研究生学位英语考试试卷

江西理工大学考试试卷

试卷编号：2009—-2010 学年第二学期程名称：研究生学位英语考试

English Examination for Master Degree

PartⅠ Listening Comprehension（25%）

Section A: Compound dictation (10 points)

Section C: Note taking (8%)

Part Ⅱ Vocabulary and Structure （10%）

Directions:In this section, there are 20 incomplete sentences. For each sentence there are 4 choices marked A, B, C and D. You are required to complete the sentence by deciding on the most appropriate choice.

1. He suggested that we put the scheme into effect, for it is quite ________.

A) probable B) sustainable

C) feasible D) eligible

2. This book is about how these basic beliefs and values affect important ________ of

American life.

A) facets B) formats

C) formulas D) fashions

3. It is one thing to locate oil, but it is quite another to ________ and transport it to the

industrial centers.

A) permeate B) extract

C) distinguish D) concentrate

4. Students are expected to be quiet and ________ in an Asian classroom.

A) obedient B) overwhelming

C) skeptical D) subsidiary

5. Our reporter has just called to say that rescue teams will ________ to bring out the trapped

miners.

A) effect B) affect

C) conceive D) endeavor

6. The Spanish team, who are not in superb form, will be doing their best next week to

________ themselves on the German team for last year’s defeat.

A) remedy B) reproach

C) revive D) revenge

7. Creating so much confusion, Mason realized he had better make ________ what he was

trying to tell the audience.

A) exclusive B) explicit

C) objective D) obscure

8. One of the examination questions ________ me completely and I couldn’t answer it.

.A) baffled B) mingled

C) provoked D) diverted

9. The vision of that big black car hitting the sidewalk a few feet from us will never be

________ from my memory.

A) ejected B) escaped

C) erased D) omitted

10. At present, it is not possible to confirm or to refute the suggestion that there is a causal

relationship between the amount of fat we eat and the ________ of heart attacks.

A) incidence B) impetus

C) rupture D) emergence

11. There are many who believe that the use of force ________ political ends can never be

justified.

A) in search of B) in pursuit of

C) in view of D) in light of

12. We started burning some leaves in our yard, but the fire got ________ and we had to call

the fire department to put it out:

A) out of hand B) out of order

C) out of the question D) out of the way

13. If an earthquake occurred, some of the one-storey houses ________.

A) might be standing left B) might be left standing

C) might leave to be standing D) might be left to stand

14. The professor picked several students ________ from the class and asked them to help him

with the experiment.

A) at ease B) at all

C) at random D) at hand

15. Every year there is some ________ of the laws.

A) transformation B) identification

C) correction D) alteration

16. Some people believe that proficiency in a foreign language is not achieved through

teaching and learning but ________ through actual use.

A) received B) accepted

C) derived D) acquired

17. It is said that somewhere between the ages of 6 and 9, children begin to think ________

instead of concretely.

A) logically B) reasonably

C) abstractly D) generally

18. Sea food of all kinds is ________ in the states that border the oceans.

A) abandoned B) advantageous

C) abundant D) accumulated

19. I can’t back the car because there is a truck ________.

A) in every way B) in a way

C) in the way D) in any way:

20. ________ as a poor boy in a family of seventeen children. Benjamin Franklin became

famous on both sides of the Atlantic as a statesman, scientist, and author.

A) Starting B) Started

C) Being started D) To have started

Part Ⅲ Reading Comprehension （15%）

Directions:In this part, you will read three passages. The first and second passage is followed by 5 questions each. You are required to choose the best answer to each question according to the passage. For the third passage, you are required to answer each question.

Passage one

Questions 1 to 5 are based on the following passage

It doesn’t come as a surprise to you to realize that it makes no difference what you read to study if you can’t remember it. You just waste your valu able time. Maybe you have already discovered some clever ways to keep yourself from forgetting.

One dependable aid that does help you remember what you study is to have a specific purpose or reason for reading. You remember better what you read when you know why you are reading.

Why does a clerk in a store go away and leave you when your reply to her offer to help is “No, thank you, I’m just looking”? Both you and she know that if you aren’t sure what you want,

you are not likely to find it. But suppose you may say instead, “Yes, I want a pair of sun glasses.” She says, “Right this way, please.” And you and she are off—both eager to look for exactly what you want. If you are looking for nothing in particular, you are likely to get just that—nothing. But if you do know what you want, and if you have the right book, you are almost sure to get it. Your reasons will vary—they will include reading or studying “to find out more about”, “to understand the reasons for”, and “to find out how”. A good student has a cle ar purpose or reason for what he is doing.

That is the way it works. Before you start to study, you say to yourself something like this, “I want to know why Stephen Vincent Benet happened to write about America. I’m reading this article to find about” or, “I’m going to skim this story to see what life was like in medieval England”. Because you know why you are reading or studying, you relate the information to your purpose and remember it better.

