重庆大学考博英语真题,考博英语试题

重庆大学2010年博士生入学考试试题

科目代码：1101 考试科目：英语专业：全校各专业
请考生注意：答题一律（包括填空题和选择题）答在答题纸上，答在试题册上无效。
English Test Test Booklet（试题册）

Part I: Reading Comprehension (50%)
Section 1
Directions: There are 2 reading passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and write the corresponding letter on the Answer Sheet.
Questions 1 to 5 are based on the following passage:
In this age of Internet chat, videogames and reality television, there is no shortage of mindless activities to keep a child occupied. Yet, despite the competition, my 8-year-old daughter Rebecca wants to spend her leisure time writing short stories. She wants to enter one of her stories into a writing contest, a competition she won last year.
As a writer I know about winning contest, and about losing them. I know what it is like to work hard on a story only to receive a rejection slip from the publisher. I also know the pressures of trying to live up to a reputation created by previous victories. What if she doesn’t win the contest again? That’s the strange thing about being a parent. So many of our own past scars and dashed hopes can surface.
A revelation came last week when I asked her, “Don’t you want to win again?” “No.” she replied. “I just want to tell the story of an angel going to first grade.”
I had just spent weeks correcting her stories as she spontaneously told them. Telling myself that I was merely an experienced writer guiding the young writer across the hall, I offered suggestions for characters, conflicts and endings for her tales. The story about a fearful angel starting first grade was quickly “guided” by me into the tale of a little girl with a wild imagination taking her first music lesson. I had turned her contest into my contest without even realizing it.
Staying back and giving kids space to grow is not as easy as it looks. Because I know very little about farm animals who use tools or angels who go to first grade, I had to accept the fact that I was co-opting my daughter’s experience.
While stepping back was difficult for me, it was certainly a good first step that I will quickly follow with more steps, putting myself far enough away to give her room but close enough to help if asked. All the while I will be reminding myself that children need room to experiment, grow and find their own voices.
1. What do we learn from the first paragraph?
A) Children do find lots of fun in many mindless activities.    B) Rebecca is much too occupied to enjoy her leisure time.    C) Rebecca draws on a lot of online materials for her writing.    D) A lot of distractions compete for children’s time nowadays.
2. What did the author say about her own writing experience?
A) She did not quite live up to her reputation as a writer.    B) Her way to Success was full of pains and frustrations.    C) She was constantly under pressure of writing more.    D) Most of her stories had been rejected by publishers.
3. Why did Rebecca want to enter this year’s writing contest?
A) She believed she possessed real talent for writing.    B) She was sure of winning with her mother’s help.    C) She wanted to share her stories with readers.    D) She had won a prize in the previous contest.
4. The author took great pains to refine her daughter’s stories because
A) she believed she had the knowledge and experience to offer guidance    B) she did not want to disappoint Rebecca who needed her help so much    C) she was to help Rebecca realize her dreams of becoming a writer    D) she was afraid Rebecca’s imagination might run wild while writing
5. What’s the author’s advice for parents?
A) A writing career, though attractive, is not for every child to pursue.    B) Children should be allowed freedom to grow through experience.    C) Parents should keep an eye on the activities their kids engage in.    D) Children should be given every chance to voice their opinions.
Questions 6 to 10 are based on the following passage:
Crippling health care bills, long emergency - room waits and the inability to find a primary care physician just scratch the surface of the problems that patients face daily.
Primary care should be the backbone of any health care system. Countries with appropriate primary care resources score highly when it comes to health outcomes and cost. The US takes the opposite approach by emphasizing the specialist rather than the primary care physician.
A recent study analyzed the providers who treat Medicare beneficiaries. The startling finding was that the average Medicare patient saw a total of seven doctors — two primary care physicians and five specialists — in a given year. Contrary to popular belief, the more physicians taking care of you doesn’t guarantee better care. Actually, increasing fragmentation of care results in a corresponding rise in cost and medical errors.
How did we let primary care slip so far? The key is how doctors are paid. Most physicians are paid whenever they perform a medical service. The more a physician does, regardless of quality or outcome, the better he’s reimbursed. Moreover, the amount a physician receives leans heavily toward medical or surgical procedures. A specialist who performs a procedure in a 30 minute visit can be paid three times more than a primary care physician using that same 30 minutes to discuss a patient’s disease. Combine this fact with annual government threats to indiscriminately cut reimbursements, physicians are faced with no choice but to increase quantity to boost income.
