全国硕士研究生入学考试英语试题（一） National
Entrance Test of English for MA/MS Candidates (2002) 考生注意事项
1．考生必须严格遵守各项考场规则，得到监考人员指令后方可开始答题。
2．答题前，考生应将答题卡上的“考生姓名”、“报考单位”、“考试语种”、“考生编号”等信息填写清楚，并与准考证上的一致。
3．全国硕士研究生入学考试英语分为试题（一）、试题（二）。
4．本试题为试题（一），共4页（1～4页）。考生必须在规定的时间内作答。
5．试题（一）为听力部分。该部分共有A、B、C三节，所有答案都应填写或填涂在答题卡1上。A、B两节必须用蓝（黑）圆珠笔答题，注意字迹清楚。C节必须用2B铅笔按照答题卡上的要求填涂，如要改动，必须用橡皮擦干净。
6．听力考试进行时，考生应先将答案写或标记在试题上，然后在听力部分结束前专门留出的5分钟内，将答案整洁地誊写或转涂到答题卡1上。仅写或标记在试题上不给分。 Section
I Listening Comprehension
Directions:
This Section is designed
to test your ability to understand spoken English. You will hear a
selection of recorded materials and you must answer the questions
that accoMPAny them. There are three parts in this section, Part A,
Part B and Part C. Remember, while you are doing the test,
you should first put down your answers in your test booklet. At the
end of the listening comprehension section, you will have 5 minutes
to transfer all your answers from your test booklet to ANSWER SHEET
1.
Now look at Part A in your test booklet.
Part A
Directions:
For Questions 1-5, you will hear an introduction about
the life of Margaret Welc
h. While you listen, fill out the
table with the information you've heard. Some of the information
has been given to you in the table. Write only 1 word or numb er
in each numbered box. You will hear the recording twice. You now have
25 seco nds to read the table below. (5 points)
Welch's
Personal Information
Place of Birth Philadelphia Year
of Birth 1901 Transfer to Barnard University (Year) 1920 Major
at University 1 Final Degree PhD Year of Marriage 1928 Growing
Up In New Guinea Published (Year) 2 Field Study in the
South Pacific (Age) 3 Main Interest 4 Professorship
at Columbia Started (Year) 5
Death (Age)77
Part
B
Directions:
For questions 6-10, you will hear a
talk by a well-known U.S. journalist. While you listen, complete
the sentences or answer the questions. Use not more than 3 words
for each answer. You will hear the recording twice. You now have 25
second s to read the sentences and questions below. (5 points)
Besides
reporters, who else were camped out for days outside the speaker's
home? 6 One reporter got to the speaker's apartment pretending
to pay 7
The speaker believed the reporter wanted a picture
of her looking
8
Where is a correction to a false story usually
placed?9
According to the speaker, the press will lost readers
unless the editors and the
news directors10
Part
C
Directions:
You will hear three pieces of recorded
material. Before listening to each one, y ou will have time
to read the questions related to it. While listening, answer e ach
question by choosing A, B, C or D. After listening, you will have
time to ch eck your answers. You will hear each piece once only.
(10 points)
Questions 11 - 13 are based on a report about
children's healthy development. Yo
u now have 15 seconds to
read Questions 11 - 13.
11. What unusual question may
doctors ask when giving kids a checkup next t
ime? ［A］ How
much exercise they get every day. ［B］ What they are most worried
about. ［C］ How long their parents accoMPAny them daily. ［D］
What entertainment they are interested in.
12. The academy
suggests that children under age two .
［A］ get enough entertainment. ［B］
have more activities. ［C］ receive early education. ［D］
have regular checkups.
13. According to the report, children's
bedrooms should .
［A］ be no place for play. ［B］ be near
a common area. ［C］ have no TV sets. ［D］ have a computer
for study.
Questions 14 - 16 are based on the following
talk about how to save money. You n
ow have 15 seconds to read
Questions 14 - 16.
14. According to the speaker, what
should one pay special attention to if h
e wants to save up? ［A］
Family debts. ［B］ Bank savings. ［C］ Monthly bills. ［D］
Spending habits.
15. How much can a person save by retirement
if he gives up his pack-a-da y habit? ［A］ $190,000.
［B］ $330,000. ［C］ $500,000. ［D］ $1,000,000.
