2013年考博英语北京理工大学模拟题1

北京理工大学

Part I Reading Comprehension (40 points)

Directions: In this part there are four passages for you to read. After each passage there are five questions, below each of which there are four answers marked A, B, C and D. Choose the best answer and mark the corresponding letter with a pencil on the Machine-Scoring ANSWER SHEET with a single line through the center.

Passage One

In Plato's Utopia, there are three classes: the common people, the soldiers, and the guardians chosen by the legislator. The main problem, as Plato perceives, is to insure that the guardians shall carry out the purpose of the legislator. For this purpose the first thing he proposes is education.

Education is divided into two parts, music and gymnastics. Each has a wider meaning than at present: "music" means everything that is in the province of the muses, and "gymnastics" means everything concerned with physical training fitness. "Music" is almost as wide as what is now called "culture", and "gymnastics" is somewhat wider than what "athletics" mean in the modern sense.

Culture is to be devoted to making men gentlemen, in the sense which, largely owing to Plato is familiar in England. The Athens of his day was, in one respect, analogous to England in the nineteenth century: there was in each an aristocracy enjoying wealth and social prestige, but having no monopoly of political power; and in each the aristocracy had to secure as much power as it could by means of impressive behavior. In Plato's Utopia, however, the aristocracy rules unchecked.

Gravity, decorum and courage seem to be the qualities mainly to be cultivated in education. There is to be a rigid censorship from very early years over the literature to which the young have access and the music they are allowed to hear mothers and nurses are to tell their children only authorized stories. Also, there is a censorship of music. The Lydian and Ionian harmonies are to be forbidden, the first because it expresses sorrow, the second because it is relaxed. Only the Dorian (for courage) and the Phrygian (for temperance) are to be allowed. Permissible rhythms must be simple, and such as are expressive of a courageous and harmonious life.

As for gymnastics, the training of the body is to be very austere. No one is to eat fish, or meat cooked other than roasted, and there must be no sauces or candies. People brought up on his regimen, he says will have no need of doctors. Gymnastics applies to the training of mind as well. Up to a certain age, the young are to see no ugliness or vice. But at a suitable moment, they must be exposed to "enchantments", both in the shape of terrors that must not terrify, and of bad pleasures that must not seduce the will. Only after they have withstood these tests will they be judged fit to be guardians.

1.What is the main topic of the passage?

A. Three social classes in Utopia.

B. How to make the society in harmony.

C. Plato's philosophy.

D. Education pattern in Utopia.

2.According to the passage, which of the following is closest in meaning to the concept "music"

in Plato's philosophy?

A. Muses.

B. Culture.

C. Manners.

D. Literature.

3.What is the major difference between the aristocracy in the old Athens and the gentlemen in

Utopia?

A. The former had to fight to obtain political power.

B. The former were more respected by the public.

C. The latter enjoyed much more political power.

D. The latter was regarded as the king of the country.

4.Why is fish eating forbidden in Utopia?

A. To secure the balance of nature.

B. To exercise people's perseverance.

C. For a strong volition.

D. For excellent health condition.

5.We can infer from the passage that the music "Lydian" sounds ______.

A. sad

B. bold

C. relaxed

D. simple

Passage Two

Traditionally, the study of history has had fixed boundaries and focal points--periods, countries, dramatic events, and great leaders. It has also had clear and firm notions of scholarly procedure: how one inquires into a historical problem, how one presents and documents one's findings, what constitutes admissible and adequate proof.

Anyone who has followed recent historical literature can testify to the revolution that is taking place in historical studies. The currently fashionable subjects come directly from the sociology catalog: childhood, work, leisure. The new subjects are accompanied by new methods. Where history once was primarily narrative, it is now entirely analytic. The old questions "What happened?" and "How did it happen?" have given way to the question "Why did it happen?" Prominent among the methods used to answer the question "Why" is psychoanalysis, and its use has given rise to psychohistory.

Psychohistory does not merely use psychological explanations in historical context. Historians have always used such explanations when they were appropriate and when there was sufficient evidence for them. But this practical use of psychology is not what psychohistorians intend. They are committed not just to psychology in general, but to Freudian psychoanatysis. This commitment precludes a commitment history as historians have always understood it. Psychohistory derives its "facts" not from history, the detailed records of events and their consequences, but from psychoanalysis of the individuals who made history, and deduces its theories not from this or that instance in their lives, but from a view of human nature that transcends history. It denies the basic criterion of historical evidence that evidence be publicly accessible to, and therefore assessable by, all historians. And it violates the basic tenet of historical method: that historians be alert to the negative instances that would refute their rightness of their theses. Psychohisotrians, convinced of the absolute rightness of their own theories, are also convinced that theirs is the "deepest" explanation of any event, which other explanations fall short of the truth.

