不知道怎么添加附件,只好全贴在上面了。 "NzD1k6.L
中国科学院研究生院博士研究生入学考试 |c2xy
英语考试大纲 347eis'
本大纲是在2002 年10 月起试行的原《中国科学院研究生院博士研究生入学考试英语考试大纲》的基础上修订的,自2005 年10 月起在中国科学院研究生院范围内试行。 yz\c5
考试对象:报考中国科学院所属各院、所、园、中心、站、台相关专业拟攻读博士学位的考生。 `/n M[
考试目的:检验考生是否具有进入攻读博士学位阶段的英语水平和能力。 8)yI<`q6
考试类型、考试内容及考试结构: ,v9f~qh
本考试共有五个部分:词汇(占10%)、完形填空(占15%)、阅读理解(占40%)、英 Uxu\u0*
译汉占(15%),写作占20%。试卷分为:试卷一(Paper One)客观试题,包括前三个部分, '+Xlw
共75 题,顺序排号;试卷二(Paper Two)主观试题,包括英译汉和写作两个部分。 YB,t0%vTJw
一、词汇:主要测试考生是否具备一定的词汇量和根据上下文对词和词组意义判断的能力。词和词组的测试范围基本以本考试大纲词汇表为参照依据。共20 题。每题为一个留有空白的英文句子。要求考生从所给的四个选项中选出可用在句中的最恰当词或词组。 xV\5<7qk5g
二、完形填空:主要测试考生在语篇层次上的理解能力以及对词汇表达方式和结构掌握的程度。考生应具有借助于词汇、句法及上下文线索对语言进行综合分析和应用的能力。要求考生就所给篇章中15 处空白所需的词或短语分别从四个选项中选出最佳答案。 %rkk>m
三、阅读理解。部分共分两节。要求考生能: fc
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1)掌握中心思想、主要内容和具体细节; ut2~rRiK
2)进行相关的判断和推理; #Q"O4 b:8
3)准确把握某些词和词组在上下文中的特定含义; vZj`|
4)领会作者观点和意图、判断作者的态度。 BX+.0M
A 节:主要测试考生在规定时间内通过阅读获取相关信息的能力。考生须完成1800-2000 词的阅读量并就题目从四个选项中选出最佳答案。 :4gLjzL
B 节:主要测试考生对诸如连贯性和一致性等语段特征的理解。考生须完成700-900 词的阅读量(2 篇短文),并根据每篇文章(约400 词)的内容,从文后所提供的6 段文字中选择能分别放进文章中5 个空白处的5 段。 WjSc/3Qy
四、英译汉:要求考生将一篇近400 词的英语短文中有下划线的5 个句子翻译成汉语。主要测试考生是否能从语篇的角度正确理解英语原句的意思,并能用准确、达意的汉语书面表达出来。 0\9K3
五、写作:要求考生按照命题、所给提纲或背景图、表写出一篇不少于200 字的短文。目的是测试考生用英语表达思想或传递信息的能力及对英文写作基础知识的实际运用。 Q]/Uq~m C
考试时间及计分:考试时间总计为180 分钟,其中试卷一为110 分钟,试卷二为70 分钟。卷面总分100分。详见下表: ?:{sH#ua
试卷一: 3*UR3!Z9
*
题号 名称 题量 分值 时间(分钟) *Lqg=9kzr
I 词汇选择填空 20 10 15 ]i<[d,
II 完形填空 15 15 15 NEt1[2X%
III-A 阅读理解(A) 30 30 60 U6E\AvbRn
III-B 阅读理解(B) 10 10 20 1NQbl+w#I
小计 75 65 110 分钟 G;NF5`*4mc
试卷二: ,GWNLm\5
题号 名称 题量 分值 时间(分钟) !-`Cp3gqHr
IV 英译汉–语篇 WrPUd{QM
中句子 5DOBsf8Jo
5 15 30 d8-A*W[
V 写作 1 20 40 vAY,E=&XvM
小计 6 35 70 分钟 _@S`5;4x
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SAMPLE TEST bR@p<;G|
THE CHINESE ACADEMY OF SCIENCES {*{Ox[Nh{
ENGLISH ENTRANCE EXAMINATION rZ8`sIWQt
FOR q6YX M
DOCTORAL CANDIDATES Ft}@1w5
PAPER ONE Eke5Nb
PART I VOCABULARY (15 minutes, 10 points, 0.5 point each) jLg9H/w{
Directions: Choose the word or expression below each sentence that best completes the statement, and B)d(TP,>
mark the corresponding letter of your choice with a single bar across the square brackets <&C]sb
on your Machine-scoring Answer Sheet. j?'GZ d"B
1. Ten years ago, a house with a decent bathroom was a __________ symbol among university professors. @S|XGf
A. post B. status -GxaV #{
C. position D. place F'0O2KQ
2. It would be far better if collectors could be persuaded to spend their time and money in support of S]+:{9d
___________ archaeological research. =>-Rnc
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A. legible B. legitimate eio4k-
C. legislative D. illicit $< JaLS
3. We seek a society that has at its __________ a respect for the dignity and worth of the individual. -fDnA4;
