广西师范大学考博英语真题,考博英语试题

广西师范大学2008年（秋季招生）博士研究生入学考试试题英语

考生注意事项
1. 考生必须严格遵守各项考场规则。
2. 答题前，考生应按准考证上的有关内容填写答题卡上的"考生姓名"、"报考单位"、"考生编号"等信息。
3. 答案必须按要求涂写或填写在指定的答题卡上。
4. 考试结束，将答题卡及试题一并装入试题袋中交回。

【说明】本扫描件存在缺页：Part I词汇第1—10题缺失；Passage 1文章主体及第21—24题缺失；Passage 2第26—30题缺失；Passage 3文章开头部分及第30题缺失；Passage 4第36题及第40题选项缺失；Passage 5文章后半部分及第46—48题缺失；Passage 6第46—48题缺失；Part IV Translation具体内容缺失。以下为可识别部分的完整转录。

Part I Vocabulary
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11. （题干前半部分缺失）……fainter than it is today.
A. in spite of    B. whether
C. neither of which    D. even though
12. Many things like fashionable clothes or delicious foods or properties or fame are disposable because, unlike our immortal spirits, they are quite ______ along with the passage of time.
A. inextricable    B. perishable
C. inevitable    D. indispensable
13. There always are hypocrites who show open respects for virtues but their behaviors go ______ with their words.
A. incoherent    B. inconsistent
C. illogical    D. irrational
14. My ______ to criticize our own limitations derives from a realization that we are often willing to see our merits and to ignore our weaknesses.
A. motive    B. incentive
C. impulse    D. urge
15. Japan remains tied to the Western camp partly because the relationship has become ______ to her economy and political over forty year's association.
A. integral    B. unilateral
C. rational    D. hierarchical
16. The child should always ______ the same basic procedures: seeing the whole world — hearing and pronouncing — writing from memory.
A. go through    B. take over
C. respond to    D. carry off
17. In his view, though Hong Kong has no direct cultural identity, local art is thriving by "being ______," being open to all kinds of art.
A. gratifying    B. predominating
C. excelling    D. accommodating
18. In the airport, I could hear nothing except the roar of aircraft engines which ______ all other sounds.
A. dwarfed    B. diminished
C. drowned    D. devastated
19. Criticism without suggesting areas of improvement is not ______ and should be avoided if possible.
A. constructive    B. productive
C. descriptive    D. relative
20. ______ both in working live and everyday living to different sets of values, and expectations places a severe a sever strain on the individual.
A. Recreation    B. Transaction
C. Disclosure    D. Exposure

Part II Reading Comprehension (30%, 40 mins.)
Directions: Read the following 6 texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on Answer Sheet. (30 points)

Passage 1
The custom of sending the gullible on fool's errands and of playing other practical jokes on April 1 has been around since at least the Middle Ages and has ……
【文章主体及第21—24题缺失】

25. What is associated with the Feast of Fools?
A. the overturning of the Roman Saturnalia B. the disappearing of infallibility of the Pope
C. the production of totalitarianism D. the freedom of slaves

Passage 2
I have never had much patience with the writers who claim from the reader an effort to understand their meaning. You have only to go to the great philosophers to see that it is possible to express with lucidity the most subtle reflections. You may find it difficult to understand the thought of Hume, and if you have no philosophical training its implications will doubtless escape you; but no one with any education at all can fail to understand exactly what the meaning of each sentence is. Few people have written English with more grace than Berkeley. There are two sorts of obscurity that you find in writers. One is due to negligence and the other to willfulness. People often write obscurely because they have never taken the trouble to learn to write clearly. This sort of obscurity you find too often in modern philosophers, in men of science, and even in literary critics. Here it is indeed strange. You would have thought that men who passed their lives in the study of the great masters of literature would be sufficiently sensitive to the beauty of language to write if not beautifully at least with perspicuity. Yet you will find in their works sentences that you must read twice to discover the sense. Often you can only guess at it, for the writers have evidently not said what they intended.
Another cause of obscurity is that the writer is himself not quite sure of his meaning. He has a vague impression of what he wants to say, but has not, either from lack of mental power or from laziness, exactly formulated it in his mind and it is natural enough that he should not find a precise expression for a confused idea. This is due largely to the fact that many writers think, not before, but as they write. The pen originates the thought. The disadvantage of this, and indeed it is a danger against which the author must be always on his guard, is that there is a sort of magic in the written word. The idea acquires substance by taking on a visible nature and then stands in the way of its own clarification. But this sort of obscurity merges very easily into the willful. Some writers who do not think clearly are inclined to suppose that their thoughts have a significance greater than at first sight appears. It is flattering to believe that they are too profound writers that the fault is with their own minds which have not the faculty of precise reflection. Here again the magic of the written word obtains. It is very easy to persuade oneself that a phrase that one does not quite understand may mean a great deal more than one realizes. From this there is only a little way to go to fall into the habit of setting down one's impressions in all their original vagueness. There is another form of willful obscurity that masquerades as aristocratic exclusiveness. The author wraps his meaning in mystery so that the vulgar shall not participate in it. His soul is a secret garden into which the elect may penetrate only after overcoming a number of perilous obstacles. But this kind of obscurity is not only pretentious; it is short-sighted. For time plays it an odd trick. If the sense is meager time reduces it to a meaningless verbiage that no one thinks of ……
【文章后续及第26—30题缺失】