Reading is not one single activity. At least two important processes go on at the same time. As you read, you take in ideas rapidly and accurately. But at the same time you express your own ideas to yourself as you react to what you read. You have a kind of mental conversation with the author. If you expressed your ideas orally, they might sound like this: “Yes, I agree. That’s my opinion too” or “Umm, I thought that record was broken much earlier. I’d better check those dates,” or “ But there are some other facts to be considered!” You don’t just sit there taking in ideas—you do something else, and that something else is very important.

This traditional process of thinking about what you read includes evaluating it, relating it to what you already know, and using it for your own purposes. In other words, a good reader is a critical reader. One part of critical reading, as you have discovered, is distinguishing between facts and opinions. Facts can be checked by evidence. Opinions are one’s own personal reactions. Another part of critical reading is judging sources. Still another part is drawing accurate inferences.

1. If you cannot remember what you read or study,____________

［A］it is nothing out of the ordinary.

［B］it means you have not really learned anything.

［C］it means you have not chosen the right book.

［D］you realize it is of no importance.

2. The author mentions “a clerk” in Paragraph 3 to _____________

［A］show that a clerk is usually very helpful.

［B］indicate the importance of reading with a purpose.

［C］suggest a clerk may be as forgetful as you are.

［D］exemplify the harmonious relationship between clerk and customer.

3. Before you start reading, it is important to ________________

［A］choose an interesting book.

［B］relate the information to your purpose.

［C］remember what you read.

［D］make sure why you are reading.

4. Reading activity involves _____________

［A］only two simultaneous process.

［B］primarily learning about ideas and evaluating them critically.

［C］merely distinguishing between facts and opinions.

［D］mainly drawing accurate inferences.

5. A good reader is one who ____________

［A］relates what he reads to his own knowledge about the subject matter.

［B］does lots of thinking in his reading.

［C］takes a critical attitude in his reading.

［D］is able to check the facts presented against what he has already known. Passage Two

Questions 6 to 10 are based on the following passage.

There are few more sobering online activities than entering data into college-tuition calculators and gasping as the Web spits back a six-figure sum. But economists say families about to go into debt to fund four years of partying, as well as studying, can console themselves with the knowledge that college is an investment that, unlike many bank stocks, should yield huge dividends.

A 2008 study by two Harvard economists notes that the “labor-market premium to skill”—or the amount college graduates earned that’s greater than what high-school graduate earned—decreased for much of the 20th century, but has come back with a vengeance (报复性地) since the 1980s. In 2005, The typical full-time year-round U.S. worker with a four-year college degree earned $50,900, 62% more than the $31,500 earned by a worker with only a high-school diploma.

There’s no question that going to college is a smar t economic choice. But a look at the strange variations in tuition reveals that the choice about which college to attend doesn’t come down merely to dollars and cents. Does going to Columbia University (tuition, room and board $49,260 in 2007-08) yield a 40% greater return than attending the University of Colorado at Boulder as an out-of-state student ($35,542)? Probably not. Does being an out-of-state student at the University of Colorado at Boulder yield twice the amount of income as being an in-state student ($17,380) there? Not likely.

No, in this consumerist age, most buyers aren’t evaluating college as an investment, but rather as a consumer product—like a car or clothes or a house. And with such purchases, price is only one of many crucial factors to consider.

As with automobiles, consumers in today’s college marketplace have vast choices, and people search for the one that gives them the most comfort and satisfaction in line with their budgets. This accounts for the willingness of people to pay more for different types of experiences (such as attending a private liberal-arts college or going to an out-of-state public school that has a great marine-biology program). And just as two auto purchasers might spend an equal amount of money on very different cars, college students (or, more accurately, their parents) often show a willingness to pay essentially the same price for vastly different products. So which is it? Is college an investment product like a stock or a consumer product like a car? In keep ing with the automotive world’s hottest consumer trend, maybe it’s best to characterize it as a hybrid (混合动力汽车); an expensive consumer product that, over time, will pay rich dividends.

6. What’s the opinion of economists about going to college?

A．Huge amounts of money is being wasted on campus socializing.

B．It doesn’t pay to run into debt to receive a college education.

C．College education is rewarding in spite of the startling costs.

D．Going to college doesn’t necessarily bring the expected retu rns.

7. The two Harvard economists note in their study that, for much of the 20th century, ________.

A．enrollment kept decreasing in virtually all American colleges and universities

B．the labor market preferred high-school to college graduates

C．competition for university admissions was far more fierce than today

D．the gap between the earnings of college and high-school graduates narrowed

8. Students who attend an in-state college or university can ________.

A．save more on tuition

B．receive a better education

C．take more liberal-arts courses

D．avoid traveling long distances

9. In this consumerist age, most parents ________.

A．regard college education as a wise investment

B．place a premium on the prestige of the College

C．think it crucial to send their children to college

D．consider college education a consumer product

10. What is the chief consideration when students choose a college today?

A．Their employment prospects after graduation.

B．A satisfying experience within their budgets.

C．Its facilities and learning environment.

D．Its ranking among similar institutions.