A. end B. hand $&=S#_HQS
C. core D. best RCpR3iC2
4. A variety of problems have greatly _________the country’s normal educational development. 2WdyxjQ
A. impeded B. imparted ~A\GT$
C. implored D. implemented A6thXs2
5. A good education is an asset you can ________for the rest of your life. M!o##* *`
A. spell out B. call upon K|[*t~59
C. fall over D. resort to 9P+-#B
6. Oil can change a society more ____________ than anyone could ever have imagined. oG_~q
w|h
A. grossly B. severely _z|65H
C. rapidly D. drastically 9dx/hFA
7. Beneath its myriad rules, the fundamental purpose of ___________ is to make the world a pleasanter place [_
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to live in, and you a more pleasant person to live with. ;~m8;8)
A. elitism B. eloquence a.k.n<
C. eminence D. etiquette T4Pgbop
8. The New Testament was not only written in the Greek language, but ideas derived from Greek philosophy _l89
were _____________ in many parts of it. i9,geQ7d
A. altered B. criticized KW pVw!
C. incorporated D. translated D2Kp|F;
9. Nobody will ever know the agony I go __________ waiting for him to come home. 52Z2]T
c,
A. over B. with "R;U/+
C. down D. through TrEu'yxy8*
10. While a country’s economy is becoming the most promising in the world, its people should be more V^bwXr4f
____________ about their quality of life. T $ >&[f$6
A. discriminating B. distributing h+g_rvIG*
C. disagreeing D. disclosing /~%&vpF-L
11. Cheated by two boys whom he had trust on, Joseph promised to ____________ them. P~ >OS5^
A. find fault with B. make the most of X9W@&zQ
C. look down upon D. get even with \kL3.W_
12. The Minister’s _________ answer let to an outcry from the Opposition. K7_UP&`=J
A. impressive B. evasive BUDi&|,
C. intensive D. exhaustive e5ZX
13. In proportion as the ____________ between classes within the nation disappears the hostility of one nation ~D j8z+^
to another will come to an end. =
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A. intolerance B. pessimism t%0VJB,Q2
C. injustice D. antagonism
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14. Everyone does their own thing, to the point where a fifth-grade teacher can’t __________ on a fourth-grade nfbR
P t
teacher having taught certain things. ,f%S'(>w
A. count B. insist 2`K=Hby
C. fall D. dwell lfow1WRF
15. When the fire broke out in the building, the people lost their __________ and ran into the elevator. r(TIw%L$
A. hearts B. tempers YoNDf39
C. heads D. senses ^}=,g
16. Consumers deprived of the information and advice they needed were quite simply ___________ every 9s
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cheat in the marketplace. +SU8 +w
