云南师范大学学位英语考试
云南师范大学学位英语考试
————————————————————————————————作者：————————————————————————————————日期：
专业
PAPER ONE
PART I VOCABULARY ( 20 minutes, 10 points)
Section A ( 0.5 point each)
Directions: In this section there are ten sentences, each with one word or phrase underlined. Choose the one from the four choices marked A, B, C and D that best keeps the meaning of the sentence. Then mark the corresponding letter on the ANSWER SHEET with a single line through the center.
1. Outbreaks of teenage violence here are confined to technical schools students fighting mindless.
A.restricted
B. confirmed
C. relevant
D. dedicated
2. Something clearly disturbs Thai youth and parents who need to do something
before things get worse.
A. boosts
B. disrupts
C.annoys
D. stuns
3. They came from different backgrounds, but both resorted to the use of handguns to
resolve their problems.
A. objected to
B. took to
C. amounted to
D.turned to
4. Children do not learn what it is to lose and will seek violence to restrain their
disappointment.
A. release
B.check
C. eliminate
D. restore
5. Streep possesses a fragile, fleeting beauty that allows her to be as earthy and plain
as she can be glamorous and radiant.
A. fragmentary
B. permanent
C. delicate
D. tender
6. Faced with such a dilemma, the top executives had to weigh one option against
another.
A. scale
B. seek
C.balance
D. reject
7. Despite conflicts and disagreements, the fundamental sympathies and similarities
between the two countries will continue.
A.essential
B. intense
C. necessary
D. difficult
8. The car broke down about five kilometers short of the destination, so they had to
go on foot.
A. lacking in
B. except for
C. up to
D.away from
9. Kant revolutionized philosophy, questioned established authorities and placed
reason and freedom at the center of his thinking.
A. founded
B.accepted
C. overthrown
D. stereotyped
10. T he freshmen will be introduced to some methods of coping with stress and
depression.
A.handling
B. executing
C. cooperation
D. consuming
Section B (0.5 point each)
Directions: In this section there are ten sentences. Each sentence has something
omitted. Choose the one from the four choices marked A, B, C and D that best completes each sentence. Then mark the corresponding letter on the ANSWER SHEET with a single line through the center.
11. I had expected to win the race, but things did not ______ t hat way.
A. break out
B.work out
C. pass out
D. figure out
12. Anyone employing people and paying them a fair wage, in my view, makes a(n)
______ contribution to society.
A. immense
B. gigantic
C. large
D. spacious
13. I have time to enjoy family and friends, ____ activities such as reading, writing,
listening to music and playing sports.
A. chase
B. involve
C. pursue
D. capture
14. And not one of these pleasures is ______ taxation under the Internal Revenue
Code.
A. committed to
B.subject to
C. attached to
D. indifferent to
15. Middle-aged ladies somehow tend to _____ weight more easily even if they are
vegetarians.
A.put on
B. put up
C. put forward
D. put away
16. As ______ China, reform and opening-up have led to substantial improvement of
lives.
A. in the case of
B. in the face of
C. in the name of
D. in the middle of
17. Niagara Falls is a great tourist _______, drawing millions of visitors every year.
A. attention
B. attraction
C. appointment
D. arrangement
18. The manager spoke highly of such _______ as loyalty, courage and truthfulness
shown by his employees.
A. virtues
B. features
C. properties
D. characteristics
19. Some old people don’t like pop songs because they can’t _______ so much noise.
A. resist
B. sustain
C. tolerate
D. undergo
20. Since the matter was extremely _______, we dealt with it immediately.
A. tough
B. tense
C. urgent
D. instant
PART II CLOZE TEST ( 20 minutes 10 points)
Directions: Read the passage through. Then go back and choose one item of suitable word(s) marked A, B, C or D for each blank in the passage. Mark the corresponding letter on the ANSWER SHEET with a single line through the center.
Deaths and injuries from motor-vehicle accidents are reaching epidemic proportions in developing countries around the world, according to the World Health Organization. Traffic accidents in the young nations of 21 amount to
a “social scourge（祸害)”, and all too often the victims are young, educated Africans 22 increased earning power has enabled them to buy a motorcycle or
an automobile. Statistics 23 three Latin-American countries, Chile, Costa Rica
and Venezuela, 24 that, AS in the US, traffic accidents have become the leading cause of 25 among young adults.