Primary care physicians who refuse to compromise quality are either driven out of business or to cash-only practices, further contributing to the decline of primary care.
Medical students aren’t blind to this scenario. They see how heavily the reimbursement deck is stacked against primary care. The recent numbers show that since 1997, newly graduated US medical students who choose primary care as a career have declined by 50%. This trend results in emergency rooms being overwhelmed with patients without regular doctors.
How do we fix this problem?
It starts with reforming the physician reimbursement system. Remove the pressure for primary care physicians to squeeze in more patients per hour, and reward them for optimally managing their diseases and practicing evidence-based medicine. Make primary care more attractive to medical students by forgiving student loans for those who choose primary care as a career and reconciling the marked difference between specialist and primary care physician salaries.
We’re at a point where primary care is needed more than ever. Within a few years, the first wave of the 76 million Baby Boomers will become eligible for Medicare. Patients older than 85, who need chronic care most, will rise by 50% this decade.
Who will be there to treat them?
6. The author’s chief concern about the current US health care is ______.
A) the inadequate training of physicians    B) the declining number of doctors    C) the shrinking primary care resources    D) the ever-rising health care cost
7. We learn from the passage that people tend to believe that system is ______.
A) the more costly the medicine, the more effective the cure    B) seeing more doctors may result in more diagnostic errors    C) visiting doctors on a regular basis ensures good health    D) the more doctors taking care of a patient, the better
8. Faced with the government threats to cut reimbursements indiscriminately, primary care physicians have to ______.
A) increase their income by working overtime    B) improve their expertise and service    C) make various deals with specialists    D) see more patients at the expense of quality
9. Why do many new medical graduates refuse to choose primary care as their career?
A) They find the need for primary care declining.    B) The current system works against primary care.    C) Primary care physicians command less respect.    D) They think working in emergency rooms tedious.
10. What suggestion does the author give in order to provide better health care?
A) Bridge the salary gap between specialists and primary care physicians.    B) Extend primary care to patients with chronic diseases.    C) Recruit more medical students by offering them loans.    D) Reduce the tuition of students who choose primary care as their major.
Section 2
Directions: There are 2 reading passages in this section. Read them carefully and answer the questions which are based on the passages. Write your answers on the Answer Sheet.
Passage 3
Read the passage carefully and answer questions 11 — 22.
Making Every Drop Count
A The history of human civilisation is entwined with the history of the ways we have learned to manipulate water resources. As towns gradually expanded, water was brought from increasingly remote sources, leading to sophisticated engineering efforts such as dams and aqueducts. At the height of the Roman Empire, nine major systems, with an innovative layout of pipes and well-built sewers, supplied the occupants of Rome with as much water per person as is provided in many parts of the industrial world today.
B During the industrial revolution and population explosion of the 19th and 20th centuries, the demand for water rose dramatically. Unprecedented construction of tens of thousands of monumental engineering projects designed to control floods, protect clean water supplies, and provide water for irrigation and hydropower brought great benefits to hundreds of millions of people. Food production has kept pace with soaring populations mainly because of the expansion of artificial irrigation systems that make possible the growth of 40 % of the world’s food. Nearly one fifth of all the electricity generated worldwide is produced by turbines spun by the power of falling water.
C Yet there is a dark side to this picture: despite our progress, half of the world’s population still suffers, with water services inferior to those available to the ancient Greeks and Romans. As the United Nations report on access to water reiterated in November 2001, more than one billion people lack access to clean drinking water; some two and a half billion do not have adequate sanitation services. Preventable water-related diseases kill an estimated 10,000 to 20,000 children every day, and the latest evidence suggests that we are falling behind in efforts to solve these problems.
D The consequences of our water policies extend beyond jeopardising human health. Tens of millions of people have been forced to move from their homes — often with little warning or compensation — to make way for the reservoirs behind dams. More than 20% of all freshwater fish species are now threatened or endangered because dams and water withdrawals have destroyed the free-flowing river ecosystems where they thrive. Certain irrigation practices degrade soil quality and reduce agricultural productivity. Groundwater aquifers are being pumped down faster than they are naturally replenished in parts of India, China, the USA and elsewhere. And disputes over shared water resources have led to violence and continue to raise local, national and even international tensions.
