？？？？？？ ？ D. maed up to U 9TEC)
*W,"UL6U8y
40. Human facial expressions differ from those of animals in the degree to which they can be __________ controlled and modified. )6iY9[@tN
M PA< ?
A. deliberately？？？？ ？？？？？ B. delicately？？？？？？？？？ C. definitely？？？？？？？ ？？？？ D. defectively
)Y R Vy
b gGd
41. The teacher gave the students extra work because she was __________ by all the noise and talking in the classroom. r 9 'lFj
4.7OX&L'G
A. interrupted？？？？？ ？？？？ B. degenerated？？？？？？？ C. terminated？？？？？？？ ？ D. exasperated (Mhj-0xf$
5Tluxt71
42. There is no electricity again. Has the __________ blown then? S*Scf~Qp
aiGT!2
A. fuse？？？？？？？？？？？ ？？？ B. plug？ ？？？？？？？？？？？？？？ C. wire？？？？？？？？？？ ？？？？ D. circuit AJ[g~ s't
9+U%k(9
43. Every society has its own peculiar customs and __________ of acting. lZZ4 O(
!=--pb
A. ways？？？？？？？？？？ ？？？ B. attitudes？？？？？？？？？？ C. behavior？？？？？？？？？ D. means +r *f2\S
Lg pj<H[
44. If a person talks about his weaknesses, the listener is expected to say something in the way of __________. e*jt(p[Ge
rc1EJ(c
A. assurance？？？？？ ？？？？？ B. encouragement？？ ？？？ C. persuasion？？？？？？？ ？ D. confirmation u& ?J+
QgO@oV* S
45. China started its nuclear power industry only in recent years, and should __________ no time in catching up. ZN-J!e"`
! L:! X88
A. delay？？？？？？？？？ ？？？？ B. lose？？？？？？？？？？？ ？？？？ C. lag？？？？？？？？？？ ？？？？？？？ D. lessen HT)b3Ws~M8
sh[Yu
46. We had no way to measure the exact distance we had traveled, but we thought it was __________ ten miles. {EGiGwpf
EMzJJe{Cv
A. apparently？？？？ ？？？？？？？ B. appraisably？？？ ？？？？？？？ C. appropriately？？？？ ？？？ D. approximately %YG ~ql
)(TaVHJR
47. Mail service will be temporarily __________ because of the strike of the postal workers. v>YdPQ ky
R8P7JY[ h
A. suspended？？？？？？ ？？？ B. abridged？？？？？？？？ ？？ C. deprived？？？？？？？？？ D. lessened ?Z
{4iF
)+RTA
y [k
48. It is a pity that spiteful remarks are __________ with great speed. $wH {snX
^ '!] |^
A. conveyed？？？？？？？？ ？ B. consulted？？？？？？？？ ？ C. displayed？？？？？？？？ ？ D. confronted .pNWpWL.
uS<7X7 |!0
49. If prompt measures are taken, we are sure that illiteracy in this region can be __________ in no time. _ HX 1E
lrB@n?hk
A. eliminated？？？？？ ？？？？？ B. abandoned？？？ ？？？？？？？？ C. diminished？？？？？ ？？？？ D. withdrawn c< L^ 1,G2
*Uie{^p?
50. Your advice would be __________ valuable to him, who is at present at his wit's end. U:m[*
}+<
w V-1B\m
A. exceedingly？？？？ ？？？？？ B. excessively？ ？？？？？？？？？？？ C. extensively？？？？？？ ？？ D. exclusively wx n D3
/"+YE&>\
V$%%nG uE
Part Ⅲ？？？ Cloze (10%) N n
cur]
EQ'iyXhEe
？ Directions: For each numbered bracket in the following passage, fill in a suitable word in the blank on the ANSWER SHEET. >Lp^QP1gU
0{#,'sc;
The development of writing was one of the great human inventions. It is difficult __51__ many people to imagine language without writing; the spoken word seems intricately tied to the written __52__. But children speak __53__ they learn to write. And millions of people in the world speak languages with __54__ writtern from. Among these people oral literature abounds, and crucial knowledge __55__ memorized and passed __56__ generations. But human memory is short-lived, and the brain's storage capacity is finite.？ __57__ overcame such problems and allowed communication across the miles __58__ through the years and centuries. Writing permits a society __59__ permanently record its poetry, its history and its technology. {j@
S
<PD
8-5MGh0L
It might be argued？ __60__ today we have electronic means of recording sound and？ __61__ to produce films and television, and thus writing is becoming obsolete.？ __62__ writing became extinct, there would be no knowledge of electronics __63__ TV technicians to study; there would be, in fact, little technology in years to？ __64__. There would be no film or TV scripts, no literature, no books, no mail, no newspapers, no science. There would be __65__ advantages: no bad novels, junk mail, poison-per letters, or “unreadable” income-tax forms, but the losses would outweigh the __66__. e}y oy+9
z=:<]j#=
There are almost as __67__ legends and stories on the invention of writing as there are __68__ the origin of language. Legend has it that Cadmus, Prince of Phoenicia and founder of the city of Thebes,？ __69__ the alphabet and brought it with him to Greece. In one Chinese fable the four eyed dragon-god T'sang Chien invented writing. In __70__ myths, the Bobylonian god Nebo and the Egyptian god Thoth gave humans writing as well as speech. |ybW
