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吉林大学2011年攻读博士学位研究生入学英语考试试题
&6FRw0GX R*/ %+ 吉林大学 Sm;&2"
二〇一一年攻读博士学位研究生入学考试试题 FVT_%
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Section I Vocabulary and Structure (15%) -7TT6+H)
q0 jzng Part A !0 `44Gbq
h|m h_T{+ Directions: Choose one word in each item that best keeps the meaning of the sentence if it is substituted for the underlined word or phrase. Mark your answer on ANSWER SHEET 1 with a single line through the center. 8fTuae$^
kM*f9x 1. The government allocated a special sum of money in order to reinforce the prosecution of the effective policy. a " EP `
.Gh-T{\V' A. practice B. proceeding C. use D. implementation X3%7VFy9
?o$6w(]'' 2. The patient’s unusual symptoms confounded even the most experienced doctor of the hospital. XB UO
pq #Hca[ A. confused B. hit C. stimulated D. Confronted :g}WN
)MHvu k:I) 3. Forests are delicate systems that if disturbed can be permanently destroyed. x,@ cU}D
Dsw(ti`@ A. expansive B. complex C. unusual D. fragile ' ]
l,
|s+[489g'6 4. The Charter had been ratified by a majority of the participants who were the ones that asked for its draft. ox{)O/aj
L0qo/6 |C A. challenged B. approved C. distributed D. attacked YU9xAN i6
fBR,Oneo 5. As the guests entered, the elderly hostess welcomed them with cordiality. SWY?0Pu
;<Oe\ X A. refreshments B. sincerity C. happiness D. enthusiasm q!$ZBw-7>A
]$Ky ZHj{ 6. He spends a lot of time going through football magazines, making intricate lists, and working out comprehensive statistics. R4 ;^R
y;keOI! A. detailed B. misleading C. complicated D. Ambiguous I5wf|wB-
|+mhY
q|` 7. You don’t have to be afraid of being eaten there in New Zealand because it has few predatory creatures. (zwxrOS
8&qCH>Cf A. wild B. preying C. native D. Poisonous \vT0\1:|i
wr~# rfH 8. Probably there is a good reason for her absence, as she doesn’t usually stay away from work. &q#$SU,$(
T-xcd A. Conspicuously B. Prospectively C. Incidentally D. Presumably Jt43+]
ELk$ lm& @ 9. You are not supposed to take advantage of such a little girl by making her work for 50 cents an hour. ;-~ Wfh+
!`hiXDk*2 A. exploit B. export C. expose D. exchange w}zl=w{G
+_|M*% 10. Students of the Berry School for Mountain Children helped pay for their education by doing part-time labor that pertained to their particular course of study. :O-Y
67>&
A7>0Pn%D3 A. result in B. began with C. paid for D. was related to RWP`#(&/&
,)hUL/r6 Part B Z Mids"Xdf
@Q V|<NeH Directions: Decide which of the four choices given in each statement will most suitably complete the sentence if inserted at the place marked. Mark your answer on ANSWER SHEET 1 with a single line through the center.
qXR>Z=K<
'IY?7+[ 11. Even though formidable winters are the norm in the Dakotas, many people were unprepared for the of the blizzard of 1888. lsU|xOB
0V`s 3,k A. inevitability B. ferocity C. importance D. Probability *F1!=:&s
v
T2YX5k&, 12. While nurturing parents can compensate for adversity, cold or inconsistent parents may it. wo5"f}vd#
$`(}ygmP A. exacerbate B. neutralize C. eradicate D. Relieve &?f{.
