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2015年北京师范大学博士研究生入学考试英语试题
Part I ：Reading Comprehension
Directions: There are six passages in this part. Each of the passages is followed by five questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the best one and mark your answer on the ANSER SHEET.
Passage 1
The human ear contains the organ for hearing and the organ for balance. Both organs involve fluid-filled channels containing hair cells that produce electrochemical impulses when the hairs are stimulated by moving fluid.
The ear can be divided into three regions: outer, middle, and inner. The outer ear collects sound waves and directs them to the eardrum separating the outer ear from the middle ear. The middle ear conducts sound vibrations through three small bones to the inner ear. The inner ear is a network of channels containing fluid that moves in response to sound or movement.
To perform the function of hearing, the ear converts the energy of pressure waves moving through the air into nerve impulses that the brain perceives as sound. Vibrating objects, such as the vocal cords of a speaking person, create waves in the surrounding air. These waves cause the eardrum to vibrate with the same frequency. The three bones of the middle ear amplify and transmit the vibrations to the oval window, a membrane on the surface of the cochlea, the organ of hearing. Vibrations of the oval window produce pressure waves in the fluid inside the cochlea. Hair cells in the cochlea convert the energy of the vibrating fluid into impulses that travel along the auditory nerve to the brain.
The organ for balance is also located in the inner ear. Sensations related to body position are generated much like sensations of sound. Hair cells in the inner ear respond to changes in head position with respect to gravity and movement. Gravity is always pulling down on the hairs, sending a constant series of impulses to the brain. When the position of the head changes--as when the head bends forward--the force on the hair cells changes its output of nerve impulses. The brain then interprets these changes to determine the head’s new position.
1.What can be inferred about the organs for hearing and ba1ance?
A. Both organs evo1ved in humans at the same time.
B. Both organs send nerve impu1ses to the brain.
C. Both organs contain the same amount of f1uid.
D. Both organs are 1ocated in the ear's mi dd1e region.
2. Hearing involves all of the following EXCEPT______.
A. motion of the vocal cords so that they vibrate.
B. stimulation of hair cells in fluid-filled channels.
C. amplification of sound vibrations.
D. conversion of wave energy into nerve impulses.
3. It can be inferred from paragraphs 2 and 3 that the cochlea is a part of______.
A. the outer earB. the eardrumC. the middle earD. the inner ear
4. What can be inferred from paragraph 4 about gravity?
A. Gravity has an essential role in the sense of balance.
B. The ear converts gravity into sound waves in the air.
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C. Gravity is a force that originates in the human ear.
D. The organ for hearing is not subject to gravity.
5.缺
Passage 2
The geology of the Earth's surface is dominated by the particular properties of water. Present on Earth in solid, liquid, and gaseous states, water is exceptionally reactive. It dissolves, transports, and precipitates many chemical compounds and is constantly modifying the face of the Earth.
Evaporated from the oceans, water vapor forms clouds, some of which are transported by wind over the continents. Condensation from the clouds provides the essential agent of continental erosion: rain. Precipitated onto the ground, the water trickles down to form brooks, streams, and rivers, constituting what is called the hydrographic network. This immense polarized network channels the water toward a single receptacle: an ocean. Gravity dominates this entire step in the cycle because water tends to minimize its potential energy by running from high altitudes toward the reference point that is sea level.
The rate at which a molecule of water passes through the cycle is not random but is a measure of the relative size of the various reservoirs. If we define residence time as the average time for a water molecule to pass through one of the three reservoirs--atmosphere, continent, and ocean--we see that the times are very different. A water molecule stays, on an average, eleven days in the atmosphere, one hundred years on a continent and forty thousand years in the ocean. This last figure shows the importance of the ocean as the principal reservoir of the hydrosphere but also the rapidity of water transport on the continents.
