2016年杭州师范大学243二外英语考研真题考研试题
Part I Reading Comprehension（Skimming and Scanning）(2×10=20 points)
Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on the Answer Sheet.
For questions 1 - 7, mark
Y (for YES) if the statement agrees with the information given in the passage;
N (for NO) if the statement contradicts the information given in the passage;
NG (for NOT GIVEN) if the information is not given in the passage.
For questions 8 - 10, complete the sentences with the information given in the passage.
Theft Deterrent System
To deter the vehicle theft, the system is designed to give an alarm and keep the engine from being started if any of the front, sliding and back doors and hood is forcibly unlocked or the battery terminal is disconnected and then reconnected when the vehicle is locked.
The alarm blows the horn intermittently and flashes the headlights, tail lights and other exterior lights. The engine cannot be started because the starter circuit will be cut.
SETTING THE SYSTEM
1. Turn the ignition key to the “LOCK” position and remove it.
2. Have all passengers get out of the vehicle.
3. Close and lock the front, sliding and back doors and hood.
The indicator light will come on when the front, sliding and back doors and hood are closed and locked.
As the front doors are locked, the system will give you a preparation time of 30 seconds before the setting, during which the front, sliding and back doors and hood may be opened to prepare for the setting.
Be careful not to use the key when opening either front door. This will cancel the system.
4. After making sure the indicator light starts flashing, you may leave the vehicle.
The system will automatically be set after the preparation time elapses. The indicator light will flash to show the system is set. If any of the front, sliding and back doors and hood is opened at that time, the setting is interrupted until it is closed and locked.
Never leave anyone in the vehicle when you set the system, because unlocking from the inside will activate (使起动) the system.
WHEN THE SYSTEM IS SET
Activating the system
The system will give the alarm and cut the starter circuit under the following conditions:
If any of the front, sliding and back doors and hood is unlocked without using the key
If the battery terminal is disconnected and then reconnected
After one minute, the alarm will automatically stop with the starter circuit cut kept on.
Reactivating the alarm
Once set, the system automatically resets the alarm each time the front, sliding and back doors and hood are closed after the alarm stops.
The alarm will be activated again under the following conditions:
If any of the front, sliding and back doors and hood is opened
If the battery terminal is disconnected and then reconnected
Stopping the alarm
Turn the ignition key from the “LOCK” to “ACC” position. The alarm will be stopped with the starter circuit cut kept on. Stopping the alarm in this manner will keep the alarm from being reactivated when any of the front, sliding and back doors and hood is opened.
Interrupting the setting
With the system set, the back door can be opened with the key without activating or canceling the system. While it is open, the front and sliding doors and hood may be opened in addition, and the system can be activated only by the battery terminal disconnection.
To resume the setting, close and lock the front, sliding and back doors and hood. The back door must be closed with the key removed.
CANCELLING THE SYSTEM
Unlock either front door with the key, or unlock the sliding door with the key when it has been closed. This cancels the system completely and the starter circuit cut will be cancelled at once.
INDICATOR LIGHT
The indicator light gives the following three indications when the system is in use. When the light is:
FLASHING―The system is set. You need the key to open the front, sliding and back doors and hood.
ON―The system will automatically be set when the time comes. The front, sliding and back doors and hood may be opened without a key.
OFF―The system is inactive. You may open any door and hood.
TESTING THE SYSTEM
1. Open the driver’s and front passenger’s windows.
2. Set the system as described above. The front doors should be locked with the key. Be sure to wait until the indicator light starts flashing.
3. Unlock one of the front, sliding and back doors from the inside. The system should activate the alarm.
4. Cancel the system by unlocking either front door with the key.
5. Repeat this operation for the other doors and hood. When testing on the hood, also check that the system is activated when the battery terminal is disconnected and then reconnected.
If the system does not work properly, have it checked by your Toyota dealer.
1. The system is used to deter the vehicle theft according to the instructions.
2. In order to set the system, you should have all passengers get out of the vehicle.
3. The system will be cancelled when you use the key to open the back door.
4. The system will not be activated unless you use the key to open any of the front, sliding and back doors and hood.
5. In order to stop the alarm, you have to turn the ignition key from the “ACC” to “LOCK” position.
6. When the indicator light is flashing, it is needless to use the key to open any of the doors and hood.
7. The passage tells us that the system works so effectively that it never breaks down.
8. As the front doors are locked, the theft deterrent system will give you a preparation time of ______________before setting.