/)ps_ gM 13. In certain forms of writing, the central point of a message can be effectively communicated even though this point is not . oFB~)}f<v
6Db1mvSe A. preferred B. explicit C. inferable D. discerned U h'3 c"
fNPHc_?Ybj 14. When the plane was hit by the enemy’s bomb it made a dive and plunged into the ocean. 2>Hl=bX
W(Z_ac^e[ A. vigorous B. vertical C. visual D. Virtual %W
~Kx_
{P"$;_Y"< 15. The final document was of course, supposed to mend the damage upon the world by the war. |6'(yn
K:gxGRE
A. imposed B. impressed C. compelled D. Compressed ZgQ4~s
"aIiW VQ 16. The magician picked several persons from the audience and asked them to help him with the performance. ^\Tde*48
,V'+16xW A. by accident B. on occasion C. at random D. on average fDt#<f 4;
6Qne rd%Ec 17. I left for the office earlier than usual this morning traffic jam. };6[Byf
{G&*\5W A. in line with B. for the sake of 0O<g) %Vz>
N7Vv "o C. in case of D. at the risk of XdE#l/#
4Xi
_[
Xf 18. Because it is too hot in that storehouse, the of those fruits seems to be inevitable. 7Za rXv
z
!2R~/Rg A. deterioration B. C. D. Detention I4 {uw ge
7s@ %LS 19. recommended a concerted national effort to crackdown corruption and bureaucracy. d.Wq@(ZoA
d/5i4g[q A. officially B. emphatically C. respectfully D. delightedly 8*z)aB&f3
>]K:lJ]l 20. The murder charge against Beckwith has been for lack of evidence. eH,
r% r,
"#1KO1@G A. discarded B. refused C. eliminated D. Dismissed {R<0 'JU
h&@ A'
om~ 21. The people who objected to the new road were told that since work had already started there was no point in . #^%HJp^
>xrO W`p ] A. contradicting B. protesting C. provoking D. Refusing j#L "fW^GM
eGcc' LBr; 22. The reception was attended by various members of the local community and representatives of regional industries. %+Hhe]J ld
Hl-!rP.?0 A. notorious B. peculiar C. prominent D. Profound wJ#fmQXKJ5
tgmG#b* 23. The company directors asked the government to in the dispute and prevent a strike. eaLR-+vEB
u'Ja9m1 A. intervene B. interact C. intercept D. Interrupt ~*"]XE?M
JxI\ss?O 24. Executives of the company enjoyed an lifestyle of free gifts, fine wines and high salaries. @
3n;>oi
F<FNZQ@<U A. exquisite B. extravagant C. exotic D. Eccentric me-Tv7WL
=AEl:SY+ 25. One of the examination questions me completely and I could’t answer it. eh4` a<gC
9vIqGz-o A. baffled B. mingled C. provoked D. Diverted 2XoFmV),F
F3d: W:^_ 26. At first everything went well with the project but recently we have had a number of 2 I:x)
R(YhVW_l with the machinery. ^n! j"
z}Y23W&sX A. disturbances B. setbacks C. outputs D. Distortions |5J'`1W
%{M_\ Ae# 27. The government cannot take private property for public use without . BY*{j&^
PS CzeR A. premium B. repayment C. refund D. Compensation K|n%8hRy
RbOEXH*] 28. When college students future employment, they often think of status, income and prestige. #>O!N
j:|um&`) A. anticipate B. apply C. demand D. Assume U`)\|\NY
~rnbuIh 29. The consumers demand not only that the products conform to these standards but also that the environment and production conditions of manufacture standard requirements. `.oWmBey\
FYOQ}N
A. comply with B. compare with 6_UC Ro5h%
7(8i~} C. discord with D. parallel with $] ])FM "b
@=i- *U 30. Astronauts are all kinds of tests before they are actually sent up in a space craft. qu8!fFQjYL
1w` ] 2 A. inclined to B. bound to C. prone to D. subjected to ajM3Uwnr
z (1zth Section II Use of English (10%) Fx@ovI- 5
m8j Q~OS Directions: Read the following text. Choose the best word or phrase for each numbered blank an d mark A. B. C or D on ANSWER SHEET 1. X mmb^2I
>Bw<THx Ta manager hoping to blossom as a business leader must develop the skill to communicate effectively. One of the foremost tasks of a leader is to create 31 to a cause. To do that he must first communicate to build mutual understanding. |2L| Zp&
v| K, 32 a manager communicates mostly to 33 information, a leader uses: communications to build relationships. A manager overwhelms others with details and still 34 them cold. A leader 35 their hearts by combining his vision with their 36 in a common cause. Ru&>8Ln0
o [
Je Most Asian business leaders are instinctively 37 relationship building 38 direct communications. But they don’t use the mass media so well. While face to face communications is 39 , it is not enough in today’s big business. 5SB!)F]
&b__ / o 40 their western 41 , they are not so much frightened by mass media’s potential to magnify, distort, and expose. The problem lies more in the 42 of professional support 43 to them. In most Asian companies the public affairs function either does not exist or is 44 routine chores removed from helping the CEO to communicate with wider audiences. The reason primarily is that the communications officers are placed quite low in the organizational hierarchy. = 00c1v
m}-* B1 Asia’s need for business leaders who are 46 in using mass media to involve the public 47 the economic development dream has never been greaten. Television and the print media have an enormous 48 on the public’s perception of business. Our business leaders have not yet faced an unsympathetic press. They should start now 49 the day not be too far away 50 they are suddenly forced to enter the perilous arena of public communications. 3BZa}Q_
7:M`k #oDP 31. [A] dedication [B] responsibility [C] commitment [D] commission .S_7R/2(?
