上海社会科学院2004考博英语试题

上海社会科学院2004考博英语试题
作者：admin 来源：www.wszsw.com 发布时间：2007-11-8 16:25:53 发布人：admin
减小字体增大字体

Section I 听力 20% 15分钟

FIRST PART (略)

SECOND PART

For questions 8— 19 decide whether the statements are true or false. Write “T” for “true”, “F” for “false”.

8 Young people go to nomadic clubs just to drink.

9 The Circus has been going for less than three years.

10 Jeremy. the DJ, plays highly original discs.

11 The clubs are held in unusual places.

12 The Circus advertises to keep itself exclusive.

13 The Dirtbox has only a small following.

14 Phil and Bob do not bother to decorate their club.

15 The music at The Dirtbox is unpredictable.

16 The Substation thinks that luxury is unimportant.

17 You can watch silent films at The Substation.

18 You can stay at the club until breakfast time.

19 It is difficult for the police to find the clubs.

Section II Grammar and Vocabulary 10% (15 minutes)

In this section you must choose the word or phrase which best completes each sentence. For each question, 1 to 20, indicate on your answer sheet the letter [A],[Bj[C] or [D] against the number of the question.

I It is against the _________ not to wear seat belts in a car.
[A] rule
[B] regulation
[C] law
[D] order

2 All those old houses in Church Street are being pulled ________ [A] away

[B]off

[C] in [D] down

3 I havejust an account with the Great Eastern Bank.

[A] made
[B] opened
[C] entered
[D] registered

4 There was a ________ failure on the underground this morning.

[A] signal
[B] direction
[C] sign
[D] indication

5 The fishermen were ________ the sinking boat by helicopter

[A] taken round
[B] drawn off
[C] taken off
[D] brought up

6 1 don’t think those curtains_______ very well with the wallpaper.
[A] suit
[B] go
[C] fit
[D] march

7 The central heating doesn’t seem to be________ properly.
[A] going
[B] performing
[C] warming
[D] working

8 In recent years inflation has almost doubled the________ of living.

[A] price
[B] expense
[C] charge
[D] cost

9 Johnny’s parents always let him have his own ________

[A] will
[B] wish
[C] way
[D] demand

10 I heard the news _____the radio last night.

[A] by [B] on [C] with [D] in

11 The residents are organising a protest________ against the closing of their local hospital.

[A] outing
[B] march
[C] progress
[D] run

12 He never takes _________ in any college activities.

[A] part
[B] place

[C] shares

[D] time

13 Whatever _________ him buy that old’car?

[A] obliged [B] forced [C] made [D] encouraged

14 All medicines should be kept out of _____of children.

[A] hand
[B] touch
[C] contact
[D] reach

15 Everything in the sale has been_______ to half price.
[A] reduced
[B] decreased
[C] diminished
[D] lowered

16 I can never touch lobster because I’m ______to shellfish.
[A] sensitive
[B] allergic
[C] infected
[D] sensible

17 All the food in that little cafe is
[A] handmade
[B] self made
[C] homemade
[D] home-based

18 Please inform the college secretary if you ________ your address.
[A] move
[B] remove
[C] vary
[D] change

19 Our telephone has been______ for three weeks.
[A] out of line
[B] out of touch
[C] out of order
[D] out of place

20 Label on bottle of medicine: It is dangerous to exceed the stated______
[A] drops
[B] measure
[C] limit
[D] dose

Section III Reading Comprehension 30% (80 minutes)

In this section you will find afier each of the passages a nwnber of questions or unfinished statements about the passage, each with four suggested answers or ways offinishing You must choose the one which you think fits best. For each question, 1 to 30, indicate on your answer sheet the letter [A],[B],[C] or [D] against the number of the question.
Passage 1

Voluntary Service Overseas (VSO) is a registered charity dedicated to assisting development in the world’s poor countries. It is an independent non-sectarian organisation. VSO is a direct response to an urgent need. Each year about 450 volunteers are sent to work on projects in 36 developing countries. Each volunteer goes overseas in response to a specific appeal from a developing country. Over the past 23 years more than 20,000 volunteers have worked abroad with VSO. Together they have contributed over 30,000 man-years to development.