Psychohistory is not content to violate the discipline of history (in the sense of the proper mode of studying and writing about the past); it also violates the past itself. It denies to the past an integrity and will of its own, in which people acted out of a variety of motives and in which events had a multiplicity of causes and effects. It imposes upon the past the same determinism that it

imposes upon the present, thus robbing people and events of their individuality and of their complexity, Instead of respecting the particularity of the past, it assimilates all events, past and present, into a single deterministic schema that is presumed to be true at all times and in all circumstances.

6.Which of the following best states the main point of the passage?

A.The approach of psychohistorians to historical study is currently popular even though it

lacks the rigor and verifiability of traditional historical method.

B.Traditional historians can benefit from studying the techniques and findings of

psychohistorians.

C.Areas of sociological study such as childhood and word are of little interest to traditional

historians.

D.The psychological assessment of an individual's behavior and attitudes is more

informative than the details of his or her daily life.

7.It can be inferred from the passage that one way in which traditional history can be

distinguished from psychohistory is that traditional history usually __

A.views past events as complex and having their own individuality

B.relies on a single interpretation of human behavior to explain historical events

C.interprets historical events in such a way that their specific nature is transcended

D.turns to psychological explanations in historical contexts to account for events

8.The author mentions which of the following as a characteristic of the practice of

psychohistorians?

A.The lives of historical figures are presented in episodic rather than narrative form.

B.Archives used by psychohistorians to gather material are not accessible to other scholars.

C.Past and current events are all placed within the same deterministic schema.

D.Events in the adult life of a historical figure are seem to be more consequential than are

those in the childhood of the figure.

9.It can be inferred from the passage that the methods used by psychohistorians probably

prevent them from

A.producing a one-sided picture of an individual's personality and motivation

B.uncovering alternative explanations that might cause them to question their own

conclusions

C.offering a consistent interpretation of the impact of personality on historical events

D.recognizing connections between a government's political actions and the aspirations of

government leaders

10.In presenting his analysis, the author does all of the following EXCEPT

A.describe some of the criteria employed by traditional historians

B.question the adequacy of the psychohistorians' interpretation of events

C.point out inconsistencies in the psychohistorians' application of their methods

D.contrast the underlying assumptions of psychohistorians with those of traditional

historians

Passage Three

Superstition is a biased word. Look up almost any dictionary definition and you will see that

it implies that every religion not based on reason or knowledge is called a superstition. Even the word knowledge is a two-faced word. Presumably, it is used as a synonym for reason. What it all comes down to is that people designate as superstitious what they do not think reasonable in someone else's religion.

It is hue that a person's religion must be based on some kind of knowledge. But what kind of knowledge is meant? Scientific, experimental, rational? Such knowledge is natural and maybe ethical and then it is natural religious knowledge. A person may quite easily conclude from observing the universe that only God could have produced it. That knowledge is not religion, not even if a person is bound to recognize a creator of the universe. It is natural knowledge such as Confucius, Socrates or Zoroaster possessed. Natural religious knowledge, as is evident in the history of the human race, although it helps to make a man good, hardly suffices to keep him good, especially in times of crisis. Will such natural knowledge, for instance, sustain a man when he has suddenly lost all his money and even his wife and children? Will it offer the hope of ever seeing them again? Will it influence him gladly to sacrifice his life for his family, his country, his religion? Only a strong sense of supernatural religion, a reliance upon God, will provide the necessary courage for right action.

All the great religions of the world--Christianity, Hinduism, Chinese Buddhism and Islam-have shown men the way to such courage and its resulting peace of mind and heart and peace with all men. They point to a better sort of life, mostly a life somewhere else, or, at least, an end to the troubles of this life.

Christianity and Islam direct men to look up, hope for and strive after an eternal life of happiness in the possession of God. Hinduism also encourages its adherents to achieve successively higher incarnations until they achieve unity, become one with Brahman-God. The agnostic or the atheist thinks of all of these creeds as religious superstition. Are the agnostic and the atheist free of superstition? Hardly. Every thinking man has a natural bent for religion, for ideals above and beyond earthly ones. If he crushes his natural inclination, which is God-inspired ideals, he most likely will substitute a series of self-inspired ideals or some fad like astrology, which will become a religion for him. There is a line between religion and superstition which everyone must learn to identify, or he will forfeit a true direction in his life.