9. Before leaving the vehicle, make sure that the indicator light______________.
10. According to the passage, if the system refuses to work properly, have it checked by your______________.
Part II Vocabulary and Structure (1×30=30 points)
Directions: Choose the best answer you think fit to fill in the gaps of each sentence with the items given. Please write down the corresponding letter on the Answer Sheet.
11. Positive social relationships increase our life span and improve our minds and bodies. Such improvements, however, are only _______effects.
A) secondary B) side
C) associate D) vice
12. The exhibition _______ interest in the artist’s work.
A) sought B) stimulated
C) shaped D) secured
13. He climbed up into the tree and picked all fruit _______ reach.
A) near B) inside
C) at D) within
14. Joe and his professor took _______ of Joe’s progress to decide what Joe should do next.
A) inventive B) invention
C) inventor D) inventory
15. She stood there for some time, completely lost _______ thought.
A) on B) by
C) in D) at
16. The film provides a deep _______ into a wide range of human qualities and feelings.
A) outlook B) imagination
C) insight D) fancy
17. In recent years much emphasis has been put _______ developing the students’ productive skills.
A) in B) on
C) over D) to
18. The same factors push wages and prices up together, the one _______ the other.
A) reinforcing B) multiplying
C) emphasizing D) increasing
19. Niagara Falls is a great tourist _______, drawing millions of visitors every year.
A) arrangement B) attraction
C) appointment D) attention
20. What could have _______ her _______ this state of despair?
A) brought; forward B) brought; on
C) brought; to D) brought; about
21. The clothes a person wears may express his _______ or social position.
A) determination B) significance
C) curiosity D) status
22. These weapons add a new _______ to modern warfare.
A) dimension B) flavor
C) factor D) aspect
23. The criminal was arrested on _______ of murder.
A) suspect B) doubt
C) wonder D) suspicion
24. She cooked the meat for a long time so as to make it _______ enough to eat.
A) light B) tender
C) mild D) slight
25. Language is accompanied by a continuous flow of nonverbal _______, which involves not only the voice but also the face and the body.
A) conference B) conversation
C) discussion D) communication
26. The old painting was damaged in the flood and had to be _______.
A) restored B) reserved
C) reunited D) reflected
27. More than 5,000 residents will participate in the first _______of the project.
A) phenomenon B) pharmacy
C) phrase D) phase
28. Although these wide modern roads are generally splendid and well maintained, with few sharp curves and many straight _______, a direct route is not always the most enjoyable one.
A) selections B) separations
C) sections D) series
29. The manager lost his _______ just because his secretary was ten minutes late.
A) mood B) passion
C) mind D) temper
30. The hurricane did a lot of damage to the coastal villages: several fishing boats were _______ and many houses collapsed.
A) torn B) wrecked
C) spoiled D) injured
31. At the universities of Oxford and Cambridge the _______ of teachers to students is very high.
A) ratio B) proportion
C) percentage D) number
32. If you don’t like to play tennis, you _______ stay at home.
A) may very well B) may just as well
C) may well D) may be well
33. The new furniture does not _______ to the design of the new room.
A) condemn B) confirm
C) confine D) conform
34. Being a manager in such a big company has always been _______ his widest dreams.
A) beyond B) above
C) over D) under
35. Her tears _______great sympathy from the audience.
A) elicited B) engaged
C) commanded D) aroused
36. The employer is _______ to ask for references.
A) entitled B) despair
C) conceited D) condemned
37. The past decades have witnessed an enormous worldwide political, economical and cultural _______.
A) transformation B) tradition
C) transportation D) transmission
38. Running your own business usually_______ working long hours.
A) involves B) includes
C) comprises D) contains
39. Our journey was slow because the train stopped _______ at different villages.
A) necessarily B) continually
C) unceasingly D) gradually
40. He strode quickly down the street, ignoring the beggars who were _______ out their hands for money.
A) stretching B) lending
C) reaching D) extending
Part III Reading Comprehension （Reading in Depth）(1.5×20=30 points)
Section A
Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please write down the corresponding letter for each item on the Answer Sheet. You may not use any of the words in the bank more than once.
Questions 41 to 50 are based on the following passage.
A) academic B) appropriate C) attain D) communicate E) hardship
F) individual G) inferior H) least I) opportunity J) personal
K) personality L) relax M) reliable N) solve O) various
We feel that there are many disadvantages in arranging pupils into different classes. It is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total___41___. We are concerned to develop the abilities of all our pupils to the full, not just their___42___ ability. We also value personal qualities and social skills, and we find that mixed ability teaching contributes to all these aspects of learning.
