北京科技大学2014年硕士入学单独考试英语试题
真题是考研复习中含金量最高的辅导材料，真题的利用对于提高复习效率具有至关重要的作用。一般来说，时间和精力有限，建议考生重点做近十年的真题。新东方在线考研整理各高校历年考研真题，希望能帮大家更好的复习!北 京 科 技 大 学
2014年硕士学位研究生入学考试试题
试题编号： 240 试题名称： 单独考试英语 (共10页)
适用专业： 单独考试各专业
说明： 所有答案必须写在答题纸上，做在试题或草稿纸上无效。
Part I: Vocabulary (20 minutes, 10 points, 0.5 point each)
Section A
Directions: There are 10 incomplete sentences in this part. For each
sentence there are four choices marked A., B., C. and D. Choose the ONE that
best completes the sentence and mark your answer on the ANSWER SHEET.
1. If you your demand, then maybe you will have more chance of getting what
you want.
A. lessen B. moderate C. dismiss D. overcome
2. The professor's argument was reasonable, but the audience did not agree
with his conclusion.
A. suspiciously B. seemingly C. critically D. theoretically
3. I suppose I'll have to look for a job; I'll either have to find a rich
wife or starve.
A.otherwise B. that's why C. else D. on the other hand
4. Many photographers prefer to take pictures when they can take advantage
of the special effects of the setting sun.
A.at twilight B. at noon C. in the morning D. in the fall
5. The finance question must be answered with in order to relieve the
investors' fears of fraud.
A.accuracy B. exactness C. precision D. correction
6. The survival of some wild animals is not very high as they are
ruthlessly hunted for their skins.
A.ratio B. proportion C. rate D. scale
7. So far as he could，John had always tried to the example he saw in
Lincoln.
A.live up to B. set forth C. call for D. cut out
8. The students gradually a knowledge of the subject.
A.acquired B. attained C. achieved D. obtained
9. He didn't openly attack the plan, but his opposition was in his failure
to say anything in support of it.
A. explicit B. implicit C. decisive D. obvious
10. The newly-built bridge that the river is convenient to the people
living in this area.
A.traverses B. spans C. protects D. overlooks
Section B
Directions: In this section, there are ten sentences with one word or
phrase underlined each. Choose one of the four choices marked A, B, C and D that
best keeps the meaning of the sentence if it is substituted for the underlined
word.
11. She didn't openly attack the plan，but her opposition was implicit in
her failure to say anything in support of it.
A.explicit B. obvious C. decisive D. underlying
12. When he was very young，he was afflicted with paralysis.
A.troubled B. bothered C. influenced D. stricken
13. She was still writing away furiously when the bell went.
A.continually B. hard C. easily D. continuously
14. A good dictionary is indispensable for learning English.
A. indifferent B. indivisible C. essential D. elective
15. The severe earthquake damaged buildings as well as public or personal
property in them.
A.materials B. substances C. possessions D. qualities
16. At first I wasn't able to identify my brother in the crowd as he had
changed so much since his departure.
A.make up B. make out C. make for D. make in
17. Some people persist in the practice of some very old customs or
traditions just because they enjoy doing so.
A.endure B. support C. stick to D. continue in
18. The teacher told stories about Washington and Lincoln in respect to the
importance of being honest.
A.in connection with B. in case of
C.along with D. together with
19. Being infamous for his dishonesty in business matters，the man had few
friends.
A.fresh B. immediate C. notorious D. famous
20. He was very careful in whatever he did lest something unfavourable
might be written into his record.
A.if only B. for fear that C. unless D. otherwise
Part II Cloze Test (20 minutes, 10 points, 1 point each)
Directions: For each blank in the following passage, choose the best answer
from the choices given below. Mark your answer on the Answer Sheet by drawing
with a pencil a short bar across the corresponding letter in the brackets.
It is difficult to imagine what life would be like without memory. The
meanings of thousands of everyday perceptions, the bases __21__ the decisions we
make, and the roots of our habits and skills are to be __22__ in our past
experience, which are brought into the present __23__ memory.
Memory can be defined as the capacity to keep __24__ available for later
use. It includes not only "remembering" things like arithmetic or historical
facts, but also any change in the way an animal typically behaves. Memory is
__25__ when a rat gives up eating grain because he has sniffed something
suspicious in the grain pile. Memory is also involved when a six-year-ole child
learns to swing a baseball bat.
