大连理工大学二〇〇六年春季博士生入学考试《英语》试题
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Part I (15 points)
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Directions: There are 30 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 sentences.
Then mark the corresponding letter on the Answer Sheet.
1. The boy seemed more ______ to their poverty, after seeing how his grandparents lived.
A) reconciled C) consolidated
B) deteriorated D) attributed
2. When a person dies, his debts must be paid before his ______ can be distributed.
A) paradoxes C) legacies
B) platitudes D) analogin
3. People innately ______ for superiority over their peers although it sometimes takes
the form of an exaggerated lust for power.
A) strive C) ascertain
B) justify D) adhere
4. The usual reason for exemption from tax does not ______ in this case.
A) apply C) impose
B) regard D) concern
5. If you walk along this lane you will see the signpost ______ to the beach.
A) pointing C) directing
B) showing D) indicating
6. Making private calls on the office phone is severely ______ on in our department.
A) frowned C) regarded
B) criticized D) Objected
7. The cars were ______ because it was impossible to go any further in the fog.
A) sacrificed C) abandoned
B) transported D) removed
8. What a good listener is able to do is process what he hears on the basis of the context
______.
A) it occurring in C) occurring in it
B) it occurred in D) it occurs in
9. In the teaching of history, ______ of knowledge can be of some use to most of the
young people.
A) a deal C) a sum
B) a smattering D) a number
10. These scientists' skill is rare and must remain rare until by some new method men's
______ aptitudes have been increased.
A) inner C) congenital
B) emotional D) spiritual
11. The modern people ______ from many centuries of progenitors who exterminated their
enemies, occupied their lands and grew rich.
A) ascend C) emit
B) descend D) emanate
12. Where in our brain do we ______ meanings to words?
A) associate C) commit
B) attach D) devote
13. It seems absurd to wait any longer for those materials. We ______ start the project
without them.
A) as well C) may as well
B) just as well D) well off
14. Economic goods may take the form ______ of material things or of service.
A) either C) as
B) because D) or
15. When the bus finally climbed to the top of the hill, the pretty view of the Stone
Forest ______ our sight.
A) broke into C) broke at
B) burst upon D) burst at
16. The murderer was ______ to death by the judge last Friday.
A) blamed C) punished
B) sent D) condemned
17. My brother likes eating very much but he is not very ______ about the food he eats.
A) special C) unusual
B) peculiar D) particular
18. There are a lot of inconveniences there that have to be ______ are going to camp.
A) put up C) put off
B) put up with D) put down
19. Mary is always ______ under the weather.
A) traveling C) away from home
B) sick D) unconscious
20. He has been at odds with his brother for years over the money their father left him.
A) debating C) consulting
B) discussing D) quarrelling
21. To be fooled by a joke is to ______ it.
A) fall off C) fall on
B) fall in D) fall for
22. To brush ______ on lessons is to review them.
A) in C) off
B) down D) up
23. I was amazed at the ______ of his little steel trout rod.
A) buoyancy C) flexibility
B) elasticity D) springiness
24. I am sure you would have seen her if you ______ that evening.
A) had turned out C) had turned in
B) had turned on D) had turned up
25. Swarms of flies are always invading ______ our dining hall. They are a thorough
______.
A) nuisance C) annoyance
B) trouble D) disturbance
26. There is a ______ article on alcoholism in today's evening paper.
A) lengthened C) prolonged
B) lengthy D) protracted
27. The newcomer is ______ a very old man, but in fact he is only a little over fifty.
A) apparently C) obviously
B) evidently D) surely
28. In Britain the robin is a small bird, but its ______ in America is much larger.
A) species C) analogy
B) counterpart D) category
29. If you go up to the revolving restaurant you can get a ______ view of Manhattan.
A) round C) circular
B) panoramic D) cyclic
30. He was such an odd historian who would compile his text book not in ______ order, but
in the sequence of importance of events.
A) logical C) direct
B) alphabetical D) chronological
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Part II Reading Comprehension (40 points)
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Directions: In this part, there are six passages for you to read. Read each passage
carefully, then do the questions that follow. Choose the best answer and mark your answer
on your Answer Sheet.