A vast chemical separation process takes places during the flow of water over the continents. Soluble ions such as calcium, sodium, potassium, and some magnesium are dissolved and transported. Insoluble ions such as aluminum, iron, and silicon stay where they are and form the thin, fertile skin of soil on which vegetation can grow. Sometimes soils are destroyed and transported mechanically during flooding. The erosion of the continents thus results from two closely linked and interdependent processes, chemical erosion and mechanical erosion. Their respective interactions and efficiency depend on different factors.
6.According to the passage, clouds are primarily formed by water ______.
A. precipitating onto the ground
B. changing from a solid to a liquid state
C. evaporating from the oceans
D. being carried by wind
7.The passage suggests that the purpose of the "hydrographic network" is to ______.
A. determine the size of molecules of water
B. prevent soil erosion caused by flooding
C. move water from the Earth's surface to the oceans
D. regulate the rate of water flow from streams and rivers
8.What determines the rate at which a molecule of water moves through the cycle, as discussed in the third paragraph?
A. The potential energy contained in water.
B. The effects of atmospheric pressure on chemical compounds.
C. The amounts of rainfall that fall on the continents.
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D. The relative size of the water storage areas.
9.All of the following are examples of soluble ions EXCEPT ______.
A. magnesium B. iron C. potassium D. calcium
10. The word "efficiency" in line 21 is closest in meaning to______.
A. relationship B. growth C. influence D. effectiveness
Passage 3
Scientists have long understood that supermassive black holes weighing millions or billions of suns can tear apart stars that come too close. The black hotels gravity pulls harder on the nearest part of the star, an imbalance that pulls the star apart over a period of minutes or hours, once it gets close enough.
Scientists say this Uneven pulling is not the only hazard facing the star. The strain of these unbalanced forces can also trigger a nuclear explosion powerful enough to destroy the star from within. Matthieu Brassart and Jean-Pierre Luminet of the Observatoire de Paris in Meudon, France1, carried out computer simulations of the final moments of such an unfortunate star’s life, as it veered towards a supermassive black hole.
When the star gets close enough,the uneven forces flatten it into a pancake shape. Some previous studies had suggested this flattening would increase the density and temperature inside the star enough to trigger intense nuclear reactions that would tear it apart. But other studies had suggested that the picture would be complicated by shock waves generated during the flattening process and that no nuclear explosion should occur.
The new simulations investigated the effects of shock waves in detail, and found that even when their effects are included, the conditions favor a nuclear explosion.”There will be an explosion of the star — it will be completely destroyed,” Brassart says. Although the explosion obliterates the star, it saves some of the star’s matter from being devoured by the black hole. The explosion is powerful enough to hurl much of the star’s matter out of the black hole’s reach, he says.
The devouring of stars by black holes may already have been observed, although at a much later stage. It is thought that several months after the event that rips the star apart, its matter starts swirling into the hole itself. It heats up as it does so, releasing ultraviolet light and X-rays.
If stars disrupted near black holes really do explode, then they could in principle allow these events to be detected at a much earlier stage, says Jules Hatpern of Columbia University in New York,US2.”It may make it possible to see the disruption of that star immediately if it gets hot enough,” he says.
Brassart agrees.”Perhaps it can be observed in the X-rays and gamma rays, but it’s something that needs to be more studied,” he says. Supernova researcher Chris Fryer of the Los Alamos National Laboratory in Los Alamos, New Mexico,US3,says the deaths of these stars are difficult to simulate, and he is not sure whether the researchers have proven their case that they explode in the process.
11. Something destructive could happen to a star that gets too close to a black hole. Which of the following destructive statements is NOT mentioned in the passage?
A. The black hole could tear apart the star.
B. The black hole could trigger a nuclear explosion in the star.
C. The black hole could dwindle its size considerably.
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D. The black hole could devour the star.