In our classrooms, we work in___43___ ways. The pupils often work in groups, which gives them the ___44___ to learn to cooperate, to share, and to develop leadership skills. They also learn how to cope with ___45___ problems as well as learning how to think, to make decisions, to analyze and evaluate, and to ___46___ effectively. The pupils learn from each other as well as from the teacher.
Sometimes the pupils work in pairs or on ___47___ tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when this is ___48___. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. We expect our pupils to do their best, not their ___49___, and we give them every encouragement to ___50___ this goal.
Section B
Directions: There are 2 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 down the corresponding letter on the Answer Sheet.
Passage One
Questions 51 to 55 are based on the following passage.
Sex and connections: these are not the criteria on which science should be judged, least of all by scientists. But in the first extensive analysis of the way that fellowships in science are awarded, which is published this week in Nature, Christine Wenneras and Agnes Wold, microbiologists at Gothenburg University, in Sweden, found that these factors matter as much as, if not more than, scientific merit.
Peer review, the evaluation (often anonymous) of a piece of scientific work by other scientists in the same field, is central to the way in which science proceeds. Journals use it to help decide whether to publish papers and funding agencies use it when deciding to whom to award grants.
Dr. Wenneras and Dr. Wold analyzed the reviews of the 114 applications that the Swedish Medical Research Council received for the 20 postdoctoral fellowships it offered in 1995. Of the applicants, 46% were women. Of the successful recipients of the awards, only 20% were women. In principle, of course, that might reflect their abilities. In practice, other factors seem to be at work.
When the council gets a grant application, it is evaluated by five reviewers, on three measures: scientific competence, the proposed methodology and the relevance of the research. Each measure is given a score of between zero and four; each reviewer’s scores are multiplied together, giving a single score between zero and 64; and finally, the scores from the reviewers are averaged together, giving the total score.
Dr. Wenneras and Dr. Wold identified, after careful analysis, two factors that improved the scores significantly: being male and knowing a reviewer. In fact, the difference was so great that in order to get the same competence score as a man, a woman would need either to know someone on the committee or to have published three more papers than the man in Nature or Science. It is often joked that a woman has to be twice as good as a man to do well; Dr. Wenneras and Dr. Wold found that she would need to be, on average, 2.5 times as good on their measures to be rated as highly by reviewers. Such being the case, ambitious women would perhaps do well to return to a time-honored but supposedly obsolete tradition, and apply under a male name.
51. What is this passage mainly about?
A) Abuses in peer review.
B) Favoritism in granting fellowships.
C) A comparison of male and female scientists.
D) Sex discrimination in the science world.
52. What is the other most important factor beside sex that may affect peer review scores?
A) Connections.
B) Publication of papers in major science journals.
C) Competence of the researcher.
D) Methods used by the researcher.
53. What does the word “relevance” in the fourth paragraph probably mean?
A) Feasibility. B) Connections.
C) Practical value or importance. D) Probability of success.
54. What does the author suggest by using “supposedly” in the last sentence?
A) It is no longer fashionable for women to write under male names.
B) Bias against women still exists today.
C) Women today are on an equal footing with men.
D) Nowadays women do as well in science as men.
55. This piece of writing is most likely ______.
A) a news report B) a research paper
C) a lecture D) an argument
Passage Two
Questions 56 to 60 are based on the following passage.
The oldest stone buildings in the world are the pyramids. They have stood for nearly 5000 years, and it seems likely that they will continue to stand for thousands of years yet. There are over eighty of them scattered along the banks of the Nile, some of which are different in shape from the true pyramids. The most famous of these are the “Step” pyramid and the “Bent” pyramid.
Some of the pyramids still look much as they must have done when they were built thousands of years ago. Most of the damage suffered by the others has been at the hands of men who were looking for treasure or, more often, for stone to use in modern buildings. The dry climate of Egypt has helped to preserve the pyramids, and their very shape has made them less likely to fall into ruin. These are good reasons why they still can be seen today, but perhaps the most important is that they were planned to last forever.
It is practically certain that plans were made for the building of the pyramids because the plans of other large works have fortunately been preserved. However, there are no writings or pictures to show us how the Egyptians planned or built the pyramids themselves. Consequently, we are only able to guess at the methods used. Nevertheless, by examining the actual pyramids and various tools which have been found, archaeologists have formed a fairly clear picture of them.
One thing is certain: there must have been months of careful planning before they could begin to build. The first thing they had to do was to choose a suitable place. You may think this would have been easy with miles and miles of empty desert around, but a pyramid could not be built just anywhere. Certain rules had to be followed, and certain problems had to be overcome.
