北京科技大学2013年硕士入学单独考试英语试题
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2013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 14 页)
适用专业： 全校各专业单独考试考生
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. Psychological studies show that some people are quick-tempered .
A.at heart B. on purpose C. in person D. by nature
2. If a person talks about his weak points， his listener is expected to say
something in the way of .
A.assures B. encouragement C. persuasion D. confirmation
3. He was high school and college instructors trying to teach him how to
think to use the "scientific method" rather than teaching him the structure of
the subject.
A.put up with B. given way to C. fallen back on D. fed up with
4. The film was 'Cezanne'，a 50-minute on the painter and his work.
A.mediation B. medication C. meditation D. metrication
5. You can't work for six hours without a single break ― it's
impossible!
A. continuously B. continually C. frequently D. often
6. The humour of the play was too for the young audience and they rarely
laughed.
A. detailed B. feeble C. subtle D. slender
7. It is well known that a child does not reach emotional security a good
many years after physical maturity.
A.for B. during C. as long as D. until
8. Man's understanding and his mastering of matter and energy his claim to
superiority;provide him with the basis for enriching and deepening human
experience.
A.designate B. deserve C. justify D. illustrate
9. They to investigate the circumstances at the time of the accident and it
is now too late to prove anything.
A.ignored B. intended C. neglected D. disregarded
10. People that vertical flight transports would carry millions of
passengers as do the airliners of today.
A. convinced B. anticipated C. resolved D. assured
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. We will shortly be arriving in King's Cross Station. May I remind all
passengers to take their luggage with them.
A.immediately B. directly C. soon D. later
13. Act according to what the laws prescribe and you'll have no
trouble.
A.say B. impose C. decide D. define
14. The matter has been gone into very thoroughly, and we find there are no
grounds for the allegations.
A. investigated B. explained C. described D. stated
15. The test comprises four sections，namely，Listening，Reading，Vocabulary
and Composition with a time limit for each.
A.consists of B. involves C. indicates D. composes of
16. Being infamous for his dishonesty in business matters，the man had few
friends.
A.fresh B. immediate C. notorious D. famous
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. Many local authorities realize the need to make provisions for elderly
people in their housing programmes.
A.assistance B. rooms C. conditions D. supplies
19. 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
20. The story was given a prominent position in the front page.
A.obvious B. clear C. apparent D. noticeable
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:
The need for solar electricity is clear. It is safe, ecologically sound,
efficient, continuously available, and it has no moving parts. The basic problem
with the use of solar photovoltaic devices is economics, but until recently very
little progress had been made toward the development of low-cost photovoltaic
devices. The larger part of research funding has been devoted to study of
single-crystal silicon solar cells, despite the evidence, including that of the
leading manufacturers of crystalline silicon, that the technique holds little
promise. The reason for this pattern is understandable and historical.
Crystalline silicon is the active element in the very successful semiconductor
industry, and virtually all of the solid state devices contain silicon
transistors and diodes. Crystalline silicon, however, is particularly unsuitable
to terrestrial solar cells.
Crystalline silicon solar cells work well and are successfully used in the
space program, where cost is not an issue. While single-crystal silicon has been
proven in extraterrestrial use with efficiencies as high as 18 percent, and
other more expensive and scare materials such as gallium arsenide can have even
higher efficiencies, costs must be reduced by a factor of more than 100 to make
them practical for commercial use. Besides the fact that the starting
crystalline silicon is expensive, 95 percent of it is wasted and does not appear
in the final device. Recently, there have been some imaginative attempts to make
polycrystalline and ribbon silicon, which are lower in cost than high-quality
single crystals; but to date the efficiencies of these apparently lower-cost
arrays have been unacceptably small. Moreover, these materials are cheaper only
because of the introduction of disordering in crystalline semiconductors, and
disorder degrades the efficiency of crystalline solar cells.
This dilemma can be avoided by preparing completely disordered or amorphous
materials. Amorphous materials have disordered atomic structure as compared to
crystalline materials: that is, they have only short-range order rather than the
long-range periodicity of crystals. The advantages of amorphous solar cells are
impressive. Whereas crystals can be grown as wafers about four inches in
diameter, amorphous materials can be grown over large areas in a single process.
