中国社会科学院研究生院 1aKY
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2015 年攻读博士学位研究生入学考试试卷 "&/:"~r
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英 语 BCB"&:}
2015 年 3 月 14 日 SdhdXVZ
8:30 – 11:30 Ws?BAfP
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PART I: Vocabulary and Grammar |+Z,
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Section A (10 points)
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Directions: Choose the answer that best fills in the blank.
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1. Even the president is not really the CEO. No one is. Power in a corporation is concentrated and K7}EL|Kx
vertically structured. Power in Washington is ______________ and horizontally spread out. \a+F/I$hwa
a. prudent b. reversible c. diffuse d. mandatory Saa
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2. In describing the Indians of the various sections of the United States at different stages in their AfKJaDKf
history, some of the factors which account for their similarity amid difference can be readily L%`~`3%n-
accounted for, others are difficult to _______________. H=]$9ZH!
a. refine b. discern c. embed d. cluster E",s
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3. The partial transfer of legislative powers from Westminster, implemented by Tony Blair, was *leQd^47
designed to give the other members of the club a bigger ______________ and to counter ^
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centrifugal forces that seemed to threaten the very idea of the union. VKy:e.
a. say b. transmission c. decay d. contention 6N(Wv0b $
4. It can hardly be denied the proliferation of so-called dirty books and films has, to date, reached #M
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almost a saturation point. People do not acknowledge the _______________ fact that children sKIWr{D
are bound to be exposed to ―dirty words‖ in a myriad of ways other than through the public uy\<t
airwaves. Mj |)KDL
a.irrefutable b. concrete c. inevitable d. haphazard [dFxW6n
5. A condition is an essential term of the contract. If a contract is not performed, it may constitute a Wq
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substantial breach of contract and allow the other party to _______________ the contract, that is, rb%P30qc4
treat the contract as discharged or terminated. X>OO4SV
a. repudiate b. spurn c. decline d. halt x<60=f[O2R
6. Each of us shares with the community in which we live a store of words as well as agreed %)*!(%\S*3
conventions ______________ these words should be arranged to convey a particular message. {Eb
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a. as the way by which b. by the way in which +B^/ =3P
c. as to the way in which d. in the way of which @
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7. Rarely ______________ a technological development _______________ an impact on many r=4'6!
aspects of social, economic, and cultural development as greatly as the growth of electronics. "L.)ML
a. has… had b. had…had c. has…has d. have…had 5%D:wS1
8. If early humans ______________ as much as they did, they probably ______________ to evolve bW<_K9"
into different species. .Tt \U
a. did not move and intermingle…would continue O_0|Q@
b. would not move and intermingle…had continued {g\Yy(r
c. had not moved and intermingled…would have continued 1B=vrG
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d. were not to move and intermingle…could have continued2 gbwKT`N*
9. It was ______________ the last time around the track ______________ I really kicked it +o(t5O[G
in--passing the gossiping girlfriends, blocking out the whistles of boys who had already _z\oDd`'
completed their run and now were hanging out on the grassy hill, I ran--pushing hard, breathing Lx,"jA/
shallowly, knowing full well that I was going to have to hear about it from my disapproving n )YNt
friends for the next few days. CeS8I-,
a. not until…when b. not until…that c. until…when d. until…that 7^'TU=ss_
10.One impediment ______________ the general use of a standard in pronunciation is the fact v^y3r
______________ pronunciation is learnt naturally and unconsciously, while orthography is }
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learnt deliberately and consciously. wx -NUTRim
a. in…which b. of …in which c. on…that d. to…that Mcc774'*9
Section B (5 points) =$Sf]L
Directions: Choose the word that is the closest in meaning with the underlined word. J|_&3@r
11. It is some 15 million Hindus, Sikhs and Muslims swept up in a tumultuous shuffle of citizens im9
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between India and Pakistan after the partition of the subcontinent in 1947. '?t]iRCeI7
a. division b. turmoil c. fusion d. consolidation 9_JK.
12. Concerning speculation, philosophy looks upon things from the broadest possible perspective; 9=@j]g|
for criticism, it has the twofold role of questioning and judging everything that pertains either ]Gow
to the foundations or to the superstructure of human thinking. PKT0Drv}c7
a. inebriates b. forsakes c. relates d. emaciates y/mxdPw
13. Meeting is, in fact, a necessary though not necessarily productive psychological side show. _X;^'mqf~
Perhaps it is our civilized way to moderating,if not preventing, change. #Bj{
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a. promoting b. impeding c. tempering d. arresting Smo^/K`f9
14. The truth about alliances and their merit probably lies somewhere between the travel utopia O^G/(
presented by the players and the evil empires portrayed by their critics. qd~)Ya1
a. collaboration b. worth c. triumph d. defect ;j=/2vU~@
15. But Naifeh and Smith reveal a keen intellect, an avid reader and a passionate observer of other 5[`!\vCiZ
artists’ work who progressed from labored figure studies to inspired outbursts of creative energy. 5fv eQI~!