Passage one
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Questions 1—5 are based on the following passage
There is a popular belief among parents that schools are no longer interested in
spelling. No school I have taught in has ever ignored spelling or considered it
unimportant as a basic skill. There are, however, vastly different ideas about how to
teach it, or how much priority it must be given over general language development and
writing ability. The problem is how to encourage a child to express himself freely and
confidently in writing without holding him back with the complexities of spelling?
If spelling becomes the only focal point of his teacher's interest, clearly a bright
child will be likely to "play safe". He will tend to write only words within his
spelling range, choosing to avoid adventurous language. That's why teachers often
encourage the early use of dictionaries and pay attention to content rather than
technical ability.
I was once shocked to read on the bottom of a sensitive piece of writing about a
personal experience: "This work is terrible! There are far too many spelling errors and
your writing is illegible." It may have been a sharp criticism of the pupil's technical
abilities in writing, but it was also a sad reflection on the teacher who had omitted
to read the essay, which contained some beautiful expressions of the child's deep
feelings.
The teacher was not wrong to draw attention to the errors, but if his priorities had
centered on the child's ideas, an expression of his disappointment with the
presentation would have given the pupil more motivation to seek improvement.
1. Teachers are different in their opinions about ______.
A. the difficulties in teaching spelling
B. the role of spelling in general language development
C. the complexities of the basic writing skills
D. the necessity of teaching spelling
2. The expression "play safe" probably means ______.
A. to write carefully C. to do as teachers say
B. to use dictionaries frequently D. to avoid using words one is not sure of
3. Teachers encourage the use of dictionaries so that ______.
A. students will be able to express their ideas more freely
B. teachers will have less trouble in correcting mistakes
C. students will have more confidence in spelling
D. students will learn to be independent of teachers
4. The writer seems to think that the teacher's judgement on that sensitive piece of
writing is ______.
A. reasonable B. foolish C. unfair D. careless
5. The major point discussed in the passage is ______.
A. the importance of developing writing skills
B. the complexities of spelling
C. the correct way of making compositions
D. the relationship between spelling and the content of a composition
Passage two
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Questions 6—10 are based on the following passage
The long years of food shortage in this country have suddenly given way to apparent
abundance. Stores and shops are choked with food. Rationing is virtually suspended, and
overseas suppliers have been asked to hold back deliveries. Yet, instead of joy, there is
widespread uneasiness and confusion. Why do food prices keep on rising, when there
seems to be so much more food about? Is the abundance only temporary, or has it come to
stay? Does it mean that we need to think less now about producing more food at home? No
one knows what to expect.
The recent growth of export surpluses on the world food market has certainly been
unexpectedly great, partly because a strange sequence of two successful grain harvests
in North America is now being followed by a third. Most of Britain's overseas suppliers
of meat, too, are offering more this year and home production has also risen.
But the effect of all this on the food situation in this country has been made worse
by a simultaneous rise in food prices, due chiefly to the gradual cutting down of
government support for food. The shops are overstocked with food not only because there
is more food available, but also because people frightened by high prices, are buying
less of it.
Moreover, the rise in domestic prices has come at a time when world prices have
begun to fall, with the result that imported food, with the exception of grain, is often
cheaper than the home-produced variety. And now grain prices, too, are falling.
Consumers are beginning to ask why they should not be enabled to benefit from this trend.
The significance of these developments is not lost on farmers. The older generation
have seen it all happen before. Despite the present price and market guarantees,
farmers fear they are about to be squeezed between cheap food imports and a shrinking
home market. Present production is running at 51 per cent above pre-war levels, and the
government has called for an expansion to 60 per cent by 1956; but repeated Ministerial
advice is carrying little weight and the expansion program is not working very well.
6. Why is there "wide-spread uneasiness and confusion about the food situation in Britain"?
A. The abundant food supply is not expected to last.
B. Despite the abundance, food prices keep rising.
C. Britain is importing less food.
D. Britain will cut back on its production of food.
7. The main reason for the rise in food prices is that ______.
A. people are buying less food
B. imported food is driving prices higher.
C. domestic food production has decreased.
D. the government is providing less support for agriculture
8. Why didn't the government's expansion program work very well?
A. Because the farmers were uncertain about the financial support the government
guaranteed.