Whereas crystalline silicon must be made 200 microns thick to absorb a
sufficient amount of sunlight for efficient energy conversion, only 1 micron of
the proper amorphous materials is necessary. Crystalline silicon solar cells
cost in excess of $100 per square foot, but amorphous films can be created at a
cost of about 50 per square foot.
Although many scientists were aware of the very low cost of amorphous solar
cells, they felt that they could never be manufactured with the efficiencies
necessary to contribute significantly to the demand for electric power. This was
based on a misconception about the feature which determines efficiency. For
example, it is not the conductivity of the materials in the dark which is
relevant, but only the photoconductivity, that is, the conductivity in the
presence of sunlight. Already, solar cells with efficiencies well above 6
percent have been developed using amorphous materials, and further research will
doubtless find even less costly amorphous materials with higher
efficiencies.
31. What's the major obstacle to the wide use of solar electricity?
A. Solar photovoltaic devices are too expensive.
B. Little research has been done to study solar cells.
C. Solar electricity is neither safe nor efficient.
D. The leading manufacturers only produce crystalline silicon for
extraterrestrial use.
32. According to the passage, which of the following is NOT true of
crystalline silicon?
A. It can be found in nearly all solid state devices in the form of
transistors and diodes.
B. It is successfully used in the space program with high efficiency.
C. It is unsuitable to terrestrial solar cells as it is limited to military
use.
D. Its use is not economical with a high percentage wasted.
33. The author's attitude toward attempts to make polycrystalline and
ribbon silicon can best be described as ________.
A. enthusiasm
B. optimism
C. doubt
D. disapproval
34. In Para. 3, the author focuses primarily on ________.
A. presenting two types of materials for solar cells
B. discussing the advantages of amorphous materials over crystalline
silicon
C. pointing out the feasibility of using amorphous materials in
extraterrestrial programs
D. outlining the specific reasons why a problem in solar cells has not yet
been solved
35. Which of the following was true of many scientists?
A. They felt amorphous materials were too costly.
B. They were doubtful whether they could develop amorphous solar cells with
higher efficiencies.
C. They realized that it was the conductivity in the presence of sunlight
that was relevant to efficiency.
D. They were optimistic about the future use of amorphous materials with
higher efficiencies.
Passage Two
Questions 36-40 are based on the following passage:
My hands are sweating, my face is breaking out, my heart is pounding, my
temper is short. Am I having a heart attack? Am I having a nervous breakdown?
No! Final exams are coming up and I am experiencing test anxiety.
Is test anxiety destructive? Can we make test anxiety work for us? The
answer to both of these questions is yes. Test anxiety often interferes with
student performance but this same test anxiety, if channeled correctly, can help
improve performance.
The good side of test anxiety is that it causes us to attend to the
problem. It motivates us to want to study and prepare for the exam. Without this
catalyst we might never be concerned about preparing for a test. Thus, a little
anxiousness shouldn't worry you. Those of us who speak publicly know that a few
butterflies in the stomach just prior to a speech means that we will probably do
a good job, that we will focus on our speech and block out extraneous
material.
However, when stress interferes with your ability to concentrate, then it
has reached the destructive state. In order to lessen the destructive elements
of test anxiety, the approach should be to develop improved confidence and
knowledge. These two factors go hand in hand. As your knowledge of the course
material increases, your confidence in your ability to succeed will increase. As
your confidence increases, your anxiety will go down, allowing your knowledge to
come through more efficiently. The way you prepare for a test can reduce anxiety
during the test.
36. Which of the following is NOT a symptom of test anxiety?
A. Hands are sweating. B. Face is breaking out.
C. Heart is pounding. D. Heart attack.
37. According to the passage, test anxiety can benefit us in all of the
following ways except that it________.
A. motivates us to make good preparation for the test
B. helps us to concentrate
C. can ensure us a good score in the test
D. can help improve performance if channeled correctly
38. Which of the following statement is TRUE about the relationship between
test anxiety and confidence and knowledge?
A. As your knowledge of the course material increases, your confidence in
your ability to succeed will increase.
