不知道怎么添加附件,只好全贴在上面了。 LYECX
中国科学院研究生院博士研究生入学考试 P|@[D=y
英语考试大纲 <b,WxR`
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。 fc@<' -VA
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。 2=fM\G
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。
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考试类型、考试内容及考试结构: DSqA}r
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 :JG5)H}j+
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, 0.x+ H9z
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。 #X'-/q`.
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。 U<0Wa>3zj
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。 xaVX@ 3r.3
三、阅读理解。部分共分两节。要求考生能: 3]?='Qq.(
1)掌握中心思想、主要内容和具体细节; 01-rBto$
2)进行相关的判断和推理; OP=brLGu0
3)准确把握某些词和词组在上下文中的特定含义; HJN GO[*g
4)领会作者观点和意图、判断作者的态度。 NzyEsZ]$
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。 pP":,8Q{
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。 KJoa^e;~
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。 'uL$j=vB
五、写作:要求考生按照命题、所给提纲或背景图、表写出一篇不少于200 字的短文。目的是测试考生用英语表达思想或传递信息的能力及对英文写作基础知识的实际运用。 j[gqS%
考试时间及计分:考试时间总计为180 分钟,其中试卷一为110 分钟,试卷二为70 分钟。卷面总分100分。详见下表: ,dQ*0XO!
试卷一: lhYJectJa
题号 名称 题量 分值 时间(分钟) 8Pa*d/5Y(
I 词汇选择填空 20 10 15 5}hQIO&^%
II 完形填空 15 15 15 9_5>MmiB
III-A 阅读理解(A) 30 30 60 0Sd>*nC
III-B 阅读理解(B) 10 10 20 p1niS:}j
小计 75 65 110 分钟 j:1N&7<FU
试卷二: YX,;z/Jw2
题号 名称 题量 分值 时间(分钟) 33lh~+C
IV 英译汉–语篇 Uz_ob9l<#H
中句子 qbq2Bi'a
5 15 30 8/R$}b><
V 写作 1 20 40 B">Ko3
小计 6 35 70 分钟 <Nrtkf4-O
>Um(gbG
SAMPLE TEST E]~#EFc
THE CHINESE ACADEMY OF SCIENCES t'$_3ml
ENGLISH ENTRANCE EXAMINATION F-:AT$Ok
FOR 1N $OXLu
DOCTORAL CANDIDATES igTs[q=Ak
PAPER ONE 5Xxdm-0
PART I VOCABULARY (15 minutes, 10 points, 0.5 point each) Y54
yojvV
Directions: Choose the word or expression below each sentence that best completes the statement, and Hfj.8$
mark the corresponding letter of your choice with a single bar across the square brackets -2}ons(
on your Machine-scoring Answer Sheet. bvB7d`wx
1. Ten years ago, a house with a decent bathroom was a __________ symbol among university professors. Adiw@q1&
A. post B. status '@KH@~OzRS
C. position D. place 3'L =S
2. It would be far better if collectors could be persuaded to spend their time and money in support of mm#UaEp
___________ archaeological research. :yJ#yad
A. legible B. legitimate mvpcRe
<
C. legislative D. illicit t3.;qDy
3. We seek a society that has at its __________ a respect for the dignity and worth of the individual. mnZfk
A. end B. hand GBS+ 4xL|
C. core D. best e@O]c"
4. A variety of problems have greatly _________the country’s normal educational development. 9f&
!Uw_W
A. impeded B. imparted &$T7eOiZ
C. implored D. implemented %=K [C
5. A good education is an asset you can ________for the rest of your life. um/F:rp
A. spell out B. call upon t; #@t/`
C. fall over D. resort to N@X6Z!EO
6. Oil can change a society more ____________ than anyone could ever have imagined. UnVa`@P^:G
A. grossly B. severely 4yTgH0(T
C. rapidly D. drastically Zonn
7. Beneath its myriad rules, the fundamental purpose of ___________ is to make the world a pleasanter place mg._ c
