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2007年江西师范大学英语考研试题.doc
2007 年江西师范大学英语考研试题
Part I Listening Comprehension (20 minutes)
Section A
Directions: In this section, you will hear 10 short conversations. At the end of
each conversation, a question will be
asked about what was said. Both the conversation and the question will be spoken
only once. After each question there
will be a pause. During the pause, you must read the four choices marked [A], [B],
[C] and [D], and decide which is
the best answer. Then mark the corresponding letter on the Answer Sheet with a single
line through the center. (10%)
1. [A]69 [B]59 [C]67 [D]76
2. [A] On the earth [B]In an ocean [C]In Africa [D]On the moon
3. [A] Because they need handkerchiefs. [B] Because the movie is sad.
[C] Because they like movies. [D] Because the movie is funny.
4. [A] Buy a car [B] Buy a house [C] Move to the city [D] Rent a car
5. [A] A housewife [B] A teacher [C] A director [D] A writer
6. [A]The government should help those youngsters.
[B]The government should take the place of those youngsters.
[C]The government should encourage those youngsters.
[D]The government should place restrictions on those youngsters.
7. [A] Because they had the same interests. [B] Because they got along very well.
[C] Because both of them were sociable. [D] Because both of them were humorous.
8. [A] She likes riding horses. [B]She has been promoted once a year.
[C]She won the second place in a contest. [D]she is very excited.
9. [A] It is very neat. [B]It is a mess. [C]It is very pleasant. [D]It is a hell.
10.[A]He got the camera at a very low price. [B]The camera is very expensive.
[C]The camera is worth nothing. [D]He does not like the camera.
Section B
Directions: In this section, you will hear 3 short passages. At the end of each
passage, you will hear some
questions. Both the passage and the questions will be from the four choices marked
A, B, C and D. Then mark
the corresponding letter on Answer sheet 2 with a single line through the centre.
(10%)
Passage one Questins 11 to 14 are based on the passage you have just heard.
11. [A]Because he began to change five hundred years ago. [B] Because he never stops
changing.
[C] Because he never stops growing. [D] Because he has recently began to change.
12. [A] Because their brains will grow faster than at present.
[B] Because their brains will be in constant use.
[C] Because their brains will play an important part.
[D] Because their brains will need more room than at present.
13. [A] He will have bigger eyes. [B]He will get weaker eyes.
[C]He will see better. [D]He will have to wear better glasses.
14. [A] It will grow darker. [B]It will stop growing completely.
[C]It will fall out more often. [D]It will get longer.
Passage two Questions 15 to 17 are based on the passage you have just heard.
15. [A] The U.S. [B] Other countries. [C] Post-Cold War politics. [D] All of the
above.
16. [A] Because of its geographical location. [B] Because of the power of the country.
[C] Because of their sense of security. [D] Because of their Cold War politics.
17. [A] Pearl Harbor incident. [B] John F. Kennedy Assassination.
[C]Defeat in the Vietnam War. [D] Martin Luther King’s Assassination.
Passage three Questions 18 to 20 are based on the passage you have just heard.
18. [A]They were talking about their home towns.
[B] They were discussing how echoes worked in different places.
[C] They were joking with each other.
[D] They were talking about their recent travels.
19. [A] In Vermont. [B] In Colorado. [C] In Mississippi. [D] In Missouri.
20. [A]The echo in the church in Missouri was most unusual.
[B]Mark Twain’s two friends had never heard a real echo.
[C] Mark Twain was taken in by his friends.
[D] Mark Twain knew how to tease his friends.
Part II Reading Comprehension (60 minutes)
Directions: There are 5 reading passages in this part. Each passage is followed by
some questions .For each of them
there are four choices marked [A], [B], [C] and [D]. You should decide on the best
choice and mark the corresponding
letter on the Answer Sheet with a single line through the centre.(30%)
Passage 1
It is incongruous that the number of British institutions offering MBA courses
should have grown by 254 percent
during a period when the economy has been sliding into deeper recession. Optimists,
or those given to speed,
assumptions, might think it marvelous to have such a resource of business school
graduates ready for the recovery.
