北京师范大学2011年考博英语真题（凭记忆）【转】

1.第一篇听力是执业咨询师给一个咨询者一些建议；第二篇听力是说如何减少房间内噪音的方法和经验；第三篇是说美国的造纸业？(第三篇没听太懂)。
2.阅读的第一篇有点难，说的是妇女在生产力革命的背景下就业的境遇；第二篇第三篇第四篇都比较短，词句也短：老年人和青年人的观念冲突；水在变成冰的条件和过程。。。（记不太清了）；最后一篇和第一篇难度一致。
3.英译汉，有一个超长句，我译完了我也不知道自己在说什么：大致是文艺复兴的源头是在中世纪就开始了
4.汉译英：提笔忘字，呵呵，始终是打得最不靠谱的一道题；
5.summay：一向的工整，清晰，挑主题句抄，不得法。
总结是比2010年难了，听力难度不变，阅读的难度集中于较长的文章（约两篇），汉译英难度不变，英译汉有超级长难句，summay稍稍比去年难一点点。
  英译汉原题，凭记忆google出来的，出自一本书的前言：
  The subjects of the following studies are taken from the history of the Renaissance, and touch what I think the chief points in that complex, many-sided movement.
I have explained in the first of them what I understand by the word, giving it a much wider scope than was intended by those who originally used it to denote that revival of classical antiquity in the fifteenth century which was only one of many results of a general excitement and enlightening of the human mind, but of which the great aim and achievements of what, as Christian art, is often falsely opposed to the Renaissance, were another result. This outbreak of the human spirit may be traced far into the middle age itself, with its motives already clearly pronounced, the care for physical beauty, the worship of the body, the breaking down of those limits which the religious system of the middle age imposed on the heart and the imagination.
I have taken as an example of this movement, this earlier Renaissance within the middle age itself, and as an expression of its qualities, two little compositions in early French
  Summary原题，google出来的too，一个百科全书里的词条：
computer-assisted instruction (CAI), a program of instructional material presented by means of a computer or computer systems.
  The use of computers in education started in the 1960s. With the advent of convenient microcomputers in the 1970s, computer use in schools has become widespread from primary education through the university level and even in some preschool programs. Instructional computers are basically used in one of two ways: either they provide a straightforward presentation of data or they fill a tutorial role in which the student is tested on comprehension.
  If the computer has a tutorial program, the student is asked a question by the computer; the student types in an answer and then gets an immediate response to the answer. If the answer is correct, the student is routed to more challenging problems; if the answer is incorrect, various computer messages will indicate the flaw in procedure, and the program will bypass more complicated questions until the student shows mastery in that area.
There are many advantages to using computers in educational instruction. They provide one-to-one interaction with a student, as well as an instantaneous response to the answers elicited, and allow students to proceed at their own pace. Computers are particularly useful in subjects that require drill, freeing teacher time from some classroom tasks so that a teacher can devote more time to individual students. A computer program can be used diagnostically, and, once a student's problem has been identified, it can then focus on the problem area. Finally, because of the privacy and individual attention afforded by a computer, some students are relieved of the embarrassment of giving an incorrect answer publicly or of going more slowly through lessons than other classmates.
  There are drawbacks to the implementation of computers in instruction, however. They are generally costly systems to purchase, maintain, and update. There are also fears, whether justified or not, that the use of computers in education decreases the amount of human interaction.
  One of the more difficult aspects of instructional computers is the availability and development of software, or computer programs. Courseware can be bought as a fully developed package from a software company, but the program provided this way may not suit the particular needs of the individual class or curriculum. A courseware template may be purchased, which provides a general format for tests and drill instruction, with the individual particulars to be inserted by the individual school system or teacher. The disadvantage to this system is that instruction tends to be boring and repetitive, with tests and questions following the same pattern for every course. Software can be developed in-house, that is, a school, course, or teacher could provide the courseware exactly tailored to its own needs, but this is expensive, time-consuming, and may require more programming expertise than is available.
下边的这个是从一个论坛里复制过来的，题目与北师大考试的有一道不一样。
Two conditions are necessary for the formation of ice: the presence of water and temperatures below freezing. Ice in the atmosphere and on the ground can assume various forms, depending on the conditions under which water is converted to its solid state. Ice that forms in the atmosphere can fall to the ground as snow, sleet, or hail. Snow is an assemblage of ice pellets. Hail consists of rounded or jagged lumps of ice, often in layers like the internal structure of an onion. Ice also forms directly on the ground or on bodies of water, it may not form until late winter because there must be several months of low temperatures to chill such large amounts of water.