Memory __26__ not only in humans and animals but also in some physical
objects and machines. Computers, for example, contain devices for storing data
for later use. It is interesting to compare the memory-storage capacity of a
computer __27__ that of a human being. The instant-access memory of a large
computer may hold up to 100 000 "words"--ready for __28__ use. An average
American teenager probably recognizes the meanings of about 100 000 words of
English. However, this is but a fraction of the total __29__ of information
which the teenager has stored. Consider, for example, the number of facts and
places that the teenager can recognize on sight. The use of words is the basis
of the advanced problem-solving intelligence of human beings. A large part of a
person's memory is in terms of words and __30__ of words.
21. A. of B. to C. for D. on
22. A. keep B. found C. sought D. stored
23. A. by B. from C. with D. in
24. A. experiences B. bases C. observations D. information
25. A. called B. taken C. involved D. included
26. A. exists B. appears C. affects D. seems
27. A. to B. with C. against D. for
28. A. progressive B. instructive C. instant D. protective
29. A. deal B. number C. mount D. amount
30. A. combinations B. connections C. co-ordinations D. collections
Part III Reading Comprehension (60 minutes, 40 points)
Section A (30 points, 1.5 points each)
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 and mark your choice on the Answer Sheet.
Passage One
Questions 31-35 are based on the following passage:
All along the chain of biological evolution, the extinction of species
appears to have been a stage in the process of adapting genetic lineages to
changing environmental conditions. Although some catastrophic extinction
occurred naturally, producing total loss of a genetic line, such catastrophes
were comparatively rare. In modern times, however, human activities have altered
the fundamental nature of this process, resulting in nearly total genetic
losses.
It is not difficult to gain general agreement that man-induced increases in
the endangerment and extinction of wildlife-whether due to habitat alteration or
loss, pollution, insufficiently regulated hunting, or other factors -are
undesirable. It is, however, more difficult to obtain consensus when
consideration is given to the economic costs of correcting such trends,
including natural habitat preservation, regulation of pesticides and other toxic
substances, and wildlife and park management. Endangered species often are, in
effect, competitors with humans for habitat and other resources which also
provide other kinds of human uses and needs.
Measures needed to protect endangered species vary considerably in
difficulty and cost. Of the approximately 400 invertebrate species which at
present appear to be threatened, for example, about one-third could probably be
restored by such inexpensive means as modifying the boundaries of designated
natural areas, acquiring and protecting caves and other small areas which
contain the particular species, and additional management of parks and
refuges.
Another one-third of the endangered lower animal species are threatened
principally by water pollution and could be protected by improved control,
particularly of five southern rivers.
The remaining one-third of the 400 endangered shellfish species would be
considerably more difficult to protect. These are threatened by complex factors,
such as overcorrecting, channelization, highway and housing development, dams,
introduced species such as the Asian snail, dredging, quarry washing, poor
erosion control, and lowering of water tables.
The identification of threatened species and other significant wildlife
trends must precede any corrective measures, and our knowledge base for making
such identification is deficient in many respects. Our present lists of
threatened species and subspecies are known to be incomplete, except in those
geographical areas which contain habitats of species that have important
commercial or sports harvest value.
31. The passage is primarily concerned with discussing ________.
A. the catastrophes in history which caused the extinction of total
species
B. the ways to protect endangered species
C. the characteristics of threatened species
D. the significance of protecting threatened species
32. What's the author's attitude toward the view that it is catastrophes
that result in the total genetic losses?
A. Positive. B. Negative. C. Neutral. D. Enthusiastic.
33. With which if the following statements would the author most likely
agree?
A. People haven't realized the impact of human activities on the extinction
of wildlife.
B. It is difficult for people to agree to protect endangered species at
considerable economic cost.
C. Endangered species can provide human beings with a variety of useful
resources.
D. Similar measures can be taken to protect various endangered species.
34. The author mentions all of the following as threats to shellfish
species except ________.
A. highway and housing development
B. poor erosion control
C. overpopulation of shellfish
D. lowering of water tables
35. Given the information in the passage, which of the following is not
true of wildlife protection?
A. The identification of threatened species should come before
correction.
B. We have gained sufficient knowledge for making identification of
endangered species.
C. Our present lists of threatened species are incomplete.
D. Some geographical areas contain habitats of species that have important
commercial value.