A. at the mercy of B. in lieu of Dw.J2>uj
C. by courtesy of D. for the price of CY5Z{qiX
17. In fact the purchasing power of a single person’s pension in Hong Kong was only 70 per cent of the value =j]<t
of the _________ Singapore pension. +~$ ]}%
A. equivalent B. similar n b?l
TX~
C. consistent D. identical Xl#ggub?
18. He became aware that he had lost his audience since he had not been able to talk ____________. 6A-|[(NS
A. honestly B. graciously 7Ovi{xd@
C. coherently D. flexibly "<1{9
19. The novel, which is a work of art, exists not by its _____________ life, but by its immeasurable difference C_JNX9wv
from life. $%#!bV
A. significance in B. imagination at sDlO#
C. resemblance to D. predominance over !_)[/q"
20. She was artful and could always ____________ her parents in the end. n{mfn*r.
A. shout down B. get round 2^nxoye
C. comply with D. pass over OQJ6e:BGt
PART II CLOZE TEST (15 minutes, 15 points) /h3RmUy
Directions: For each blank in the following passage, choose the best answer from the four choices given in the )+DmOsH
opposite column. Mark the corresponding letter of your choice with a single bar across the square eeB{c.#
brackets on your Machine-scoring Answer Sheet. u'BaKWPS
We are entering a period in which rapid population growth, the presence of deadly weapons, and !+v$)3u9
dwindling resources will bring international tensions to dangerous levels for an extended period. Indeed, 21 <R L]
seems no reason for these levels of danger to subside unless population equilibrium is 22 and some rough H/M@t\$Dc
measure of fairness reached in the distribution of wealth among nations. 23 of adequate magnitude imply a }qD\0+`qi
willingness to redistribute income internationally on a more generous 24 than the advanced nations have 6=Otq=WH
evidenced within their own domains. The required increases in 25 in the backward regions would gg2(5FPP
necessitate gigantic applications of energy merely to extract the 26 resources. Cw&KVw*
It is uncertain whether the requisite energy-producing technology exists, and more serious, 27 that its WH^%:4
application would bring us to the threshold of an irreversible change in climate 28 a consequence of the IH+|}z4N?>
enormous addition of manmade heat to the atmosphere. It is this 29 problem that poses the most demanding Z,PPu&lmE/
and difficult of the challenges. The existing 30 of industrial growth, with no allowance for increased Zj'9rXhrM1
industrialization to repair global poverty, hold 31 the risk of entering the danger zone of climatic change in 'm$L Ij?@
as 32 as three or four generations. If the trajectory is in fact pursued, industrial growth will 33 have to p4Z(^+Aa
come to an immediate halt, for another generation or two along that 34 would literally consume human, Ig{0Z">
perhaps all life. The terrifying outcome can be postponed only to the extent that the wastage of heat can be c-sfg>0 ^
reduced, 35 that technologies that do not add to the atmospheric heat burden—for example, the use of solar c7H^$_^ =
energy—can be utilized. (1996) K{+2G&i
21. A. one B. it C. this D. there fp"W[S|uL
22. A. achieved B. succeeded C. produced D. executed S,8elKH4
23. A. Transfers B. Transactions C. Transports D. Transcripts =7UsVn#o
24. A. extent B. scale C. measure D. range cFX p
25. A. outgrowth B. outcrop C. output D. outcome R=\IEqqsi
26. A. needed B. needy C. needless D. needing !dq.KwL
27. A. possible B. possibly C. probable D. probably j1<Yg,_.p
28. A. in B. with C. as D. to #KvlYZ+1
29. A. least B. late C. latest D. last Kc\fu3Q
30. A. race B. pace C. face D. lace )t%b838l%
31. A. on B. up C. down D. out
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32. A. less B. fewer C. many D. little |DwZ{(R"W
33. A. rather B. hardly C. then D. yet eyxW 0}[
34. A. line B. move C. drive D. track
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35. A. if B. or C. while D. as (cO:`W6.
