博士研究生入学英语考试试卷 R{H8@JLD
(2004. 5) S9*68l
Part I. Reading Comprehension &9gI?b8
Directions: Read the following four passages. Answer the questions below each passage by choosing A, B, C or D. Mark your answer on ANSWER SHEET. ( 40 % ) ?pQ0*
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Passage One PQi(Oc
For the first two-thirds of the 20th century, chemistry was seen by many as the science of the future. The potential of chemical products for enriching society appeared to be unlimited. Increasingly, however, and especially in the public mind, the negative aspects of chemistry have come to the fore. Disposal of chemical by-products at waste-disposal sites of limited capacity has resulted in environmental and health problems of enormous concern. The legitimate use of drugs for the medically supervised treatment of diseases has been tainted by the growing misuse of mood altering drugs. The very word chemical has come to be used all too frequently in a pejorative sense. There is, as a result, a danger that the pursuit and application of chemical knowledge may be seen as bearing risks that outweigh the benefits. `+."X1
It is easy to underestimate the central role of chemistry in modern society, but chemical products are essential if the world’s population is to be clothed, housed and fed. The world’s reserves of fossil fuels (e.g. natural gas and coal) will eventually be exhausted, some as soon as the 21st century, and new chemical processes and materials will provide a crucial alternative energy source. The conversion of solar energy to more concentrated, useful forms, for example, will rely heavily on discoveries in chemistry. Long-term, environmentally acceptable solutions to pollution problems are not attainable without chemical knowledge. There is much truth in the aphorism that “chemical problems require chemical solutions”. Chemical inquiry will lead to a better understanding of the behavior of both natural and synthetic materials and to the discovery of new substances that will help future generations better supply their needs and deal with their problems. c;KMox/
Progress in chemistry can no longer be measured only in terms of economical utility. The discovery and manufacture of new chemical goods continue to be economically feasible but must be environmentally acceptable as well. The impact of new substances on the environment can now be assessed before large-scale production begins, and environmental compatibility has become a valued property of new materials. For example, compounds consisting of carbon fully bonded to chlorine and fluorine, called chlorofluorocarbons ( or Freons ), were believed to be ideal for their intended use when they were first discovered. They are nontoxic, nonflammable gases and volatile liquids that are very stable. These properties led to their widespread use as solvents, refrigerants and propellants in aerosol containers. Time has shown, however, that these compounds decompose in the upper regions of the atmosphere and the decomposition products act to destroy stratospheric ozone. Limits have now been placed on the use of chlorofluorocarbons, but it is impossible to recover the amounts already into the atmosphere. >t9DI
The chlorofluorocarbon problem illustrates how difficult it is to anticipate the overall impact that new materials can have on the environment. Chemists are working to develop methods of assessment, and prevailing chemical theory provides the working tools. Once a substance has been identified as hazardous to the existing ecological balance, it is the responsibility of chemists to locate that substance and neutralize it, limiting the damage it can do or removing it from the environment entirely. Inevitably, the harmful effects of some substances will outweigh their benefits, and their use will have to be limited. Yet, the positive impact of chemistry on society as a whole seems beyond doubt. Cw!tB1D
1. The word “tainted” in the first paragraph most probably means _________________. I=Y_EjZD
A) abandoned B) limited C) secured D) spoiled eF0FQlMe[
2. The third paragraph is mainly about ________________. "\lOOp^-
A) the harmful effects of chlorofluorocarbons on the environment 5l,Lp'k
B) the necessity to ensure the environmental compatibility of new chemical substances s{c|J#s
C) the economic feasibility of new chemical substances lV./K;\T
D) the objective assessment of the progress in chemistry K{Nj-Rqd
3. According to this passage, chemistry ________________________. -oZw+ge}
A) produces more harmful effects than beneficial ones N3Q
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B) produces no more harmful effects than beneficial ones )yz)
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C) is no longer unanimously regarded as the science of the future 5l
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D) is not worth pursuing persistently 7^!iGhI]r
4. The proper title for this passage should be _______________________. /Aw@26
A) The Positive Impact of Chemistry M`iE'x
B) The Harmful Effects of Chemicals
