南京大学考博英语2013年试题及答案解析.pdf

专业 权威 轻松 快乐 南京大学考博英语历年真题 1 / 16 南京大学 2014 年博士研究生入学考试英语试题 SECTION I STRUCTURE AND VOCABULARY (30%) Part A (20%) Directions: There are 20 incomplete sentences in this part. For each sentence there are four choices marked A, B, C, and D respectively. Choose the ONE that best completes the sentences. Then blacken your answer in the corresponding letter on your Answer Sheet with a single line through the center. 1. Hunting is thought to be _ for the extinction of some wildlife. A. responsible B. blamed C. charged D. denounced 2. The American students came to our school in November, and we then made a _ visit to theirs. A. reciprocal B. bilateral C. considerate D. rewarding 3. That man claimed to be a _ of Confucius. A. descending B. ascending C. descendant D. offspring 4. Can you_ the truth of his statement? A. deny B. refuse C. decline D. reject 5. I failed in my new job. If only I _ my parents. A. listened to B. had listened to C. have listened to D. would listen to 6. He studied at a famous college when he was young, _ contributed to his success in later life. A. which B. it C. that D. what 7. My eldest sister went on with the story and young children around her _ with “wonderful!“ from time to time. A. broke out B. broke off C. broke in D. broke up 8. Jean holds very _ opinions about food; she wont eat anything new or foreign. A. awesome B. conventional C. consistent D. condimental 9. Donor fatigue and _ of the countrys poverty are now causing those hopes to wither. A. expenditure B. extremity C. wreckage D. supremacy 10. He felt a great sense of _after his success. A. fulfillment B. fortification C. innovation D. illumination 11. They are still in the_ stage between the old and new government. A. transaction B. transplanting C. transitional D. transforming 12. Starting a new business can be a risky_. A. processing B. attempting C. undertaking D. overhauling 13. Its none of your business, you have no right to_. A. disturb B. interfere C. interrupt D. obtain 14. The passengers carried on drinking and dancing, _unaware of the impending disaster. A. witheringly B. contemptuously C. morally D. blissfully 15. We must also understand how to _ between what should be remembered and what should be forgotten. A. differentiate B. distinct C. disengage D. entangle 16. Maisie had always thought of herself as being shy and _ , and was surprised that anyone should ask her opinion. 专业 权威 轻松 快乐 南京大学考博英语历年真题 2 / 16 A. stuttering B. scattering C. inarticulate D. inexpressive 17. The company made more profit in that one month than it made in the whole of the _ year. A. previously B. proceeding C. preceding D. unpreceding 18. No president who performs his duties faithfully and _ can have any leisure. A. consistently B. conscientiously C. nervously D. piously 19. Take this bit of seemingly _ advice: In order to write quickly, you must first think slowly. A. paradoxical B. contradict C. parallel D. disordering 20. Id rather you _ me a new one instead of having mine repaired as you did. A. had given B. have given C. gave D. giving Part B (10%) Directions: There are 10 blanks in the following passage. For each blank there are four choices marked A, B, C and D respectively beneath the passage. You should choose the ONE that is most appropriate. Then blacken your answer in tile corresponding letter on your Answer Sheet with a single line through the center. In the United States, the first day nursery was opened in 1854. Nurseries were established in various areas during the 21 half of the 19th century; most of 22 were charitable. Both in Europe and in the U.S., the day-nursery movement received great 23 during the First World War, when 24 of manpower caused the industrial employment of unprecedented numbers of women. In some European countries, nurseries were established 25 in munitions plants, under direct government sponsorship. 26 the number of nurseries in the U.S. also rose 27_ this rise was accomplished without government aid of any kind. During the years following the First World War, _28 , Federal State and local governments gradually began to exercise a measure of control _29 the day nurseries, chiefly by 30 them and by inspecting and regulating the conditions within the nurseries. 21. A. latter B. other C. late D. first 22. A. those B. them C. whose D. which 23. A. impetus B. input C. imitation D. initiative 24. A. sources B. abundance C. shortage D. reduction 25. A. hardly B. entirely C. only D. even 26. A. Because B. As C. Since D. Although 27. A. unanimously B. sharply C. predominantly D. militantly 28. A. therefore B. consequently C. however D. moreover 29. A. over B. in C. at D. about 30. A. formulating B. labeling C. patenting D. licensing SECTION II READING COMPREHENSION (40%) Directions: There are five passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C, and D. you should decide on the best choice and blacken your answer in the corresponding letter on your Answer Sheet with a single line through the center. Passage 1 Tile animal dissection requirement of biology classes has been getting under the skin of 专业 权威 轻松 快乐 南京大学考博英语历年真题 3 / 16 students for generations, and there have always been some who asked to be excused from the requirement. Now, a growing number of technological alternatives are making it possible for students to swap that scalpel for a computer mouse. There are laws in nearly a dozen states-including California, Florida, New Jersey, and New York-protecting a students choice to learn about animal anatomy sans scalpel. Some students choosing to opt out feel we should be kinder to our web-footed friends. Others are just queasy at the thought of rubbery frog bodies and tile smell of formaldehyde. “Dissection is icky. Theres a yuck factor,“ admits Brian Shmaefsky, a board member with the National Association of Biology Teachers. “And a teacher has to weigh the benefits with the cost of students being offended to the point that it interferes with learning.