Passage Two
Questions 36-40 are based on the following passage:
Researchers have learned to mix optimism with caution, and some of their
results are demonstrating definite promise.
When Matthew During and Michael Kaplitt first went hunting for capital to
commercialize their research in gene therapy, their timing couldn't have been
worse. It was the fall of 1999, just after teenager Jesse Gelsinger died in a
clinical trial of gene therapy - the use of genes to deliver medicines to
diseased cells. Together, During and Kaplitt were able to scrape up an initial
$2.5 million. "Maybe we were arrogant to think we could start something at that
time," Kaplitt concedes. Today, the two physician founders of Neurologix, in
Fort Lee, N.J., are feeling much more upbeat. They're searching for $10 million
to fund a pivotal trial in Parkinson's disease, and they expect to find it.
Others are also prospecting in the once-neglected field of gene therapy. On
Nov. 7, Colgate-Palmolive invested $20 million in Austin-based Introgen
Therapeutics, which is pursuing novel remedies for oral cancer.
And the Michael J. Fox Foundation is about to award its first-ever grant
for gene therapy research. The $750,000 will go to San Diego-based Ceregene,
which, like Neurologix, is zeroing in on a treatment for Parkinson's, the
disease that afflicts actor Fox. Ceregene also raised $32 million in venture
capital last year.
Recent success stories in clinics and labs add to the sense that gene
therapy is moving back into the mainstream. China has been quietly approving
such treatments. And on Nov. 22, Genzyme (GENZ), in Cambridge, Mass., announced
it will spend $3.2 million to acquire a manufacturing facility that will make
several gene therapy treatments, including one aimed at a common condition among
the elderly called peripheral arterial disease.
"We've been in gene therapy a long time, and we've seen the ups and downs,"
says Richard Gregory, Genzyme's senior vice-president of research. "But we're
optimistic."
36. What were things like when Matthew During and Michael first raise money
for their study of gene therapy?
A. They were very lucky.
B. They were very confident.
C. A teenager died in a lab experiment of gene therapy.
D. People's confidence in gene therapy was unreasonably high.
37. The word "upbeat" in paragraph 2 is closest in meaning to
__________.
A. proud B. optimistic C. anxious D. serious
38. All the following diseases are mentioned in the passage except
__________.
A. Down's syndrome
B. Parkinson's disease
C. oral cancer
D. peripheral arterial disease
39. What do we know about the research of gene therapy?
A. In the 20th century, gene therapy was suspected and neglected.
B. Gene therapy becomes the prevailing method of treating patients now.
C. San Diego-based Ceregene has achieved nothing in gene therapy research
so far.
D. The successes of gene therapy in clinics and labs restore people's
confidence in gene therapy.
40. What is the author's attitude towards gene therapy?
A. optimistic
B. pessimistic
C. indifferent
D. neutral
Passage Three
Questions 41-45 are based on the following passage:
We are all interested in equality, but while some people try to protect the
school and examination system in the name of equality, others, still in the name
of equality, want only to destroy it.
Any society which is interested in equality of opportunity and standards of
achievement must regularly test its pupils. The standards may be changed--no
examination is perfect--but to have no external tests or examinations would mean
the end of equality and of standards. There are groups of people who oppose this
view and who do not believe either in external examinations or in any controls
in schools or on teachers. This would mean that everything would depend on luck
since every pupil would depend on the efficiency, the ideals and the purpose of
each teacher.
Without external examinations, employers will look for employees from the
highly respected schools and from families known to them--a form of favoritism
will replace equality. At the moment, the bright child from an ill-respected
school can show certificates to prove he or she is suitable for a job, while the
lack of certificate indicates the unsuitability of a dull child attending a
well-respected school. This defense of excellence and opportunity would
disappear if external examinations were taken away, and the bright child from a
poor family would be a prisoner of his or her school's reputation, unable to
compete for employment with the child from the favored school.
The opponents of the examination system suggest that examinations are an
evil force because they show differences between pupils. According to these
people, there must be no special, different, academic class. They have even
suggested that there should be no form of difference in sport or any other area:
all jobs or posts should be filled by unsystematic selection. The selection
would be made by people who themselves are presumably selected by some
computer.
These people are not just against school organization, but are at war with
the whole idea of modern competitive society and they are using children in
schools for their destructive purposes. There is no reason why we should allow
such people to determine the way our schools are organized when it is to the
obvious disadvantage of the pupils, of the schools and of our society as a
whole.