But VSO volunteers gain as well as give. They gain responsibility, experience and a personal viewpoint on development. On their return they can make an effective contribution to the development debate. Above all, VSO is aid that the Third World needs. For this reason the Third World countries themselves pay almost half the cost of each VSO volunteer

When VSO was established over 20 years ago, the first volunteers were school-leavers. However, increasingly the demand was for skilled and professional people. Today, all VSO volunteers are skilled and/or qualified people — teachers and doctors, mechanics and electricians, accountants and civil engineers. Why do they volunteer? To make a personal contribution, to take on extra responsibility, to gain overseas work experience, to work within a community —often for all these reasons. The task of VSO is to match these specialists with particularvacancies, notified to them by overseas countries. Then, having made the match, they prepare the volunteer to work for two years in a very different environment.

I The work of VSO is concerned with _______
[A] helping the poor in all parts of the world
[B] giving practical assistance to poor countries
[C] the development of any worthwhile project
[D] increasing the need for development in the Third World

2 The experience gained by VSO volunteers working abroad ________

[A] provides the basic training they need
[B] increases their understanding of particular problems
[C] helps them to deal with their own problems
[D] encourages them to contribute to Third World appeals

3 The majority of VSO volunteers today are ________

[A] over-qualified
[B] unskilled
[C] school-leavers
[D]. highly trained

4 People who volunteer for VSO do so ________

[A] for a variety of reasons
[B] because they have personal problems
[C] in response to requests from overseas
[D] because they are unemployed

5 A volunteer who is accepted must be prepared to ________

[A] take a two-year training course
[B] be away from home for two years
[C] spend two years visiting different countries
[D] take two years to adapt to a new environment

Passage 2

During the late sixteenth and early seventeenth centuries the London district of Southwark

was prospering, and an extremely important and far-reaching development was taking place at

Bankside, an area situated just beside the church now known as Southwark Cathedral. The Rose

Theatre, the Swan, the Hope Playhouse and Bear Garden, were set up here along with the famous

Globe Theatre, in which Shakespeare acted.

William Shakespeare is commemorated in Southwark Cathedral today by the modern memorial window in the south aisle. The window was designed by Christopher Webb in 1954, after an earlier window had been destroyed in the war, and depicts characters from Shakespeare’s plays. Beneath it is a recumbent alabaster figure of Shakespeare, carved by Henry McCarthy in 1912, set against a background of seventeenth-century Southwark in relief, showing the Globe Theatre, Winchester Palace and the Tower of St. Saviour’s Church. This memorial was provided by public subscription and was dedicated in 1911, and every year a birthday service, attended by many great actors and actresses, is held here in honour of Shakespeare’s genius. Shakespeare’s brother Edmund was buried here in 1607, and, although the position of Edmund’s grave is unknown, he is commemorated by an inscribed stone in the paving of the choir.

6 In Shakespeare’s lifetime Bankside in Southwark was notable for ________
[A] the style of its buildings
[B] Shakespeare’s performances at the Globe Theatre
[C] its influence on public taste
[D] the number of plays produced there

7 The original memorial window to Shakespeare in Southwark Cathedral was [A] designed in 1954

[B] damaged by enemy action

[C] replaced during the Second World War [D] carvedin 1912

8 Underneath the window there is a ________
[A] painting of seventeenth-century Southwark
[B] wooden effigy
[C] a sculpted figure
[D] tablet dedicated to Shakespeare’s brother

9 In Southwark Cathedral, on the anniversary of Shakespeare’s birth, there is ________
[A] a commemoration service
[B] a drama festival
[C] a special service for actors
[D] a theatrical presentation

10 This information would most likely be found in _________
[A] an advertisement
[B] a historical survey
[C] a tourist guide
[D] a news bulletin

Passage 3

Americans are people obsessed with child-rearing. In their books, magazines, talk shows, parent training courses, White House conferences, and chats over the back fence, they endlessly debate the best ways to raise children. Moreover, Americans do more than debate their theories; they translate them into action. They erect playgrounds for the youngster’s pleasure, equip large schools for their education, and train skilled specialists for their welfare. Whole industries in America are devoted to making children happy, healthy and wise.

But this interest in childhood is relatively new. In fact, until very recently people considered childhood just a brief, unimportant prelude to adulthood and the real business of living. By and large they either ignored children, beat them, or fondled them carelessly, much as we would amuse ourselves with a liner of puppies. When they gave serious thought to children at all, people either conceived of them as miniature adults or as peculiar, unformed animals.

