2004年全国硕士研究生入学考试英语试题及答案
时间：2006-09-13 05:22:02
（单词翻译:单击）
Section I Listening Comprehension
Directions:
This section is designed to test your ability to understand spoken English. You will hear a selection of recorded materials and you must answer the questions that accompany them. There are three parts in this section, Part A, Part B and Part C.
Remember, while you are doing the test, you should first put down your answers in your test booklet. At the end of the listening comprehension section, you will have 5 minutes to transfer all your answers from your test booklet to ANSWER SHEET 1.
Now look at Part A in your test booklet.
Part A
Directions:
For questions 1 - 5, you will hear a talk about the geography of Belgium. While you listen, fill out the table with the information you have heard. Some of the information has been given to you in the table. Write only 1 word or number in each numbered box. You will hear the recording2 twice. You now have 25 seconds to read the table below. (5 points)
Part B
Directions:
For Questions 6-10, you will hear an interview with Mr. Saffo from the Institute for the Future. While you listen, complete the sentences or answer the questions. Use not more than 3 words for each answer. You will hear the recording twice. You now have 25 seconds to read the sentences and questions below. (5 points)
What is Saffo according to himself?
The Institute for the Future provides services to private companies and
The Institute believes that to think systematically4 about the long-range future is
To succeed in anything, one should be flexible, curious and
What does Saffo consider to be essential to the work of a team?
Part C
Directions:
You will hear three pieces of recorded material. Before listening to each one, you will have time to read the questions related to it. While listening, answer each question by choosing A, B, C or D. After listening, you will have time to check your answers. You will hear each piece once only. (10 points)
Questions 11-13 are based on the following talk about naming newborns. You now have 15 seconds to read Questions 11-13.
11. What do we often do with the things we love?
[A] Ask for their names.
[B] Name babies after them.
[C] Put down their names.
[D] Choose names for them.
12. The unpleasant meaning of an old family name is often overlooked if
[A] the family tree is fairly limited.
[B] the family tie is strong enough.
[C] the name is commonly used.
[D] nobody in the family complains.
13. Several months after a baby’s birth, its name will
[A] show the beauty of its own.
[B] develop more associations.
[C] lose the original meaning.
[D] help form the baby’s personality.
Questions 14 - 16 are based on the biography of Bobby Moore, an English soccer player. You now have 15 seconds to read Questions 14 - 16.
14. How many matches did Moore play during his professional career?
[A] 90.
[B] 108.
[C] 180.
[D] 668.
15. In 1964, Bobby Moore was made
[A] England’s footballer of the year.
[B] a soccer coach in West Germany.
[C] a medalist for his sportsmanship.
[D] a number of the Order of the British Empire.
16. After Moore retired5 from playing, the first thing he did was
[A] editing Sunday Sport.
[B] working for Capital Radio.
[C] managing professional soccer teams.
[D] developing a sports marketing6 company.
Questions 17 - 20 are based on the following talk on the city of Belfast. You now have 20 seconds to read Questions 17 - 20.
17. Belfast has long been famous for its
[A] oil refinery7.
[B] linen8 textiles.
[C] food products.
[D] deepwater port.
18. Which of the following does Belfast chiefly export?
[A] Soap.
[B] Grain.
[C] Steel.
[D] Tobacco.
19. When was Belfast founded?
[A] In 1177.
[B] In 1315.
[C] In the 16th century.
[D] In the 17th century.
20. What happened in Belfast in the late 18th century?
[A] French refugees arrived.
[B] The harbor was destroyed.
[C] Shipbuilding began to flourish.
[D] The city was taken by the English.
You now have 5 minutes to transfer all your answers from your test booklet to ANSWER SHEET 1.
Section II Use of English
Directions: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)
Many theories concerning the causes of juvenile9 delinquency (crimes committed by young people) focus either on the individual or on society as the major contributing influence. Theories (21) ____ on the individual suggest that children engage in criminal behavior (22) ____ they were not sufficiently10 penalized11 for previous misdeeds or that they have learned criminal behavior through (23) ____ with others. Theories focusing on the role of society that children commit crimes in (24) ____ to their failure to rise above their socioeconomic status (25) ____ as a rejection12 of middle-class values.
Most theories of juvenile delinquency have focused on children from disadvantaged families, (26) ____ the fact that children from wealthy homes also commit crimes. The latter may commit crimes (27) ____ lack of adequate parental13 control. All theories, however, are tentative and are (28) ____ to criticism.
Changes in the social structure may indirectly14 (29) ____ juvenile crime rates. For example, changes in the economy that (30) ____ to fewer job opportunities for youth and rising unemployment (31) ____ make gainful employment increasingly difficult to obtain. The resulting discontent may in (32) ____ lead more youths into criminal behavior.
Families have also (33) ____ changes these years. More families consist of one parent households or two working parents; (34) ____, children are likely to have less supervision15 at home (35) ____ was common in the traditional family (36) ____. This lack of parental supervision is thought to be an influence on juvenile crime rates. Other (37) ____ causes of offensive acts include frustration16 or failure in school, the increased (38) ____ of drugs and alcohol, and the growing (39) ____ of child abuse and child neglect. All these conditions tend to increase the probability of a child committing a criminal act, (40) ____ a direct causal relationship has not yet been established.