t6,bA1*5y 32. [A] Since [B] When [C] Because [D] While +nIjW;RU
i-jrF 6& 33. [A] transport [B] carry [C] convey [D] express a 23XrX
1u~CNH m 34. [A] leaves [B] keeps [C] makes [D] renders f 0|wN\
[ yhK4A 35. [A] moves [B] touches [C] stimulates [D] loses q\$k'(k>35
c%+_~iBUN 36. [A] aspirations [B] inspirations [C] perspiration [D] persuasion #F
hgKwx
E]P7u" 1 37. [A] good at [B] poor in [C] excel in [D] indifferent to +^ cjdH*
Ylhy Z&a, 38. [A] throughout [B] through [C] thereby [D] during <r1/& RW,
U^;|as 39. [A] vital [B] utmost [C] ultimate [D] chief @kPe/j/[1
V<i_YLYmJe 40. [A] Unlike [B] Like [C] As [D] With hDf!l$e.
nZX`y
-AZ 41. [A] colleagues [B] cooperators [C] coordinators [D] counterparts edL sn>\*#
.Cu0G1 42. [A] abundance [B] want [C] need [D] lack 0aqq*e'c
0JXXJ:d B 43. [A] available [B] accessible [C] disposable [D] transferable rNoCmNm
s}<i[hY> 44. [A] resigned [B] assigned [C] awarded [D] distributed O9P4r*prA
UZ;FrQ(l{ 45. [A] cooperation [B] corporate [C] incorporate [D] commercial C*stj
(5l
'?7 46. [A] competitive [B] competitors [C] competing [D] competent fP/;t61Z
8xt8kf*k 47. [A] in [B] into [C] with [D] within T`2a)
2t ;3_C 48. [A] affect [B] impact [C] impetus [D] impulse C'6c,
Fu>;hx]s 49. [A] now that [B] unless [C] though [D] as %x8vvcO^t
|)OC1=As 50. [A] whenever [B] whichever [C] when [D] whatever ?!u9=??
ui80}% Section III Reading Comprehension (40%) u`"Y!*[ -
lXRB"z Directions: There are 4 passages in this part. 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 mark the corresponding letter on ANSWER SHEET 1 with a single line through the center. @o6!