16.
What should one do before paying monthly bills, if he wants to accumu
late
wealth? ［A］ Invest into a mutual fund. ［B］ Use the discount
tickets. ［C］ Quit his eating-out habit. ［D］ Use only
paper bills and save coins.
Questions 17-20 are based
on an interview with Herbert A. Glieberman, a domestic
-relations
lawyer. You now have 20 seconds to read Questions 17 - 20.
17.
Which word best describes the lawyer's prediction of the change in
di
vorce rate? ［A］ Fall. ［B］ Rise. ［C］ V-shape.
18.
What do people nowadays desire to do concerning their marriage? ［A］
To embrace changes of thought. ［B］ To adapt to the disintegrated
family life. ［C］ To return to the practice in the '60s and
'70s. ［D］ To create stability in their lives.
19.
Why did some people choose not to divorce 20 years ago?
［A］
They feared the complicated procedures. ［B］ They wanted to
go against the trend. ［C］ They were afraid of losing face. ［D］
they were willing to stay together.
20. Years ago a divorced
man in a coMPAny would have .
［A］ been shifted around the country. ［B］
had difficulty being promoted. ［C］ enjoyed a happier life. ［D］
tasted little bitterness of disgrace.
You now have 5 minutes
to transfer all your answers from your test booklet to AN
SWER
SHEET 1.
THIS IS THE END OF SECTION I
DO NOT
READ OR WORK ON THE NEXT SECTION UNTIL YOU ARE TOLD TO CONTINUE 绝密★启用前 全国硕士研究生入学考试英语试题（二）
National Entrance Test of English for MA/MS Candidates
(2002) 考生注意事项 1．考生必须严格遵守各项考场规则，得到监考人员指令后方可开始答题。
2. 全国硕士研究生入学考试英语分为试题（一）、试题（二）。 3．本试题为试题（二），共11页（5～15页），含有英语知识运用、阅读理解、写作三个部分。英语知识运用、阅读理解A节的答案必须用2B铅笔按要求直接填涂在答题卡1上，如要改动，必须用橡皮擦干净。阅读理解B节和写作部分必须用蓝（黑）圆珠笔在答题卡2上答题，注意字迹清楚。 4．考试结束后，考生应将答题卡1、答题卡2一并装入原试卷袋中，将试题（一）、试题（二）交给监考人员。 Section
II Use of English
Directions:
Read the following text.
Choose the best word(s) for each numbered blank and mar k A,
B, C or D on ANSWER SHEET 1. (10 points)
CoMPArisons were
drawn between the development of television in the 20th c
entury
and the diffusion of printing in the 15th and 16th centuries. Yet
much ha d happened ( 21 ) . As was discussed before, it was
not ( 22 ) the 19th century that the newspaper became the dominant
pre-electronic ( 23 ) , following in the wake of the pamphlet and
the book and in the ( 24 ) of the periodical. It was during the same
time that the communications revolution ( 25 ) up, beginning with
transport, the railway, and leading ( 26 ) through the telegraph,
the telephone, radio, and motion pictures ( 27 ) the 20th-century
world of the motor car and the air plane. Not everyone sees that process
in ( 28 ) . It is important to do so. It is generally recognized,
( 29 ) , that the introduction of the computer in the early 20th century,
( 30 ) by the invention of the integrated circuit during the 1960s,
radically changed the process, ( 31 ) its iMPAct on the media was
not immediately ( 32 ) . As time went by, computers became smaller
and more powerful, and they became “personal" too, as well as
( 33 ) , with display becoming sharper and storage ( 34 ) increasing.
They were thought of, lik e people, ( 35 ) generations, with
the distance between generations much ( 36 ). It was within
the computer age that the term “information society" began to
be widely used to describe the ( 37 ) within which we now live. The
communicatio ns revolution has ( 38 ) both work and leisure
and how we think and feel both about place and time, but there have
been ( 39 ) view about its economic, political, social and cultural
implications. “Benefits "have been weighed ( 40 ) “harmful"
outcomes. And generalizations have proved difficult.
21.
［A］ between ［B］ before ［C］ since ［D］ later
22. ［A］ after ［B］
by ［C］ during ［D］ until 23. ［A］ means ［B］ method ［C］ medium
［D］ measure 24. ［A］ process ［B］ coMPAny ［C］ light ［D］ form
25.
