[外语类试卷]2008年湖北省考博英语真题试卷及答案与解析.doc

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1、2008年湖北省考博英语真题试卷及答案与解析 一、 Reading Comprehension 0 Most of us would like to feel we have some influence over what happens around us and to us. Citizens speak out to influence policy on use of nuclear power, conserving the environment and endangered animals, local and state taxes, the appropriate use

2、of funds by organizations of which they are members, proper land use and the nature of education in the public schools, and a host of other issues. Some of these affect the speakers immediate self-interest; others are attempts to make the social environment conform more closely to their own ideas. T

3、o speak on such matters effectively enough to influence the opinions and actions of others is to exercise power. Even in jobs relying on technical specialization, the opportunities and demands for public speaking skills remain more common than many college students realize. The engineer finds that i

4、f his career is to advance he must be willing to accept management duties that include speaking to groups of employees, or he must serve as a spokesperson for consultant teams presenting results to agencies outside the company. The certified public accountant finds an opportunity to teach classes in

5、 her area of speculation. The dentist has to give speeches as an officer of his dental association. Sometimes you may have to make a speech as part of your duties in your job or organization. Perhaps more frequently you will have opportunities where you speak voluntarily, as when you speak out in a

6、meeting. Some of theses peaking situations will be of little consequence; you will feel better if you do the speech well, but it will not really make much difference. In other situations, the speech may be significant for the audience. In these situations, it is comforting to know that you can do at

7、 least an adequate job. And you may not be content merely to get through the task adequately. To be able to increase listeners understanding or to persuade them is one of the most civilized ways we as individuals have for affecting our environment. Some beginning speech students are surprised to dis

8、cover that they can give a public speech at all, much less the skillful and effective ones they will be producing by the end of the course. The primary purposes of a speech course are to expand your understanding of techniques and strategies in public speaking, and to give you some practice so that

9、you will be more confident and effective in more situations. With skill and confidence you develop a power to benefit yourself and the society around you. 1 The text intends to show you_. （ A） the importance of speaking before the public （ B） the techniques and strategies in public speaking （ C） the

10、 purposes and aims of a speech course （ D） the most civilized ways to exert our influences 2 According to the passage, effective speaking ability does benefit people a lot except on_. （ A） environmental conservation （ B） audience awareness （ C） technical maintenance （ D） career promotion 3 You need

11、to speak effectively if_. （ A） you are a student （ B） you are an engineer （ C） you want to study well （ D） you want to influence others 4 It is implied in the text that_. （ A） a good speaker may have greater chance in his career （ B） making good speeches is part of the duties of an engineer （ C） spe

12、aking at a meeting is often part of ones duties （ D） people often exercise their power by making speeches 5 Sometimes you are not content when you finish your speech because you know_. （ A） your speech makes little difference to the audience （ B） the audiences better understanding is more essential

13、to you （ C） making good speeches is part of the duties of an engineer （ D） the speech-making occasion is not important in the least 5 The world is undergoing tremendous changes. The rise of globalization, both an economic and cultural trend that has swept throughout the world, has forged new ground

14、as we enter the 21st century. But are the effects of globalization always positive? Some say no. Michael Tenet, head of the International Institute for Foreign Relations in Arian, is worried about current resentment throughout the world toward the rise of globalization. “Ever since the 1980s and the

15、 economic collapse of the Asian Tigers in the late 1990s, there has been a re-evaluation of the role of globalization as a force for good,“ he said. “ Incomes in many countries have declined and the gap between the most rich and the most poor has been aggravated, Without further intervention by gove

16、rnments, we could see a tragedy expressed in an increased level of poverty throughout the Latin America and Asia.“ Yet George Frank, an influential economist who works on Wall Street, sees no such danger. “Economic liberalization, increased transparency and market-based reforms have positive effect

17、in the long run, even if market mechanisms can produce short-term destabilization problems,“ he said. “What is most important is that barriers to trade continue to fall so that active competition for consumer goods reduces prices and in turn raises the average level of income.“ Others feel that glob