About 250 000 people throughout the world are _26_ in traffic accidents each year, and more than seven million are injured. 27 the US has the highest number of people killed in traffic accidents of 28 country (about 50 000 per year), it has one of the lowest rates of fatalities（死亡）per motor vehicle or passenger mile, 29 , in the US there are six fatalities per 100 million passenger miles, 30 in Kenya and Uganda there are from 55 to 65 fatalities per 100 31 passenger miles. In India the fatality rate per motor vehicle is 10 to 15 times higher than it is in the US. In all countries the death rate from traffic accidents is higher for 32 than it is for females. -
The majority of developing countries 33 a higher incidence of traffic accidents involving pedestrians （行人）than of accidents 34 motor vehicles alone. Among the causes, the WHO reports, are 35 roads, pedestrian ignorance of road signs, lack of instruction in the use of roads and heavy pedestrian and bicycle traffic on the roads.
To 36 the growing epidemic of traffic accidents, the WHO has 37 a worldwide epidemiological study of road traffic accidents and is encouraging the development of preventive programs If traffic accidents are 38 by methods similar to those used against the great "killing diseases", the organization states, the present epidemic of road deaths could be made to disappear 39 as plague (瘟疫) and smallpox have now been 40 almost everywhere in the world.
21 A. America B. Asia C. Africa D. Europe
22 A. whose B. which C. as D. that
23 A. against B. with C. upon D. from
24 A. remark B. reveal C. involve D. doubt
25 A. accident B. jam C. crash D. death
26 A. killed B. injured C. wounded D. included
27 A. Now that B. Provided C. Once D. Although
28 A.every B. some C. any D.the
29A. at last B. for example C. however D. in addition
30 A. Because B.Before C. Whereas D. If
31 A. hundred B. million C. thousand D. billion
32 A. inhabitants B. drivers C. males D. injured
33 A. possesses B.had C. has D. have
34 A. involving B. containing C. resulting in D. existing in
35 . A. firm B. poor C. good D. dependent
36 A. harden B. study C. struggle D. combat
37 A. overtaken B. explored C. undertaken D. regarded
38 A. tackled B. recognized C. shifted D. threatened
39 A. such B.just C.so D. also
40 A. eliminated B. knocked C. sought D. adjusted
PART III READING COMPREHENSION (60 minutes, 50 points) Directions: In this part of the test, there are five short passages for you to read. Read each passage carefully, and hen do the questions that follow. Choose the best answer from the four choices marked A, B, C and D and then mark the corresponding letter on the ANSWER SHEET with a single line through the center.
Passage One
Peng Gonglin wasn't an important man. He lived in a bare concrete house in a small village of Deng Zhuang where women stoop beside ponds to scrub clothes in buckets and the men often harvest crops by hand.
When his rice fields came up empty last October, Peng had no influence and little cash. The 43-year-old farmer had spent almost all of his family's savings and borrowed more to lease the land and buy seeds.
County experts in the central province of Henan tested the seeds he'd planted and determined that he'd been sold inferior goods. Peng begged for financial or legal help from the local agricultural bureau and its county seed station.
He took what remained of his family's money and tried to bribe two local officials to intervene. They accepted the meals, massages and prostitutes, but they did nothing in return, according to a letter he later wrote.
Finally, on March 29 he returned to the county seed station to plead once more. Men there beat Peng about the head until he went home, humiliated.
Facing financial ruin, he carried out one last act of protest. Early the next morning, Peng Gonglin's body was found hanging at the seed station.
The story of Peng's lonely suicide reveals the pitfalls beneath the glossy surface of China's booming economy. Ordinary Chinese who've been cheated or defrauded, especially in rural areas, find themselves trapped in neo-feudal conditions with no protection beyond the mercy of corrupt officials.
Outsiders are sometimes baffled by the emphasis Chinese leaders put on order and harmony, and their crushing response to any signs of unrest. From the turmoil in a village such as Deng Zhuang, though, it's clear that the nation sits uneasily on deep social fault lines.
41.People like Peng Gonglin _______.