［A］ gathered ［B］ speeded ［C］ worked ［D］ picked 26. ［A］ on ［B］
out ［C］ over ［D］ off 27. ［A］ of ［B］ for ［C］ beyond ［D］ into 28.
［A］ concept ［B］ dimension ［C］ effect ［D］ perspective 29. ［A］
indeed ［B］ hence ［C］ however ［D］ therefore 30. ［A］ brought ［B］
followed ［C］ stimulated ［D］ characterized 31. ［A］ unless ［B］
since ［C］ lest ［D］ although 32. ［A］ apparent ［B］ desirable ［C］
negative ［D］ plausible 33. ［A］ institutional ［B］ universal ［C］
fundamental ［D］ instrumental 34. ［A］ ability ［B］ capability
［C］ capacity ［D］ faculty 35. ［A］ by means of ［B］ in terms of
［C］ with regard to［D］ in line with 36. ［A］ deeper ［B］ fewer
［C］ nearer ［D］ smaller 37. ［A］ context ［B］ range ［C］ scope ［D］
territory 38. ［A］ regarded ［B］ impressed ［C］ influenced ［D］
effected 39. ［A］ competitive ［B］ controversial ［C］ distracting
［D］ irrational 40. ［A］ above ［B］ upon ［C］ against ［D］ with Section
III Reading Comprehension
Part A
Directions:
Read
the following four texts. Answer the questions below each text by
choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.
(40 points)
Text 1
If you intend using humor
in your talk to make people smile, you must know
how to identify
shared experiences and problems. Your humor must be relevant to the
audience and should help to show them that you are one of them or
that you understand their situation and are in syMPAthy with
their point of view. Dependi ng on whom you are addressing,
the problems will be different. If you are talkin g to a group
of managers, you may refer to the disorganized methods of their sec retaries;
alternatively if you are addressing secretaries, you may want to comme nt
on their disorganized bosses. Here is an example, which I heard
at a nurses' convention, of a story whic h works well because
the audience all shared the same view of doctors. A man arr ives
in heaven and is being shown around by St. Peter. He sees wonderful
accommo dations, beautiful gardens, sunny weather, and so on.
Everyone is very peaceful, polite and friendly until, waiting
in a line for lunch, the new arrival is sudd enly pushed aside
by a man in a white coat, who rushes to the head of the line, grabs
his food and stomps over to a table by himself. “Who is that?"
the new ar rival asked St. Peter. “On, that's God," came
the reply, “but sometimes he thin ks he's a doctor." If
you are part of the group which you are addressing, you will be in
a po sition to know the experiences and problems which are common
to all of you and i t'll be appropriate for you to make a passing
remark about the inedible canteen food or the chairman's notorious
bad taste in ties. With other audiences you mus tn't attempt
to cut in with humor as they will resent an outsider making dispara ging
remarks about their canteen or their chairman. You will be on safer
ground if you stick to scapegoats like the Post Office or the
telephone system. If you feel awkward being humorous, you must
practice so that it becomes m ore natural. Include a few casual
and apparently off-the-cuff remarks which you can deliver in
a relaxed and unforced manner. Often it's the delivery which caus es
the audience to smile, so speak slowly and remember that a raised
eyebrow or an unbelieving look may help to show that you are
making a light-hearted remark. Look for the humor. It
often comes from the unexpected. A twist on a famil iar quote
“If at first you don't succeed, give up" or a play on words or
on a s ituation. Search for exaggeration and understatements.
Look at your talk and pick out a few words or sentences which
you can turn about and inject with humor. (4 47 words)
41.
To make your humor work, you should .
［A］ take advantage of
different kinds of audience. ［B］ make fun of the disorganized
people. ［C］ address different problems to different people. ［D］
show syMPAthy for your listeners.
42. The joke about doctors
implies that, in the eyes of nurses, they are .
［A］ impolite
to new arrivals. ［B］ very conscious of their godlike role. ［C］
entitled to some privileges. ［D］ very busy even during lunch
hours. 43. It can be inferred from the text that public services
. ［A］ have benefited many people. ［B］ are the focus
of public attention. ［C］ are an inappropriate subject for humor. ［D］
have often been the laughing stock.