Passage Three:

I am afraid to sleep. I have been afraid to sleep for the last few weeks. I am so tired that, finally, I do sleep, but only for a few minutes. It is not a bad dream that wakes me ; it is the reality I took with me into sleep . I try to think of something else. Immediately the woman in the marketplace comes into my mind. I was on my way to dinner last night when I saw her . She was selling skirts. She moved with the same ease and loveliness I often saw in the women of Laos. Her long black hair was as shiny as the black silk of the skirts she was selling. In her hair, she wore three silk ribbons, blue, green, and white. They reminded me of my childhood and how my girlfriends and I used to spend hours braiding ribbons into our hair. I don’t know the word for “ribbons”, so I put my hand to my own hair and , with three fingers against my head , I looked at her ribbons and said “Beautiful.” She lowered her eyes and said nothing. I wasn’t sure if she understood me (I don’t speak Laotian very well).

I looked back down at the skirts. They had designs on them: squares and triangles and circles of pink and green silk. They were very pretty. I decided to buy one of those skirts, and I began to bargain with her over the price. It is the custom to bargain in Asia. In Laos bargaining is done in soft voices and easy moves with the sort of quiet peacefulness.

She smiled, more with her eyes than with her lips. She was pleased by the few words I was able to say in her language, although they were mostly numbers, and she saw that I understood something about the soft playfulness of bargaining. We shook our heads in disagreement over the price; then, immediately, we made another offer and then another shake of the head. She was so pleased that unexpectedly, she accepted the last offer I made. But it was too soon. The price was too low. She was being too generous and wouldn’t make enough money. I moved quickly

and picked up two more skirts and paid for all three at the price set; that way I was able to pay her three times as much before she had a chance to lower the price for the larger purchase. She smiled openly then, and, for the first time in months, my spirit lifted. I almost felt happy.

The feeling stayed with me while she wrapped the skirts in a newspaper and handed them to me. When I left, though, the feeling left, too. It was as though it stayed behind in marketplace.

I left tears in my throat. I wante d to cry. I didn’t , of course.

I have learned to defend myself against what is hard; without knowing it, I have also learned to defend myself against what is soft and what should be easy.

I get up, light a candle and want to look at the skirts. They are still in the newspaper that the woman wrapped them in. I remove the paper, and raise the skirts up to look at them again before I pack them. Something falls to floor. I reach down and feel something cool in my hand. I move close to the candlelight to see what I have. There are five long silk ribbons in my hand, all different colors. The woman in the marketplace! She has given these ribbons to me!

There is no defense against a generous spirit, and this time I cry, and very hard, as if I could make up for all the months that I didn’t cry.

Questions:

11. When the author met the woman in the market, what was the woman doing?

12. How can you describe bargaining in Laos?

13. According to the author, why did the woman accept the last offer?

14. Why did the author finally decide to buy three skirts?

15. Why did the writer cry eventually when she looked at the skirts again?

PartⅣ Translation （20%）

Directions: In this part, you are required to translate 2 short passages from English into Chinese (10 points) and 2 passages from Chinese into English. (10 points)

1. A second aspect of technology transfer concentrates on US high technology exports. China has correctly complained in the past that the US was unnecessarily restrictive in limiting technology sales to China. Recently some liberalization has taken place and major increases in technology transfers have taken place as the result. However, some items continue to be subject to restrictions and unnecessary delay, in part because the US Government submits many items to COCOM(巴黎统筹委员会) for approval. There is significant room for improvement with the US bureaucracy and COCOM.

2. Good manners are necessary because we are judged by our manners. Our manners not only show what kind of education we have received and what our social position is, but they also tend to show what our nature is. A person with good manners is always an agreeable companion, because he always thinks of others and shows respect for others.

3. 今天，环境问题变得越来越严重了。世界人口在迅速增长，世界变得更为拥挤，我们差不多快用尽自然资源。同时，我们也正用有害的化学药物污染环境，长此以往，地球上的生命将无法存在。

4．计算机具有的功能可以使一个公司的人在全国甚至全世界一起工作。但是，如果明天的计算机不是根据使用它们的人们的需要和能力设计的话，那么这种功能将毫无用处。换言之，必须遵循以人为中心的哲学。这就意味着改变计算机以适合人们的长处——观察、交流和创新，而不是要人们按计算机所提出的不自然的要求去做。那样只会导致犯错误。

PartⅤ Writing (30%)

Section A：Practical Writing (10’)

Directions: You are going to write a WANTED advertisement. The following requirement given in Chinese is for your reference.（about 100 words）

假如你是某中学人事主管，现在学校要招聘中学英语教师，要求应聘者能够根据国家教育体制进行教学，条件必须大学本科以上学历，英语教育专业，教学能力强，有创造力，思想开阔，理解和熟悉中西文化差异。欢迎应届本科毕业生前来应聘。

Section B: Essay Writing (20’)

Directions: You are going to write in no less than 200 words about the tile My View on Competition. In your composition, you should clearly state your opinion and give reasons to support your arguments.