Down through the ages the experiences of childhood have been as varied as its duration. Actions that would have provoked a beating in one era elicit extra loving care in another Babies who have been nurtured exclusively by their mothers in one epoch are left with day-care workers in another In some places children have been trained to straddle unsteady canoes, negotiate treacherous mountain passes, and carry heavy bundles on their heads. In other places they have been taught complicated piano concerti and long multiplication tables.

But diverse as it has been, childhood has one common experience at its core and that is the social aspect of nurture. All children need adults to bring them up. Because human young take so long to become independent, we think that civilization may have grown up around the need to feed and protect them. Certainly, from the earliest days of man, adults have made provision for the children in their midst.

11 The present day American obsession with child-rearing has ________
[A] resulted in ineffectual action
[B] initiated pointless discussions
[C] had wide-ranging results
[D] produced endless theories

12 Children in the past were ill-treated or petted because they were ________
[A] ignorant of adult life
[B] seen as uninteresting
[C] considered of no importance
[0] conceived of as having animal natures

13 How have childhood experiences varied?
[A] Children have been alternately beaten and loved through the ages.
[B] There have been differences in child rearing in different epochs.
[C] Parents have increasingly taken control of their children’s nurturing.
[0] In some places physical training has given way to encouraging creativity.

14 According to the author, children ________
[A] need intensive adult nurturing
[B] are the instigators of civilization
[C] remain physically dependent until adulthood
[D] have common social experiences

15 What is the author’s attitude to developments in the perception of childhood?

[A] Cynical.
[B] Indifferent.
[C] Positive.
[0] Neutral.

Passage 4

The relationship between the home and market economies has gone through two distinct stages. Early industrialization began the process of transferring some production processes (e.g. clothmaking, sewing and canning foods ) from the home to the marketplace. Although the home economy could still produce these goods, the processes were laborious and the market economy was usually more efficient. Soon, the more important second stage was evident — the marketplace began producing goods and services that had never been produced by the home economy, and the home economy was unable to produce them ( e.g. electricity ahd electrical appliances, the automobile, advanced education, sophisticated medical care). In the second stage, the question of whether the home economy was less efficient in producing these new goods and services was irrelevant; if the family were to enjoy these fruits of industrialization, they would have to be obtained in the marketplace. The traditional ways of taking care of these needs in the home, such as in nursing the sick, became socially unacceptable ( and, in most serious cases, probably less successful). Just as the appearance of the automobile made the use of the horsedrawn carriage illegal and then impractical, and the appearance of television changed the radio from a source of entertainment to a source of background music, so most of the fruits of economic growth did not increase the options available to the home economy to either produce the goods or services or purchase them in the market. Growth brought with it increased variety in consumer goods, but not increased flexibility for the home economy in obtaining these goods and services. Instead, economic growth brought with it increased consumer reliance on the marketplace. In order to consume these new goods and services, the family had to enter the marketplace as wage earners and consumers, the neoclassical (新古典主义 ) model that views the family as deciding whether to produce goods and services directly or to purchase them in the marketplace is basically a model of the first stage. It cannot accurately be applied to the second (and current) stage.

16 The reason why many production processes were taken over by the marketplace was that ________

[A] it was a necessary step in the process of industrialization

[B] they depended on electricity available only to the market economy

[C] it was troublesome to produce such goods in the home

[D] the marketplace was more efficient with respect to these processes

17 It can be seen from the passage that in the second stage ________

[A] some traditional goods and services were not successful when provided by the home economy

[B] the market economy provided new goods and services never produced by the home economy

[C] producing traditional goods at home became socially unacceptable

[0] whether new goods and services were produced by the home economy became irrelevant

18 During the second stage, if the family wanted to consume new goods and services, they had to enter the marketplace _________

[A] as wage earners

[B] both as manufacturers and consumers [C] both as workers and purchasers [D] as customers

19 Economic growth did not make it more flexible for the home economy to obtain the new goods and services because _________

[A] the family was not efficient in production [B] it was illegal for the home economy to produce them [C] it could not supply them by itself

[0] the market for these goods and services was limited

20 The neoclassical model is basically a model of the first stage, because at this stage ________ [A] the family could rely either on the home economy or on the marketplace for the needed

goods and services

[B] many production processes were being transferred to the marketplace [C] consumers relied more and more on the market economy

[D] the family could decide how to transfer production processes to the marketplace

Passage 5

The teacher of reading is involved, whether this consciously realised or not, in the development of a literate society. And every teacher, therefore, needs to determine what level of literacy is demanded by society, what role he or she should take in achieving the desired standard of literacy, and what the implications of literacy are in a world context.