PART III READING COMPREHENSION 3OB"#Ap8<
Section A (60 minutes, 30 points) 4skD(au8
Directions: Below each of the following passages you will find some questions or incomplete statements. Each e|r`/:M
question or statement is followed by four choices marked A, B, C, and D. Read each passage $/ ],tSm
carefully, and then select the choice that best answers the question or completes the statement. Dha1/g1q
Mark the letter of your choice with a single bar across the square brackets on your ia?
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Machine-scoring Answer Sheet. ?V=CB,^
Passage 1 W%w~ah|/]
The writing of a historical synthesis involves integrating the materials available to the historian into a Gq P5Kx+=
comprehensible whole. The problem in writing a historical synthesis is how to find a pattern in, or impose a Ho]su?
pattern upon, the detailed information that has already been used to explain the causes for a historical event. w!XD/jN
A synthesis seeks common elements in which to interpret the contingent parts of a historical event. The +w~oH =
initial step, therefore, in writing a historical synthesis, is to put the event to be synthesized in a proper historical M3au{6y
perspective, so that the common elements or strands making up the event can be determined. This can be #0<XNLM
accomplished by analyzing the historical event as part of a general trend or continuum in history. The common 'c~4+o4co
elements that are familiar to the event will become the ideological framework in which the historian seeks to +cRn%ioVi
synthesize. This is not to say that any factor will not have a greater relative value in the historian’s handling of .]K%G\*`:
the interrelated when viewed in a broad historical perspective. 1E$|~
The historian, in synthesizing, must determine the extent to which the existing hypotheses have similar Xwtqi@zlE
trends. A general trend line, once established, will enable these similar trends to be correlated and paralleled v` r:=K
within the conceptual framework of a common base. A synthesis further seeks to determine, from existing .S4
u-
hypotheses, why an outcome took the direction it did; thus, it necessitates reconstructing the spirit of the times |[y6Ua0
in order to assimilate the political, social, psychological, etc., factors within a common base. D/' dTrR
As such, the synthesis becomes the logical construct in interpreting the common ground between an 4Po_-4
original explanation of an outcome (thesis) and the reinterpretation of the outcome along different lines 2t,zLwBdnJ
(antithesis). Therefore, the synthesis necessitates the integration of the materials available into a *z2s$EZ
comprehensible whole which will in turn provide a new historical perspective for the event being synthesized. Q59W#e)
36. The author would mostly be concerned with _____________. @o.I ;}*N
A. finding the most important cause for a particular historical event UCWBYC+
B. determining when hypotheses need to be reinterpreted zW nR6*\
C. imposing a pattern upon varying interpretations for the causes of a particular historical event {GUF;V
^
D. attributing many conditions that together lead to a particular historical event or to single motive ,z?':TZ
37. The most important preliminary step in writing a historical synthesis would be ____________. ,u!sjx
A. to accumulate sufficient reference material to explain an event -F>jIgeC2v
B. analyzing the historical event to determine if a “single theme theory” apples to the event J=yTbSN\v
C. determining the common strands that make up a historical event Xm&L
BX
D. interpreting historical factors to determine if one factor will have relatively greater value Ap !lQ>p
38. The best definition for the term “historical synthesis” would be ______________. S
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A. combining elements of different material into a unified whole E} .^kc[(4
B. a tentative theory set forth as an explanation for an event et+0FF
,
C. the direct opposite of the original interpretation of an event ?fS9J