+bk+0k9k5 Passage A E %?>
%h
n] 8*yoge The relationship between the home and market economies has gone through two distinct stages. Early industrialization began the process of transferring some production processes (e.g. clothmaking, sewing and canning foods) from the home to the marketplace. Although the home economy could still produce these goods, the processes were laborious and the market economy was usually more efficient. Soon, the more important second stage was evident — the marketplace began producing goods and services that had never been produced by the home economy, and the home economy was unable to produce them (e.g. electricity and electrical appliances, the automobile, advanced education, sophisticated medical care). In the second stage, the question of whether the home economy was less efficient in producing these new goods and services was irrelevant; if the family were to enjoy these fruits of industrialization, they would have to be obtained in the marketplace. The traditional ways of taking care of these needs in the home, such as in nursing the sick, became socially unacceptable (and, in most serious cases, probably less successful). Just as the appearance of the automobile made the use of the horsedrawn carriage illegal and then impractical, and the appearance of television changed the radio from a source of entertainment to a source of background music, so most of the fruits of economic growth did not increase the options available to the home economy to either produce the goods or services or purchase them in the market. Growth brought with it increased variety in consumer goods, but not increased flexibility for the home economy in obtaining these goods and services. Instead, economic growth brought with it increased consumer reliance on the marketplace.In order to consume these new goods and services, the family had to enter the marketplace as wage earners and consumers. The neoclassical model that views the family as deciding whether to produce goods and services directly or to purchase them in the marketplace is basically a model of the first stage. It cannot accurately be applied to the second (and current) stage. |fY#2\)Yx
ddY-F
}z~ 51. The reason why many production process were taken over by the marketplace was that . d*$x|B|V
JyePI:B&)j A. it was a necessary step in the process of industrialization +I@2 ,T(eG
0x #
V B. they depended on electricity available only to the market economy ]} pAZd
P]7s1kgaS C. it was troublesome to produce such goods in the home Ky* xAx:
@h\i <sh!^ D. the marketplace was more efficient with respect to these processes rS0#]Gg
c^R "g)gr 52. It can be seen from the passage that in the second stage . ]UrlFiR
2 <*Yq 8 A. some traditional goods and services were not successful when provided by the home economy #fF D|q
~Fo`
Pr_ B. the market economy provided new goods and services never produced by the home economy _I%mY!x\`
)O\l3h" C. producing traditional goods at home became socially unacceptable =nCV. W f
UJ`%uLR~ D. whether new goods and services were produced by the home economy became irrelevant DvTbt?i[
USXP a[ 53. During the second stage, if the family wanted to consume new goods and services, they had to enter the market place . cGW L'r)P
w$749jGx A. as customers 7 >gW2 m
ktv{-WG2_ B. as wage earners XV !UeBq
+PO& z!F C. both as manufacturers and consumers ^fM=|.?
V. [b${ D. both as workers and purchasers +*RpOtss
^Cg@'R9 54. Economic growth did not make it more flexible for the home economy to obtain the new goods arid services because . !p)cP"fa
,aa
%{ A. the family was not efficient in production h#8 {fr)6
]j(Ld\:L B. it was illegal for the home economy to produce them b; I!Cy D
w2tkJcQ3 C. it could not supply them by itself B^1 Io9
q 5w)i D. the market for these goods and services was limited 5gPAX $j H
y] ~X{v 55. The neoclassical model is basically a model of the first stage, because at this stage . =`%%*
zdDJcdbGd1 A. the family could rely either on the home economy on on the marketplace for the needed goods and services JDC,]
c>
Ljv('bj B. many production processes were being transferred to the marketplace D %.<} vG
'?!2h' C. consumers relied more and more on the market economy dnTXx*I:
] cI(||x D. the family could decide how to transfer production processes to the marketplace ]9pcDZB
YJwz*@l Passage B m ;I;{+"u
?|Mmz@ As we have seen, the focus of medical care in our society has been shifting from curing disease to preventing disease — especially in terms of changing our many unhealthy behaviors, such as poor eating habits, smoking, and failure to exercise. The line of thought involved in this shift can be pursued further. Imagine a person who is about the right weight, but does not ear very nutritious goods, who feels OK but exercises only occasionally. This person is not ill. She /He may not even be at risk for any particular disease. But we can imagine that this person could be a lot healthier. G ,i%:my7