B. Because the farmers were uncertain about the benefits of expanding production.
C. Because the farmers were uncertain whether foreign markets could be found for their
produce.
D. Because the older generation of farmers were strongly against the program.
9. The decrease in world food prices were a result of ______.
A. a sharp fall in the purchasing power of the consumers
B. a sharp fall in the cost of food production
C. the overproduction of food in the food-importing countries
D. the overproduction on the part of the main food exporting countries
10. What did the future look like for Britain's food production at the time this article
was written?
A. It looks depressing despite government guarantees.
B. An expansion of food production was at hand.
C. British food producers would receive more government financial support.
D. The fall in world food prices would benefit British food producers.
Passage Three
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Questions 11-15 are based on the following passage
What's a good car? One that's speedy? Easy to handle? Well designed? What about low
initial cost, economy of operation, roominess, low maintenance, or riding ease? Perhaps
you'll agree that no one factor provides a completely satisfying answer.
What's a good reader? Here, too, no one factor is enough. Speed isn't everything,
neither is comprehension. More important than either one is the ability to adapt — to
adapt rate to purpose and to a wide variety of reading materials. Adaptability, then, is
the true mark of a good reader.
How do you measure adaptability? How better than by actually putting yourself into
different reading situations to see how well you adapt? For example, using three articles
of comparable difficulty, check your performance when reading normally, thoroughly, and
rapidly.
To discover your normal leisure reading habits, read an article neither faster nor
slower than you ordinarily do when you have some leisure and want to settle down
comfortably with a magazine. Don't try to comprehend more or less than usual in that
situation. When you have finished and taken the test, determine your reading rate and
comprehension.
Next, see how well you adapt yourself to the problem of getting meaning. In reading
the next article, your purpose is to get as much comprehension as possible in a single
reading. Keep track of reading time, but remember that it's comprehension you're after.
With the last article, your purpose is to cover ground rapidly. Read it at your top
rate. Although speed is your primary concern, check comprehension to see what price you
ordinarily pay for haste.
These three sets of rate and comprehension scores provide a useful composite index
of adaptability, a three-dimension picture of yourself as a reader. Careful analysis of
these scores should reveal information of importance in directing future practice
efforts and achieving maximum results. As Kettering once said: "A problem well-stated is
a problem half-solved." in reading, that might well be paraphrased: "A problem well-
identified is a problem half-solved"
For example, what about the range of reading rates at your command? Subtract your
slowest rate from your top rate for that figure, is it 200 wpm or more? If so, you're
among the top 20 percent of adults before training in reading. If that figure is 50 wpm
or less, you'll want to overcome your tendencies toward one-speed reading.
When reading at top speed, a rate under 300 wpm probably means vocalizing and
regressing.
Did you get comprehension when that was your purpose? And did you get details as
well as main ideas and inferences? Was comprehension consistently good or did it vary
considerably? Consistently good comprehension without considerable range in rate may
indicate an unwillingness to recognize the importance of both depth and breadth as you
read, an overlooking of Bacon's dictum. Some books are to be tasted, others to be
swallowed, and some few to be chewed and digested."
Such an analysis touches significant facets of this thing called adaptability, so
important in defining a good reader.
