同济考博2005

同济大学2005年博士研究生入学考试试题编号：101 考试科目：英语（含听力）答题要求：答案一律写在答题纸上。

Part ⅠListening ComprehensionSection ADirections: in this section, you will hear 10 short conversations. At the end of each conversation, a question will be asked about what was said. Both the conversation and the question will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A, B, C, and D, and decide which is the best answer. Then mark the corresponding letter on the Answer Sheet with a single line through the center.1. A. They should put an ad in the newspaper.B. T hey couldn’t find any means to put an ad in the newspaper.C. It would be meaningless to put an ad in the newspaper.D. The man didn’t understand what the woman said.2. A. Student—Professor. B. Customer—Waitress.C. Client—lawyer.D. Patient—Doctor.3. A. Both of them have overcome their fear of heights.B. The woman is afraid of high places, but the man is not.C. They are both afraid of high places.D. Both of them like to stand on high places.4. A. Go for a picnicB. Enjoy herself in a party.C. Stay at home and study.D. Have an English exam.5. A. Because nine is an odd number.B. Because something is wrong with the elevator.C. Because the elevator got stuck.D. Because there are too many people in the elevator.6. A. She doesn’t look as young as she did ten years ago.B. She has not changed at all.C. She wears glasses and has short hair.D. She wears long hair and no longer has glasses.7. A. At 8:00 B. At 7:20C. At 7:30.D. At 7:13.8. A. Because he would graduate from a school.B. Because he wanted to enter a university.C. Because he was sure he would get the highest score.D. Because he was looking for a job9. A. He liked the job because it was interesting.B. He didn’t like the job because it kept him busy.C. He didn’t like the job because it wasn’t interestingD. He liked the job because he didn’t have a home10. A. He is excited.B. He is sick.C. He is fighting with his parents.D. He is playing.Section BDirections: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C, and D. Then mark the corresponding letter on the Answer Sheet with a single line through the center.Passage OneQuestions 11 to 13 are based on the passage you have just heard.11. A. Being mistreated by a doctor.B. Keeping bad habits.C. Neglecting symptoms of illnessD. Ignoring common health rules.12. A. Guidance for everyone to become rich.B. Constructions to remain as healthy as possible by doing suitable exercises.C. Directions to how to do some exercises well.D. Direction to how to enjoy oneself.13. A. Knowing what your body needs is crucial to your good health.B. Every one can become sick.C. If you change your bad habits and improve conditions around you, you can reduce thechance of getting sickD. You can secure good health if you keep enough exercise.Passage TwoQuestions 14 to 16 are based on the passage you have just heard14. A. they are usually cleverer.B. They get tired easily.C. They are more likely to make minor mental errors.D. They are more skillful in handing equipment.15. A. It had its limitations.B. Its results were regarded as final.C. It was supported by the governmentD. It was not sound theoretically.16. A. Their lack of concentration resulting from mental stress.B. The lack of consideration for them in equipment design.C. The probability of their getting excited easily.D. Their slowness in responding.Passage ThreeQuestions 17 to 20 are based on the passage you have just heard.17. A. Because people might have to migrate there someday.B. Because it is very much like the earth.C. Because it is easier to explore than other planets.D. Because its atmosphere is different from that of the earth.18. A. Its chemical elements must be studied.B. Its temperature must be lowered.C. Big spaceships must be built.D. Its atmosphere must be changed.19. A. It influences the surface temperature of Mars.B. It protects living beings from harmful rays.C. It keeps a planet from overheating.D. It is the main component of the air people breathe.20. A. Man will probably be able to live there in 200 years.B. Scientists are rather pessimistic about itC. Man will probably be able to live there in 100,000 years’ timeD. Scientists are optimistic about overcoming the difficulties soon.Part ⅡReading ComprehensionPassage 1As one works with color in a practical or experimental way, one is impressed by two apparently unrelated facts. Color as seen is a mobile changeable thing depending to a large extent on the relationship of the color to other colors seen simultaneously. It is not fixed in its relation to the direct stimulus which creates it. On the other hand, the properties of surfaces that give rise to color do not seem to change greatly under a wide variety of illumination colors, usually (but not always) looking much the same in artificial light as in daylight. Both of these effects seem to the due in large part to the mechanism of color adaptation mentioned earlier.When the eye is fixed