A.live simple and humble life
B.try to bribe officials
C.have no land and have to lease from others
D.hate the officials
42. What happened to the seeds Peng Gonglin had bought?
A. They were tested inferior.
B. They were illegal.
C. They were cheated.
D. They were too expensive.
43. He bribed local officials hoping that _______.
A. they may help him get financial compensation or legal aid
B. they may accept the meals, massages and prostitutes
C. they may interfere the affair
D. they may offer plea for him
44. Which of the following statements is NOT the reason of Peng Gonglin’s suicide?
A. He was beaten by the men at the seed station and felt humiliated.
B. It was his final cry for protest in the face of financial ruin.
C. The desperation was beyond his psychological endurance.
D. He feared that his bribe may be discovered.
45. Peng's lonely suicide reveals that _______.
A. the ordinary people seize neo-feudal conditions
B. the ordinary people can get protection if the corrupt officials ignore them
C. there are social problems under the fast developing economy
D. people baffle the emphasis on order and harmony
Passage Two
Computers have been taught to play not only checkers, but also championship chess, which is a fairly accurate yardstick for measuring the computer’s progress in
the ability to learn from experience.
Because the game requires logical reasoning, chess would seem to be perfectly suited to the computer .all a programmer has to do is give the computer a program evaluating the consequences of every possible response to every possible move, and the computer will win every time. In theory this is a sensible approach; in practice it is impossible. Today, a powerful computer can analyze 40 000 moves a second. That is an impressive speed. But there are an astronomical number of possible moves in chess—literally trillions. Even if such a program were written (and in theory it could be, given enough people and enough time), there is no computer capable of holding that much data.
Therefore, if the computer is to compete at championship levels, it must be programmed to function with less than complete data. It must be able to learn from experience, to modify its own program, to deal with a relatively unstructured situation—in a word, to “think”for itself. In fact, this can be done. Chess-playing computers have yet to defeat world champion chess players, but several have beaten human players of only slightly lower ranks. The computers have had programs to carry them through the early, mechanical stages of their chess games. But they have gone on from there to reason and learn, and sometimes to win the game.
There are other proofs that computers can be programmed to learn, but this example is sufficient to demonstrate the point. Granted, winning a game of chess is not an earthshaking event even when a computer does it . But there are many serious human problems which ban be fruitfully approached as games. The Defense Department uses computers to play war games and work out strategies for dealing with international tensions. Other problems—international and interpersonal relations , ecology and economics , and the ever-increasing threat of world famine—can perhaps be solved by the joint efforts of human beings and truly intelligent computers .
46. The purpose of creating chess-playing computers is _______.
A. to win the world chess champion
B. to pave the way for further intelligent computers
C. to work out strategies for international wars
D. to find an accurate yardstick for measuring computer progress
47. Today, a chess-playing computer can be programmed to _______.
A. give trillions of responses in a second to each possible move and win the game
B. function with complete data and beat the best players
C. learn from chess-playing in the early stage and go on to win the game
D. evaluate every possible move but may fail to give the right response each time
48. For a computer to “think”, it is necessary to _______.
A. mange to process as much data as possible in a second
B. program it so that it can learn from its experiences
C. prepare it for chess-playing first
D. enable it to deal with unstructured situations
49. The author’s attitude towards the Defense Department is_ ___.
A. critical
B. unconcerned
C. positive
D. negative
50. In the author’s opinion, ___ _ .
A. winning a chess game is an unimportant event
B. serious human problems shouldn’t be regarded as playing a game
C. ecological problems are more urgent to be solved
D. there is hope for more intelligent computers
Passage Three
You have to have lived in the 1950s and 1960s to have experienced a good economy. In the period between 1950 and 1970 it was the rule—rather than the exception—that an ordinary family, without higher education, could sustain itself decently on the income of a single breadwinner. In 1955, when I was 19 and living in Brooklyn, N. Y., my father, who had a sixth-grade education, maintained our family of five on a wage of $82 a week as a bookbinder. My mother taught us fairness and compassion; my father, discipline and enterprise.
The U. S. economy in those years was good. Then where did this good economy go? It was inflated away. The price of gold, which I take as proxy for the prices of all goods, was $35 an ounce in those years. It is at roughly ten times that price today. There is another answer, though: inflation caused the entire work force to be moved into higher tax groups, thus reducing after-tax purchasing power. That is, my father’s bindery job in1954 paid $82 a week, with $80 after deductions; today, at $ 820 per week the net would be $662.