B. As your confidence increases, your anxiety will go down.
C. As your anxiety increases, your knowledge will increase more
efficiently.
D. Both A) and B)
39. What might be discussed in the following part of the article?
A. Some specific recommendations for reducing test anxiety
B. The negative effects of anxiety on students who take tests
C. only poor students have the problem of test anxiety
D. only if you are hard-working, you will not have the problem of test
anxiety
40. What is the best title for the passage?
A. How to prepare tests?
B. Knowledge and preparation for tests
C. Test Anxiety: Friend or Foe?
D. Is test anxiety destructive?
Passage Three
Questions 41-45 are based on the following passage:
Like her white friends Eleanor Roosevelt and Aubrey Williams, Mary Bethune
believed in the fundamental commitment of the New Deal to assist the black
American's struggle and in the need for blacks to assume responsibilities to
help win that struggle. Unlike those of her white liberal associates, however,
Bethune's ideas had evolved out of a long experience as a "race leader." Founder
of a small black college in Florida, she had become widely known by 1935 as an
organizer of black women's groups and as a civil and political rights activist.
Deeply religious, certain of her own capabilities, she held a relatively
uncluttered view of what she felt were the New Deal's and her own people's
obligations to the cause of racial justice. Unafraid to speak her mind to
powerful whites, including the President, or to differing black factions, she
combined faith in the ultimate willingness of whites to discard their prejudice
and bigotry with a strong sense of racial pride and commitment to Negro
self-help.
More than her liberal white friends, Bethune argued for a strong and direct
black voice in initiating and shaping government policy. She pursued this in her
conversations with President Roosevelt, in numerous memoranda to Aubrey
Williams, and in her administrative work as head of the National Youth
Administration's Office of Negro Affairs. With the assistance of Williams, she
was successful in having blacks selected to NYA posts at the national, state,
and local levels. But she also wanted a black presence throughout the federal
government. At the beginning of the war she joined other black leaders in
demanding appointments to the Selective Service Board and to the Department of
the Army; and she was instrumental in 1941 in securing Earl Dickerson's
membership on the Fair Employment Practices Committee. By 1944, she was still
making appeals for black representation "all public programs, federal, state,
and local," and "in policy-making posts as well as rank and file jobs."
Though recognizing the weakness in the Roosevelt administration's response
to Negro needs, Mary Bethune remained in essence a black partisan champion of
the New Deal during the 1930s and 1940s. Her strong advocacy of administration
policies and programs was predicated on a number of factors: her assessment of
the low status of black Americans during the Depression; her faith in the
willingness of some liberal whites to work for the inclusion of blacks in the
government's reform and recovery measures; her conviction that only massive
federal aid could elevate the Negro economically; and her belief that the
thirties and forties were producing a more self-aware and self-assured black
population. Like a number of her white friends in government, Bethune assumed
that the preservation of democracy and black people's "full integration into the
benefits and the responsibilities" of American life were inextricably tied
together. She was convinced that, with the help of a friendly government, a
militant, aggressive "New Negro "would emerge out of the devastation of
depression and war, a "New Negro" who would "save America from itself," who
would lead America toward the full realization of its democratic ideas.
41. What was the common belief held by Mary Bethune and her white
friends?
A. For blacks who wanted to achieve equality there was a long way to
go.
B. It was the responsibility of both government and blacks to fight for
racial justice.
C. Racial prejudice was too deep-rooted to overcome.
D. It was the cause of blacks to struggle for equal rights.
42. Which of the following was true of Mary Bethune?
A. She graduated from a small black college in Florida.
B. She founded a black women's group in 1935.
C. She was active in civil and political rights movement.
D. She was unwilling to express her views directly to powerful whites.
43. Bethune talked to President Roosevelt and wrote countless letters to
Aubrey William in order to ________.
A. have blacks selected to important government posts
B. let them hear direct black voice
C. be appointed to the Department of the Army
D. appeal to them to support her campaign
44. The word "instrumental" (Line 8, Para. 2) is closest in meaning to
________.
A. insistent B. inspirational C. important D. intelligent
45. What was Mary Bethune's response when she realized the Roosevelt
administration didn't take strong actions to improve the Blacks' conditions?