18、alizations cultural impact may be more important than its economic implications. Janice Yawed, a native of Africa, feels strongly that globalization is undermining her local culture and language. “Most of the worlds dialects will become extinct under globalization. Were paving the world with McDonal

19、ds and English slang. It tears me up inside,“ she said. Governments of different countries have had mixed responses to the wave of globalization. The United States is generally seen as an active proponent of greater free trade, and it certainly has enormous cultural influence by virtue of its near m

20、onopoly on worldwide entertainment. But other countries, most notably in Europe and developing nations, have sought to reduce the impact that globalization has on their domestic affairs. “When I was a boy we had very little to speak of,“ says one Singaporean resident. “Now our country has developed

21、into a booming hub for international finance.“ Others, however, are not so optimistic. “Globalization is an evil force that must be halted,“ a union official at a car plant in Detroit recently commented, “Its sucking away jobs and killing the spirit of our country.“ 6 As for globalization, Michael T

22、enets attitude to it is most probably to be in_. （ A） firm support （ B） cautious approval （ C） great anxiety （ D） strong repentance 7 The views of Michael Tenet and George Frank on globalization are quite_. （ A） optimistic （ B） identical （ C） worrying （ D） contrary 8 When mentioning Janice Yawed, th

23、e author is talking about_. （ A） her local culture and language （ B） the cultural implications of globalization （ C） McDonalds and English slang （ D） the economic impact of globalization 9 According to paragraph 5, different countries consider globalization as_. （ A） a mixed blessing （ B） an evil fo

24、rce （ C） all active stimulus （ D） all intervention 10 The title which best expresses the main idea of the text would be_. （ A） Disadvantages of Globalization in Economic Area （ B） Peoples Responses to the Impacts of Globalization （ C） Influence of Globalization on the Economy and Culture （ D） Differ

25、ent Roles of Globalization in the Development of Economy 10 In the decades between 1910 and 1930, over ten percent of the Black population of the United States left the South, where the majority of the Black population had been located, and migrated to northern states, with the largest number moving

26、, it is claimed, between 1916 and 1918. It has been frequently assumed, but not proved, that most of the migrants in what has come to be called the Great Migration came from rural areas and were motivated by two concurrent factors: the collapse of cotton industry following boll-weevil infestation, w

27、hich began in 1898, and increased demand in the North for labor following the cessation of European immigration caused by the outbreak of the first World War in 1914. This assumption has led to the conclusion that the migrants subsequent lack of economic mobility in the North is tied to rural backgr

28、ound, a background that implies unfamiliarity with urban living and alack of industrial skills. But the question of who actually left the South has never been investigated in detail. Although numerous investigations document a flight from rural southern areas to southern cities prior to the Great Mi

29、gration, no one has considered whether the same migrants then moved on to northern cities. Inl910 over 600, 000 Black workers, or ten percent of the Black work force reported themselves to be engaged in “manufacturing and mechanical pursuits“, the federal census category roughly including the entire

30、 industrial sector. The Great Migration could easily have been made up entirely of this group and their families. It is perhaps surprising to argue that an employed population could be tempted to move, but an explanation lies in the labor conditions then prevalent in the South About thirty-five perc

31、ent of the urban Black population in the South was engaged in skilled trades. Some were from the old artisan class of slavery blacksmiths, masons, carpenterswhich had a monopoly of certain trades, but they were gradually being pushed out by competition, mechanization, and obsolescence. The remaining

32、 sixty-five percent, mote recently urbanized, worked in newly developed industries tobacco, lumber, coal and iron manufacture, and railroads. Wages in the South, however, were low, and Black workers were aware, through labor recruiters and the Black press, that they could earn more even as unskilled

33、 workers in the North than they could as artisans in the South. After the boll-weevil infestation, urban Black workers faced competition from the continuing influx of both Black and White rural workers, who were driven to undercut the wages formerly paid for industrial jobs. Thus, a move north would