21.[A] acting17
[B] relying
[C] centering
[D] cementing
22.[A] before
[B] unless
[C] until
[D] because
23. [A] interactions
[B] assimilation
[C] cooperation
[D] consultation18
24. [A] return
[B] reply
[C] reference
[D] response
25. [A] or
[B] but rather
[C] but
[D] or else
26.[A] considering
[B] ignoring
[C] highlighting
[D] discarding
27. [A] on
[B] in
[C] for
[D] with
28. [A] immune
[B] resistant19
[C] sensitive
[D] subject
29. [A] affect
[B] reduce
[C] chock
[D] reflect
30. [A] point
[B] lead
[C] come
[D] amount
31. [A] in general
[B] on average
[C] by contrast
[D] at length
32. [A] case
[B] short
[C] turn
[D] essence
33. [A] survived
[B] noticed
[C] undertaken
[D] experienced
34. [A] contrarily
[B] consequently
[C] similarly
[D] simultaneously20
35. [A] than
[B] that
[C] which
[D] as
36. [A] system
[B] structure
[C] concept
[D] heritage
37. [A] assessable
[B] identifiable
[C] negligible
[D] incredible
38. [A] expense
[B] restriction21
[C] allocation
[D] availability
39. [A] incidence
[B] awareness22
[C] exposure
[D] popularity
40. [A] provided
[B] since
[C] although
[D] supposing
Section III Reading Comprehension
Part A
Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your mowers on ANSWER SNEET 1. (40 points)
Text 1
Hunting for a job late last year, lawyer Gant Redmon stumbled across CareerBuilder, a job database on the Internet. He searched it with no success but was attracted by the site’s “personal search agent”. It’s an interactive23 feature that lets visitors key in job criteria24 such as location, title, and salary, then E-mails them when a matching position is posted in the database. Redmon chose the keywords legal, intellectual property, and Washington, D.C. Three weeks later, he got his first notification of an opening. “I struck gold,’ says Redmon, who E-mailed his resume to the employer and won a position as in-house counsel for a company.
With thousands of career-related sites on the Internet, finding promising25 openings can be time-consuming and inefficient26. Search agents reduce the need for repeated visits to the databases. But although a search agent worked for Redmon, career experts see drawbacks. Narrowing your criteria, for example, may work against you: “Every time you answer a question you eliminate a possibility.” says one expert.
For any job search, you should start with a narrow concept —— what you think you want to do —— then broaden it. “None of these programs do that,” says another expert. “There’s no career counseling implicit27 in all of this.” Instead, the best strategy is to use the agent as a kind of tip service to keep abreast28 of jobs in a particular database; when you get E-mail, consider it a reminder29 to check the database again. “I would not rely on agents for finding everything that is added to a database that might interest me,” says the author of a job-searching guide.
Some sites design their agents to tempt30 job hunters to return. When CareerSite’s agent sends out messages to those who have signed up for its service, for example, it includes only three potential jobs —— those it considers the best matches. There may be more matches in the database; job hunters will have to visit the site again to find them —— and they do. “On the day after we send our messages, we see a sharp increase in our traffic,” says Seth Peets, vice3 president of marketing for CareerSite.
Even those who aren’t hunting for jobs may find search agents worthwhile. Some use them to keep a close watch on the demand for their line of work or gather information on compensation to arm themselves when negotiating for a raise. Although happily employed, Redmon maintains his agent at CareerBuilder. “You always keep your eyes open,” he says. Working with a personal search agent means having another set of eyes looking out for you.
41. How did Redmon find his job?
[A] By searching openings in a job database.
[B] By posting a matching position in a database.
[C] By using a special service of a database.
[D] By E-mailing his resume to a database.
42. Which of the following can be a disadvantage of search agents?
[A] Lack of counseling.
[B] Limited number of visits.
[C] Lower efficiency.
[D] Fewer successful matches.
43. The expression “tip service” (Line 4, Paragraph 3) most probably means
[A] advisory31.
[B] compensation.
[C] interaction.
[D] reminder.
44. Why does CareerSite’s agent offer each job hunter only three job options?
[A] To focus on better job matches.
[B] To attract more returning visits.
[C] To reserve space for more messages.
[D] To increase the rate of success.
45. Which of the following is true according to the text?
[A] Personal search agents are indispensable to job-hunters.
[B] Some sites keep E-mailing job seekers to trace their demands.
[C] Personal search agents are also helpful to those already employed.
[D] Some agents stop sending information to people once they are employed.
Text 2
Over the past century, all kinds of unfairness and discrimination have been condemned32 or made illegal. But one insidious33 form continues to thrive: alphabetism. This, for those as yet unaware34 of such a disadvantage, refers to discrimination against those whose surnames begin with a letter in the lower half of the alphabet.
It has long been known that a taxi firm called AAAA cars has a big advantage over Zodiac cars when customers thumb through their phone directories. Less well known is the advantage that Adam Abbott has in life over Zo? Zysman. English names are fairly evenly spread between the halves of the alphabet. Yet a suspiciously large number of top people have surnames beginning with letters between A and K.
Thus the American president and vice-president have surnames starting with B and C respectively; and 26 of George Bush’s predecessors35 (including his father) had surnames in the first half of the alphabet against just 16 in the second half. Even more striking, six of the seven heads of government of the G7 rich countries are alphabetically36 advantaged (Berlusconi, Blair, Bush, Chirac, Chrétien and Koizumi). The world’s three top central bankers (Greenspan, Duisenberg and Hayami) are all close to the top of the alphabet, even if one of them really uses Japanese characters. As are the world’s five richest men (Gates, Buffett, Allen, Ellison and Albrecht).
Can this merely be coincidence? One theory, dreamt up in all the spare time enjoyed by the alphabetically disadvantaged, is that the rot sets in early. At the start of the first year in infant school, teachers seat pupils alphabetically from the front, to make it easier to remember their names. So short-sighted Zysman junior gets stuck in the back row, and is rarely asked the improving questions posed by those insensitive teachers. At the time the alphabetically disadvantaged may think they have had a lucky escape. Yet the result may be worse qualifications, because they get less individual attention, as well as less confidence in speaking publicly.