11. The primary purpose of this selection is to ______.
A. define what is meant by a good reader
B. define adaptability
C. explain how to measure adaptability
D. explain how to identify vocalizing difficulties
12. You were told to use articles of comparable ______.
A. column width B. difficulty C. length D. subject matter
13. The threefold check is intended to ______.
A. eliminate reading difficulties C. identify reading difficulties
B. test reading improvement D. determine reading potential
14. A vocabulary deficiency would be suggested by ______.
A. consistently slow rate
B. a drop in comprehension as rate is increased
C. consistently low comprehension
D. an increase in comprehension as rate is decreased
15. Difficulty with concentration would be suggested if ______.
A. rapid reading brought better comprehension
B. rapid reading did not affect comprehension
C. normal rate brought better comprehension
D. comprehension remained fairly constant
Passage Four
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Questions 16-20 are based on the following passage
As far as the professional staff of the ETH the Swiss Federal Polytechnic School was
concerned, Albert Einstein was one of the awkward scholars who might or might not
graduate, but who in either case was a great deal of trouble. And in accordance with
their opinions, when Einstein did graduate after four years, ETH did not offer him a
position as was the custom of the time. For the difficult fellow, no opening on the
academic ladder could be found. Yet it cannot have been entirely unexpected and it was
certainly not unnatural. In the autumn of 1900 Albert Einstein was a graduate who denied
rather than defied authority; a young man who was written off as virtually unemployable
by many self-respecting citizens. It was to be two years later before Einstein was able
to obtain his first regular albeit nonacademic position. Even so Einstein's position
with the Swiss Patent Office was obtained through the intervention of friends on his
behalf.
The work of the Patent Office at the turn of the century was strikingly different
from what it later became. The difference is illustrated by one fact: until 1908 patents
were granted only for inventions which could be represented by a model. The model may
have been as important as the specification which described, in words which ideally
should allow of no dispute, the duties which the device was intended to perform. These
inventions, ideas, and proposals which were directed to the office consisted largely of
suggestions for practical, utilitarian, basically simple, and often homely
applications of technology to the mundane affairs of everyday life.
At first glance, all this appears to be singularly unrelated to Einstein's special
genius. Yet despite the apparently esoteric quality of the theories on which his fame
was founded, these theories sprang, as he was never tired of stressing, from observation
of facts and from deductions which would account for these facts. This demanded an
intuitive discernment of essentials, and it was just this which was sharpened during
his days at the patent Office. For the work frequently involved rewriting inventors'
vague applications to give them legal protection: this in turn required an ability to
see, among sometimes tortuous descriptions, the basic idea or ideas on which an
application rested.
The demand was not so much for the routine application of a routine mind to routine
documents, as for perceptive intuition. Einstein himself was in no doubt of what he
learned at the Patent Office. "More severe than my father," was how he described the
director. "He taught me to express myself correctly. But there was more to it than that.
Einstein himself subsequently made two comments on his work at the office. When he
took up the post he wrote to a friend that it would give him "besides eight hours of
work ……eight hours of idleness plus a whole Sunday." And half a century later, on his
seventieth birthday he commented that the post had been a blessing. "It gave me," he
said, "the opportunity to think about physics."
Moreover, a practical profession is a salvation for a man of my type; an academic
career compels young man to scientific production, and only strong characters can resist
the temptation of superficial analysis." The post was an undemanding occupation which
released his mind for creative work at a different level.
16. The professional staff at ETH ______.
A. was quick to recognize Einstein's genius.
B. while recognizing Einstein's genius, thought he was a person.
C. was naturally reluctant to employ someone as troublesome
D. refused to offer Einstein a position because they didn't be intelligent.
17. Einstein was employed at the Swiss Patent Office ______.
A. because he didn't want an academic position.
B. even though he preferred a nonacademic position.
C. since he wanted a regular position.
D. after friends helped him obtain the position.
18. The mundane work at the Patent Office and Einstein's special genius in theoretical
physics were ______.
A. singularly unrelated. C. not totally unrelated.
B. strikingly different. D. demanding and therefore stressful.
19. The practical utilitarian, and basically simply technological applications ______.
A. were characteristic of the mundane affairs of everyday life.
B. were characteristic of the inventions and proposals found at the Patent office.
C. had an esoteric quality to them.
D. were the basis from which Einstein's esoteric theories sprang.
20. According to Einstein a practical profession ______.
A. because it is undemanding allows for undisturbed intellectual pursuits.
B. is a blessing for the idle.
C. compels people to intellectual creativity and scientific production.
D. can be put to good purposes by strong characters.
Passage Five
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Questions 21-25 are based on the following passage
There is a new type of small advertisement becoming increasingly common in
newspapers classified columns. It is sometimes placed among "situations vacant",
although it does not offer anyone a job, and sometimes it appears among "situations
wanted", although it is not placed by someone looking for a job either. What it does is
to offer help in applying for a job.