41. What is the opinion of the writer?
A. We cannot have standards because examinations are not perfect.
B. Without examinations there would be no standards.
C. Standards must keep changing in order to achieve equality.
D. Changing the standards could mean the end of equality.
42. What is the situation at the moment?
A. A school's reputation is not very important, as long as a
certificate.
B. A bright child doesn't need certificates to get a job.
C. Children attending well-respected schools do not get certificates.
D. Many children who are suitable for a job have no proof of their
suitability.
43. According to the writer, what would happen if external examinations
were taken away?
A. Children from poor families would not be able to change school.
B. There would be no more opportunities and no more excellence.
C. Schools for bright children would lose their reputation.
D. Going to a favored school would be the only way to get a good job.
44. According to the writer, the opponents of the examination system say
that ________.
A. computers should be selected to take over many jobs
B. particular people should not be chosen for particular jobs
C. examinations are only bad when they show differences between people
D. schools specializing in academic subjects should be done away with
45. In what way do the opponents of the examination system want to
influence schools?
A. They want children to compete more in school.
B. They want to reorganize schools.
C. They want schools to be more modern.
D. They want to destroy schools.
Passage Four
Questions 46-50 are based on the following passage:
The exclusive emphasis on economics is yielding to an appreciation of
politics. After all, before free market can thrive you need political stability.
Technology is still seen as a powerful tool, but one that can have harmful as
well as beneficial consequences (as Osama bin Laden has brutally shown). Most
important, the global trading system is becoming more democratic, with countries
like India, China and Brazil demanding a voice in the shape of trade
negotiations. This too could be for the best. If a few concessions and delays
mean that the free-trade system will have greater legitimacy in the developing
world, it is a price well worth paying.
Even September 11 could be even more beneficial. In the past four months
the world has seen what American political leadership and power can do when it
is ambitious, energetic and internationally minded. It is time for American
economic leadership to be similarly active and visionary. Treasury Secretary
Paul O'Neill's speech at the forum was an interesting beginning. O'Neill talked
about changing the loans-and-grants system to developing countries to help them
help themselves. He talked about insisting on internal legal and political
reforms. He pointed out that foreign aid rarely works. His critiques of the
current system was sharp, but anyone can criticize. The point is to fix things.
He should take this opportunity to present a series of broad American
initiatives that would broaden and deepen globalization.
Washington should lead the developed world by responding to the legitimate
demands of the developing world on trade-that means agriculture and
anti-dumping. Hormats argues for a reform of the major international economic
groups and institutions. A new system of effective foreign aid could have
massive economic and political benefits for the whole world.
In the wake of World War II, the Truman administration set up the global
economic institutions that have secured and steered the world economy ever
since. Throughout the cold war, America pushed for free trade as part of an
overall strategy to combat communism and shore up the free world. Making
globalization work better and for more people is not simply smart economics. It
is a vital part of a new national-security strategy for America.
46. Which of the following is more emphasized now after September 11?
A. Domestic economy.
B. Politics.
C. National Security.
D. Global unity in fighting terrorism.
47. What does Hormats argue for?
A. The developing countries have to help themselves.
B. A new system of effective foreign aids will work well.
C. The USA pushed and will push free trade world widely to combat
communism.
D. The foreign aids rarely work.
48. What makes the author's opinion different from O'Neill's?
A. The author thought that O'Neill's talk was not to the point.
B. The author didn't like the talker personally.
C. O'Neill should have presented what to do to improve the economic
globalization.
D. The author thought what O'Neill said was precise, but not workable.
49. What does the author intend to say through the last paragraph?
A. The Americans should follow Truman's global economic policy.
B. The author suggests that the USA should have done more.
C. The USA should pursue to combat the communism in economic
competition.
D. The Americans may live in luxurious and quiet surroundings under the
conditions of the globalization.
50. The topic that best fits the passage is ___________.
A. The National Security Strategy of the USA
B. The Globalization of Economy and National Security Strategy of the
USA
C. The World Economic Forum
D. International Economic Globalization
Section B (10 points, 2 points each)
Directions: Read the following passage and complete the sentences with the
information from the passage in NO MORE THAN 10 words for each sentence.
Living standards have soared during the twentieth century, and economists
expect them to continue rising in the decades ahead. Does that mean that we
human can look forward to increasing happiness?