11.According to the passage, people define superstition as _____

A. some religious knowledge not based on reason

B. anything that seems unreasonable to them

C. anything that seems unreasonable in another person's religion

D. any natural knowledge of a religion that is two-faced and totally different from another

12.The second paragraph tells us that natural religious knowledge can hardly keep a person good

because ______.

A. he is not always willing to sacrifice himself

B. he dose not rely upon God

C. he may sometimes die for right action

D. he may suffer crisis in his career

13.According to the author, all the great religions of the world______.

A. bring peace of mind and peace with other human being

B. put forth a better life now and promise eternal life in the Western Paradise

C. give courage to their adherents to live and to die peacefully

D. urge their adherents to achieve higher incarnations

14.From the passage we are told that the atheists _______.

A. have little or no religious knowledge

B. have ideals that are beyond earthly ones

C. are mostly astrologers who have too many materialistic ideals in life

D. are actually not free from superstition

15.Of the following suggested title, the one that most accurately sums up the passage is _____.

A. The Great Religions on Earth

B. What Is Superstition

C. Religion and Superstition

D. Achieve Unity with God

Passage Four

Nowadays, with plentiful ice and electric churning, few people recall the shared excitement of the era when making ice cream was a rarely scheduled event. Then the iceman brought to the back door, on special order, a handsome 2-foot-square cube of cold crystal and everyone in the family took a turn at the crank. The critical question among us children was, of course, who might lick the dasher. A century or so ago the novelist Stendhal knew only hand-churned ice cream and, when be first tasted it, exclaimed, "What a pity this isn't a sin!"

Hand-churning is still tops for perfectionists for no power-driven machine has yet been invented that can achieve a comparable texture. Even French Pot, the very best commercial method for making ice cream, calls for finishing by hand.

Ice creams are based on carefully cooked well-chilled syrups and heavy custards, added to unwhipped cream. No form of vanilla flavoring can surpass that of vanilla sugar or of the bean itself, steeped in a hot syrup. If sweetened frozen fruits are incorporated into the cream mixture instead of flesh fruits, be sure to adjust sugar content accordingly.

Make up mixtures for chum-frozen ice creams the day before you freeze, to increase fill the container only 3/4 full to permit expansion. To pack the freezer, allow 3 to 6 quarts of chipped or cracked ice to 1 cup of coarse rock sail. Pack about 1/3 of the freezer with ice and add layers of salt and ice around the container until the freezer is full. Allow the pack to stand about 3 minutes before you start turning. Turn slowly at first, about 40 revolutions a minute, until a slight pull is felt. Then triple speed for 5 to 6 minutes. If any additions, such as finely cut candied or fresh fruits or nuts are to be made, do so at this point. Then repack and taper off the churning to about 80 revolutions a minute for a few minutes more. The cream should be ready in 10 to 20 minutes, depending on the quality.

If the ice cream or ice is to be used at once, it should be frozen harder then if you plan to serve it later. Should the interval be 2 hours or more, packing will firm it. To pack, pour off the salt water in the freezer and wipe off the lid. Remove the dasher carefully, making sure that no salt or water gets into the cream container. Scrape the cream down from the sides of the container. Place a cork in the lid and replace the lid. Repack the container in the freezer with additional ice and salt, using the same proportions as before. Cover the freezer with newspapers, a piece of carpet or other heavy material.

The cream should be smooth when served. If it proves granular, you used too much salt in the packing mixture, overfilled the inner, container with the ice cream mixture or turned too rapidly. If you are making a large quantity with the idea of storing some in the deep-freeze, package in sizes you plan on serving. Should ice cream be allowed to melt even slightly and is then refrozen, it

loses in volume and even more in good texture.

16.In the first paragraph, "took a turn at the crank" could be paraphrased ________.

A. "helped to mix the ice cream"

B. "ate some ice cream"

C. "helped break up the ice with a hammer"

D. "protected the ice cream from children"

17.According to the writer truly perfect ice cream _______.

A. is now common and inexpensive at most stores

B. is only possible with hand labor

C. should be melted and then refrozen

D. needs to be a sin

18.When ice cream is being hand-churned it is surrounded by a mixture of ______

A. syrup and cream

B. syrup and ice

C. salt and ice

D. fresh fruit and ice

19.In Paragraph Four, "taper off" means ________.

A. cup up

B. stop

C. speed up

D. slow down

20.This passage reflects an era when _______.

A. people liked a little salt in their ice cream

B. making ice cream was an occasional form of family entertainment

C. ice cream was not popular

D. people did not knew how to make cheese with their cream

Part II Translation (40 points)

Section A: Translate the following paragraphs into Chinese. (20 points)

(21) Linguistics is inarguably the most hotly contested property in the academic realm. It is soaked with the blood of poets, theologians, philosophers, philologists, psychologists, biologists, and neurologists, along with whatever blood can be got out of grammarians.