To ordinary people, the economy doesn’t look very good at all. After-tax incomes continue to decrease in purchasing power. The jobs offered in the employment ads pay only a little more than the minimum wage, maybe $5 an hour, which, after payroll deductions, yields $4 an hour. Compare that with minimum-wage jobs of the early 1950s, when 75 cents was worth today’s $7.50 before and after taxes.
51. In the author’s opinion, a good economy, to ordinary people can be expressed in terms of ____ __.
A.the amount of wage
B.after-tax income
C.the ac tual purchasing power
D.the minimum wage per hour
52. In the period between 1950 and 1970, _______.
A.there was not much difference in the living standards between people of
higher and lower education
B.an o rdinary family of five without exception could live on one person
income
C.the income of an ordinary family was more than enough for buying food
D.for an average family the income was sufficient to support all the members
53. Today a bookbinder’s wage is ten times that of the 1950’s but its income tax rate
has increased ______.
A.50 times
B.60times
C. 70 times
D. 80 times
54. The worsening of a bookbinder’s livelihood results from __ __.
A.his low education and the amount of wage
B.the high-taxation and the income deductions
C.the high taxation and cost of living
D.the low wage and higher prices
55. The passage implies that while the cost of living is getting higher___ ___.
A.the value of labor actually is shrinking
B.the minimum wage level is increasing likewise
C.the income tax rate is rising along
D.the employment ads naturally offer a higher minimum wage
Passage Four
Culture is one of the most challenging elements of the international marketplace. This system of learned behavior patterns characteristic of the members of a given society is constantly shaped by a set of dynamic variables: language, religion, values and attitudes, manners and customs, aesthetics, technology, education, and social institutions. To cope with this system, an international manager needs both factual and interpretive knowledge of culture. To some extent, the factual knowledge can be learned; its interpretation comes only through experience.
The most complicated problems in dealing with the cultural environment stem from the fact that one cannot learn culture—one has to live it. Two schools of thought exist in the business world on how to deal with cultural diversity. One is that business is business the world around, following the model of Pepsi and McDonald’s. In some cases, globalization is a fact of life; however, cultural differences are still far from converging.
The other school proposes that companies must tailor business approaches to individual cultures. Setting up policies and procedures in each country has been compared to an organ transplant; the critical question centers around acceptance or rejection. The major challenge to the international manager is to make sure that rejection is not a result of cultural myopia or even blindness.
Fortune examined the international performance of a dozen large companies that earn 20 percent or more of their revenue overseas. The internationally successful companies all share an important quality: patience. They have not rushed into situations but rather built their operations carefully by following the most basic business principles. These principles are to know your adversary, know your audience, and know your customer.
56. According to the passage, which of the following is true?
A. All international managers can learn culture.
B. Business diversity is not necessary.
C. V iews differ on how to treat culture in business world.
D. Most people do not know foreign culture well.
57. According to the author, the model of Pepsi .
A. i s in line with the theories of the school advocating the business is
business the world around
B. is different from the model of McDonald’s
C. shows the reverse of globalization
D. has converged cultural differences
58. The two schools of thought .
A. both propose that companies should tailor business approaches to
individual cultures
B. both advocate that different policies be set up in different countries
C. admit the existence of cultural diversity in business world
D. Both A and B
59. This article is supposed to be most useful for those .
A. who are interested in researching the topic of cultural diversity
B. who have connections to more than one type of culture
C. who want to travel abroad
D. w ho want to run business on International Scale
60. According to Fortune, successful international companies .
A. earn 20 percent or more of their revenue overseas
B. al l have the quality of patience
C. will follow the overseas local cultures
D. adopt the policy of internationalization
Passage Five
When one looks back upon the fifteen hundred years that are the life span of the English language, he should be able to notice a number of significant truths. The history of our language has always been a history of constant change—at times a slow, almost imperceptible change, at other times a violent collision between two languages. Our language has always been a living growing organism, it has never been static. Another significant truth that emerges from such a study is that language at all times has been the possession not of one class or group but of many. At one extreme it has been the property of the common, ignorant folk, who have used it in the daily business of their living, much as they have used their animals or the kitchen pots and pans. At the other extreme it has been the treasure of those who have respected it as an instrument and a sign of civilization, and who have struggled by writing it down to give it some permanence, order, dignity, and if possible, a little beauty.