to live in, and you a more pleasant person to live with. (8ct'Q ;
A. elitism B. eloquence ~S~+'V,d
C. eminence D. etiquette ryzNM3
8. The New Testament was not only written in the Greek language, but ideas derived from Greek philosophy \TzBu?,v8
were _____________ in many parts of it. ,bM):
A. altered B. criticized nRX'J5Q
m<
C. incorporated D. translated k`' *niz
9. Nobody will ever know the agony I go __________ waiting for him to come home. C
%j%>X`
A. over B. with fWIWRsy%
C. down D. through -+2A@kmEJ
10. While a country’s economy is becoming the most promising in the world, its people should be more
i&\ >/ 1
____________ about their quality of life. B )\;Ja
A. discriminating B. distributing 'O2/PU2_
C. disagreeing D. disclosing T#Bj5H
11. Cheated by two boys whom he had trust on, Joseph promised to ____________ them. ZhRdml4U2
A. find fault with B. make the most of g^po$%I '
C. look down upon D. get even with OM7AK
B=S
12. The Minister’s _________ answer let to an outcry from the Opposition. 7#Fcn
A. impressive B. evasive 2*gB ~Jn4
C. intensive D. exhaustive ]i1OssV~>
13. In proportion as the ____________ between classes within the nation disappears the hostility of one nation FH%:NO
to another will come to an end. N<KsQsy=
A. intolerance B. pessimism )L":I
C. injustice D. antagonism !"E/6z2&(k
14. Everyone does their own thing, to the point where a fifth-grade teacher can’t __________ on a fourth-grade V+U89j1g
teacher having taught certain things. j}J=ZLr/V"
A. count B. insist ,j(E>g3
C. fall D. dwell >s.y1Vg~C
15. When the fire broke out in the building, the people lost their __________ and ran into the elevator. tK# /S+l
A. hearts B. tempers E 8$S0u;`
C. heads D. senses ,E%O_:}R
16. Consumers deprived of the information and advice they needed were quite simply ___________ every *].qm
g%
cheat in the marketplace. P_p\OK*l]o
A. at the mercy of B. in lieu of fb[lL7
C. by courtesy of D. for the price of +.rOqkxJ
17. In fact the purchasing power of a single person’s pension in Hong Kong was only 70 per cent of the value {}RU'<D
of the _________ Singapore pension. nHZhP4W
A. equivalent B. similar 3=Uy t
C. consistent D. identical [yc7F0Aw
18. He became aware that he had lost his audience since he had not been able to talk ____________. M*Q}^<E*
A. honestly B. graciously +T,A^(&t
C. coherently D. flexibly Vvfd?G"
19. The novel, which is a work of art, exists not by its _____________ life, but by its immeasurable difference _sL;E<)y(
from life. tt6GtYrC 1
A. significance in B. imagination at 7>0/$i#'Vl
C. resemblance to D. predominance over 6T_Ya)
20. She was artful and could always ____________ her parents in the end. |]Hr"saO0
A. shout down B. get round )7#3n(_np
C. comply with D. pass over TnKOr~ @*
PART II CLOZE TEST (15 minutes, 15 points) YuJ{@"H
Directions: For each blank in the following passage, choose the best answer from the four choices given in the :
v$)Z~
opposite column. Mark the corresponding letter of your choice with a single bar across the square @~5Fcfmm
brackets on your Machine-scoring Answer Sheet.