12. According to the third paragraph, researchers differed from each other in the problem of______.
A. whether nuclear reaction would occur.
B. whether the stars would increase its density and temperature.
C. whether shock waves would occur.
D. whether the uneven forces would flatten the stars.
13. According to the fourth paragraph, which of the following is NOT true?
A. No nuclear explosion would be triggered inside the star.
B. The star would be destroyed completely.
C. Much of the star’s matter thrown by the explosion would be beyond the black hole’s reach.
D. The black hole would completely devour the star.
14. What will happen several months after the explosion of the star?
A. The star’s matter will move further away from by the black hole.
B. The black hole’s matter will heat up.
C. The torn star’s matter will swirl into the black hole.
D. The black hole’s matter will release ultraviolet light and X-rays.
15. According to the context, the word “disruption” in Paragraph 6 means______.
A. “Confusion.” B. “Tearing apart.” C. “Interruption.” D. “Flattening.”
Passage 4
Our culture has caused most Americans to assume not only that our language is universal but that the gestures we use are understood by everyone．We do not realize that waving good-bye is the way to summon a person from the Philippines to one's side, or that in Italy and some Latin-American countries, curling the finger to oneself is a sign of farewell．
Those private citizens who sent packages to our troops occupying Germany after World War II and marked them GIFT to escape duty payments did not bother to find out that “Gift” means poison in German．Moreover, we like to think of ourselves as friendly, yet we prefer to be at least 3 feet or an arm 's length away from others．Latins and Middle Easterners like to come closer and touch, which makes Americans uncomfortable．
Our linguistic and cultural blindness and the casualness with which we take notice of the developed tastes, gestures, customs and languages of other countries, are losing us friends, business and respect in the world．
Even here in the United States, we make few concessions to the needs of foreign visitors．There are no information signs in four languages on our public buildings or monuments; we do not have multilingual guided tours．Very few restaurant menus have translations, and multilingual waiters, bank clerks and policemen are rare．Our transportation systems have maps in English only and often we ourselves have difficulty understanding them．
When we go abroad, we tend to cluster in hotels and restaurants where English is spoken．Then attitudes and information we pick up are conditioned by those natives—usually the richer—who speak English．Our business dealings, as well as the nation's diplomacy, are conducted through interpreters．
For many years, America and Americans could get by with cultural blindness and linguistic ignorance．After all America is the most powerful country of the free world, the distributor needed
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funds and goods．
But all that is past．American dollars no longer buy all good things, and we are slowly beginning to realize that our proper role in the world is changing．A 1979 Harris poll reported that 55 percent of Americans want this country to play a more significant role in world affairs; we want to have a hand in the important decisions of the next century, even though it may not always be the upper hand．
16．It can be inferred that Americans being approached too closely by Middle Easterners would most probably ____．
A. stand still B. jump aside
C. step forward D. draw back
17．The author gives many examples to criticize Americans for their ____．
A. cultural self-centeredness
B. casual manners
C. indifference towards foreign visitors
D. arrogance towards other countries
18．In countries other than their own most Americans ____．
A. are isolated by the local people
B. are not well informed due to the language barrier
C. tend to get along well with the natives
D. need interpreters in hotels and restaurants
19．According to the author, Americans' cultural blindness and linguistic ignorance will ____．
A. affect their image in the new era
B. cut themselves off from the outside world
C. limit their role in world affairs
D. weaken the position of the US dollar
20．The author's intention in writing this article is to make Americans realize that ____．
A. it is dangerous to ignore their foreign friends
B. it is important to maintain their leading role in world affairs
C. it is necessary to use several languages in public places
D. it is time to get acquainted with other cultures
Passage 5
Historians have only recently begun to note the increase in demand for luxury goods and services that took place in eighteenth-century England. McKendrick has explored the Wedgwood firm’s remarkable success in marketing luxury pottery; Plumb has written about the proliferation of provincial theaters, musical festivals, and children’s toys and books. While the fact of this consumer revolution is hardly in doubt, three key questions remain: Who were the consumers? What were their motives? And what were the effects of the new demand for luxuries?