Not necessarily, warns Richard A. Easterlin, an economist at the University
of Southern California, in his new book, Growth triumphant: the Twenty-first
Century in Historical Perspective. Easterlin concedes that richer people are
more likely to report themselves as being happy than poorer people are. But
steady improvements in the American economy have not been accompanied by steady
increases in people's self-assessment of their own happiness. "There has not
been improvement in average happiness in the United States over almost a half
century-a period in which real GDP per capita more than doubled," Easterlin
reports.
The explanation for this paradox may be that people become less satisfied
over time with a given level of income. In Easterlin's word: "As incomes rise,
the aspiration level does too, and the effect of this increase in aspirations is
to vitiate the expected growth in happiness due to higher income."
Money can buy happiness, Easterlin seems to be saying, but only if one's
amounts get bigger and other people aren't getting more. His analysis helps to
explain sociologist Lee Rainwater's finding that Americans' perception of income
"necessary to get along" rose between 1950 and 1986 in the same proportion as
actual per capita income. We feel rich if we have more than our neighbors, poor
if we have less, and feeling relatively well off is equated with being
happy.
Easterlin's findings challenge psychologist Abraham Maslow's "hierarchy of
wants" as a reliable guide to future human motivation. Maslow suggested that as
people's basic material wants are satisfied they seek to achieve nonmaterial or
spiritual goals. But Easterlin's evidence points to the persistence of
materialism.
"Despite a general level of affluence never before realized in the history
of the world," Easterlin observes, "Material concerns in the wealthiest nations
today are as pressing as ever and the pursuit of material need as intense." The
evidence suggests there is no evolution toward higher order goals. Rather, each
step upward on the ladder of the economic development merely stimulates new
economic desires that lead the chase onward. Economists are accustomed to
deflating the money value of national income by the average level of prices to
obtain "real" income. The process here is similar-real income is being deflated
by rising material aspiration, in this case to yield essentially constant
subjective economic well-being. While it would be pleasant to envisage a world
free from the pressure of material want, a more realistic projection, based on
the evidence, is of a world in which generation after generation thinks it needs
only another 10% to 20% more income to be perfectly happy.
Needs are limited, but not greed. Science has developed no cure for envy,
so our wealth boosts our happiness only briefly while shrinking that of our
neighbors. Thus the outlook for the future is gloomy in Eaterlin's view.
"The future, then, to which the epoch of modern economic growth is leading
is one of never ending economic growth, a world in which ever growing abundance
is matched by ever rising aspirations, a world in which cultural difference is
leveled in the constant race to achieve the good life of material plenty, it is
a world founded on belief in science and the power of rational inquiry and in
the ultimate capacity of humanity to shape its own destiny. The irony is that in
the last respect the lesson of history appears to be otherwise: that there is no
choice. In the end, the triumph of economic growth is not a triumph of humanity
over material wants; rather, it is the triumph of material wants over
humanity.
51. What does "this paradox" in paragraph 3 refer to?
52. Why will higher income not always bring more happiness?
53. When will a person feel happy according to Easterlin?
54. How does Easterlin's findings differ from Maslow's theory?
55. What does Easterlin think of the future of the world?
Part IV Translation (40 minutes, 20 points )
Section A
Directions: Translate the following passage from English into Chinese.
56. We often hear that computers are cold and inhuman, but in fact many
people are more comfortable with a computer than with another person. Computers
are patient and do not judge the people who use them. Many students who would be
embarrassed to show a teacher that they do not understand something are happy to
ask a computer questions. Some patients would rather explain their health
problems to a computer than to a doctor. There is even a computer program which
deals with psychological problems. The program has become popular because many
people feel uncomfortable discussing such problems with another person.
Section B
Directions: Translate the following passage from Chinese into English.
57.
教育不是目的，而是达到目的的一种手段。换言之，我们并不是为教育而教育，我们教育孩子是为了让他们适应生活。一旦我们意识到这一点，我们便会理解，选择一个真正能使孩子们适应生活的教育体系的重要性。看到一个教育体系就作选择，或者继续旧有的教育制度，毫不理会其在现实中适合与否，都是不行的。
Part V Writing (40 minutes, 20 points )
Directions: Read the question below. You have 40 minutes to plan, write,
and revise your essay. Typically, an effective response will contain a minimum
of 200 words.
58. Do you agree or disagree with the following statement?
You can learn more from a wise parent than a good teacher.
Use specific reasons and examples to support your essay.
页:
[1]