“ Virtual blades. So for cases in which a real dissection would be too slimy, its time to try some toad tech. While the first computer-based alternatives to dissection emerged in the 1980s, modern frog dissection software can be found at different websites. These software programs use creative clicking, high-powered zoom functions, and video clips to teach anatomy. Froguts software, for example, lets students trace incision lines with a computer mouse and snip through skin with a virtual blade. There are even sound effects like a “slish“ for slicing frog flesh, or a “shwoosh“ for pinning down skin flaps. (Schools currently pay about $300 for a one-year software license, though some organizations will lend programs out free of charge.) Earlier this year, a graduate student from Simon Fraser University in Vancouver designed the first-ever haptic (the Greek word for “touch“) frog dissection program, which uses a penlike tool to create a sensation similar to cutting into real flesh. The hand-held device connects to a computer, and students move the device through the air while watching the results of their actions on a computer screen. With Digital Frog-a popular program thats had approximately 1,500 frog demo downloads since January and is currently in use in 2,000 schools-students can add or subtract those amphibious organs with a mere mouse click. They can then assess their learning with sporadic frog anatomy quizzes. “Repetition is helpful. The fact that a student can review sections of a program over and over again is important,“ says Martin Stephens, vice president for animal research issues at the Humane Society of the United States. “In dissections, the animals organs are all shriveled and discolored. You look for things and cant find them because body parts have changed drastically since the animal was killed. But on a computer screen, layers can be digitally peeled away.“ Other experts think the dissection technology has its limits. Gerry Wheeler, executive director of the National Science Teachers Association, says that artificial simulations dont give as enriching an experience as the real thing. Still others worry the programs are depriving kids of experiential learning. 31. The word “swap“ (Line 4, Paragraph 1) most probably means_. A exchange B throw away C reject D refuse 32. Some students ask to be excused from the requirement of biology classes because of the following reason except that_. A dissection consists of disgusting procedures and unpleasant smells B they are entitled to reject dissection requirement given the legal regulation 专业 权威 轻松 快乐 南京大学考博英语历年真题 4 / 16 C they are offended when fulfilling the requirements of animal dissection D they insist that people should treat animals more as friends instead of simply objects 33. Brian Shmaefskys statement implies that_. A He indeed supports the students animal protection movement B He thinks the animal dissection should be banned C He thinks the animal dissection may not be good for students to learn biology effectively D He always evaluates the teaching effect by weighing reluctant factors of cost and effect 34. The authors attitude towards the toad tech can be said to be_. A supportive B doubtful C indifferent D provocative Passage 2 Many people dread going oil foreign assignments-sometimes even before theyve gone on one. They hear stories about how exhausting and disorienting business travel can be. They worry about getting sick, getting lonely, or getting killed. Theyre afraid they wont be liked or that they wont succeed. But the fact is that for many people a foreign assignment can be the opportunity and thrill of a lifetime. The Wall Street Journal reports the story of John Aliberti, who had spent his career working to become a midlevel manager for Union Switch in Pittsburgh, Pennsylvania. Aliberti seemed like an odd choice for an overseas assignment: He had no experience in international travel and business. But when he was chosen to represent the company as technical expert and representative in China, Aliberti responded with enthusiasm: “Back home, the work we do, its been done for decades. In China youre breaking new ground. Its a milestone in the history of the world.“ By viewing his China assignment as an exciting adventure, Aliberti largely bypassed the negative effects of culture shock. According to the Wall Street Journal, “The crowds and chaotic lines dont faze him. He becomes animated telling stories of long train trips to out-of-the-way cities like Nanchang, where Union Switch is helping to build a railroad yard.“ Alibertis enthusiastic attitude and his active interest in learning about the culture and business practices in China have helped him become a central figure in his companys China operations. His job in Pittsburgh is two rungs below vice president. In China, according to his boss, “He acts like a president or CEO. Thats got to turn him on.“ 35. John Aliberti seemed like an odd choice for overseas assignment because_. A he is the most experienced member of the company B he has been to China many times C he has been promoted to the top- level position of the company D he has little experience in traveling abroad 36. “Aliberti largely bypassed the negative effects of culture shock.“ “Bypass“(Para. 3) means_. A ignore B pass away C avoid D shortcut 37. The following statements are correct about John Aliberti except _. 