Most work currently done under the name of "linguistics" is purely descriptive; the linguists seek to clarify the nature of language without passing value judgments or trying to chart future language directions. Nonetheless, there are many professionals and amateurs who also prescribe rules of language, holding a particular standard out for all to follow. Whereas prescriptivists might want to stamp out what they perceive as "incorrect usage", descriptivists seek to find the root of such usage; they might describe it simply as "idiosyncratic", or they may discover a regularity that the prescriptivists don't like because it is perhaps too new or from a dialect they don't approve of. During the second half of the twentieth century, the prescriptive tradition has fallen under increasing criticism, manifested by the faintly disapproving tone of this entry, but the prescriptive tradition is far from extinct.

(22) We are first and foremost responsible to and for ourselves. We can help other people. We can assist other people. What we cannot do is making what we do for others or what others do for us more important than what we do for ourselves. When we find something or someone creating in our lives something we do not want, we must muster the courage and strength to tell them to stop it. When we do, we preserve our sense of self.

Section B: Translate the following paragraphs into English. (20 points)

(23)人工智能和虚拟现实是两种与电脑有关的技术，它们可能对教育产生重大的影响。许多教学计划可以不用人力制定，而是由人们发明的程序来制定，以前的课本教学和偶尔的野外旅行现在也都可以通过虚拟现实来完成。也许有人会问：全部由非人类实体准备的材料的真正价值是什么?

随着以往趋势的逆转，获得文凭就可能变得不那么重要了。每个人将能够自学，即使不能完全自学，大部分也是可以的，并且能够在模拟场景下显示自己的实力。如果一个人可以通过电脑模拟，像以前一样学习法律，并展现自己在法律方面的才华，那他为什么还要花费＄120000去法律学校?或一个人能同样通过电脑技术学会驾驶飞机，那他为什么还要花大笔钱去飞行学院学习?

技术使学校运作方式发生了重大变革。现在是教育来适应这种改变的时候了。

(24)宇宙永无止境，事实上，它是在不断地开始，而且将永不停止。它始终忙于创造新的自然景观、新的客观实在以及新的世界。它所完成的工作与扩展于其上的时间有关系。它唯一要求的是永恒，以便使广阔无垠的无限量、无终端的世界以及无限延伸的空间充满活力。

Part ⅢWriting (20 points)

You are to write a composition of no less than 250 words and do your composition neatly on the ANSWER SHEET. Your composition should be based on the following topic.' Is English Language Teaching Overemphasized in Chinese Education?

参考答案与解析

Part I Reading Comprehension(40 points)

Passage One

1.D．文章第1段首先由柏拉图的乌托邦引出所论述的中心education，在随后的几段中，

作者分别介绍了教育的两个方面：music and gymnastics。故文章的主要内容就是选项D 所说的education pattern in Utopia。

2.B。文章第2段指出music is almost as wide as what is now called “culture”，故选项B

正确。

3.B．文中第2段，作者指出Athens aristocracy与19世纪英国贵族的共同之处：enjoying

wealth and social prestige“享有财富和社会威望”，having no monopoly of political power，因此需要采取各种行为以获得权力；而在Utopia中，贵族的权势则是unchecked“未加约束”，由此可看出两种贵族社会的主要不同之处在于各自获得权力的途径，文中并未对两者享有的权力以及社会威望的大小进行对比。选项A、C不正确，选项D文中未提及。

4.D．文章最后一段首先指出no one is to eat fish，or meat cooked…or candies，随后作者提

到这样做的原因是will have no need of doctors，也就是说出于身体健康的考虑。

5.A。文章第4段指出禁止the music“Lydian”是因为it expresses sorrow，即由于它比较

悲伤，与选项A同意。

Passage Two

6.A。本文主要讲述了新的学科psychohistory以及psychohistorians的研究方法与traditional

historical method的不同。

7.A。从最后一段(psychohistory)imposes upon the present，thus robbing people and events of

their individuality and of their complexity可以推断traditional history认为以往事件复杂而有独特性。

8.C。根据第4段最后一句中it assimilates all events，past and present，into a single

deterministic schema，可知心理历史学家会把过去和现在发生的事件一起编在一个共同的deterministic schema中。所以选项C与原文意思相符。

9.B。从第2段And it violates…historians be alert to the negative instances：that would refute

their rightness of their theses和Psychohistorians，convinced of the absolute rightness of their own theories可知，心理历史学家所运用的这种方法会让他们认为自己的绝对正确而没能找到可以得出此结论的其他的合理解释。所以选项B正确。