The humiliation37 continues. At university graduation ceremonies, the ABCs proudly get their awards first; by the time they reach the Zysmans most people are literally38 having a ZZZ. Shortlists for job interviews, election ballot39 papers, lists of conference speakers and attendees: all tend to be drawn40 up alphabetically, and their recipients41 lose interest as they plough through them.
46. What does the author intend to illustrate42 with AAA A cars and Zodiac cars?
[A] A kind of overlooked inequality.
[B] A type of conspicuous43 bias44.
[C] A type of personal prejudice.
[D] A kind of brand discrimination.
47. What can we infer from the first three paragraphs?
[A] In both East and West, names are essential to success.
[B] The alphabet is to blame for the failure of Zo? Zysman.
[C] Customers often pay a lot of attention to companies’ names.
[D] Some form of discrimination is too subtle to recognize.
48. The 4th paragraph suggests that
[A] questions are often put to the more intelligent students.
[B] alphabetically disadvantaged students often escape form class.
[C] teachers should pay attention to all of their students.
[D] students should be seated according to their eyesight.
49. What does the author mean by “most people are literally having a ZZZ” (Lines 2-3, Paragraph 5)?
[A] They are getting impatient.
[B] They are noisily dozing45 off.
[C] They are feeling humiliated46.
[D] They are busy with word puzzles.
50. Which of the following is true according to the text?
[A] People with surnames beginning with N to Z are often ill-treated.
[B] VIPs in the Western world gain a great deal from alphabetism.
[C] The campaign to eliminate alphabetism still has a long way to go.
[D] Putting things alphabetically may lead to unintentional bias.
Text 3
When it comes to the slowing economy, Ellen Spero isn’t biting her nails just yet. But the 47-year-old manicurist isn’t cutting, filling or polishing as many nails as she’d like to, either. Most of her clients spend $12 to $50 weekly, but last month two longtime customers suddenly stopped showing up. Spero blames the softening47 economy. “I’m a good economic indicator,” she says. “I provide a service that people can do without when they’re concerned about saving some dollars.” So Spero is downscaling, shopping at middle-brow Dillard’s department store near her suburban48 Cleveland home, instead of Neiman Marcus. “I don’t know if other clients are going to abandon me, too” she says.
Even before Alan Greenspan’s admission that America’s red-hot economy is cooling, lots of working folks had already seen signs of the slowdown themselves. From car dealerships to Gap outlets49, sales have been lagging for months as shoppers temper their spending. For retailers50, who last year took in 24 percent of their revenue between Thanksgiving and Christmas, the cautious approach is coming at a crucial time. Already, experts say, holiday sales are off 7 percent from last year’s pace. But don’t sound any alarms just yet. Consumers seem only concerned, not panicked, and many say they remain optimistic about the economy’s long-term prospects51, even as they do some modest belt-tightening.
Consumers say they’re not in despair because, despite the dreadful headlines, their own fortunes still feel pretty good. Home prices are holding steady in most regions. In Manhattan, “there’s a new gold rush happening in the $4 million to $10 million range, predominantly fed by Wall Street bonuses,” says broker53 Barbara Corcoran. In San Francisco, prices are still rising even as frenzied54 overbidding quiets. “Instead of 20 to 30 offers, now maybe you only get two or three,” says john Deadly, a Bay Area real-estate broker. And most folks still feel pretty comfortable about their ability to find and keep a job.
Many folks see silver linings55 to this slowdown. Potential home buyers would cheer for lower interest rates. Employers wouldn’t mind a little fewer bubbles in the job market. Many consumers seem to have been influenced by stock-market swings, which investors56 now view as a necessary ingredient to a sustained boom. Diners might see an upside, too. Getting a table at Manhattan’s hot new Alain Ducasse restaurant need to be impossible. Not anymore. For that, Greenspan & Co. may still be worth toasting.
51. By “Ellen Spero isn’t biting her nails just yet”(Line 1, Paragraph 1), the author means
[A] Spero can hardly maintain her business.
[B] Spero is too much engaged in her work.
[C] Spero has grown out of her bad habit.
[D] Spero is not in a desperate situation.
52. How do the public feel about the current economic situation?
[A] Optimistic.
[B] Confused.
[C] Carefree.
[D] Panicked.
53. When mentioning “the $4 million to $10 million range” (Lines 3-4, Paragraph 3) the author is talking about.
[A] gold market.
[B] real estate.
[C] stock exchange.
[D] venture investment.
54. Why can many people see “silver linings” to the economic showdown?
[A] They would benefit in certain ways.
[B] The stock market shows signs of recovery.
[C] Such a slowdown usually precedes a boom.
[D] The purchasing power would be enhanced.
55. To which of the following is the author likely to agree?
[A] A now boom, on the horizon.
[B] Tighten52 the belt, the single remedy.
[C] Caution all right, panic not.
[D] The more ventures, the more chances.
Text 4
Americans today don’t place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education —— not to pursue knowledge for the sake of knowledge. Symptoms of pervasive57 anti-intellectualism in our schools aren’t difficult to find.
“Schools have always been in a society where practical is more important than intellectual,” says education writer Diane Ravitch. “Schools could be a counterbalance.” Razitch’s latest bock, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.
But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully58 participate in our democracy. Continuing along this path, says writer Earl Shorris, “We will become a second-rate country. We will have a less civil society.”
“Intellect is resented as a form of power or privilege,” writes historian and professor Richard Hofstadter in Anti-Intellectualism in American life, a Pulitzer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism59. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.
Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling60 and rigorous book learning put unnatural61 restraints on children:“We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing.”Mark Twain’s Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized62 —— going to school and learning to read —— so he can preserve his innate63 goodness.
Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines.
School remains64 a place where intellect is mistrusted. Hofstadter says our country’s educational system is in the grips of people who “joyfully and militantly65 proclaim their hostility66 to intellect and their eagerness to identify with children who show the least intellectual promise.”