Unfortunately, there is now much doubt about the value of the degree not least among
MBA graduates themselves,
suffering as they are from the effects of recession and facing the prospect of
shrinking management structures.
What was taken some years ago as a ticket of certain admission to success is now
being exposed to the scrutiny
of cost-conscious employers who seek “can-dos” rather than “might-dos”, and who
feel that academia has not been
sufficiently appreciative of the needs of industry or of the employers’ possible
contribution.
It is curious, given the name of the degree, that there should be no league table
for UK business schools; no
unanimity about what the degree should encompass; and no agreed system of
accreditation. Surely there is something
wrong. One wonders where all the tutors for this massive infusion of business
expertise came from and why all this
mushrooming took place.
Perhaps companies that made large investments would have been wiser to invest in
already existing managers,
perched anxiously on their own internal ladders. The Institute of Management’s 1992
survey, which revealed that
eighty-one percent of managers thought they personally would be more effective if
they received more training,
suggests that this might be the case. There is, too, the fact that training alone
does not make successful managers.
They need the inherent qualifications. Of character; a degree of self-subjugation;
and, above all, the ability to
communicate and lead; more so now, when empowerment is a buzzword that is at least
generating genuflexions, if not
total conviction.
One can easily think of people, some comparatively unlettered, who are now lauded
captains of industry. We may,
therefore, not need to be too concerned about the fall in applications for business
school places, or even the doubt
about MBAs. The proliferation and subsequent questioning may have been an inevitable
evolution. If the
Management Charter Initiative, now exploring the introduction of a senior management
qualification, is successful,
there will be a powerful corrective.
We believe now that management is all about change. One hopes there will be some
of that in relationship
between management and science within industry, currently causing concern and which
is overdue for attention.
No-one doubts that we need more scientists and innovation to give us an edge in an
increasingly competitive world. If
scientists feel themselves undervalued and under-used, working in industrial
ghettos, that is not a promising augury
for the future. It seems we have to resolve these misapprehensions between science
and industry. Above all, we have
to make sure that management is not itself smug about its status and that it does
not issue mission statements about
communication without realizing that the essence of it is a dialogue. More
empowerment is required and we should
strive to achieve it.
21. What is the writer’s view in the reading passage?
[A]He believes that there are too many MBAs [B] He believes that the degree is
over-valued
[C] He believes that standards are inconsistent [D] He believes that the degree has
dubious value
22.According to the passage, employers ______ .
[A]feel that they have not been consulted sufficiently about their needs
[B]consider that cost-consciousness is the most important qualification
[C]are more concerned about the value of the degree than graduates themselves
[D]feel that MBAs will not be necessary because of shrinking management structures
23. According to the passage _____ .
[A]managers need a degree and the ability to communicate
[B]training need to be done in groups to be successful
[C]managers today must have good communication and leadership skills
[D]industrial managers do not need to write letters
24. In the writer’s opinion _____ .
[A]science increases competition [B]scientists are undervalued
[C]the management of science needs reassessment [D]management feels smug about its
status
25. Which of the information is true according to the passage?
[A]Most managers interviewed felt that their colleagues needed more training
[B]Employers today are looking for proven experience rather than potential ability
[C]The Management Charter Initiative is an attempt to standardize MBAs
[D]Companies would have benefited more from recruiting MBAs rather than investing
in their own staff
Passage 2
There are two methods of fighting, the one by law, the other by force; the first
method is that of men, the second
of beasts; but as the first method is often insufficient, one must have recourse
to the second. It is, therefore, necessary
for a prince to know how to use both the beast and the man. This was covertly taught
to the rulers by ancient writers,
who relate how Achiiles and many others of those ancient princes were given Chiron
the centaur to be brought up and
educated under his discipline. The parable of this semi-animal, semi-human teacher
is meant to indicate that a prince
must know how to use both natures, and that one without the other is not durable.
A prince, being thus obliged to know well how to act as a beast, must imitate the
fox, and the lion, for the lion
cannot protect himself from traps, and the fox cannot defend himself from wolves.