S[M\com' The field of medicine has not traditionally distinguished between someone who is merely “not ill” and someone who is in excellent health and pays attention to the body’s special needs. Both types have simply been called “well”. In recent years, however, some health specialists have begun to apply the terms “well” and “wellness” only to those who are actively striving to maintain and improve their health. People who are well are concerned with nutrition and exercise, and they make a point of monitoring their body’s condition. Most important, perhaps, people who are well take active responsibility for all matters related to their health. Even people who have a physical disease or handicap may be“well” in this new sense, if they make an effort to maintain the best possible health they can in the face of their physical limitations. %x7l`.) N
s/'gl “Wellness” may perhaps best be viewed not as a state that people can achieve, but as an ideal that people can strive for. People who are well are likely to be better able to resist disease and to fight disease when it strikes. And by focusing attention on healthy ways of living, the concept of wellness can have a beneficial impact on the ways in which people face the challenges of daily life. 9/|i. 2&
`P4qEsZE>` 56. Today medical bare is placing more stress on . P6 G/J-
rQ$A|GJ L A. removing people’s bad living habits 9~mi[l~
,K6]Q |U@r B. monitoring patients’ body functions Dl/_jM
tdr*>WL C. ensuring people’s psychological well-being \>/: @4oK
7"JU)@ U] D. keeping people in a healthy physical condition 0KT{K(
ddHIP`wb 57. Traditionally, a person is considered “well” if she / he . p N]H p"v
cmN0ya A. does not have any unhealthy living habits |_2ANWHz
W{m0z+N[B B. does not have any physical handicaps t1Khf
0XYO2 k C. is able to handle his daily routines FVQ Wz [N
X)f"`$ D. is free from any kind of disease UXk8nH
AYZds >#Q 58. According to the author, the true meaning of “wellness” is for people to . f|^f^Hu:{
2aj e
$w- A. beat satisfy their body’s special needs V_W=MWs&+
l*m|b""].u B. strive to maintain the best possible health 49 zp@a
"\=_- ` C. meet the strictest standards of bodily health `A^} X
zuPH3Q={ D. keep a proper balance between work and leisure ^c7L !F
86 I* 59. Which of the following groups of people would be considered healthy? u ?Xku8 1l
SA7,]&Zb A. People who have strong muscles well as slim figures. j{Fo 6##
LG MFv B. People who are not presently experiencing any symptoms of disease. vxt^rBA
db XG?K][ C. People who try to be as healthy as possible, regardless of their limitations. }
R/
O
&s6blD11 D. People who can recover from illness even without seeking medical care. XHg %X
~EM];i 60. People who are well are likely to be better able to . [Bh]\I'
z, 7^dlT A. earn more money >dl!Ep
7| T :TbY> B. resist and light disease `+o.w#cl
c kk [n C. influence other people’s life @i h }x
`IoX'|C[h D. challenge the concept of wellness KV*: ,>
\d+HYLAJn Passage C -DnK )u\@
q': wSu u Chemistry did not emerge as:science until after the scientific revolution in 17th century and then only rather slowly and laboriously. But chemical knowledge is as old as history, being almost entirely concerned with the practical arts of living. Cooking is essentially a chemical process; so is the melting of metals and the administration of drugs and potions. This basic chemical knowledge, which was applied in most cases as a rule of thumb, was nevertheless dependent on previous experiment. It also served to stimulate a fundamental curiosity about the processes themselves. New information was always being gained as artisans improved techniques to gain better results. YM|S<
dmy -}.pqN The development of a scientific approach to chemistry was, however, hampered by several factors. The most serious problem was the vast range of material available and the consequent difficulty of organizing it into some system. In addition, there were social and intellectual difficulties. Chemistry is nothing if not practical: those who practice it must use their hands, they must have a certain practical aptitude. Yet in many ancient civilizations, practical tasks were primarily the province of a slave population. The thinker or philosopher stood apart from this mundane world, where the practical arts appeared to lack any intellectual content or interest. \G@6jn1G(
G~L?q ~b The final problem for early chemical science was the element of secrecy. Experts in specific trades had developed their own techniques and guarded their knowledge to prevent others from stealing their livelihood. Another factor that contributed to secrecy was the esoteric nature of the knowledge of alchemists, who were trying to transform base metals into gold or were concerned with the hunt for the elixir (炼金药). That would bestow the blessing of eternal life. In one sense, the second of these was the more serious impediment because the records of the chemical processes that early alchemists had discovered were often written down in symbolic language intelligible to very few or in symbols that were purposely obscure. $hQg+nY.
}$1 ;< 61. The main topic of the passage is . ^gyp-
!