Passage 3
【文章开头部分缺失】
……the conventional ninth-grade civics course. Nor do I mean only information on current political realities. These are facets of knowledge, but they are less critical than the adolescent's absorption, often unwitting, of a feeling for those many unspoken assumptions about the political system that comprise the common ground of understanding, for example, what the state can "appropriately" demand of its citizens, and vice versa, or the "proper" relationship of government to subsidiary social institutions, such as the schools and churches. Thus, political knowledge is the awareness of social assumptions and relationships as well as of objective facts. Much of the naiveté that characterizes the younger adolescent's grasp of politics stems not from an ignorance of "facts" but from an incomplete comprehension of the common conventions of the system, of what is and not customarily done, and of how and why it is or is not done.
Yet I do not want to overemphasize the significance of increased political knowledge in forming adolescent ideology. Over the years I have become progressively disenchanted about the centrality of such knowledge and have come to believe that much current work in political socialization, by relying too heavily on its apparent acquisition, has been misled about the tempo of political understanding in adolescence. Just as young children can count numbers in series without grasping the principle of ordination, young adolescents may have in their heads many random bits of political information without a secure understanding of those concepts that would give order and meaning to the information.
Like magpies, children's minds pick up bits and pieces of data. If you encourage them, they will drop these at your feet—Republicans and Democrats, the tripartite division of the federal system, perhaps even the capital of Massachusetts. But until the adolescent has grasped the integumental function that concepts and principles provide, the data remain fragmented, random, disordered.

31. The author's primary purpose in the passage is to ______.
A. clarify the kinds of understanding an adolescent must have in order to develop a political ideology    B. dispute the theory that a political ideology can be acquired during adolescence
C. explain why adolescents are generally uninterested in political arguments    D. suggest various means of encouraging adolescents to develop personal political ideologies
32. According to the author, which of the following contributes to the development of political ideology during adolescence?
A. Conscious recognition by the adolescent of his or her own naïve.    B. Thorough comprehension of the concept of ordination.
C. Evaluation by the adolescent of the general principles encompassing his or her specific political ideas.    D. Intuitive understanding of relationships among various components of society.
33. The author uses the term "common ground of understanding" to refer to ______.
A. familiar legislation regarding political activity    B. the experience that all adolescents share
C. a society's general sense of its own political activity    D. a society's willingness to resolve political tensions
34. It can be inferred from the passage that the author would be most likely to agree with which of the following statements about schools?
A. They should present political information according to carefully planned, schematic arrangements.    B. They themselves constitute part of a general socio-political system that adolescents are learning to understand.
C. They are ineffectual to the degree that they disregard adolescents' political naïve.    D. Because they are subsidiary to government, their contribution to the political understanding of adolescents must be limited.
35. Which of the following statements best describes the organization of the author's discussion of the role political knowledge in the formation of political ideology during adolescence?
A. He acknowledges its importance, but then modifies his initial assertion of that importance.    B. He consistently resists the idea that it is important, using a series of examples to support his stand.
C. He wavers in evaluating it and finally uses analogies to explain why he is indecisive.    D. He carefully refrains from making an initial judgment about it, but later confirms its critical role.

Passage 4
THE PERIODIC LAW
The periodic law was discovered about the year 1870. At the time when it was discovered, the evidence for it was far less complete than it is at present. It has proved itself capable of predicting new elements which have subsequently been found, and altogether the half-century that has passed since its discovery has enormously enhanced its importance. The elements can be arranged in a series by means of what is called their "atomic weight." By chemical methods, we can remove one element from a compound and replace it by an equal number of atoms of another element; we can observe how much this alters the weight of the compound, and thus we can compare the weight of one kind of atom with the weight of another. The lightest atom is that of hydrogen; the heaviest is that of uranium, which weighs over 238 times as much as that of hydrogen. It was found that, taking the weight of the hydrogen atom as one, the weights of a great many other atoms were almost exactly multiples of this unit, so that they were expressed by integers. The weight of the oxygen atom is a very little less than 16 times that of the hydrogen atom. It has been found convenient ……
【文章后续及第36题缺失】