44. To achieve the
desired result, humorous stories should be delivered .
［A］
in well-worded language. ［B］ as awkwardly as possible. ［C］
in exaggerated statements. ［D］ as casually as possible.
45.
The best title for the text may be .
［A］ Use Humor Effectively. ［B］
Various Kinds of Humor. ［C］ Add Humor to Speech. ［D］
Different Humor Strategies.
Text 2
Since the
dawn of human ingenuity, people have devised ever more cunning t
ools
to cope with work that is dangerous, boring, burdensome, or just plain
nast y. That compulsion has resulted in robotics—the science
of conferring various h uman capabilities on machines. And if
scientists have yet to create the mechanic al version of science
fiction, they have begun to come close. As a result, the modern
world is increasingly populated by intelligent giz mos whose
presence we barely notice but whose universal existence has removed
mu ch human labor. Our factories hum to the rhythm of robot
assembly arms. Our bank ing is done at automated teller terminals
that thank us with mechanical politene ss for the transaction.
Our subway trains are controlled by tireless robo-driver s.
And thanks to the continual miniaturization of electronics and micro-mechanic s,
there are already robot systems that can perform some kinds of brain
and bone surgery with submillimeter accuracy—far greater precision
than highly skilled physicians can achieve with their hands
alone. But if robots are to reach the next stage of laborsaving
utility, they wil l have to operate with less human supervision
and be able to make at least a few decisions for themselves—goals
that pose a real challenge. “While we know how to tell a robot
to handle a specific error," says Dave Lavery, manager of a robo tics
program at NASA, “we can't yet give a robot enough 'common sense'
to relia bly interact with a dynamic world." Indeed
the quest for true artificial intelligence has produced very mixed results.
Despite a spell of initial optimism in the 1960s and 1970s when it
appe ared that transistor circuits and microprocessors might
be able to copy the acti on of the human brain by the year 2010,
researchers lately have begun to extend that forecast by decades
if not centuries. What they found, in attempting to model thought,
is that the human brain's roughly one hundred billion nerve
cells are much more talented—and human perce ption far more
complicated—than previously imagined. They have built robots tha t
can recognize the error of a machine panel by a fraction of a millimeter
in a controlled factory environment. But the human mind can
glimpse a rapidly changin g scene and immediately disregard
the 98 percent that is irrelevant, instantaneo usly focusing
on the monkey at the side of a winding forest road or the single s uspicious
face in a big crowd. The most advanced computer systems on Earth can't approach
that kind of ability, and neuroscientists still don't know quite how
w e do it.
46. Human ingenuity was initially demonstrated
in .
［A］ the use of machines to produce science fiction. ［B］
the wide use of machines in manufacturing industry. ［C］ the
invention of tools for difficult and dangerous work. ［D］ the
elite's cunning tackling of dangerous and boring work.
47. The
word “gizmos" (line 1, paragraph 2) most probably means . ［A］
programs. ［B］ experts. ［C］ devices. ［D］ creatures.
48.
According to the text, what is beyond man's ability now is to design
a
robot that can . ［A］ fulfill delicate tasks like performing
brain surgery. ［B］ interact with human beings verbally. ［C］
have a little common sense. ［D］ respond independently to a
changing world.
49. Besides reducing human labor, robots
can also .
［A］ make a few decisions for themselves. ［B］
deal with some errors with human intervention. ［C］ improve
factory environments. ［D］ cultivate human creativity.
50.
The author uses the example of a monkey to argue that robots are .
［A］
expected to copy human brain in internal structure.
［B］ able
to perceive abnormalities immediately. ［C］ far less able than
human brain in focusing on relevant information. ［D］ best used
in a controlled environment.
