2005年中央党校博士研究生入学英语考试试卷2

笔试部分：（注意：请继续使用机读卡答题）

II. Vocabulary and Structure (15 points)

Directions:There are 15 incomplete sentences in this part, For each sentence there are four choices marked A, B, C, and D. Choose the ONE that best completes the sentences. Then mark the corresponding letter on Answer Sheet A.

21. The advertising industry has resorted to self-regulation in a serious effort to       not only bad taste but also misrepresentation and deception in copy and illustrations.

A. abbreviate           B. abrogate             C. curtail               D. discern

22. If the check does not cover the full amount of your medical expense, mail the Medicare Explanation of Benefits (MEOB) to your carrier in order to receive       for the balance of your expense.

A. endowment               B. indorse               C. reciprocation         D. reimbursement

23. For some of the more powerful states, these inter-governmental bureaucracies are also welcome     to the authority of the sated, so that a very real symbiosis exists between the national bureaucracy and the international one.

A. adjacency           B. adjustments               C. adjournment         D. adjuncts

24. As soon as she saw him enter the room she       him and insisted that he join her for dinner.

A. bore down           B. bore down on       C. bore out             D. bore up

25. There have been a few powerful political organizations that have operated not just      

One country but       national borders.

A. in...in               B. in ... at             C. within ...across     D. out of...in

26. Even though the Italian authorities may no longer       any old bank that gets into trouble, the likelihood of government support for big banks has not changed enough to affect its ratings.

A. bail out             B. hang up             C. knock over           D. lash out

27. Politics is to include all activities       others are persuaded or coerced to collaborate in the achievement of aims designated and desired by another.

A. by which       B. at which       C. in which         D. of which

28.       the structural imbalances in the budget, and also in the economy the Administration has given its support to a constitutional amendment.

A. To relinquish         B. To remedy           C. Redressing for   D. Compensating to

29. Reasoning powers can deteriorate; people may begin to think irrationally; they may begin to feel that others are slyly poking fun at them, or being       .

A. condescending or patronizing       B. condescended or patronized        

C. condescend and patronizing         D. condescended and patronized

30. Men       ambition is the leading passion are likely to love women who assist them in their career, and it would be very shallow psychology to suppose that the love is not real because it has its instinctive root in self-interest.

A. of whom       B. in whose       C. in whom       D. with whom

31. This involves not only the introduction of new practices into a system, but their consolidation and continuation after the first enthusiastic impulse has       .

A. worn away         B. worn down     C. worn off       D. worn out

32. Although her research topic had been approved by her thesis advisor, the library persisted     The documents.

A. in its denial for access on               B. in denying her access to

C. to deny her access to                   D. with denying her access for

33. Clearly, "getting prices right" and the "free"and "unhindered" flow of goods and services within and between countries are proving to be more difficult than       .

A. were once anticipated                   B. are once anticipated

C. was once anticipated               D. is once anticipated

34. Although there was not a deliberate effort to discriminate       sex, it was clear that the opportunities for girls to take CDT or for boys to take home economics were severely limited by the way the curriculum was organized.

A. to        B. from           C. in favor of           D. on the grounds of

35. The diffusion of power among so many governments, and from them to non-state authorities makes it more difficult for policy-makers to take       .

A. the long, more social and economical enlightened view

B. the long, more socially and economically enlightened view

C. the long, more social and economical enlightening view

D. the long, more socially and economically enlightening view

Ⅲ. Cloze (10 points)

Directions:For each of the blanks, there are four choices given marked A, B, C, and D. Choose the one that best fits the blank and mark your choice by blackening the corresponding letter on Answer Sheet A.

Impatience characterizes young intellectual worker. They want to make their mark fast. So it's important to   36   them in a challenging manner the idea   37   big achievements rarely come easily and quickly.Point out that the little successes are 38 . Show that they   39   become the foundation on which reputations are built and   40   more important tasks can be accomplished.