A. She lost hope in the New Deal and began to attack it.
B. She continued to support the New Deal so as to win its help in
return.
C. She looked forward to a more friendly white government.
D. She believed only a militant, aggressive black government could save
blacks.
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.
Starting to write is like setting out on a sea voyage. You experience
certain queasiness until you get your sea legs. To get your sea legs in writing,
you need a firm grasp on what you hope to accomplish in the work you plan to
write. In other words, you need to discover your purpose before you can begin to
write effectively. As self-evident as finding your purpose would seem to be, it
is easily overlooked. Although writing is a major part of my professional life,
I find I often set out to write without thinking about my purpose at all. But
then, when I become queasy, I say to myself, "Just what is it I really want to
do here? What do I really want to say?" In answering these questions I usually
manage to get the project launched; and so the technique of asking yourself such
questions is one I heartily recommend to you.
Answering "What do I really want to do?" requires deciding exactly what
response you want your words and ideas to evoke in those who will read them. For
instance, you might want a business letter to move your correspondent to offer a
job interview, or an essay to dazzle your history professor into giving you an
"A". More often your aim will be less personal: you want your reader to
understand your subject and to find your approach to it acceptable.
In all your planning, writing, and revising, your first consideration
should be how your words will affect your readers. To find out, put yourself in
their place-be your own reader-and think how the words would affect you.
Convincing and satisfying your readers is the whole point of writing
effectively.
Answering the question "What do I really want to say?" pinpoints the matter
you want your readers to understand, the idea you want to convince them is valid
or worth their while. In expository writing, discovering what you want to say
involves finding your thesis and the means to support it. The thesis is the
heart of expository writing.
Although you may find the term "expository writing" unfamiliar, it
describes the most familiar of all writing. It is the sort of writing found in
textbooks and other works of nonfiction, in magazines, in many newspaper
articles, the type of writing you are called upon to produce for college exams
and business reports, the workaday, useful writing that makes the world's
intellectual wheels to go around. With expository writing you expound, explain,
and set forth information and ideas. It is distinguished from narrative writing,
the other major type of prose, by its organization. Narrative writing, which
tells a story, is structured chronologically: "and then this happened, and then
that happened." Expository writing, which makes a statement, is organized to
start its point, its thesis, most effectively.
The essence of what you mean to get across in a given work is called the
thesis. It summarizes what your reader should come to believe. It is also the
organizational focus of expository writing. Conventionally, some statement of
the thesis is placed toward the end of the introductory portion of a piece of
expository prose and/ or somewhere in the concluding segment. Sometimes the
thesis is not stated in so many words, and occasionally it is only implied; but
there can be no good expository writing without it. Without a thesis, expository
writing is, literally, pointless.
51. What is often overlooked by people when they start to write?
52. According to the passage, what is your first consideration in your
writing process?
53. What is the most important part of expository writing?
54. What is the difference between expository writing and narrative
writing?
55. What is the thesis in expository writing?
Part IV Translation (40 minutes, 20 points )
Section A
Directions: Translate the following passage from English into Chinese.
The Olympic Games are a display of international goodwill. The ceremonies,
with their emphasis upon both nationalism and internationalism, are a thrilling
sight to see. At the start, the king or president of the country in which the
Olympic Games are being held is presented. The national anthem of his country is
sung. Then follows a parade of all the contestants, each bearing his country's
flag and shield. This march is accompanied by a fanfare of trumpets. When the
Olympic flag is raised, guns fire a salute. Doves, symbols of peace, are
released. Finally the sacred fire is lit. The Olympic flame is set alight by a
torch that has been carried by relay runners all the way from Olympia, Greece.
The sacred fire then burns throughout the entire Olympic Games.
Section B
Directions: Translate the following passage from Chinese into English.
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.
The wide use of the Internet has benefited people in numerous ways, yet as
a saying goes, "Every coin has two sides". It has also created serious problems.
Write a passage to discuss the benefits and problems Internet has brought to our
society. Use specific reasons and examples to support your essay.
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