专业 权威 轻松 快乐 南京大学考博英语历年真题 5 / 16 A he is good at selling his experience of traveling in China B he is troubled by the crowds and confused transportation in China C he is excited about travelling around China D he is breaking new ground for his company 38. The story of John Aliberti tells us that_. A culture shock is easy to deal with. B many people dread going on business. C the transportation of China is confused to foreigners. D you can deal with culture shock well with an active interest in learning about the culture. Passage 3 The period of adolescence, i.e., tile period between childhood and adulthood, may be long or short, depending on social expectations and on societys definition as to what constitutes maturity and adulthood. In primitive societies adolescence is frequently a relatively short period of time, while in industrial societies with patterns of prolonged education coupled with laws against child labor, the period of adolescence is much longer and may include most of the second decade of ones life. Furthermore, the length of the adolescence period and the definition of adulthood status may change in a given society as social and economic conditions change. In modern society, ceremonies for adolescence have lost their formal recognition and symbolic significance and there is no longer agreement as to what constitutes initiation ceremonies. Social ones have been replaced by a sequence of steps that lead to increased recognition and social status. For example, grade school graduation, high school graduation and college graduation constitute such a sequence, and while each step implies certain behavioral changes and social recognition, the significance of each depends on the socio-economic status and the education ambition of the individual. Ceremonies for adolescence have also been replaced by legal definitions of status roles, rights, privileges and responsibilities. It is during the nine years from the twelfth birthday to the twenty-first that the protective and restrictive aspects of childhood and minor status are removed and adult privileges and responsibilities are granted. The twelve-year-old is no longer considered a child and has to pay full fare for train, airplane, theater and movie tickets. Basically, the individual at this age loses childhood privileges without gaining significant adult rights. At the age of 16 the adolescent is granted certain adult rights which increases his social status by providing him with more freedom and choices. He now can obtain a drivers license, he can leave public schools; and he can work without the restrictions of child labor laws. At the age of 18 the law provides adult responsibilities as well as rights; the young man can. now be a soldier, but he also can marry without parental permission. At the age of 21 the individual obtains his full legal rights as an adult. He now can vote, buy liquor, enter into financial contracts, and he is entitled to run for public office. No additional basic rights are acquired as a function of age after majority status has been attained. None of these legal provisions determine at what point adulthood has been reached but they do point to the prolonged period of adolescence. 39. The period of adolescence is much longer in industrial societies because_. A the definition of maturity has changed B the industrialized society is more developed C more education is provided and laws against child labor are made D ceremonies for adolescence have lost their formal recognition and symbolic significance 40. Former social ceremonies that used to mark adolescence have given place to_. 专业 权威 轻松 快乐 南京大学考博英语历年真题 6 / 16 A graduations from schools and colleges B social recognition C socio-economic status D certain behavioral changes 41. No one can expect to fully enjoy the adulthood privileges until he is_. A eleven years old B sixteen years old C twenty-one years old D between twelve and twenty-one years old 42. Starting from 22,_. A one will obtain more basic rights B the older one becomes, the more basic rights he will have C one will not get more basic rights than when he is 21 D one will enjoy more rights granted by society Passage 4 “Teatem apart!“ “Kill the fool!“ “Murder the referee“ These are common remarks one may hear at various sporting events. At the time they are made, they may seem innocent enough. But lets not kid ourselves. They have been known to influence behavior in such a way as to lead to real bloodshed. Volumes have been written about the way words affect us .It has been shown that words having certain connotations may cause us to react in ways quite foreign to what we consider to be our usual humanistic behavior. I see the term “opponent“ as one of those words. Perhaps the time has come to delete it from sports terms. The dictionary meaning of the term “opponent “is “adversary “;“enemy “; “one who opposes your interests.“ Thus, when a player meets an opponent, he or she may tend to treat that opponent as an enemy. At such times, winning may dominate ones intellect, and every action, no matter how gross, may be considered justifiable. I recall an incident in a handball game when a referee refused a players request for a time out for a glove change because he did not considered them wet enough. The player proceeded to rub his gloves across his wet T-shirt and then exclaimed. “Are they wet enough now?“ In the heat of battle, players have been observed to throw themselves across the court without considering the consequences that such a move might have on anyone in their way. I have also witnessed a player reacting to his opponents international and illegal blocking by deliberately hitting him with the ball as hard as he could during the course of play. Off the court, they are good friends. Does that make any sense? It certainly gives proof of a court attitude which departs from normal behavior. Therefore, I believe it is ti