2002年3月中国科学院博士研究生入学考试试题 5,A/6b
参考答案 ><Z2uJZ4x
听力文本 ?6|EAKJ`lK
PART Ⅰ LISTENING COMPREHENSION (15 minutes, 15 points) DLVf7/=3~
Section A (1 point each) giv cq'L
Directions: In this section, you will hear nine short conversations between two speakers. At the end of each conversation, a question will be asked about what was said. The question will be spoken only once. Choose the best answer from the four choices given by marking the corresponding letter with a single bar across the square brackets on your Machine-scoring Answer Sheet. k&^f Iz
1. W: Do you think your car will be ready today? 2Tp.S3
M: I don't know. They had to order a part from the factory. Can you pick me up tomorrow if it isn't? Oo,<zS=ICk
Q: What did the man want? ,JR7N_"I
2. W: This room has no ventilation, and I'm allergic to smoke. 2`x[y?Tn
M: Would you like me to put this out? NVQIRQ.
Q: What did the man volunteer to do? =2<
>dM#`
3. W: Hi, Ray, are you going straight home after school today? &N,c:dNe
M: No, I have a class until one o'clock, and after that I'm going to spend a couple of hours at the library before going home. ibh!8" [
Q: What can we learn from this conversation? y5>H>NS
4. M: I'm so glad you were able to come to our housewarming. s iC/k*
W: You really have a lovely place. Will you show me around? 0nC%tCV'
Q: What did the woman want? SH"O<cDp
5. M: Mary, have you finished studying yet? {'
JoVJKv
W: Not yet. I still have to review two more chapters of anthropology. &<4Jyhm:o
M: How about going for a walk? There's a small park right nearby. /Ue~W,|
W: Sorry, but I really have to go back to work. V5m4dQ>t
Q: What does the man want? i0hF9
M
6. W: I thought Paul might be able to help me figure out this computer program. 'z@(,5
M: Paul is about the last person I'd ask if I were you. JPRl/P$
Q: What does the man imply about Paul? P)4SrqW_
7. M: Today, I'm interviewing nine-year-old Alex about her feelings on how people can help save the environment. So, Alex, how can we save the environment? R'He(x
W: By saving water. -B'<*
Y
M: Well, how can we do that? &W*9'vSm.
W: By not using too much water when we wash dishes, take a bath, and when we do other things like watering the plants outside. X180_Kt2
M: Oh, I think I can do that. What else? .z+[3Oj_E
W: When drinking or eating something outside, you should keep the garbage until you find a trashcan to put it in because littering makes our planet dirty. SD |5v*
Q: What is the topic of this interview? ~
'n3],o?
8. W: Well, that was a very interesting tour of your operation but I'm exhausted. I don't know how you work in this heat. a(QYc?u
M: No, nor do I. I'm afraid we've been having a few problems with the air-conditioning. Diana! Can you bring some chilled orange juice please! e~oI0%xl^
W: Oh, thank you very much, I need that. j8P=8w{
Q: What can we learn from the conversation? M"W-|t)~
9. M: I'm looking forward to the day when your software products are advertised not only in print media but also in television. !{jDZ?z{h
W: Television? That sounds awfully expensive. Do you really think we can run that type of campaign? D}OvD |<-
M: No, not right away, but it will be my job to make your company grow so you will want to use more expensive media. But for now, here are two advertisements I created for you. [WW3'= e^
Q: How does the company currently advertise its products? /3{jeU.k
v25]}9 /C
Section B (1 point each) iLD}>=
Directions: In this section, you will hear two short passages. At the end of each passage, there will be three questions. Both the passage and the questions will be read to you only once. After each question, there will be a pause. During the pause, you must choose the best answer from the four choices given by marking the corresponding letter with a single bar across the square brackets on your Machine-scoring Answer Sheet.
F[5[@y
Passage 1 8tJB/Pw`S
For centuries, Kyoto has been the cultural center of Japan, but few associate it with high tech. What is the connection? It's a town that has always valued tradition and innovation. Amazingly, it's always been able to merge these two seemingly conflicting aspects. In its glory days during the Heian Period(194-1185 AD), Kyoto readily adopted Chinese influences to create a new economy, new technologies, and even a new form of government. Kyoto was the capital for 1,200 years and home to the Emperor and his court. Since there was much demand for fine crafts, Kyoto attracted the best craftsman and technicians in the country. They came here to create wonderful ceramics, lacquer ware, silk textiles, and fine art. So, for hundreds of years, Kyoto was the center of innovation, and business flourished as a result. A year after the Meiji Restoration in 1868, the Emperor was moves to Tokyo by the new government, and much of the local industry followed him there. Until then, Osaka had handled all the commerce, while Kyoto served as the center of imperial power and business. All of a sudden, it has hosted its prominence. So, in the late 19th century, the new Tokyo government began directing aid to Kyoto to help it build new industry. As a result, Kyoto became the first city in Japan to build an electric power generator, a sewer system, and other modern infrastructure. While the rest of the country remained backward, Kyoto became very European. K 0R<a~
Questions: {oOzXc6o
10. According to the speaker, what is amazing about Kyoto? Fu].%`*xJ
11. What can be said of Kyoto in the late 19th century? P
:zZ
12. What can we infer from the passage? j#6@cO'`
5FKb7
Passage 2 ^VabXGzo#
Students often complain that they have bad memories. In the past, I have always commented that students, no matter what their age, do not have bad habits. They do not have regular study habits. They do not use the language whenever they have the opportunity. They do not make a continuous effort to think in the language. They fail to repeat earlier material at planned intervals. A lot of this is true, but the reasons for poor memory in language learning may be much more complex. It is not always the fault of the student. :@K1pAh 4
A lot of the time, the reason for poor recall may lie in teaching methods which from the very beginning give too much emphasis to translation and reading. The criticism I would make here is that translation and reading are applications of language. They require conscious effort. But we are not conscious of our own language, of the mental process of using it. We use it effortlessly. So why should we operate in the conscious mind when we first approach a second language? Surely, that will be slow and laborious. It asks too much of our working memory which, because it is so limited, will fail us. At that point, the student complains of a bad memory. But be is wrong. He is in fact suffering from bad teaching and/or learning methods. h'%iY6!fA
It you ask a student to translate a sentence, he must operate a lot of the time in his own language. If he does not understand a word, he will go to his dictionary and look it up. This is a useful thing to do if you are translating, but a completely useless process for learning a second language, for the simple reason that his strong first language will interfere with and suppress the weaker second. In actually, anything of the weaker language is ever remembered from the process of translation. The same criticism applies to word lists that contain both first and second languages, and to books which interweave the two languages. Again, the student complains he can hardly recall anything. And once again, the problem lies not in himself, but in inappropriate “conscious” learning methods. v"-@'qN'
Questions: kzozjh%`9h
13. What did the speaker comment the past when he heard his students complain about their bad memories? 2Tt^^Lb
14. What does the speaker suggest about language learning? I8M^]+c
15. Which word, according to the speaker, can describe the process of language use? 20h+^R3{Z
(THIS IS THE END OF LISTENING COMREHENSION) NFsj
~6F#
L{&5Ets
试题详解 &