10.B．本文客观阐述了psychohistorians的研究方法和内容等，并没有对他们的方法质疑，

选项B不正确。

Passage Three

11.C．文中第1段结尾部分，作者对superstition作了诠释：people designate as superstitious

what they do not think reasonable in someone else's religion，人们认为在其他宗教中讲不通的就是迷信，选项C正确。

12.D．第2段在叙述自然宗教知识的作用时指出although it helps to make a man good，hardly

suffices to keep him good，especially in times of crisis“尤其在面临危机时，它远远不能keep him good"，选项D正确。

13.A．第3段，作者概括了所有宗教的共同之处show men the way to such courage and its

resulting peace of mind and heart and peace with all men，给予人类这种勇气的途径并引起内心的平静和与其他人之间的和平。选项A正确。

14.D．最后一段，作者在提出了Are the agnostic and the atheist free of superstition?这一问题

后，给出答案Hardly，随后又进一步解释了原因every thinking man has a natural bent for religion，由此可判断无神论者实际上也不能摆脱思想上的迷信。

15.C．本文首先阐述了什么是superstition，随后又讲述了宗教信仰中存在的迷信思想。选

项C最能概括全文内容。

Passage Four

16.A．crank意思是“曲柄”，结合第1句及有关the shared…event的回忆，同时根据下文

讲述的手工制作冰激凌的过程可以判断，此处应指“每个家庭成员都可以参与搅拌冰激凌”。

17.B．根据第2段的叙述可知，在作者看来，最好的冰激凌应该是finishing by hand，故选

项B正确。选项A在文中并未涉及；选项C和D不符合文意。

18.C．文章第4段提到add layers of salt and ice around the container，故选项C正确。

19.D．第4段指出，最开始的搅拌速度是40 revolutions a minute，然后再triple speed，即

这时速度变为120，最后又提到taper off the churning to about 80 revolutions a minute。因此我们可以判断此处应是降低搅拌速度。

20.C．根据文章第1段中提到的the era when making ice cream was a rarely scheduled event，

可以判断当时冰激凌并不流行

PartⅡTranslation(40 voints)

21.语言学无疑是学术领域最热门的话题。它浸透着诗人、神学者、哲学家、语言学家、心

理学家、生物学家和神经学家的血液，融入了文法家的方方面面。

目前以“语言学”之名从事的大多数工作纯粹是描述性的；语言学家试图不通过价值判断，或尝试绘制出未来语言发展的方向就来澄清语言的本质。但是，有许多专业人士和业余爱好者也在制定语言规则，他们规定出专门标准让大家遵守。而规定语法学家

(prescriptivist)可能是想勾画出他们猜想什么是所谓的“错误的用法”，描写语言学家(descriptivist)却试图找到这种用法的根源；他们可能仅仅把它描述的“特殊的”，或者可能想找到规定语法学家不喜欢的规律性。规定语法学家之所以不喜欢这些规律，要么是因为它们太新，要么是因为它们源自一种他们不认可的方言。20世纪下半叶，规定性语法的传统受到越来越激烈的批评，这可以从他们反对的调子越来越微弱得到证明，但规定性语法的传统还远远没有消亡。

22.我们最重要的是对自己负责。我们可以帮助其他人，但我们不能让我们对别人的帮助或

者别人对我们的帮助，比我们自己对自己的帮助重要。当发现有些人或事给我们生命带来我们所不想要的东西时，我们一定要鼓起勇气让他们停止。如果这样做，我们就保护了自我意识。

23.Artificial intelligence and virtual reality are two computer-related technologies that may cast

a large shadow on education. Much of school planning may be done not by human agents but

by programs created by human agents; and much of what was once accomplished by textbooks and occasional field trips will now be performed in virtual reality. One can ask: what is the truth value of materials prepared entirely by non-human entities?

In a turnabout from previous trends, the acquisition of credentials may become less important. Individuals will be able to educate themselves (largely if not wholly) and to exhibit their mastery in a simulated setting. Why pay $120,000 to go to law school, if one can "read law" as in earlier times and then demonstrate one's legal skills via computer simulation?

Or learn to fly a plane by similar means, for that matter?

Technology has revolutionized the world in which schools operate. Now it's time for education to catch up to change.

24.Here is no end for the universe, and in fact, it makes anew start again and again and will

never stop. It's busy creating the new landscape, existence and a new world all the time. The work it has finished has something to do with the time. The only thing it requires is permanence, with which it can make the vast, boundless world and the endless-extending world full of energy.

Part ⅢWriting (20 points)

(略)