56. What do American parents expect their children to acquire in school?
[A] The habit of thinking independently.
[B] Profound knowledge of the world.
[C] Practical abilities for future career.
[D] The confidence in intellectual pursuits.
57. We can learn from the text that Americans have a history of
[A] undervaluing intellect.
[B] favoring intellectualism.
[C] supporting school reform.
[D] suppressing native intelligence.
58. The views of Ravish and Emerson on schooling are
[A] identical.
[B] similar.
[C] complementary.
[D] opposite.
59. Emerson, according to the text, is probably
[A] a pioneer of education reform.
[B] an opponent of intellectualism.
[C] a scholar in favor of intellect.
[D] an advocate of regular schooling.
60. What does the author think of intellect?
[A] It is second to intelligence.
[B] It evolves from common sense.
[C] It is to be pursued.
[D] It underlies67 power.
Part B
Directions:
Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2.(10 points)
The relation of language and mind has interested philosophers for many centuries. (61) The Greeks assumed that the structure of language had some connection with the process of thought, which took root in Europe long before people realized how diverse languages could be.
Only recently did linguists68 begin the serious study of languages that were very different from their own. Two anthropologist-linguists, Franz Boas Edward Sapir, were pioneers in describing many native languages of North and South America during the first half of the twentieth century. (62) We are obliged to them because some of these languages have since vanished, as the peoples who spoke1 them died out or became assimilated and lost their native languages. Other linguists in the earlier part of this century, however, who were less eager to deal with bizarre data from “exotic” language, were not always so grateful. (63) The newly described languages were often so strikingly different from the well studied languages of Europe and Southeast Asia that some scholars even accused Boas and Sapir of fabricating their data.. Native American languages are indeed different, so much so in fact that Navajo could be used by the US military as a code during World War II to send secret messages.
Sapir’s pupil, Benjamin Lee Whorf, continued the study of American Indian languages. (64) Being interested in the relationship of language and thought, Whorf developed the idea that the structure of language determines the structure of habitual69 thought in a society. He reasoned that because the structure of habitual thought in a society. He reasoned that because it is easier to formulate70 certain concepts and not others in a given language, the speakers of that language think along one track and not along another. (65) Whorf came to believe in a sort of linguistic71 determinism which, in its strongest form, states that language imprisons72 the mind, and that the grammatical patterns in a language can produce far-reaching consequences for the culture of a society. Later, this idea became to be known as the Sapir-Whorf hypothesis, but this term is somewhat inappropriate. Although both Sapir and Whorf emphasized the diversity of languages ,Sapir himself never explicitly73 supported the notion of linguistic determinism.
Section Ⅳ Writing
66. Directions:
Study the following drawing carefully and write an essay in which you should
1) describe the drawing.
2) interpret its meaning, and.
3) support your view with examples.
You should write about 200 words neatly74 on ANSWER SHEET 2.(20 points)
Directions:
This section is designed to test your ability to understand spoken English. You will hear a selection of recorded materials and you must answer the questions that accompany them. There are three parts in this section, Part A, Part B and Part C.
Remember, while you are doing the test, you should first put down your answers in your test booklet. At the end of the listening comprehension section, you will have 5 minutes to transfer all your answers from your test booklet to ANSWER SHEET 1.
Now look at Part A in your test booklet.
Part A
Directions:
For questions 1 - 5, you will hear a talk about the geography of Belgium. While you listen, fill out the table with the information you have heard. Some of the information has been given to you in the table. Write only 1 word or number in each numbered box. You will hear the recording2 twice. You now have 25 seconds to read the table below. (5 points)
Part B
Directions:
For Questions 6-10, you will hear an interview with Mr. Saffo from the Institute for the Future. While you listen, complete the sentences or answer the questions. Use not more than 3 words for each answer. You will hear the recording twice. You now have 25 seconds to read the sentences and questions below. (5 points)
What is Saffo according to himself?
The Institute for the Future provides services to private companies and
The Institute believes that to think systematically4 about the long-range future is
To succeed in anything, one should be flexible, curious and
What does Saffo consider to be essential to the work of a team?
Part C
Directions:
You will hear three pieces of recorded material. Before listening to each one, you will have time to read the questions related to it. While listening, answer each question by choosing A, B, C or D. After listening, you will have time to check your answers. You will hear each piece once only. (10 points)
Questions 11-13 are based on the following talk about naming newborns. You now have 15 seconds to read Questions 11-13.
11. What do we often do with the things we love?
[A] Ask for their names.
[B] Name babies after them.
[C] Put down their names.
[D] Choose names for them.
12. The unpleasant meaning of an old family name is often overlooked if
[A] the family tree is fairly limited.
[B] the family tie is strong enough.
[C] the name is commonly used.
[D] nobody in the family complains.
13. Several months after a baby’s birth, its name will
[A] show the beauty of its own.
[B] develop more associations.
[C] lose the original meaning.
[D] help form the baby’s personality.
Questions 14 - 16 are based on the biography of Bobby Moore, an English soccer player. You now have 15 seconds to read Questions 14 - 16.
14. How many matches did Moore play during his professional career?
[A] 90.
[B] 108.
[C] 180.
[D] 668.
15. In 1964, Bobby Moore was made
[A] England’s footballer of the year.
[B] a soccer coach in West Germany.
[C] a medalist for his sportsmanship.
[D] a number of the Order of the British Empire.
16. After Moore retired5 from playing, the first thing he did was
[A] editing Sunday Sport.
[B] working for Capital Radio.
[C] managing professional soccer teams.
[D] developing a sports marketing6 company.
Questions 17 - 20 are based on the following talk on the city of Belfast. You now have 20 seconds to read Questions 17 - 20.
