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天津商業(yè)大學(xué)2014年研究生入學(xué)考試試題

專 業(yè)：外國語言學(xué)及應(yīng)用語言學(xué)

課程名稱：基礎(chǔ)英語（712） 共 15 頁 第1頁

說明：答案標明題號寫在答題紙上，寫在試題紙上的一律無效。

I Structure &Vocabulary (每小題1分，共20分)

Directions: In each question, decide which of the four choices given will most suitably complete the sentence if inserted at the place marked.

注意：答案應(yīng)這樣寫：1-----5 a b c d a 6-----10 a b c d a 如果寫成：1. a 2. c 3. d 等等將視為無效，后果由考生自負。

1. _________ before we leave the day before tomorrow, we should have a wonderful dinner party.

a. Had they arrived

b. Were they arriving

c. Would they arrive

d. Were they to arrive

2. I would like to have a look at your cameras before I decide on one .” “We have several models___________ .”

a. for you to choose from

b. for your choice

c. for the choice of yours

d. for you to choose

3. It is not easy for you to learn English well, but if you ________, you will succeed in the end．

a. hang up

b. hang about

c. hang on

d. hang around

4. We are going to the cinemas tonight, why don’t you come along__________?.

a. either b. also c. as well d. in addition

5. _________ we wish him prosperous, we have objections to his ways of obtaining wealth.

a. Much as b. As much c. More as d. As well as

6. The index of industrial production ___________ last year.

a. raised up by 4 percent

b. rose up with 4 percent

c. arose up with 4 percent

d. went up by 4 percent

7. British hopes a gold medal in the Olympic games suffered _________ yesterday, when Hunter failed to qualify during the preliminary heats.

a. a sharp set-back

b. severe set-back

c. a severe blow-up

d. sharp blow-up

8. The scheme was so impracticable that I refused even _________.

a. to considering to support it

b. to consider supporting it

c. to considering to support it

d. considering supporting it

9．Although there was a lot more to say, Stephen _________ from further questions.

a. reflected b. strained c. refrained d. resisted

10． People are getting a better idea of the need to protect ________ property rights.

a. knowledge b. intelligence c. intellectual d. learning

11． The governor said he would __________ judgment until he received the committee’s report.

a. withstand b. withhold c. scrutinize d. publicize

12． A patient who is dying of incurable cancer of the throat is in terrible pain, which can not be satisfactorily______.

a. diminished b. alleviated c. replaced d. abandoned

13. Does brain power ________ as we get older? Scientists now have some surprising answers. a. collapse b. descend c. deduce d. decline

14. Some people want to _______ the monument, while others want to preserve it so that the young generation could not forget the tragic history.

a. demolish b. annihilate c. wreck d. ruin

15. In 1945 he worked for Hambro’s Bank, touring the Middle East to report on an _________diamond trading.

a.. elicitb.. illiberal c. illuminant d. illicit

16. In the 1850’s before the climax of westward ___________, the vast basin drained three-quarters of the settled United States.

a. extension b. expansion c. enlargement d. invasion

17. Being careless, she had her arm _____ by the barbed wire.

a. lacerated b. lamented c. juggled d..bemoaned

18. So far, however, we seem ___________ of the fragility of the earth’s natural systems.

a. obvious b. oblivious c. clamorous d. industrious

19. I was awoken at 4 a.m. the following morning by a telephone message from the Foreign Office to the ________ that Germany had attacked Russia.

a. day b. point c. letter d. effect

20. I was standing in the sun on the hot steel deck of a fishing ship capable of processing a fifty-ton ___________ on a good day.

a. seize b. capture c. catch d. take

II Error Correction (每小題2分，共10分)

Directions: In this passage there are altogether 5 mistakes in the five numbered and underlined sentences. Try to detect the mistakes and write out your corrected answers on the answer sheet.