A variety of job assignments, including job or project rotation, also keep a job from becoming dull. 41 it's natural for some individuals to want to move ahead immediately to more difficult assignments,   42   proper guidance they can continue to learn and to gain   43 by working on a number of jobs that are essentially   44   . This way they gain breadth, if   45   .

Probably the greatest offense to   46   when dealing with younger specialists is to reject ideas   47   . You must listen---and listen objectively---to their suggestions. Avoid   48   overcritical. You want to nurture an inquiring mind with a fresh approach. You'll   49   quickly if you revert   50   "We've tried that before and it won't work here."

One sure way to   51   young college graduates is flagrantly misusing their talents. Expect them to do some routine work, of course. But don't make their daily work just one long series of errands. This includes such break-in assignments   52   performing routine calculations, digging up reference material, and operating reproduction equipment. One large manufacturing company recently interviewed a number of promising engineers who   53   them. The company found that the overwhelming complaint was that the company   54   did not offer work that was challenging but also expected   55 little from them in the way of performance.

36. A. get down to          B. get across to          C. get at             D. get into

37. A. to which             B. what                     C. that                 D. how

38. A. valueless             B. unimportant               C. rare                 D. essential

39. A. in turn               B. in future                 C. on time             D. at present

40. A. on which             B. from which                   C. in which             D. for that

41. A. Whereas             B. When                     C. Because             D. But

42. A. for                       B. on                       C. under               D. in

43. A. reputation             B. importance               C. versatility       D. knowledge

44. A. of the same quality          B. of the same complexity   C. the same           D. different

45. A. the same width       B. not length                 C. the same height       D. not depth

46. A. guard                 B. guard at                 C. guard against       D. guard on

47. A. out of hand           B. at hand                   C. in hand             D. on hand

48. A. to            B. being                     C. too                 D.

49. A. frustrate            B. frustrate it          C. be frustrate      D. be frustrated

50. A. that                   B. often that          C. too often that   D. too often to

51. A. disenchant           B. enchant                   C. fascinate             D. detract

52. A. such as               B. as for                C. e.g.               D. as

53. A. would have left       B. have left                 C. had left             D. will leave

54. A.                     B. only                     C. either               D. not only

55. A. much                 B. far too                   C. a                   D. more

Ⅳ. Reading Comprehension (30 points)

Section A

Directions:There are four passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Your should decide on the best choice and mark the corresponding letter on Answer Sheet A.

Passage 1

A famous Native American proverb tells us "We should not judge another person until we have walked two moons in his moccasins." Our next suggestion for improvement is about "wearing those moccasins." That is, we need to develop empathy---be able to see things from the point of view of others. Many researchers in the area of interpersonal and intercultural competence believe that our success as communicators depends, to a large extent, on our "skill at establishing and maintaining desired identities for both self and others." "Identities" are actually the pictures of ourselves and the other person that we hold in our heads. We use these pictures I two ways. First, our identities help us to define the messages we receive from others; and second, they assist us in selecting the most appropriate message to send to another person. We have already discussed knowing ourselves; our focus now is on our need to develop empathy (emotional identification) and role-taking (cognitive adaptation) competence so that we can better know and adjust to the other person.

Before we begin our discussion of empathy and role taking, we need to restate two important ideas. First, as with so much of our counsel, we are again faced with a skill that is easier to talk about than to put into practice. The fact remains that however similar we may appear to be, there is something distinctive and unique about each of us. Our internal states are elusive and fleeting, and we know them only as distorted shadows. Knowing the other person, and predicting his or her reactions and needs, is a difficult and troublesome activity. And when we add the dimension of culture, we compound the problem.

Second, although we have focused primarily on culture, we also are concerned with the"interpersonal aspects" of intercultural communication. Perhaps the interpersonal dimension of communication is most evident in the area of empathy. As Miller and Steinberg noted, "To communicate interpersonally, one must heave the cultural and sociological levels of predications and psychically travel to the psychological level." Simply put, empathy, while using knowledge about another's culture to make predications, also demands that the point of analysis be the individual personality.

