2010年杭州师范大学842综合英语考研试题

杭 州 师 范 大 学 2010 年招收攻读硕士研究生入学考试题

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综合英语 1

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Part 1: C Part 1: Cloze loze loze(20(20分)

Directions: Read the following text. Choose the best word(s) for each numbered blank and mark

A, B, C or D on the ANSWER SHEET

It is often observed that the aged spend much time thinking and talking about their past lives, 1 about the future. These reminiscences are not simply random or trivial memories, 2 is their purpose merely to make conversation. The old person's recollections of the past help to 3 an identity that is becoming increasingly fragile: 4 any role that brings respect or any goal that might provide 5 to the future, the individual mentions their past as a reminder to listeners, that here was a life 6 living. 7 , the memories form part of a continuing life 8 , in which the old person 9 the events and experiences of the years gone by and 10 on the overall meaning of his or her own almost completed life.

As the life cycle 11 to its close, the aged must also learn to accept the reality of their own impending death. 12 this task is made difficult by the fact that death is almost a 13 subject in the United States. The mere discussion of death is often regarded as 14 . As adults many of us find the topic frightening and are 15 to think about it--and certainly not to talk about it 16 the presence of someone who is dying.

Death has achieved this taboo 17 only in the modern industrial societies. There seems to be an important reason for our reluctance to 18 the idea of death. It is the very fact that death remains 19 our control; it is almost the only one of the natural processes 20 is so.

1. [A] better than [B] rather than [C] less than [D] other than

2. [A] so [B] even [C] nor [D] hardly

3. [A] preserve [B] conserve [C] resume [D] assume

4. [A] performing [B] playing [C] undertaking [D] lacking

5. [A] orientation [B] implication [C] succession [D] presentation

6. [A] worthy [B] worth [C] worthless [D] worthwhile

7. [A] In a word [B] In brief [C] In addition [D] In particular

8. [A] prospect [B] impetus [C] impression [D] review

9. [A] integrates [B] incorporates [C] includes [D] interacts

10. [A] reckons [B] counts [C] reflects [D] conceive

1l. [A] keeps [B] draws [C] inclines [D] tends

12. [A] Therefore [B] And [C] Yet [D] Otherwise

13. [A] taboo [B] dispute [C] contempt [D] neglect

14. [A] notorious [B] indecent [C] obscure [D] desperate

15. [A] ready [B] willing [C] liable [D] reluctant

16. [A] at [B] on [C] with [D] in

17. [A] status [B] circumstance [C] environment [D] priority

18. [A] encounter [B] confront [C] tolerate [D] expose

19. [A] under [B] above [C] beyond [D] within

20. [A] which [B] what [C] as [D] that

40分)

READING COMPREHENSION (40

PART

PART 22READING COMPREHENSION (

In this part, you will find after each of the passages a number of questions or unfinished statements about the passage, each with four suggested answers. Choose the best answer and mark the answer ON YOUR ANSWER SHEET.

TEXT A

When I was a schoolgirl I imagined myself at 60, clad in long black lace, gnarled hands gripping a silver-headed stick, laying down the law to my grandchildren. That seems laughable now: plenty of people scarcely notice when they turn 60, planning trips and gardens and university courses into their 70s; we can almost think that real old age has been abolished. But gnarled fingers haven't been discontinued, eyes and ears decline as before; time's winged chariot hasn't gone out of service: it simply catches up with us later. The age, which seemed, when one was young, to represent vast antiquity, may perhaps have been pushed upwards by a decade or two, but it hasn't disappeared. Facing 80 and beyond, it's not the past that's another country but the future and we fear that, indeed, they do things differently there.

Everyone knows we're all living longer: in 1880, only about 160,000 in every million made it to 75; now it's more than 600,000, and the Queen needs thousands of cards for those who reach 100. But statistics aside, how do we, cheerfully ploughing through our 60s and 70s, feel about what's to come turning 80? So far, you could say we've never had it so good the last generation. We have decent pensions, mortgages paid off and children out of the house (with luck); we're active, involved, often still working, and if we go into hospital for this or that, we come out again nearly as good as new. Even the market is getting round to realising that we have more money than any other age group, and classify us as “golden pleasure-seekers.”