提示： 沒有拼寫和標點符號錯誤。

Sample test: He commenced helping the poor. →commenced to help

1）Is nagging really so bad? I've been married to a divorce lawyer for 26 years and he's never claimed that nagging is more worse for a marriage than cheating. After all, most of us seem to think of nagging as annoying, but pretty benign and harmless. And some of us feel like we'll never get what we want unless we ask for it in 50 million ways. Yet almost a year ago, Wall Street Journal columnist Elizabeth Bernstein made the provocative claim that nagging is a "marriage killer… more common than adultery and potentially as toxic."

2）A little science supports her statement. Howard J. Markman, Professor of Psychology at the University of Denver, spent 30 years study conflict patterns and divorce. His team found that negative conflict patterns, consistent with nagging, attack love and jack up the risk of unhappiness and potential divorce. Markman knows something we all know: nagging is common. And therein lies its inherent danger. Your relationship is like a house in a falling rock zone: nagging frequently causes rocks to roll onto your house and chip away love, while cheating triggers an avalanche. 3) You stay on the lookout for avalanches, but may be aware of the long-term damage done by the frequent falling rocks.

So while nagging may actually not be worse for our marriages than cheating (falling rocks versus avalanche), maybe we need to recognize it as a genuine detriment to relationships. I can think of three important ways that persistent nagging can erode a relationship's foundation.

4) First up: Communication. Let's explore a scenario: the Nagger gets really nervous whenever Nagged One drives on long vacations. He's more aggressive behind the wheel and that triggers her anxiety. So she reminds him of the speed limitation every five minutes, and uses hand and foot signals to encourage him to slow down. With each hour, Nagger's voice, hand, and foot signals become more emphatic, and Nagged One becomes less attentive or maybe explodes in irritation. Neither spouse feels understood, and most likely neither understands the other. Nagging hijacks empathic communication.

5) Second up: Connection. Usually the more one nags, the faster and farther the other runs... literarily or figuratively. If you nag your wife about something on the way to a nice restaurant, an evening out may lose its sparkle before drinks are served. If the two of you are trapped in a nagging cycle, you may confuse your struggle (nagging) with your identities (two people who can't get along). Nagging can make you lose track of who you are: two people who love each other and struggle with an ineffective communication habit. Think about changing your habit before you dream about changing your partner.

So maybe nagging can't bring home an avalanche like cheating can. But if it persists unabated in your relationship, it can become an off-the-radar marriage killer. Perhaps it's time to take another look at this common communication pattern in our relationships.

III Translation (每小題3分，共30分)

Section A: Translate the following sentences into Chinese on the Answer Sheet.

1. Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, in order to assure the survival and the success of liberty.

2. Doubtless some instinct impels me gluttonously to cram these the last weeks of my life with the gentler things I never had time for, releasing some suppressed inclination which in fact was always latent.

3. The plough is a wretched wooden thing, so frail that one can easily carry it on one's shoulder, and fitted underneath with a rough iron spike which stirs the soil to a depth of about four inches.

4. I see the German bombers and fighters in the sky, still smarting from many a British whipping, delighted to find what they believe is an easier and a safer prey.

5. The din of the stall-holder; crying their wares, of donkey-boys and porters clearing a way for themselves by shouting vigorously, and of would-be purchasers arguing and bargaining is continuous and makes you dizzy.

Section B: Translate the following sentences into English on the Answer Sheet.

6. 我也欣賞別人，凡是好的東西我都欣賞。只懂得欣賞別人而忘了欣賞自己，豈不是太不公平了？

7. 即使沒有花，興趣未嘗短少；何況他日花開，將比往年盛大呢。

8. 我說的既不是“尊師”也不是“愛生”，我只覺得“師”和“生”應(yīng)當是互相尊重互相親愛的朋友。

9. 這幾天心里頗不寧睜。今晚在院子里坐著乘涼，忽然想起日日走過的荷塘，在這滿月的光里，總該另有一番樣子吧。

10. 月是故鄉(xiāng)明，我什么時候能夠再看到我故鄉(xiāng)的月亮呀！我悵望南天，心飛向故里。

IV Blank filling (每空2分，共20分)

Directions: Choose the right word from the list in the box below for each blank.