["<(\v9P) A. the scientific revolution in the 17th century ^^SfIK?p
B,833Azi B. reasons that chemistry developed ELF`u WG E
e}[w e : C. the practical aspects of chemistry ~,68S^nP)H
Ib8i#D V D. difficulties of organizing knowledge systematically !nq\x8nU
N-9 gfG 62. According to the passage, how did knowledge about chemical processes increase before the 17th century? i q:Q$z&
"D(8]EG= A. Philosophers devised theories about chemical properties. b6vYM_ Q
'5/}MMT B. A special symbolic language was developed. o}+ Uy
}~r6>7I C. Experience led workers to revise their techniques. %*c|[7Z~V
/^ 3oq] D. Experts shared their discoveries with the public. BemkCj2
l\;mP.
! 63. Which of the following is NOT mentioned as one of the factors blocked the development of chemistry as a science? G=HxD
4l A. the difficulty of organizing materials in system `F\:XuY
S<!_
u q B. social and intellectual difficulties *X
l<aNNx
s.^9HuM C. the element of secrecy ,/`E|eG1G
.q`H` (QM D. the difficulty of improving techniques _*o u o<x
V9j1j}
r 64. Which of the following statements best explains why “the second of these was the more serious impediment” (last sentence, pars. 3)? O| J`~Lk
)ko{S[
gG A. Chemical knowledge was limited to a small number of people. OZ'.}((?n
v k)0
n= B. The symbolic language used was very imprecise. 4m~7 ~- h
XME K5Z9Dd C. Very few new discoveries were made by alchemists. (#B^Hyz!
x` +
l# D. The records of the chemical processes were not based on experiments. e(w/m(!Wny
W `u$7k]$ 65. Which of the following occupations does the author imply that does NOT require any knowledge of chemical processes? i=1 }lk q
60,-\h A. Cook. EARfbb"SG7
@0ov!9]Rw- B. Artisan. !jAWNK6
Vo9>o@FlLM C. Metal worker. KIKq9 *
I[=Wmxa?r D. Philosopher. 'G l;Ir^
'je8k7`VA Passage D WbQhl sc:
8Da( tS In the past, American colleges and universities were created to serve a dual purpose to advance learning and to offer a chance to become familiar with bodies of knowledge already discovered to those who wished it. To create and to impart, these were the distinctive features of American higher education prior to the most recent, disorderly decades of the twentieth century. The successful institution of higher learning had never been one whose mission could be defined in terms of providing vocational skills or as a strategy for resolving societal problems. In a subtle way Americans believed higher education to be useful, but not necessarily of immediate use. f^!11/Wv
..jq[(;N Another purpose has now been assigned to the mission of American colleges and universities. Institutions of higher learning — public or private — commonly face the challenge of defining their programs in such a way as to contribute to the service of the community. 0):uF_t<
emv ;m/&8 This service role has various applications. Most common are programs to meet the demands of regional employment markets, to provide opportunities for upward social and economic mobility, to achieve racial, ethnic, or social integration, or more generally to produce “productive” as compared to “educated” graduates. Regardless of its precise definition, the idea of a service-university has won acceptance within the academic community. Gg}5$||^C
p*pn@z One need only be reminded of the change in language describing the two-year college to appreciate the new value currently being attached to the concept of a service-related university. The traditional two-year college has shed its pejorative (轻蔑的) “junior” college label and is generally called a “community” college, a clearly value-laden expression representing the latest commitment in higher education. Even the doctoral degree, long recognized as a required “union card” in the academic world, has come under severe criticism as the pursuit of learning for its own sake and the accumulation of knowledge without immediate application to a professor’s classroom duties. The idea of a college or university that performs a triple function — communicating knowledge to students, expanding the content of various disciplines, and interacting in a direct relationship with society, has been the most important change in higher education in recent years. M)"]$TM
yX7CN5vVl The novel development, however, is often overlooked. Educators have always been familiar with those parts of the two-year college curriculum that have a “service” or vocational orientation. It is important to know this. But some commentaries on American postsecondary education tend to underplay the impact of the attempt of colleges and universities to relate to, if not resolve, the problems of society. What’s worse, they obscure a fundamental question posed by the service-university — what is higher education supposed to do? uX<+hG.n}
N<aB)</ 66. The first paragraph is written in order to state . \|eJJC