  On puddles and small ponds, ice first freezes in a thin layer with definite crystal structure that becomes less apparent as the ice thickens. On lakes large enough to have waves, such as the Great Lakes, the first ice to form is a thin surface layer of slush, sometimes called grease ice, which eventually grows into small floes may freeze together into a fairly solid sheet of pack ice. Pack ice may cover the entire lake or be restricted to areas near the shore.
  Because water expands when it freezes, ice is less dense than liquid water and therefore floats rather than sinks in water. As ice floats on the surface of a lake, ocean, or river, it acts as an insulator and is thus important in maintaining the balance of the ecosystem. Without the insulating effect of floating ice sheets, surface water would lose heat more rapidly, and large bodies of water such as the Arctic Ocean and Hudson Bay might freeze up completely.
   Questions:
1. What condition is necessary for water in the atmosphere to change to its solid state?
A. A solid cloud cover that absorbs the sun's heat.
B. A weather forecast for snow, sleet, or hail
C. A position directly above a large body of water
D. A temperature below water's freezing point
   2. Ice that forms in the atmosphere in the form of layered lumps is known as" F.
A. snow
B. pack ice
C. hail
D. grease ice
  3. Why does ice form later on very large bodies of water?
A Most large bodies of water are located at low elevations or low latitudes.
B. It takes several months of cold temperatures to cool a large body of water.
C. Large bodies of water are fed by underground springs of warmer water.
D. The waves on large bodies of water prevent the water from freezing quickly.
4. The word it in paragraph 3 refers to
A. water
B. ice
C. surface
D. river
  5. Which of the following is an effect of the density of ice?
A. Ice that forms on large lakes has a greasy consistency.
B. Each ice crystal is unique, but all are six-sided structures.
C. Pack ice is restricted to areas near the shore of a lake.
D. Floating ice sheets prevent bodies of water from losing heat.
Although recent years have seen substantial reductions in noxious pollutants from individual motor vehicles， the number of such vehicles has been steadily increasing. Consequently， more than 100 cities in the United States still have levels of carbon monoxide， particulate matter， and ozonethat exceed legally established limits. There is a growing realization that the only effective way to achieve further reductions in vehicle emissions — short of a massive shift away from the private automobile — is to replace conventional diesel fuel and gasoline with cleaner-burning fuels such as compressed natural gas， liquefied petroleum gas， ethanol， or methanol.
  All of these alternatives are carbon-based fuels whose molecules are smaller and simpler than those of gasoline. These molecules burn more cleanly than gasoline， in part because they have fewer， if any， carbon-carbon bonds and the hydrocarbons they do emit are less likely to generate ozone. The combustion of larger molecules， which have multiple carbon-carbon bonds involves a more complex series of reactions. These reactions increase the probability of incomplete combustion and are more likely to release uncombusted and photochemically active hydrocarbon compounds into the atmosphere. On the other hand， alternative fuels do have drawbacks. Compressed natural gas would require that vehicles have set of heavy fuel tanks — a serious liability in terms of performance and fuel efficiency — and liquefied petroleum gas faces fundamental limits on supply.
Ethanol and methanol， on the other hand， have important advantages over other carbon-based alternative fuels: they have higher energy content per volume and would require minimal changes in the existing network for distributing motor fuel. Ethanol is commonly used as a gasoline supplement， but it is currently about twice as expensive as methanol， the low cost of which is one of its attractive features. Methanol’s most attractive feature， however， is that it can reduce by about 90 percent the vehicle emissions that form ozone， the most serious urban air pollutant.
Like any alternative fuel， methanol has its critics. Yet much of the criticism is based on the use of “gasoline clone” vehicles that do not incorporate even the simplest design improvements that are made possible with the use of methanol. It is true， for example， that a given volume of methanol provides only about one-half of the energy that gasoline and diesel fuel do; other things being equal， the fuel tank would have to be somewhat larger and heavier. However， since methanol-fueled vehicles could be designed to be much more efficient than “gasoline clone” vehicles fueled with methanol they would need comparatively less fuel. Vehicles incorporating only the simplest of the engine improvements that methanol makes feasible would still contribute to an immediate lessening of urban air pollution.!