MJH>rsTQ
We are entering a period in which rapid population growth, the presence of deadly weapons, and 0G Q8}r
dwindling resources will bring international tensions to dangerous levels for an extended period. Indeed, 21 X(8LhsP
seems no reason for these levels of danger to subside unless population equilibrium is 22 and some rough nYvkeT
measure of fairness reached in the distribution of wealth among nations. 23 of adequate magnitude imply a eIf-7S]m
willingness to redistribute income internationally on a more generous 24 than the advanced nations have &%(SkL_]
evidenced within their own domains. The required increases in 25 in the backward regions would l0ZK)
necessitate gigantic applications of energy merely to extract the 26 resources. ?=-/5A4K
It is uncertain whether the requisite energy-producing technology exists, and more serious, 27 that its ];=|))ky"
application would bring us to the threshold of an irreversible change in climate 28 a consequence of the W?ghG
enormous addition of manmade heat to the atmosphere. It is this 29 problem that poses the most demanding K
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EJ
and difficult of the challenges. The existing 30 of industrial growth, with no allowance for increased vkG%w;
industrialization to repair global poverty, hold 31 the risk of entering the danger zone of climatic change in CC$rt2\e
as 32 as three or four generations. If the trajectory is in fact pursued, industrial growth will 33 have to ~xws5n}F
come to an immediate halt, for another generation or two along that 34 would literally consume human, :DuEv:;v
perhaps all life. The terrifying outcome can be postponed only to the extent that the wastage of heat can be _t4(H))]vG
reduced, 35 that technologies that do not add to the atmospheric heat burden—for example, the use of solar p`52
energy—can be utilized. (1996) PB BJ.!Pb
21. A. one B. it C. this D. there } ,Dk6w$
22. A. achieved B. succeeded C. produced D. executed n%02,pC6,
23. A. Transfers B. Transactions C. Transports D. Transcripts V;Ln|._/t
24. A. extent B. scale C. measure D. range xsS;<uCD
25. A. outgrowth B. outcrop C. output D. outcome Q?`s4P)14o
26. A. needed B. needy C. needless D. needing (b"q(:5oX
27. A. possible B. possibly C. probable D. probably 2Ib
1D
28. A. in B. with C. as D. to ^i3!1cS
29. A. least B. late C. latest D. last 4gmlK,a
30. A. race B. pace C. face D. lace i;IhsKO0R
31. A. on B. up C. down D. out 66_=b
d(9
32. A. less B. fewer C. many D. little iorQ/(
33. A. rather B. hardly C. then D. yet z 61F q
34. A. line B. move C. drive D. track {QOy
'
8/
35. A. if B. or C. while D. as `v2Xp3o4f
PART III READING COMPREHENSION `ah
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Section A (60 minutes, 30 points) Q;nC #cg
Directions: Below each of the following passages you will find some questions or incomplete statements. Each $ma@z0%8}
question or statement is followed by four choices marked A, B, C, and D. Read each passage D& &71X '
carefully, and then select the choice that best answers the question or completes the statement. ?@6Zv$vZ
Mark the letter of your choice with a single bar across the square brackets on your 2nL*^hhh
Machine-scoring Answer Sheet. WWOj
ck#
Passage 1 yDRi
The writing of a historical synthesis involves integrating the materials available to the historian into a ,*m|Lt%;R
comprehensible whole. The problem in writing a historical synthesis is how to find a pattern in, or impose a G6JP3dOT
pattern upon, the detailed information that has already been used to explain the causes for a historical event. %8YUK/(|n
A synthesis seeks common elements in which to interpret the contingent parts of a historical event. The D$TpT
X\
initial step, therefore, in writing a historical synthesis, is to put the event to be synthesized in a proper historical Y'+KU/H
perspective, so that the common elements or strands making up the event can be determined. This can be .>1Y-NM
accomplished by analyzing the historical event as part of a general trend or continuum in history. The common rA8{Q.L
elements that are familiar to the event will become the ideological framework in which the historian seeks to (/{bJt~b
synthesize. This is not to say that any factor will not have a greater relative value in the historian’s handling of 3 `NSSS