An answer to the first of these has been difficult to obtain. Although it has been possible to infer from the goods and services actually produced what manufactures and servicing trades thought their customers wanted, only a study of relevant personal documents written by actual consumers will provide a precise picture of who wanted what. We still need to know how large this consumer market was and how far down the social scale the consumer demand for luxury goods penetrated. With regard to this last question, we might note in passing that Thompson, while
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rightly restoring laboring people to the stage of eighteenth-century English history, has probably exaggerated the opposition of these people to the inroads of capitalist consumerism in general; for example, laboring people in eighteenth-century England readily shifted from home-brewed beer to standardized beer produced by huge, heavily capitalized urban breweries.
To answer the question of why consumers became so eager to buy, some historians have pointed to the ability of manufacturers to advertise in a relatively uncensored press. This, however, hardly seems a sufficient answer. McKendrick favors a Veblen model of conspicuous consumption stimulated by competition for status. The “middling sort” bought goods and services because they wanted to follow fashions set by the rich. Again, we may wonder whether this explanation is sufficient. Do not people enjoy buying things as a form of self-gratification? If so, consumerism could be seen as a product of the rise of new concepts of individualism and materialism (a preoccupation with or stress upon material rather than intellectual or spiritual things), but not necessarily of the frenzy for conspicuous competition.
Finally, what were the consequences of this consumer demand for luxuries? McKendrick claims that it goes a long way toward explaining the coming of the Industrial Revolution. But does it? What, for example, does the production of high-quality pottery and toys have to do with the development of iron manufacture or textile mills? It is perfectly possible to have the psychology and reality of a consumer society without a heavy industrial sector.
That future exploration of these key questions is undoubtedly necessary should not, however, diminish the force of the conclusion of recent studies: the insatiable demand in eighteenth-century England for frivolous as well as useful goods and services foreshadows our own world.
21. In the first paragraph, the author mentions McKendrick and Plumb most probably in order to_____.
A. contrast their views on the subject of luxury consumerism in eighteenth-century England
B. indicate the inadequacy of historiographical approaches to eighteenth-century English history
C. give examples of historians who have helped to establish the fact of growing consumerism in eighteenth-century England
D. support the contention that key questions about eighteenth-century consumerism remain to be answered
22. Which of the following items, if preserved from eighteenth-century England, would provide an example of the kind of documents mentioned in lines 3-4, paragraph 2?
A. A written agreement between a supplier of raw materials and a supplier of luxury goods.
B. A diary that mentions luxury goods and services purchased by its author.
C. A theater ticket stamped with the date and name of a particular play.
D. A payroll record from a company that produced luxury goods such as pottery.
23. According to the text, Thompson attributes to laboring people in eighteenth-century England which of the following attitudes toward capitalist consumerism?
A. Enthusiasm. B. Curiosity. C. Ambivalence. D. Hostility.
24. In the third paragraph, the author is primarily concerned with_____.
A. contrasting two theses and offering a compromise.
B. questioning two explanations and proposing a possible alternative to them.
C. paraphrasing the work of two historians and questioning their assumptions.
D. examining two theories and endorsing one over the other.
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25. According to the text, eighteenth-century England and the contemporary world of the text readers are_____.
A. dissimilar in the extent to which luxury consumerism could be said to be widespread among the social classes.
B. dissimilar in their definitions of luxury goods and services.
C. dissimilar in the extent to which luxury goods could be said to be stimulant of industrial development.
D. similar in their strong demand for a variety of goods and services.
Passage 6
Pity those who aspire to put the initials PhD after their names. After 16 years of closely supervised education, prospective doctors of philosophy are left more or less alone to write the equivalent of a large book. Most social-science postgraduates have still not completed their theses by the time their grant runs out after three years. They must then get a job and finish in their spare time, which can often take a further three years. By then , most new doctors are sick to death of the narrowly defined subject which has blighted their holidays and ruined their evenings.
The Economic and Social Research Council, which gives grants to postgraduate social scientists, wants to get better value for money by cutting short this agony. It would like to see faster completion rates: until recently, only about 25% of PhD candidates were finishing within four years. The ESRC’s response has been to stop PhD grants to all institutions where the proportion taking less than four years is below 10%; in the first year of this policy the national average shot up to 39%. The ESRC feels vindicated in its toughness, and will progressively raise the threshold to 40% in two years. Unless completion rates improve further, this would exclude 55 out of 73 universities and polytechnics-including Oxford University, the London School of Economics and the London Business School.