   1.The author of the text is primarily concerned with.
[A] countering a flawed argument that dismisses a possible solution to a problem.
[B] reconciling contradictory points of view about the nature of a problem.
[C] identifying the strengths of possible solutions to a problem.
[D] discussing a problem and arguing in favor of one solution to it.
  2.According to the text， incomplete combustion is more likely to occur with gasoline than with an alternative fuel because
[A] the combustion of gasoline releases photochemically active hydrocarbons.
[B] the combustion of gasoline embraces an intricate set of reactions.
[C] gasoline molecules have a simple molecular structure.
[D] gasoline is composed of small molecules.
3.The text suggests which of the following about air pollution?
[A] Further attempts to reduce emissions from gasoline-fueled vehicles will not help lower urban air-pollution levels.
[B] Attempts to reduce the pollutants that an individual gasoline-fueled vehicle emits have been largely unsuccessful.
[C] Few serious attempts have been made to reduce the amount of pollutants emitted by gasoline-fueled vehicles.
[D] Pollutants emitted by gasoline-fueled vehicles are not the most critical source of urban air pollution.
4.Which of the following most closely parallels the situation described in the first sentence of the text?.
[A] Although a town reduces its public services in order to avoid a tax increase， the town’s tax rate exceeds that of other towns in the surrounding area.
[B] Although a state passes strict laws to limit the type of toxic material that can be disposed of in public landfills， illegal dumping continues to increase.
[C] Although a town’s citizens reduce their individual use of water， the town’s water supplies continue to dwindle because of a steady increase in the total populating of the town.
[D] Although a country attempts to increase the sale of domestic goods by adding a tax to the price of imported goods， the sale of imported goods within the country continues to increase.
5.It can be inferred that the author of the text most likely regards the criticism of methanol as
[A] flawed because of the assumptions on which it is based.
[B] inapplicable because of an inconsistency in the critics’ arguments.
[C] misguided because of its exclusively technological focus.
[D] inaccurate because it ignores consumers’ concerns.
  It is frequently assumed that the mechanization of work has a revolutionary effect on the lives of the people who operate the new machines and on the society into which the machines have been introduced. For example, it has been suggested that the employment of women in industry took them out of the household, their traditional sphere, and fundamentally altered their position in society. In the nineteenth century, when women began to enter factories, Jules Simon, a French politician, warned that by doing so, women would give up their femininity. Friedrich Engels, however, predicted that women would be liberated from the “social, legal, and economic subordination” of the family by technological developments that made possible the recruitment of “the whole female sex… into public industry.” Observers thus differed concerning the social desirability of mechanization’s effects, but they agreed that it would transform women’s lives.+
    Historians, particularly those investigating the history of women, now seriously question this assumption of transforming power. They conclude that such dramatic technological innovations as the spinning jenny, the sewing machine, the typewriter, and the vacuum cleaner have not resulted in equally dramatic changes in women’s economic position or in the prevailing evaluation of women’s work. The employment of young women in textile mills during the Industrial Revolution was largely an extension of an older pattern of employment of young, single women as domestics. It was not the change in office technology, but rather the separation of secretarial work, previously seen as an apprenticeship for beginning managers, from administrative work that in the 1880’s created a new class of “dead-end” jobs, thenceforth considered“women’s work”. The increase in the numbers of married women employed outside the home in the twentieth century had less to do with the mechanization of housework and an increase in leisure time for these women than it did with their own economic necessity and with high marriage rates that shrank the available pool of single women workers, previously, in many cases, the only women employers would hire.
    Women’s work has changed considerably in the past 200 years, moving from the household to the office or the factory, and later becoming mostly white-collar instead of blue-collar work. Fundamentally, however, the conditions under which women work have changed little since before the industrial revolution: the segregation of occupations by sex, lower pay for women as a group, jobs that require relatively low levels of skill and offer women little opportunity for advancement all persist, while women’s household labor remains demanding. Recent historical investigation has led to a major revision of the notion that technology is always inherently revolutionary in its effects on society. Mechanization may even have slowed any change in the traditional position of women both in the labor market and in the home.