E At the outset of the new millennium, however, the way resource planners think about water is beginning to change. The focus is slowly shifting back to the provision of basic human and environmental needs as top priority — ensuring “some for all,” instead of “more for some”. Some water experts are now demanding that existing infrastructure be used in smarter ways rather than building new facilities, which is increasingly considered the option of last, not first, resort. This shift in philosophy has not been universally accepted, and it comes with strong opposition from some established water organisations. Nevertheless, it may be the only way to address successfully the pressing problems of providing everyone with clean water to drink, adequate water to grow food and a life free from preventable water-related illness.
F Fortunately — and unexpectedly — the demand for water is not rising as rapidly as some predicted. As a result, the pressure to build new water infrastructures has diminished over the past two decades. Although population, industrial output and economic productivity have continued to soar in developed nations, the rate at which people withdraw water from aquifers, rivers and lakes has slowed. And in a few parts of the world, demand has actually fallen.
G What explains this remarkable turn of events? Two factors: people have figured out how to use water more efficiently, and communities are rethinking their priorities for water use. Throughout the first three-quarters of the 20th century, the quantity of freshwater consumed per person doubled on average; in the USA, water withdrawals increased tenfold while the population quadrupled. But since 1980, the amount of water consumed per person has actually decreased, thanks to a range of new technologies that help to conserve water in homes and industry. In 1965, for instance, Japan used approximately 13 million gallons* of water to produce $1 million of commercial output; by 1989 this had dropped to 3.5 million gallons (even accounting for inflation) — almost a quadrupling of water productivity. In the USA, water withdrawals have fallen by more than 20 % from their peak in 1980.
H On the other hand, dams, aqueducts and other kinds of infrastructure will still have to be built, particularly in developing countries where basic human needs have not been met. But such projects must be built to higher specifications and with more accountability to local people and their environment than in the past. And even in regions where new projects seem warranted, we must find ways to meet demands with fewer resources, respecting ecological criteria and to a smaller budget.
You should spend about 20 minutes on Questions 11–22 which are based on Reading Passage 3.
Questions 11–16
Reading Passage 3 has seven paragraphs, A—H. Choose the correct heading for paragraphs A and C-H from the list of headings below. Write the correct number, i—xi on your answer sheet.
List of Headings
i Scientists’ call for a revision of policy
ii An explanation for reduced water use
iii How a global challenge was met
iv Irrigation systems fall into disuse
v Environmental effects
vi The financial cost of recent technological improvements
vii The relevance to health
viii Addressing the concern over increasing populations
ix A surprising downward trend in demand for water
x The need to raise standards
xi A description of ancient water supplies
Example Answer: Paragraph B (iii)
11 Paragraph A ( )
12 Paragraph C ( )
13 Paragraph D ( )
14 Paragraph E ( )
15 Paragraph F ( )
16 Paragraph G ( )
17 Paragraph H ( )
Questions 18 – 22
Do the following statements agree with the information given in Reading Passage 3? Write your answer on the Answer Sheet.
YES — if the statement agrees with the claims of the writer
NO — if the statement contradicts the claims of the writer
NOT GIVEN — if it is impossible to say what the writer thinks about this
18. Water use per person is higher in the industrial world than it was in Ancient Rome.
19. Feeding increasing populations is possible due primarily to improved irrigation systems.
20. Modern water systems imitate those of the ancient Greeks and Romans.
21. Industrial growth is increasing the overall demand for water.
22. Modern technologies have led to a reduction in domestic water consumption.
Passage 4
Read the passage carefully and answer questions 23 — 30.
THE IRON BRIDGE
The Iron Bridge was the first of its kind in Europe and is universally recognised as a symbol of the Industrial Revolution.
A The Iron Bridge crosses the River Severn in Coalbrookdale, in the west of England. It was the first cast-iron bridge to be successfully erected, and the first large cast-iron structure of the industrial age in Europe, although the Chinese were expert iron-casters many centuries earlier.
B Rivers used to be the equivalent of today’s motorways, in that they were extensively used for transportation. The River Severn, which starts its life on the Welsh mountains and eventually enters the sea between Cardiff and Bristol, is the longest navigable river in Britain. It was ideal for transportation purposes, and special boats were built to navigate the waters. By the middle of the eighteenth century, the Severn was one of the busiest rivers in Europe. Local goods, including coal, iron products, wool, grain and cider, were sent by river. Among the goods coming upstream were luxuries such as sugar, tea, coffee and wine. In places, the riverbanks were lined with wharves and the river was often crowded with boats loading or unloading.