the interrelated when viewed in a broad historical perspective. nm%7 e!{m
The historian, in synthesizing, must determine the extent to which the existing hypotheses have similar 4 DV,f2:R4
trends. A general trend line, once established, will enable these similar trends to be correlated and paralleled ;(K"w*
within the conceptual framework of a common base. A synthesis further seeks to determine, from existing e:T9f('
hypotheses, why an outcome took the direction it did; thus, it necessitates reconstructing the spirit of the times @_ UI;*V
in order to assimilate the political, social, psychological, etc., factors within a common base. vM:c70=
As such, the synthesis becomes the logical construct in interpreting the common ground between an ^U,Dx
original explanation of an outcome (thesis) and the reinterpretation of the outcome along different lines Ev3,p`zS._
(antithesis). Therefore, the synthesis necessitates the integration of the materials available into a {7_C|z:'p&
comprehensible whole which will in turn provide a new historical perspective for the event being synthesized. (iJ
/
36. The author would mostly be concerned with _____________. >Dz8+y
A. finding the most important cause for a particular historical event gebL6oc%
B. determining when hypotheses need to be reinterpreted \pP1k.~UnC
C. imposing a pattern upon varying interpretations for the causes of a particular historical event d-8{}Q
D. attributing many conditions that together lead to a particular historical event or to single motive &(|Ot`el]v
37. The most important preliminary step in writing a historical synthesis would be ____________. 4C*0MV
A. to accumulate sufficient reference material to explain an event ocpM6b.fK
B. analyzing the historical event to determine if a “single theme theory” apples to the event ' hdLQ\J
C. determining the common strands that make up a historical event jc,Qg2
D. interpreting historical factors to determine if one factor will have relatively greater value Q"3gvIyc
38. The best definition for the term “historical synthesis” would be ______________. [EK^0g
A. combining elements of different material into a unified whole `v'yGsIV
B. a tentative theory set forth as an explanation for an event W[>qiYf^b
C. the direct opposite of the original interpretation of an event Kp;a(D
D. interpreting historical material to prove that history repeats itself
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39. A historian seeks to reconstruct the “spirit” of a time period because ____________. +Z]
}ce
u"
A. the events in history are more important than the people who make history #wkSru&LS
B. existing hypotheses are adequate in explaining historical events 2av=W
C. this is the best method to determine the single most important cause for a particular action 6:Y2z!MLO
D. varying factors can be assimilated within a common base @twi<U_
40. Which of the following statements would the author consider false? /fU-0a8
A. One factor in a historical synthesis will not have a greater value than other factors. #<#-B v
B. It is possible to analyze common unifying points in hypotheses. V0%a/Hi v
C. Historical events should be studied as part of a continuum in history. @CoUFdbz
D. A synthesis seeks to determine why an outcome took the direction it did. H;ujB \+
Passage 2 .
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When you call the police, the police dispatcher has to locate the car nearest you that is free to respond. ~&"'>C#
This means the dispatcher has to keep track of the status and location of every police car—not an easy task for xmfZ5nVL
a large department. Tl+PRR6D*
Another problem, which arises when cars are assigned to regular patrols, is that the patrols may be too Fzn!
regular. If criminals find out that police cars will pass a particular location at regular intervals, they simply plan lwjA07i
their crimes for times when no patrol is expected. Therefore, patrol cars should pass by any particular location =F5zU5`i
at random times; the fact that a car just passed should be no guarantee that another one is not just around the 7g%\+%F
I
corner. Yet simply ordering the officers to patrol at random would lead to chaos. E!>MJlA:k6
A computer dispatching system can solve both these problems. The computer has no trouble keeping track +k0UVZZX?