.ii9-+_
'#gd19#
Part Ⅳ？ English-Chinese Translation (15%) jOj`S%7
X5 Uc emO
？ Directions: Read the following passage carefully and then translate the underlined sentences into Chinese on the ANSWER SHEET. 9~98v;Z1
< -62m8N|
Without doubt, the international relations appear at times bewildering. Students may at time feel that their efforts to unerstand the complexities of the international system today are futile. n0g,r/
rq?:I:0
The task is a difficult one, but it is not futile. It requires patience and persistence as well as logical inquiry and flexible perspectives. O^ZOc0<
xO)vn\uJ
71. As the examples just given often illustrate, contemporary international events are regularly interrelated; our task of achieving understanding is therefore further Complicated because seemingly unrelated events in different areas of the would may over a period of time combine to affect still other regions of the globe. Events are demonstrably interdependent, and as we improve our ability to unerstand the causes of and reasons behind this interdependence, we will improve our ability to understand contemporary international relations. R+k-mbvnt
H6(kxpOI\
How can our task best be approached? Throughout history, analysts of international relations have differed in their approaches to improving understanding in their field. During the late 19th and early 20th centuries, for example, the study of international relations centered around diplomatic history. Who did what to whom at a particular time and place were the main features of the method of diplomatic history. This methodology concentrated on nation-states as the main actors in international relations and included the study of the major diplomats and ministers of the period. Detailed accuracy was required and obtained, but seldom were causal connections or comprehensive analyses sought. gXN#<g,:^
E ;$)Oz
72. As a means for understanding a particular series of events, diplomatic history was (and is) excellent; as a means for understanding a particular sweeps of international relations or for developing a theoretical basis for the study of international relations, diplomatic history was (and is) of limited utility. im {'PgiR
z1[2.&9D-
Whereas diplomatic history sought to explain a particular series of events, other methodologies were developed during the 19th and early 20th centuries that viewed international relations on a global scale. rOQ hS]TP*
s$`g%H>
73.？ Strategic and geopolitical analyses, methodologies in wide use even today, trace their roots to concepts developed by the U.S. Admiral Alfred Mahan during the late 19th century and British geographer Sir Halford Mackinder during the early 20th century. To Mahan the world's ocean were its highways, and whoever controlled its highways could control the course of international relations. Mahan bases most of his analysis on Great Britain and its Royal navy. Partly because of the urgings of Mahan, the United States on Great Britain and its fleet during the late 19th century and actively sought and acquired territorial possessions in the Pacific Ocean, including Hawaii, Samoa Guam and the Philippines. 834(kw+
#9
IB:e yq- +
rB|Mp!g%@
Part Ⅴ？ Chinese-English Translation (15%) {;
0j9rr
Gc2s Y 0
？ Directions: Translate the following short paragraph into English and write your translation on the ANSWER SHEET. {|?OKCG{
BE. v+'c"
尽管我们对“学习”的理解不尽完善，然而我们对此已有不少了解。“学习”可以呈现不同的形式，也可以在许多情况下进行。一般来说，“学习”必然会引起行为的变化。“学习”导致人们行为发生变化时，这种变化常能持久。“学习”也许意味着对一系列细小而不相关的行为按新的顺序重新排列。就好比你在钢琴上学习弹奏一首新的曲子。 wjh[}rTV*
*n mr4Q'v{
#~ ?Q?"
Part Ⅵ？ Writing (15%) su
.hm c
p'UY H t
？ Directions: In this section you are required to write an essay in accordance with following requirements. :q=u+h_
,ButNB v
A: Title: Scientific Discovery-Curse or Blessing 4D I.R K9
h-
.V[ ]<
B. Time limit: 40 minutes bOjvrg;Sz\
fP>_P# gZ
C. Word limit: 180—200 words (not including the given opening sentences) .,zrr&Po
vaL+@Kq~&
D. Your composition should be based on the given opening sentences of each paragraph. #(& ! ^X3
'9^+J7iO(+
E. Your composition must be written neatly on the ANSWER SHEET. P5s'cP X
]oB-qfbH
Qutlines: ixF
'-
/Am,5X.
1. New scientific discoveries nearly always bring to mankind a blessing; 9bvz t8pc
{^>dQ+S x7
2. Yet sometimes scientific discoveries may prove a curse upon human race; y1R 53u`;L
1}+l L)-!