Predictably, howls of protest have come from the universities, who view the blacklisting of whole institutions as arbitrary and negative. They point out that many of the best students go quickly into jobs where they can apply their research skills, but consequently take longer to finis their theses. Polytechnics with as few as two PhD candidates complain that they are penalized by random fluctuations in student performance. The colleges say there is no hard evidence to prove that faster completion rates result from greater efficiency rather than lower standards or less ambitious doctoral topics.
The ESRC thinks it might not be a bad thing if PhD students were more modest in their aims. It would prefer to see more systematic teaching of research skills and fewer unrealistic expectations placed on young men and women who are undertaking their first piece of serious research. So in future its grants will be given only where it is convinced that students are being trained as researchers, rather than carrying out purely knowledge-based studies.
The ESRC can not dictate the standard of thesis required by external examiners, or force departments to give graduates more teaching time. The most it can do is to try to persuade universities to change their ways. Recalcitrant professors should note that students want more research training and a less elaborate style of thesis, too.
26. By time new doctors get a job and try to finish their theses in spare time, _________.
A. most of them died of some sickness
B. their holidays and evenings have been ruined by their jobs
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C. most of them are completely tired of the narrowly defined subject
D. most of their grants run out
27. Oxford University would be excluded out of those universities that receive PhD grants from ESRC, because the completion rate of its PhD students’ theses within four years is lower than ________.
A. 25% B. 40% C. 39% D. 10%
28. All the following statements are the arguments against ESRC’s policy except _______.
A. all the institutions on the blacklist are arbitrary and negative
B. there is no hard evidence to prove that faster completion rates result from greater efficiency rather than lower standards or less ambitious doctoral topics.
C. many of the best students go quickly into jobs where they can apply their research skills, but consequently take longer to finish their theses.
D. some polytechnics are penalized by random fluctuations in student performance
29. The ESRC would prefer ______.
A. that the students were carrying out purely knowledge-based studies rather than being trained as researchers.
B. to see higher standards of PhD students’ theses and more ambitious doctoral topics
C. more systematic teaching of research skills to fewer unrealistic expectations placed on inexperienced young PhD students.
D. that PhD students were less modest in their aims
30. What the ESRC can do is to _______.
A. force departments to give graduates more teaching time
B. try to persuade universities to change their ways
C. dictate the standard of thesis required by external examiners
D. note that students want more research training and less elaborate style of thesis Part Ⅲ. Translation and Writing
Part A Translation
Section A: Translate the following into Chinese:
1.Washington Irving grasped this fact nearly a hundred years ago when he wrote: “The stranger who would form a correct opinion of English character must go forth into the country. He must sojourn in villages and hamlets; he must visit castles, villas, farmhouses, cottages; he must wander through parks and gardens, along hedges and green lanes; he must loiter about country churches, attend wakes and fairs and other rural festivals, and cope with the people in all their conditions and all their habits and humors.
2. The impact of decentralization trends, of course, extends well beyond cities. Sprawling development patterns are destabilizing many of the suburbs that surround America's cities. Older suburbs are experiencing the same challenges as cities: failing schools, persistent crime, and the loss of jobs and businesses to other, further out suburbs2. Even suburban areas that are developing rapidly are finding that explosive growth has its drawbacks, especially in the form of overcrowded schools, but also in long commutes and the inability of local governments to pay for new roads, sewers, and other infrastructure.