17. Belfast has long been famous for its
[A] oil refinery7.
[B] linen8 textiles.
[C] food products.
[D] deepwater port.
18. Which of the following does Belfast chiefly export?
[A] Soap.
[B] Grain.
[C] Steel.
[D] Tobacco.
19. When was Belfast founded?
[A] In 1177.
[B] In 1315.
[C] In the 16th century.
[D] In the 17th century.
20. What happened in Belfast in the late 18th century?
[A] French refugees arrived.
[B] The harbor was destroyed.
[C] Shipbuilding began to flourish.
[D] The city was taken by the English.
You now have 5 minutes to transfer all your answers from your test booklet to ANSWER SHEET 1.
Section II Use of English
Directions: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)
Many theories concerning the causes of juvenile9 delinquency (crimes committed by young people) focus either on the individual or on society as the major contributing influence. Theories (21) ____ on the individual suggest that children engage in criminal behavior (22) ____ they were not sufficiently10 penalized11 for previous misdeeds or that they have learned criminal behavior through (23) ____ with others. Theories focusing on the role of society that children commit crimes in (24) ____ to their failure to rise above their socioeconomic status (25) ____ as a rejection12 of middle-class values.
Most theories of juvenile delinquency have focused on children from disadvantaged families, (26) ____ the fact that children from wealthy homes also commit crimes. The latter may commit crimes (27) ____ lack of adequate parental13 control. All theories, however, are tentative and are (28) ____ to criticism.
Changes in the social structure may indirectly14 (29) ____ juvenile crime rates. For example, changes in the economy that (30) ____ to fewer job opportunities for youth and rising unemployment (31) ____ make gainful employment increasingly difficult to obtain. The resulting discontent may in (32) ____ lead more youths into criminal behavior.
Families have also (33) ____ changes these years. More families consist of one parent households or two working parents; (34) ____, children are likely to have less supervision15 at home (35) ____ was common in the traditional family (36) ____. This lack of parental supervision is thought to be an influence on juvenile crime rates. Other (37) ____ causes of offensive acts include frustration16 or failure in school, the increased (38) ____ of drugs and alcohol, and the growing (39) ____ of child abuse and child neglect. All these conditions tend to increase the probability of a child committing a criminal act, (40) ____ a direct causal relationship has not yet been established.
21.[A] acting17
[B] relying
[C] centering
[D] cementing
22.[A] before
[B] unless
[C] until
[D] because
23. [A] interactions
[B] assimilation
[C] cooperation
[D] consultation18
24. [A] return
[B] reply
[C] reference
[D] response
25. [A] or
[B] but rather
[C] but
[D] or else
26.[A] considering
[B] ignoring
[C] highlighting
[D] discarding
27. [A] on
[B] in
[C] for
[D] with
28. [A] immune
[B] resistant19
[C] sensitive
[D] subject
29. [A] affect
[B] reduce
[C] chock
[D] reflect
30. [A] point
[B] lead
[C] come
[D] amount
31. [A] in general
[B] on average
[C] by contrast
[D] at length
32. [A] case
[B] short
[C] turn
[D] essence
33. [A] survived
[B] noticed
[C] undertaken
[D] experienced
34. [A] contrarily
[B] consequently
[C] similarly
[D] simultaneously20
35. [A] than
[B] that
[C] which
[D] as
36. [A] system
[B] structure
[C] concept
[D] heritage
37. [A] assessable
[B] identifiable
[C] negligible
[D] incredible
38. [A] expense
[B] restriction21
[C] allocation
[D] availability
39. [A] incidence
[B] awareness22
[C] exposure
[D] popularity
40. [A] provided
[B] since
[C] although
[D] supposing
Section III Reading Comprehension
Part A
Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your mowers on ANSWER SNEET 1. (40 points)
Text 1
Hunting for a job late last year, lawyer Gant Redmon stumbled across CareerBuilder, a job database on the Internet. He searched it with no success but was attracted by the site’s “personal search agent”. It’s an interactive23 feature that lets visitors key in job criteria24 such as location, title, and salary, then E-mails them when a matching position is posted in the database. Redmon chose the keywords legal, intellectual property, and Washington, D.C. Three weeks later, he got his first notification of an opening. “I struck gold,’ says Redmon, who E-mailed his resume to the employer and won a position as in-house counsel for a company.
With thousands of career-related sites on the Internet, finding promising25 openings can be time-consuming and inefficient26. Search agents reduce the need for repeated visits to the databases. But although a search agent worked for Redmon, career experts see drawbacks. Narrowing your criteria, for example, may work against you: “Every time you answer a question you eliminate a possibility.” says one expert.
For any job search, you should start with a narrow concept —— what you think you want to do —— then broaden it. “None of these programs do that,” says another expert. “There’s no career counseling implicit27 in all of this.” Instead, the best strategy is to use the agent as a kind of tip service to keep abreast28 of jobs in a particular database; when you get E-mail, consider it a reminder29 to check the database again. “I would not rely on agents for finding everything that is added to a database that might interest me,” says the author of a job-searching guide.
Some sites design their agents to tempt30 job hunters to return. When CareerSite’s agent sends out messages to those who have signed up for its service, for example, it includes only three potential jobs —— those it considers the best matches. There may be more matches in the database; job hunters will have to visit the site again to find them —— and they do. “On the day after we send our messages, we see a sharp increase in our traffic,” says Seth Peets, vice3 president of marketing for CareerSite.
Even those who aren’t hunting for jobs may find search agents worthwhile. Some use them to keep a close watch on the demand for their line of work or gather information on compensation to arm themselves when negotiating for a raise. Although happily employed, Redmon maintains his agent at CareerBuilder. “You always keep your eyes open,” he says. Working with a personal search agent means having another set of eyes looking out for you.