Those that wish to be only lions do
not understand this. Therefore, a prudent ruler ought not to keep faith when by doing
so it would be against his
interest, and the reasons which made him bind himself no longer exist. If men were
all good, this percept would not be
a good one; but as they are bad, and would not observe their faith with you, so you
are not bound to keep faith with
them. Nor have legitimate grounds ever failed a prince who wishes to show colorable
excuse for the unfulfilment of
his promise. Of this one could furnish an infinite number of examples, and also how
many times peace has been
broken, and how man promises rendered worthless, by the faithlessness of princes,
and those that have best been able
to imitate the fox have succeeded best. But it is necessary to be able to disguise
this character well, and to be a great
feigner and dissembler, and men are so simple and so ready to obey present necessities,
that the one who deceives will
always find those who allow themselves be to deceived.
26.The writer does not believe that ____ .
[A]the truth makes men free [B]people can protect themselves
[C]princes are human [D]leaders have to be consistent
27. “Prince” in the passage designates ____ .
[A]anyone in power [B]elected officials [C]aristocrats [D]sons of kings
28. The lion represents those who are ____ .
[A]too trusting [B]reliant on force [C]strong and powerful [D]lacking in
intelligence
29.The fox, in the passage, is ____ .
[A]admired for his trickery [B]no match for the lion [C]pitied for his wiles
[D]considered worthless
30. The writer suggests that a successful leader must ____ .
[A]be prudent and faithful [B]cheat and lie [C]have principle to guide his actions
[D]follow the truth
Passage 3
The livelihood of each species in the vast and intricate assemblage of living things
depends on the existence of
other organisms. This interdependence is sometimes subtle, sometimes obvious.
Perhaps the most straightforward
dependence of one species on another occurs with parasites, organisms that live on
or in other living things and derive
nutrients directly from them. The parasitic way of life is widespread. A multitude
of microorganisms ( including
viruses and bacteria ) and an army of invertebrates
◆◆
or creatures lacking a spinal column (including crustaceans,
insects, and many different types of worms )
◆◆
make their livings directly at the expense of other creatures. In the
face of this onslaught, living things have evolved a variety of defense mechanisms
for protecting their bodies from
invasion by other organisms.
Certain fungi and even some kinds of bacteria secrete substances known as antibiotics
into their environment.
These substances are capable of killing or inhibiting the growth of various kinds
of bacteria that also occupy the area,
thereby eliminating or reducing the competition for nutrients. The same principle
is used in defense against invaders
in other groups of organisms. For example, when attacked by disease-causing fungi
or bacteria, many kinds of plants
produce chemicals that help to ward off the invaders.
Members of the animal kingdom have developed a variety of defense mechanisms for
dealing with parasites.
Although these mechanisms vary considerably, all major groups of animals are capable
of detecting and reacting to
the presence of “foreign” cells. in fact, throughout the animal kingdom, from
sponges to certain types of worms,
shellfish, and all vertebrates ( creatures possessing a spinal column ) , there is
evidence that transplants of cells or
fragments of tissues into an animal are accepted only if they come from genetically
compatible or closely related
individuals.
The ability to distinguish between “self ” and “nonself ” , while present in
all animals, is roost efficient among
vertebrates, which have developed an immune system as their defense mechanism. The
immune system recognizes
and takes action against foreign invaders and transplanted tissues that are treated
as foreign cells.
31. What does the passage mainly discuss?
[A]How parasites reproduce. [B]How organisms react to invaders.
[C]How antibiotics work to cure disease. [D]How the immune system of vertebrates
developed.
32. The word “intricate” in line 1 is closest in meaning to ____ .
[A]difficult [B]widespread [C]critical [D]complex
33. According to the passage, some organisms produce antibiotics in order to ____ .
[A]prevent disease in humans [B]aid digestion
[C]fight off other organisms [D]create new types of nutrients
34. According to the passage, a transplant of tissue between genetically
incompatible organisms will result in the
transplanted tissue ____ .