1. The main idea of the text is that mechanization _____________.
A.        does not perform an inherently revolutionary function
B.        revolutionizes the traditional values of a society
C.        has caused the nature of women’s work to change
D.        creates whole new classes of jobs that did not exist previously9
  2. In relation to those historians who study the history of women, the author most probably believes that _____________.
    A. they provide a valuable insight into the social phenomena affecting the position of women
   B. their work can only be used cautiously by scholars in historical studies
   C. they tend to draw less reliable conclusions than do other historians
   D. their work has not had an impact on other historians’ current assumptions
  3. The text states that, before the twentieth century, many employers ____________.
    A. employed women only in traditional household work
   B. tended to employ single rather than married women
   C. resisted changing women’s roles in their social life
   D. hired only qualified women to fill the open positions
4. According to the author, which of the following may indicate a fundamental alteration in working women’s conditions?
A. The majority of women occupy white-collar positions.
B. Married men are doing the same household tasks as are women.
C. Female workers outnumber male ones in a new class of jobs.
D. Working women’s pay is as high as that of working men.
  5. The function of the concluding sentence of the text is that _____________.
A.        it sums up the general points concerning the mechanization of work made in the text
B.        it draws a conclusion which goes beyond the evidence presented in the text as a whole
C.        it restates the point concerning technology made in the sentence immediately preceding it
D.        it suggests a compromise between two seemingly contradictory views stated in the text
  The Young Generation
    Old people are always saying that the young are not what they were. The same comment is made from generation to generation and it is always true. It has never been truer than it is today. The young are better educated. They have a lot more money to spend and enjoy more freedom. They grow up more quickly and are not so dependent on their parents. They think more for themselves and do not blindly accept the ideals of their elders. Events which the older generation remembers vividly are nothing more than past history. This is as it should be. Every new generation is different from the one that preceded it. Today the difference is very marked indeed..
    The old always assume that they know best for the simple reason that they have been around a bit longer. They don’t like to feel that their values are being questioned or threatened. And this is precisely what the young are doing. They are question the assumptions of their elders and disturbing their complacency. Office hours, for instance, are nothing more than enforced slavery. Wouldn’t people work best if they were given complete freedom and responsibility? And what about clothing? Who said that all the men in the world should wear drab grey suits and convict haircuts? If we ruin our minds to more serious matters, who said that human differences can best be solved through conventional politics or by violent means, who said that human difference can best be solved through conventional politics or by violent means? Why have the older generation so often used violence to solve their problems? Why are they so unhappy and guilt-ridden in their personal lives, so obsessed with mean ambitions and the desire to amass more and more material possessions? Can anything be right with the rat-race? Haven’t the old lost touch with all that is important in life?
    These are not questions the older generation can shrug off lightly. Their record over the past forty years or so hasn’t been exactly spotless. Traditionally, the young have turned to their elders for guidance. Today, the situation might be reversed. The old—if they are prepared to admit it—could learn a thing or two from their children. One of the biggest lessons they could learn is that enjoyment is not ‘sinful’. Enjoyment is a principle one could apply to all aspects of life. It is surely not wrong to enjoy your work and enjoy your leisure; to shed restricting inhibitions. It is surely not wrong to live in the present rather than in the past or future. This emphasis on the present is only to be expected because the young have grown up under the shadow of the bomb: the constant threat of complete annihilation. This is their glorious heritage. Can we be surprised that they should so often question the sanity of the generation that bequeathed it?
1. Which of the following features in the young is NOT mentioned?
[A]. Better educated.
[B]. More money and freedom.
[C]. Independence.