41. How did Redmon find his job?
[A] By searching openings in a job database.
[B] By posting a matching position in a database.
[C] By using a special service of a database.
[D] By E-mailing his resume to a database.
42. Which of the following can be a disadvantage of search agents?
[A] Lack of counseling.
[B] Limited number of visits.
[C] Lower efficiency.
[D] Fewer successful matches.
43. The expression “tip service” (Line 4, Paragraph 3) most probably means
[A] advisory31.
[B] compensation.
[C] interaction.
[D] reminder.
44. Why does CareerSite’s agent offer each job hunter only three job options?
[A] To focus on better job matches.
[B] To attract more returning visits.
[C] To reserve space for more messages.
[D] To increase the rate of success.
45. Which of the following is true according to the text?
[A] Personal search agents are indispensable to job-hunters.
[B] Some sites keep E-mailing job seekers to trace their demands.
[C] Personal search agents are also helpful to those already employed.
[D] Some agents stop sending information to people once they are employed.
Text 2
Over the past century, all kinds of unfairness and discrimination have been condemned32 or made illegal. But one insidious33 form continues to thrive: alphabetism. This, for those as yet unaware34 of such a disadvantage, refers to discrimination against those whose surnames begin with a letter in the lower half of the alphabet.
It has long been known that a taxi firm called AAAA cars has a big advantage over Zodiac cars when customers thumb through their phone directories. Less well known is the advantage that Adam Abbott has in life over Zo? Zysman. English names are fairly evenly spread between the halves of the alphabet. Yet a suspiciously large number of top people have surnames beginning with letters between A and K.
Thus the American president and vice-president have surnames starting with B and C respectively; and 26 of George Bush’s predecessors35 (including his father) had surnames in the first half of the alphabet against just 16 in the second half. Even more striking, six of the seven heads of government of the G7 rich countries are alphabetically36 advantaged (Berlusconi, Blair, Bush, Chirac, Chrétien and Koizumi). The world’s three top central bankers (Greenspan, Duisenberg and Hayami) are all close to the top of the alphabet, even if one of them really uses Japanese characters. As are the world’s five richest men (Gates, Buffett, Allen, Ellison and Albrecht).
Can this merely be coincidence? One theory, dreamt up in all the spare time enjoyed by the alphabetically disadvantaged, is that the rot sets in early. At the start of the first year in infant school, teachers seat pupils alphabetically from the front, to make it easier to remember their names. So short-sighted Zysman junior gets stuck in the back row, and is rarely asked the improving questions posed by those insensitive teachers. At the time the alphabetically disadvantaged may think they have had a lucky escape. Yet the result may be worse qualifications, because they get less individual attention, as well as less confidence in speaking publicly.
The humiliation37 continues. At university graduation ceremonies, the ABCs proudly get their awards first; by the time they reach the Zysmans most people are literally38 having a ZZZ. Shortlists for job interviews, election ballot39 papers, lists of conference speakers and attendees: all tend to be drawn40 up alphabetically, and their recipients41 lose interest as they plough through them.
46. What does the author intend to illustrate42 with AAA A cars and Zodiac cars?
[A] A kind of overlooked inequality.
[B] A type of conspicuous43 bias44.
[C] A type of personal prejudice.
[D] A kind of brand discrimination.
47. What can we infer from the first three paragraphs?
[A] In both East and West, names are essential to success.
[B] The alphabet is to blame for the failure of Zo? Zysman.
[C] Customers often pay a lot of attention to companies’ names.
[D] Some form of discrimination is too subtle to recognize.
48. The 4th paragraph suggests that
[A] questions are often put to the more intelligent students.
[B] alphabetically disadvantaged students often escape form class.
[C] teachers should pay attention to all of their students.
[D] students should be seated according to their eyesight.
49. What does the author mean by “most people are literally having a ZZZ” (Lines 2-3, Paragraph 5)?
[A] They are getting impatient.
[B] They are noisily dozing45 off.
[C] They are feeling humiliated46.
[D] They are busy with word puzzles.
50. Which of the following is true according to the text?
[A] People with surnames beginning with N to Z are often ill-treated.
[B] VIPs in the Western world gain a great deal from alphabetism.
[C] The campaign to eliminate alphabetism still has a long way to go.
[D] Putting things alphabetically may lead to unintentional bias.
Text 3
When it comes to the slowing economy, Ellen Spero isn’t biting her nails just yet. But the 47-year-old manicurist isn’t cutting, filling or polishing as many nails as she’d like to, either. Most of her clients spend $12 to $50 weekly, but last month two longtime customers suddenly stopped showing up. Spero blames the softening47 economy. “I’m a good economic indicator,” she says. “I provide a service that people can do without when they’re concerned about saving some dollars.” So Spero is downscaling, shopping at middle-brow Dillard’s department store near her suburban48 Cleveland home, instead of Neiman Marcus. “I don’t know if other clients are going to abandon me, too” she says.
Even before Alan Greenspan’s admission that America’s red-hot economy is cooling, lots of working folks had already seen signs of the slowdown themselves. From car dealerships to Gap outlets49, sales have been lagging for months as shoppers temper their spending. For retailers50, who last year took in 24 percent of their revenue between Thanksgiving and Christmas, the cautious approach is coming at a crucial time. Already, experts say, holiday sales are off 7 percent from last year’s pace. But don’t sound any alarms just yet. Consumers seem only concerned, not panicked, and many say they remain optimistic about the economy’s long-term prospects51, even as they do some modest belt-tightening.
Consumers say they’re not in despair because, despite the dreadful headlines, their own fortunes still feel pretty good. Home prices are holding steady in most regions. In Manhattan, “there’s a new gold rush happening in the $4 million to $10 million range, predominantly fed by Wall Street bonuses,” says broker53 Barbara Corcoran. In San Francisco, prices are still rising even as frenzied54 overbidding quiets. “Instead of 20 to 30 offers, now maybe you only get two or three,” says john Deadly, a Bay Area real-estate broker. And most folks still feel pretty comfortable about their ability to find and keep a job.