As we consider our changing language, we should note here two developments that are of special and immediate importance to us. One is that since the time of the Anglo-Saxons there has been an almost complete reversal of the different devices for showing the relationship of words in a sentence. Anglo-Saxon (old English) was a language of many inflections. Modern English has few inflections. We must now depend largely on word order and function words to convey the meanings that the older language did by means of changes in the forms of words. Function words, you should understand, are words such as prepositions, conjunctions, and a few others that are used primarily to show relationships among other words. A few inflections, however, have survived. And when some word inflections come into conflict with word order, there may be trouble for the users of the language, as we shall see later when we turn our attention to such maters as WHO or WHOM and ME or I. The
second fact we must consider is that as language itself changes, our attitudes toward language forms change also. The eighteenth century, for example, produced from various sources a tendency to fix the language into patterns not always set in and grew, until at the present time there is a strong tendency to restudy and re-evaluate language practices in terms of the ways in which people speak and write.
61. In contrast to the earlier linguists, modern linguists tend to .
A. attempt to continue the standardization of the language
B. e valuate language practices in terms of current speech rather than
standards or proper patterns
C. be more concerned about the improvement of the language than its
analysis or history
D. be more aware of the rules of the language usage
62.Choose the appropriate meaning for the word “inflection”used in line 4 of paragraph 2.
A. C hanges in the forms of words.
B. Changes in sentence structures.
C. Changes in spelling rules.
D. Words that have similar meanings.
63. Which of the following statements is not mentioned in the passage?
A. I t is generally believed that the year 1500 can be set as the beginning of
the modern English language.
B. Some other languages had great influence on the English language at
some stages of its development.
C. The English language has been and still in a state of relatively constant
change.
D. Many classes or groups have contributed to the development of the
English language.
64. The author of these paragraphs is probably a(an) .
A. historian
B. philosopher
C. anthropologist
D. l inguist
65. Which of the following can be best used as the title of the passage?
A. The history of the English language.
B. Our changing attitude towards the English language.
C. Our changing language.
D. Some characteristics of modern English.
PAPER TWO
译写答题注意事项
一、本试卷答题一律写在答题纸(ANSWER SHEET)上，草稿纸上的答题
内容一律不予记分。
二、中英文尽可能做到字迹清晰，书写工整，疏密相间均匀，字体大小
适当。
三、英文作文必须逐行书写，不得隔行或跳行。
PART V TRANSLATION (40 minutes, 20 points)
Section A (20 minutes, 10 points)
Directions: Put the following paragraph into Chinese. Write your Chinese version on Answer Sheet
For the Greeks, beauty was a virtue: a kind of excellence. Persons then were assumed to be what we now have to call——enviously——whole persons. If it did occur to the Greeks to distinguish between a person’s “inside” and “outside”, they still expected that inner beauty would be matched by beauty of the other kind. The well-born young Athenians（雅典人）who gathered around Socrates（苏格拉底）found it quite paradoxical（反论的）that their hero was so intelligent, so brave, so honorable, so seductive（迷人）——and so ugly. One of Socrates’ main pedagogical（教学的）acts was to be ugly——and teach those innocent, no doubt splendid-looking disciples（弟子）of his how full of paradoxes life really was.
Section B ( 20 minutes, 10 points)
Directions: Put the following paragraph into English. Write your English version on the Answer Sheet.
父亲和母亲与孩子说话时的方式不一样。母亲会用简单的语言，用孩子的话和他们交流；
而爸爸则不太会为孩子改变说话的方式。母亲的方式便于直接交流，父亲的方式给孩子挑战，迫使他们扩大词汇量，提高语言技能，这为孩子将来学业的成功打下重要基础。
PART VI WRITING (40 minutes, 10 points)
Part V. Writing (10 points)
This year, there were a series of attacks at schools across China, in which men walked into classrooms and injured small children with hammers or knives. Many Chinese experts pointed out that the lack of social justice and legal means to vent（发泄）frustration is the main cause of such attacks. Do you agree with such view? How to secure a safe environment to children? Please write an essay of approximately 120 words on the issue with the title:Ensuring Kids’ Safety