D. interpreting historical material to prove that history repeats itself ctV,Q3'
Z
39. A historian seeks to reconstruct the “spirit” of a time period because ____________. cj@koA'
A. the events in history are more important than the people who make history
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B. existing hypotheses are adequate in explaining historical events y?!"6t7&
C. this is the best method to determine the single most important cause for a particular action *|l/6!WM
D. varying factors can be assimilated within a common base G/ 5%.Bf@
40. Which of the following statements would the author consider false? SY8C4vb'h
A. One factor in a historical synthesis will not have a greater value than other factors. CH/rp4NeSy
B. It is possible to analyze common unifying points in hypotheses. P>6{&(
C. Historical events should be studied as part of a continuum in history. `,0}ZzaV&
D. A synthesis seeks to determine why an outcome took the direction it did. y!%CffF2
Passage 2 /Q )\ +
When you call the police, the police dispatcher has to locate the car nearest you that is free to respond. A(N4N
This means the dispatcher has to keep track of the status and location of every police car—not an easy task for +^<](z
a large department. BPHW}F]X
Another problem, which arises when cars are assigned to regular patrols, is that the patrols may be too D3A/l
regular. If criminals find out that police cars will pass a particular location at regular intervals, they simply plan p<;0g9,1
their crimes for times when no patrol is expected. Therefore, patrol cars should pass by any particular location iyog`s c
at random times; the fact that a car just passed should be no guarantee that another one is not just around the TB^$1C
corner. Yet simply ordering the officers to patrol at random would lead to chaos. Ca3~/K
rM
A computer dispatching system can solve both these problems. The computer has no trouble keeping track ]:\dPw`A
of the status and location of each car. With this information, it can determine instantly which car should KY N0
respond to an incoming call. And with the aid of a pseudorandom number generator, the computer can assign D
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routine patrols so that criminals can’t predict just when a police car will pass through a particular area. -`t^7pr
(Before computers, police sometimes used roulette wheels and similar devices to make random yiI1x*^
assignments.) !g.?
Computers also can relieve police officers from constantly having to report their status. The police car RX5dO%
would contain a special automatic radio transmitter and receiver. The officer would set a dial on this unit b_):MQ1{
indicating the current status of the car—patrolling, directing traffic, chasing a speeder, answering a call, out to jNy.Y8E&
lunch, and so on. When necessary, the computer at headquarters could poll the car for its status. The voice n-OL0$Xu
radio channels would not be clogged with cars constantly reporting what they were doing. A computer in the k;L6R!V
car automatically could determine the location of the car, perhaps using the LORAN method. The location of !Rt
>xD
the car also would be sent automatically to the headquarters computer. tRfo$4#NY
41. The best title for this passage should be ___________. /H==Hm/
A. Computers and Crimes AzxXB
B. Patrol Car Dispatching tnG# IU
*
C. The Powerful Computers 6K<K
D. The Police with Modern Equipment r>U@3%0&
42. A police dispatcher is NOT supposed to _____________. "w.3Q96r
A. locate every patrol car 3%ZOKb"D*
B. guarantee cars on regular patrols RdML3E
C. keep in touch with each police car '08=yqy4N
D. find out which car should respond to the incoming call ^v`\x5"Vp
43. If the patrols are too regular, _____________. 6i~WcAs
A. the dispatchers will be bored with it Ez=Olbk
B. the officers may become careless
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C. the criminals may take advantage of it abLnI =W`