37. Atomic weight for an element can be determined by
A. multiple of the weight of hydrogen in combination.    B. studying isotopes of an element
C. substitution of elements in a compound.    D. using the atomic weight of oxygen as a base.
38. The periodic law suggests that two elements are closely related when they
A. appear as isotopes.    B. each are a multiple of the atomic weight of hydrogen.
C. occur at periodic intervals from each other in the atomic weight series.    D. occur next to each other in the series of atomic weights.
39. According to the passage, periodic behavior of elements leads scientists to conclude that
A. all atoms are made up of small units.    B. elements should be arranged by atomic weight rather than by properties.
C. hydrogen is unique in that its atomic weight is not an integer.    D. there is a mysterious order in the universe which science cannot explain.
40. The atomic weight of copper is 64, that of oxygen is 16. In order to equal the weight of one atom of copper, how many atoms of oxygen are necessary?
【选项缺失】

Passage 5
ARTHUR SEATON: FACTORY WORKER
Arthur walked into the huge corridor, searching an inside pocket for his clocking-in-card, and noticing, as on every morning since he was fifteen — except for a two-year break in the army — the factory smell of oil, machinery, and shaved steel. "What a life," he thought. Hard work and good wages; and a smell all day that made you feel ill.
The bright Monday morning ring of the clocking-in machine made a jarring note. It was dead on half past seven. Once in the shop he allowed himself to be swallowed by its noises. Machines with their own small motors started with a jerk and a whine under the shadows of their operators, increasing a noise that made the brain ache because the weekend had been too quiet by contrast, a weekend that had ended for Arthur in fishing for trout in the cool shade of a willow by the side of a canal miles away from the city.
Motor-trolleys moved up and down the main gangway carrying boxes of work from one part of the factory to another. Robboe, the foreman, bent over a stack of new timesheets behind his glass partition; women and girls wearing turbans and hairnets, and men and boys in clean blue overalls, settled down to get a good start on their day's work, while sweepers at everybody's beck and call already patrolled the gangways and looked busy.
【文章后续及第46—48题缺失】

41. Arthur hung his jacket near to him because
A. he did not think his fellow-workers were entirely trustworthy.    B. he did not want his jacket to be caught in the machine.
C. he didn't want the jacket to get covered in oil.    D. he needed to have his belongings hear to him.
42. The advantage of piecework to Arthur was that
A. he was free to do what he liked in the afternoons.    B. it gave him more time to do other things during working hours.
C. it made the work itself reasonably enjoyable.    D. it was very profitable and not too demanding.
43. When speaking to Arthur about the mouse, Robboe showed that he was
A. angry and anxious to find out who was responsible.    B. extremely worried by what had happened.
C. relieved that nobody was hurt.    D. too preoccupied with his work to make a fuss.
44. The purpose of Arthur's first reply to Robboe was to
A. make fun of Robboe.    B. show that he couldn't have been responsible for the mouse.
C. show that he was a model worker and an honest man.    D. show that he was offended by Robboe.
45. While working, the thing Arthur most hoped for was that
A. he wouldn't be too tired to enjoy the pub after work.    B. some nice event would happen to him soon.
C. the machine would continue to work well.    D. the quality of his work would not get worse.

Passage 6
Fire can be thought of as any combustion process intense enough to emit light. It may be a quietly burning flame or the brilliant flash of an explosion.
A typical combustion process is the burning of gasoline in an automobile engine. The vaporized fuel is mixed with air, compressed in the engine's cylinder, and ignited by a spark. As the fuel flames up, the heat produced flows into the adjacent layer of unburned fuel and ignites it. In this way a zone of first spreads throughout the fuel mixture until the combustion wave.
The speed at which such a combustion wave travels through a fuel mixture is called the burning velocity of the mixture. The burning velocity of a gas such as methane quietly burning in air is only about one foot per second. By comparison, the burning velocity of more reactive combinations such as the rocket fuels, hydrogen and fluorine, can be hundreds of feet per second.
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49. All the following could be defined as combustion except ______.
A. a quietly burning flame    B. an explosion
C. a radiator giving off heat    D. the drying of oil-based paint
50. The tone of this passage can be best expressed as ______.
A. speculative    B. objective
C. humorous    D. exaggerated

Part III Proof Reading and Error Correction (10 errors altogether, 1 point for each and 10 points total, 15 mins.)
Directions: The following passage contains TEN errors. Each line contains a maximum of one error. In each case, only one word is involved. You should proofread the passage and correct it.

Taking notes is one thing I've learned to do better from high school days. I used to losing interest in what I was doing and began. doodling, drawing Martians, or see what my signature would look like if I marry the cute guy in the second row. Now, however, I try not to let my mind wander, and I pull my thoughts back into focus when they begin to go fuzzy. In high school, my notes often look like something written in Arabic. In college, I've learned to use a semiprint written style that makes my notes understandable. When I would look over my high school notes, I couldn't understand them. There would be a word like "Reconstruction", then the big blank, then the word "important". Weeks later, I had no idea which Reconstruction was or why it was important. I've since learned to write down connecting ideas, even I have to take the time to do it after class.
51. ________　52. ________　53. ________　54. ________　55. ________
56. ________　57. ________　58. ________　59. ________　60. ________