Section B: Translate the following into English:
发展中国家的人们若为移民问题操心,往往是想到硅谷或发达国家的医院和大学去创造自己最辉煌的未来。英国、加拿大和澳大利亚等国给大学毕业生提供的优惠移民政策,就是
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为了吸引这部分人群。诸多研究表明,发展中国家受过良好教育的人才往往可能有移民倾向。2004年,曾针对印度家庭进行过一次大型调查,结果发现,近40%有移民倾向的人受过中学以上教育,而25岁以上的印度人只有约3.3%受过中学以上教育。“人才流失”问题长期以来一直让发展中国家的决策者很苦恼,他们担心这种情况会危及其经济发展，夺去他们紧缺的技术人才,而这些人才本该在他们自己的大学任教,在他们自己的医院工作,为他们自己的工厂研发新产品。
Part B Summary Writing
Read the following passage carefully and then write a summary of it in English in about 150 words.
Many of today's young people have a difficult time seeing any moral dimension to their actions. There are a number of reasons why that’s true, but none more prominent than a failed system of education that eschews teaching children the traditional moral values that bind Americans together as a society and a culture. That failed approach, called “decision-making,” was introduced in schools 25 years ago. It tells children to decide for themselves what is right and what is wrong. It replaced “character education.” Character education didn’t ask children to reinvent the moral wheel; instead, it encouraged them to practice habits of courage, justice and self-control.
In the 1940s, when a character education approach prevailed, teachers worried about students chewing gum; today they worry about robbery and rape.
Decision-making curriculums pose thorny ethical dilemmas to students, leaving them with the impression that all morality is problematic and that all questions of right and wrong are in dispute. Youngsters are forced to question values and virtues they’ve never acquired in the first place or upon which they have only a tenuous hold. The assumption behind this method is that students will arrive at good moral conclusions if only they are given the chance. But the actual result is moral confusion.
For example, a recent national study of 1,700 sixth- to ninth-graders revealed that a majority of boys considered rape to be acceptable under certain conditions. Astoundingly, many of the girls agreed.
This kind of moral illiteracy is further encouraged by values-education programs that are little more than courses in self-esteem. These programs are based on the questionable assumption that a child who feels good about himself or herself won’t want to do anything wrong. But it is just as reasonable to make an opposite assumption: namely, that a child who has uncritical self-regard will conclude that he or she can't do anything bad.
Such naive self-acceptance results in large part from the non-directive, non-judgmental as-long-as-you-feel-comfortable-with-your-choices mentality that has pervaded public education for the last two and one-half decades. Many of today’s drug education, sex education and values-education courses are based on the same 1960s philosophy that helped fuel the explosion in teen drug use and sexual activity in the first place.
Meanwhile, while educators are still fiddling with outdated “feel-good” approaches, New York, Washington, and Los Angeles are burning. Youngsters are leaving school believing that matters of right and wrong are always merely subjective. If you pass a stranger on the street and decide to murder him because you need money—if it feels right—you go with that feeling. Clearly, murder is not taught in our schools, but such a conclusion—just about any conclusion—can be reached and justified using the decision-making method.
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It is time to consign the fads of “decision-making” and “non-judgmentalism” to the ash heap of failed policies, and return to a proved method. Character education provides a much more realistic approach to moral formation. It is built on an understanding that we learn morality not by debating it but by practicing it.