When I____1____ the trigger I did not hear the bang or feel the kick---one never does when a shot____2____ home--- but I heard the devilish roar of glee that went up from the crowd. In that instant, in too short a time, one would have thought, even for the bullet to get there, a mysterious, terrible change had come over the elephant .He neither stirred nor___ 3____, but every line of his body had altered .He looked suddenly stricken, shrunken, immensely old, as though the frightful impact of the bullet had ___4_____him without knocking him down. At last, after what____5_____ a long time--it might have been five seconds, I dare say-he sagged flabbily to his knees. His mouth slobbered. An enormous senility seemed to have settled upon him. One could have_____6____ him thousands of years old. I fired again into the same spot. At the second shot he did not _____7_____ but climbed with desperate slowness to his feet and stood weakly upright, with legs sagging and head dropping. I fired a third time. That was the shot that_____8_____ for him. You could see the agony of it jolt his whole body and knock the last remnant of strength from his legs. But in falling he seemed for a moment to rise, for as his hind legs collapsed beneath him he seemed to ____9____ upward like a huge rock toppling, his trunk reaching skywards like a tree. He ____10_____, for the first and only time. And then down he came, his belly towards me, with a crash that seemed to shake the ground even where I lay.

V. Reading Comprehension (每小題2分，共40分)

1. Read the following two passages carefully and choose the best answer to each question among the four choices.

Passage 1

When television is good, nothing—not the theatre, not the magazines, or newspapers—nothing is better. But when television is bad, nothing is worse. I invite you to sit down in front of your television set when your station goes on the air and stay there without a book, magazine, newspaper, or anything else to distract you and keep your eyes glued to that set until the station signs off. I can assure you that you will observe a vast wasteland. You will see a procession of game shows, violence, audience participation shows, formular comedies about totally unbelievable families, blood and thunder, mayhem, more violence, sadism, murder, Western badmen, Western good—men, private eyes, gangsters, still more violence, and cartoons. And, endlessly, commercials that stream and cajole and offend. And most of all, boredom. True, you will see a few things you will enjoy. But they will be very, very few. And if you think I exaggerate, try it.

Is there no room on television to teach, to inform, to uplift, to stretch, to enlarge the capacities of our children? Is there no room for programs to deepen the children’s understanding of children in other lands? Is there no room for a children’s news show explaining something about the world for them at their level of understanding? Is there no room for reading the great literature of the past, teaching them the great traditions of freedom? There are some fine children’s shows, but they are drowned out in the massive doses of cartoons, violence, and more violence. Must these be your trade marks? Search your conscience and see whether you cannot offer more to your young beneficiaries whose future you guard so many hours each and every day.

There are people in this great country. And you must serve all of us. You will get no argument from me if you say that, given a choice between a Western and a symphony, more people will watch the western. I like Westerns and the private eyes, too—but a steady diet for the whole country is obviously not in the public interest. We all know that people would often prefer to be entertained than stimulated or informed. But your obligations are not satisfied if you look only to popularity as a test of what to broadcast. You are not only in show business; you are free to communicate ideas as well as to give relaxation. You must provide a wider range of choices, more diversity, and more alternatives. It is not enough to cater to the nation’s whims—you must also serve the nation’s needs. The people own the air. They own it as much in prime evening time as they do at 6 o’clock in the morning. For every tend to see that your debt is paid with service.