[D]. Hard work.



2. What so the young reject most?



[A]. Values.                    [B]. The assumption of the elders.

[C]. Conformity.                [C]. Conventional ideas.





3. Why do the young stress on the present?



[A]. They have grown up under the shadow of the bomb.

[B]. They dislike the past.

[C]. They think the present world is the best.

[D]. They are afraid of destruction.





4. What can the old learn from the young generation?



[A]. Enjoyment is not sinful.

[B]. People should have more leisure time.

[C]. Men might enjoy life.

[D]. One should enjoy one’s work.







Vocabulary



1. reminder                       使共回想起某事的东西，提示者



2. complacency                    自鸣得意，自满情结



3. take leave                     擅自，任意，随意

I took leave to consider this matter settled.   请原谅我认为这事已经解决了。



4. conformity                     与……一致，遵从



5. guilt                          有罪，内疚



6. ridden                        （ride 的过去分词）受……支配的，受……压迫



7. guilt-ridden                   负罪感



8. amass                          积累，积聚



9. a rat-race                      激烈的竞争



10. shrug off                      对……耸肩表示不屑一理，轻视，摆脱



11. spotless                        无污点的，纯洁的



12. shed                           摆脱，抛弃



13. annihilate                       歼灭



14. bequeath                        赠送，把……传给后代



15. sanity                          头脑清醒健全



难句译注



1. convict haircut. Convict 义：罪犯。罪犯和短发两字合在一起为“囚犯理的发式”。但在这里其含义根据上下文决定。前面讲到“谁说世界上所有的男人都应穿浅灰色的西装”，后面只能译成“剪成像罪犯似的短发呢”。本义有haircut义：修理整齐的短发。整齐划一表示绅士派的工作人中作风正派，认真负责，一丝不苟的精神。作者用了convict罪犯一字表示讽刺：“罪犯也是整齐划一的短发跟绅士们的要求一样，难道他们也是作风正派，认真负责，一丝不苟吗？”



写作方法与文章大意



这是一篇论及“代沟”的文章。主要采用对比手法，一开始就提出了一个老问题：“老人们经常说年轻人不是从前那样了。这一评语代代相传，永远是对的，而今天比以前任何时候更正确。”下面几段就论述他们之不同点以及对比老少两代人的态度



答案祥解



1. D. 艰苦工作。这在第一段中第四句“青年一代受了更好教育，有大量的钱话，有更多的自由。他们成长的很快，不那么依赖于父母，他们独立思考得更多，不盲目接受老一代的理想……。”



A. 受更好的教育。       B. 更多的钱和自由。      C. 独立性。这三项均提及到。



2. C. 顺从。第二段集中讲到这一点。“因为老人们经常认为自己懂得多，理由就是他们经历得多。他们不喜欢自己的价值观受到怀疑或威胁。而这正是青年在做的。他们对老人们的设想提出疑问，打乱他们的自鸣得意。他们甚至敢于怀疑老一代创造了世界上可能最佳的社会。他们最反对的莫过于顺从。例如：他们说办公时间就是强制奴役，如果人们完全自由，绝对负责，他们的工作不会更好吗？而穿衣呢？谁说世界上所有的男人都该穿单调的灰色西装和剪成像罪犯似的短发？……。”这些词语都表示他们最反对的东西是遵从，“一致性”。所以.



A. 价值。      B. 长者的设想。      D. 传统习俗观念。都是具体的某一点。



3. A. 他们在炸弹的阴影下成长。第三段倒数第四句起“由于年轻人是在炸弹战争的阴影下成长壮大：在不断受到全面歼灭的威胁之下，所以也只能期望他们重视目前。这是他们的光荣遗产。他们经常询问赠给他们遗产的这代人的头脑是否清醒。对此我们能表示惊讶吗？”遗产指的是第二段的种种问题所体现出来的东西，如：“谁说人类之差异能通过常规政策或暴力手段予以很好的解决？为什么老一代人常用暴力来解决他们的问题？为什么他们（老一代）个人生活那么不愉快。老有负罪感？为什么老纠缠于要积聚越来越多的物质财富？……。”



B. 他们不喜欢过去。        C. 他们认为现世界是最好的。      D. 他们害怕破坏。



4. A. 享受不是犯罪。这在第三段中间“老年人——如果他们准备承认的话——可以从他们的孩子们那里学到一两件事。他们能学的最大的课堂之一是享受不是犯罪。”“享受”是人可适用于生活各个方面的原则。从工作中获得乐处，享受闲暇时间，肯定不是错误。抛弃约束限制，生活在现在而不是生活在过去肯定也不是错。



B. 人们应有更多的闲暇。    C. 人可以享受生活。     D. 一个人应当享受工作。

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北京师范大学2011年考博英语真题（凭记忆）【转】

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