D. the streets will be in a state of chaos 8pgEix/M5o
44. The computer dispatching system is particularly good at ______________. (*)hD(C5
A. assigning cars to regular patrols b%/ 1$>_
B. responding to the incoming calls NTI+
C. ordering officers to report their location H+Sz=tg5
D. making routine patrols unpredictable A$:U'ZG_
45. According to the account in the last paragraph, how can a patrol car be located without computers? eHDN\QA 2
A. Police officers report their status constantly.
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B. The headquarters poll the car for its status. X*Prl l(
C. A radio transmitter and receiver is installed in a car. 'y3!fN=h
D. A dial in the car indicates its current status. OH(waKq2I
Passage 3 %n: k#
A child who has once been pleased with a tale likes, as a rule, to have it retold in identically the same d4c8~L
H-
words, but this should not lead parents to treat printed fairy stories as sacred texts. It is always much better to R[x_j
tell a story than read it out of a book, and, if a parent can produce what, in the actual circumstances of the time ah+iZ}E%
and the individual child, is an improvement on the printed text, so much the better. X*@dj_,
A charge made against fairy tales is that they harm the child by frightening him or arousing his sadistic impulse. To prove the latter, one would have to show in a controlled experiment that children who have read r
# cGop]
fairy stories were more often guilty of cruelty than those who had not. Aggressive, destructive, sadistic 4u5-7[TZ
impulses every child has and, on the whole, their symbolic verbal discharge seem to be rather a safety valve @7j AL -
than an incitement to overt action. As to fears, there are, I think, well-authenticated cases of children being "mvt>X
dangerously terrified by some fairy story. Often, however, this arises from the child having heard the story once. <T|3`#o0
Familiarity with the story by repetition turns the pain of fear into the pleasure of a fear faced and mastered. EGF '"L
There are also people who object to fairy stories on the grounds that they are not objectively true, that 4
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giants, witches, two-headed dragons, magic carpets, etc., do not exist; and that, instead of indulging his ~g
ZLY ls
fantasies in fairy tales, the child should be taught how to adapt to reality by studying history and mechanics. I 'F0e(He@,
find such people, I must confess, so unsympathetic and peculiar that I do not know how to argue with them. If T!WT;A
their case were sound, the world should be full of madmen attempting to fly from New York to Philadelphia on !\.pq 2
a broomstick or covering a telephone with kisses in the belief that it was their enchanted girl-friend. *]/zc1Q4M
No fairy story ever claimed to be a description of the external world and no sane child has ever believed D (?DW}Rqs
that it was. A!WKnb_`
46. According to the author, the best way to retell a story to a child is to ______________.
* kDC liL
A. tell it in a creative way fN^8{w/O
B. take from it what the child likes P%&0]FCx
C. add to it whatever at hand !0L Wa"
D. read it out of the story book.
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47. In the second paragraph, which statement best expresses the author’s attitude towards fairy stories? c>:wd@w
A. He sees in them the worst of human nature. ?:I* 8Fj
B. He dislikes everything about them. RF53J yt
C. He regards them as more of a benefit than harms. _
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D. He is expectant of the experimental results. ""F5z,'
48. According to the author, fairy stories are most likely to ____________. V/
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P%'cd
A. make children aggressive the whole life ca*DZG/
B. incite destructiveness in children YdC6k?tzS
C. function as a safety valve for children /,&<6c-Q@W
D. add children’s enjoyment of cruelty to others `l){!rg8IC
49. If the child has heard some horror story for more than once, according to the author, he would probably be 1.{z3_S21:
______________. *>'
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A. scared to death <~'"<HwtK
B. taking it and even enjoying it '+!1Y o'G
C. suffering more the pain of fear s6v;
D. dangerously terrified # 0Q]dO
50. The author’s mention of broomsticks and telephones is meant to emphasize that ___________. 1&evG-#<:
A. old fairy stories keep updating themselves to cater for modern needs A _
N;
B. fairy stories have claimed many lives of victims KNpl:g3{<Q
C. fairy stories have thrown our world into chaos '(yAfL 9}
D. fairy stories are after all fairy stories -)]Yr #Q
Passage 4
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There has been a lot of hand-wringing over the death of Elizabeth Steinberg. Without blaming anyone in 0gy/:T
particular, neighbors, friends, social workers, the police and newspaper editors have struggled to define the aweV#j(y
community’s responsibility to Elizabeth and to other battered children. As the collective soul-searching D4-ifsP
continues, there is a pervading sense that the system failed her. Cc' 37~6~P
The fact is, in New York State the system couldn’t have saved her. It is almost impossible to protect a G"U9E5O
child from violent parents, especially if they are white, middle-class, well-educated and represented by counsel. K&Z