2015年北京师范大学博士研究生入学考试参考答案与解析
Part I ：Reading Comprehension
Passage 1
文章来源于2012年托福模拟题库
1：B。选项A与C在文中都没有涉及，而根据第四段第一句“the organ for balance is also located in the inner ear”可以排除D。首段中提到“both organs involve......electrochemical impulses”可选出B。
2：A。A选项不是hearing的部分而是speaking的部分，而其余三项都与hearing有关。“fluid-filled channels containing hair cells that produce electrochemical impulses when the hairs are stimulated......bones of the middle ear amplify and transmit the vibrations......the ear converts the energy of pressure waves moving through the air into nerve implus”
3：D。定位文章最后一段最后一句“The inner ear is a network of channels containing fluid...;...the cochlea, the organ of hearing; ...the fluid inside the cochlea. Hair cells in the cochlea convert the energy of the vibrating fluid..... “可推出答案D。
4：A。定位第四段第二行“Hair cells in the inner ear respond to changes in head position with respect to gravity and movement. Gravity is always pulling down on the hairs，sending a constant series of impulses to the brain. “可知答案A。
5：略
Passage 2
文章来源武汉大学2007年考博真题
6：C。定位第二段第一句“Evaporated from...the continents”可定位答案C。 7：C。根据关键词“hydrographic network”定位第二段第四行“this immense polarized...an ocean”同答案C属于同一个意思。
8：D。定位第三段首句“the rate at which...various reservoirs”可得出答案D。
9：B。定位文章第四段第二行“soluble ions such as...transported”ACD都有出现而只有B没有出现。
10：D。很简单，D与题目中的词属于同一词根。
Passage 3
文章来源2014年职称英语
11：C。定位首段第二行“tear apart”,第二段第三行“trigger”,第五段第一行“black holes”分别对应答案ABD。
12：A。定位第三段“some previous...nuclear reaction...but other...”可知有两种观点，故
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选A。
13：D。定位第四段第三行“although the...it saves...black holes”可知D选项错误 14：C。定位第五段第二行“it is thought...its matter...itself”可知答案C。
15：B。定位第六段第一行“if stars disrupted...”中的disrupted 是题目中disruption 的动词形式，根据第一句的句义推断句中disrupted为毁灭意思，而“tear apart”在文章第一段第二行也出现过“scientists have...tear apart stars...”可知tear apart 为撕裂，毁灭意思，故选B。
Passage 4
文章来源华东师范大学2014年考博英语
16：D。定位文章第二段倒数第二行“latins and middle easterners...uncomfortable”可知答案D。
17：A。文章主旨题，文章在批评美国忽视他国的语言文化，并提醒美国不要太自我，唯有兼容并包才能巩固美国的地位。故选A。
18：B。定位第五段第二行“then attitudes and...english”可选出答案B。
19：C。根据本文主旨意思可知作者提醒美国如果忽视别过语言文化会动摇美国的地位，
第七段第三行提到“Americans want...affairs”都可选出C。
20：D。结合19题和文章主旨可选出答案D。
Passage 5
文章来源1991年GRE考试题
21：C。本题是一道例(举)证题型。根据题干中的“McKendrick and Plumb”确定在首段的第二、三句。由于这两句话和首段第一句之间存在例(举)证的关系，故针对首段第一 句进行认真理解。通过综合分析和归纳这三句话，可得出含有“examples”的选项 C 是正确答案。
22.：B。这是一道细节推导题。题干中的信息以将本题的答案信息来源确定在第二段的
三、四行。即第二 段第二句的主句，该句中的“only a study of relevant personal documents written by actual consumers”暗示本题的答案是选项 B。
23：D。本题是一道细节推导题。通过题干中的“Thompson”一词可迅速将本题的正确选项确定在第二 段的尾句。从第二段尾句的前半部分即分号前面的部分我们不难推导出本题正确选项是 D。
24： B。本文第三段的第一、二句是对某一个问题的一种解释。本文第三段的第三、
四、五句是对同一个问题 的另一种解释，本文作者对这两种解释提出了质疑。本文第三段的第六、七句是作者本人针对前面两个解释所提出的另外一种解释。可见本题的正确选项是 B。
25：D。本题是一道审题定位与关键词理解题。通过题干中的“the contemporary world of the text readers” 可将本题的答案信息迅速确定在尾段，因为尾段中的“our own world”等于“the contemporary world of the text readers”。尾段最后一行中的“foreshadows”(预示;是??的预兆)一词暗示本题的正确选项是D。
Passage 6
文章来自2002年北京师范大学考博英语
26：D。细节题。文章第一段第三、四句话指出“Most social-science postgraduates have still not completed their theses by the time their grant runs out after three years. They must then get a job and finish in their spare time”。这与 D 符合。A 明显不对；B 和 C 与文章的意思不符。 27：C。文章第二段指出“The ESRC’s response has been to stop PhD grants to all institutions where the proportion taking less than four years is below 10%; in the first year of this policy the
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??????????专业?? 权威?? 轻松?? 快乐??????????北京师范大学考博英语真题?