Many folks see silver linings55 to this slowdown. Potential home buyers would cheer for lower interest rates. Employers wouldn’t mind a little fewer bubbles in the job market. Many consumers seem to have been influenced by stock-market swings, which investors56 now view as a necessary ingredient to a sustained boom. Diners might see an upside, too. Getting a table at Manhattan’s hot new Alain Ducasse restaurant need to be impossible. Not anymore. For that, Greenspan & Co. may still be worth toasting.
51. By “Ellen Spero isn’t biting her nails just yet”(Line 1, Paragraph 1), the author means
[A] Spero can hardly maintain her business.
[B] Spero is too much engaged in her work.
[C] Spero has grown out of her bad habit.
[D] Spero is not in a desperate situation.
52. How do the public feel about the current economic situation?
[A] Optimistic.
[B] Confused.
[C] Carefree.
[D] Panicked.
53. When mentioning “the $4 million to $10 million range” (Lines 3-4, Paragraph 3) the author is talking about.
[A] gold market.
[B] real estate.
[C] stock exchange.
[D] venture investment.
54. Why can many people see “silver linings” to the economic showdown?
[A] They would benefit in certain ways.
[B] The stock market shows signs of recovery.
[C] Such a slowdown usually precedes a boom.
[D] The purchasing power would be enhanced.
55. To which of the following is the author likely to agree?
[A] A now boom, on the horizon.
[B] Tighten52 the belt, the single remedy.
[C] Caution all right, panic not.
[D] The more ventures, the more chances.
Text 4
Americans today don’t place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education —— not to pursue knowledge for the sake of knowledge. Symptoms of pervasive57 anti-intellectualism in our schools aren’t difficult to find.
“Schools have always been in a society where practical is more important than intellectual,” says education writer Diane Ravitch. “Schools could be a counterbalance.” Razitch’s latest bock, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.
But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully58 participate in our democracy. Continuing along this path, says writer Earl Shorris, “We will become a second-rate country. We will have a less civil society.”
“Intellect is resented as a form of power or privilege,” writes historian and professor Richard Hofstadter in Anti-Intellectualism in American life, a Pulitzer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism59. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.
Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling60 and rigorous book learning put unnatural61 restraints on children:“We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing.”Mark Twain’s Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized62 —— going to school and learning to read —— so he can preserve his innate63 goodness.
Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines.
School remains64 a place where intellect is mistrusted. Hofstadter says our country’s educational system is in the grips of people who “joyfully and militantly65 proclaim their hostility66 to intellect and their eagerness to identify with children who show the least intellectual promise.”
56. What do American parents expect their children to acquire in school?
[A] The habit of thinking independently.
[B] Profound knowledge of the world.
[C] Practical abilities for future career.
[D] The confidence in intellectual pursuits.
57. We can learn from the text that Americans have a history of
[A] undervaluing intellect.
[B] favoring intellectualism.
[C] supporting school reform.
[D] suppressing native intelligence.
58. The views of Ravish and Emerson on schooling are
[A] identical.
[B] similar.
[C] complementary.
[D] opposite.
59. Emerson, according to the text, is probably
[A] a pioneer of education reform.
[B] an opponent of intellectualism.
[C] a scholar in favor of intellect.
[D] an advocate of regular schooling.
60. What does the author think of intellect?
[A] It is second to intelligence.
[B] It evolves from common sense.
[C] It is to be pursued.
[D] It underlies67 power.
Part B
Directions:
Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2.(10 points)
The relation of language and mind has interested philosophers for many centuries. (61) The Greeks assumed that the structure of language had some connection with the process of thought, which took root in Europe long before people realized how diverse languages could be.
Only recently did linguists68 begin the serious study of languages that were very different from their own. Two anthropologist-linguists, Franz Boas Edward Sapir, were pioneers in describing many native languages of North and South America during the first half of the twentieth century. (62) We are obliged to them because some of these languages have since vanished, as the peoples who spoke1 them died out or became assimilated and lost their native languages. Other linguists in the earlier part of this century, however, who were less eager to deal with bizarre data from “exotic” language, were not always so grateful. (63) The newly described languages were often so strikingly different from the well studied languages of Europe and Southeast Asia that some scholars even accused Boas and Sapir of fabricating their data.. Native American languages are indeed different, so much so in fact that Navajo could be used by the US military as a code during World War II to send secret messages.
Sapir’s pupil, Benjamin Lee Whorf, continued the study of American Indian languages. (64) Being interested in the relationship of language and thought, Whorf developed the idea that the structure of language determines the structure of habitual69 thought in a society. He reasoned that because the structure of habitual thought in a society. He reasoned that because it is easier to formulate70 certain concepts and not others in a given language, the speakers of that language think along one track and not along another. (65) Whorf came to believe in a sort of linguistic71 determinism which, in its strongest form, states that language imprisons72 the mind, and that the grammatical patterns in a language can produce far-reaching consequences for the culture of a society. Later, this idea became to be known as the Sapir-Whorf hypothesis, but this term is somewhat inappropriate. Although both Sapir and Whorf emphasized the diversity of languages ,Sapir himself never explicitly73 supported the notion of linguistic determinism.
Section Ⅳ Writing
66. Directions:
Study the following drawing carefully and write an essay in which you should
1) describe the drawing.
2) interpret its meaning, and.
3) support your view with examples.