C In 1638, Basil Brooke patented a steel-making process and built a furnace at Coalbrookdale. This later became the property of Abraham Darby (referred to as Abraham Darby Ito distinguish him from his son and grandson of the same name). After serving an apprenticeship in Birmingham, Darby had started a business in Bristol, but he moved to Coalbrookdale in 1710 with an idea that coke derived from coal could provide a more economical alternative to charcoal as a fuel for ironmaking. This led to cheaper, more efficient ironmaking from the abundant supplies of coal, iron and limestone in the area.
D His son, Abraham Darby II, pioneered the manufacture of cast iron, and had the idea of building a bridge over the Severn, as ferrying stores of all kinds across the river, particularly the large quantities of fuel for the furnaces at Coalbrookdale and other surrounding ironworks, involved considerable expense and delay. However, it was his son Abraham Darby III (born in 1750) who, in 1775, organised a meeting to plan the building of a bridge. This was designed by a local architect, Thomas Pritchard, who had the idea of constructing it of iron.
E Sections were cast during the winter of 1778—9 for a 7-metre-wide bridge with a span of 31 metres, 12 metres above the river. Construction took three months during the summer of 1779, and remarkably, nobody was injured during the construction process — a feat almost unheard of even in modern major civil engineering projects. Work on the approach roads continued for another two years, and the bridge was opened to traffic in 1781. Abraham Darby III funded the bridge by commissioning paintings and engravings, but he lost a lot on the project, which had cost nearly double the estimate, and he died leaving massive debts in 1789, aged only 39. The district did not flourish for much longer, and during the nineteenth and early twentieth centuries factories closed down. Since 1934 the bridge has been open only to pedestrians. Universally recognised as the symbol of the Industrial Revolution, the Iron Bridge now stands at the heart of the Iron bridge Gorge World Heritage Site.
F It has always been a mystery how the bridge was built. Despite its pioneering technology no eye-witness accounts are known which describe the iron bridge being erected — and certainly no plans have survived. However, recent discoveries, research and experiments have shed new light on exactly how it was built, challenging the assumptions of recent decades. In 1997 a small water colour sketch by Elias Martin came to light in the Swedish capital, Stockholm. Although there is a wealth of early views of the bridge by numerous artists, this is the only one which actually shows it under construction.
G Up until recently it had been assumed that the bridge had been built from both banks, with the inner supports tilted across the river. This would have allowed river traffic to continue unimpeded during construction. But the picture clearly shows sections of the bridge being raised from a barge in the river. It contradicted everything historians had assumed about the bridge, and it was even considered that the picture could have been a fake as no other had come to light. So in 2001 a half-scale model of the bridge was built, in order to see if it could have been constructed in the way depicted in the water colour. Meanwhile, a detailed archaeological, historical and photographic survey was done by the Iron bridge Gorge Museum Trust, along with a 3D CAD (computer-aided design) model by English Heritage.
H The results tell us a lot more about how the bridge was built. We now know that all the large castings were made individually as they are all slightly different. The bridge wasn’t welded or bolted together as metal bridges are these days. Instead it was fitted together using a complex system of joints normally used for wood — but this was the traditional way in which iron structures were joined at the time. The construction of the model proved that the painting shows a very realistic method of constructing the bridge that could work and was in all probability the method used.
I Now only one mystery remains in the Iron Bridge story. The Swedish water colour sketch had apparently been torn from a book which would have contained similar sketches. It had been drawn by a Swedish artist who lived in London for 12 years and travelled Britain drawing what he saw. Nobody knows what has happened to the rest of the book, but perhaps the other sketches still exist somewhere. If they are ever found they could provide further valuable evidence of how the Iron Bridge was constructed.
Questions 23—26
Answer questions below. Choose ONE NUMBER ONLY from the text for each answer. Write your answer on the Answer Sheet.
23. When was the furnace bought by Darby originally constructed?
24. When were the roads leading to the bridge completed?
25. When was the bridge closed to traffic?
26. When was a model of the bridge built?
Questions 27—30
The text has nine paragraphs, A—I. Which paragraph contains the following information? Write the correct letter, A—I on your answer sheet.
27. why a bridge was required across the River Severn
28. a method used to raise money for the bridge
29. why Coalbrookdale became attractive to iron makers
30. how the sections of the bridge were connected to each other
Part II: Cloze (10%)
Directions: There are 20 blanks in the following passage. For each blank there are four choices marked A), B) C) and D). You should choose the ONE that best fits into the passage. Write your answer on your Answer Sheet.