national average shot up to 39%. Unless completion rates improve further, this would exclude 55 out of 73 universities and polytechnics-including Oxford University,”。这与 C 符合。A、B 和 D 都与文章的意思不符。
28： A。细节题。第三段最后一句话证实B 是反对 ESRC 政策的观点；第三段第二句话证实C 是反对ESRC 政策的观点；第三段第三句话证实 D 是反对 ESRC 政策的观点。只有 A 与第三段第一句话的意思不符。
29： C。细节题。文章第四段第二句话说“It would prefer to see more systematic teaching of research skills and fewer unrealistic expectations placed on young men and women who are undertaking their first piece of serious research”。这与 C 符合。A 和 B 与文章的意思不符；
D 与文章的意思相反。
30： B。细节题。最后一段第二句话说“The most it can do is to try to persuade universities to change their ways.”。这与 B 符合。A 和 C 是 ESRC 不能做的事情；D 是反对者的观点。
Part Ⅲ. Translation and Writing
Part A Translation
Section A: Translate the following into Chinese:
1、华盛顿.欧文远在一百年前就把握住了这一事实。他写道：“外国人若要对英国人的性格有恰 如其分的了解，就必须到乡村去。他应该在乡村小住数日，参观城堡、别墅、农场房屋及村民居住的 农舍，逛逛公园、花园，沿着矮树丛及林荫小路溜达；他一定要在教堂里消磨一下时光，参加纪念守 护神节日的活动，看看集市，与村民同庆他们的节日，与不同场合的人打交道，了解他们的习惯并欣 赏他们的幽默。”
2、当然，分散化趋势的影响远远超出了城市范围。无序扩张的发展格局破坏着全美各城市周围 许多郊区的稳定。年代较久的郊区经受着和市区同样的挑战：学校教育质量每况愈下、犯罪屡禁不止、 就业和商业机会流失到其他更远的郊区。即便是发展迅速的郊区也出现了爆炸式增长的弊端，尤其体 现在学校过度拥挤、上下班交通耗时长，以及当地政府无力出资建造新的道路、下水道和其他基础设施。
Section B: Translate the following into English:
When people in developing countries worry about migration, they are usually concerned at the prospect of their best and brightest departure to Silicon Valley or to hospitals and universities in the developed world. These are the kind of workers that countries like Britain, Canada Australia try to attract by using immigration rules that privilege college graduates.
Lots of studies have found that well-educated people from developing countries are particularly likely to emigrate. A big survey of Indian households in 2004 found that nearly 40% of emigrants had more than a high-school education, compared with around 3.3% of all Indians over the age of 25. The “brain drain” has long bothered policymakers in poor countries. They fear that it hurts their economies, depriving them of much-needed skilled workers who could have taught at their universities, worked in their hospitals and come up with clever new products for their factories to make.
Part B Summary Writing（供参考）
In his essay “Children Must be Taught to Tell Right from Wrong,” William Kilpatrick argues fervently that the “decision-making” approach to the moral education of American youth, which replaced “character education” 25 years ago, has prevented juveniles from behaving and thinking in accordance with the traditional moral principles that are fundamental to American society.
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??????????专业?? 权威?? 轻松?? 快乐??????????北京师范大学考博英语真题?
According to Kilpatrick, decision-making methods instill in students a wrong belief that all norms of morality are subjective constructs with only relative truth in them and therefore can be interpreted flexibly and even questioned. This belief deprives them of the chance to secure solid moral standards and induces misconceptions about what should be clearly right or wrong.
In parallel with this inadequacy of the “decision-making” approach are the unexpected outcomes of those values-education programs focusing on students’ self-esteem that subscribe to the “non-judgmental” mindset dominating “decision-making” curriculums. Their mistaken assumption that feeling good warrants morality excuses students from criticizing and disciplining their own behaviors. Basing his conclusion on his analysis of the fundamental flaws of the decision-making approach, Kilpatrick finally proposes an immediate shift back to character education which he believes teaches morality more effectively by emphasizing practice instead of discussion.
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