1. The author’s attitude toward television is one of ________

a. sullenness b. reconciliation c. determination d. hopelessness

2. The wasteland referred to describe ________.

a. western badman

b. average television program

c. the morning shows

d. children’s programs

3. Concerning programs for children, many believe that programs should __________.

a. eliminate cartoons

b. provide culture

c. be presented at certain periods during the day

d. eliminate commercials

4. The statement that “the people own the air” implies that _________.

a. citizens have the right to insist on worth—while television programs

b. television should be socialized

c. the government may build above present structures

d. since air is worthless, the people own nothing

5. It can be inferred from the passage in regard to television programming that the author believes _______.

a. the broadcasters are trying to do the right thing but are failing

b. foreign countries are going to pattern their programs after ours

c. there is a great deal that is worthwhile in present programs

d. the listeners do not necessarily know what is good for them.

Passage 2

The University in Transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and non-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.

The most widely discussed alternative to the traditional campus is the Internet University—a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world’s great libraries.

Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised ,might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa.Besides enforcing a rigidly standardized curriculum, such a “college education in a box” could undersell the offerings of many traditional brick and mortar institutions, effectively driving them out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.

On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content—or other dangers—will necessarily follow. Counter-movements are also at work.

Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become “if we believed that childcare workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?”

Co-editor Jennifer Gidley shows how tomorrow’s university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programs for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group ,mentors, would function much like today’s faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.

A third new role for faculty, and in Gidley’s view the most challenging and rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems.

Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be “enrolled ”in courses offered at virtual campuses on the Internet, between—or even during—sessions at a real world problem focused institution.

As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.

6. When the book reviewer discusses the Internet University,

a he is in favour of it.

b his view is balanced.

c he is slightly critical of it.d he is strongly critical of it.

7. Which of the following is NOT seen as a potential danger of the Internet University?

a Internet based courses may be less costly than traditional ones.

b Teachers in traditional institutions may lose their jobs.

c Internet based courseware may lack variety in course content.

d The Internet University may produce teachers with a lot of publicity.

8. According to the review, what is the fundamental mission of traditional university education?

a Knowledge learning and career building.

b Learning how to solve existing social problems.

c Researching into solutions to current world problems.

d Combining research efforts of teachers and students in learning.

9. Judging from the three new roles envisioned for tomorrow’s university faculty, university teachers

a are required to conduct more independent research.

b are required to offer more courses to their students.

c are supposed to assume more demanding duties.

d are supposed to supervise more students in their specialty.

10. Which category of writing does the review belong to?

a Narration. b Description. c Persuasion. d Exposition.

2. Read the text appreciatively and rhetorically, and then choose the best answer to each question among the three choices.

1) As the corpse went past the flies left the restaurant table in a cloud and rushed after it, but they came back a few minutes later.

2) The little crowd of mourners -- all men and boys, no women--threaded their way across the market place between the piles of pomegranates and the taxis and the camels, walling a short chant over and over again. What really appeals to the flies is that the corpses here are never put into coffins, they are merely wrapped in a piece of rag and carried on a rough wooden bier on the shoulders of four friends. When the friends get to the burying-ground they hack an oblong hole a foot or two deep, dump the body in it and fling over it a little of the dried-up, lumpy earth, which is like broken brick. No gravestone, no name, no identifying mark of any kind. The burying-ground is merely a huge waste of hummocky earth, like a derelict building-lot. After a month or two no one can even be certain where his own relatives are buried.

3) When you walk through a town like this -- two hundred thousand inhabitants of whom at least twenty thousand own literally nothing except the rags they stand up in-- when you see how the people live, and still more how easily they die, it is always difficult to believe that you are walking among human beings. All colonial empires are in reality founded upon this fact. The people have brown faces--besides, there are so many of them! Are they really the same flesh as your self? Do they even have names? Or are they merely a kind of undifferentiated brown stuff, about as individual as bees or coral insects? They rise out of the earth，they sweat and starve for a few years, and then they sink back into the nameless mounds of the graveyard and nobody notices that they are gone. And even the graves themselves soon fade back into the soil. Sometimes, out for a walk as you break your way through the prickly pear, you notice that it is rather bumpy underfoot, and only a certain regularity in the bumps tells you that you are walking over skeletons.