on a colored area, there is an immediate readjustment of the sensitivity of the eye to color in and around the area viewed. This readjustment does not immediately affect the color seen but usually does affect the next area to which the gaze is shifted, the longer the time of viewing, the higher the intensity, and the larger the area, the greater the effect will be in terms of its persistence in the succeeding viewing situation. As indicated by the work of Wright and Schouten, it appears that, at least for a first approximation, full adaptation takes place over a very brief time if the adapting source is moderately bright and the eye has been in relative darkness just previously. As the stimulus is allowed to act, however, the effect, becomes more persistent in the sense that it takes the eye longer to regain its sensitivity to lower intensities. The net result is that, if the eye is so exposed and then the gaze is transferred to an area of lower intensity, the loss of sensitivity produced by the first area will still be present and appear as an “afterimage”super imposed on the second.The effect not only is present over the actual area causing the “local adaptation” but also spreads with decreasing strength to adjoining areas of the eye to produce “l ateral adaptation.” Also, because of the persistence of th e effect if the eye is shifted around from one object to another, all of which are at similar brightnesses or have similar colors, the adaptation will tend to become uniform over the whole eye.1. This selection is concerned primarily with ________.A. the eye’s adaptation to colorB. the properties of colored surfacesC. the effect of changes in color intensityD. experiments on colored objects2. Whether a colored object would, on two viewings separated in time, appear to the viewer assimilar or different in color would depend mostly on ________.A. the color mechanism of the eye in use at the time of each viewingB. what kind of viewing had immediately preceded each of the viewingsC. the properties of the surface being viewedD. whether the object was seen in artificial or natural light3. If a person’s eye has been looking at an object in bright sunlight for some time, and then shifts to an object not well lit -- such as a lawn or shrub in shadow -- we can expect _______.A. a time lag in the focusing ability of the eyeB. the immediate loss of the “afterimage” of the first objectC. some inability to see colors of the latter-named objects until loss of sensitivity has beenregainedD. adaptation in the central area of the eye but little adaptation in the lateral areas to the newintensity level4. The present selection has apparently been preceded by some explanation of _______.A. some experiments with color pigmentsB. the nature of colorC. the color properties of various surfacesD. the m echanism of eye’s adaptation to colorPassage 2In the opinion of many Americans and Europeans, we only began to really explore our world in the sixteenth century. According to them, the sailors of the ancient world did not explore distant parts of the world; they did not have the necessary knowledge or skills for long sea journeys. However, the people who have this opinion are forgetting two important facts of history.First, sometimes early scientists have an idea which is correct, but scientists in later centuries do not believe it. For example, about 270 B.C., a Greek scientist had an idea which we all believe today. The earth moves around the sun. But for the following 1,600 years scientists did not believe this. In their opinion, the sun clearly moved around the earth. They discovered the truth again only in the fifteenth century!The second fact of history that many people forget is this: Ancient does not mean primitive. For example, the ancient Egyptians knew a great deal about the stars; they used this knowledge to find their way across the oceans. Two thousand years ago a Greek scientist who lived in Egypt calculated the distance around the earth. The results of his calculations were close to the real distance we know today! So the ancients had a great deal of scientific knowledge. They also had skills which equaled the skills of today. For example, 1,300 years ago and before, fishermen in Ireland built their boats of wood and leather. Today some fishermen in Ireland still make boats of the same design. They use tools and materials which are not very different from the tools and materials which their ancestors used. Why? The ancien design of the boats was good, and with skillful sailors, these boats can sail in all kinds of weather.Clearly long before the sixteenth century, people had the kill, the knowledge and the equipment which were necessary for long journeys by sea. The world did not have to wait until the sixteenth century for its first explorers!5. Which of the following statements is consistent with the passage?A. According to the writer, we only began to really explore the world in the sixteenth century.B. In the history of science, people sometimes have to discover a fact a second time.C. The ancient Egyptians had very little knowledge about the stars.D. The writer agrees with many Americans and Europeans except for the two facts mentioned inthe passage.6. Why does the writer use the example of the Greek scientist who calculated the distance aroundthe world?A．