Or, at least, some of us are. The fact is, there's more difference between the haves and have-nots in this age group than in any other, and real old age hits the have-nots far sooner than the lucky ones. A recent survey found that the difference breaks squarely along the lines of money and education: those with both are light years away from the solitary old folk that charities urge us to visit, desperately hard up, too creaky to go out much and terrified of thugs on the estate. Place makes a difference too: a Londoner with a free public transport pass and concessions to cinemas and exhibitions does far better than someone who can't drive any more, stranded up a muddy lane in the country with the post office closed down and the bus running on alternate Tuesdays. Some of the people so stranded say it's like being buried alive. Too many people make a plan for retirement that works excellently until they turn 80 and can't walk the mile to the village or the bus stop and have to wait for someone to give them a lift. Becoming elderly is not just a question of being old crucially, it's how old.

"It comes as such a surprise," said one woman of 78, "to be let down by your body. You wake up, you're bright as a button, you could do anything and then you absolutely have to have a sleep after lunch." Increasingly, we feel that our minds are as clear as ever, except of course for the odd "senior moment" when you can't remember the name of your last employer or even your last meal. You set out for a walk with younger people, you like walks, why not, but you're absolutely knackered by the time you reach the pub.

21. When the author was young, she used to think when your reach 60

A. you become really old.

B. you can have grandchildren.

C. you can wear black lace.

D. you become a ruler of the young.

22. Which is not true of the conditions of the elderly as described in the article?

A. They are better off financially than the last generation.

B. Most of them own their own houses.

C. The have better health care than the last generation.

D. Most of them live with their children.

23. The way the elderly people live are affected by whether

A. they take educational courses after retirement.

B. they live alone or not.

C. they live in the cities or in remote areas in the country.

D. they made plans or not.

24. The author used the example of the 78 year old woman in the last paragraph to show

A. the elderly need more sleep.

B. the elderly cannot keep up with the young.

C. our body refuses to obey our mind.

D.our body gets old even though our mind is not senile.

25. It is obvious from the article that the writer believes that

A. people should forget about problems caused by age.

B. people will never get old if they remain young in their minds.

C. living longer does not mean you can escape old age.

D. living longer means you can enjoy life to the full.

TEXT B

Is this the end of the language class?

Taking foreign language learning out of the language classroom and integrating it with other subjects has a strong appeal, but Kari Smith urges caution: language acquisition is not always natural.

"Thank you for the course. I wish it had been given in my own language because I know I have lost out on much information during the course, and you, the teacher, did not have the opportunity to get to know the real me, what I am able to do, what I know, what I think and who I am."

This is the message a previous student of mine wrote after having spent five days a week for eight months studying to be a teacher in an additional language (a language other than the native language).

Daniela is not the only student enrolled in one of the many immersion or Content and Language Integrated Learning (Civil) programmes in schools and universities around the world who feels this way. Purely for language learning purposes some language teachers, parents and policy makers believe that foreign language learning can be enhanced by teaching in the target language.

The extent of the immersion of learners into a target foreign language varies, from teaching a subject or more in English (for the sake of convenience) to making the school or university an English medium institution, where all subjects are taught in a language foreign to the students. I have seen cautious attempts such as teaching physical education in English and more courageous programmes introducing the foreign language of mathematics to students in the foreign language of English. Some attempts are even bolder: schools and universities teaching only in English to students whose previous school education took place in their native tongue and by teachers whose English does not allow them to respond to questions beyond the lesson plan they have carefully prepared the day before.

So why are we witnessing this quest to use a foreign language as the medium of instruction - trying to make the unnatural natural? We need to look at two basic concepts related to becoming skilled users of an additional language. There is language acquisition and language learning. Language acquisition happens when the learner is surrounded by the target language, and learning takes place in a natural way. This is exactly what happens when children acquire their native tongue: little or no formal language learning takes place before school age, and even in school we find little formal learning of new vocabulary or linguistic structures. Language acquisition occurs without any special effort being put into language learning programmes. Natural teachers are parents, extended family, friends, media, etc.