Far from an artistic flash in the pan, he pursued his calling with dogged determination against w;0NtV|
nearly insurmountable odds. \hQ[5>
a. insuperable b. unsurpassable c. uncountable d. invaluable dMw7Lp&
Section C (5 points) XD{U5.z>y
Directions: Choose the letter that indicates the error in the sentence. 5X\3y4
16. One of the most important non-legislative functions of the U.S. Congress is the power to3 %/
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investigate, which is usually delegated to committees—either standing committees, special X/lLM`
A B AR`X2m '
committees set for a specific purpose, or joint committees consisting of members of both @cAv8iK
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houses. s6OnHX\it7
17. One of the important corollaries to the investigative power is the power to publicize JTNQz
investigations and their results. Most committee hearings are open to public and are reported x8.7])?w
A B mC
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widely in the mass media. Congressional investigations thus represent one important tool rK)So#'
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available to lawmakers to inform the citizenry and to arouse public interest in national issues. WfBA5
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18. It is not a voice we recognize at once, whereas our own handwriting is something which we 49nZWv48"_
A B ~KDx
almost always know. We begin the natural learning of pronunciation long before we start }Ga@bY6
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learning to read or write, and in our early years we go on unconsciously imitating and Pr{? A]dQ
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practicing the pronunciation of those around us for many hours everyday. sDK
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19. It had happened too often that the farmers sold their wheat soon after harvest when farm debts N$M#3Y;
A Z_}vjk~s
were coming due, only to see prices rising and speculators getting rich. On various occasions, F}DdE
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producer groups, asked firmer control, but the government had no wish to become involved, at 3Ku!;uo!u
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least not until wartime when wheat prices threatened to run wild. `mQY%p|
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20. Detailed studies of the tribe by the food scientists at the University of London showed that <P3r+ 1|R
A 1Z'cL~9
gathering is a more productive source of food than is hunting. An hour of hunting yields on FviLlly6
B C }IC$Du#
average about 100 edible calories as an hour of gathering produces 240. X, <l
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PART II: Reading comprehension (30 points) SDcxro|8i
Directions: Choose the best answers based on the information in the passages below. yHurt>8b[
Passage 1 <P'^olQ
Plato’s Republic has been the source of great consternation, especially in literary circles, for its 4 hqnJ@N$yY
attack on the poets. Socrates in fact asserts that they should have no place in the ideal state. Eric b=9(gZ 9
Havelock suggests that there are several misunderstandings in this regard, and in his Preface to `)`_G!a
Plato he identifies the issues, explains the historical context. o$'Fz[U
Havelock opens his discussion by suggesting that the very title of the Republic is the source of KZ6}),p
much confusion. The book is commonly understood to be a treatise on the ideal political entity, but ';+;
even a casual analysis will show that only one-third of the text is concerned with statecraft. The V5i_\A
other two-thirds cover a variety of subjects, but the thrust of Plato’s argument amounts to an attack bS3qX{5
on the traditional Greek approach to education. vz)A~"E
The educational methods still in use in the 4th century BC had their origins in what has been 5{zXh
called the Greek Dark Age beginning around 1200 BC when the Mycenaean era collapsed. Very ?Mp~^sgp'
little is known about the whys and wherefores of this collapse, but it wasn’t until around 700 BC 2}'qu)
that the Phoenician alphabet began to be adapted and used in the Greek-speaking world. During the V,<,;d fR
intervening centuries, all knowledge concerning Greek history, culture, mores and laws were orally rwtSn?0z"
transmitted down through the generations. The most effective device in aid of memorizing vast U)zd~ug?m
amounts of information was rhyme. The epic form we see in Homer’s Iliad grew out of the need to 7,!Mmu
preserve the Greek cultural memory. Havelock takes the reader through Book 1 of The Iliad and P0Ds7xh]h
dissects it in detail to show how this cultural, historical and ethical heritage was conveyed. The X8ev uN
Iliad takes on new and significant meaning to the reader of this minute examination. m`g%\o^6i
The Iliad and presumably other poetic vehicles were taught to children from an early age. The Y6`9:97
whole of the Greek-speaking world was immersed in the project of memorizing, and out of the .i"v([eQ
masses arose those individuals with superior memories and theatrical skills who became the next ^OI
generation of minstrels and teachers. Education was thus comprised of memorization and rote vYL{5,t {1
learning, and the people enjoyed constant reminders through public readings and festivals. oZ& ns!#
Plato’s focus in the Republic and elsewhere is on Homer and Hesiod and to some extent the //JF$o=)
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dramatists which at the time were the centerpieces of the educational regime. Their works presented 6^wg'u]c
gods and heroes as fundamentally immoral and thus bad examples for youth. The overall result is ci+Pg9sS
that the Greek adolescent is continually conditioned to an attitude which at bottom is cynical. It is _R1UEE3M
more important to keep up appearances than to practice the reality. Decorum and decent behavior `V w9j,G
are not obviously violated, but the inner principle of morality is. Once the Republic is viewed as a dg4"4\c*P
critique of the educational regime, Havelock says that the logic of its total organization becomes V(L~t=k$
clear. KA`1IW;
What Plato was railing against was an ―oral state of mind‖ which seems to have persisted even ba%[!
