2002年国内博士英语试题.doc

中国政法大学研究生院2002年博士研究生入学考试试题考试科目：英语考试日期：4月6日上午TEST PAPERPart I Listening Comprehension (20 minutes, 20 points)Section ADirections:In this section, you will hear 10 short statements. The statements will be spoken just once. They will not be written out for you, and you must listen carefully in order to understand what the speaker says.When you hear a statement, you will have a period of 15-20 seconds to read the four sentences in your test book and decide which one is closest in meaning to the statement you have heard. Then, on your Answer Sheet, find the number of the problem and then mark your answer on the Answer Sheet by drawing with a pencil a single line through the center in the brackets.Listen to the following example:You will hear:He is no longer living in Beijing.You will read:A Hes been living in Beijing for a long time.B He used to live in Beijing.C Hes gone to Beijing for a short visit.D He should stay longer in Beijing.Sentence B “He used to live in Beijing” is closest in meaning to the statement “He is no longer living in Beijing”. Therefore you should choose answer B.Sample AnswerA B C D1. A Teachers are not as good as bus drivers.B Bus drivers work much harder than teachers.C Teachers are less skilled than bus drivers.D Bus drivers get higher pay than teachers.2. A She looked very pretty when I saw her.B I saw her being hit by a car.C She seemed in poor health when I saw her.D She saw me and stopped to give me a gift.3. A Lucy sang better than she danced.B Lucy was first a singer, then became a dancer.C Lucy wanted to be a singer rather than a dancer.D Lucy earned more money by singing than by dancing.4. A In 1945 the population was 11.5 million.B In 1945 the population was 16 million.C The population has almost doubled since 1945.D The population hasnt grown much since 1945.5. A There were 80 people in the theater last night.B There were 90 people in the theater last night.C There were 118 people in the theater last night.D There were 180 people in the theater last night.6. A I like Professor Browns detailed explanations.B I dont wish Professor Brown would give any explanations.C Professor Brown has refused to give any explanations.D Im not enjoying Professor Browns explanations at all.7. A Janet forgot her purse and her money.B Janet forgot her money but not her purse.C Janet forgot her purse but not her money.D Janet forgot neither her money nor her purse.8. A She likes ice cream best.B She likes cake best.C She likes ice cream better than cake.D She likes both ice cream and cake.9. A Charles was right to leave the university.B Charles has gone to another place.C Charles wanted returning to the university.D Charles did very well at the university.10. A The building collapsed because it leaned so much to the right.B The building didnt collapse though it leaned so much to one side.C The building is certainly going to collapse any minute.D The building looks like it is going to collapse any minute.Section BDirections:In this section you will hear 10 short conversations between two speakers. At the end of each conversation, there will be a question about what was said. You will hear the question only once. When you have heard the question, you will have a period of 15-20 seconds to read the four possible answers marked A, B, C and D and decide which is the best answer. Then mark your answer on the Answer Sheet by drawing with a pencil a single line through the center in the brackets.Example:You will hear:Man: Hello, Mary. This is John Smith at the office. Is Bill feeling any better today?Woman: Oh, yes, John. Hes feeling much better now. But the doctor says hell have to stay in bed until Monday.Third voice: Where is Bill now?You will read:A At the office.B On his way to work. C Home in bed.D Away on vacation.From the conversation, we know that Bill is sick and will have to remain in bed until Monday. The best answer, then, is C, “Home in bed”. Therefore you should choose answer C.Sample AnswerA B C D11. A The bakery closed down a while ago.B The bakerys business has doubled in a year.C She hasnt done much baking recently.D The bakery was busy last week.12. A She wants the man to pay the cleaning charge.B She has done the same thing to someone else.C She doesnt want another glass of orange juice.D She isnt upset about the incident.13. A He only wears blue jeans to exercise.B He hasnt bought new pants in a while.C Hes gained weight lately.D He used to be an athlete.14. A Looking out the window.B Choosing a new desk.C Building a bookcase.D Rearranging furniture.15. A He hadnt heard about it.B Hes not enthusiastic about it.C Hes curious to know how it works.D He hopes it has more than 500 channels.16. A He didnt get the clothes.B The store closed while he was cleaning the car.C Hell clean up when he has more time.D The clothes arent ready.17. A He has an ear infection.B He doesnt always listen.C Hes never missed a meeting.D He had to attend another meeting.18. A She hasnt seen John.B She doesnt like Johns new glasses.C John looks different.D John has been away for quite a while.19. A Wait awhile to see if she feels better.B Go to bed early.C Take some medicine.D See a doctor.20. A Hes eager to go to the auto show.B He doesnt know a polite way to refuse the offer.C Hed like to repay the womans kindness.D Hes sorry he cant accompany the woman.Section CDirections:In this section you will hear several brief passages. You will hear them once only. After each one, you will hear some questions. You will hear each question once only. After you hear the question, you will have 15-20 seconds to choose the best answer from the four choices given. Then