"Contact us before writing your application," or "Make use of our long experience in
preparing your resume or job history", is how it is usually expressed. The growth and
apparent success of such a specialised service is, of course, a reflection on the
current high levels of unemployment. It is also an indication of the growing
importance of the resume (or job history), with the suggestion that it may now qualify
as an art form in its own right.
There was a time when job seekers simply wrote letters of application. "Just put
down your name, address, age and whether you have passed any exams", was about the
average level of advice offered to young people applying for their first jobs when they
left school. The letter was really just for openers, it was explained, everything else
could and should be saved for the interview. And in those days of full employment the
technique worked. The letter proved that you could write and were available for work.
Your eager face and intelligent replies did the rest.
Later, as you moved up the ladder, something slightly more sophisticated was called
for. The advice then was to put something in the letter which would distinguish you
from the rest. It might be the aggressive approach. "Your search is over. I am the
person you are looking for", was a widely used trick that occasionally succeeded. Or
it might be some special feature specially designed for the job in view.
There is no doubt, however, that it is the increasing number of applicants with
university education at all points in the process of engaging staff that has led to the
greater importance of the resume.
21. According to the passage, the new type of advertisements ______.
A. informs job hunters of the chances available
B. promises useful advice to job-hunters
C. divides available jobs into various types
D. informs employers that people are available for work
22. Now a demand for this type of service has been created because ______.
A. there is a lack of jobs available for artistic people
B. there are so many top-level jobs available
C. there are so many people out of work
D. the job history is considered to be a work of art
23. In the past it was expected that first-job hunters would ______.
A. write an initial letter giving their life history
B. pass some exams before applying for a job
C. have no qualifications other than being able to read and write
D. keep any detailed information until they obtained an interview
24. When applying for more important jobs, one had better include in the letter ______.
A. something attractive in one's application
B. a personal opinion about the organisation one wanted to join
C. something that would offend its reader
D. a lie that one could easily get away with telling
25. The resume has become so important because ______.
A. of an increase in the number of jobs advertised
B. of an increase in the number of applicants which degrees
C. of much more complicatedness of jobs today
D. it is less complicated than other application processes
Passage Six
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Questions 26-30 are based on the following passage
The narrow passage ended in a round arch fringed with ivy and creepers. The children
passed through the arch into a narrow ravine whose banks were of stone, moss-covered.
Trees growing on the top of the bank arched across and the sunlight came through in
changing patches of brightness. The path, which was of greeny-grey stones where heaps
of leaves had drifted, sloped steeply down, and at the end of it was another round
arch, quite dark inside, above which were rose rocks and grass and bushes.
"It's like the outside of a railway tunnel," said Jimmy.
"It might be the entrance to an enchanted castle," said Kathleen.
Under the drifted damp leaves the path was firm and stony. At the dark arch they
stopped.
"There are steps down," said Gerald.
Very slowly and carefully they went down the steps. Gerald struck a match when the
last step was found to have no edge and to be in fact the beginning of a passage turning
to the left.
"This," said Jimmy. "might take us back to the road."
"Or under it," said Gerald, "we've come down eleven steps."
They went on, following Gerald, who went very slowly for fear, as he explained, of
steps. The passage was very dark.
Then came a glimmer of daylight that grew and grew and presently ended in another
arch that looked out over a scene so like a picture out of a book about Italy that
everyone's breath was taken away, and they simply walked forward silent and staring. A
short avenue of cypresses led, winding as it went, to a marble terrace that lay broad
and white in the sunlight. The children, blinking, leaned their arms on the flat
balustrade (栏杆) and gazed.
Immediately below them was a lake with swans and an island with willow trees, and
among the trees gleamed the white figures of statues. Against a hill to the left was a
round white building with pillars and to the right a waterfall came tumbling down among
mossy stones to splash into the lake. Steps went from the terrace to the water and
other steps to the green lawns beside it. Away across the grassy slopes deer were
feeding and in the distance was an enormous house of grey stone, like nothing the
children had ever seen before.