He wants to show the primitive knowledge of ancient scientists.B He wants to give an example of something which later scientists did not believe.C He wants to give an example of scientific knowledge which was available to early explorers.D He wants to show that science has not been developing significantly.7. According to the writer, why do Irish fishermen still use boats like the boats which theirancestors used 1,000 years ago?A. Boats made of wood or leather are light and fast.B. The necessary materials are easily availableC.They don’t have the money for expensive boats.D. The design of the boats is very good8. “P eople from the ancient world sailed around Africa. They even reached America.” In youropinion, how would the writer of the passage feel about these ideas?A. He has used this as an important fact to praise ancient civilization.B. He does not believe them.C. In his opinion, ancient explorers did not have the skills necessary for long journeys.D. In his opinion, they are possible.Passage 3I can think of no better career for a young novelist than to for some years a sub-editor on a rather conservative newspaper. The man who was of chief importance to me in those days was the chief sub-editor, George Anderson. I hated him in my first week, but I grew almost to love him before three years had passed. A small elderly Scotsman with a flushed face and laconic humour, he drove a new sub-editor hard with his sarcasm. Sometimes I almost fancied myself back at school again, and I was always glad when five-thirty came, for immediately the clock marked the hour when the pubs opened, he would take his bowler hat from the coat-rack and disappear for thirty minutes to his favourite bar. His place would be taken by the gentle and courteous Colonel Maude. Maude was careful to see that the new recruit was given no story which could possibly stretch his powers, and if he had been chief subeditor I doubt if I would ever have got further than a News in Brief paragraph. At the stroke of six , when Anderson returned and hung up his bowler, his face would have turned a deeper shade of red , to match the rose he carried always in his button hole, and his shafts of criticism, as he scanned my copy with perhaps a too flagrant headline, would have acquired a tang of friendliness. More than two years went by, and my novel The Man Within had been accepted by a publisher, before I discovered one slack evening, when there was hardly enough news to fill the H ome pages for the ten o’clock edition, that a poet manqu e had dug those defences of disappointed sarcasm. When a young man, Anderson had published a volume of translations from Verlaine; he had sent it to Swinburne at The Pines and he had been entertained there for tea and kind words by Watts—Dunton, though I don’t think he wasallowed to see the poet. He never referred to the episode again, but I began to detect in him a harsh but paternal apprehension for another young man, flushed with pride in a first book, who might suffer the same disappointment. When I came to resign he spent a long time arguing with me, and I think his real reason for trying to prevent my departure was that he foresaw a time might, come when novel-writing would fail me and I would need, like himself, a quiet and secure life with the pubs opening at half-past five and the coal settling in the grate.9. George Anderson’s technique in training his assistants was to _______.A. stand over them while they worked and make unpleasant remarksB. go out for a drink and let them solve their own problemsC. provoke them into disliking himD. use bitter humour to draw their attention to their mistakes10. The writer realized afterwards that _________.A. Colonel Maude would deliberately have prevented him from rising in his professionB. Colonel Maude was too cautious to give a young writer a chance to distinguish himselfC. he could not have gone on working for the newspaper if Colonel Maude had not taken overfrom AndersonD. chief sub-editors should be kind, like Colonel Maude11. When Anderson returned from the pub he was usually _________.A. red in the face from heavy drinkingB. more conscious of the writer’s mistakesC. more good-humoured towards himD. a little careless in reading the writer’s copy12. The reason for Anderson’s sarcastic humour was that he _________.A. envied the writer for having published a novelB. had had a volume of poetry rejected by a publisherC. had not been able to fulfil his early ambitionsD. was bored when there was not enough news to fill the paper13. The