The Unesco report presents a world view of literacy. Too often we limit our thoughts to the relatively small proportion of illiterates in our own country and fail to see it in its intemational context.

The problems facing developing nations are also facing industrialised nations. Literacy, as the report points out, is ‘inextricably intertwined with other aspects of national development (and) ... national development as a whole is bound up with the world context’. Literacy is not a by-product of social and economical development — it is a component of that development. Literacy can help people to function more effectively in a changing environment and ideally will enable the individual to change the environment so that it functions more effectively.

Literacy programmes instituted in different countries have taken and are taking different approaches to the problem: for example the involvement of voluntary non-governmental organisations, which underlines the importance of seeing literacy not as a condition imposed on people but as a consequence of active participation within society. People can leam from the attempts of other countries to provide an adequate ‘literacy environment’.

Who are the ‘illiterates’ and how do we define them? At what point do we decide that illiteracy ends and literacy begins? Robert Hillerich addresses these questions. An illiterate, he finds, ‘may mean anything from one who has no formal schooling to one who has attended four years or less, to one who is unable to read or write at the level necessary to perform successfully in his social position.’ Literacy, he points out, is not something one either has or has not got: ‘Any definition of literacy must recognise this quality as a continuum, representing all degrees of development.’

An educational definition - i.e. in terms of grades completed or skills mastered-is shown to be inadequate in that educationally defined mastery may bear only minimal relation to the language proficiency needed in coping with environmental demands. From a sociological/economic viewpoint the literacy needs of individuals vary greatly, and any definition must recognise the needs of the individual to engage effectively and to act with responsible participation.

Such a broadened definition excludes assessment based on a ‘reading-level type’; assessment must, rather, be flexible to fit both purpose and population.

21 Part of the teacher of reading’s involvement in the development of a literate society is through

[A] ascertaining their society’s literacy standard

[B] determining a level of literacy for their society [C] deciding on a world standard of literacy

[D] achieving a desired role for teaching literacy

22 What problems are facing both developing and industrial nations? [A] How to achieve literacy in their own countries.

[B] How the environment can be changed to suit the people.

[C] What methods of producing social and economical development can be found.

[D] Which ways of encouraging literacy as part of national development are possible.

23 What importance do the voluntary non-govemmental organisations have in literacy programmes?

[A] They demonstrate how literacy changes society.

[B] They show that literacy is often imposed on people.

[C] They present conditions in which people can become literate.

[D] They enable people to take part in international literacy schemes.

24 ‘Illiterates’ according to Hillerich, are best defined as people who_________ [A] cannot read or write at all

[B] only have a primary education

[C] read and write inadequately for their needs [D] have no education at all

25 Why is a ‘reading-level type’ of assessment inadequate to define literacy? [A] It ignores other social factors in society.

[B] Educational needs are not taken into account.

[C] Individual involvement in society is not considered.

[0] No account is taken of the importance of language in society.

Passage 6

Extract 1

London Chamber of Commerce and Industry Examination Board

Founded in the I 880s to set targets in the business education field, the Board now examines some 23,000 EFL candidates annually in UK and overseas using: ENGLISH FOF COMMERCE:

Written, available 4 times per year at 3 levels- Elementary, Intermediate, Higher- with short oral tests at I and H levels. A new syllabus, under the name of ENGLISH FOR BUSINESS, is being introduced in 1988.

SPOKEN ENGLISH FOR INDUSTRY AND COMMERCE: Purely oral, available at any time on any suitable premises with one month’s notice, at 4 levels.. — Preliminary, Threshold, Intermediate and Advanced.

Extract 2

Royal Society of Arts Examinations Board

The RSA Examinations in the Communicative Use of English as a Foreign Language (CUEFL) assess what students can do with English rather than what they know about English. The tasks in the examination are therefore as realistic as possible. They are offered at three levels and the specifications say exactly what is expected at each level. There are separate exams testing skills of writing, reading, listening and oral interaction, so that students can take any skill at any level according to their needs. They are available twice a year in the UK and at recognised centres abroad. There is a separate scheme for students of English as a second language.