Immigrants learning the language of their new country often acquire the language to a certain extent in the same way. They are surrounded by the target language outside their own family; they enjoy rich exposure to it. However, the fact that not all arrive in the new country as young children, and that the native tongue remains the language spoken in the family, add complexity to the process of acquisition. Therefore, new immigrants are encouraged to take specific language courses; they need to be introduced to formal language instruction alongside the many opportunities for natural exposure.

When language has to be learned with a conscious cognitive effort we talk about language learning, which is, in a way, an unnatural way to learn a language. Language exposure is restricted to specific hours on specific days; learning is conscious and usually requires serious cognitive effort, mainly focused on learning about the target language. When the learner leaves the class, there is little or no exposure to the target language. When English is learned in Turkey, Israel or even in Norway, this is usually what happens.

Civil programmes, whether they are extensive or limited, aim at causing language acquisition to take place (the natural way) in a foreign setting (which would usually require language learning) by teaching in the target language, thus creating a target language environment within the environment of another language. This is, as I see it, an attempt to transform an unnatural way of learning a language into the natural way of acquiring languages.

26. The main concern of the author is with

A. the definition of language learning and language acquisition.

B. whether Civil programmes are beneficial for the students.

C. whether language should be learned naturally or unnaturally.

D. the impact of foreign language on immigrants.

27. In an English medium institution,

A. English is the language of instruction in all subjects.

B. native language is the language of instruction in most subjects.

C. English is only used in courses related to the target language.

D. the teachers’ English is limited by their lesson plans.

28. Children acquire their native languages in a natural way because

A. they are surrounded by a natural language environment.

B. their teachers are trained in the target language.

C. they learn the language early in school.

D. their parents take care to teach them.

29. Which of the following is not the reason why learning a foreign language is not natural?

A. It requires conscious cognitive efforts.

B. There is no exposure outside the classroom.

C. It is not encouraged by the society at large.

D. Language is learnt only as a school subject.

30. In general the author’s attitude towards Civil programmes can be described as

A. enthusiastic

B. skeptical

C. highly critical

D. supportive

TEXT C

Left holding the baby

Scientists recently revealed an instinct in women intact and unaffected by the age of technology. Glancing through glossy art books Lee Salk noticed that four times out of five Mary is depicted holding the infant Jesus against her felt breast. The Madonna sparked off a series of experiments and observations to determine on which side women hold their babies and why.

First he determined that modern mothers still tend to hold their baby on the left. Of 255 right-handed mothers, 83% held the baby on the left. And out of 32 left-handed women, 78%

held the baby on the left. As a control, women were watched emerging from supermarkets carrying baby-sized packages; the bundles were held with no side preference.

Then, dental patients were given a large rubber ball to hold during treatment. The majority clutched the ball to their left side, even when it interfered with the dentist’s activities. This suggested that in times of stress objects are held against the left side.

At that point an apparently contradictory phenomenon was observed. A large number of mothers who brought their premature babies to a follow-up clinic were seen to hold their babies against their right side.

So, 115 mothers who had been separated from their babies for 24 hours after birth were observed for holding response. The experimenters presented the baby directly to the mid-line of the mother’s body, and noted how she held the baby. 53% placed the baby on the left and 47% on the right. And it was also noted that the mothers of the group who had held their baby on the left had already had a baby from which they had not been separated after birth.

The author suggests that “The time immediately after birth is a critical period when the stimulus of holding the baby releases a certain maternal response.” That is to say, she senses the baby is better off on her left.

Left-handed holding enables the baby to hear the heartbeat – a sound associated with the security of the womb. In order to discover whether hearing the heart has a beneficial effect on the baby, the sound of a human heartbeat was played to 102 babies in a New York nursery for 4 days.

A control group of babies was not exposed to heartbeats. The babies in the beat group gained markedly more weight and cried far less than the babies in the control group.

31. Looking at art books inspired Lee Salk to investigate

A. picture of Mary and Jesus.

B. the way mothers hold their babies.

C. the way people hold objects in times of stress.

D. the effect of the human heartbeat on premature babies.

32. He found that

A. left-handed women tend to hold their babies on the right.

B. only right-handed women tend to hold their babies on the left.

C. more right-handed women than left-handed women tend to hold their babies on the

left.