of the status and location of each car. With this information, it can determine instantly which car should h${=gSJc
respond to an incoming call. And with the aid of a pseudorandom number generator, the computer can assign ^g.HJQ'vF
routine patrols so that criminals can’t predict just when a police car will pass through a particular area. Os!x<r|r
(Before computers, police sometimes used roulette wheels and similar devices to make random X?(R!=a
assignments.) F;Q'R|HQ
Computers also can relieve police officers from constantly having to report their status. The police car (nYGN$qC9
would contain a special automatic radio transmitter and receiver. The officer would set a dial on this unit l% qh^0
indicating the current status of the car—patrolling, directing traffic, chasing a speeder, answering a call, out to - rI4_Dl
lunch, and so on. When necessary, the computer at headquarters could poll the car for its status. The voice U99Uny9
radio channels would not be clogged with cars constantly reporting what they were doing. A computer in the A7T(p7pP
car automatically could determine the location of the car, perhaps using the LORAN method. The location of Qv)DSl
the car also would be sent automatically to the headquarters computer. ?=HoU3
41. The best title for this passage should be ___________. <~u-zaN<W
A. Computers and Crimes ij.NSyk9
B. Patrol Car Dispatching Fc|N6I'o
C. The Powerful Computers O(:/&`)
D. The Police with Modern Equipment ^+kymZ
42. A police dispatcher is NOT supposed to _____________. D8{f7{nY
A. locate every patrol car sHOBT,B
B. guarantee cars on regular patrols ;{0%Vp{
C. keep in touch with each police car "#h/sAIs
D. find out which car should respond to the incoming call .}E@7^X
43. If the patrols are too regular, _____________. }}oIZP\qM
A. the dispatchers will be bored with it (-@I'CFd
B. the officers may become careless D}N4*L1
C. the criminals may take advantage of it db>"2EE
D. the streets will be in a state of chaos R_vK^Da
44. The computer dispatching system is particularly good at ______________. &gI*[5v
A. assigning cars to regular patrols Ga pM~~
B. responding to the incoming calls #E#@6ZomT
C. ordering officers to report their location MOm+t]vq1
D. making routine patrols unpredictable y!|4]/G]?t
45. According to the account in the last paragraph, how can a patrol car be located without computers? S$a.8X
h
A. Police officers report their status constantly. |lyspD
B. The headquarters poll the car for its status. iEbW[sX[4
C. A radio transmitter and receiver is installed in a car. *9`k$'
D. A dial in the car indicates its current status. gm1RQ^n,@.
Passage 3 MFipXE!
A child who has once been pleased with a tale likes, as a rule, to have it retold in identically the same ?Iag-g9#=m
words, but this should not lead parents to treat printed fairy stories as sacred texts. It is always much better to V}JBv$+ko
tell a story than read it out of a book, and, if a parent can produce what, in the actual circumstances of the time l v
BcEg
and the individual child, is an improvement on the printed text, so much the better. (R9"0WeF
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 /sqfw,h@
fairy stories were more often guilty of cruelty than those who had not. Aggressive, destructive, sadistic TZdJq
impulses every child has and, on the whole, their symbolic verbal discharge seem to be rather a safety valve ?iL-2I3*
than an incitement to overt action. As to fears, there are, I think, well-authenticated cases of children being ; NO#/
dangerously terrified by some fairy story. Often, however, this arises from the child having heard the story once. c]|Tg9AW
Familiarity with the story by repetition turns the pain of fear into the pleasure of a fear faced and mastered. ;)ERxMun
There are also people who object to fairy stories on the grounds that they are not objectively true, that VS65SxHA
giants, witches, two-headed dragons, magic carpets, etc., do not exist; and that, instead of indulging his c57`mOe/b
fantasies in fairy tales, the child should be taught how to adapt to reality by studying history and mechanics. I v2YU2-X[
find such people, I must confess, so unsympathetic and peculiar that I do not know how to argue with them. If X@7:Fz
U9
their case were sound, the world should be full of madmen attempting to fly from New York to Philadelphia on x@x5|8:ga
a broomstick or covering a telephone with kisses in the belief that it was their enchanted girl-friend. @}'?o_/C
No fairy story ever claimed to be a description of the external world and no sane child has ever believed I,r0K]
that it was. 8mO_dQ
46. According to the author, the best way to retell a story to a child is to ______________. \t? ;p-+ta
A. tell it in a creative way I}awembw g
B. take from it what the child likes T
^/\Rr
C. add to it whatever at hand P75@Yu(
D. read it out of the story book. ~x J#NC+
47. In the second paragraph, which statement best expresses the author’s attitude towards fairy stories? Q{
{=
A. He sees in them the worst of human nature. #.LI`nYA
B. He dislikes everything about them. f^Q)lIv
C. He regards them as more of a benefit than harms. "DRiJ.|APs
D. He is expectant of the experimental results. -y/Y%]%0
48. According to the author, fairy stories are most likely to ____________. w~n+hhMF
A. make children aggressive the whole life yXf+dMv
B. incite destructiveness in children i{r[zA]$
C. function as a safety valve for children wid
D. add children’s enjoyment of cruelty to others @J6V,
49. If the child has heard some horror story for more than once, according to the author, he would probably be
9
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______________. z\K-KD{Ad
A. scared to death .AF\[IQ
B. taking it and even enjoying it (
;KTV*1
C. suffering more the pain of fear l?HC-_Pbh
D. dangerously terrified r4]hcoU
50. The author’s mention of broomsticks and telephones is meant to emphasize that ___________. `b_n\pf]
A. old fairy stories keep updating themselves to cater for modern needs iS`ok
B. fairy stories have claimed many lives of victims Y*S(uqM
C. fairy stories have thrown our world into chaos ^[q/w<_j~
D. fairy stories are after all fairy stories "_\77cqpTh
Passage 4 \WZSY||C|_
There has been a lot of hand-wringing over the death of Elizabeth Steinberg. Without blaming anyone in M2A_T.F=H
particular, neighbors, friends, social workers, the police and newspaper editors have struggled to define the c3O&sa
V!