3. The misuse of scientific discoveries must be prevented. {~NiGH Y
\jL n5$OW
L,#ij!txS
试题详解 5BKga1
Q
Ut:>'TwG
Part Ⅰ？ Reading Comprehension 4i0~t~vDpr
|uo<<-\jTO
Passage 1 X v ;} !z
XnC`JO+7M
1B. 2C. 3D. 4B. 5A. 0'u2xe
j8WMGSrrF
Passage 2 UjLZ!-}
Zp'c>ty=
6B. 7C. 8A. 9B.10A. j 2O?]M
! Ra.DSL
Passage 3 f9v%k'T[
sOzmw ^7
11D. 12D. 13C. 14A. 15B. 9pAklD 4
V,t&jgG*
Passage 4 |"V]$s$ c
F w ,'a
16A.17D.18A. 19C. 20B. <vS J< WY
-I."= c%
Part Ⅱ？ Vocabulary !GJnY DN
\-(.cj)?
21B.22B. 23A.24B.25D.26C. 27A.？ ^6&? R
?y
CBaU$`5
？28B. 29B. 30D. 31C. 32B. 33D. 34D. 35？ B. J9s4lsea
f-6hcd@Ca
36B.37D. ？38A. 39C. 40A. 41D. 42A. d+ FS
z'cVq}vl
？43A.44B. 45B. 46D. 47A. 48A.49A. 50A. V % k #M
+# qW 0 g
Part Ⅲ？？？ Cloze JP$@*F@t
8GpPyG
],e
51for 52one/word 53before 54no 55is56through 57Writing ,S"a ,}8
;O7Cahd F
58and 59to 60that 61image 62If 63for 64come 65some 66gains K/oC+Z;K
Y=RdxCCx4
？67many 68on 69invented？ 70other E]z Td$v6
n _G< /8
Part Ⅳ？ English-Chinese Translation _-^ bAr`z
*}BaO*A
71正如刚才所给的例子通常说明的那样，当今国际事件是经常相互联系的。因而我们了解国际事件的任务进一步复杂化了，这是因为世界不同地区发生的表面上似乎无关系的事件可能 经过一段时间之后会一起对地球上其他地区产生影响。 Z";~]]$!Y
w!$|IC
72外交史作了了解一连串特殊事件的一种方式，过去是（现在也是）最好的；而作为了解更广泛的国际关系或为研究国际关系奠定理论基础的手段，外交史的利用价值在过去和现在均是有限的。 H.
\gLIr
Rw4"co6
73今天仍广泛使用的战略分析和地缘政治分析及其方法论可追溯到19世纪末美国海军上将埃尔弗莱德·马汉和20世纪初英国地理学家哈尔福德·麦金德爵士提出的相关概念。 H JFt{tq2
6{2LV&T=u
h oy+J/
Part Ⅴ Chinese-English Translation ex_Zw+n
t__UqCq~h
Although our understanding of learning is still not complete, a great deal is known. Learning has many different from and takes place under many conditions. In general, it involves a change in behavior. When a change in behavior takes place as a result of learning, the change is usually a long-lasting one. Learning may mean that a number of small independent acts are arranged in a new order. This happens, for example, when you learn to play a new piece on the piano. A`E7V }~
*=
]hc@
j3j<01rq
Part Ⅵ Writing (15%) 4] c.mDo[T
D{h sa
Scientific Discovery-Curse or Blessing eKd F-;
, sEu[m
New scientific discoveries nearly always bring to mankind a blessing. It is the new scientific discoveries that bring human beings from primitive caves gradually to cozy and comfortable dwelling houses, from shabby cotton clothes to various good-quality wearing apparel, from simple food to various kinds of nutritions foods. It is the new scientific discoveries that change people's ways of living, make people communicate more easily and broaden mankind's vision to the global village. Indeed, new scientific discoveries have fundamentally changed our earth and greatly improved living standard of the inhabitants on it. bn`1JI@S4
1mT3$Z
Yet sometimes scientific discoveries may prove a curse upon human race. Especially that is the case when they are used or controlled by evil men or war maniacs. Take explosives as an example. Scientists succeeded in inventing explosives just for the sake of increasing productivity in mining industry, architectural industry, and so on. But such war maniacs as Hitler and his followers wanted to dominate the whole world and establish the Third Empire, they unleashed the Second World War and killed millions of innocent civilians. It proves that when some scientific discoveries are misguidedly used, they will pose a great threat to man's peaceful environment and lift safety. bLMN9wGOgK
Uloa]X=Im8
Thus, the misuse of scientific discoveries must be prevente. First of all, government should legislate for the benefit of the people and educate people to obey the law and put it into enforcement effectively. Secondly, we should have correct attitude towards some scientific discoveries because they are sometimes regarded as two-edged swords. Humans should aim at exploring the positive aspects fully but strictly control their negative use and try to eliminate the hazards to human race.