s?^,iQ+tp A. the future usefulness of the knowledge obtained in college v#<\:|XAg
Z!wD~C"D73 B. the missions of different educational institutions in America #0P! xZ'|{
< Gr9^C C. the purpose of American higher education in the past jOBY&W0r
!~K =#"T D. the history of the development of American higher education OM20-KDc5
W
*Y W6 67. One of the recent, important changes in higher education relates to . \ |4 Ca't
o-SRSu A. curriculum updates x 8 f6,
13ipaz B. Service-education concepts 6RH/V:YY
%S{o5txo C. imparting knowledge to students ` 6rrXU6|
TkA9tFi D. combining education with production OYBotk]{1
M} O[`Fx{W 68. The services role of colleges specifically aims to . cICHRp&&
X DHLEG-u( A. improve services d
O+kPC
LL{t5(- _ B. serve the community d F$KrwDK
Y.E?;iS C. provide skills for future use 'yE*|Sx
= Q@6c D. make graduates employable wjuGq.qIu
] yo_wGiwY 69. It can he inferred from the passage that there exists a tendency to . [d0%.+U
Q5g,7ac8L A. play down the service-university NzAQ@E 2d:
/;DjJpwf0 B. highlight service-education functions zgK;4
22$m
B jYOfu'~z C. alter the mission of primary education :H{Bb{B%
g+.0c=G( D. exaggerate the change in higher education gTnS[
&%6NQWW Section IV Translation (15%) NJ<N %hcjK
):S!Nl Directions: Read the following passage carefully. Then translate the underlined sentences into Chinese. Writhe your translation on ANSWER SLIEET 2. _y>}#6B
F% }7cm2 For most of us, work is the central, domination fact of life. We spend more than half our conscious hours at work, preparing for work, traveling to and from work. What we do there largely determines our standard of living and to a considerable extent the status we are accorded by our follow citizens as well. (71) It is sometimes said that because leisure has become more important the indignities and injustices of work can be pushed into a corner, that because most work is pretty intolerable, the people who do it should compensate for its boredoms, frustrations and humiliations by concentrating their hopes on the other parts of their lives. I reject that as a counsel of despair. For the foreseeable future the material and psychological rewards which work can provide, and the condition in which work is done, will continue to play a vital part in determining the satisfaction that life can offer. (72) Yet only a small minority can control the pace at which they work or the conditions in which their work is done; only for a small minority does work offer scope for creativity, imagination or initiative. |IAW{ _9)U
M</Wd{.g" Inequality at work, and in work is still one of the cruelest and most glaring forms of inequality in our society, like the one between managers and the rest. For most managers, work is an opportunity and a challenge. Their jobs engage their interest and allow them to develop their abilities. By contrast, for most manual workers, and for a growing number of white-collar workers, work is a boring, monotonous, even painful experience. (73) They Spend all their working lives in conditions which would be regarded as intolerable — for themselves — by those who take the decisions which let such conditions continue. The majority have little control over their work: it provides them with no opportunity for personal development. Often production is so designed that workers are simply part of the technology. In offices, many jobs are so routine that workers justifiably feel themselves to be mere cogs in the bureaucratic machine. (74) As a direct consequence of their work experience, many workers feel alienated from their work and their firm, whether it is in public or in private ownership. |Hf l&3
b9y)wBC%` Rising educational standards feed rising expectations, yet the amount of control which the worker has over his own work situation does not rise accordingly. (75) In many cases his control has been reduced. Symptoms of protest increase — rising sickness and absenteeism, high mover of employees, restrictions on output, and strikes, both unofficial and official. There is not much escape out and upwards. As management becomes more professional — in itself a good thing — the opportunity for promotion from the shop floor becomes less. The only escape is to another equally frustrating manual job: the only compensation is found not in the job but outside it, if there is a rising standard of living. zLL)V FCJW
cg{Gc]'1# Section V Writing (20%) |e:rYLxm:
~U9q-/(J/ Directions: Please write a composition of no less than 200 words on the following topic. Use specific reasons and examples to support your points of view. It should be written on Answer Sheet 2. 9Yn)t#G'`F
$.9 +{mz How to help the university students practice the Chinese traditional virtues in their daily lives? J]dW1boT@
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