D. women who hold their babies on the left are nearly tend to have suffered from stress.

33. What was the “apparent contradictory phenomenon” mentioned in paragraph 4?

A. Mothers of premature babies were seen to hold their babies differently.

B. Mothers of premature babies held their babies on the correct side.

C. Mothers of premature babies took their babies to a follow-up clinic.

D. The behaviour of mothers of premature babies disproved Lee Salk’s theory.

34. The time just after birth is important: this is when

A. babies must not be separated form their mothers.

B. the baby’s response to the mother is released.

C. the mother has an instinctive tendency to hold the baby on the left.

D. the baby can hear the mother’s heartbeat and feel secured.

35. Salk’s experiments proved that

A. mothers have an instinct to hold their babies on the left immediately after birth.

B. mothers hold their babies on the left at times of stress.

C mothers of premature babies do not have the instinct to hold their babies on the left.

D. mothers find it more comfortable to carry their babies on the left

TEXT D

Our first words

Is language, like food, a basic human need without which a child at a critical period of life can be starved and damaged? Judging from the drastic experiments of Frederick II in the thirteenth century it may be. Hoping to discover what language a child would speak if he heard no mother tongue he told the nurses to keep silent.

All the infants died before the first year. But clearly there was more than language deprivation here. What was missing was good mothering. Without good mothering, in the first year of life, especially, the capacity to survive is seriously affected.

Today no such drastic deprivation exists as that ordered by Frederick. Nevertheless, some children are still backward in speaking. Most often the reason for this is that the mother is insensitive to the cues and signals of the infant, whose brain is programmed to mop up language rapidly. There are critical times, it seems, when children learn more readily. If these sensitive periods are neglected, the ideal time for acquiring skills passes and they might never be learned so easily again. A bird learns to sing and to fly rapidly at the right time, but the process is slow and hard once the critical stage has passed.

Linguists suggest that speech milestones are reached in a fixed sequence and at a constant age, but there are cases where speech has started late in a child who eventually turns out to be of high IQ (Intelligence Quotient). At twelve weeks a baby smiles and utters vowel-like sounds; at twelve months he can speak simple words and understand simple commands; at eighteen month

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he has a vocabulary of three to fifty words. At three he knows about 1000 words which he can put into sentences, and at four his language differs from that of his parents in style rather than grammar.

Recent evidence suggests that an infant is born with the capacity to speak. What is special about Man’s brain, compared with that of the monkey, is the complex system which enables a child to connect the sight and feel of, say, a teddy-bear with the sound pattern “teddy-bear”. And even more incredible is the young brain’s ability to pick out an order in language from the hubbub of sound around him, to analyse, to combine and recombine the parts of a language in novel ways.

But speech has to be triggered, and this depends on interaction between the mother and the child, where the mother recognises the cues and signals in the child’s babbling, clinging, grasping, crying, smiling, and responds to them. Insensitivity of the mother to these signals dulls the interaction because the child gets discouraged and sends out only the obvious signals. Sensitivity to the child’s non-verbal cues is essential to the growth and development of language.

36. Frederick II’s experiments was “drastic” because

A. he wanted to prove that children are born with the ability to speak.

B. he ignored the importance of mothering to the infant.

C. he was unkind to the nurses who looked after the infants.

D. he wanted to see if the children would die before they reached the age of one.

37. The reason some children are backward in speaking today is that

A. they do not listen carefully to their mothers.

B. their brains have to absorb too much language at once.

C. their mothers do not respond to their attempts to speak.

D. their mothers are not intelligent enough to help them.

38. By “critical times” (see underline in paragraph 3) the author means:

A. difficult periods in the child’s life.

B. important stages in the child’s development.

C. moments when the child becomes critical towards its mother.

D. times when mothers often neglect their children.

39. Which of the following is not implied in the passage?

A. The faculty of speech is inborn in man.

B. Children do not need to be encouraged to speak.

C. The child’s brain is highly selective.

D. Most children learn their language in definite stages

40. If the mother does not respond to her child’s signals, the child will

A. never be able to speak properly.

B. stop giving out signals.

C. invent a language of its own.

D. make little effort to speak.

PART PART 33 Translation Translation ( ( (3030分) I. Chinese Translate the following passage from English into Chinese. .