A number of behaviors can keep us from understanding the feelings, thoughts, and motives of another person---regardless of his or her culture. Before we look at some of the ways to improve our role-taking skills, it might be helpful to examine a few characteristics that can impede empathy.

56. What would be the most appropriate title for the passage?

A. Develop Empathy

B. Importance of Empathy

C. Importance of Identities

D. Relationship between Interpersonal Competence and Intercultural Communication

57. Why do we need to develop empathy according to the passage?

A. In order to have a better self identification

B. In order to improve our role-taking skills

C. In order to make better predications

D. In order to understand better and adapt ourselves to the other person

58. Which of the following is NOT true according to the passage?

A. In order to communicate successfully, we should learn to see things from the point of view of others.

B. To establish identities for both self and others is easier said than done.

C. It's easier to understand another culture than to know the other person and predict his or her reactions and needs.

D. The individual personality is an important factor in the area of empathy.

59. In line 5 in the second paragraph, the word "elusive" could be replaced by "________".

A. distracting and diverse

B. hard to comprehend or identify

C. hard to control

D. tending to disappear

60. A paragraph following the passage would most probably discuss ________ .

A. Establishing and Maintaining Desired Identities

B. How to Improve Role-Taking Skills

C. Hindrances to Empathy

D. Improving Empathy

Passage 2

The conflict between good and evil is a common theme running through the great literature and drama of the world, from the time of the ancient Greeks to all the present. The principle that conflict is the heart of dramatic action when illustrated by concrete examples, almost always turns up some aspects of the struggle between good and evil.

The idea that there is neither good nor evil-in any absolute moral or religious sense-is widespread in our times. There are various relativistic and behavioristic standards of ethics. If these standards even admit the distinction between good and evil, it is a relative matter and not as whirlwind of choices that lies at the center of living. In any such state of mind, conflict can at best, be only a petty matter, lacking true universality. The acts of the evildoer and of the virtuous man alike become dramatically neutralized. Imagine the reduced effect of Crime and Punishment or the Brothers Karamazoc had Dostoevsky thought that good and evil, as portrayed in those books, were wholly relative, and if he had no conviction about them.

You can't have a vital literature if you ignore or shun evil. What you get then is the world of Pollyanna, goody-goody in place of the good. Cry, the Beloved Country is a great and dramatic novel because Alan Paton, in addition to being a skilled workman, sees with clear eyes both good and evil, differentiates them, pitches them into conflict with each other, and takes sides. He sees that the native boy Absalom Kumalo, who has been murdered, cannot be judged justly without taking into account the environment that has had part in shaping him. But Paton sees, too, that Absalom the individual, not society the abstraction, committed the act and is responsible for it. Mr. Paton understands mercy. He knows that this precious thing is not evoked by sentimental impulse, but by a searching examination of the realities of human action. Mercy follows a judgment; it does not precede it.

One of the novels by the talented Paul Bowles, Let It Come Down, is full of motion, full of sensational depravities, and is a crashing bore. The book recognizes no good, admits no evil, and is coldly indifferent to the moral behavior of its characters. It is a long shrug. Such a view of life is nondramatic and negates the vital essence of drama.