The step pyramid had to be on the west side of the Nile; the side on which the sun set. This was for religious reasons. It also had to stand well above the level of the river to protect it against the regular floods. It could not be too far from the Nile, however, as the stones to build it needed to be carried in boats down the river to the nearest point. Water transport was, of course, much easier than land transport. The builders also had to find a rock base which was not likely to crack under the great weight of the pyramid. Finally, it had to be near the capital, or better still, near the king’s palace so that he could visit it easily and personally check the progress being made on the final resting place for his body.
56. The point that the writer makes about the “Step” pyramid in particular is that it is .
A) unlikely to fall into ruin in the near future
B) unlikely to last for another 5000 years
C) not a true pyramid
D) on the banks of Nile
57. One of the reasons why some pyramids remain well preserved is that .
A) people have taken good care of them
B) it does not rain often
C) they have been buried in sand
D) the Egyptian government has protected them from harm
58. Most of the damage to the pyramids has been caused by .
A) the weather
B) people searching for gold
C) the Nile river
D) people in search of building materials
59. What, according to the writer, is the “one thing that is certain”?
A) Pyramids required extensive planning.
B) A pyramid’s site was not chosen with care.
C) We know nothing else about the building of pyramids.
D) Pyramids posed many difficult problems.
60. Why did the Egyptians build the pyramids along the banks of the Nile?
A) This must have been for religious reasons.
B) It was difficult to find large rock bases far from the river.
C) Pyramids had to be built on the west side of the Nile.
D) The river helped a lot in the transportation of building materials.
Part IV Cloze (0.5×20=10 points)
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. Then write down the corresponding letter on the Answer Sheet.
Have you ever wondered what our future is like? Practically all people___61___a desire to predict their future___62___. People seem inclined to___63___this task using causal reasoning. First, we generally___64___that future circumstances are___65___caused or conditioned by present___66___. We learn that getting an education will___67___how much money we earn later and that swimming beyond the reef may bring an unhappy___68___with a shark.
Second, people also learn that such___69___of cause and effect are probabilistic（概率）in nature. That is, the effects occur more often when the causes occur than when the causes are___70___, but not always. ___71___, students learn that studying hard___72___ good grades in most instances, but not every time. Science makes these concepts of causality and probability more explicit and___73___techniques for dealing___74___then more rigorously than does causal human inquiry. In looking at ordinary human inquiry, we need to___75___between prediction and understanding. Often, even if we don’t understand why, we are willing to act___76___the basis of a demonstrated predictive ability.
Whatever the primitive drives___77___motivate human beings, satisfying them depends heavily on the ability to predict future circumstances. The attempt to predict is often played in a___78___of knowledge and understanding. If you can understand why certain regular patterns___79___, you can predict better than if you simply observe those patterns. Thus, human inquiry aims___80___answering both “what” and “why” question, and we pursue these goals by observing and figuring out.
61. A) exhibit B) exaggerate C) examine D)exceed
62. A) contexts B) circumstances C) inspections D)intuitions
63. A) underestimate B) undermine C) undertake D) undergo
64. A) recall B) recede C) reckon D)recognize
65. A) somehow B) somebody C) someone D)something
66. A) one B) ones C) one’s D) oneself
67. A) enact B) affect C) reflect D) inflect
68. A) meeting B) occurrence C) encounter D) contact
69. A) patterns B) designs C) arrangements D) pictures
70. A) disappointed B) absent C) inadequate D) absolute
71. A) Thus B) So that C) However D) Though
72. A) creates B) produces C) loses D) protects
73. A) prevents B) proceeds C) provides D) predicts
74. A) for B) at C) in D) with
75. A) distinguish B) distinct C) distort D) distract
76. A) at B) on C) to D) under
77. A) why B) how C) that D) where
78. A) content B) contact C) contest D) context
79. A) happen B) occur C) occupy D) incur
80. A) at B) on C) to D) beyond
Part V Translation (2×5=10 points)
Directions: Translate the following sentences into English, using the words and phrases in brackets. Then write the corresponding sentence on the Answer Sheet.
81. 如果不立即采取行动，许多种野生动物就会因饥饿而死亡。(without, hunger)
82. 我们邀请了所有的朋友去野餐，但是由于下雨只来了其中的五位。(show up)
83. 他们之间已经超越了一般的朋友关系。(go beyond)
84. 那首歌总是使她回想起在芝加哥度过的那个夜晚。 (remind … of …)
85. 如今石油的价格是几年前的两倍。(as…as)
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