Extract 3

University of Cambridge Local Examinations Syndicate

Cambridge EFL examining represents a natural development from over a century of involvement with school examinations overseas. It is essentially a large-scale, internationally conceived operation seeking to combine innovation and relevance to teaching and learning needs with administrative viability. Syllabus design concentrates on a computer-monitored balance between objective and open-ended testing, using each as a check on the other, and a similar balance between communicative and analytical factors in candidate performance.

Extract 4

Associated Examining Board

The AEB’s Test in English for Educational Purposes (TEEP) is based, following extensive

analysis, on the linguistic needs of students entering HE or FE, where they will study through the medium of English. It tests Listening, Reading, Writing and (optionally) Speaking. The approach is communicative, with many subtests being integrated, for example, a reading passage is linked thematically with a listening exercise, and they both lead to a writing task. The Oral, recorded on tape, tests responses to social and academic situations and ability to participate in discussion, offer opinion, ask questions and to summarize relevantly. TEEP is recognized as acceptable by FE.

26 What do extracts I and 2 have in common?

[A] Examinations are offered at three different levels. [B] All four language skills are tested.

[C] Oral tests are given at three levels.

[D] Examinations are available four times a year.

27 Both extracts 1 and 3 show that the examination boards ________ [A] concentrate mainly on overseas candidates

[B] have developed language tests from other examinations [C] are more than one hundred years old

[D] are part of large intemational organisations

28 Extracts 2 and 4 share the opinion that _________ [A] candidates should be tested on their knowledge of English

[B] their examinations should prepare students for further study [C] the communicative approach to testing is most important [D] speaking is the least important of the four language skills

29 The thematic linking of subjects explained in extract 4 is likely to ________ [A] present a realistic way of testing language

[B] lead to confusion among the candidates [C] cause problems in assessing results [D] facilitate linguistic analysis

30 Compared with extracts 1, 2 and 4, extract 3 is the most [A] informative

[B] generalised [C] academic [D] analytic

专业外语(40%)

1. 英译中(12%)

The theory of consumption was developed independently in the I 950s by Milton Friedman of the University of Chicago, who called it the permanent income theory of consumption, and by Franco Modigliani, of MIT, who called it the life cycle theory of consumption. Both Friedman and Modigliani chose these labels carefully. By choosing “permanent income”, Friedman emphasized that consumers look beyond current income. By choosing “life cycle”, Modigliani emphasized that consumers’ natural planning horizon is their entire lifetime.

The behavior of aggregate consumption has remained a hot area of research ever since, for two reasons. The first is simply the sheer size of consumption: consumption spending accounts for 69% of total spending in the United States. The second is the increasing availability of large surveys of individual consumers. These surveys, which were not available when Friedman and Modigliani developed the theory of consumption, have allowed economists to steadily improve their understanding of how consumers actually behave.

2. 英译中（12%）

Suppose that it takes some time for financial investors to shift between domestic and foreign bonds. Now an expansionary open market operation can initially bring the domestic interest rate below the foreign interest rate. But over time, investors shift to foreign bonds, leading to an increase in the demand for foreign currency in the foreign-exchange market. To avoid a depreciation, the bank must again stand ready to sell foreign currency and buy domestic currency. Eventually, the central bank buys enough domestic currency to offset the effects of the initial open market operation. The money stock is back to normal, and so is the interest rate. The central bank holds more bonds and smaller reserves of foreign currency.

3．中译英（ 16％）

没有良好人力资源的国家在当今全球经济中是不可能具有竞争力的。在健康、教育、培训和其他社会服务中的投资对获得快速的、有效的、公平的以及可持续的发展至关重要。良好的健康状态有助于保证学习和工作的效率。健康和营养是影响上学以及个人学习和发展技能的能力的关键。良好的公共健康能节省个人治病的开销，减少因职员生病而造成的生产效率的损失，以及增加投资者与消费者的信心。中国在SARS事件中的经历也表明：一个地区的公共健康问题可能对整个国家甚至更广范围内的经济发展和福利带来风险。已经证明，一国政府对公共健康的充分关注对于维持国家的经济发展、拓展国际市场和吸引外资都是必要的。

ycysy_5	2008-12-05 21:16
dfwrefdfsssssssssssssssssssssssssssssssssss

查看完整版本: [-- 上海社会科学院2004考博英语试题 --] [-- top --]

Powered by freekaobo v7.5 SP3 Code ©2003-2010 PHPWind
Gzip enabled

You can contact us