community’s responsibility to Elizabeth and to other battered children. As the collective soul-searching NHhKEx0Gtu
continues, there is a pervading sense that the system failed her. bq{eu#rQJ
The fact is, in New York State the system couldn’t have saved her. It is almost impossible to protect a WT1d'@
LY
child from violent parents, especially if they are white, middle-class, well-educated and represented by counsel. +,eF(VS!
Why does the state permit violence against children? There are a number of reasons. First, parental RuOse9
privilege is a rationalization. In the past, the law was giving its approval to the biblical injunction against Pe@*')o*
sparing the rod. eX'V
#K#C
Second, while everyone agrees that the state must act to remove children from their homes when there is H$6;{IUz~
danger of serious physical or emotional harm, many child advocates believe that state intervention in the pwNF\ ={
absence of serious injury is more harmful than helpful. V :lKF')
Third, courts and legislatures tread carefully when their actions intrude or threaten to intrude on a IG!(q%Gf
relationship protected by the Constitution. In 1923, the Supreme Court recognized the “liberty of parent and tjcsT>
guardian to direct the upbringing and education of children under their control.” More recently, in 1977, it J #;|P
-pt
upheld the teacher’s privilege to use corporal punishment against schoolchildren. Read together, these @$;I%
decisions give the constitutional imprimatur to parental use of physical force. h<g2aL21?F
Under the best conditions, small children depend utterly on their parents for survival. Under the worst, n_6#Df*
their dependency dooms them. While it is questionable whether anyone or anything could have saved Elizabeth _I0=a@3
Steinberg, it is plain that the law provided no protection. n -x
Caq
To the contrary, by justifying the use of physical force against children as an acceptable method of Po\d!
education and control, the law lent a measure of plausibility and legitimacy to her parents’ conduct. bDq<]h_7
More than 80 years ago, in the teeth of parental resistance and Supreme Court doctrine, the New York { ^R>H|~
State Legislature acted to eliminate child labor law. Now, the state must act to eliminate child abuse by banning ,be$~7qS
corporal punishment. To break the cycle of violence, nothing less will answer. If there is a lesson to be drawn <}}u'5;^?x
from the death of Elizabeth Steinberg, it is this: spare the rod and spare the child. 7H?lR~w
51. The New York State law seems to provide least protection of a child from violent parents of ____________. /'bX}H(dq
A. a family on welfare X: QRy9]
B. a poor uneducated family }eSrJgF4M
C. an educated black family QvlVjDIy
D. a middle-class white family j/1f|x
52. “Sparing the rod” (in boldface) means ____________. /lc4oXG8
A. spoiling children /#[mV(k
B. punishing children b{.Y?.U
C. not caring about children UW{C`^?=B
D. not beating children m:cWnG
53. Corporal punishment against schoolchildren is _____________. .RWq!Z=)3
A. taken as illegal in the New York State OUy}1%HY
B. considered being in the teacher’s province "7w=LhzV[$
C. officially approved by law -gv[u,R
D. disapproved by school teachers L#N]1#;
54. From the article we can infer that Elizabeth Steinberg is probably the victim of ____________. Sd\oL*lN
A. teachers’ corporal punishment `~h8D9G
B. misjudgment of the court ob9=/ R?i
C. parents’ ill-treatment m>!aI?g
D. street violence soA] f
55. The writer of this article thinks that banning corporal punishment will in the long run _____________. ;33SUgX
A. prevent violence of adults 5L,q,kVS
B. save more children '^tC |)
C. protect children from ill-treatment sc z8`%
D. better the system [+qB^6I+P%
Passage 5 sRflabl *x
With its common interest in lawbreaking but its immense range of subject-matter and widely-varying ;6`7
\