4) I was feeding one of the gazelles in the public gardens.

5) Gazelles are almost the only animals that look good to eat when they are still alive, in fact, one can hardly look at their hindquarters without thinking of a mint sauce. The gazelle I was feeding seemed to know that this thought was in my mind, for though it took the piece of bread I was holding out it obviously did not like me. It nibbled rapidly at the bread, then lowered its head and tried to butt me, then took another nibble and then butted again. Probably its idea was that if it could drive me away the bread would somehow remain hanging in mid-air.

6) An Arab navvy working on the path nearby lowered his heavy hoe and sidled slowly towards us. He looked from the gazelle to the bread and from the bread to the gazelle, with a sort of quiet amazement, as though he had never seen anything quite like this before. Finally he said shyly in French: "I could eat some of that bread."

7) I tore off a piece and he stowed it gratefully in some secret place under his rags. This man is an employee of the municipality.

8) When you go through the Jewish Quarters you gather some idea of what the medieval ghettoes were probably like. Under their Moorish rulers the Jews were only allowed to own land in certain restricted areas, and after centuries of this kind of treatment they have ceased to bother about overcrowding. Many of the streets are a good deal less than six feet wide, the houses are completely windowless, and sore-eyed children cluster everywhere in unbelievable numbers, like clouds of flies. Down the centre of the street there is generally running a little river of urine.

9) In the bazaar huge families of Jews, all dressed in the long black robe and little black skull-cap, are working in dark fly-infested booths that look like caves. A carpenter sits crosslegged at a prehistoric lathe, turning chairl egs at lightning speed. He works the lathe with a bow in his right hand and guides the chisel with his left foot, and thanks to a lifetime of sitting in this position his left leg is warped out of shape. At his side his grandson, aged six, is already starting on the simpler parts of the job.

10) I was just passing the coppersmiths' booths when somebody noticed that I was lighting a cigarette. Instantly, from the dark holes all round, there was a frenzied rush of Jews, many of them old grandfathers with flowing grey beards, all clamoring for a cigarette. Even a blind man somewhere at the back of one of the booths heard a rumour of cigarettes and came crawling out, groping in the air with his hand. In about a minute I had used up the whole packet. None of these people, I suppose, works less than twelve hours a day, and every one of them looks on a cigarette as a more or less impossible luxury.

11) All people who work with their hands are partly invisible, and the more important the work they do, the less visible they are. Still, a white skin is always fairly conspicuous. In northern Europe, when you see a labourer ploughing a field, you probably give him a second glance. In a hot country, anywhere south of Gibraltar or east of Suez, the chances are that you don't even see him. I have noticed this again and again. In a tropical landscape one's eye takes in everything except the human beings. It takes in the dried-up soil, the prickly pear, the palm tree and the distant mountain, but it always misses the peasant hoeing at his patch. He is the same colour as the earth, and a great deal less interesting to look at.

12) Every afternoon a file of very old women passes down the road outside my house, each carrying a load of firewood. All of them are mummified with age and the sun, and all of them are tiny. It seems to be generally the case in primitive communities that the women, when they get beyond a certain age, shrink to the size of children. One day poor creature who could not have been more than four feet tall crept past me under a vast load of wood. I stopped her and put a five-sou piece ( a little more than a farthing ) into her hand. She answered with a shrill wail, almost a scream, which was partly gratitude but mainly surprise. I suppose that from her point of view, by taking any notice of her, I seemed almost to be violating a law of nature. She accepted her status as an old woman, that is to say as a beast of burden. When a family is travelling it is quite usual to see a father and a grown-up son riding ahead on donkeys, and an old woman following on foot, carrying the baggage.