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C) Progress in Chemistry ',D%,N}J
D) Chemistry and Society Wj)v,v2&
5. What does the word “neutralize” in the last paragraph mean? >`yRL[c;
A) Take away the effect of. 0X
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B) Make neutral. s[7/w[&
C) Be central. GAs.?JHd
D) Realize. ?{L'd
Passage Two A*|\E:fo
In the human species individuals are equipped with fewer instincts than is the case in many nonhuman species. And, as already noted, they are born cultures. Therefore, an infant Homo sapiens must learn a very great deal and acquire a vast number of conditional reflexes and habit patterns in order to live effectively, not only in society but in a particular kind of socio-cultural system. Be it Tibetan, Eskimo, or French. This process, taken as a whole, is called socialization—the making of a social being out of one that was at birth wholly individualistic and egoistic. |<8Fa%!HHc
Education in its broadest sense may properly be regarded as the process by which the culture of a socio-cultural system is imposed upon the plastic, receptive infant. It is this process that makes continuity of culture possible. Education, formal and informal, is the specific means of socialization. By informal education is meant the way a child learns to adapt his behavior to that of others, to be like others, to become a member of a group. By formal education is meant the intentional and more or less systematic effort or affect the behavior of others by transmitting elements of culture to them, be it knowledge or belief, patterns of behaviors, or ideals and values. These attempts may be overt or covert. The teacher may make his purpose apparent, even emphatic, to the learner. But much education is effected in an unobtrusive way, without teacher or learner being aware that culture is being transmitted. Thus, in myths and tales, certain characters are presented as heroes or villains; certain traits are extolled, others are deplored or denounced. The impressionable child acquires ideals and values, an image of the good or the bad. qx0F*EH|
The growing chill is immersed in the fountain of informal education constantly; the formal education tends to be periodic. Many socio-cultural systems distinguish rather sharply a series of stages in the education and development of full-fledged men and women. First there is infancy, during which perhaps the most profound and enduring influences of a person’s life are brought to bear. Weaning ushers in a new stage, that of childhood, during which boys and girls become distinguished from each other. Puberty rites transform children men and women. These rites vary enormously in emphasis and content. Sometimes they include whipping, isolation, scarification, or circumcision. Very often the ritual is accompanied by explicit instruction in the mythology and lore of the tribe and in ethical codes. Such rituals as confirmation and Bar mitzvah in modern Western culture belong to the category of puberty rites, oOLj?
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With marriage come instruction and admonition, appropriate to the occasion, from elder relatives and, in more advanced cultures, form priests. In some socio-cultural systems men may become members of associations or sodalities: men’s clubs, warrior societies, secret societies, magic or medicine. In some cases it is said that in passing through initiation rites a person is “born again”. Women also may belong to sodalities, and in some instances they may become members or secret, magical societies along with men. T'Jl,)"
6. It is improper to say that a newborn infant is ___________________. McbbEs=)
A) unsophisticated WFmW[< g
B) self-centered pI_:3D
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C) unconventional ,CB E&g
D) enlightened XQOM6$~,
7. What’s the second paragraph mainly about? Xe\v6gbD
A) the plastic, receptive infant. qjg Z
B) the education and development of a mature adult. *k?y+}E_f
C) the explanation for the idea that education is the specific means of socialization. lG[j,MDs
D) the differences between formal and informal education. n0 V^/j}
8. What does the word “usher” in the third paragraph most probably mean? S*7 6V"")
A) creates. B) escorts. C) introduces. D) shows. Z;;A#h'%e
9. It is implied in the passage that __________________. aM_O0Rn==
A) no creatures other than human being have any instincts "F
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B) the period of informal education for a boy does not begin until he reaches puberty u3Zu ~C
C) the period of formal education never lasts so long as to cover the whole life of an individual /z}b1m+
D) no growing child can escape whipping, isolation, scarification, and circumcision <<Z, 1{3F
10. Which statement is true according to the text? ^nFP#J)_5
A) By informal education is not meant the way a child learns to adapt his behavior to that of others, to be like others, to become a member of a group. R$QhuxT|
B) The formal education tends to be periodic. ^/}&z