[A]becoming a parasite [B]being treated as an invader
[C]altering its genetic makeup [D]developing a new immune system
35. According to the passage, the ability to distinguish between “self” and
“nonself” enables vertebrates to ____ .
[A]accept transplanted cells [B]detect and react to invasion
[C]weaken their immune system [D]get rid of antibiotics
Passage 4
For reasons yet to be fully understood, one out of ten human beings in the world
is left-handed, and from one
generation to the next, this ratio is roughly preserved. As we know, left-handedness
cuts across socioeconomic, ethnic,
and gender lines. Yet throughout history prominent figures in science
◆
to say nothing of religion
◆
have identified in
left-handedness signs of viciousness or worse. In 1903, Italian physician Cesare
Lombroso identified left-handedness
as one of the degeneracy signs of the born criminals. Three years later, Dr. Wilhelm
Fliess suggested that
left-handedness was a reliable identification of homosexuality. And in 1937 British
psychologist Cyril Burt declared
left-handedness to be a mark of an ill-organized nervous system.
As demonstrated by all the “therapeutic” coercion that left-handed children were
subjected to during the first half
of the 20th century, these biases had more than just a theoretical impact. Yet even
when this gauche predilection was
being discouraged, handism was certainly never taken as seriously as racism or sexism
now is. Perhaps it’s the
arbitrary nature of the trait that has militated against meaningful discrimination.
After all, even when both parents are
right-handed, there is still a 10 percent chance that they will bring a left-handed
baby into the world. Moreover, a
white baby born in Scaresdale is just as likely to be left-handed as a black baby
in Hardem. Hence when the
left-handed George Bush became President of the United States, it was hardly
interpreted as a blow against prejudice.
Nor was much attention paid to the fact that Ronald Reagan and Gerald Ford were also
southpaws.
36. Left-handedness is ____ .
[A]a thing that is cultivated [B]a thing that occurs by pure chance
[C]a thing of genetic inheritance [D]a thing that occurs more in prominent figures
37.According to the passage, left-handedness ____ .
[A]is discouraged but not discriminated against
[B]has caused discrimination as serious as sexism and racism
[C]is a subject that has drawn more and more attention
[D]is an advantage in running for public office
38.The word “handism” in Line 3 Paragraph 2 most probably means ____ .
[A]being skillful with one’s hands [B]quality of being convenient
[C]discrimination against left-handed people [D]encouragement to use both hands
instead of one
39. The word “southpaws” at the end of the passage means ____ .
[A]a boxer from the south [B]a politician from a southern state
[C]a person with extraordinarily large hands [D]a left-handed person
40. Judging from the context, Scarsdale is a place inhabited by ____ .
[A]white people [B]black people [C]mixed races [D]rich people
Passage 5
There is widespread belief that the emergence of giant industries has been
accomplished by an equivalent surge
in industrial research. A recent study of important inventions made since the turn
or the century reveals that more than
half were the product of individual inventors working alone. Independent of
organized industrial research. While
industrial laboratories contributed such important products as nylon and
transistors, independent inventors developed
air conditioning, the automatic transmission, the jet engine, the helicopter,
insulin, and streptomycin. Still other
inventions, such as stainless steel, television, sillicons, and plexiglass were
developed through the combined efforts of
individuals and laboratory teams.
Despite these findings, we are urged to support monopoly power on the grounds that
such power creates an
environment supportive of innovation. We are told that the independent inventor,
along with the small firm, cannot
afford to undertake the important research needed to improve our standard of living
while protecting our diminishing
resources; that only the prodigious assets of the giant corporation or conglomerate
can afford the kind of expenditure
that can produce the technological advances vital to economic progress. But when
we examine expenditure for
research, we find that of the more than $35 billion spent each year in this country,
almost two-thirds is spent by the
federal government. More than half of this government expenditure is funneled into
military research and product
development, accounting for the enormous increase in spending in such industries
as nuclear energy, aircraft, missiles,
and electronics. There are those who consider it questionable that these
defense-linked research projects will account
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