methods of treatment, the crime novel could make a legitimate claim to be regarded as a separate branch of k.\4<}
literature, or, at least, as a distinct, even though a slightly disreputable, offshoot of the traditional novel. !)(To
The detective story is probably the most respectable (at any rate in the narrow sense of the word) of the Sb`SJ):x
crime species. Its creation is often the relaxation of university scholars, literary economists, scientists or even [o.#$(
poets. Disastrous deaths may occur more frequently and mysteriously than might be expected in polite society, s 4n<k]d
but the world in which they happen, the village, seaside resort, college or studio, is familiar to us, if not from
&0OH:P%
our own experience, at least in the newspaper or the lives of friends. The characters, though normally realized |oR#j
`
superficially, are as recognizably human and consistent as our less intimate acquaintances. A story set in a more m[Qr>= "
remote African jungle or Australian bush, ancient China or gas-lit London, appeals to our interest in geography [!4V_yOb
or history, and most detective story writers are conscientious in providing a reasonably true background. The sAjN<P
elaborate, carefully-assembled plot, despised by the modern intellectual critics and creators of “significant” LWV^'B_X-
novels, has found refuge in the murder mystery, with its sprinkling of clues, its spicing with apparent #y1M1O g
impossibilities, all with appropriate solutions and explanations at the end. With the guilt of escapism from real $LtCI
life nagging gently, we secretly take delight in the unmasking of evil by a vaguely super-human detective, who Ee=!bv(%70
sees through and dispels the cloud of suspicion which has hovered so unjustly over the innocent. 9<5ii
Though its villain also receives his rightful deserts, the thriller presents a less comfortable and credible Cm-dos
world. The sequence of fist fights, revolver duels, car crashes and escapes from gas-filled cellars exhausts the MF+F8h>/
reader far more than the hero, who, suffering from at least two broken ribs, one black eye, uncountable bruises KD'}9{F,
and a hangover, can still chase and overpower an armed villain with the physique of a wrestler, He moves S0;s
7X#c
dangerously through a world of ruthless gangs, brutality, a vicious lust for power and money and, in contrast to ;s5JYR
the detective tale, with a near-omniscient arch-criminal whose defeat seems almost accidental. Perhaps we miss 3
op{h6
in the thriller the security of being safely led by our imperturbable investigator past a score of red herrings and ;B;wU.Y"
blind avenues to a final gathering of suspects when an unchallengeable elucidation of all that has bewildered us ~ _ko$(;A
is given and justice and goodness prevail. All that we vainly hope for from life is granted vicariously. r`PD}6\
56. The crime novel is regarded by the author as _________________. MFqb_q+
A. a not respectable form of the traditional novel "}:SXAZ5`
B. not a true novel at all m2Wi "X(I_
C. related in some ways to the historical novel B8zc#0!1
D. a distinct branch of the traditional novel e)|5P
57. The creation of detective stories has its origin in _______________. 5B;;{GR
A. seeking rest from work or worries _] us1
B. solving mysterious deaths in this society )yS8(F0
C. restoring expectations in polite society OOzXA%<%c
D. preventing crimes _hEr,IX=J
58. The characters of the detective stories are, generally speaking, _____________. =@MJEo` D
A. more profound than those of the traditional novels 4C
9k0]k2
B. as real as life itself \Z-Fu=8J8^
C. not like human beings at all |^OK@KdL1
D. not very profound but not unlikely %ejq|i7
59. The setting of the detective stories is sometimes in a more remote place because ___________. 4 Z&KR<2Z
A. it is more real mH )i
B. our friends are familiar with it j-t"
C. it pleases the readers in a way @R ;&P