writer thinks that Anderson tried to persuade him to stay on because _________.A. he was afraid that he would find creative writing an unrewarding careerB. he was afraid of losing such a valuable employeeC. he thought the writer was too pleased with himselfD. he was disappointed by his resignationPassage 4Today the study of language in our schools is somewhat confusing. It is the most traditional of scholastic subjects being taught in a time when many of our traditions no longer fit our needs. You to whom these pages are addressed speak English and are therefore in a worse case than any other literate people.People pondering the origin of language for the first time usually arrive at the conclusion that it developed gradually as a system of conventionalized grunts, hisses, and cries and must have been a very simple affair in the beginning. But when we observe the language behavior of what we regard as primitive cultures, we find it strikingly elaborate and complicated. Srefansson, the explorer said that “in order to g et along reasonably well an Eskimo must have at the tip of his tongue a vocabulary of more than 10,000 words, much larger than the active vocabulary of anaverage businessman who speaks English.” Moreover these Eskimo words are far more highly inflected than those of any of the well-known European languages, for a single noun can be spoken or written in several hundred different forms, each having a precise meaning different from that of any other. The forms of the verbs are even more numerous. The Eskimo language is, therefore, one of the most difficult in the world to learn, with the result that almost no traders or explorers have even tried to learn it. Consequently there has grown up, in intercourse between Eskimos and whites, a jargon similar to the pidgin English used in China, with a vocabulary of from 300 to 600 uninflected words, most of them derived from Eskimo but some derived from English. Danish, Spanish, Hawaiian and other languages. It is this jargon which is usually referred to by travelers as “the Eskimo language.” And Professor Thalbitzer of Copenhagen, who did take the trouble to learn Eskimo, seems to e ndorse the explorer’s view when he writes: “The language is polysynthetic.” The grammar is extremely rich in flexional forms, the conjugatio ns of a common verb being served by about 350 suffixes, equivalent to personal pronouns and verb endings. For the declension of a noun there are 150 suffixes (for dual and plural, local cases, and possessive flexion. The demonstrative pronouns have separate flexions. The derivative endings effective in the vocabulary and the construction of sentences or sentences-like words amount to at least 250. Notwithstanding all these constructive peculiarities, the grammatical and synthetic system is remarkably concise and, in its own way, logical.14. The size of the Eskimo language spoken by most whites is _______A. spoken in England, Denmark, Spain, and Hawaii.B. less than the size of the language spoken by Eskimos.C. highly inflected.D. inestimable.15. Some of the evidence about language in the passage is taken from the observations of________A. linguistsB. EskimosC. businessmenD. primitive cultures16. The author’s overall point is that ________A. primitive languages may be large, complex, and complicated.B. primitive languages may be large, complex and logical.C. primitive languages may be large, old, and logical.D. primitive languages may be similar to pidgin English.Passage 5The age at which young children begin to make moral discriminations about harmful actions committed against themselves or others has been the focus of recent research into the moral development of children. Until recently, child psychologists supported pioneer developmentalist Jean. Piaget in his hypothesis that because of their immaturity, children under age seven do not take into account the intentions of a person committing accidental or deliberate harm, but rather simply assign punishment for on the basis of the magnitude of the negative consequences caused. According to Piaget, children under age seven occupy the first stage of moral development, which is characterized by moral absolutism (rules made by authorities must be obeyed) and imminent justice (if rules are broken, punishment will be meted out). Until young children mature, their moral judgments are based entirely on the effect rather than the cause of a transgression. However, in recent research, Keasey found that six-year-old children not only distinguish between accidentaland intentional harm, but also judge intentional harm as naughtier, regardless of the amount of damage produced. Both of these findings seem to indicate that children, at an earlier age than Piaget claimed, advance into the second stage of moral development, moral autonomy, in which they accept social rules but view them as more arbitrary than do children in the first stage.Keasey’s research