Write your tra Write your translation on the Answer Sheet.nslation on the Answer Sheet.nslation on the Answer Sheet.

Science is the body of knowledge about nature that represents the collective efforts, insights, findings, and wisdom of the human race. Science is not something new but had its beginnings before recorded history when humans first discovered reoccurring relationships around them. Through careful observations of these relationships, they began to know nature and, because of nature’s dependability, found they could make predictions to enable some control over their surroundings.

Science made its headway in the sixteenth century when people began asking answerable questions about nature – when they began replacing superstition by a systematic search for order – when experiment in addition to logic was used to test ideas. Where people once tried to influence natural events with magic and supernatural forces, they now had science to guide them. Advance was slow, however, because of the powerful opposition to scientific methods and ideas.

II. Translate the following passage from Chinese into English

Part 4Part 4 Reading and Reading and Reading and Précis Précis Précis (20 (20分)

With 5 -7 sentences and no more than 100 words make a summary of the following text which is expected to focus upon the discussion of the major subjects. Write your summary on the Answer Sheet.

The uniqueness of the Japanese character is the result of two seemingly contradictory forces: the strength of traditions and selective receptivity to foreign achievements and inventions. As early as the 1860s, there were counter movements to the traditional orientation. Yukichi Fukuzawa, the most eloquent spokesman of Japan’s “Enlightenment,” claimed “The Confucian civilization of the East seems to me to lack two things possessed by Western civilization: science in the material sphere and a sense of independence in the spiritual sphere.” Fukuzawa’s great influence is found in the free and individualistic philosophy of the Education Code of 1872, but he was not able to prevent the government from turning back to the canons of Confucian thought in the Imperial Rescript of 1890. Another interlude of relative liberalism followed World War I, when the democratic idealism of President Woodrow Wilson had an important impact on Japanese intellectuals and, especially, students: but more important was the Leninist ideology of the 1917 Bolshevik Revolution. Again, in the early 1930s, nationalism and militarism became: dominant, largely as a result of failing economic conditions. Following the end of World War II, substantial changes were undertaken in Japan to liberate the individual from authoritarian restraints. The new democratic value system was accepted by many teachers, students intellectuals and old liberals, but it was not immediately embraced by the society as a whole: Japanese traditions were dominated by group values, and notions of personal freedom and individual rights were unfamiliar.

Today democratic processes are clearly evident in the widespread participation of the Japanese people in social and political life; yet there is no universally accepted and stable value system. Values are constantly modified by strong infusions of Western ideas, both democratic and Marxist. School textbooks expound democratic principles, emphasizing equality over hierarchy and rationalism over tradition; but in practice these values are often misinterpreted and distorted, particularly by the youth who translate the individualistic and humanistic goals of democracy into egoistic and materialistic ones.

Most Japanese people have consciously rejected Confucianism, but vestiges of the old order remain. An important feature of relationships in many institutions such as political parties, large corporations, and university faculties is the oyabun-kobun or parent-child relation. A party leader, supervisor, or professor, in return for loyalty, protects those subordinate to him and takes general responsibility for their interests throughout their entire lives, an obligation that sometimes even extends to arranging marriages. The corresponding loyalty of the individual to his patron reinforces his allegiance to the group to which they both belong. A willingness to cooperate with other members of the group and to support without qualification the interests of the group in all its external relations is still a widely respected virtue. The oyaburt-kobttn creates ladders of mobility which an individual can ascend, rising as far as abilities permit, so long as he maintains successful personalities with a superior in the vertical channel, the latter requirement usually taking precedence over a need for exceptional competence. As a consequence, there is little horizontal relationship between people even within the same profession.

Part 5 Composition (40分)

Directions: Some teachers believe that students should be organized to study in groups while others insist that students should study individually and

independently. What’s your opinion? Analyze the advantages and

disadvantages of both before you decide which side you would rather

act upon (why and how). Select a suitable title and write your essay on

the Answer Sheet in at least 300 words.

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