mark your answer on the Answer Sheet by drawing with a pencil a single line through the center in the brackets.Questions 21-23 are based on the paragraph you have just heard.21. A A student.B A lecturer.C A group leader.D The chairman.22. A One.B Two.C Three.D Four.23. A Seminar - larger group, tutor presented a paper.B Tutorial - larger group, more than one lecturer present.C Seminar - smaller group, student presented a paper.D Tutorial - smaller group, tutor tutored.Questions 24-26 are based on the passage you have just heard.24. A The safety record of the railroad industry.B The reasons railroad regulations were changed.C The financing of railroad construction.D The evolution of the railroad industry.25. A The use of oversized freight containers.B Safety problems with railroad tracks.C The growth of the automotive industry.D The high cost of meeting environmental regulations.26. A It contributes less to air pollution than other kinds of transportation.B Its competitors are inconsiderate of customers.C It preserves a traditional way of doing business.D It creates personal fortunes for investors.Questions 27-30 are based on the passage you have just heard.27. A They will be much bigger.B They will have more seats.C They will have three wheels.D They will need intelligent drivers.28. A It doesnt need to be refueled.B It will use solar energy as fuel.C It will be driven by electrical power.D It will be more suitable for long distance travel.29. A Passengers in the car may be seated facing one another.B The front seats will face forward and the back seats backward.C Special seats will be designed for children.D More seats will be added.30. A Choose the right route.B Refuel the car regularly.C Start the engine.D Tell the computer where to go.Part II Reading Comprehension (50 minutes, 20 points)Directions: In this part there are four passages followed by questions or unfinished statements, each with four suggested answers. Choose the one you think is the best answer. Then on your Answer Sheet, find the corresponding letter and mark your choice on the Answer Sheet by drawing with a pencil a single line through the center in the brackets.Questions 31 to 35 are based on the following passage:Years after the movement to obtain civil rights for black people in the United States made its most important gains, scholars are reaching for a theoretical perspective capable of clarifying its momentous developments. New theories of social movements are being discussed, not just among social psychologists, but also among political theorists.Of the many competing formulations of the “classical” social psychological theory of social movement, three are prominent in the literature on the civil rights movement: “rising expectations,” “relative deprivation,” and “J-curve.” Each conforms to a causal sequence characteristic of classical social movement theory, linking some unusual condition, or “system strain,” to the generation of unrest. When these versions of the classical theory are applied to the civil rights movement, the source of strain is identified as a change in black socioeconomic status that occurred shortly before the widespread protest activity of the movement.For example, the theory of rising expectations asserts that protest activity was a response to psychological tensions generated by gains experienced immediately prior to the civil rights movement. Advancement did not satisfy ambition, but created the desire for further advancement. Only slightly different is the theory of relative deprivation. Here the impetus to protest is identified as gains achieved during the pre-movement period, coupled with simultaneous failure to make any appreciable headway relative to the dominant group. The J-curve theory argues that the movement occurred because a prolonged period of rising expectations and gratification was followed by a sharp reversal.Political theorists have been dismissive of these applications of classical theory to the civil rights movement. Their arguments rest on the conviction that, implicitly, the classical theory trivializes the political ends of movement participants, focusing rather on presumed psychological dysfunctions; reduction of complex social situations to simple paradigms of stimulus and response obviates the relevance of all but the shortest-term analysis. Furthermore, the theories lack predictive value: “strain” is always present to some degree, but social movement is not. How can we know which strain will provoke upheaval?These very legitimate complaints having frequently been made, it remains to find a means of testing the strength of the theories. Problematically, while proponents of the various theories have contradictory interpretations of socioeconomic conditions leading to the civil rights movement, examination of various statistical records regarding the material status of black Americans yields ample evidence to support any of the three theories. The steady rise in median black family income supports the rising expectations hypothesis; the stability of the economic position of black vis-a-vis white Americans lends credence to the relative deprivation interpretation; unemployment data are consistent with the J-curve theory. A better test is the comparison of each of these economic indicators with the frequency of movement-initiated events reported in the press; unsurprisingly, none correlates significantly with the pace of reports about movement activity.31. It can be inferred from the passage that the classical theory of social movement would not be appropriately applied to an annual general election because such an election _.A may focus on