raises two key questions for develop-mental psychologists about children under age seven: do they recognize justifications for harmful actions, and do they make distinctions between harmful acts that are preventable and those acts that have unforeseen harmful con-sequences? Studies indicate that justifications excusing harmful actions might include public duty, self-defense, and provocation. For example, Nesdale and Rule concluded that children were capable of considering whether or not an aggressor’s action was justified by public duty: five year olds reacted very differently to “Bonnie wrecks Ann’s pretend house” depending on whether Bonnie d id it “so somebody won’t fall over it “or because Bonnie wanted “to make Ann feel bad.” Thus, a child of five begins to under-stand that certain harmful actions, though intentional, can be justified; the constraints of moral absolutism no longer solely guide their judgments.Psychologists have determined that during kindergarten children learn to make distinctions involving harm. Darley observed that among acts involving unintentional harm, six-year-old children just entering kindergarten could not differentiate between foreseeable, and thus preventable, harm and unforeseeable harm for which the perpetrator cannot be blamed. Seven months later, however, Darley found that these same children could make both distinctions, thus demonstrating that they had become morally autonomous.17. Which of the following best describes the passage as a whole?A. An outline for future researchB. An expanded definition of commonly misunderstood termsC. An analysis of a dispute between two theoristsD. A discussion of research findings in an ongoing inquiry18. According to the passage, Darley found that after seven months of kindergarten six year oldsacquired which of the following abilities?A. Differentiating between foreseeable and unforeseeable harmB. Identifying with the perpetrator of a harmful actionC. Justifying harmful actions that result from provocationD. Evaluating the magnitude of negative consequences resulting from the breaking of rules19. According to the passage, Piaget and Keasey would not have agreed on which of followingpoints?A. The kinds of excuses children give for harmful acts they commitB. The age at which children begin to discriminate between intentional and unintentionalharmC. The Intentions children have in perpetrating harmD. The circumstances under which children punish harmful acts20. It can be inferred form the passage that Piaget would be likely to agree with which of thefollowing statements about the punishment that children under seven assign to wrongdoing?A. The severity of the assigned punishment is determined by the perceived magnitude ofnegative consequences more than by any other factor.B. The punishment is to be administered immediately following the transgression.C. The children assign punishment less arbitrarily than they do when they reach the age ofmoral autonomy.D. The punishment for acts of unintentional harm is less severe than it is for acts involvingaccidental harm.Part ⅢTranslation from English into Chinese(20%)Three passions, simple but overwhelmingly strong, have governed my life; the longing for love, the search for knowledge, and unbearable pity for the suffering of mankind. These passions, like great winds, have blown me hither and thither, in a wayward course, over a deep ocean of anguish, reaching to the verge of despair.I have sought love, first because it brings ecstasy—ecstasy so great that I would often have sacrificed all the rest of life for a few hours of this joy. I have sought it, next, because it relieves loneliness that terrible loneliness in which one shivering consciousness looks over the rim of the world into the cold unfathomable lifeless abyss. I have sought it, finally, because in the union of love，I have seen, in a mystic miniature, the prefiguring vision of the heaven that saints and poets have imagined. This is what I sought, and though it might seem too good for human life, this is what at last I have found.With equal passion I have sought knowledge. I have wished to understand the hearts of men.I have wished to know why the stars shine. A little of this, but not much, I have achieved. Love and knowledge, so far as they were possible, led upward reward the heavens. But always pity brought me back to earth. Echoes of cries of pain reverberated in my heart. Children in famine, victims tortured by oppressors, helpless old people a haled burden to their sons, and the whole world of loneliness, poverty, and pain make a mockery of what human life should be. I long to alleviate the evil, but I cannot, and I too suffer.This has been my life. I have found it worth living, and I would gladly live it again if the chance were offered to me.Part ⅣWritingTopic: On Improving Chinese People’s QualityWord limit: 250-300同济大学2005年博士研究生入学考试试题答案及解析编号：101 考试科目：英语（含听力）答题要求：答案一律写在答题纸上。