You should write about 200 words neatly74 on ANSWER SHEET 2.(20 points)
点击
收听单词发音
收听单词发音 |
1
spoke
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| n.（车轮的）辐条；轮辐；破坏某人的计划；阻挠某人的行动 v.讲，谈（speak的过去式）；说；演说；从某种观点来说 | |
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recording
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| n.录音，记录 | |
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3
vice
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| n.坏事；恶习；[pl.]台钳，老虎钳；adj.副的 | |
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4
systematically
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| adv.有系统地 | |
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retired
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| adj.隐退的，退休的，退役的 | |
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marketing
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| n.行销，在市场的买卖，买东西 | |
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refinery
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| n.精炼厂，提炼厂 | |
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linen
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| n.亚麻布，亚麻线，亚麻制品；adj.亚麻布制的，亚麻的 | |
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9
juvenile
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| n.青少年，少年读物；adj.青少年的，幼稚的 | |
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10
sufficiently
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| adv.足够地，充分地 | |
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penalized
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| 对…予以惩罚( penalize的过去式和过去分词 )； 使处于不利地位 | |
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12
rejection
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| n.拒绝，被拒，抛弃，被弃 | |
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parental
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| adj.父母的；父的；母的 | |
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indirectly
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| adv.间接地，不直接了当地 | |
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supervision
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| n.监督，管理 | |
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frustration
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| n.挫折，失败，失效，落空 | |
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acting
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| n.演戏，行为，假装；adj.代理的，临时的，演出用的 | |
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consultation
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| n.咨询；商量；商议；会议 | |
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resistant
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| adj.(to)抵抗的，有抵抗力的 | |
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simultaneously
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| adv.同时发生地，同时进行地 | |
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restriction
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| n.限制，约束 | |
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awareness
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| n.意识，觉悟，懂事，明智 | |
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interactive
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| adj.相互作用的，互相影响的，（电脑）交互的 | |
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criteria
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| n.标准 | |
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promising
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| adj.有希望的，有前途的 | |
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inefficient
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| adj.效率低的，无效的 | |
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implicit
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| a.暗示的，含蓄的，不明晰的，绝对的 | |
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abreast
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| adv.并排地；跟上(时代)的步伐，与…并进地 | |
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reminder
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| n.提醒物，纪念品；暗示，提示 | |
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30
tempt
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| vt.引诱，勾引，吸引，引起…的兴趣 | |
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31
advisory
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| adj.劝告的，忠告的，顾问的，提供咨询 | |
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32
condemned
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| adj. 被责难的, 被宣告有罪的 动词condemn的过去式和过去分词 | |
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33
insidious
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| adj.阴险的，隐匿的，暗中为害的，（疾病）不知不觉之间加剧 | |
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unaware
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| a.不知道的，未意识到的 | |
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predecessors
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| n.前任( predecessor的名词复数 )；前辈；（被取代的）原有事物；前身 | |
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alphabetically
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| adv.照字母顺序排列地 | |
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humiliation
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| n.羞辱 | |
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literally
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| adv.照字面意义，逐字地；确实 | |
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ballot
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| n.（不记名）投票，投票总数，投票权；vi.投票 | |
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drawn
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| v.拖，拉，拔出；adj.憔悴的，紧张的 | |
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41
recipients
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| adj.接受的；受领的；容纳的；愿意接受的n.收件人；接受者；受领者；接受器 | |
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illustrate
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| v.举例说明，阐明；图解，加插图 | |
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conspicuous
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| adj.明眼的，惹人注目的；炫耀的，摆阔气的 | |
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44
bias
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| n.偏见，偏心，偏袒；vt.使有偏见 | |
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45
dozing
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| v.打瞌睡,假寐 n.瞌睡 | |
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46
humiliated
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| 感到羞愧的 | |
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47
softening
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| 变软，软化 | |
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48
suburban
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| adj.城郊的，在郊区的 | |
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49
outlets
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| n.出口( outlet的名词复数 )；经销店；插座；廉价经销店 | |
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50
retailers
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| 零售商，零售店( retailer的名词复数 ) | |
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51
prospects
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| n.希望，前途(恒为复数) | |
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52
tighten
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| v.(使)变紧；(使)绷紧 | |
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broker
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| n.中间人，经纪人；v.作为中间人来安排 | |
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54
frenzied
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| a.激怒的；疯狂的 | |
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55
linings
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| n.衬里( lining的名词复数 )；里子；衬料；组织 | |
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investors
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| n.投资者，出资者( investor的名词复数 ) | |
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57
pervasive
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| adj.普遍的；遍布的，(到处)弥漫的；渗透性的 | |
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58
fully
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| adv.完全地，全部地，彻底地；充分地 | |
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59
elitism
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| n.精英论，优秀人士统治 | |
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60
schooling
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| n.教育；正规学校教育 | |
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61
unnatural
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| adj.不自然的；反常的 | |
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62
civilized
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| a.有教养的，文雅的 | |
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63
innate
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| adj.天生的，固有的，天赋的 | |
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64
remains
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| n.剩余物，残留物；遗体，遗迹 | |
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65
militantly
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| 激进地，好斗地 | |
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66
hostility
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| n.敌对，敌意；抵制［pl.］交战，战争 | |
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67
underlies
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| v.位于或存在于（某物）之下( underlie的第三人称单数 )；构成…的基础（或起因），引起 | |
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68
linguists
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| n.通晓数国语言的人( linguist的名词复数 )；语言学家 | |
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69
habitual
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| adj.习惯性的；通常的，惯常的 | |
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70
formulate
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| v.用公式表示；规划；设计；系统地阐述 | |
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71
linguistic
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| adj.语言的，语言学的 | |
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72
imprisons
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| v.下狱，监禁( imprison的第三人称单数 ) | |
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73
explicitly
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| ad.明确地，显然地 | |
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74
neatly
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| adv.整洁地，干净地，灵巧地，熟练地 | |
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