Text 3
Could the
bad old days of economic decline be about to return? Since OPEC
agreed
to supply-cuts in March, the price of crude oil has jumped to almost
$26 a barrel, up from less than $10 last December. This near-tripling
of oil prices calls up scary memories of the 1973 oil shock,
when prices quadrupled, and 1979- 80, when they also almost
tripled. Both previous shocks resulted in double-digit inflation
and global economic decline. So where are the headlines warning of
gl oom and doom this time? The oil price was given another
push up this week when Iraq suspended oil exports. Strengthening
economic growth, at the same time as winter grips the nor thern
hemisphere, could push the price higher still in the short term. Yet
there are good reasons to expect the economic consequences now to
be l ess severe than in the 1970s. In most countries the cost
of crude oil now accoun ts for a smaller share of the price
of petrol than it did in the 1970s. In Europ e, taxes account
for up to four-fifths of the retail price, so even quite big ch anges
in the price of crude have a more muted effect on pump prices than
in the past. Rich economies are also less dependent on
oil than they were, and so less sensitive to swings in the oil
price. Energy conservation, a shift to other fuel s and a decline
in the importance of heavy, energy-intensive industries have red uced
oil consumption. Software, consultancy and mobile telephones use far
less o il than steel or car production. For each dollar of GDP
(in constant prices) ric h economies now use nearly 50% less
oil than in 1973. The OECD estimates in its latest Economic
Outlook that, it oil prices averaged $22 a barrel for a full yea r,
coMPAred with $13 in 1998, this would increase the oil import bill
in rich ec onomies by only 0.25-0.5% of GDP. That is less than
one-quarter of the income lo ss in 1974 or 1980. On the other
hand, oil-importing emerging economies—to whic h heavy industry
has shifted—have become more energy-intensive, and so could be more
seriously squeezed. One more reason not to lose sleep over
the rise in oil prices is that, unl ike the rises in the 1970s,
it has not occurred against the background of genera l commodity-price
inflation and global excess demand. A sizable portion of the w orld
is only just emerging from economic decline. The Economist's commodity
pric e index is broadly unchanging from a year ago. In 1973
commodity prices jumped b- y 70%, and in 1979 by almost 30%.
51. The main reason for the latest rise of oil price
is .
［A］ global inflation. ［B］ reduction in supply. ［C］
fast growth in economy. ［D］ Iraq's suspension of exports.
52.
It can be inferred from the text that the retail price of petrol will
go
up dramatically if . ［A］ price of crude rises. ［B］ commodity
prices rise. ［C］ consumption rises. ［D］ oil taxes rise.
53.
The estimates in Economic Outlook show that in rich countries .
［A］ heavy industry becomes more energy-intensive. ［B］ income
loss mainly results from fluctuating crude oil prices. ［C］
manufacturing industry has been seriously squeezed. ［D］ oil
price changes have no significant iMPAct on GDP.
54. We
can draw a conclusion from the text that .
［A］ oil-price shocks
are less shocking now. ［B］ inflation seems irrelevant to oil-price
shocks. ［C］ energy conservation can keep down the oil prices. ［D］
the price rise of crude leads to the shrinking of heavy industry.
55.
From the text we can see that the writer seems . ［A］ optimistic.
［B］ sensitive. ［C］ gloomy. ［D］ scared.
Text 4
The
Supreme Court's decisions on physician-assisted suicide carry importan
t
implications for how medicine seeks to relieve dying patients of pain
and suff ering. Although it ruled that there is no constitutional
right to physician-assis ted suicide, the Court in effect supported
the medical principle of “double eff ect," a centuries-old
moral principle holding that an action having two effects— a
good one that is intended and a harmful one that is foreseen—is permissible
i f the actor intends only the good effect. Doctors have
used that principle in recent years to justify using high dos es
of morphine to control terminally ill patients' pain, even though
increasing dosages will eventually kill the patient. Nancy
Dubler, director of Montefiore Medical Center, contends that the pri nciple
will shield doctors who “until now have very, very strongly insisted
tha t they could not give patients sufficient mediation to control
their pain if that might hasten death." George Annas,
chair of the health law department at Boston University, mai ntains
that, as long as a doctor prescribes a drug for a legitimate medical
purp ose, the doctor has done nothing illegal even if the patient
uses the drug to ha sten death. “It's like surgery," he
says. “We don't call those deaths homicide s because the doctors
didn't intend to kill their patients, although they risked t heir
death. If you're a physician, you can risk your patient's suicide
as long a s you don't intend their suicide." On
another level, many in the medical community acknowledge that the
assis ted-suicide debate has been fueled in part by the despair
of patients for whom m odern medicine has prolonged the physical
agony of dying. Just three weeks before the Court's ruling
on physician-assisted suicide, the National Academy of Science
(NAS) released a two-volume report, Approaching Death: Improving
Care at the End of Life. It identifies the undertreatment of pa in
and the aggressive use of “ineffectual and forced medical procedures
that ma y prolong and even dishonor the period of dying"
as the twin problems of end-of-l ife care. The profession
is taking steps to require young doctors to train in hospic es,
to test knowledge of aggressive pain management therapies, to develop
a Medi care billing code for hospital-based care, and to develop
new standards for asse ssing and treating pain at the end of
life. Annas says lawyers can play a key role in insisting that
these well-meanin g medical initiatives translate into better
care. “Large numbers of physicians seem unconcerned with the
pain their patients are needlessly and predictably suff ering,"
to the extent that it constitutes “systematic patient abuse."