"It is an enchanted castle," said Gerald.
"There aren't any enchanted castles," said Jimmy, "you ought to know that."
"Well, anyway, I'm going to explore," said Gerald. "You needn't come if you don't
want to."
The others followed. There never was such a garden—out of a picture or a fairy tale.
They passed quite close to the deer, who only raised their heads to look and did not
seem startled at all. After a long stretch of grass, they passed under an avenue of
lime trees and came into a rose garden bordered with thick hedges.
"I know we shall meet a gardener in a minute and he'll ask what we're doing here,
and then what shall we say?" Kathleen asked.
"We'll say we've lost our way, and it will be quite true," said Gerald.
26. When they came out of the last arch the children were silent because ______.
A. they were out of breath C. they were amazed at what they saw
B. the light hurt their eyes D. they saw an Italian picture
27. From the terrace the children were able to see ______.
A. a lake with trees growing in it
B. some swans among the trees on an island
C. a lake just behind them
D. some statues on an island in the lake
28. How was it possible to reach the lake from the terrace?
A. There were some steps leading down.
B. There were some steps leading right.
C. There was a waterfall going down to the lake.
D. There were steps to some stones.
29. Kathleen thought that if they met a gardener ______.
A. he would think they had lost their way
B. he would know why they were there
C. they would ask him why they were there
D. he would ask them why they were there
30. The story suggests that the children ______.
A. had been told about the castle before
B. had seen pictures of the castle in a book
C. had no idea what they were going to see
D. knew they were going to see something wonderful
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Part III Translation (30 points)
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Directions: There are two parts. Please put the following English paper into Chinese
or Chinese news items of science and technology into English. Write your English or
Chinese version clearly and neatly on your Answer Sheet.
Section A (15 points)
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The 'standard of living' of and country means the average person's share of the
goods and services which the country produces. A country's standard of living, therefore,
depends first and foremost on its capacity to produce wealth. 'Wealth' in this sense is
not money, for we do not live on money but on the things that money can buy: 'goods'
such as food and clothing, and 'services' such as transport and entertainment.
A country's capacity to produce wealth depends upon many factors, most of which have
an effect on one another. Wealth depends to a great extent upon a country's natural
resources, such as coal, gold, and other minerals, water supply and so on. Some regions
of the world are well supplied with coal and minerals, and have a fertile soil and a
favorable climate; other regions possess perhaps only one of these things, and some
regions possess none of them. The U.S.A is one of the wealthiest regions of the world
because she had vast natural resources within her borders, her soil is fertile, and
her climate is varied. The Sahara Desert, on the other hand, is one of the least
wealthy.
Next to the natural resources comes the ability to turn them to use. China is
perhaps as well off the U.S.A in natural resources, but suffered for many years from
civil and external wars, and for this and other reasons was unable to develop her
resources. Sound and stable political conditions, and freedom from foreign invasion,
enable a country to develop its natural resources peacefully and steadily, and to
produce more wealth than any other country equally well served by nature but less well
ordered. Another important factor is the technicians are better placed to produce wealth
than countries whose workers are largely unskilled. Wealth also produces wealth. As a
country becomes wealthier, its people have a large margin for saving, and can put their
savings into factories and machines which help workers to turn out more goods in their
working day.
Section B (15 points)
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1、修剪树木可能是为了确保树木有一个所要求的形状或大小。
2、传统上，电视一直是一种大众传播传媒。我们对电视最熟悉，因为它以一种与存在相似
的形式存在将近50年了。
3、你可以相信，一个作家付出的努力越大，写作效果就会越好，得到的回报也就越大。
4、一个妇女当她扮演起多重角色的时候，她会感到更加幸福。
5、很明显，在一种体制下，如果每一项决定都只是根据传统习惯来做，那么，社会就会很
难进步。
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Part IV Writing (15 points)
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Directions: you are required to write an essay of about 180-200 words according to
the following topic.
Topic:
At present it is hard for college graduates to find jobs. Many people claim that
college teachers should give priority to practical courses like computer science and
business over such traditional ones as history and geography. What do you think?
Write an essay at least 180 words.
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