34、 be seen as advantageous to a group that was already urbanized and steadily employed, and the easy conclusion tying their subsequent economic problems in the North to their rural backgrounds comes into question. 11 The author indicates the Great Migration explicitly by using_ as her source of inform

35、ation. （ A） Immigration Service reports in 1930 （ B） The first World War in 1918 （ C） The federal census in 1910 （ D） Southern newspapers in 1898 12 According to the text, which of the following is true of wages in southern cities in 1910? （ A） They were being pushed lower as a result of increased c

36、ompetition. （ B） They began to rise so that southern industry could attract rural workers. （ C） They had increased for skilled workers but decreased for unskilled workers. （ D） They had increased in large southern cities but decreased in small southern ones. 13 It can be inferred from the passage th

37、at the underlined phrase “easy conclusion“ is based on the assumption that_. （ A） people who migrate from rural areas to large cities usually do so for economic reasons （ B） most people who leave rural areas to work in cities return to rural areas as soon as it is financially possible for them to do

38、 so （ C） people with rural backgrounds are less likely to succeed economically in cities than those with urban backgrounds （ D） most people who were once skilled workers are not willing to work as unskilled workers 14 The primary purpose of the passage is to_. （ A） introduce a recently discovered so

39、urce of information （ B） support an alternative to an accepted methodology （ C） present evidence that resolves a contradiction （ D） challenge a widely accepted explanation 15 The material in the passage would be most relevant to a long discussion of which of the following topics? （ A） The effect of

40、migration on the regional economies of the United States following the First World War （ B） The reasons for the subsequent economic difficulties of those who participated in the Great Migration （ C） The transition for the subsequent economic difficulties of those who participated in the Great Migrat

41、ion. （ D） The transition of the agricultural South following the boll-weevil infestation. 15 However important we may regard school life to be, there is no gainsaying the fact that children spend more time at home than in the classroom. Therefore, the great influence of parents cannot be ignored or

42、discounted by the teacher. They can become strong allies of the school personnel or they can consciously hinder and thwart curricular objectives. Administrators have been aware of the need to keep parents informed of the newer methods used in schools. Many principals have conducted workshops explain

43、ing such matters as the reading readiness program, manuscript writing, and developmental mathematics. Moreover, the classroom teacher, with the permission of the supervisors, can also play an important role in enlightening parents. The many interviews carried on during the years as will as new ways

44、of reporting pupils progress, can significantly aid in achieving a harmonious interplay between school and home. To illustrate, suppose that a father has been drilling Junior in arithmetic processes night after night. In a friendly interview, the teacher can help the parent sublimate his natural pat

45、ernal interest into productive channels. He might be persuaded to let Junior participate in discussing the family budget, buying the food, using a yardstick or measuring cup at home, setting the clock, calculating mileage on a trip, and engaging in scores of other activities that have a mathematical

46、 basis. If the father follows the advice, it is reasonable to assume that he will soon realize his son is making satisfactory progress in mathematics and, at the same time, enjoying the work. Too often, however, teachers conferences with parents are devoted to Petty accounts of childrens misdemeanor

47、s, complaints about laziness and poor work habits, and suggestions for penalties and rewards at home. What is needed is more creative approach in which the teacher, as a professional adviser, plants ideas in parents minds for the best utilization of the many hours that the child spends out of the cl

48、assroom. In this way, the school and the home join forces in fostering the fullest development of youngsters capacities. 16 The central idea conveyed in the passage is that_. （ A） home training is more important than school training because a child spends so many hours with his parents （ B） teachers

49、 can and should help parents to understand and further the objectives of the school （ C） parents unwittingly have hindered and thwarted curricular objectives （ D） there are many ways in which the mathematics program can be implemented at home 17 The author directly discusses the fact that_. （ A） parents drill their children too much in arithmetic （ B） principals have explained the new art programs to parents （ C） a father can have his son help him construct articles at home （ D） a paren