61. In our age, according to the author, a standpoint often taken in the area of ethics is the ________.

A. relativistic view of morals

B. greater concern with conscience

C. greater concern with evil

D. greater concern with universals

62. The author believes that great literature can bring a vivid picture of ­________.

A. evil triumphing over good

B. good triumphing over evil

C. good and evil in constant conflict

D. dramatically neutralized good and evil

63. In the opinion of the author, Cry, the Beloved Country is a great and dramatic novel because of Paton's ________.

A. insight into human behavior

B. behavioristic beliefs

C. treatment of good and evil as abstractions

D. willingness to make moral judgments

64. Why does the author use the expression "it is a long shrug" in referring to Bowles's book?

A. Because he thinks that the book is too lengthy

B. Because he thinks that the book shows little concern with the conflict between good and evil.

C. Because he thinks that the book is monotonous.

D. Because he thinks that the book shows much concern with depravities.

65. According to the author, which of the following statements is NOT true?

A. Conflict between good and evil is the vital essence of drama

B. Let It Come Down tells the reader how to differentiate good from evil.

C. Crime and Punishment has a great effect because Dostoevsky shows his clear judgment of good and evil.

D. Relativistic standards of ethics cannot produce great drama.

Passage 3

Sociolinguists, sociologists, and anthropologists focus on the social context of bilingualism. In their view, language performance is closely tied to the speaker's personal identity and identification with the culture of the second language. Social factors such as ethnic pride, racism, communication situations, prejudice, and attitudes are important variables here. Learning a second language has both benefits and costs. A person will not be motivated to learn a second language if it has negative effects or associations for the learner. What is important is the communicative effectiveness and social appropriateness of the new language. Becoming bilingual in the sociocultural perspective is a means of being a more effective and competent person in another culture.

A perennial question about bilingualism is whether bilinguals profit or lose because they have t maintain two language. The advantage of having two languages is referred to as additive bilingualism; subtractive bilingualism is the case when one language detracts from the other. Generally, developmental research has shown that bilingualism is not a reason for concern. Little evidence has been found to indicate that bilingual children suffer a disadvantage because of their knowledge of two languages. Wallace Lambert devoted his academic career to demonstrating the social and psychological advantages of bilingualism in Canada. Lambert found that French Canadian bilinguals were more likely than monolinguals to be advanced academically in French schools and that they develop a more diversified and more flexible intelligence. English Canadian children also do better their elementary school courses are conducted in French.

The sociocultural perspective helps language professionals understand the cultural and social problems associated with second language acquisition (SLA) in contexts where the native language and foreign language are associated with conflicting cultural values. This happens when immigrant families move to the United States and the children want to quickly identify with American children by learning to speak English. The motivations here are not about becoming proficient but about avoiding being marked or stigmatized as a speaker of another tongue. When the new language provides cultural, personal, educational, or financial benefits for the learner, motivation and progress in SLA will be greater than when the second language confers no apparent advantage. In two-way Spanish-and English-language learning settings, children learning English progress faster than children learning Spanish because English has greater positive associations than Spanish does. One of the other consequences of these kinds of programs is that Spanish-speaking children tend to experience attrition in Spanish while learning English, whereas English-speaking children retain English when learning Spanish. This is a clear instance of subtractive and additive bilingualism.

The sociolinguistic perspective also provides answers for why people switch from one language or dialect to another in different social situations.

66. which of the following would be the best title for this passage?

A. Motivation and Progress in Second Language Acquisition

B. Relationship between Language and Culture

C. Socioculturalists' Approach to Second Language Acquisition

D. The Importance of Second Language Acquisition

67. What does the author want to prove by giving Lambert's research founding in the second paragraph?

A. French Canadian bilinguals in Canada were more likely to be advanced academically in French schools than in English schools.

B. French Canadian bilinguals do better than English Canadian bilinguals when their elementary school courses are conducted in French in Canada.

C. French Canadian bilinguals develop a more diversified and more flexible intelligence than English Canadian bilinguals in French schools in Canada.

D. Bilingual children hold some social and psychological advantages in schools.

68. What does the author mainly discuss in the third paragraph?

A. Relationship between Language and Cultural Values

B. Cultural and Social Influence in Second Language Acquisition

C. The Importance of Motivation in Second Language Acquisition

D. The Advantages of Additive Billingualism and Disadvantages of Subtractive Billingualism

69. What does the word "attrition" in line 14 in the third paragraph mean?

A. subtraction

B. addition

C. attribution

D. restoration

70. This passage would most likely be assigned for reading in a course in _________.

A. Sociology

B. Linguistics

C. Communications

D. The Psychology of Language