He says m edical licensing boards “must make it clear…that painful
deaths are presumptive ly ones that are incompetently managed
and should result in license suspension."
56.
From the first three paragraphs, we learn that .
［A］ doctors
used to increase drug dosages to control their patients' pain.
［B］ it is still illegal for doctors to help the dying end their lives. ［C］
the Supreme Court strongly opposes physician-assisted suicide. ［D］
patients have no constitutional right to commit suicide.
57.
Which of the following statements its true according to the text?
［A］
Doctors will be held guilty if they risk their patients' death. ［B］
Modern medicine has assisted terminally ill patients in painless recovery. ［C］
The Court ruled that high-dosage pain-relieving medication can be
prescribed. ［D］ A doctor's medication is no longer justified
by his intentions.
58. According to the NAS's report,
one of the problems in end-of-life care is . ［A］ prolonged
medical procedures. ［B］ inadequate treatment of pain. ［C］
systematic drug abuse. ［D］ insufficient hospital care.
59.
Which of the following best defines the word “aggressive" (line
3, p
aragraph 7)? ［A］ Bold. ［B］ Harmful. ［C］ Careless.
［D］Desperate.
60. George Annas would probably agree that
doctors should be punished if they . ［A］ manage their patients
incompetently. ［B］ give patients more medicine than needed. ［C］
reduce drug dosages for their patients. ［D］ prolong the needless
suffering of the patients.
Part B
Directions:
Read
the following text carefully and then translate the underlined segments
int o Chinese. Your translation should be written clearly on
ANSWER SHEET 2. (10 po ints)
Almost all our major
problems involve human behavior, and they cannot be s
olved
by physical and biological technology alone. What is needed is a technolog y
of behavior, but we have been slow to develop the science from which
such a te chnology might be drawn. 61) One difficulty is that
almost all of what i s called behavioral science continues
to trace behavior to states of mind, feelings, tra its of character,
human nature, and so on. Physics and biology once follo wed
similar practices and advanced only when they discarded them. 62)
The behav ioral sciences have been slow to change partly because
the explanatory items often seem to be directly observed and
partly because other kinds of explanations have been hard to
find. The environment is obviously important, but its role has remained obscure.
It does not push or pull, it selects, and this function is difficult
t o discover and analyze. 63) The role of natural selection
in evolution was formulated
only a little more than a hundred years
ago, and the selective role of the environment in shaping and
maintaining the behavior of the individual is only b eginning
to be recognized and studied. As the interaction between organis m
and environment has come to be understood, however, effects once assigned
to states o f mind, feelings, and traits are beginning to be
traced to accessible conditions , and a technology of behavior
may therefore become available. It will not solve our problems,
however, until it replaces traditional prescientific views, and t hese
are strongly entrenched. Freedom and dignity illustrate the difficulty.
64) They are the possessions of the autonomous (self-governing)
man of trad itional theory, and they are essential to practices
in which a person is held responsibl e for his conduct and
given credit for his achievements. A scientific ana lysis shifts
both the responsibility and the achievement to the environment. It
also ra ises questions concerning “values." Who will use
a technology and to what ends? 65) Until these issues are resolved,
a technology of behavior will conti nue to be rejected, and
with it possibly the only way to solve our problems.
Section IV
Writing
66. Directions:
Study the following picture
carefully and write an essay entitled “Cultures —National and
International". In the essay you should 1) describe
the picture and interpret its meaning, and 2) give your comment
on the phenomenon. You should write about 200 words neatly
on ANSWER SHEET 2. (20 points) An American girl in traditional
Chinese costume（服装） |