Universities are institutions that teach a wide variety of subjects at advanced levels. They also carry out research work aimed _31_ extending man’s knowledge of these subjects. The emphasis given to each of these functions _32_ from university to university, according to the views of the people in _33_ and according to the resources available. The smaller and newer universities do not _34_ the staff or equipment to carry out the _35_ research projects possible in larger institutions. _36_ most experts agree that some research activity is _37_ to keep the staff and their students in _38_ with the latest developments in their subjects.
Most students attend a university mainly to _39_ the knowledge needed for their chosen _40_. Educationists believe that this aim should not be the _41_ one. Universities have always aimed to produce men and women _42_ judgment and wisdom as well as knowledge. For this reason, they _43_ students to meet others with differing _44_ and to read widely to _45_ their understanding in many fields of study. _46_ a secondary school course, a student should be interested enough in a subject to enjoy gaining knowledge for its own _47_. He should be prepared _48_ to sacrifices to study his chosen _49_ in depth. He should have an ambition to make some _50_ contribution to man’s knowledge.
31. A) at    B) by    C) to    D) in
32. A) turns    B) ranges    C) moves    D) varies
33. A) prospect    B) place    C) control    D) favor
34. A) occupy    B) possess    C) involve    D) spare
35. A) maximum    B) medium    C) virtual    D) vast
36. A) But    B) As    C) While    D) For
37. A) natural    B) essential    C) functional    D) optional
38. A) coordination    B) accordance    C) touch    D) grasp
39. A) acquire    B) accept    C) endure    D) ensure
40. A) procession    B) profession    C) possession    D) preference
41. A) typical    B) true    C) mere    D) only
42. A) with    B) under    C) on    D) through
43. A) prompt    B) provoke    C) encourage    D) anticipate
44. A) histories    B) expressions    C) interests    D) curiosities
45. A) broaden    B) lengthen    C) enforce    D) specify
46. A) Amid    B) Over    C) After    D) Upon
47. A) object    B) effect    C) course    D) sake
48. A) take    B) suffer    C) make    D) pay
49. A) field    B) target    C) scope    D) goal
50. A) radical    B) meaningful    C) truthful    D) initial
Part III: Error Correction (10%)
Directions: In the passage on your Answer Sheet, there are altogether 10 mistakes, one in each numbered line. You may have to change a word, add a word or delete a word. Mark out the mistakes and put the corrections in the blanks provided. If you change a word, cross it out and write the correct word in the corresponding blank. If you add a word, put an insertion mark ( ∧ ) in the right place and write the missing word in the blank. If you delete a word, cross it out and put a slash ( / ) in the blank.
Part IV: Translation (15%)
Directions: There is one passage below in this part. Read it carefully and translate it into Chinese. Write your translation on the Answer Sheet.
Several years ago, a former Saudi oil minister issued what has since become an oft-quoted prophecy: “The Stone Age did not end for lack of stone, and the Oil Age will end long before the world runs out of oil.” It was a lament, an acknowledgement that a day of reckoning was coming that would change the global balance of wealth and power. A fluke of geology had made the vast emptiness of the Saudi desert the number one source of the most important commodity on earth. But the good times would not, and could not, last forever, and he knew it.
If you go back far enough, you can trace the prosperity and security of nations, corporations, and even individuals to energy. And in our petroleum-dependent world, that, for the most part, means oil. Governments rise and fall on it, armies run on it, companies rely on it, and consumers depend on it from the time they wake to their clock radios to the moment they turn off their TVs and fall asleep. For the past century, despite rising prices and occasional “crises” — more often than not manufactured events resulting from political or economic forces — there has always been enough oil available to keep the engines of global growth humming. But that is a luxury of the past; in the future, a new and uncertain energy age is emerging.
Part V: Writing (15%)
Directions: Write an essay about 150 words on the following topic.
The graph below shows the different modes of transport used to travel to and from work in one European city in 1950, 1970 and 1990. Write a report for a university lecturer describing the information in the graph and giving possible reasons for the change of the modes.
（图表：Modes of transport to and from work in one European city；横轴为 Modes of transport and years，含 1950、1970、1990；纵轴为 Percentage of total travellers；图例含 Bus、Car、Bike、Walk 四类交通方式。）