personalities rather than on political issuesB is not provoked primarily by an unusual conditionC may be decided according to the psychological needs of votersD may not entail momentous developments32. The main purpose of the passage is to _. A persuade historians of the indispensability of a theoretical framework for understanding recent history B discuss the reasoning behind and shortcoming of certain social psychological theories C show the unity underlying the diverse classical models of social movement D present a new model of social movement33. Which one of the following statements is supported by the results of the “better test” discussed in the last paragraph of the passage? A The test provides no basis for deciding among the three classical theories discussed in the passage. B The test shows that it is impossible to apply any theory of social movements to the civil rights movement. C The test indicates that press coverage of the civil rights movement was biased. D The test verifies that the civil rights movement generated socioeconomic progress.34. The author implies that political theorists attribute which one of the following assumptions to social psychologists who apply the classical theory of social movements to the civil rights movement? A The political ends of movement participants are best analyzed in terms of participants psychological motivations. B Participants in any given social movement have conflicting motivations. C Psychological motivations of movement participants better illuminate the causes of social movements than do participants political motivations. D Only strain of a socioeconomic nature can provoke a social movement.35. According to the passage, the “rising expectations” and “relative deprivation” models differ in which one of the following ways? A They predict different responses to the same socioeconomic conditions. B They disagree about the relevance of psychological explanations for protest movements. C They disagree about the relevance of socioeconomic status to system strain. D They describe the motivation of protesters in slightly different ways.Questions 36 to 40 are based on the following passage:In recent years, a growing belief that the way society decides what to treat as true is controlled through largely unrecognized discursive practices has led legal reformers to examine the complex interconnections between narrative and law. In many legal systems, legal judgments are based on competing stories about events. Without having witnessed these events, judges and juries must validate some stories as true and reject others as false. This procedure is rooted in objectivism, a philosophical approach that has supported most Western legal and intellectual systems for centuries. Objectivism, holds that there is a single neutral description of each event that is unskewed by any particular point of view and that has a privileged position over all other accounts. The laws quest for truth, therefore, consists of locating this objective description, the one that tells what really happened, as opposed to what those involved thought happened. The serious flaw in objectivism is that there is no such thing as the neutral, objective observer. As psychologists have demonstrated, all observers bring to a situation a set of expectations, values, and beliefs that determine what the observers are able to see and hear. Two individuals listening to the same story will hear different things, because they emphasize those aspects that accord with their learned experiences and ignore those aspects that are dissonant with their view of the world. Hence there is never any escape in life or in law from selective perception, or from subjective judgments based on prior experiences, values, and beliefs.The societal harm caused by the assumption of objectivist principles in traditional legal discourse is that, historically, the stories judged to be objectively true are those told by people who are trained in legal discourse, while the stories of those who are not fluent in the language of the law are rejected as false.Legal scholars such as Patricia Williams, Derrick Bell, and Mari Matsuda have sought empowerment for the latter group of people through the construction of alternative legal narratives. Objectivist legal discourse systematically disallows the language of emotion and experience by focusing on cognition in its narrowest sense. These legal reformers propose replacing such abstract discourse with powerful personal stories. They argue that the absorbing, nonthreatening structure and tone of personal stories may convince legal insiders for the first time to listen to those not fluent in legal language. The compelling force of personal narrative can create a sense of empathy between legal insiders and people traditionally excluded from legal discourse and, hence, from power. Such alternative narratives can shatter the complacency of the legal establishment and disturb its tranquillity. Thus, the engaging power of narrative might play a crucial, positive role in the process of legal reconstruction by overcoming differences in background and training and forming a new collectivity based on emotional empathy.36. Which one of the following best states the main idea of the passage? A Some legal scholars have sought to empower people historically excluded from traditional legal discourse by instructing them in the forms of discourse favored by legal insiders. B Some legal scholars have begun to realize the social harm caused by the adversarial atmosphere that has pervaded many legal systems for centuries. C Some legal scholars have proposed alleviating the har