13) But what is strange about these people is their invisibility. For several weeks, always at about the same time of day, the file of old women had hobbled past the house with their firewood, and though they had registered themselves on my eyeballs I cannot truly say that I had seen them. Firewood was passing -- that was how I saw it. It was only that one day I happened to be walking behind them, and the curious up-and-down motion of a load of wood drew my attention to the human being beneath it. Then for the first time I noticed the poor old earth-coloured bodies, bodies reduced to bones and leathery skin, bent double under the crushing weight. Yet I suppose I had not been five minutes on Moroccan soil before I noticed the overloading of the donkeys and was infuriated by it. There is no question that the donkeys are damnably treated. The Moroccan donkey is hardly bigger than a St. Bernard dog, it carries a load which in the British Army would be considered too much for a fifteen-hands mule, and very often its packsaddle is not taken off its back for weeks together. But what is peculiarly pitiful is that it is the most willing creature on earth, it follows its master like a dog and does not need either bridle or halter . After a dozen years of devoted work it suddenly drops dead, whereupon its master tips it into the ditch and the village dogs have torn its guts out before it is cold.

14) As the storks flew northward the Negroes were marching southward -- a long, dusty column, infantry , screw-gun batteries, and then more infantry, four or five thousand men in all, winding up the road with a clumping of boots and a clatter of iron wheels.

15) They were Senegalese, the blackest Negroes in Africa, so black that sometimes it is difficult to see whereabouts on their necks the hair begins. Their splendid bodies were hidden in reach-me-down khaki uniforms, their feet squashed into boots that looked like blocks of wood, and every tin hat seemed to be a couple of sizes too small. It was very hot and the men had marched a long way. They slumped under the weight of their packs and the curiously sensitive black faces were glistening with sweat.

11. What can we infer from the first paragraph?

a. the unsanitary condition b. the environmental problem

c. the ecological situation

12. The three words “hack, dump and fling” are intentionally used to show ___________.

a. the quick pace of living b. the social customs c. the cheap life

13. In the sentence “All colonial empires are in reality founded upon this fact” ( paragraph 3), the word “fact” refers to _______________.

a. poverty and ignorance

b. power and knowledge

c. education and development

14.By feeding the gazelle in the public garden ( paragraph 4 and 5), the author wants to tell us that that white masters are all ___________.

a. kind to the native people

b. more interested in animals than native people

c. more interested in gazelle meat

15. The word “sidled” ( paragraph 6 ) is vividly chosen to describe the employee’s __________.

a.great respect for the white masters

b.strong fear of the white masters

c.violent indignation at the white masters

16. “Rumour” (paragraph 9) is said by the blind man for the reason that _____________.

a.the living quarter is cigarette--free area.

b.he does not trust his fellows.

c.he does believe he the white master is distributing cigarettes

17. “Invisible” in paragraph 16 means _________.

a. ignorant of the reality b. blind to love c. short of human rights

18. “She answered with a shrill wail, almost a scream, which was partly gratitude but mainly surprise.” Why does she feel surprised?.

a.Because she thought she was humiliated by the white man.

b.Because she has never been treated as a human being except today.

c.Because she was scared of white people.

19. “But what is peculiarly pitiful is that it is the most willing creature on earth, it follows its master like a dog and does not need either bridle or halter.” The sentence implies that ____________.

a.the native people are not rebellious.

b.the native people are much rebellious.

c.the native people are trained to replace animals.

20. As the storks flew northward the Negroes were marching southward. “Stork” is symbolically used for __________.

a. all the white people b. white masters c. Angels

VI English composition (共30分)

Directions: You are required to write an argumentative essay based on the following topic.

Reading turns to be a hot issue today in the world. People’s attitudes toward it vary. Some live to read. Others, however, read to live. What is your opinion?

Write on Answer sheet an English composition of more than 300 words.

You are to write in three parts. In the first part, state specifically what your view is. In the second part, support your view with appropriate details. In the last part, bring what you have written to a natural conclusion or a summary.

You should supply an appropriate title for your composition.

Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the instructions may result in a loss of marks.

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