though the alphabet and written documentation had been in use for three centuries. Illiteracy was 6[69|&
thus still a widespread problem in Plato’s time, and the poetic state of mind was the main obstacle A~ '2ki5$g
to scientific rationalism and analysis. This is why Plato regarded the poetic or oral state of mind as B+jT|Y'
the arch-enemy. In his teachings he did the opposite. He asked his students to ―think about what XU2HWa
they were saying instead of just saying it.‖ The epic had become, in Plato’s view, not ―an act of zr&K0a{hc
creation but an act of reminder and recall‖ and contributed to what Havelock terms ―the Homeric iEr|?,
state of mind.‖ It was Socrates’ project (and by extension Plato’s) to reform Greek education to 5BS-q"
encourage thinking and analysis. Thus all the ranting and railing about the ―poets‖ in Plato’s Y3-Tg~/~W
Republic was limited basically to Homer and Hesiod because of what he viewed as a wholly mZ/?uPIa
inadequate approach to education of which these particular poets were an integral part. 6"|PJ_@P
Unfortunately, Western culture has misconstrued what Plato and Socrates meant by ―the 6aM
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poets.‖ And because we view poetry as a highly creative and elevated form of expression, our 5 #Q^mdv?
critics have failed to recognize that Plato’s diatribe had a very specific and limited target which had HNY{%D
nothing to do with high-minded creativity, of which there is plenty, by the way, in the proscribed (
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poets. It wasn’t really the poets who were the problem; it was the use of them that was deemed -njxc{b
unacceptable. ,T|iA/c
Post-Havelock, we can now read the Republic with the scales lifted from our eyes and see it ~NpnRIt
for what it really was: an indictment of an antiquated educational regime which had no place in a 4-E9a _
democratic society. sG}}a}U1
Comprehension Questions: *W(b = u
21. The mistaken understanding of Plato's Republic consists in the widespread belief that it consists E"#<I*b
of _______________. 0w< iz;30
a. literary criticism b. a treatise on the ideal polity /p<mD-:.M
c. a critique of rationalism d. an indictment of an obsolete pedagogy I4m)5G?O2
22. According to Havelock, Plato’s anger with the poets arose from: $]|_xG-6{
I: Their representation of gods and heroes as fundamentally immoral and thus bad examples for tK g%5;v
youth. Bpo~x2p
II: Their transmission of culture, mores and laws. U,RIr8 G
a. I. b. II. c. Both I and II. d. Neither I nor II. ]K XknEaxl
23. Prior to the 4th century BC, recitation was considered the best educational method because JR
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______________. OTN"XKa$
a. poetry was seen as a highly creative and elevated form of expression '!yyg#
b. rhyme was the most effective device in aid of memorizing vast amounts of information (niZN_qv
c. there was no writing system 8uyVx9C0
d. the people enjoyed constant reminders through public readings and festivals -/#3U{O
24. In Plato's diatribe the poetic or oral state of mind is the arch-enemy of _______________. MMhd -B1O&
a. democratic society b. the Mycenaean Republic 0<nKB}9
c .the Phoenicians d. literacy (C6Y*Zm\
25. A common critique of the present-day Chinese educational system resembles the educational t,k9:p
system that Plato fulminated against in that it often _______________. 5Tn4iyg;B
a. asks students to think about what they were saying instead of just saying it :".!6~:2
b. comprises of memorization and rote learning h2=zvD;
c. has a very specific and limited target %{zM> le9
d. encourages thinking and analysis fQOaTsyA
Passage 2 JC>}(yQA
To govern is to choose how the revenue raised from taxes is spent. So far so good, or bad. But cTRCQ+W6:
some people earn more money than others. Should they pay proportionately more money to the -[^wYr=
government than those who earn less? And if they do pay more money are they entitled to more ip1jY!
services than those who pay less or those who pay nothing at all? And should those who pay ;pAkdX&b